The Problem, part 3

There is also a theoretical/philosophical element to my problem statement. There are some sources in education who believe applying quality management principles to instructional interventions is in part another symptom of the encroachment of the philosophies of scientism and naturism in the fabric of education. Loomis and Rodriguez (2009) posit this idea together with the move toward standardized testing, especially in American education. The idea flows from a belief that something is only real if it can be measured, and that measurement creates objectivity. However, the truth is that in deciding what must be measured, the foundation of the metric is built on inherent subjectivity, even if that decision is arrived at in concert by a group, since the members of the group will likely have similar if not homogeneous views.

There is always an economic element embedded in any instructional design effort. The question becomes, how important is that element compared to the other elements? Does the implementation of quality management principles focus on this element to the exclusion of other elements? Is it possible to design a process flow that increases efficiency to the point that it compromises the effectiveness of the effort?

Here's a short, humorous exchange I had with some of my supervisors regarding the issue. I commented that one could have the clearest most efficient process flows in place for production and still put poor instructional items out the door. The jocular response by the Quality Manager was "Yes, but we can do it more quickly and efficiently!" When I shared this with the Project Manager, he added "And we can do it cheaper!" While the exchange was admittedly made in jest, it points out common knowledge that the focus in quality management, much like the focus in the Project Management Book of Knowledge (PMBOK), is for production efficiency first. The product is never certified as being quality, only the process by which it is produced.

However, this aspect of the problem could end up being the Achilles' heel of this research. It cannot become such an important element that the research morphs into a position paper. It must be substantiated, ironically, with research data that will objectively analyze the "true" nature of the relationship between quality management and instructional design. That must remain my focus.