What gets measured = what gets done!

By Dr. Len Henriksson

University of British Columbia Faculty of Commerce and Business Administration

The annual homecoming at my old high school was a great success. We ex-grads creaked into action for the last number, and it sounded pretty good!

This year’s concert flowed smoothly from start to finish. The students knew the “drill”. So did the teachers and parent volunteers.

A short questionnaire helped get audience feedback. Was the promotion satisfactory? Did you like the food? Would you consider bringing a friend next time? Do the ticket prices work for you? Did the concert proceed smoothly, without interruption? Did you enjoy the music?

When the students look at the survey results, they’ll see that “performance measurement” can help goal-setting for next time—and also that audiences care about both “content” and “presentation”. What opportunities do you have to convey those important messages? It’s so much better when students get them at school—not at work or college!

What gets measured is what gets done. The importance of this maxim emerges once again when we look at the more global area of how we measure performance in education. Today’s (2000-11-08) Vancouver Sun has a long article devoted to standardized test results throughout B.C. People are easily fascinated by the scores to the point that they forget about other outcomes in education that aren’t so easily measured. That’s why “speaking up” for music is so important.

This year, the Coalition for Music Education is seeking to build support for music in several ways. We hope that you will support us with your Membership—as well as feedback on our “job performance”. Coming soon: “B.C. Music Education Week,” beginning February 18, 2001. This week coincides with BCMEA’s February conference. With a provincial election on the horizon, it’s time to pull all the stops. We at CME wish you all the best for the busy holiday season.