Here is a curious turn of events. Just as the federal government is forcing schools across the nation to evaluate and rank teachers using dubious metrics, corporations are beginning to back away from simplistic performance measures. The change reflects the philosophy of business guru W. Edwards Deming, who staunchly opposed merit pay and rankings, on grounds that they demoralized employees and made for a less efficient workplace.
This article appeared in the Wall Street Journal.
The Trouble With Grading Employees
Performance ratings such as ‘meets expectations’ sap workers’ morale,
but firms aren’t sure they can do without them
Can a year’s worth of work be boiled down to a stock phrase like
“meets expectations”?
As companies reinvent management by slashing layers of hierarchy or
freeing workers to set their own schedules, performance ratings—which
grade workers on a 1-5 scale or with labels like “on
target”—stubbornly hang on. Companies like Gap Inc.,Adobe Systems
Inc.and Microsoft Corp. abolished such ratings after leaders decided
they deterred collaboration and stoked staffers’ anxieties. Yet other
companies are having a harder time letting go.
Intel Corp. has long rated and ranked its approximately 105,000
workers on a four-level scale, from “outstanding” to “improvement
required.” Devra Johnson, a human-resources director at the chip
maker, observed that ratings tended to deflate morale in a good chunk
of the 70% of the company’s workforce that receives a “successful”
rating each year—the second-lowest label.
“We’d call them the walking wounded,” she said.
Human-resources managers conducted an experiment to test a new way of
managing performance, allowing 1,700 workers in the HR department to
go unrated, although not without feedback, for about two years,
according to Ms. Johnson.
Managers found they could still differentiate performance and
distribute compensation. However, when Ms. Johnson’s team presented
its findings, company executives weren’t ready to give the labels up,
concerned that forgoing ratings would suck healthy tension out of the
workplace, she said. So the HR department started rating the employees
in the experiment again….
Marc Farrugia, the vice president for human resources at Sun
Communities Inc., is going through the “exhausting” process of
revamping performance management at the owner and operator of
manufactured housing communities. He’s concerned about the accuracy of
the company’s current approach to ratings; some managers just dole out
higher scores in order to maximize bonuses for employees they’re
scared might leave; others give everyone average ratings because it is
easy. Workers complain the ratings aren’t fair and don’t paint a true
picture of their annual performance.
“I’m being more and more convinced that ratings are doing more harm
than good,” Mr. Farrugia said….
Some executives worry that figuring performance measures, such as the
time it takes for restaurant workers to take an order, into reviews
might lack context.
“I have a real love-hate relationship with data,” said Kevin Reddy,the
CEO of fast-casual restaurant chain Noodles & Co. “You can get a false
sense of security if you zero in too closely on a rating system.”
The company moved away from numeric ratings about seven years ago but
still places workers into broad categories like “meets expectations.”
Mr. Reddy said he and his leadership team continue to question whether
they’re doing feedback right and motivating employees.
Jean Martin, a director at research and advisory firm Corporate
Executive Board who works with companies on performance management
systems, said executives are “giving the numbers too much power” by
endlessly debating their worth. An analysis of 30,000 employees by her
organization shows ratings don’t have a direct impact on performance,
she said.
Others say they have evidence showing that workers contribute less
after receiving a poor rating. David Rock, the director of the
NeuroLeadership Institute, a research firm that applies neuroscience
to the workplace, said ratings conjure a “threat response” in workers,
or “a sensation of danger,” especially if they don’t get the number
they expect. And the hangover from a bad rating can last for months,
Dr. Rock said….
Companies that have gotten rid of ratings say their employees feel
better about their jobs, and actually listen to managers’ feedback
instead of obsessing over a number. John Ritchie, a Microsoft
human-resources executive who goes by “J,” said the technology
company’s practice of rating and ranking employees discouraged
risk-taking and collaboration; since discontinuing the practice in
late 2013, teamwork is up, he said.
The internal change mirrors the shift CEO Satya Nadella is working to
effect externally, charming and collaborating with startups and
venture-capital firms so that Microsoft doesn’t get left behind in the
increasingly heterogeneous world of technology.
“We needed to change and everybody knew it,” Mr. Ritchie said of the
new performance management system.
The Gap’s new approach dumps ratings in favor of monthly coaching
sessions and frequent employee-manager conversations. But HR
executives had to convince leaders that the move wasn’t
“sacrilegious,” according to Eric Severson, the company’s co-head of
human resources.
Holly Bonds, a 17-year veteran of the company, said it was strange at
first; she was used to scanning her review for her rating and bonus
number. She now talks more frequently with her manager, so she has a
better idea of where she stands, a process that she’s found less
stressful than worrying about her rating.
“I haven’t missed it,” she said.
Write to Rachel Feintzeig at rachel.feintzeig@wsj.com

Click on this link: http://www.vanityfair.com/news/business/2012/08/microsoft-lost-mojo-steve-ballmer
A very long but revealing excerpt from the above—and just think of applying stacking ranking to public schools!—
[start]
By 2002 the by-product of bureaucracy—brutal corporate politics—had reared its head at Microsoft. And, current and former executives said, each year the intensity and destructiveness of the game playing grew worse as employees struggled to beat out their co-workers for promotions, bonuses, or just survival.
Microsoft’s managers, intentionally or not, pumped up the volume on the viciousness. What emerged—when combined with the bitterness about financial disparities among employees, the slow pace of development, and the power of the Windows and Office divisions to kill innovation—was a toxic stew of internal antagonism and warfare.
“If you don’t play the politics, it’s management by character assassination,” said Turkel.
At the center of the cultural problems was a management system called “stack ranking.” Every current and former Microsoft employee I interviewed—every one—cited stack ranking as the most destructive process inside of Microsoft, something that drove out untold numbers of employees. The system—also referred to as “the performance model,” “the bell curve,” or just “the employee review”—has, with certain variations over the years, worked like this: every unit was forced to declare a certain percentage of employees as top performers, then good performers, then average, then below average, then poor.
“If you were on a team of 10 people, you walked in the first day knowing that, no matter how good everyone was, two people were going to get a great review, seven were going to get mediocre reviews, and one was going to get a terrible review,” said a former software developer. “It leads to employees focusing on competing with each other rather than competing with other companies.”
Supposing Microsoft had managed to hire technology’s top players into a single unit before they made their names elsewhere—Steve Jobs of Apple, Mark Zuckerberg of Facebook, Larry Page of Google, Larry Ellison of Oracle, and Jeff Bezos of Amazon—regardless of performance, under one of the iterations of stack ranking, two of them would have to be rated as below average, with one deemed disastrous.
For that reason, executives said, a lot of Microsoft superstars did everything they could to avoid working alongside other top-notch developers, out of fear that they would be hurt in the rankings. And the reviews had real-world consequences: those at the top received bonuses and promotions; those at the bottom usually received no cash or were shown the door.
Outcomes from the process were never predictable. Employees in certain divisions were given what were known as M.B.O.’s—management business objectives—which were essentially the expectations for what they would accomplish in a particular year. But even achieving every M.B.O. was no guarantee of receiving a high ranking, since some other employee could exceed the assigned performance. As a result, Microsoft employees not only tried to do a good job but also worked hard to make sure their colleagues did not.
“The behavior this engenders, people do everything they can to stay out of the bottom bucket,” one Microsoft engineer said. “People responsible for features will openly sabotage other people’s efforts. One of the most valuable things I learned was to give the appearance of being courteous while withholding just enough information from colleagues to ensure they didn’t get ahead of me on the rankings.”
Worse, because the reviews came every six months, employees and their supervisors—who were also ranked—focused on their short-term performance, rather than on longer efforts to innovate.
“The six-month reviews forced a lot of bad decision-making,” one software designer said. “People planned their days and their years around the review, rather than around products. You really had to focus on the six-month performance, rather than on doing what was right for the company.”
There was some room for bending the numbers a bit. Each team would be within a larger Microsoft group. The supervisors of the teams could have slightly more of their employees in the higher ranks so long as the full group met the required percentages. So, every six months, all of the supervisors in a single group met for a few days of horse trading.
On the first day, the supervisors—as many as 30—gather in a single conference room. Blinds are drawn; doors are closed. A grid containing possible rankings is put up—sometimes on a whiteboard, sometimes on a poster board tacked to the wall—and everyone breaks out Post-it notes. Names of team members are scribbled on the notes, then each manager takes a turn placing the slips of paper into the grid boxes. Usually, though, the numbers don’t work on the first go-round. That’s when the haggling begins.
“There are some pretty impassioned debates and the Post-it notes end up being shuffled around for days so that we can meet the bell curve,” said one Microsoft manager who has participated in a number of the sessions. “It doesn’t always work out well. I myself have had to give rankings to people that they didn’t deserve because of this forced curve.”
The best way to guarantee a higher ranking, executives said, is to keep in mind the realities of those behind-the-scenes debates—every employee has to impress not only his or her boss but bosses from other teams as well. And that means schmoozing and brown-nosing as many supervisors as possible.
“I was told in almost every review that the political game was always important for my career development,” said Brian Cody, a former Microsoft engineer. “It was always much more on ‘Let’s work on the political game’ than on improving my actual performance.”
Like other employees I interviewed, Cody said that the reality of the corporate culture slowed everything down. “It got to the point where I was second-guessing everything I was doing,” he said. “Whenever I had a question for some other team, instead of going to the developer who had the answer, I would first touch base with that developer’s manager, so that he knew what I was working on. That was the only way to be visible to other managers, which you needed for the review.”
I asked Cody whether his review was ever based on the quality of his work. He paused for a very long time. “It was always much less about how I could become a better engineer and much more about my need to improve my visibility among other managers.”
In the end, the stack-ranking system crippled the ability to innovate at Microsoft, executives said. “I wanted to build a team of people who would work together and whose only focus would be on making great software,” said Bill Hill, the former manager. “But you can’t do that at Microsoft.”
[end]
Objective? Fair? Encourage innovation and creativity?
Again, think what stack ranking has been doing, and is doing. to public schools. *Hint for the shills and trolls: CCSS and its conjoined twin, high-stakes standardized testing.*
😎
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Thank you, KrazyTA! Good post.
W. Edwards Deming’s work flies in the face of what’s been going on for too long … REPRESSION. Repression never works.
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Thanks Krazy TA. You have been waaaaay ahead of the curve on this one
So, the billion dollar question, of course, is “If Bill Gates knew how damaging such a system had been at his own company, why has he wholeheartedly (and wholewalletedly) supported implementation of a very similar system in America’s public schools?” — even after the experiment at Microsoft had failed so miserably.
Some might believe that Gates is merely naive, but his actions in this case prove otherwise beyond a shadow of a doubt. He knows precisely what test and VAM will do to public schools because he has seen the results at his own company and there is no good reason to believe the results will be any different at the schools
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What you are suggesting SDP is that Gates sees it as an opportunity to destroy public education???
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If by “destroy public education,’ you mean “destroy teaching” in its current form, almost certainly — and replace it with online “teaching”.
From the getgo (as far back as 2009), Gates has made no secret of the fact that his goal was not only to install common national standards (which could not be changed because of copyrights), but make sure that the curriculum and the tests aligned with those standards to “create powerful market forces”
He claimed the purpose was “in the service of better teaching”, but it’s hard to see how, if one is effectively destroying teaching in the process.
Unless he really meant “to serve teaching” in the sense of “to serve man” from the famous Twilight Zone episode. (It is interesting that Gates actually chose to use the words “in service of” rather than “to serve”)
Bill Gates: “When the tests are aligned to the common standards, the curriculum will line up as well—and that will unleash powerful market forces in the service of better teaching. For the first time, there will be a large base of customers eager to buy products that can help every kid learn and every teacher get better. “
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http://www.vanityfair.com/news/2012/07/microsoft-downfall-emails-steve-ballmer
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THANK YOU! Enlightening indeed. Gates’ problems are massive.
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My reviews in the private sector were always written by me. This is a common practice. Most the time my managers were too busy, did not understand my work, or were shuffled midyear with biennial reorgs or new CEOs. The actual ratings were driven more by company revenues or internal politics and had little correlation to success or failure. No review made me a better employee and were formalities. But that also meant there was a certain amount of trust and professionalism expected from everyone. Everything was run in crisis mode and chaos reigned supreme. Rigid evaluation systems would have been a punch line. Close cooperation as a team lead by a competent, respected leader was key.
Another little secret the Reformers ignore is that private sector pay at each level is pretty much the same for everyone with minor differences. Finding out a coworker is paid much more for less work starts a nuclear war and corrosive atmosphere no manager wants. There is no “merit pay”. Bonuses did provide some recognition, but were often calculated using formulas heavily weighted with years of service. Stock options were very popular and highly motivating if large enough, but required vesting and awarded by years of service. In other words, not performance but a seniority based system. Can you imagine? Experience is actually valued? The only way to significantly boost income was a promotion. But nepotism and cronyism is a tough ceiling to crack.
There is this Reformer myth that free markets, competition, and creative destruction somehow results in a vast meritocracy and a better America. I might as well be raising unicorns and sprinkling fairy dust. Instead, you have gaming, corruption, inequality, individualism, stagnation, turf wars, silos, scorched earth fads, CYA, and people promoted to the highest level of their incompetence. Collaboration built our society that stands on the shoulders of giants. Sure, some cooperative competition is good and we do not want a planned economy. But Reformers seem more bent on punishing teachers than improving education.
It is ironic the WSJ, with its anti-teacher agenda pushing rank and yank, has endorsed the opposite for business. Do as I say, not as I do?
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*biannual reviews.
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I have this vision of some billionaire corporate executive rephormster type looking at a square piece of cardboard and having this brilliant idea – “Hey, we could put some of those on something and make it go. I think I’ll call them, hmm, I know, ‘wheels’!” Over time he might start to realize that making them round might work better. And then later he might realize that perhaps cardboard isn’t the best material. Eventually he’d get around to something basically resembling wheels that have been in use for thousands of years. Each revelation is like a breakthrough for him and he considers himself a genius for inventing and developing this wonderful thing that no one has ever thought of before.
Alfie Kohn has been writing about rewards and punishments, grading, merit pay, etc. for 30 years now and even he wasn’t the first one to say any of what he says. These business execs are just now realizing that carrots and sticks, competition, public shame, etc. don’t work and they’re congratulating themselves on how brilliant they are for developing more “enlightened” systems. Just recently I read an article about a couple of charter school founders who started some “no excuses” schools and were shocked by high suspension/expulsion rates, so they started actually talking to the kids and listening to their concerns. They acted like they were so brilliant for figuring this out. Time after time these guys show up late to a party that’s been going on for 100+ years and we’re supposed to marvel at how hip and trendy they are.
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I think I have told this story before but it fits this situation perfectly. I was a psych major in college in a Skinner heavy department. My abnormal psych professor was leery of the heavy emphasis on behavior manipulation as opposed to a more balance approach. He told of his own foray into behaviorism when he “cured” a patient’s obsessive compulsive behavior through conditioning techniques that extinguished the behavior. Shortly thereafter, the patient broke out in a severe case of hives. Behaviorism ignores what cannot be seen. In their view, the psychological reasons for her obsessive-compulsive behavior were immaterial because there was no behavior that could be manipulated that would change the underlying distorted thinking.
So if we reduce all our interventions to responses to overt behavior, we can ignore all those messy factors that don’t relate directly to an observable behavior. What does poverty behavior look like? Homelessness? Hunger? Violence? Hearing Loss? Poor eyesight? Under- and unemployment? Because we cannot identify a behavior through which people can correct all poverty, because individual responses are required in addition to overarching programs, poverty, and any other underlying factor, is ignored. So reformers choose interventions that they believe will manipulate the behavior of at least a subgroup of the population of lower socioeconomic status that they believe will lead to college and career readiness if this subgroup chooses to respond to their program. (Forget for a moment that motives may not be even this pure.) They define a behavioral end goal (high test scores) and a scripted program to reach that goal. If you can’t hack it, tough. It’s not their problem. I am overstating motives and reactions for the purpose of the example. If we agree that children are different and need an individual, personal response, then we have to allow that people who have bought the reformist meme are not cookie cutter images of each other either. I can respond to the rhetoric without immediately damning all its proponents.
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You’ve got that right, Dienne!!!
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So in turn we could say, END this testing/evaluating madness on the grounds that it demoralizes teachers and makes for a less efficient school/workplace (for your children).
I certainly wouldn’t want a demoralized teacher spending all day with my kids.
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Good comments, but we need to stop and think a minute.
As educators, we do the very same with our evaluation of students (long before the reformsters got hold of us) that we decry being done to us.
I know the posters in this blog are thinkers, so please stop and think about each point before attacking me. I like to encourage divergent and creative thinking in others. 🙂 For a positive exercise, please contribute your thoughts on whether or not what we do now (some examples below) is the best for students, and if you think there is an alternative or a better way, please share. All of us were students at one time. Try to think from a student’s perspective.
– We rank students into grade levels by age. Then if any fail and are held back, that age ranking gets murky and mixed in with ability.
– No matter how much feedback we give our students, we still rank their work as A, B, C, D, F or Satisfactory/Unsat. or Above Average, Average, Below Average, etc., when we report it to them and to their parents.
– We “DIBEL” students and there are schools/classrooms that color code each child’s name and post in public places
– We create special courses for the best and brightest and call them “Advanced” Placement and “Honors.”
– We rank students in their graduation class by grade average and name a Salutatorian and Valedictorian.
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I know the whole system affected me. Although I can identify subjects and activities I enjoyed, my attitudes toward these endeavors was greatly influenced by how others, particularly those with some authority, viewed my performance. I have to say that that judgement still affects my thinking. I hope I was able to convey to my own kids and students a healthier view of learning.
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Yessirreee!
You are quite correct Robert.
To misquote Forrest “Insane is as insane does”.
To me the ethical means of assessing a student is doing what Wilson calls the Responsive Frame of Assessment: Responsive Frame-think of an apprenticeship in a trade or a medical residency program where the learner interacts with the “teacher” with constant feedback. And even then there can be errors in the process but those errors are hammered out by the teacher and the student working together to help the student better understand his/her own learning process. No ranking, no labeling, no comparing to other students allowed.
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For what it’s worth, I send my own kids to a progressive school that doesn’t have grades, tests (standardized or otherwise), “honors” classes or valedictorians. We do group kids by age level, but each kid is working at his/her own academic level in any given subject, so there really is no such thing as failure and we rarely retain kids (occasionally at the kindergarten level but that’s rare and it has to do with maturity, not academics). Some of our second graders can’t read yet, some are reading Harry Potter – all are educated and cared for equally.
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“. . . all are educated and cared for equally.”
As well it should be!
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My own kids attend a school using portfolio work, mastery grading, some student led classes (teachers are advisors), to name a few ideas. No attendance, students come and go as they please, no locks on lockers, rules are set by students as is the handling of disputes and most discipline. It is a public school, and very innovative. The waiting list is long. But it is not for every student.
I do not think the argument teachers evaluate students so we must do the same to teachers is valid. Doctors don’t take what they prescribe, just because a patient needs treatment. But you bring up good points for discussion. I do agree much of the grading and ranking systems should be deemphasize, but colleges and parents still drive that system. Many students need that ranking for motivation. But with over-testing, we seem to be getting worse.
Any ideal system takes money. Wouldn’t it be great if we could define REAL IEPs for all students instead of overcrowded rosters and barely a minute to take a breath? And not the useless NCLB IEPs, either. Real education plans with real, live teachers able to teach without first dealing with a hungry kid, a crumbling family, parents working two minimum wage jobs, hopelessness and depression.
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If you have not yet read it may your attention be drawn to this month’s, May issue of the Atlantic magazine article:
“Can Starbucks Save the Middle Class”.
Starbucks is paying their employees to go to college.
AND
this is paying off for them on their bottom line. Employees stay with them, turnover is greatly reduced resulting in not having to expensively train new employees etc etc.
Not all corporations are short sighted.
AND again, this is good for their bottom line, profits. Plus of course society at large.
VERY interesting article.
I encourage you to seek this out and read it.
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Great for Starbucks, but, no, they can’t save the middle class. It shouldn’t be up to corporations whether or not people have the ability to go to college. Corporations are notoriously fickle about such programs and the conditions attached thereto.
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“Not all corporations are short sighted”
Exactly! Most corporations provide valuable goods and services with ethical business practices and many good people work in these organization. Many people who COULD be our allies were they not turned off by the derogatory mislabeling of the edudeformers’ and privateers’ actions as “corporate takeover of public education”.
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In NJ, the job market’s so bleak that people who already have Master’s degrees are working at Starbucks.
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My union will reimburse me for career related classes.
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Which union is that?
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When I first started working, the companies would pay for any education 100%, any level. I earned a Masters, a friend went to law school, another a PhD. Not anymore.
There is in corporations an “I hate teachers, but love my own teacher” mentality. I heard many less than flattering comments about teachers in general often a knee jerk reaction. But coworkers would praise and defend their own kid’s teacher. But as you talk to the public, they do still want to respect education, but they are confused. On the one hand they hear the Reformers and media demonizing these “bad” teachers as a problem. On the other, they see teachers working hard to overcome obstacles and show genuine concern for students. Plus you have a Disney World problem – many people outside education see teaching from their experience as a student and do not see the behind the scenes effort to make a classroom a success.
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GW:
Man, that wonderful PR item almost makes me want to start going to Starbucks again just so that I can fork over way too much of my own cash but feel a little less guilty about that (& the associated calories) by believing that I am playing some small part in subsidizing a college education for a Starbucks employee who might not be able to afford it on their own…
——-
June 2014 –
“Yes, Starbucks will reimburse its employees for studying online at Arizona State University, but students should not expect to earn their bachelor’s degree without spending a dime.
Nor should they expect to take as much time as they want….
Arizona State’s contract with Starbucks, obtained by Inside Higher Ed through an open records request to the university, is full of provisions that urge students toward completion. It also suggests the university is prepared to shut the door on partnerships with other companies for years to in exchange for access to tens of thousands of eligible Starbucks employees.
In the week since the deal was announced to fanfare about a path to a free college education, details show the program is less straightforward than initially promoted…
Juniors and seniors will get 58 percent of their tuition reimbursed…
To keep juniors and seniors on track to graduate, the contract notes that Starbucks will reimburse only those credits attempted in the previous 18 months. Since students will only be reimbursed for reaching “coursework milestones” — in other words, completing 21 credit hours — they either have to keep up with their studies or pay the full cost.
One credit hour at Arizona State University Online usually costs between $480 and $543. That means students have to find a way to cover at least $10,000 in tuition costs — a figure that doesn’t include course materials — over an 18-month period before Starbucks reimburses them.
Freshmen and sophomores, defined as students with fewer than 56 credits, will not be eligible for reimbursement, but can receive partial scholarships from Arizona State. If Starbucks chooses to expand the program, Arizona State pledges to cooperate, according to the contract. Until then, those students will pay no more than 78 percent of the standard tuition cost…
Starbucks will pay Arizona State $2,960,900 to get the program off the ground. The university will spend $2,038,100 of those funds to hire staffers in admissions, advising, transfer credit evaluation, and enrollment and financial aid coaching services, while the remaining $922,800 will fund one-time investments in equipment and infrastructure.
Between November and June of next year, Arizona State will repay $1,299,000, or almost half of the start-up costs. Once the program launches, Starbucks’s role will be largely supportive…
Starbucks’s list of responsibilities is notably shorter. The company will be in charge of determining which of its employers qualify for the program, and will otherwise work with the university to create a one-week mandatory orientation session and a “digital experience” to welcome students to the program.
Its greatest responsibility will be to assemble an annual marketing plan with input from Arizona State. Among the ideas listed in the contract are joint press releases and social media posts, co-branded swag and specific Starbucks stores with reserved space for study groups, among others.
————
In reply to all of the above, the article in The Atlantic does say this:
“Almost immediately, reporters criticized Schultz for exaggerating his beneficence. After all, the program was going to be relatively cheap for Starbucks, given the discount provided by Arizona State. Plus, only students at the junior or senior level would be fully reimbursed—and only after they’d earned 21 new credits, proving their commitment to college and company. All students would be required to apply for federal financial aid, so taxpayers would be covering some of the cost, too…”
———–
And after MUCH lower enrollments than anticipated, plenty of dropouts & some “customer” feedback, Starbucks renegotiated the contract to include reimbursing everyone (not just Juniors & Seniors) and reimbursing them immediately instead of waiting until they accrue another 21 credit-hours.
Well, who knew that college is just too darn over-priced these days? I predicted the original terms & conditions of that comfy little partnership would fall flat on its face…eventually…(but only after gaining Starbucks boatloads of PR for being yet another corporate “philanthropic” educational endeavor).
When did I predict that Corporate Partnership would eventually fail? Sometime back in 2013 when I began researching all of Pearson’s unmitigated greed & gall, and I read about their budding partnership with ASU (which nets them 50% of the tuition paid by all online students and was really ugly in so many ways, especially how many professors just left in disgust…& then later sued them for Intellectual Property violations when they discovered the materials they had prepared while still employed at ASU were being broadcast without their knowledge or consent).
So before anyone reaches for that next frappuccino expecting nothing but a double-shot of a Feel Good Moment, remember this was all done so that Starbucks can funnel even more of our own hard earned cash right into Pearson’s deep pockets. All roads it seems, even what might appear at first glance to be The High One, lead back to Pearson…eventually.
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Our system of public schools has been construed as a corporate/factory/industrial management problem for a long time. That is why Superintendents are still in place, also School Boards, and why we speak of school work, assign home-work, grade the work-products of students, have workbooks galore.
Management books come and go. Few endure. Drucker has been resurrected for the SLOs demanded in about 27 states for teachers who then are judged by whether they have met a target and growth target–raising pre-to posttest scores by 20% is just like increasing first to third quarter sales by 20% .
Almost all hot new management books have the same format, an elaboration of bullet-point thinking, ten ways to this, the 12 rules for whatever, Dan Pink’s books have new metaphors highlighting the virtues of intrinsic motivation he finds as a characteristic of many artists– the drive thing, or the symphony thing. The Imagination First book has a snippets of wisdom, approach with 37 and 1/2 lessons that artists can teach managers who want creative thinkers… ( but few really do).
The new management gurus are called “thought leaders” and their tribe is small, but there are new thought engineers who have coined a new vocabulary with “thinklets” at the center and revived concepts from creative thinking books circa 1950s, like leap frogging from one thinklet to another, tracing the difference between a thinklet and thonklet, creating a tsunami of thinklets (aka brainstorming).
For a fascinating discussion of mangement gurus and pundits see
http://www.economist.com/news/business/21649478-management-pundit-industry-shadow-its-former-self-twilight-gurus
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