UPS has begun monitoring a driver's every move. It is done, the company says, to increase productivity.
UPS monitors when the truck doors open and close, when the seat belt is fasten or unfastened, when the truck is started.
Data, some say, is king!
More data has led to increased productivity. Increased productivity saves money and increases profits.
And, not surprisingly, the company has the reserach to back it up. Deliveries per driver have increased. Pay has gone up as well.
There is a downside. Drivers complain of "big brother."
But, I am sure, drivers' enjoy their larger paychecks.
Can schools adopt and adapt the same process to educating students?
Can schools measure their productivity?
Schools can, and probably have, began to measure how long it takes to learn the alphabet, how to read, know math facts, learn economic principles. Schools can measure how long lunch lines are, if bus stops are too far apart, and how often the lights are left on in a classroom that is empty. The list of targets to measure in schools is endless.
Clearly it is not a question of can schools measure productivity. Perhaps the question is should schools measure productivity?
Some things in schools clearly should be measured. Bus stops wait times, how much electricity is wasted.
But can and should we apply productivity principles to classrooms?