Crosswalk: Deming's 14 Points, Dues' 14 Principles, Langford's 15 Modified Points, & Leonard's 14 Obligations

	A	B	D	E
1	Deming's 14 Points for Transformation of Western Management	Dues' 14 Principles for Educational Systems Transformation	Langford's 15 Modified Deming Points for Continual Improvement of Education	Leonard's 14 Obligations of the School Board and Administration

2	(1) Create constancy of purpose toward improvement of product and service, with the aim to become competitive and to stay in business, and to provide jobs.	(1) Create constancy of purpose toward continual improvement of high-quality learning systems that enable joy in work for staff and joy in learning for students, with the aim that everyone can access opportunity-rich lives in our society now and into the future.	(1) Create Constancy of Purpose toward improvement of student learning and services. Aim to create the best quality student learning systems which enable students to improve all forms of processes and enter meaningful positions in society.	(1) Create constancy of purpose toward improvment of the entire school system and its services. Think and plan for the long-term needs of the school and its students, rather than short-term requirements.
3	(2) Adopt the new philosophy. We are in a new economic age. Western management must awaken to the challenge, must learn their responsibilities, and take on leadership for change.	(2) Adopt the new philosophy. System leaders must awaken to the fact that education reform movements lack a sound philosophical foundation, must learn their new responsibilities, and take on leadership for improvement.	(2) Adopt the new philosophy. Educational management must awaken to the challenge, must learn their responsibilities and take on leadership for improvement.	(2) Adopt the new philosophy.
4	(3) Cease dependence on inspection to achieve quality. Eliminate the need for inspection on a mass basis by building quality into the product in the first place.	(3) Cease dependence on standardized testing to achieve quality, and work to abolish grading and the harmful effects of rating people. Eliminate the need for inspection on a mass basis (i..e. standardized testing) by building quality into the product in the first place. The product in education systems is high-quality learning.	(3) Work to abolish grading and the harmful effects of rating people. (4) Cease dependence on testing to achieve quality. Eliminate the need for inspections on a mass basis (standardized achievement tests, etc.) by providing learning experiences which create quality performance.	(3) Cease dependence on tests and grades to measure quality.
5	(4) End the practice of awarding business on the basis of price tag. Instead, minimize total cost. Move toward a single supplier for any one item, on a long-term relationship of loyalty and trust.	(4) Maximize high-quality learning and minimize total cost of education by improving the relationship with educational institutions from which students come and to which they matriculate. A single source of students coming into a system, such as elementary school students moving into a middle school, is an opportunity to build long-term relationships of loyalty and trust.	(5) Work with the educational institutions from which students come. Minimize total cost of education by improving the relationship with student sources and helping to improve the quality of students coming into your system. A single source of students coming into a system, such as middle school students moving into a high school, is an opportunity to build long term relationships of loyalty and trust for the benefit of students.	(4) Cease dependence on price when selecting the curriculum, texts, equipment, and supplies for the sytem. Make selections based on quality to result in lower costs long term for the system.
6	(5) Improve constantly and forever the system of production and service, to improve quality and productivity, and thus constantly decrease costs.	(5) Improve constantly and forever the system of planning, teaching, learning, and service to improve every process and activity in the organization and to improve quality and productivity. It is management's obligation to work continually on the system (school design, curriculum, incoming supplies and materials, technology, supervision, training, retraining, etc.).	(6) Improve constantly and forever the system of student improvement and service to improve quality and productivity.	(5) Improve constantly and forever every process for planning, teaching, learning, and service.
7	(6) Institute training on the job.	(6) Institute thorough job-related training for students, teachers, staff, and management, so that everyone can make better contributions to the system. New skills are required to keep up with changes in cognitive science, curricula, methods, learning experience design, technology, teaching techniques, services, etc.	(7) Institute education and on-the-job training for students, teachers, classified staff and administrators.	(6) Institute more thorough, better job-related training.
8	(7) Institute leadership. The aim of supervision should be to help people and machines and gadgets to do a better job. Supervision of management is in need of overhaul, as well as supervision of production workers.	(7) Adopt and institute leadership aimed at helping people to do a better job. Management's responsibility must shift from focusing solely on outcomes to focusing on the quality of learning experiences and services produced by the educational system.	(8) Institute leadership. The aim of supervision should be to help people use machines, gadgets and materials to do a better job.	(7) Institute leadership (management of people).
9	(8) Drive out fear, so that everyone may work effectively for the company.	(8) Drive out fear, so that everyone may work effectively for the school system. No one can perform their best unless they feel secure to express ideas, ask questions, and make mistakes.	(9) Drive out fear, so that everyone may work effectively for the school system. Create an environment which encourages people to speak freely.	(8) Drive out fear.
10	(9) Break down barriers between departments. People in research, design, sales, and production must work as a team, to foresee problems of production and in use that may be encountered with the product or service.	(9) Break down barriers between departments and grade levels and develop strategies for increasing cooperation among groups and individuals. Administrators, business & financial managers, operations staff, support staff, students, and teachers, etc. must work as a team to foresee problems in the production and use of high-quality learning experiences.	(10) Break down barriers between departments. People in teaching, accounting, food service, administration, curriculum development, and research, etc., must work as a team. Develop strategies for increasing the cooperation among groups and individuals.	(9) Break down barriers between groups in the school system.
11	(10) Eliminate slogans, exhortations, and targets for the work force asking for zero defects and new levels of productivity. Such exhortations only create adversarial relationships, as the bulk of the causes of low quality and low productivity belong to the system and thus lie beyond the power of the work force.	(10) Eliminate slogans, exhortations, and targets for educators and students that ask for perfect performance and new levels of productivity. Such exhortations only create adversarial relationships, as the bulk of the causes of low quality and low productivity belong to the system and thus lie beyond the power of teachers and students.	(11) Eliminate slogans, exhortations, and targets for teachers and students that ask for perfect performance and new levels of productivity. Exhortations create adversarial relationships. The bulk of the causes of low quality and low productivity belong to the system and thus lie beyond the control of teachers and students.	(10) Eliminate the use of goals, targets, and slogans to encourage performance.
12	(11a) Eliminate work standards (quotas) on the factory floor. Substitute leadership. (11b) Eliminate management by objective. Eliminate management by numbers, numerical goals. Substitute leadership.	(11) Eliminate arbitrary numerical targets in the form of work standards that prescribe quotas for teachers and numerical goals for people in management. Substitute leadership in order to achieve continual improvement of quality and productivity.	(12) Eliminate work standards (quotas) for teachers and students (e.g. raise test scores by 10%, and lower dropouts by 15%). Substitute leadership.	(11) Closely examine the impact of teaching standards and the system of grading student performance.
13	(12a) Remove barriers that rob the hourly worker of his right to pride of workmanship. The responsibility of supervisors must be changed from sheer numbers to quality. (12b) Remove barriers that rob people in management and in engineering of their right to pride of workmanship. This means, inter alia, abolishment of the annual or merit rating and of management by objective.	(12) Remove barriers that rob educators and students of their right to joy in work and learning. This means, inter alia, working to abolish the system of grading student performance, the annual or merit rating of staff, and the management by objective of schools and school systems. The responsibility of all educational leaders must change from sheer numbers to quality.	(13) Remove barriers that rob the students, teachers, and management (principals, superintendents, and central office support staff) of their right to pride and joy of workmanship. This means, inter alia, abolition of the annual or merit rating and of management by objective. The responsibility of all educational managers must be changed from quantity to quality.	(12) Remove barriers that rob staff and administrators of pride of workmanship and rob students of the joy of learning. Abolish annual ratings of staff and the system of grading student performance.
14	(13) Institute a vigorous program of education and self-improvement.	(13) Institute a vigorous program of education and encourage self-improvement for everyone. A school system needs not just good people, but people that are improving with education. Advances in teaching and learning processes will have their roots in knowledge.	(14) Institute a vigorous program of education and self-improvement for everyone.	(13) Institute a vigorous program of education and self-improvement for everyone in the system. Don't forget the needs of parents.
15	(14) Put everybody in the company to work to accomplish the transformation. The transformation is everybody's job.	(14) Clearly define top management's commitment to continual improvement of quality and its obligation to implement the 14 Principles. Plan and take action to put everyone in the organization to work to accomplish the transformation; the transformation is everyone's job. Start with education for all in positions of leadership.	(15) Put everyone in the school to work to accomplish the transformation. The transformation is everyone’s job.	(14) Plan and take action to accomplish the transformation. Start with education for all in positions of leadership. Help them view the school system as a system.