Several years ago, and I mean in the 80s or early 90s, I read an article by Karl M. Mathews, at the time, president of Southwestern Business College in Palos Hills, Illinois. I can not find a current reference to Mr. Mathews nor Southwestern Business College. I copied the article but forgot to reference from what publication (sorry publisher), and in the course of rereading old articles for possible relevance today, I came across it again.
The statements in this article are as relevant today as they were several years ago in my opinion, so I thought I’d share them with you. Would be great reading for those younger members of our profession who may never have had the opportunity to read what I consider foundation material.
There will be three posts; this is the second in the series; tomorrow will be the third. The first myth is The Sacrosanct Lead, the second, Industry Standards, and the third, The Comparison Game. I will certainly appreciate any comments.
Myth #2: Industry Standards
“People who allude to “industry standards” also tend to use other vapid statements, such as: ‘the bottom Line’ and ‘the big picture.’ As is the case of most trendy phrases, the phrase identifies something, but in reality, says nothing.
There are no industry standards. No twisted little malevolent creature inhabits a mountain top churning out canons of performance expectations.
There are no quality control squads roaming the countryside preparing to descend upon you. In short, the phrase ‘industry standards’ is about as meaningful as a politician promising never to lie to you.
Each school, or group of schools, should set their standards based on location, curriculum budget and a multitude of other factors. No central force could, or should, dictate norms that take into account regional and local factor. The only factor that is relevant is the conditions that surround each school’s locale.
An outsider may be able to assist you in the mechanics of success, but meeting successful expectations is an individual matter.”
Comments are most welcome.
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