Theory of Constraints for Education

Thinking and Communication Tools (TACTics)

Course Description

This course is designed to provide participants with a working knowledge of the Theory of Constraints Thinking Processes.  The Theory of Constraints is several things. 

First of all, a constraint is anything that keeps you from attaining your goal to the greatest extent possible.  A constraint then is the best leverage point for improving any operating system.  Simply stated, the theory of constraints is the application of the hard physical sciences to the identification and leveraging of any systems’ constraints. 

Second, the hard physical sciences—physics—use the thinking processes of effect-cause-effect logic.  The Theory of Constraints (TOC) includes an integrated set of graphic thinking processes that aid anyone in applying effect-cause-effect logic to problems in the “soft” sciences.  TOC proposes that:

• People close to the problem have a great deal of intuition about the problem and how it can be solved.  Quite often their intuition is implicit.  The TOC thinking processes aid in making intuition explicit so that it can be analyzed and developed into common sense solutions.
• Complex systems are composed of many interconnected pieces.  Because of their complexity, such systems have an inherent simplicity that allows them to be effectively managed from one or a very few leverage points—their constraints.
• The hard sciences begin by making all assumptions explicit.  In most human interactions, the assumptions are often hidden from all parties.  The TOC thinking processes aid in exposing all assumptions so that it can be determined if they are valid.
• Hard sciences do not deal with truth they deal with the validity of assumptions.  A valid assumption will become a part of a valid theory.  A valid theory is a good explanation, one that makes sense to most people.
• Good solutions will be greeted with the greatest compliment, “It’s just common sense” even though the common sense solution may have escaped those involved for years.  This happens often when applying the TOC thinking processes because they are very effective at bringing invalid assumptions into view and allowing them to be replaced by valid assumptions.

Third, there are three thinking processes that can be readily applied in daily work and relationships.  They can be used immediately by youth and the adults who work with them if they are introduced through modeling and/or directly taught.  People who learn the TOC thinking processes will be equipped with powerful tools for their own learning. 

“These tools provide us with an aid to better and clearer communication with each other as well as better communication between our ears (thinking).  In an age where agility has quickly become the key to competitiveness, the ability to learn—to generate knowledge—is a true competitive edge.  The Thinking Processes provide a systematic approach to increasing our capacity to learn faster and deeper than ever before.  The Thinking Processes will prove to be fundamental learning tools in the Age of Agility.”—Lisa Scheinkopf

These Thinking Processes have specific names and abbreviations that are easy to remember.    They have generic graphic shapes and a few simple rules of construction.  The use of the tools and the simple rules of their construction are designed to be helpful not nitpicky.  The first three tools are the Evaporating Cloud, the Consequence Branch, and the Ambitious Target. 

Course Outcomes

Upon completion of this course participants are expected to be able to:

1. Discuss how research supports the topics of this course.
2. Discuss how the thinking processes taught in this course are similar to or support powerful research based learning strategies.
3. Discuss the complexity of motivation, needs and desires or wants.
4. Discuss the connection between unlearning and taking action to stop and think.
5. Explain how the thinking processes reduce impulsive behavior
6. Explain how teachers provide the tools and skills for students to resolve their own problems and accomplish their own goals.
7. Explain how to use the strategies contained in this course to support struggling students and prevent behavior problems.
8. Explain how using the thinking processes to support the work of all students in any classroom, counseling, or work situation.
9. Use the course tools and skills and teach them to their students.
10. Create a plan for implementing the thinking processes in the school, classroom, and counseling program.
11. Assess their personal practice, reflect, and adjust accordingly.

Topical Outline

Resolving day to day conflicts

The Evaporating Cloud is a thinking process (TP) for resolving conflicts and for dealing with choices, decisions, contradictions, and dilemmas.   Day to day conflicts most often are resolved by surrender, avoidance, coercion, or compromise.  Unfortunately solutions are seldom designed to be a win for both sides of the conflict.  The evaporating cloud helps conflicting parties turn the focus from each other to the situation and provides a pathway for finding win-win solutions to day to day conflicts.

Thinking about incomplete ideas or potential actions

The Consequence Branch is a thinking process (TP) designed for determining the expected results of actions/behaviors and/or ideas that someone wishes to implement.  Just because you've made a decision, doesn't mean you are finished with it.  Decisions lead to actions, and actions have results.  Sometimes the results are good sometimes the results are harmful.  Quite often it is advisable to think through the consequences of an action before taking it.  The consequence branch is a useful tool to assist in thinking about consequences ahead of time or after the fact.  If it's used after the fact, it provides a good analysis of what went right or what went wrong and why.  The military calls this process the "after action report" and educators call it "reflection.”  When used ahead of time the consequence branch helps predict the results you can expect and as Alfred North Whitehead said, "…foresight is the last gift of the gods to men."  

Determining the steps necessary to accomplish a goal

The Ambitious Target (AT) is a TOC thinking process (TP) that analyzes what is needed to achieve goals.  After the desired goal or target is clearly stated, obstacles that prevent its achievement are identified.  The next step is to think of the "intermediate objectives (IOs)" that are needed to overcome these obstacles.  When all major intermediate objectives are identified and checked for validity, they are arranged in chronological order and become an action plan for accomplishment.  Although it is simple enough to be used with very small children, it is equally effective in ensuring success for those who plan and manage major projects.

Addressing Chronic Conflict

There are conflicts beyond the day to day.  There are conflicts that are so long standing and emotional that any attempt at discussion instantly leads to an argument with no attempt by either side to give up what they want.  Attempts to solve these conflicts are very difficult.  Help is needed from both sides of the conflict to obtain a solution and improve it using the Evaporating Cloud and the Consequence Branch. 

Course Assignments

Throughout the course, the participants will be assessed and evaluated on their active participation and contributions to the class and to their fellow participants.  They will also be assessed on their completion of all assignments outlined below.

Action Research No. 1                     Day to Day Conflict Story Line

Action Research No. 2                     Obstacles to using the Thinking Processes

Action Research No. 3                     Personal Evaporating Cloud

Action Research No. 4                     Workplace Evaporating Cloud

Action Research No. 5                     Negative Branch

Action Research No. 6                     Consequence Branch

Action Research No. 7                     Intermediate Objectives for using the TPs

Action Research No. 8                     Intermediate Objective Map

Action Research No. 9                     Addressing Chronic Conflict

Action Research No. 10                   Implementation Action Plan

Action Research No. 11                   Letter of commitment

Reflective Journal                              Participants will write a reflective journal

Instructional Materials

Instructors and participants will use instructor-generated materials, learner-generated materials, print resources, and web-based resources to facilitate learning.

Instructional Methodology

The instructional methodology of this course focuses on developing, enhancing, and improving the instructional expertise and pedagogical knowledge base of practicing teachers, counselors, principals, and other youth workers.  Strategies include (but are not limited to) instructor presentation of new content through brief lectures, active construction of knowledge during hands-on practice and problem-solving, collaborative group work, personal reflection, in-class presentations and demonstrations, ad hoc and structured small group or whole-class discussion, analysis of assigned reading, and application of course content and skills at each participants’ workplace.

Evaluation

The evaluation of participant work will be based on the criteria for the participant assessments.  The criteria for the participant assessments will be discussed with participants prior to the instructional activities and participant engagement with the learning outcomes.  Grading is based on the evaluation of participant learning targets and defined criteria for the assessments.

Formative assessment of learning outcomes is conducted throughout the course, using a variety of means which include, but are not limited to: completion of Action Research Assignments, positive constructive contributions to whole class and small group discussions, sharing of valuable, pertinent and/or applicable ideas and experiences, involvement in the inductive process, reflective journal entries, critical or reflective responses to assigned readings, and oral discussions in whole class or small group settings, and active participation and general attentiveness to the instructor and others.  It is expected that each participant will contribute to the academic quality of the course.

Summative assessment includes the completion of a culminating Action Research Assignment that requires the participant to synthesize class content, apply it to the participant’s specific situation, and complete a reflective action plan for implementing the major components of the content and skill acquired during the course.

Grading Policy

100% attendance

100% engagement and participation

100% completion of all assignments

Completion of reflective journal comments

Demonstration of skillful use of the thinking processes learned and used in the course.

Absence and Tardy Policy

It is assumed that a commitment to take the course is a commitment to be here on time all the time.

Moral Code

The Moral Code of the Theory of Constraints for Education

The TOC Tools were created to find and implement win-win solutions in which no one is hurt through our actions.  As we strive toward the goal to bring significant improvement to education, the people of TOC for Education will use the TOC tools in the spirit in which they are intended.