If we map the value stream in education, we get something like this:
That’s according to Toyota Culture, as cited by Aretae.
That’s according to Aretae, who’s reading Toyota Culture at the moment.
As Wobbly (BC) notes, that accords well with the Bloom 2-sigma problem.
Misunderstanding?
I wrote my read of the value stream in education, not Liker, et al.’s opinion. I was just reminded of the topic of value stream mapping by the (very good) book.
Dear Aretae,
I’m not sure how to contact you but I would like to read your post and I find it is closed.
Any chance?
AM
PS Came across this post searching twitter for value stream and education
Anne Marie,
The post was a quick thing. There wasn’t much content to it. But I reproduce what little content there was there here.
The format of my assertions: Activity = Value percentage … how much waste is generated
Explanation = 3% of total value…[and only 10% of the explanation is positive value. --ed. for clarity] the other 90% of explanation is waste.
Example = 15% of value…surprisingly high.
Practice / Repetition = 40% of value … Waste from praticing wrong thing, practicing thing wrong.
Feedback during practice = 30% of value … Waste from bad feedback
Evaluation = 10% of value … waste from teaching to the evaluation.
It really was a small thing.
Why are you looking for value stream and education stuff?