Temporary systems are a set of Organizational Development (OD) techniques described by Miles (1964) in "On Temporary Systems," designed to facilitate change and innovation.

For many reasons, permanent systems - whether persons, groups, or organizations - find it difficult to change themselves. The major portion of available energy goes to (1) carrying out routine goal directed operations and (2) maintenance of existing relationships within the system. Thus the fraction of energy left over for matters of diagnosis, planning innovation, deliberate change, and growth is ordinarily very small. Miles 1964, Quoted in E. Hanson (1991)

Miles suggests that management systems to incorporate the following features, thus enabiling participants the ability to transcend the typical boundaries of their positions. We propose using the following features for participation in direction and management of VWSU:

• Time limits. Course transformation and participation in training and Special Interest Groups (SIGs) should be a limited commitment. It should not be misunderstood as part of a permanent job description. (The concept of limited participation and its benefits is seen in the work on Professional Development Schools by the Holmes Group (1986) and by Carnegie (1986), where participants sign on for a limited duration.)
• Isolation. The possible use of buy-out time to do course development aids in focusing the talents of individuals in their efforts.
• Self-Examination. The reflection and examination of practices is difficult within the rapid pace of our institution. Endorsing reflection time under the auspices of a VWSU project might facilitate the necessary examination to produce change.
• Role experimentation. In a temporary setting outside the traditional boundries of faculty work, there may be more "room" to explore new teaching strategies.
• Status Equalization. During experimental designs of classes good ideas may come from the inexperienced as well as the experienced as long as there is are flexible expectations and level participatory opportunities.
• Norms. A task based set of values, transforming teaching, may be easier to sustain beyond the direct influences of typical univerisity pressures.

These approaches are the ideas surrounding some of the Skills Transfer Protocols in "The Path to Learning." Many of these specific protocols are in effect, temporary systems.

Carnegie Forum on Education and the Economy. (1986). A nation prepared: Teachers for the 21st century. Washington: Author.

Hanson, E. (1991). Educational administration and organizational behavior. p335. Boston: Allyn and Bacon.

Holmes Group. (1986). Tomorrow's teachers: A report of the Holmes Group. East Lansing, MI: Author.

Miles, M. (1964). On temporary systems. In Innovation in education. Ch 19, p 443. Mathew Miles (Ed.) New York: Teachers College Press.

http://www.wsu.edu/vwsu/tsystems.html

11/18/96