Paul Souders designs websites for Mercy Corps

school

Working Here

Tue, 04/03/2007 - 1:40am -- Paul

...is occasionally a challenge. The Chinese have not made cults of efficiency, quality, or service as in other countries (like Germany, Japan, and America, respectively). There are reasons why those countries have made cults of those things, and similarly there are reasons why China has not. I think this springs primarily from the incredible cheapness of labor. If local labor produces 1/5 as much as foreign labor but costs 1/10 as much, hire 6 Chinese people and you’re still ahead. Chinese bosses and employees have really absorbed this logic, so it has become kind of self-perpetuating: “I don’t need to waste a lot of effort on a task the first time through, because I’ll be asked to do it again.”

It’s interesting, by the way, how this kind of behavior has perceptibly changed my use of language. Where previously I would have used the word “colleague” to describe someone who reports to me, now I use the word “subordinate.” I can delegate a task to a colleague like this: “Jim, can you comp up a new design today for the Events page with a button for videos? Let me know when it’s ready to review.” Such a management approach won’t work with subordinates: “Hey, Jim, did you comp up that events page yet? Yes? Why didn’t you tell me you were done. OK let’s see it...well, first off I notice that instead of a button you’ve just added a link to the top nav. And instead of saying ‘videos’ it says ‘click here.’ Where will I go when I ‘click here?’”

Some of my Western colleagues at Ports have pointed out that China once had a long tradition of artisanship, much like its neighbors, but the events of the twentieth century brutalized it. This tradition (and the class of people who sustained it) was hit hard by the fall of the Qing dynasty, three revolutions (one of them “cultural”), two eras of occupation by foreign powers, a long march and (not least) the dominance of an anti-intellectual, anti-capital political philosophy. And that’s just in the last 100 years.

One of the stereotypes I had of Chinese culture was this archetype of madly industrious workers, which was transformed pretty rapidly. Working hard is not the idealized way for a Chinese person to get rich. The ideal case in China is to work your connections (guanxi) to eliminate competition. The Chinese view working hard as a necessary evil; diligence, in particular, is for suckers. I also suspect that the Chinese conception of “competition” is unlike Americans’. (More about competition and guanxi later.)

This is not to say the Chinese don’t work gruelling hours. Six-day workweeks are normal; on their “day off” (usually Sunday) many office workers put in a leisurely 2 or 3 hours. Students, in particular, are expected to toil. Classes routinely start at 6:30 or 7:00 at Chinese schools and run until early evening (when you include after-school activities, which are to some degree mandatory).

On the other hand, see above re: the value of all that labor, and remember that, not only do Chinese bosses expect long hours as recompense for poor work, but Chinese workers are not pushing themselves particularly hard to improve. This has led to a situation (or is the result of a situation?) where everyone dramatically underestimates the value of labor including, perversely, one’s own. For example: several teachers at XIS have Chinese teaching assistants whose duties mostly involve making posters and photocopies. These employees frequently take work home. Stop and think about that: they are so inefficient at making posters for children that they can’t finish them all in a 40 hr. work week.

I don’t mean to let on that Chinese people are somehow naturally inefficient in the Western sense. Rather, there is scant inherent reward for working quickly and finishing early (and none whatsoever for work well done.)

Chinese bosses congratulate you for putting in hateful hours in bad circumstances. When I was at XIS, my IT department counterpart was a Chinese guy named B_. One of our bosses was a Laoban (“boss”) I often saw as blocking my attempts to squeeze value from the school IT systems through the judicious employ of computer savvy. (Why he would do this is beyond me. My proposals always always had a net hard cost of $0 [approximaately 0 RMB].) One day in a meeting, we started talking about “efficiency;” namely, how inefficient the IT systems were, because they required redundancy of effort to maintain (...and because computers are good at repetitive tasks, couldn’t we somehow, you know, make the computers do the redundant stuff?) I totally thought we were all on the same page for once, because Laoban was also using the word “efficiency.” Then he used, as an example of “efficiency,” a 12-hour day that B_ worked while he was running a fever, fixing shit that never should have been broken if we actually had actual efficient systems. To Laoban, “efficiency” meant “impossibly long hours, regardless of their necessity.” Basically the opposite of my concept of efficiency, which I would sum up as “if you’re smart enough to do a full day’s work in four hours, you should be able to leave at noon.” He heaped a lot of praise on B_ for doing this. (B_ also skipped his son’s birth to attend a meeting.)

If the only praise you received at your job was for the days you showed up sick, would you bother to put in a lot of energy on the days you were healthy? If the measure of your performance were how many hours you were onsite, would you bother to work extra efficiently so you could leave early?

Five things I won’t miss about XIS

Sun, 02/11/2007 - 5:57am -- Paul
  1. Help requests that I resolve by restarting the printer
  2. The horrible stinky guts of Windows XP
  3. Staring at the same hair in the urinal that I’ve been looking at for five fricking months
  4. The palpable smell of deflation emitted by employees of a school where the only people with the power to improve the place are the people who stand to lose the most money by its improvement
  5. Wondering every day in amazement that this circus is costing families more than college tuition at a pretty good state college

Chinese Whispers

Wed, 02/07/2007 - 4:53am -- Paul

The events of today neatly summarize why I am so hasty to get out of XIS. Not only does the school lack a coherent structure for approaching unusual (hell, usual) situations, also absent is the institutional flexibility necessary to deal with not having a coherent plan. It’s like we have anti-structure. Plans proceed in a fashion I could charitably call “haphazard,” although this would imply anarchy. Anarchy would be an improvement. Instead, we have a pointless bureaucracy of overlapping hierarchies that serve only to obstruct normal function.

First thing, I noticed that the network was down. I had intermittent access to the internal resources (namely the ICQ chat servers we use for some internal messaging) and no access to the Internet. When the day starts like that, you know it will be messy.

Then: just as the students’ busses arrive, the principal comes on the school-wide PA:

“Attention all XIS staff. You know this is going to be one of those days. Upper school science and social studies teachers have curriculum planning all day, and one of our subs is sick. If you can fill in during any period today, please see me.”

OK so first, why are we having a curriculum planning meeting during regular school hours? Don’t we have work days for this kind of thing? [Stupid answer: no, of course not.] Failing that, don’t we schedule regular meeting times, as at any school with a sane work environment? [Ibid.] And second, why would the principal (literally) broadcast our lack of preparedness to the staff, students, and parents dropping off their kids? What kind of effect does she reckon this will have on our learning environment? And third, why is the Curriculum Coordinator not invited to any of the curriculum coordination meetings?

Anyway, I can help sub, so I volunteer. Of course, with the network down, it’s not possible to ICQ her in return, so I hunt her out on foot.

Me: Hey I can fill in any period but period 2, that’s when I’m with the kindergarten.
Principal: Great, I need you to fill in for Mr. C [a science teacher] first period, and for Mr. S [a French and social studies teacher] third and fourth periods.

So I go to see Mr. C only to find he already has a sub, Ms. M.

Me: OK, so clearly you don’t need a sub today. I thought she was sick.
Mr. C: Not that I can see. I think Mr. B [another science teacher] has a class right now, maybe he needs a sub.

But Mr. B is nonplussed; he only has four kids in this class and they were scheduled to work all morning in the IT lab (ironically, where my office is), and thus don’t need a sub.

Me: [to self]: Looks like an engaging morning of minesweeper for me.

Sometime during the morning, the network tech (mostly) fixes the Internet connectivity problems. After lunch, I report to Mr. S’s French classroom. He has written a small lesson plan on the board. Easy! Of course, the kids never show. Hm, that’s hinky. So after another hour of minesweeper, I say to Ms. P [the IT teacher]:

Me: Hey, Mr. S’s kids never showed for third period.
Ms. P: Yeah, I think Ms. T [an English teacher] pulled them from class to help with her International Day project, but didn’t tell anyone.
Me: That sounds about typical.

Fourth period is a repeat of third: no kids, presumably same reason? After another half hour of minesweeper, I figure, I might as well play minesweeper in my own office. As I’m leaving Mr. S’s classroom, I run into Mr. H, the Personnel Director.

Me: Mr. S isn’t here, he’s in the curriculum meetings today.
Mr. H: Oh, yes, of course. I’m looking for his sub.
Me: I’m his sub. His sub was sick today.
Mr. H: Oh, no, I mean Ms. C [a regular sub at the school].
Me: Yes, I think she’s the sick one.
Mr. H: Oh, yes, of course. I meant Ms. M.
Me: I think she’s subbing for the science teachers.
Mr. H: Oh, yes, of course, of course.
Me: [to self] Aren’t you the fricking personnel director?

I’m honestly amazed that the kids here aren’t unlearning things they used to know.

Story Time

Mon, 02/05/2007 - 1:43am -- Paul

The kindergarteners are writing (and illustrating) stories now. Today Ms. Pruehss wrote the characters and settings for everyone’s stories on the board. It was very illuminating.

Characters Setting
Laura 7 ballerinas castle
Sima princesses, monsters castle in the clouds
Ruth 12 dancing princesses castle
Amy princess, prince castle
Da Young ghosts house
Sean lion, tiger, goat zoo
Desean ghost, my brother outside in the forest
Jeffrey fish, shark ocean
Santiago people, ghosts forest
Dong Yeon  Spiderman, Batman outside at night time

OK, first this proves why Princess Bride is, no contest, the Best. Movie. EVER. That movie has everything. OK, shrieking eels instead of sharks and the Dread Pirate Roberts instead of Batman but really, we are very close here.

Second, these are not materially different themes from those I and my classmates used in 1976. In fact, I’d bet that these exact same story elements have been used since the first appearances of Batman and Spiderman. And, discounting those two as outliers, these could very well be Kindergarten stories from 1906.

Third, anyone else notice a pattern here with regard to gender? (Girls’ names are at the top.) The girls are writing about princesses who live in castles and the boys are writing about scary creatures who live in wildernesses. There’s one exception here and she’s interesting. Da Young is not writing about princesses, but neither is her story set outdoors. In lots of ways, Da Young plays like a little boy. She almost always plays with the boys, in fact she’s sort of their ringleader. She’s the biggest computer/videogame player, and also a major proponent of blocks and construction. She usually leads the kids in Ninja-related games as well. On the other hand, she has usual pigtails and Barbie lunchbox.

I’m thinking there’s something to all that Joseph Campbell stuff.

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