Paul Thomas has written a blog that explores the destructive nature of the Microsoft culture and how that culture is now affecting and demoralizing public education. Thomas is reacting to an article in Vanity Fair that is a must-read.
The “cannibalistic culture” that Thomas critiques is derived from a method of employee evaluation called “stack ranking,” where every unit is required to rank everyone in the unit, to identify the best, the average, and the worst, no matter how good everyone might be. By design, someone loses.
This competitive culture has not been good for Microsoft and is wreaking havoc on American public education, whose goal is equal educational opportunity, not the survival of the fittest. It is ruinous for collaboration, on which good schools depend.
It turns out that “stack ranking” is also known as “forced ranking,” and that it is a common practice in some big corporations. It was popularized by Jack Welch of GE. The idea was that you rate your employees from best to worst, and fire the worst. If all of them are really doing a terrific job, that’s too bad, you fire the bottom batch anyway, and repeat the process again next year.
One of the reasons I strongly recommend that you read the article in Vanity Fair is for the comments that follow. Here are a few samples:
I worked for IBM for a long time, and I definitely agree that “stacked ranking” in a company immediately and effectively kills all creativity in a team. No matter how brilliant anyone (or even everyone) on a team is, the majority of them will be relegated to mediocre-to-poor ratings year-after-year, while one or two of their higher-profile counterparts take the top rankings. Depending on the team, these top-ranked may truly be the best in the group, or they may just be more friendly with the manager or have a role within the team that gives them more exposure to their superiors. These rankings, as meaningless as they are, then affect every aspect of an employee’s career, from raises and bonuses to advancement opportunities, to job security during periods of layoffs. When I left IBM I promised myself I would never work for another company engaging in this absurd practice.
Taking platform developers and throwing them against hard goals and deadlines kills your ability to adapt. Management and project stakeholders end up making too many decisions about the technology away from the people who know it best – the people building it. To show progress and keep management happy, engineers shift their focus to tangible deliverables and ignore the pieces management can’t understand, like the underlying architecture. You start going down the path of building lots of bells and whistles, but nothing solid that you can competitively leverage.
Stack ranking is where they throw all the people in a work group together in a pit and let them eat each other. Afterward, the survivors are ranked according to ability by people who don’t actually work with them directly, thus permitting the lead to apologize in a credible fashion when someone who has been an excellent employee for at least 12 years (rarely less – and if you’ve been there over 15 years, you have a bullseye on the back of your head) given gleaming gold stars for performance for the last six months, suddenly has a big fat goose egg review and is escorted out the door for nonperformance issues.
At Enron, the same practice was called “Rank and Yank.” The traders who made the most money were ranked at the top. The ones who made the least were yanked. And we know what happened to Enron.

From p. 56 of the Transition Planning Commission’s recommendations regarding the Memphis merger:
“Measures of success
– A meaningful distribution of teacher evaluation scores—approximately 20% evaluated 1s and 2s and less than 20% evaluated 5s
– The teacher evaluation is used as the basis for professional development, decisions about who teaches, and compensation.”
Even if the distribution recommendation is simply hypothetical, it’s pathetic.
There is not a school system in America with 1/5 of its workforce comprised of bad teachers. If there were, that district’s HR department would deserve getting canned first.
But let’s assume 20% is actually a solid estimate. The district fires those teachers. Then what? Fire good teachers you’ve scored “ineffective” in the hopes of hiring even better teachers? Great idea. What teacher would want to work in that sort of system?
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But according to the defenders of Tpc and SFC the “community” had input into all these decisions. Everyone was treated so kindly and respectfully. That’s what the paid SFC rep said many times.
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I posted the link to Vanity Fair and connected the teacher evaluations to Microsoft’s decline in creativity as a comment ( under the pseudonym, “Teacher Out,” on this blog following Diane’s first point on the Gates’ motivation. I know we are sharing information, but aren’t citations appropriate?
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I meant first post, ugh.
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Candace, given the number of responses the blog receives each day–the Gates post had nearly 90–I think it’s likely Diane may just not have noticed your initial response
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Thanks Jason. My comment really wasn’t for Diane, but for Paul Thomas, who didn’t cite the comment in his blog.
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Candace, I did not see your comment. Thanks for posting the link. I received it first from Paul Thomas, then from Leonie Haimson. Jason is right. I am getting scores of comments every day. I try to read every one. Yesterday I discovered that they were all going into my spam folder and I spent over an hour transferring them to my inbox. The blessings of technology. Keep sending me links and comments.
Diane
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Thanks Diane, I really appreciate your reply. I can’t imagine all the mail and comments you must get and how difficult it must be for you to get through them, especially while you are trying to write your book. Good luck with it, can’t wait to read it, and thanks for all you do!
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Linda, according to the TPC’s website, they were 14 sessions included in their listening tour during which they solicited input from the community. This page includes summaries of the main concerns expressed during those sessions: http://www.ourvoiceourschools.org/listening-tours/
As far as I can tell, teacher evaluation practices didn’t come up during those sessions.
The TPC has more sessions scheduled for this week, but unfortunately I won’t be able to attend because of prior commitments.
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I meant “there,” not “they” in the first sentence.
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This is so sad. Education/serving as a teacher is a profession not a business. Our students are real people with real brains and real thought processes–not widgets that we can force into particular molds or computer parts that will fit neatly together under some engineer’s specific design.
Albert Einstein said it beautifully, “Everybody is a genius. But if you judge a fish by its ability to climb a tree it will live its whole life believing that it is stupid.”
Just because a student “ranked” in the lower quartile on the standardized test given at that particular time in that particular school year does not mean they did not learn. And, that for sure does not make a teacher an ineffective teacher. Yet, these politicians and corporate “reformers” (with the influence of Duncan, Rhee, ALEC and the like) are forcing the teachers to tell our future leaders to that they are stupid as their “widget” did not correctly fit into the mold that was created for them by these reformers.
What is going to be even sadder (and justified in my opinion) is when this generation of students become adults after having survived this corporate and political reformation of education and they look back on the creators of this travesty and say, “Oh, we think paybacks are justified. You older people really tried to take away our critical thinking and problem-solving abilities. You tried to convince everyone we were widgets in your business, that our teachers were ineffective because we couldn’t climb your particular tree, that we were stupid . . . and so, here’s your consequence . . .
As Forest Gump so aptly stated, “Mama always said stupid is as stupid does.”
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When my father was first building houses he said that bricklayers were treated the same way. The layer who finished last was fired, no matter what. Surely modern management can do better, Sorry, they don’t have a clue. Neither do collegiate administrators.
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There will always be a percentage at the top and always a percentage at the bottom. Arbitrary percentages determined by the person who makes them could easily change when that person moves on. Makes no sense to me.
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Re: Candace’s comment
I have exchanged emails with Candace and noted that I wrote my blog without ever having seen her comment on an earlier post by Diane. Until Candace sent me her concern, I had no idea the comment existed or that we had addressed the same passage from the VF piece.
I do greatly appreciate Diane linking to my piece as well.
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Hi Diane,
I know you moved on from this topic but I can’t help but point out another issue. Administrators in state, Iowa, are in a frenzy to become 1:1 schools–schools where there is one laptop or iPad for every student. The research I’ve seen on this is mixed. Like with most other reforms, it seems to be done well in some schools and poorly in others. The thing that bothers me about it is that you might think administrators would be cautious about an unproven reform and adopt a strategy of fiscal austerity…but no, it seems that everyone wants the shiny new toy. While we don’t know if 1:1 really improves instruction or learning, it certainly improves the bottom line of the major computer companies and the professional development consultants who are running from district to district in search of professional development money for the latest and greatest “innovation.”
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Once every student has a laptop or an iPad, then what?
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Diane,
I think you touched on it earlier when you mentioned Huxley’s Brave New World. These folks are making a lot of money off of their current efforts–between the hardware and the professional development, but that’s a short-sided view. What Huxley missed is that technology IS Soma–it is the drug that will pacify future generations and the means to do that is ubiquitous computers from a young age. These gizmos don’t foster critical thinking, but absorption. I don’t know about you, but in the restaurants, malls, and schools of this nation I see Brave New World in the form of throngs of kids (and adults) staring into little screens, absorbing…who knows what..but avoiding the world and people around them. And, I say all that as a professor of educational leadership at a major land-grant research institution who also sees the potential of online learning to create a different kind of critical learner who has both the ability to create and consume high-quality research that could inform decisions on a micro and macro-scale.
Keep fighting the good fight,
Jeff Brooks, Iowa State University
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“then what?”
The microsoft software will malfunction requiring more expensive “upgrades” which will malfunction requiring more expensive “upgrades”, ad infinitum. Maybe Gates is a genius-a perpetual money making venture.
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On 7 July 2012 I replied as shown below but the reply failed to appear. Here’s another try:
In response to the Vanity Fair piece, I recently posted at http://bit.ly/MdbtVq “Microsoft’s Lesson For Public Education,” The abstract reads:
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ABSTRACT: EDDRA2’s Mike Martin at http://yhoo.it/Pw1ks5 wrote: (paraphrasing): “Everyone in education should read ‘Microsoft’s Downfall: Inside the Executive E-mails and Cannibalistic Culture That Felled a Tech Giant’ at http://vnty.fr/M4dJvA. . . . . . What educators need to know and to trumpet widely is precisely Microsoft’s ‘astonishingly foolish management decision’ to focus on ranking employees instead of focusing on consumers – a ranking system that Bill Gates is now trying to impose on public education. . . . . Gates’ ideas will stop teachers from developing education that is effective for children and instead focus on things that look good in the evaluation system.”
As sequels to the above, see the Microsoft/Gates put-downs at, e.g.:
1. Barbara and David Mikkelson’s Urban Legend “Car Balk” at http://bit.ly/RAGFjJ;
2. Louis Menand’s hilarious “The End Matter: The nightmare of citation” at http://nyr.kr/McQrGm;
3. Gene Glass’ insightful “High Button Shoes and Education Reform” at http://bit.ly/KcWqIs.
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Richard Hake, Emeritus Professor of Physics, Indiana University
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