peacee0

So there was a seminar today about quality management. I learned a lot. The speaker, Sir Edwin from the Registrar’s Office of the main campus could fill a book – maybe even more – on just his anecdotes about inefficient service provision and his attempts at improving his own office.

First point that stuck to mind is the double standard of people when on different sides of the service “counter”.

We sometimes have unrealistically high expectations when we are paying for service, but we are full of excuses for the even relatively low quality of service when we are on the delivering end.

What I can see here is a parallel to the students and the give and take relationship we have here in school.

Students are quick to complain about something wrong with the school, but when those same exacting standards are applied to the work demanded of them, it’s still all whining about how difficult it is.

Sir Edwin also gave a checklist for troubleshooting: correct the problem first, then find the source if it wasn’t discovered in the first step, then make sure that it doesn’t happen again. He said that a lot of offices interchange the first and second steps, playing the blame game, which doesn’t solve the problem quickly.

There’s also something to be said about going the extra mile in your work, as it impresses the client, or in the case of the work of the student, it impresses the teacher, which may give them pause from failing a student who suddenly falters towards the end of the term. Please take note that this does not work if it’s bad performance first then a sudden burst of desperate work after course card distribution.

As for excuses, just like a customer will not go back to a store which gives shoddy service, maybe even if they improve, the same is true with a teacher who experiences lackluster submissions from a student as a first impression.

The student will have to work that much harder to erase that bad impression (sometimes subconsciously) of the teacher to get a fair grade. Again, as I said, this may not be intentional on the part of some teachers.

It’s really amazing how most if not all of the things he said that is supposedly geared towards how to run the school actually works for inside the classroom. But then, isn’t what the teacher simulates in the classroom supposed to be a reflection of how a student is supposed to approach his life after graduation?

I will be trying to revise the slides we were given for consumption of the student leaders and maybe the general population as well.

@@ Daily Leadership Lesson September 16 - You’ve removed most of the roadblocks to success when you’ve learned the difference between motion and direction. - Bill Copeland

My take on this: there is a similar saying that goes “just because you’re moving doesn’t mean you’re going somewhere.”

Sometimes it matters more where you are headed than how fast you actually go. It’s not about the journey, it’s the destination.

Okay, that last one has been repeated as being the other way around, but as far as I’m concerned it works both ways depending on who you ask. Anyway, bottom like seems to be the capability of going somewhere isn’t worth much unless you have a clear idea of your end goal.

For all the planning of activities for the school year, there isn’t even a poster campaign to simply celebrate Independence Day tomorrow. As far as I can see, it’s not counter to seeking true agrarian reform. Pro-country doesn’t mean pro-government.

@@ Also, what’s with a teacher believing he or she no longer has a personal choice just because a parent may complain or accuse them of not doing everything possible for their child.

There is a limit, after all. Sure a teacher can exhaust himself or herself catering to the students’ every whim, but everyone can see there is a point where it becomes detrimental.

And the teacher has the right to decline before it reaches that point, or suffer the consequences.

@@ Daily Leadership Lesson May 30: Be wise in the way you act toward outsiders; make the most of every opportunity. - Colossians 4:5 NIV

* This seems to be open to a lot of misinterpretation. Who are the outsiders?

Where does one draw the line at making the most of every opportunity, especially with outsiders?

Maybe this should not have been taken out of context, like that “trainer” analogy a while back.

@@ May 31: Father, no man can do it without others. Please give me guidance and wisdom in knowing who I can turn to. I know that my life depends on other people and how I help them. In Jesus’ name.

* Well, there is the golden rule. Leave others alone and they will leave you alone, most of the time.

This is except for those looking to prey on their fellow man - those who don’t believe in “do unto others”.

Of course not hanging around with others, there is less opportunity for sin, but at the same time, there is also less opportunity to do good to others, and that’s plus points for going to “heaven”.

@@ June 11: If your thoughts seem to be more “about you” than about others and you have difficulty loving and relating to others, then you may need a little coaching from a good counselor. - Selected

* For some people I know in school some words from even an authority or expert isn’t enough.

These I just lift up to Divinity that they receive the experience that when they learn a lesson the “hard way”, it’s hard enough that they realize the error of their ways all throughout their life.

I am still of the belief that those living in denial know somewhere deep in their consciousness that what they are doing is wrong, and that they have to change to be truly happy.

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