Scaling up relies on another assumption, one that is fervently believed, but rarely true in experience. The assumption is that people do what they’re told. So instructions get issued, policies get pronounced. When we don’t follow them, bosses just create more. When we still fail to obey, we’re labeled as resistant or lazy (Wheatley & Frieze. 2011, p. 44).
The Distance Between (2011 by M.A. Reilly)
People don’t support things that are forced on them. We don’t act responsibly on behalf of plans and programs created without us. We resist being changed, not change itself.
This is the fatal flaw of scaling up. Its methods destroy the very energies necessary for taking things to scale—people’s creativity and curiosity, our desire to learn and contribute, and the satisfaction we experience when we’re engaged together in mutual discovery (Wheatley & Frieze. 201, p. 45).
I am curious as to how many educators reading this are or have been subject to 'scale up' educational schemes via sanctioned programs, products, methods, and/or texts? I would love to hear about your situation and hope that you'll post.
Now consider the difference between scaling up and scaling across:
What we do know is that scaling across, where good ideas and innovations travel trans-locally through networks of relationship, is the way that lasting change happens in our complex, relationship-rich world (Wheatley & Frieze. 2011, p. 40).
Curious about your thoughts.
Wheatley, Margaret; Frieze, Deborah (2011-04-11). Walk Out Walk On: A Learning Journey into Communities Daring to Live the Future Now. Berrett-Koehler Publishers. Kindle Edition.