Last modified on 15 April 2014, at 19:05

W. Edwards Deming

W. Edwards Deming.

William Edwards Deming (October 14, 1900December 20, 1993) was an American statistician, college professor, author, lecturer, and consultant, known for his work in the field of Quality management.

SourcedEdit

  • Uncontrolled variation is the enemy of quality.
    • Attributed to Edward Deming (1980) in: Chang W. Kang, Paul H. Kvam (2012) Basic Statistical Tools for Improving Quality. p.19
  • That's all window dressing. That's not fundamental. That's not getting at change and the transformation that must take place. Sure we have to solve problems. Certainly stamp out the fire. Stamp out the fire and get nowhere. Stamp out the fires puts us back to where we were in the first place. Taking action on the basis of results without theory of knowledge, without theory of variation, without knowledge about a system. Anything goes wrong, do something about it, overreacting; acting without knowledge, the effect is to make things worse. With the best of intentions and best efforts, managing by results is, in effect, exactly the same, as Dr. Myron Tribus put it, while driving your automobile, keeping your eye on the rear view mirror, what would happen? And that's what management by results is, keeping your eye on results.
    • The Deming of America, Documentary broadcast on the PBS network (1991)
  • Learning is not compulsory; it's voluntary. Improvement is not compulsory; it's voluntary. But to survive, we must learn.

If Japan Can...Why Can't We? (1980)Edit

White paper broadcast by NBC in 1980

  • They realized that the gains that you get by statistical methods are gains that you get without new machinery, without new people. Anybody can produce quality if he lowers his production rate. That is not what I am talking about. Statistical thinking and statistical methods are to Japanese production workers, foremen, and all the way through the company, a second language. In statistical control you have a reproducible product hour after hour, day after day. And see how comforting that is to management, they now know what they can produce, they know what their costs are going to be.
  • I think that people here expect miracles. American management thinks that they can just copy from Japan—but they don't know what to copy!

Out Of The Crisis (1982)Edit

W. Edwards Deming (1982) Out Of The Crisis. The MIT Press. (2e ed. 1986)

  • In Europe and in America, people are now more interested in the cost of quality and in systems of quality-audit. But in Japan, we are keeping very strong interest to improve quality by use of methods which you started....when we improve quality we also improve productivity, just as you told us in 1950 would happen.
    • p. 2
  • Defects are not free. Somebody makes them, and gets paid for making them.
    • p. 11
  • Improve constantly and forever the system of production and service, to improve quality and productivity, and thus constantly decrease costs.
    • p. 23 (Point 5 from the "Condensation of the 14 Points for Management" presented in Chapter 2)
  • Quality comes not from inspection, but from improvement of the production process.
    • p. 29
  • Part of America's industrial problems is the aim of its corporate managers. Most American executives think they are in the business to make money, rather than products or service...The Japanese corporate credo, on the other hand, is that a company should become the world's most efficient provider of whatever product and service it offers. Once it becomes the world leader and continues to offer good products, profits follow.
    • p. 99
  • The supposition is prevalent the world over that there would be no problems in production or service if only our production workers would do their jobs in the way that they we taught. Pleasant dreams. The workers are handicapped by the system, and the system belongs to the management.
    • p. 134
  • We cannot rely on mass inspection to improve quality, though there are times when 100 percent inspection is necessary. As Harold S. Dodge said many years ago, 'You cannot inspect quality into a product.' The quality is there or it isn't by the time it's inspected.
    • p. 139
  • Foremost is the principle that the purpose of consumer research is to understand the customer's needs and wishes, and thus design product and service that will provide better living for him in the future. A second principle is that no one can guess the future loss of business from a dissatisfied customer...
    • p. 175

The New Economics for Industry, Government, Education (1993)Edit

  • The prevailing style of management must undergo transformation. A system cannot understand itself. The transformation requires a view from outside. The aim of this chapter is to provide an outside view—a lens—that I call a system of profound knowledge. It provides a map of theory by which to understand the organizations that we work in. The first step is transformation of the individual. This transformation is discontinuous. It comes from understanding of the system of profound knowledge. The individual, transformed, will perceive new meaning to his life, to events, to numbers, to interactions between people. Once the individual understands the system of profound knowledge, he will apply its principles in every kind of relationship with other people. He will have a basis for judgment of his own decisions and for transformation of the organizations that he belongs to.
  • The various segments of the system of profound knowledge proposed here cannot be separated. They interact with each other. Thus, knowledge of psychology is incomplete without knowledge of variation.
  • A manager of people needs to understand that all people are different. This is not ranking people. He needs to understand that the performance of anyone is governed largely by the system that he works in, the responsibility of management.
  • What is a system? A system is a network of interdependent components that work together to try to accomplish the aim of the system. A system must have an aim. Without an aim, there is no system. The aim of the system must be clear to everyone in the system. The aim must include plans for the future. The aim is a value judgment. (We are of course talking here about a man-made system.)
  • It is important that an aim never be defined in terms of a specific activity or method. It must always relate to a better life for everyone.
  • Choice of aim is clearly a matter of clarification of values, especially on the choice between possible options.
  • A system must be managed. It will not manage itself. Left to themselves in the Western world, components become selfish, competitive, independent profit centres, and thus destroy the system. . . . The secret is cooperation between components toward the aim of the organization. We can not afford the destructive effect of competition.
  • To successfully respond to the myriad of changes that shake the world, transformation into a new style of management is required. The route to take is what I call profound knowledge - knowledge for leadership of transformation.
  • Management’s job. It is management’s job to direct the efforts of all components toward the aim of the system. The first step is clarification: everyone in the organization must understand the aim of the system, and how to direct his efforts toward it. Everyone must understand the damage and loss to the whole organization from a team that seeks to become a selfish, independent, profit centre.
  • . . .the principle that where there is fear, there will be wrong figures. . . .
  • What is the variation trying to tell us about a process, about the people in the process?
  • Knowledge is theory. We should be thankful if action of management is based on theory. Knowledge has temporal spread. Information is not knowledge. The world is drowning in information but is slow in acquisition of knowledge. There is no substitute for knowledge.
  • Experience by itself teaches nothing...Without theory, experience has no meaning. Without theory, one has no questions to ask. Hence without theory there is no learning.

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