It’s an early spring weekend, 1991. A cold and dreary day. Several of America’s sharpest young minds have gathered at a hotel near Detroit. After the students find their way to their seats and the event starts, the room would fall dead quiet. All eyes were fixated on the 8X8 rows of squares. It was the start of the National Junior High School Chess Championships.
The tournament was usually dominated by teams from fancy, elite schools. Most of them had the resources and desire to make chess part of the school curriculum. Dalton – an elite New York school – were the defending champs and had won three straight national championships. For students at Dalton, chess was part of student life.
At school, every kindergarten student took a chess class, and every 1st grade student studied the game for an entire year. As they did in subsequent years. The best players would receive additional lessons from some of the country’s best chess teachers. When it came to chess, Dalton was a powerhouse and the odds-on favorite to win again.
That year, another New York based school had entered the competition as a bit of an unknown wild card. They were the Raging Rooks – students representing a school hailing from Harlem. The Raging Rooks were a group of poor students of color, mostly living in neighborhoods dominated by drugs, violence, and crime.
No one gave the Raging Rooks a chance. As they walked nervously into the hotel, many heads turned. They had very little in common with their wealthy, elite opponents.
To everyone’s shock, the leading teams stumbled slightly, allowing the Raging Rooks to tie for first place. In under two years, the poor kids from Harlem had become national champions. The biggest surprise wasn’t that they had won – it’s why.
They won because they had had great scaffolding.
In construction, scaffolding is a temporary structure that allows workers to scale heights beyond their reach and work/build safely. Once the job is done, the support is removed. After that, the building stands on its own.
In learning, scaffolding serves a similar purpose. A teacher or coach offers initial instruction, knowledge and guidance, and then gradually removes the support. A key goal is to shift the responsibility to you, so you develop your own approach and methods to learning. That’s what Maurice Ashley – the coach of the Raging Rooks – did. He provided structures, coaching and guidance to give them the opportunity and motivation to learn and improve.
He would use unorthodox and creative ways to provide scaffolding to help the students not only learn but become very interested in chess, including self-learning and improvement. They would draw and use cartoons sometimes to highlight key moves and variations. Other times, they’d write stories about chess matches. They also wrote and recorded rap songs about the importance of central control of the chessboard.
As they became better and more of a team, the players started taking the motivation and opportunity to learn into their own hands. They would study and analyze each other’s games, with a goal for better understanding and learning. They didn’t care about being the smartest player in the room – they wanted to make the team smarter.
Another type of scaffolding is teaching others, with research showing teaching, tutoring or having to explain ideas and concepts boosts the tutor’s own learning. The oldest children appear to benefit from explaining to their younger siblings, for example.
As it turns out, scaffolding is crucial in learning and development, which was used extensively by Ashley to coach his chess team to a national title. It’s about aiding at the right time, gradually reducing support as the student learns and increases their competence. This approach not only fosters independence but also instills confidence, paving the way for individuals to harness their potential and improve their overall competence.
In my opinion, scaffolding is crucial for any business transformation – especially, as an example, for retailers who are moving to a holistic, integrated inventory planning approach like Flowcasting. The better the scaffolding, the better the implementation – both in the short-term and, importantly, the long term.
From experience, a coaching and support team that provides learning about the underlying principles and concepts of Flowcasting helps planners learn and understand. Not just the how, but the why. Flowcasting is not about the calculations (though, that’s important to learn as well). It’s about changing the working relationships amongst the entire retail eco-system participants, improving collaboration and working in harmony with a single set of numbers, driven by the heartbeat of the consumer. It’s about changing behaviors, and that kind of change needs to be supported by good scaffolding.
Ongoing coaching, including discussions and example walk-throughs regarding business scenarios and applying the principles/concepts helps to further ingrain new ways of thinking and working. The more a coaching and support team provides ongoing learning to the entire organization (including the merchants, suppliers and key service providers), the better. In short, the more scaffolding the better. In these kinds of transformations, the scaffolding is not temporary, like it is in construction. It needs to be enduring.
In my opinion, it’s so important that I would argue that the long-term success of a transformation to Flowcasting, or any other significant business transformation, can be determined by how well you answer this question…
How good is your scaffolding?