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Myths of the Veritas: The Friendship/Not-Friendship of POND MUD & ALT-R

14 Friday Sep 2018

Posted by petersironwood in America, psychology, Uncategorized, Veritas

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bullying, empathy, innovation, myth, politics, psychology, story, truth, Veritas

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{Translator’s Note}: What follows is not contained in the “official” version of “The Seven Rings of Empathy.” That does not mean it’s any less true. It was not included in the original version because the majority of those who decided what went into the “official” oral history of the Veritas apparently thought this story too irrelevant to the main points of “The Seven Rings of Empathy.” Beyond that, several thought that the danger of providing a “bad model” for future generations outweighed the potential benefits of being forewarned. But none of the judges thought the story untrue. 

I agree, however, with the “minority report” – the judge who deemed that it should be included. If treachery and selfishness are part of human nature, why should we not know that? It does not mean, of course, that we should simply give in what is worst in our natures and use the excuse that we couldn’t help it. But knowing the sorts of errors we may fall into should both help prevent those who could be tempted and forewarn those who could minimize the damage done by such people. 

I do understand, nonetheless, the other point of view. Some of the work of Dan Ariely, for instance, which empirically studies ethics, suggests that telling people about some evil thing that some people do may actually increase the chances of more doing the same thing. For instance, some years ago, the US Park Service became concerned that too many people were taking little pieces of the Petrified Forest. So they put up signs that said something like: “Every year, 1000 pounds of this national treasure are stolen by people just like you. If this continues, the Petrified Forest will be destroyed.” So, people thought: “Hmmm, I hadn’t really thought of taking a piece for myself.” And, people thought, “Oh, so many people are doing it; I guess it can’t be that bad.” And, people thought, “I’d better get my piece before it’s all gone!.” A better sign might have read, “Every year thousands of visitors come to the Petrified Forest and the vast majority of them leave this majestic and unique beauty unmarred for future generations. We’re sure you’re another such person.” 

Or, to take an even more recent example, I would have thought it a good thing for everyone to know the atrocities that were committed under the direction of egomaniacal dictators so that it would never happen again. In the first place, if someone did have the tendency to lie, cheat, and steal their way to world domination, they would see that it actually never works out that way. Hitler ended up committing suicide and Mussolini was beaten to death by a crowd of his own people. I would hope that someone with tendencies like that, even if they weren’t moved to avoid becoming the sort of person who would commit atrocities would at least see that it was not going to end well for them either. Then, they would be encouraged to feed the “good wolf” and not become that kind of monster. It is, ultimately, the set of choices one makes that decide what kind of person they become. That was true for the Veritas tribe and it’s true for all of humanity.

Secondly, I would have thought everyone else would realize in an eye-blink how horrible it would be for everyone in a country if that country became a dictatorship. It’s pretty obvious from a priori arguments, but there is also empirical evidence. So, I had naively thought, “Well, thank God, we don’t have to go through that again!” 

We’ll see. But so far, I am thinking, if humanity “can’t handle the truth” as Jack Nicholson accused, then, we’re sunk anyway. The truth is the only way we can live and prosper. What does it mean to want the truth? It means you are becoming knowledgeable enough to react in an intelligent way to what happens. Any compromise with the truth means lessening of trust and therefore of cooperation and coordination. That in turn, means less of everything good for everyone. Therefore, I am of the opinion that the minority judge was right that the story of POND MUD and ALT-R is relevant to the teachings of “The Seven Rings of Empathy.” I am also of the opinion that, on balance, the story will prevent more people from being mean and stupid than it will promote. 

One short word though on my use of the word “official.” As I mentioned before, many people in “modern” and “sophisticated” and “techophilic” (or maybe that’s spelled “technophalic”?) civilizations believe that oral histories are completely distorted and wildly unreliable. That may be so in some instances, but the Veritas were quite aware of the possible influences to corrupt stories over time and therefore instituted a whole range of measures to keep the learnings from stories immaculately accurate (and I may delve into that more precisely at some future date). In any case, as I already mentioned, none of the judges doubted the truth of the following story. 

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The Friendship/Not-Friendship of POND MUD & ALT-R

Neither ALT-R nor POND MUD had been given the third, fourth or fifth ring of empathy. Yet, each secretly hoped that She-Who-Saves-Many-Lives might reconsider. Indeed, She-Who-Saves-Many-Lives still held out some hope for ALT-R who was, in her estimation, one of the smartest in her lifetime. And, he had promised to feed the “good wolf.” She hoped that ALT-R and POND MUD might learn from one another and become more complete persons even if they never gained further rings. 

For their parts, POND MUD and ALT-R speculated who the eventual successor to the shaman might be. This provided only one of many topics that they talked about. Having been culled from the trials at the same time and for similar reasons encouraged their friendship. Such a pair could potentially help each other considerably. POND MUD had indeed been endowed with unusual strength while ALT-R showed remarkable cleverness in many respects. Their secret hope of somehow still winning the leadership of the tribe was one of the very few things that they failed to share with each other. For each was intelligent enough to see the wisdom of forming a partnership. POND MUD realized, though he hated to admit it, that he would never be so smart as ALT-R. And, ALT-R knew full well that he would never be so strong physically as POND MUD. Each, however, secretly cherished the notion that some how, a day would come that would make each to be the leader of the Veritas. Of course, POND MUD would push to have ALT-R to be his trusted advisor, for it always seemed to POND MUD that whenever their preferred plans differed, it was ALT-R that had the better plan. 

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For his part, ALT-R held just such a similar dream in his own heart. He saw himself as the leader of the Veritas with POND MUD as his personal bodyguard. Neither ALT-R nor POND MUD shared either this central tenet of their dreams or the machinations against the other to ensure their eventual dominance. For dominance over others was what each desired. 

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On one occasion, POND MUD and ALT-R decided to go foraging for blueberries. Each youth journeyed with a basket and a stave. When they came to a narrow path allowing only a leader and a follower, ALT-R led the way. From behind, POND MUD found it quite irresistible to use his stave to trip ALT-R. After the third such time, ALT-R turned and confronted POND MUD with a red face and a racing pulse, his stave held before him, his basket discarded on the ground. POND MUD laughed, “So, you want to challenge me? Have at it!” ALT-R proved skillful but he was still no match for the strength of POND MUD who basically pushed ALT-R down and then sat on his chest pinning his arms until ALT-R admitted that POND MUD was indeed much stronger. POND MUD let him up and led the way. “Good! Now, you know I am the leader. Follow me and we’ll be there quickly.” They walked in silence for a time. 

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POND MUD was so happy to have won the contest and so busy fantasizing about becoming the leader of the Veritas that he failed to take the proper path to the top of the blueberry hill. ALT-R, for his part, fumed still and though he could see that POND MUD had missed the turn, he had no intention of telling him for he knew that the path POND MUD travelled and knew that it led to a quagmire. Gradually, ALT-R let POND MUD get farther and farther ahead. They walked by witch hazel and spicebush and ALT-R gathered some leaves of each for they would be useful in later making a poultice that would help to treat the bruises that POND MUD had inflicted with his stave. POND MUD glanced back over his shoulder to note ALT-R gathering leaves. Again, he felt compelled to force his will on another. “Hey, hurry up! What are you doing? We’re here for blueberries. Not leaves. Follow me! We’re almost there! If you were the leader, it would take us forever to get to blueberry hill!” 

ALT-R’s voice dripped with enough irony to satisfy himself but be undetectable by the less subtle mind of POND MUD. “Yes, very lucky that you’re the one leading us down to blueberry hill.” 

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Though not so subtle as ALT-R, nonetheless, that phrase bothered POND MUD though he couldn’t quite discern what it was about ALT-R’s words that rung strangely. The journey was taking too long, he thought, so he yelled back to ALT-R yet again. “Hurry it up! It never takes this long to get to blueberry hill. You’re so slow! If I were on my own…Yech! What?! This path is flooded! Or mudded. I don’t recall this.” Now POND MUD’s feet were sinking. He tried to lift one and then the other foot out of the thick mud but each time, he only succeeded in sinking more deeply. He saw what appeared to be more solid ground ahead and struggled forward sinking still more deeply. Soon, his yelling and struggling succeeded in putting him in mud up to his chest. “What’s going on! Come here and help me!”

ALT-R responded to POND MUD’s panic with cold calm. That was fairly easy because ALT-R was still on rock solid ground. “No sense in both of us getting stuck. Stop struggling. Put your stave out to the side like this and drape your arms over it.” He demonstrated what was to be done. “Yes, that’s it. Now, I know this seems scary, but lean forward so your chest is on the mud. Go on. Do it if you don’t want to be stuck there forever. Keep the stave under you. Yes. And swim slowly toward me with the breast stroke. Eventually your legs will come up behind you. Let them lay along the mud as well.” 

POND MUD felt only slightly less panicked but ALT-R’s instructions did seem to be working. Very slowly, he swam through the mud toward the edge of the quagmire. 

A sudden inspiration hit ALT-R. “That’s it! You’re doing great. Slow and easy. Put your face down in the mud and blow some bubbles. That will get you here more quickly.” 

POND MUD frowned. “Why? How does that work?” 

ALT-R smiled, “I don’t know; I just know it works. Do it.”

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In another circumstance, POND MUD might not have followed ALT-R’s directions, but in the current situation, he would have grasped at any straw, had there been any. He took a deep breath, lay his face down in the mud and blew bubbles till his lungs were empty. Then, he cautiously lifted up his face, tried to shake some of the mud off by shaking his head back and forth. 

“That’s great. You’re doing well. Better take a breath and then put your face back in the mud and blow some more bubbles. You’ll be here in no time.” The next time, POND MUD came up for air, ALT-R yelled, “Wait! POND MUD, where’s your basket?” 

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“Who cares?” answered POND MUD. “It’s back there. It probably sunk.” 

“No, it didn’t sink. I see it. It’s only a few feet behind you. Isn’t that the basket She-of-Many-Paths made you? She won’t still fancy you if you lose that basket that she worked so hard on.” 

POND MUD tried to keep the panic out of his voice. “NO! You get it. I can’t go back.” 

ALT-R laughed just the slightest possible bit. “Oh, POND MUD, it’s just a little mud. Surely you can go back a few feet and get it. You’re not afraid of a little mud are you? After all, you are POND MUD.” 

POND MUD gritted his teeth, “I’m not going back! It’s too dangerous. You get it if you’re so smart.” 

ALT-R appeared to consider this. “Well, OK. I’ll get it, but then everyone will know you are too afraid of a little mud to get the basket of the young woman who loves you. A basket, I should add, that is only a few feet away.” 

“I don’t care! You get it! But don’t tell anyone! Tell her I got it. In fact, don’t tell her anything. Just get the basket! Please!” POND MUD was still inching his way forward through the mud. 

ALT-R meanwhile, had been inching backwards imperceptibly. “I’ll get it for you, POND MUD, but you definitely owe me one. No more talk from you about my following you. You’re following me from now on. But we have a bigger problem. You’re not making any more progress. You’d better put your face down in the mud and blow some more bubbles.” POND MUD complied.  

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ALT-R knew that if he gave POND MUD too much time to overcome his panic, he’d begin to see that ALT-R was toying with him. So, while POND MUD had his face in the mud, ALT-R came forward to the edge of solid ground and had POND MUD advance his stave to him while ALT-R thrust his stave out toward POND MUD. As soon as POND MUD felt the tug, he begin to try to stand upright. 

“NO!” yelled ALT-R. “Stay level. Don’t try to stand up yet! Stay on your belly till you’re on solid ground!” ALT-R struggled backwards bracing his feet as best he could on protruding rocks and roots. At last, POND MUD lay on solid ground, presently sat up, and began trying to wipe mud off his face.

ALT-R had never before summoned so much self-control but now successfully forced himself not to laugh at POND MUD covered in pond mud. It wasn’t really pond mud, but close enough to be absurdly funny to ALT-R. 

When POND MUD at last recovered his composure, he said, “Don’t forget your promise! Now, it’s your turn to get that basket. Let’s see how you like getting doused in mud!” 

“And what about your end of the bargain, POND MUD? If I retrieve that basket, you promise to follow my leadership?” Or, shall you be the one to tell She-of-Many-Paths that you managed to lose the basket she so lovingly wove for you? Or, shall I tell her?” 

“No. No. Okay. I’ll follow your lead. I swear.” 

“Good decision, POND MUD. Let me get that basket for you.” ALT-R turned and began walking back up the path away from the swamp. 

POND MUD screamed, “Where are you going? You promised to get the basket!” 

ALT-R did not turn back, but stopped a few feet farther up the path to the place he had noticed a ten foot sapling, dead, but not rotted. He broke the small brittle trunk and used his hands to break off a few remnant branches. He ignored the shouts of POND MUD and calmly walked back to the edge of the quagmire. He held the small end of the trunk in his hand and hooked one of the broken branch stems onto the handle of the basket on the very first try. He was able to use two hands to leverage the basket up and then pull it in without getting it any muddier. He handed it to POND MUD. “Here you are. As promised.” 

POND MUD seemed confused. “But…but you didn’t get muddy!”

ALT-R replied cooly, “Why would I do that? Would that make She-of-Many-Paths love you any the more? She would be a strange woman indeed who would love you more because I went needlessly through mud to get the basket she made for you. Wouldn’t you agree?” 

POND MUD shook his head, half in puzzlement, half in further attempts to free his face of mud. “But I could have done that myself! I didn’t need to swim through the mud.” 

ALT-R replied, “Perhaps you are correct, but a promise is a promise and your word is your bond. But if you like, we can relate everything that happened to She-of-Many-Paths and let her decide who she likes more. Of course, I would feel honor bound to tell her the truth. That you were too afraid to go back and get the basket yourself and had me do it. And, in return that you promised to follow me if I got the basket for you. I could be wrong, of course. I think that if we tell her the truth…well, you know women are so unpredictable. She might think you don’t really care for her if you won’t even bear a little mud for the time of a few breaths though it took her at least a day’s work to make this basket.” 

POND MUD grumbled but picked up his stave and his basket and followed ALT-R. They gathered no blueberries that day, however. Instead, they went to a nearby clear stream and washed off. For even ALT-R has a bit splattered with mud. Once again, it took all his self-control not to laugh at POND MUD as he washed off the now-dried mud of the swamp. ALT-R thought, and not for the last time, that he indeed he would one day become the leader of the Veritas, regardless of the trials set by the Shaman. Outsmarting her would be more difficult than outsmarting POND MUD. This he recognized and acknowledged. But he saw no reason why he should fail. 

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Dan Ariely’s book: predictably irrational

 

My author page on Amazon

Study Slain by Swamp Monster!

19 Thursday Jul 2018

Posted by petersironwood in America, management, psychology, Uncategorized

≈ 8 Comments

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Business, Design, experiment, HCI, human factors, innovation, politics, science, Study, usability, UX

Study Slain by Swamp Monster!

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I’m trying a new format for blog posts. 

For those of you in a hurry, to get to the “bottom line” of this post, you can skip the story and go right to the bold-faced “lesson” at the end. I’d really you rather read the whole thing of course, but I know some readers are harried and hurried. So, if that describes you right now, feel free. 

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In the early 1980’s, researchers at the IBM Watson Research Center invented a new kind of system. Originally, this was called the “Speech Filing System.” It was initially designed to allow so-called “office principals” (sales people, managers, executives, engineers, etc.) to dictate letters and memos which could then be typed up by the pool of typists. Instead of requiring each “office principal” to have (or borrow) a dedicated piece of dictation equipment, they could accomplish this dictation from any touch tone phone. While this offered some savings in cost and convenience in the office, it was even more wonderful on the road. People did not have to take their dictation equipment with them on their travels. They could use any touch-tone phone. 

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The system was invented largely by tech-savvy psychologists (including Stephen Boies, John Gould, John Richards, & Jim Schoonard). When they observed people actually using the system, they discovered that the trial users more often used the ancillary messaging facility than they did the “real” dictation features. So, the system was redesigned and repurposed and then renamed, “The Audio Distribution System.” In some ways, using the “Audio Distribution System” was much like leaving a message on an answering machine. However, there were some crucial differences. Typically, a person calling someone and encountering, instead of a human being, a message asking them to leave another message was somewhat taken aback. Many messages on answering machines went something like this: “Hi. Stephen? Oh, you’re not there. OK.  This is John. I was hoping … well, I thought you’d be in. Uh. Let’s see. You know what? Call me back. We need to talk.” And, when Stephen discovered that he had a message, he might listen to it and call back John. “Hi, John. Stephen here… I … oh. OK. A message. Sorry. You just called me. Well, um. I’m not sure what you wanted to talk about so. Call me back when you get a chance.”

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By contrast, when someone called the “Audio Distribution System” they knew ahead of time they’d be interacting with a machine. So, they could compose a reasonable message before calling the system. Hence, the messages tended to be more coherent and useful; e.g., “Hi, Stephen. This is John. If it’s okay with you, I’m taking off this Friday for a long weekend. If you have any issues with that, let me know.” See? Easy and efficient. 

A second critical difference was that you could listen to your message and edit it. People didn’t do this so often as you might think, but it was comforting to know that you could in case you really messed up. (For instance, a person might say, “You are fired!” when all along they meant to say, “You are NOT fired.”). 

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Introducing any new system will have consequences, both intended and unintended. I wanted to see what some of these consequences might be. Corporations, IBM included, like it when they sell lots of product and make lots of money. A related question then was – what is the value of this product to the customer? Why should they want to buy it? 

One hypothesis I wanted to test out was that such a system would increase people’s perceived Peace of Mind. After you leave a meaningful message for someone, you can “cross off” that little item off your mental (or written) “to do” list. By using the Audio Distribution System, I thought one of the user benefits would be increased “Peace of Mind” because they would be able to leave a message any time and any place they had access to a touch tone phone. They could save their working memory capacity for “higher level” activities such as design, problem solving, and decision making. We were going to roll out a beta test of the Audio Distribution System at the divisional headquarters for the IBM Office Products Division (OPD), in Franklin Lakes, New Jersey. Not coincidentally, OPD would be the division selling the Audio Distribution System (just as they were now selling dictation equipment). Before the trial commenced, I developed a questionnaire designed to get at how much people felt harried, too busy, coping, etc. The hope was that I could compare the “Peace of Mind” scores of people who did and did not get the Audio Distribution System and perhaps show that those with the system felt more at peace than those without. I could also compare “before and after” for those internal beta customers who had the system. 

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Before I was to roll-out and administer the “Peace of Mind” questionnaire to a sample of people at the OPD Franklin Lakes location, guess what happen just two days before the beta roll-out? OPD was re-organized out of existence! The people who worked there would now be looking for another job elsewhere in IBM (or, failing that, just elsewhere period). The beta trial was cancelled. In any case, even if it hadn’t been cancelled, the impact of the re-organization would have completely swamped (in my estimation) the impact of this new tool. Moreover, it struck me as insensitive and slightly even unethical to ask people to fill out a questionnaire about how hassled they were feeling just days after finding out their entire division had been blown up. How would you react if some psychologist from the Research Center showed up asking you to fill out a questionnaire two days after finding out you no longer had a job?

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What is the lesson learned here? You have to understand what is going on in the lives of your users over and above the functions and features directly related to your product or service. Of course, there is always a fairly good chance that some of your users will have overwhelming things going on in their lives that will impact their reactions to your product. Generally you won’t know about divorces, deaths in the family, toothaches, etc. But if something is impacting all your users, you’d best be aware of it and act accordingly. 

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Speech Filing System

Audio Distribution System – NY Times

Longer explanation of Audio Distribution System

Video of Audio Distribution System’s cousin: “The Olympic Message System”

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Author Page on Amazon

 

Pattern Language Summary

29 Friday Jun 2018

Posted by petersironwood in America, management, psychology, Uncategorized

≈ 118 Comments

Tags

Anti-Pattern, bully, Business, collaboration, competition, cooperation, innovation, Overview, Pattern, pattern language, politics, tyrant

A fellow writer recently posted a story seed on Facebook: “The World is Made of Glass.” 

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I immediately thought: “Indeed it is. And that glass can be extremely beautiful but it is also fragile. It is called ‘mutual trust.’ We live in a globally interconnected world that fundamentally depends on that mutual trust.” 

I recall that when I was eleven years old, if my friends and I saw a bottle on our travels, we would find a way to destroy it. Before we actually destroyed it, we would discuss the most fun method. Would we chuck stones at it? Or would take turns throwing it high in the air and wait for it to crash upon the ground? One thing we never discussed: whether or not smashing the bottle was a good idea. It never occurred to us that time and effort had gone into making the bottle. It never occurred to us that someone might come along and cut themselves or their bike tires on the broken glass. It never occurred to us that a shard of glass might go flying into someone’s cornea. 

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Stupid. But I was eleven. Now, quite astoundingly, I find people who should be decades beyond knowing better want to break bottles just for the hell of it. They want to destroy the current network of agreements, treaties, compromises, supply chains, currency exchanges and replace it with … ? The goal of the pre-teen billionaires? An extremely divided society in which a very small number of people will hold all the wealth and all the power and control all the sources of information. Most people on earth will essentially be their slaves. It will be a world run by men, not laws. This “break everything and then grab all the pie for yourself” goal might succeed but I think a more likely outcome is the destruction of civilization. 

Suddenly realigning the nations of the nuclear-armed world when many of them will be headed by essentially authoritarian dictators is extremely dangerous in terms of beginning an atomic war. War and war-like rhetoric are standard tools for autocrats to consolidate their power. 

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Even if atomic war is somehow avoided, billions of people could die. No, not millions. Billions. As I’ve mentioned before, most of us know how to survive and thrive in a particular context and we’ve become largely unaware of the extent to which the adaptive habits in our brains depend on our network of friends, family, and information sources. Not only will infrastructure and supply chains falter, fray, and fail; Anti-Patterns for collaboration will prevail over Patterns. This will make life more miserable but it will also make what people do far less efficient and effective as well. 

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I think anyone can do the necessary extrapolation. Becoming better at positive collaboration and increasing mutual trust will have two effects; at least, so I claim. First, there will be a local effect: whatever work you’re doing will become more pleasurable and effective. Second, there will also be a more global effect: you are providing a model of what works for others; you are also making them feel good about working with others; increasing their trust in each other and, to some extent, in their fellow humans. Better collaboration, teamwork, and cooperation can help prevent the destruction of our glass world. 

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Needless to say, the world is hardly perfect. It does need to change. That can be done in a collaborative way that leaves people alive; respects individuals; protects important freedoms. Real improvements will not be made by isolating nations, by trade wars, by shooting wars, by reneging on signed agreements, by tearing families apart, by cruelty. 

And yet, there is reason for hope – and action. People around the world are interested in learning how to collaborate better. That’s one reason for hope!

 

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Here is an index to the Patterns and Anti-Patterns that have been presented in this blog. 

Special Spaces & Wonderful Places introduces the concept of a Pattern Language.

“Who Speaks for Wolf?” reminds us to seek the input of all stakeholders and relevant areas of expertise before making a decision.

“Reality Check” reminds us that we cannot settle for ersatz measures; at least periodically, we must make sure we understand what is really happening.

Small Successes Early suggests that before launching into a complex project, especially when strangers must collaborate, it is useful to first tackle a smaller, shorter term project so people can build mutual trust.

Small Successes Early: Metaphor & Fable is an experiment in additional, potentially useful new parts of a Pattern. Although they seemed useful in this particular Pattern, I am not certain that they should be a normal part of a Pattern.

Radical Collocation suggests that for some types of complex problems it is important to put everyone together in the same space. Particularly relevant when the structure of the problem is not completely known ahead of time.

Meaningful Initiation can be a significant source of group cohesion but if done poorly, it can become an excuse for people to act cruelly. In that case, it can backfire.

The Iroquois Rule of Six suggests that we do not glom onto the first interpretation that comes to mind when it comes to interpreting the behavior of others.

Greater Gathering is a way for people to feel connected to the larger organization that they belong to – over and above those they come into frequent contact with.

Context-Setting Entrance allows people to know how they should act once inside a physical or virtual place.

Bohm Dialogue is a way of relating non-competitively. Rather than “making points” to “prove” one’s pre-existing beliefs, people work together to build a joint understanding.

Build from Common Ground – Rather than trying to be overly “efficient” by jumping right into “resolving” differences, it works much better to begin by establishing common ground in terms of experiences, likes, values, hobbies, concerns, etc.

Use Thoughtful Group Feedback Structures and Processes in order to provide useful information in a way that maximizes its likelihood of actually being used.

Indian Wells Tennis Tournament is not a Pattern per se. The purpose of this interlude is to provide an example of complex collaboration. Often, when we use a service, buy a product, or attend an event, we fail to think about how much complex collaboration is necessary to make it happen.

Negotiate from Needs, not Positions. Often, creative solutions to negotiations can be discovered by working together to understand the situation from each other’s perspective.

Give a Sympathetic Reading. If you work together with others in good faith, it pays to do your best to interpret what others say in a way that makes sense, if you can find one.

Positive Deviance. There is always variation in the way people do things. In a large enough population, it often happens that a few people may have solved a problem that faces everyone. That information, often implicit, can improve the lives of the entire population.

Music binds people together. This post explores some of the possible reasons.

Narrative Insight Method describes techniques for gather valuable knowledge from experts through the use of storytelling.

Fostering Group Cohesion through Common Narratives is another storytelling technique: in this case, one focuses on building and disseminating stories that illustrate common values.

Fostering Community Learning via Transformed Narratives. This helps solve a dilemma. For organizational learning, it’s crucial to learn from people’s mistakes. Ordinarily though, mistakes are not just used for learning but to bar one from advancement, raises, and the esteem of one’s colleagues.

Speak Truth to Power says that those in power must hear the truth rather than simply what will make them happy. (See also Anti-Pattern: Kill the Messenger).

Find and Cultivate Allies in complex organizations. Often, necessary allies may not be immediately obvious from official org charts.

Support Both Flow & Breakdown if you want to avoid systems that crash catastrophically.

Use Diversity as a Resource. This can be especially useful in finding and formulating problems, generating ideas, synthesizing ideas, looking for bugs, finding creative ways to market and sell products, etc.

The Day From Hell: Why Does Anyone Care?  A fantasy of how the simplest most mundane things could become nightmares of conflict without cooperation and collaboration. (Not a Pattern – a motivation for a Pattern Language.)

Collaboration Patterns: A Pattern Language for Creative Collaborations. This is a pointer to a so-far unrelated attempt to build a Pattern Language for Collaboration.

Anti-Pattern: Power Trumps Good This is the first of a series of ANTI-Patterns; that is, things to be avoided. Might does not make right; but when people act as though it is, the most powerful rather than the most competent calls the shots.

Anti-Pattern: Gratuitous Push Down This Anti-Pattern describes the behavior that some people engage in of useless and unnecessary cruelty. They push people down for no reason.

Anti-Pattern: Kiss Up; Kick Down People obsessed with power for its own sake will tend to be very solicitous who have more power and show no respect for those whom they oversee

Anti-Pattern: Conjure a Common Enemy This is a common trick of tyrants. They will point first to some very unpopular group and exaggerate its influence, power, or ill intent. In some cases the “enemy” can be completely imaginary. Eventually, the “common enemy” is anyone who disagrees with the tyrant.

Anti-Pattern: Taking Credit & Spreading Blame. Another common tyrant trick is to take credit for everything good even when they had nothing to do with it and to spread blame on others even if they had nothing to do with the bad outcome.

Anti-Pattern: Kill the Messenger This is the opposite of a Learning Organization. Tyrants want to “kill the messenger” because they bring bad news.

Anti-Pattern: Cascading Betrayal Since the organization built by a tyrant does not rely on affection or competence, once power starts to crumble, people will begin to desert the tyrant. Viewed from a different perspective, some may simply decide to do what’s right rather than what’s easiest or most profitable.


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Anti-Pattern: Taking Credit & Spreading Blame.

27 Wednesday Jun 2018

Posted by petersironwood in America, management, psychology, Uncategorized

≈ 2 Comments

Tags

Anti-Pattern, bully, Business, collaboration, competition, Democracy, fascism, innovation, learning, pattern language, politics

man in brown long sleeved button up shirt standing while using gray laptop computer on brown wooden table beside woman in gray long sleeved shirt sitting

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Think back to the worst boss you ever had or ever observed. Maybe one stands out immediately. Or, maybe you had two so it’s hard to say which was worse. If you have been very lucky and had reasonable bosses throughout your life, then, maybe you can think back to a very nasty teacher. In either case, I’m hoping you can think of someone who was not only strict, but pig-headed, arbitrary, unfair, and liked to demean employees (or students) in front of everyone. Not only that, they would take credit for the work of others and blame others when they had actually made the mistake themselves. 

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These are the sorts of people who practice the Anti-Patterns that I’ve been writing about lately. And it occurs to me that most people have had some experience with something similar to fascism in its mildest form: having an “intolerable” boss or teacher. It’s a very mild cousin, but it  is a cousin. 

The major difference is that if you have a horrible boss: a bully, a liar, a person who uses their position to hide their incompetence and blame it on others, it bothers you at work and you may lie awake thinking about it, but you do have other things in your life. You don’t have to have it affect your personal life; it doesn’t necessarily mean you can’t have fun playing a sport or dancing or singing. But actually living under fascism is a 24×7 business. Your bosses now are in charge of everything in your life that they want to bother with being in charge of. In the post below, I describe another one of the Anti-Life Anti-Patterns that they will tend to use: Taking Credit and Spreading Blame. 

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Taking Credit and Spreading Blame. 

The basic idea of this Anti-Pattern is simple. The “boss” controls information into and out of their group. They are in a position to present the work of the group to higher management. The workers under the boss, in some corporate cultures will have little recourse when they are mistreated or their actions are misrepresented. If someone comes up with a good idea, for example, it may be ridiculed by a boss who knows less. Let’s say, for instance, a member of a research group at a camera/film company comes up with the idea of an electronic camera, the boss may well call the idea ridiculous. If it later turns out that the camera/film company goes out of business due to competition from electronic camera companies, the boss who originally pooh-poohed the idea will now claim that they were all in favor but that they had asked the employee who originally thought of it to look into it. That employee had come back with such a negative assessment of the market, that they had all convinced the boss not to pursue it. This is an example of “Spreading the Blame.” 

On the other hand, if the boss had decided to pursue it and it had made the company successful, that kind of boss would lead everyone to believe that it had been their idea all along. They might even go so far as to discredit, transfer, or fire the employee who had actually thought of it. One might be tempted to think the “truth would out” and it might, but the boss has more control over how the group and the individuals within it are perceived than the employees do.

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In an organization without any form of checks and balances, a tyrannical boss may gain a stellar reputation among higher management by the use of this tactic. This may result in promotions and an ever-expanding scope of power with which to ruin people’s lives. If you can convince the people above you that you never make a mistake yourself because you convincingly blame others; and you manage to take credit for everything that happens in your organization (and possibly even credit for some of what happens even in neighboring organizations) then you will gain more control over the information flow. 

Ultimately, the efficiency and effectiveness of the organization suffers when Anti-Patterns such as Taking Credit and Spreading Blame are employed. People will begin to see little reason to work hard or imaginatively since the boss will take the credit. People who gain pleasure from friendly and collegial interactions will work somewhere else if they possibly can. Similarly, people who are primarily motivated at work by the work itself and doing it well will tend not to thrive under such a boss and will also go work somewhere else as soon as the opportunity arises. However, people who like to be told what to do, and enjoy power themselves, might collaborate with a boss who uses Anti-Patterns because the employee may feel as though helping the boss is the best way to open a promotion for themselves as well. 

brown wooden ladder

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What “Anti-Patterns” have you observed in a boss, petty bureaucrat, teacher? 

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Anti-Pattern: Conjure a Common Enemy

20 Wednesday Jun 2018

Posted by petersironwood in America, management, psychology, Uncategorized

≈ 1 Comment

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authoritarianism, Bete noir, bully, Business, competition, Dictator, fascism, history, innovation, learning, military, pattern language, politics

Conjure a Common Enemy

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Of course, it is quite a commonly used technique among leaders to arouse people to work together by pointing to something that they all want. For example, leaders may use visions of a better future to motivate diverse people to work together to build a bridge, say, or find a cure for cancer or to put a person on the moon. And, sometimes, as when an army stands on the border about to cross into a country, the leader may call upon everyone to work to defeat that enemy. 

The difference between working together to create something and working together to destroy something is quite palpable. Working to create something tends to make people feel happy and behave and think creatively. Working to destroy an enemy tends to arouse fear and anger. It is stressful and stress tends to foster doing the same thing rather than doing something new. At the end of the day, when people work together to build something good, that may provide positive value for a long time to come. When people work together to destroy something, they feel good temporarily, but what they have at the end of the day is, at best, nothing. 

I claim nothing is the best long-term outcome for destroying a common enemy. This may strike you as odd because, after all, if you defeat an enemy, you might be able to enslave their children or sexually abuse some of the survivors. You may also be able to steal some of their wealth. I still claim that these “benefits” are worse than nothing as an outcome because they will tend to corrupt and demean everyone involved in the effort. The gold that is extracted from people’s teeth and given to you as the spoils of war is not really a benefit. The gold may not tarnish. But you will. And so will your children.

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Note however, that the title of this Anti-Pattern is not: “Fighting a Common Enemy.” I chose “Conjuring a Common Enemy” quite deliberately. These are not enemies that are about to take your life and property. These are enemies conjured out of thin air, or more accurately, out of the disappointments, fears, humiliations, and angers that people have suffered. The Anti-leader essentially claims that any failure you have experienced and all that attendant negative emotion you felt is not your fault. The disappointments of the past are not due to your own faulty actions, bad choices, bad luck, or being born into unfortunate circumstances. No, the Anti-leader proclaims that your illness, unemployment, lack of wealth, lack of a loving relationship  – they are all caused by an enemy. 

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The Anti-leader wants to make it really easy to distinguish these conjured common enemies from everyone else. They might therefore choose dress, age, gender, race, or location as “magic markers.” They are “magic” because in real life, all one finds are, at best, tenuous correlations between the markers and actual behavior. But in the conjured enemy, they are all alike. It is a magic marker of ability, motivation, or behavior. If it is too hard to tell enemies apart from the “good guys,” the Anti-leader will mark the conjured enemy. Jews might be required to wear yellow stars. The “good guys” might all wear brown shirts or red hats while they “spontaneously” destroy things. 

In some cases, leaders try to cast inanimate and abstract things as “enemies.” Thus, we have the “War on Poverty” and the “War on Drugs.” While this framing is not so nasty and despicable as a “War on Immigrants” or a “War on Jews” or a “War on Blacks,” it is still an ineffective framing. Instead of a “War” on “Poverty” it would make more sense to build a bridge to prosperity, to my way of thinking. A “War on Drugs” is just plain silly. It would be laughable if it hadn’t cost so much money ($ 1,000,000,000,000 – one trillion dollars and counting) and ruined so many lives (many more than drug misuse and abuse has). Among the important questions that a “War on Drugs” glosses over are: “What is a ‘drug’?”, “Isn’t it really drug abuse that you are against?” “Why are some powerful and addictive drugs like caffeine, alcohol, Ritalin, and nicotine deemed okay while others like marijuana deemed not okay?”

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One problem with blaming all your troubles on a conjured enemy is that, even if you do destroy this “enemy,” you’ll be left with the same set of issues that you had before. Stemming immigration to the USA in 2018, will not land you a job in 2018 or in 2019 nor in 2020. Making homosexual marriage illegal will not improve your own marriage in the slightest. Making it illegal for Buddhists to practice their religion will not make you a better Jew; making Islam illegal will not make you a better Christian; making Christianity illegal will not make you a better Hindu. 

There is also a more systemic and pernicious problem with Conjuring a Common Enemy. Eventually, a society, business, or team who never faces the real causes of their failures will never improve and will be relatively disadvantaged in any competition with similar organizations who do face facts. In addition, once people are in the habit of blaming others for their troubles, they become ever more pushed into an “us vs. them” mentality; they will be unable to see win/win solutions for what they really are.

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They may well eventually turn on their Anti-leaders the way they did on Mussolini. Since the enemies are conjured, it is also necessary to spin an illusion about them. This was fairly easy to do in ancient times or in Medieval times. With mass media and the Internet, one cannot simply assert some absurdity and have it go unchallenged. The Anti-leader will therefore tend to destroy people’s access to sources of information that might challenge his or her lies; e.g., TV news, newspapers, websites, etc. and instead try to fill people’s minds with so much doubt that they will be tempted to make the “easiest” decision; that is, simply to believe the liar and their lies.  

Comments welcome; e.g., agreements, disagreements, references, examples, suggested Patterns or Anti-Patterns. 

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Here are some of my books. Perhaps I should do the next one on Pattern Language? 

The Winning Weekend Warrior focuses on strategy, tactics, and the ‘mental game’ for all sports as well as business and life. The Winning Weekend Warrior

Turing’s Nightmares depicts possible scenarios in the world filled with Artificial Intelligence. What might that mean for humanity? Turing’s Nightmares

Fit in Bits is for anyone with a desire to stay in shape but an extremely hectic, busy, or unpredictable life. Fit in Bits suggests many ways to work various exercises into other daily activities. My own favorite is to dance while cooking or washing and drying dishes. 

Tales from an American Childhood: Recollection and Reflection. Actually, this one is related to and inspired by the Pattern: Build from Common Ground. In Tales I recount early memories and then relate them my current values and what that says to me about contemporary issues in society. I invite you to take a little of my journey, not because it is your journey, but precisely because it isn’t. Therefore, we have observed different things and then come perhaps to observe the same things differently. It is simply my recollections and reflections – not the “correct” ones. Tales from an American Childhood

All are available on Amazon from links on my Author Page. 

Collaboration Patterns: A Pattern Language for Creative Collaborations. 

14 Thursday Jun 2018

Posted by petersironwood in management, psychology, Uncategorized

≈ 1 Comment

Tags

Business, collaboration, cooperation, creativity, Design, innovation, pattern language, teamwork

Collaboration Patterns: A Pattern Language for Creative Collaborations. 

(Takashi Iba with Iba Laboratory).

In response to a look at my on-going efforts to build a Pattern Language of ‘best practices’ in collaboration and teamwork, one of my readers suggested I take a look at the work of Takashi Iba at Keio University in Japan. I fondly recall visiting Keio University back in 1977 and giving a lecture on our work at IBM Research with John Carroll and Ashok Malhotra on the “Psychology of Design.” (See references below). In any case, I bought the book and read it and here I am recommending it to you. 

The approach taken in Collaboration Patterns: A Pattern Language for Creative Collaborations is somewhat different from the one I’ve been taking so far. The Patterns here are fairly elaborate and “wordier” while the ones in Collaboration Patterns are much shorter and more at a strategic level. They deal more with what one should do rather than how how to achieve the results. Another way to think about it is that some of the Patterns in this blog are more about mechanisms or processes to achieve many of the goals expressed in Collaboration Patterns. 

The Patterns in Collaboration Patterns are each only two pages (one of which are quotes and cartoons). You can read the book quickly and an entire group could come up to speed on using this book fairly rapidly. By contrast, understanding all the Patterns in this blog will take a longer time. Anyway, if you are in the middle of a project right now or about to start one and would like to improve your creative collaboration, I would suggest starting with Collaboration Patterns. It gives excellent suggestions for how to use the book in multiple ways. Hopefully by now, everyone sees that collaboration has always been vital for humanity to have many of the things that now exist to make life more beautiful, comfortable, and safe. I think that there is a place for these longer Patterns as well. 

https://www.amazon.com/Collaboration-Patterns-Language-Collaborations-Catalogue/dp/1312447168

Carroll, J. and Thomas, J.C. (1982). Metaphor and the cognitive representation of computer systems. IEEE Transactions on Man, Systems, and Cybernetics., SMC-12 (2), pp. 107-116. 

Thomas, J.C. and Carroll, J. (1981). Human factors in communication. IBM Systems Journal, 20 (2), pp. 237-263. 

Malhotra, A., Thomas, J.C., Carroll, J. & Miller, L. (1980). Cognitive processes in design. International Journal of Man-Machine Studies, 20 , 119-140.

Carroll, J. Thomas, J. Miller, L. & Friedman, H.  (1980). Aspects of solution structure in design problem solving. American Journal of Psychology, 93 (2), 269-284.

Malhotra, A., Thomas, J.C. and Miller, L. (1980). Cognitive processes in design. International Journal of Man-Machine Studies, 12, pp. 119-140. 

Carroll, J., Thomas, J.C. and Malhotra, A. (1980). Presentation and representation in design problem solving. British Journal of Psychology/,71 (1), pp. 143-155. 

Carroll, J., Thomas, J.C. and Malhotra, A. (1979). A clinical-experimental analysis of design problem solving. Design Studies, 1 (2), pp. 84-92. 

Thomas, J.C. (1978). A design-interpretation analysis of natural English. International Journal of Man-Machine Studies, 10, pp. 651-668. 

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Use Diversity as a Resource

31 Thursday May 2018

Posted by petersironwood in management, psychology, Uncategorized

≈ 6 Comments

Tags

collaboration, competition, Design, diversity, innovation, learning, pattern language, politics, problem solving, Representation

Use Diversity as a Resource

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Prolog/Acknowledgement/History: 

On the one hand, I’ve always been fascinated with biology. If you learn or recall even a little about biology, you’ll know that diversity is a fundamental aspect of life. Life repeats patterns. But it balances that repetition with variation and diversity. 

At the same time, I’ve found it much more interesting in nearly every aspect of life to seek some substantial level of variety rather than constancy. That includes everything from flowers to fields of study to people to interact with. My “favorite color” is blue. But the last thing I want is to see only my favorite shade of blue. That is, after all, equivalent to being blind. While I love eating cashews, it would be hell to have only them for every meal. 

My first job after grad school was managing a project on the “Psychology of Aging” at Harvard Med School. We focused on such tasks as reaction time and memory but I also looked into adjacent fields; for example, it was clear that “ageism,” as well as sexism and racism, was alive and kicking. True enough, there are general trends of age-related slowing and memory issues, but there are several caveats. First of all, there is huge variability within an age group. In our studies of generally healthy veterans from their 20’s to 70’s, the differences within an age group were about 2.5 x as large (roughly speaking) as the overall age-related changes that we saw. The fastest individual in the whole study of several hundred people was not in their 20’s nor in their 30’s. In fact, it was a 55-year old school superintendent who raced motorcycles cross-country on the weekend. The effect of the way various tasks were constructed was far more important than individual differences. In over-simple but basically accurate terms, age is a weak variable when it comes to “mental performance,” individual differences are a moderate variable and the conditions of the tasks are strong variables. In my experience, having individuals with a diversity of ages produces better results. (Relevant studies of aging, not empirical proof of the immediately previous statement: 9, 10, 22, 28, 31, 37 in references below). 

portrait promenade la nature homme

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When I started the Artificial Intelligence Lab at NYNEX, I learned something of the history of the phone company including the fact that the telephone was invented to try to help people with special needs (in this case, hearing loss). There are many other cases where inventions that are of great use to huge numbers of people were first inspired by trying to aid those with special needs. Already aware of the possible enrichment of the field of human-computer interaction by making it more accessible to people outside of Western Europe and North America, I helped organize and run workshops on “cross-cultural issues in HCI” and as I met people from different cultures, I became even more convinced that diversity offered a resource for innovation and excellence. (Reports on a few of these activities: 2, 8, 32, 33, 36).

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Working with people in other cultures or people with special needs, in my experience, provides a much greater wealth of possibilities than sticking with only one. (Some studies of relevance that I have been personally involved with: 11, 15, 16, 27, 30, 35, 38, 39, 40, 41).

Excellent arguments have been made by many as to why supporting diversity is the ethical thing to do and I quite agree with those arguments. Here, however, I am not making an argument on the basis of what is right; I am merely claiming that it is in everyone’s interest to support diversity and use it as a resource for creativity and innovation. 

Author, reviewer and revision dates: 

Created by John C. Thomas in May, 2018 

 

Related Patterns: 

Who Speaks for Wolf?, Build from Common Ground.

Abstract: 

Human societies have widely different customs about what is appropriate behavior. As people grow up in a culture, they generally learn one (or, more rarely two) ways to dress, eat, speak, walk, and so on. Diverse groups of people, regardless of how that diversity arises, will have a wider range of skills, experiences, perspectives, and attitudes to apply to solving a problem. This diversity is a resource that can help throughout problem solving to improve the chances of solving a problem, generating a good design, or resolving an issue. Therefore, when faced with a problematic situation, improve your chances of success by bringing to bear diversity on the problem. 

Context: 

Cultures developed separately in many places around the world. Partly to adapt to specific conditions and partly by accident, these cultures developed different cultural practices. In addition, humans, like every other living species, exhibits diversity on thousands of dimensions even at birth. Beyond that, people are further influenced to develop differently based on their families of origin and their peer groups. These differences are critical in having allowed us to develop a complex, highly interconnected society of many specialists. People can become incredibly skilled at tennis or playing the piano or writing poetry or programming in LISP or fixing plumbing problems or planting trees or hunting or cooking, to name a few of the thousands of specialities that now exist. Everyone doesn’t have to do every single task for themselves. If we did, we would all be moderately good at the same relatively small set of skills. Instead, we can mainly rely on others who are extremely good at doing what they do and trade the fruits of our labors at what we are expert at for the fruits of their labors. 

All these differences mean that it often takes slightly longer to find and work from common ground; to understand each other, than it might if everyone were born and raised identically. 

Many of us live in societies that push for the fastest possible answer, solution, design, or resolution. There is an absurd push toward speed at the expense of quality. This tends to make people impatient to “just get on with it” by which they actually mean, “just get on with it the way I want to do it.” 

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Problem: 

When people push to the fastest possible solution, it tends to compromise quality in every way. One of the most important ways it compromises quality is that it pushes people not to consider a large variety of ideas but instead to pick the first one or two that come to mind. Generally, the first few ideas that come to mind are not original in any significant way. The ideas will be largely deployed or implicit in the dominant culture already. There will be very few real innovations. 

There is another problem with such an approach. Whatever the “answer” is, it will typically not appeal to everyone or even be in everyone’s interest. As a result, a design will fail to gain the widest possible audience and may instigate a backlash among those whose needs are not being met or whose needs are actually being subverted. 

In a fairly homogeneous group, it is very likely that some vital aspects of the problem or situation will be overlooked. A solution will be derived based on limited data and then marketed based on limited appeal. This failure will be surprising to the homogeneous group because they are only looking at it from one perspective; viz., their own. 

Forces:

  • Diversity of background leads to diversity of experiences.
  • The expectations of any one person are primarily based on their own past experiences.
  • The behavior of any other person is largely based on that person’s past experiences. 
  • People in fairly homogeneous groups tend to focus on their similarities rather than their differences; in some cases, they may even denigrate or make fun of other groups. 
  • Fairly homogeneous groups who focus on their similarities will further reduce the space of possible ideas to ones that are shared by the entire group. In other words, the group will work within the constraints of the intersection of their experiences rather than the union of their experiences. 
  • Ideas and approaches that appeal to those in a fairly homogeneous group will engender a false sense of universality of the appeal. It is easy to believe that the idea will be liked by everyone as much as it is by this particular group.  
  • The same unconscious close-mindedness that prevents the fairly homogenous group from generating very innovative ideas will also make it very difficult to accurately diagnose the real source of the failure.  
  • People in a diverse group will provide that group with an initial set of ideas that is far larger than the set of ideas generated by a homogeneous group. 
  • Moreover, people in a diverse group, if they see diversity as a resource, will tend to more often work from the union of their ideas than limiting themselves only to the intersection of their ideas and experiences.   
  • Ideas can play off against each other and produce still other new ideas. Thus, the diverse group who views their diversity as a strength will start off with a larger pool of ideas; will produce still more “recombinant” new ideas; and will more likely allow a look at the large space formed by the union of ideas rather than being limited by the intersection. 
  • Moreover, people in a diverse group will not only be more likely to produce an innovative service, product, or solution; they will also be more able to see how to market the idea, or specialize it, or localize it to any population represented within the group.    

Solution: 

When facing any particularly challenging situation, try to construct a highly diverse group of people to face that challenge. Respect and learn from each other’s differences. Focus on your diversity as a resource to be capitalized on rather than a handicap to be overcome. 

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Examples: 

  1. Artists as diverse as Frank Lloyd Wright, Vincent Van Gogh, and The Beatles intentionally allowed themselves to be exposed to Asian versions of their art in order to enhance and extend their own styles.

2. High level chefs who specialize in a particular type of cuisine may also become conversant in other types of cuisine to expand the palette of tastes from which to select. 

3. In problem solving, it often happens that the representation a person uses can have a huge impact on how easy a problem is to solve. Similarly, different things are often better said in different languages.  Even when it comes to advances in an entire field, they often follow new ways of representing things. For example, understanding human speech began making much more progress once the sonogram (which shows time on the X-axis, frequency on the Y-axis and amplitude as darkness) came into use as a representation (rather than the earlier representation of a speech waveform with time on the X-axis and amplitude on the Y-axis). Modern medicine today relies on many kinds of “scans” – not just X-rays, though X-rays certainly allowed a big advance over guesswork. (Studies indicating the importance of representation: 1, 3, 4, 5, 6, 13, 18, 19, 20, 23, 24, 25, 26).  

Resulting Context:

Generally speaking, when diverse groups work together and view their diversity as a resource, the result is a better product, service, solution, or resolution. In addition, it typically happens as a kind of side-effect, that the roads to marketing in diverse markets are also opened up. Finally, everyone within the group learns from the others in the group. Inclusion and diversity have another very powerful positive impact. Everyone sees that what one does is the basis for reward rather than what one is or who they know. (Studies on the impact of diversity on team performance: 7, 12, 17, 42). 

This is a huge win for teams, groups, companies, and nations. If people feel that they will be rewarded based on what they do, then people are incentivized to do the best they can. If people feel that they are rewarded based on their age, race, sex, national origin etc. — that is, things over which they have no control, then no-one is motivated to do their best. Those in the out-group feel it is fairly pointless and those in the in-group feel it is unnecessary. 

Of course, there are many other factors besides diversity that impact creativity and innovation. The latter depend on leadership, organizational context, process, support, incentives, etc. In the short term, if people are under time pressure, some may perceive that they haven’t been as productive even if they have if there more ideas and more varied ideas are discussed. Arranging the context so that people are motivated to do well rather than do quickly will be critical to success. 

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References: 

[1] Bellamy, R., Erickson, T., Fuller,B., Kellogg, W.,  Rosenbaum, R., Thomas, J. and Vetting Wolf, T (2007) Seeing is believing: Design visualization for managing risk and compliance. IBM Systems Journal 46:2, 207-218.

[2] Best, M., Deardon, A., Dray, S., Light, A., Thomas, J.C., Buckhalter, C., Greenblatt, D., Krishnan, S., Sambasivan, N. (2007). Sharing perspectives on community centered design and international development.  Human-Computer Interaction, INTERACT 2007. New York: Springer.

[3] Carroll, J. and Thomas, J.C. (1982). Metaphor and the cognitive representation of computer systems. IEEE Transactions on Man, Systems, and Cybernetics., SMC-12 (2), pp. 107-116. 

[4] Carroll, J. Thomas, J. Miller, L. & Friedman, H.  (1980). Aspects of solution structure in design problem solving. American Journal of Psychology, 93 (2), 269-284.

[5] Carroll, J., Thomas, J.C. and Malhotra, A. (1980). Presentation and representation in design problem solving. British Journal of Psychology/,71 (1), pp. 143-155. 

[6] Carroll, J., Thomas, J.C. and Malhotra, A. (1979). A clinical-experimental analysis of design problem solving. Design Studies, 1 (2), pp. 84-92. 

[7]Chow, I. (2018) “Cognitive diversity and creativity in teams: the mediating roles of team learning and inclusion”, Chinese Management Studies, 12 (2), 369-383, https://doi.org/10.1108/CMS-09-2017-0262

[8] Dearden, A., Dunckley, L, Best, M., Dray, S., Light, A. & Thomas, J.C. (2007).  Socially responsible design in the context of international development. Panel presented at INTERACT 2007, Rio de Janiero, BZ,

[9] Fozard, J. L., Thomas, J. C., and Waugh, N. C. (1976). Effects of age and frequency of stimulus repetitions on two-choice reaction time. Journal of Gerontology, 31, (5), pp. 556-563. 

[10] Fozard, J. and Thomas, J. (1975). Psychology of aging: Basic findings and some psychiatric implications.  In J. Howells (Ed). Modern Perspectives in the psychiatry of old age. NY: Brunner/Mazel.

[11] Friedman, B., Brok, E., Roth. S. K., Thomas, J. C. (1996). Minimizing bias in computer systems. SIGCHI Bulletin, 28(1), pp. 48-51. 

[12] Kurtzberg, T. (2005). Feeling creative, being creative: An empirical study of diversity and creativity in teams. Creativity Research Journal, 17(1), 51-65.

[13] Malhotra, A., Thomas, J.C., Carroll, J. & Miller, L. (1980). Cognitive processes in design. International Journal of Man-Machine Studies, 20 , 119-140.

[14] Malhotra, A., Thomas, J.C. and Miller, L. (1980). Cognitive processes in design. International Journal of Man-Machine Studies, 12, pp. 119-140. 

[15] Srivastava, S., Dhanesh, K., Basson, S., Rajput, N., Thomas, J., Srivastava, K. (2012). Voice user interface and growth markets. India HCI conference.

[16] Srivastava, S., Rajput, N, Dhanesha, K., Basson, S., and Thomas, J. (2013). Community-oriented spoken web browser for low literate users. CSCW, San Antonio, TX, 2013.

[17] Stahl, G., Maznevski, M., Voigt, A., and Jonsen, K. (2009). Unraveling the effects of cultural diversity in teams: A meta-analysis of research on multi-cultural work groups. Journal of International Business Studies, 1-20. 

[18] Thomas, J.C. (1991). The human factors of voice interfaces. Journal of the Washington Academy of Sciences 80 (3), 138-151. 

[19] Thomas, J.C. and Schneider, M. (1982). A rose by any other alphanumeric designator would smell as sweet. Behavior and Information Technology, 1 (4), 323-325. 

[20] Thomas, J.C. (1978). A design-interpretation analysis of natural English. International Journal of Man-Machine Studies, 10, pp. 651-668. 

[21] Thomas, J.C. and Carroll, J. (1978). The psychological study of design. Design Studies, 1 (1), pp. 5-11. 

[22] Thomas, J. C., Fozard, J. L. and Waugh, N. C. (1977). Age-related differences in naming latency. American Journal of Psychology, 90(3), pp. 499-509. 

[23] Thomas, J.C. (1974). An analysis of behavior in the hobbits-orcs problem. Cognitive Psychology 6 , pp. 257-269. 

[24] Thomas, J. (2015). Chaos, Culture, Conflict and Creativity: Toward a Maturity Model for HCI4D. Invited keynote @ASEAN Symposium, Seoul, South Korea, April 19, 2015.

[25] Thomas, J. (2014). Mobile Systems for Computational Social Science: A Perfect Storm. Invited keynote address at UbiComp workshop, Sept. 13, 2014, Seattle, WA.

[26] Thomas, J., Diament,J., Martino, J. and Bellamy, R., (2012). Using “Physics” of Notations to Analyze a Visual Representation of Business Decision Modeling. Presented at VL/HCC 2012 conference in Salzburg, Austria.

[27] Thomas, J. C. , Basson, Sara H., and Gardner-Bonneau, D.  (2008 & 1999) Universal access and assistive technology. In D. Gardner-Bonneau (Ed.), Human factors and voice interactive systems. Norwell, MA: Kluwer. 

[28] Thomas, J.C. (2003), Social aspects of gerontechnology.  In Impact of technology on successful aging N. Charness & K. Warner Schaie (Eds.). New York: Springer.

[29] Thomas, J. C. (2001). An HCI Agenda for the Next Millennium: Emergent Global Intelligence. In R. Earnshaw, R. Guedj, A. van Dam, and J. Vince (Eds.), Frontiers of human-centered computing, online communities, and virtual environments. London: Springer-Verlag. 

[30] Thomas, J.C. (1997). Steps toward universal access in a telecommunications company. In B. Friedman (Ed.), Human values and the design of computer technology. Stanford, CA: CSLI. 

[31] Thomas, J. C. (2017). Old People and New Technology: What’s the Story? Presented at Northwestern University Symposium on the Future of On-Line Interactions, Evanston, Ill, 4/22/2017. 

[32] Thomas, J.C. (2007). Panelist, Meta-design and social creativity: Making all voices heard. INTERACT 2007, Rio de Janeiro, BZ, Nov., 2007.

[33] Thomas, J.C. (2007).  E-learning: An opportunity to meld modern technology and ancient wisdom? Panelist, E-learning.  INTERACT 2007, Rio de Janeiro, BZ, Nov. 2007.

[34] Thomas, J.C. (2005). Patterns to promote individual and collective creativity.  Presented at the Human Computer Interaction International, Las Vegas, NV, July 27, 2005.

[35] Thomas, J.C. (1996). Invited panel presenter at the National Research Council’s workshop: Toward an every-citizen interface to the national information infrastructure, Washington, DC., August 23, 1996.

[36] Thomas, J.C. & Kellogg, W. (1993). Cross-cultural perspectives on human-computer interaction: report on the CHI ’92 workshop. SIGCHI Bulletin, 25 (2), 40-45.

[37] Trewin, S., Richards, J., Hanson, V., Sloan, D., John, B., Swart, C., Thomas, J. (2012). Understanding the role of age and fluid intelligence in information search. Presented at the ASSETS Conference, Boulder CO.

[38] Trewin, S., Bellamy, R., Thomas, J., Brezin, J., Richards, J., Swart, C., and John, B.E., (2010). Designing for Auditory Web Access: Accessibility and Cellphone Users.  The 7th International Cross-Disciplinary Conference on Web Accessibility, W4A.

[39] Trewin, S, Richards, J.,Bellamy, R, John, B.E.,Thomas, J.C., Swart, C.Brezin, J. (2010). Toward Modeling Auditory Information Seeking Strategies on the Web. CHI Work In Progress. 

[40] Trewin, S., Bellamy, R., Thomas, J., Brezin, J., Richards, J., Swart, C., and John, B.E., (2010). Designing for Auditory Web Access: Accessibility and Cellphone Users.  The 7th International Cross-Disciplinary Conference on Web Accessibility, W4A.

[41] Trewin, S, Richards,J.,Bellamy, R, John, B.E.,Thomas, J.C., Swart, C.,Brezin,J. (2010). Toward Modeling Auditory Information Seeking Strategies on the Web. CHI Work In Progress. 

[42] Yap, C., Chai, K. & Lemaire, P. (2005). An empirical study on functional diversity and innovation in SMEs. Creativity and Innovation Management, 14 (2), 176-190. 

Fostering Community Learning via Transformed Narratives

01 Tuesday May 2018

Posted by petersironwood in family, management, psychology, Uncategorized

≈ 1 Comment

Tags

cooperation, innovation, learning, organizational learning, pattern language, politics, religion, stories, Storytelling

Fostering Community Learning via Transformed Narratives

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Prolog/Acknowledgement: 

The idea for this Pattern emerged from work done around 2000 with colleagues at IBM Research (including Cynthia Kurtz, Carl Tait, Frank Elio, Debbie Lawrence, Neil Keller, Andrew Gordon), Lotus (including Dan Gruen, Paul Moody, Michael Muller), and at the IBM Knowledge Institute(including Dave Snowden, Larry Prusak, Sharon Darwent & Fiona Incledon) on the business uses of stories and storytelling. However, the essence of the idea is not that new. The British Navy uses a cartoon of a silly Admiral doing something to be avoided. Apparently, there was a process to collect anonymous stories of “mistakes” that people had made. Rather than being ascribed to the actual person, they were “ascribed” in the cartoon to the fictional Admiral. The point was to help insure that others would not make the same mistake. Mullah Nasreddin stories predate that practice by centuries. This fictional character often was reputed to have done silly things but in a way that made a point for others to learn from.

Author, reviewer and revision dates: 

Created by John C. Thomas April, 2018.

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Abstract: 

Stories are memorable and motivating. One popular type of story is the “Cautionary Tale” which describes what happens when a person makes a significant kind of error. Stories of this type can be valuable ways for a community as a whole to learn from the errors of one person thus preventing others in the community from making the same mistake. However, many communities also punish people for making errors. One solution is to alter the story of what actually happened slightly so that the community learns from the mistakes of individuals without the individual suffering from an unrecoverable loss of status.

Context: 

Groups across many contemporary cultures and throughout history have tended to tell, learn, and repeat stories as a way of codifying what is desirable and acceptable behavior, understanding the world, and communicating important lessons learned across generations. One such type of story is the “Cautionary Tale.” Many of Aesop’s Fables, for example, The Boy Who Cried Wolf and The Dog and its Reflection fall into this category. Such stories are potentially excellent ways to teach a lesson in a memorable way. For example, The Dog and its Reflection cautions that one may be so obsessed with greed that they will lose even what they already have in the attempt to grasp for more.

While Aesop’s Fables and other folk stories make very general points about values and “right action,” stories also serve an important way for a very local community to learn from the mistakes of individuals so that these same mistakes are not made over and over.

David's DreamDeeply

Problem. 

In communities, families, and organizations there are often negative sanctions applied to members who make mistakes. This sets up a dilemma. For the group as a whole to learn optimally, it is best to be able to learn from the experiences of every other member. On the other hand, the member who freely shares stories of his or her mistakes may find themselves punished and the “cautionary tale” repeated in the community then becomes a lesson about how not to admit mistakes, or not to be discovered, or how to shift blame to someone else. Rather than learning as a community and having such learning experiences increase social capital, such a practice instead reinforces self-serving denials and lies. The process is unpleasant and the group loses opportunities to learn from each other. While giving appropriately structured feedback can help, it is not a complete solution. Indeed, a culture that celebrates self-serving lies may quickly devolve into a “race to the bottom” with everyone mistrusting everyone else. The group as a whole is incapable of improving actual performance and so are its members.

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Forces:

  • Life is too complex, changing, and chaotic to describe completely in empirically falsifiable scientific statements.
  • Learning from the stories of others who have made mistakes can prevent everyone else from making the same mistake.
  • Humans are social creatures who tend to reward those who do well and punish those who do not do well.
  • Since people avoid punishment, if the punishment for admitting and relating mistakes is more severe than the reward for knowledge sharing, people will tend not to admit mistakes.
  • Once it becomes known in a culture that admitting mistakes leads to punishment, then it becomes even less likely for people to admit their mistakes.
  • The details of a story that are most important for the group to learn are often different from the details needed to mete out punishment.

 

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Solution:

When someone in the community makes a mistake that might teach a valuable lesson but could also result in loss of face, there are alternatives in the presentation of the story that allow for the community to learn the lesson but also protect the person involved from social ostracism. This may be done by “projecting” the story onto a fictional character such as Mullah Nasreddin. Another method is to slightly alter the story flow. For instance, instead of a story that says, “I did X and this terrible thing occurred” once could alter the story to: “I almost did X and if I had, this terrible thing would have occurred.” Or, one might say, “I did X and this really bad thing happened. Good thing we noticed right away because otherwise, this much worse thing, X! would have happened.” Another alternative: “Our team did X. This put us in a terrible position vis a vis our crucial customer Y. Luckily, we had a contingency plan in place and were able to immediately repair our relation with customer Y. Of course, next time, we will know not to do X in the first place.”

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Examples: 

  1. At once point, IBM was trying to save money and suggested that employees only use sardine class airline tickets. I overheard an IBM executive relate the following story. “I was high enough in the hierarchy that IBM made an exception for me. I could have gotten the first class ticket but I decided to take the sardine class ticket anyway. As I boarded that plane, I could see a dozen people in my own organization sitting in steerage. I was really glad to be able to sit down in my teeny seat along with everyone else.” This may have actually been true. On the other hand, it’s also possible that he only wished he had done this and altered what really happened to avoid opprobrium but still get the message across.

Resulting Context:

The altered story allows the team, family, culture or other group to learn from the mistake while protecting the person who made the mistake. As a result, people are more willing to admit to mistakes.

Needless to say, these kinds of alterations are not ethically done so as to avoid punishment for criminal behavior. Even apart from criminal behavior, there are certainly cases where the public has the right to know about actions that reveal a person’s character and this may outweigh concerns for ensuring that the community focuses on learning.

References: 

Pan, Y., Roedl, D., Blevis, E., & Thomas, J. (2015). Fashion Thinking: Fashion Practices and Sustainable Interaction Design. International Journal of Design, 9(1), 53-66.

Thomas, J. C. (2012). Patterns for emergent global intelligence. In Creativity and Rationale: Enhancing Human Experience By Design J. Carroll (Ed.), New York: Springer.

Darwent, S., Incledon, F., Keller, N., Kurtz, C., Snowden, D., Thomas, J.(2002) YOR920000749US2 Story-based organizational assessment and effect system (granted).

Thomas, J. C., Kellogg, W.A., and Erickson, T. (2001) The Knowledge Management puzzle: Human and social factors in knowledge management. IBM Systems Journal, 40(4), 863-884.

Thomas, J. C. (1999) Narrative technology and the new millennium. Knowledge Management Journal, 2(9), 14-17.

https://en.wikipedia.org/wiki/Nasreddin

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Author Page on Amazon

Narrative Insight Method

16 Monday Apr 2018

Posted by petersironwood in management, psychology, story, Uncategorized

≈ 1 Comment

Tags

Business, collaboration, cooperation, coordination, innovation, learning, pattern language, story, Storytelling

Narrative Insight Method

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Prolog/Acknowledgement: 

Since my dad worked mainly as an electrical engineer and my mother as an English/Drama teacher, I’ve always felt pulled in two directions: toward science, mathematics, systemization, practical solutions, and formalism and simultaneously toward the arts, particularly various types of storytelling. I finally had a chance to synthesize these two areas while managing a project for several years at IBM Research on the business uses of stories and storytelling. Though this project provided value in various ways to many within IBM, there was no single part of IBM whose main business was stories. For this reason, finding funding was a continual challenge. Our closest allies, apart from my senior manager, Colin Harrison, were The IBM Knowledge Management Institute, researchers at LOTUS, and a part of IBM internal education located in Atlanta. My group at IBM Research included Carl Tait, Andrew Gordon, Cynthia Kurtz, Debbie Lawrence, and Frank Elio. Larry Prusak and David Snowden from the IBM Knowledge Management Institute were particularly interested in stories as were Michael Muller, Dan Gruen, and Larry Moody at LOTUS. The method described here was mainly developed by Cynthia Kurtz, Dave Snowden, and Neal Keller of IBM Research Education though writing the method as a “Pattern” is my own responsibility.

Author, reviewer and revision dates: 

Created originally by John C. Thomas in January of 2002, and revised substantially during April, 2018.

MikeandStatue

Synonyms: 

Story Circles.

Abstract: 

Experts learn valuable lessons from their experiences. Such lessons can guide less experienced people. In small trusted groups, a natural, effective, and traditional way for experts to share their knowledge is to trade stories (See, e.g., Orr, 1990, Talking about Machines). A challenge for large organizations is to extend this process to larger groups and non-co-located personnel. Writing stories is a possibility; however, in many cases experts are too busy to write stories and find the process of writing stories difficult and unnatural as compared with telling stories. The method describes here minimizes the time of the expert, allows them to tell stories in a natural setting and organizes the knowledge in a useful manner.

Basically, about 12-24 people who are all interested in a topic but have various levels of experience are brought together for an hour. After a short introduction, the large group is subdivided into smaller groups of 3-5 people each, making sure that each group includes at least one experienced person and at least one less expert. For about 35 minutes, the group tells stories about their experiences and these are recorded for later transcription and analysis. The small group decides which story would be best to share with the larger group. The “best” story from each subgroup is shared with the larger group and this is followed by a short discussion. This plenary session is also recorded. People are thanked for their participation and given some sort of very nominal gift or memento.

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Context: 

Within societies and organizations, people generally differentiate into specialties. Many of these specialties require years of training and experience before people reach maximum effectiveness. In most societies, mechanisms have been set up so that those with more experience can help those with less experience learn more effectively and efficiently than if every generation had to learn completely on their own. People tell stories for many reasons, but one major use of stories is to help create and share knowledge across levels of expertise and across generations.

Less expert people in a large organization or community of practice typically want to learn from more experienced people. This is beneficial for the individuals as well as for the larger organization or community of practice. In modern societies, many of the people who have relevant knowledge are physically distant from the people who need the knowledge. In many cases, much of the most valuable knowledge of experts is tacit knowledge.

An organization typically has people available who may not be expert in the subject matter but have relatively more expertise in writing stories and organizing educational materials. The experts in a given subject matter are typically very busy and in most cases, may lack both the skills and the time to produce good written stories.

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Problem:

Experts have valuable knowledge based on their experience. However, experts in organizations are typically very busy people. They are willing to share stories informally and orally but do not necessarily have the skill or patience to write stories. Moreover, it can be difficult to find stories relevant to a specific situation. In addition, stories often reveal lessons learned through the sharing of mistakes that were made by the experts. In fact, experienced people have generally made many mistakes through the course of their careers. They do not typically want to have all of these mistakes made public inside and outside of an organization.

If one is telling a story face to face, there are many cues about how the story is being received. The teller can sense whether the audience is understanding, interested, bored, or shocked for example. The teller can then adjust the story to suit the audience and the situation as they continue to tell the story. The writer of a story lacks this type of information to mold the story while it is being created.

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Forces:

· The time of experts is valuable.

· Subject matter experts are typically not experts in producing educational materials.

· People expert in producing education materials need to gain access to high quality content.

· In many fields, much of the most important knowledge that experts gain through their experience is in the form of tacit knowledge.

· Tacit knowledge is not well communicated by formal methods but can often be well communicated by stories*.

· Experts telling stories of their relevant experiences orally to small groups that contain other experts as well as some novices comprises a natural way for experts to share experience.

· Storytelling occurs only when the social situation is right.

· Telling a story about one’s experiences increases the probability that someone else in a group will also share a story about their experiences.

· Producing written stories requires special skills.

· Experts who have experience relevant to novices may be remotely located from them.

· Different learners learn best at different rates, by different media, and in different styles.

· Since stories often reveal errors on the part of the storyteller, it can be important in competitive organizations to hide the identity of the storyteller while retaining the lessons learned.

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Solution:

Provide an informal setting conducive to storytelling; this is encouraged by several factors. 1. Provide non-standard seating arrangements with easily movable chairs. 2. Conduct in a room with an informal atmosphere. 3. The structure and content of the invitation should be friendly but make clear the importance of the activity. 4. Gather a commitment to participate, making sure people know their time commitment is for one hour only. 5. Provide friendly but clear reminders near the time of the session with an additional check on the commitment to participate. 6. Provide refreshments at the beginning of the meeting. 7. Limit participation to a group of 8 to 20. 8. Groups should include experts as well as people knowledgeable in the topic but less expert. 9. Set expectations both prior to and during the session that people will be sharing stories, (E.g., “We find that when a group of experts get together like this, they generally end up telling stories about their experiences.”). 10. Make the recording clear but not obtrusive, and modeling storytelling at the outset.

During the session itself: 1. Greet people warmly and thank them for coming. 2. Break people into 3-4 smaller groups. 3. Each group should include a facilitator/recorder. 4. Digitally record the sessions with separate high quality tape recorders for each subgroup. 5. Tell the subgroups that they will be sharing stories based on their experiences and that then the group will choose one story from each subgroup to share with the larger group. 6. Implement this plan. 7. Facilitate to gently guide people back to telling stories of concrete instances (as opposed, for instance, to making general statements or pronouncements). 8. After each subgroup shares its story with the whole group, allow discussion to continue, encouraging but not insisting on storytelling.

Examples:

  1. We used this methodology to provide learning materials in the form of stories for NOTES 5. Such stories were not focused on how to invoke specific functions but rather on how to use NOTES to enhance your work practices or enhance team coordination and communication.
  2. We used this methodology to develop stories about “boundary spanning skills.” This was used for R&D personnel from a number of diverse organizations interested in organizational learning.
  3. Finally, we also used this method to develop learning materials for the IBM Patent Process based on multiple sessions.

Resulting Context:

After such sessions, it is necessary for the tapes to be transcribed and for analysts to find the lessons learned. The stories leading to the lessons learned were also included in shortened and anonymized format. In the case of the learning materials for the IBM Patent Process, the learning materials were in the form of Guided Exploration Cards. This form of documentation was originally developed by John Carroll and colleagues for product documentation. (See The Nurnberg Funnel, John Carroll, in references).  In other situations, stories and their lessons could be arranged in other ways.

While the intended “product” of using this method with respect to materials for “how to” produce patents were the Guided Exploration Cards, it also happened that master inventors and more novice inventors who were initially brought together for this exercise subsequently began additional fruitful collaborations and consultations. Indeed, sharing stories may typically have the effect of increasing group cohesion in the longer term as well as providing lessons learned.

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References: 

Carroll, J. M. (1990), The Nurnberg Funnel: designing minimalist instruction for practical computer skill. Cambridge, MA: MIT Press.

Orr, J. (1996), Talking about machines: an ethnography of a modern job. Ithaca, NY: ILR Press. (Available on Amazon).

https://www.amazon.com/Talking-about-Machines-Ethnography-Collection/dp/0801483905

*Thomas, J., Kellogg, W., & Erickson, T. (2001), The Knowledge Management Puzzle: Human and Social Factors in Knowledge Management. IBM Systems Journal, 40(4):863 – 884.

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Author Page on Amazon:

https://www.amazon.com/author/truthtable

Positive Deviance

07 Saturday Apr 2018

Posted by petersironwood in health, management, psychology, sports, Uncategorized

≈ 1 Comment

Tags

cooperation, family, Feedback, innovation, life, pattern language, Peer Learning, sports

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Positive Deviance

Prolog/Acknowledgement: 

The idea for this Pattern comes from a book of that title.

I am continuing in the style of trying to write something that explains the Pattern and why it works along the lines of Christopher Alexander’s original book. For this particular suggested Pattern, it seems important to point out some of the caveats and challenges. I may be that this is important for all Patterns but I’m still puzzling over how much these should be a specific part of each Pattern.

Author, reviewer and revision dates: 

Created by John C. Thomas March 23-April 7, 2018

Abstract: 

In any complex situation that you might want to “improve” or “fix,” there are some who are in that situation and have already figured out how to succeed. Instead of designing and imposing a solution, you can find out who the success stories are, observe what they are doing, get feedback from the observed and then encourage those involved in the success stories to share what they do with their larger community. 

https://en.wikipedia.org/wiki/Positive_deviance

Context: 

Complex problems can often only be solved by groups. In some cases, a problem seems overwhelming, impossible, or insoluble.  People from the “Global North” for example, see a situation such as illiteracy or malnutrition and wish to use their resources and knowledge to solve a problem for others who are experiencing the problem. It is certainly worthy to want to help others and to share abundant resources. However, even when one is careful, it is easy to intervene in such a way that the problem is not really solved but only temporarily ameliorated. In other cases, the problem is actually made worse or the problem that is focused on is solved, but other even more severe problems result.

For example, a so-called primitive society may rely on hunting and gathering for its existence. The people are okay under normal circumstances but have no extra resources to “better” their life. Instead, they are taught by well-meaning people in the “Global North” to grow a cash crop that brings in enough money that they can buy a variety of foods as well as more clothing, medical supplies, and housing. This all works fine until the monoculture crop gets a disease. If the “primitive society” is lucky, this happens fairly quickly while the tribe still retains the necessary hunting, fishing, and gathering skills to survive. In worse cases, perhaps the skills or the lands needed no longer exist and the people are much worse off than they were before the intervention by the “Global North.”

Of course, not every such intervention is well-intentioned. In some cases, the real goal of the interveners is to make a lot of money off a crop of tea, coffee, opium, or cocaine. In other cases, the natives become miners for diamonds or precious metals. It might or might not also be an intention to destroy any possibility that the natives in the land can still live off that land in the way that they and their ancestors have done for millennia.

Even in the best of circumstances, there will be unknown and often deleterious side-effects of interventions. For example, perhaps the women of a particular tribe used to spend considerable time together in the village center pounding roots and talking with each other. Because they were doing this in the center of the village, they also easily helped each other watch all the village’s children and to watch for predators. During this time, all sorts of other “work” might also have been done. The women as a group may have solved many budding feuds within the tribe, or done gentle match-making, or experimented with different shaped tools and so on. Because they bonded with each other, they may have also made family break-ups due to infidelity less likely. The point is that an outside look at the culture may only see “inefficiency” in what is actually an effective social and economic system.

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Regardless of how it came to be, the fact of today is that many people in various parts of the world are in dire need of clean water, food, shelter, or medical care. Within the so-called “developed” world or Global North, there are other widespread problems such as the opioid crisis, obesity, vast wealth inequalities, and, in the United States, mass shootings. We tend to think of such large scale problems, regardless of the geography, as being both general and systemic. And we typically look to use analytical tools to diagnose problems and generate solutions to be imposed by the government or NGO. Such imposed solutions will almost always have unintended consequences, some of which will be negative.

Problem:

There are many problems in the world and the most severe have to do with people’s basic needs not being met. If one tries to solve a problem and then impose that solution, there is a good chance that the solution will be wrong. Even if it’s “correct” in solving the given problem, there’s a good chance that it will have negative side-effects that may be worse than the original problem. Moreover, even if the solution is “perfect” and avoids negative side-effects, it may still fail to be adopted because the people necessary for implementing the solution were insufficiently involved initially in finding, formulating, and solving the problem.

When it comes to problems in logic and mathematics, there can be some reasonable notion of the “goodness” of a solution which people will agree on, given enough background and training. However, problems in real world settings are generally too complex to allow of legitimate “proof.” People will have different values, preferences, and experiences so that they will tend not to agree unless everyone involved at least has a chance to feel as though they have been involved throughout the process.

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Forces:

  • Real world problems dealing with basic needs are likely to be complex. (If there were “simple” solutions, they would already have been found).
  • An outside group may have knowledge or perspective that allows them to see possible solutions that the people experiencing the problem may not know about or see.
  • Sometimes, people intentionally mislead others; they claim to have a solution to a problem based on superior knowledge or technology but actually, they are just manipulating others.
  • Even when operating with the best of intentions, outside problem solvers may not understand enough about the context, values, and culture to design solutions that will work.
  • People generally want to be consulted on decisions that impact their lives.

* Typically, people within a community are more trusted than outsiders.

  • When feedback loops are slow, delayed, or noisy, people may not know when they have solved a problem or made progress on it.
  • Most solutions to complex problems require the active cooperation of the people most affected in order to be implemented and maintained.
  • A proposed solution is more likely to be adopted if the solution comes from community members.

* In complex problems in the real world, there will often be a large variation in how well people are solving these on their own.

Solution:

When facing a complex, real world problematic situation, instead of having an outside group find, formulate and solve a problem and then try  to implement that solution, instead, seek to find people within the community who have already solved it or partially solved it. Help to understand the nature of the solution and facilitate the communication so that those who have solved it are aware of how they solved the problem and communicate it to the larger community.

Examples: 

1. The idea of “positive deviance” is similar to the progress in “best practices” that is often achieved in sports, arts, and crafts. For instance, in tennis, hitting the ball harder means your opponent has less time to get to the ball and more trouble judging how to hit their own shot. However, if a player hits the ball too hard, it will tend to go out of bounds. Some tennis players have experimented with hitting the ball with a huge amount of topspin. This allows the ball to be hit fast but with a trajectory that allows it to clear the net but still dive down into the court. Because such tennis players have tended to be successful, newer players try to copy these techniques.  Similarly, good weavers, painters, and writers try to understand how those who are “best” at the particular craft achieve the results that they do.

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2. In the opening example in Positive Deviance, aid workers are concerned about malnutrition among rural children in Viet Nam.  Various charities have, in the past, handed out additional foodstuffs to families and the children do better…for a time. Once the charity moves on or runs out of money, however, the nutritional needs stop being met and kids are just as bad off as they were before.

Instead, the authors of Positive Deviance discovered that among a large number of extremely poor rural families in Viet Nam, there were a few who had kids who were not suffering from malnutrition. In order to to find out why, they initially interviewed both these families and the (much larger) group of families whose kids did have malnutrition. These interviews revealed no differences. Of course, there are many possible explanations including luck of getting or not getting diseases or parasites or possibly genetic factors.

When the authors investigated by careful observation, however, they discovered three crucial differences between the numerous underweight kids and the few normal weight kids. First, the families of the normal weight kids included an older relative who fed the kids a noon meal every day. Most of the families fed the kids in the morning before going out to work in the rice fields all day and again upon coming home. The kids could only eat so much during two meals; though hungry, their stomachs were small capacity. The kids ate more total during three meals. Second, the families with healthier kids included in the daily soup, not only rice, but tiny crustaceans and bitter herbs that grew among the rice stalks. Third, the parents of healthier kids were more rigorous about hand-washing. All the kids were supposed to wash their hands before eating, but in the case of the healthier kids, if the family dog came up and the kid petted the dog during a meal, that kid would have to go wash their hands again.

After these discoveries were made, the authors of Positive Deviance did not “explain” to the villagers what the solution was. Instead, the kids were publicly weighed each week. The families of those who were of “normal” weight explained what they were doing. Some families adopted these practices and everyone could see that, over time, these kids began to thrive too. The community became convinced on the basis of what worked for others within the community and as explained by others in the community and they altered their behavior to match those in the community who had a better solution.

3. Of course, in some sense, having the whole species “learn” from the cases of “positive deviance” is more or less how major mechanisms of evolution work. There is always variation along many dimensions among the individuals of a species. In any given environment, there are some variations which will confer a relative advantage compared with others. Those with an “advantage” will tend to prosper and have more offspring that those who do not have this advantage. Over time, most of the members of the species will come to have the advantageous trait.

tennisinstruction

Resulting Context:

Once people participate in a community-wide effort to see who and what is being successful and then understand what they need to change in their own behavior. The cohesion and self-efficacy of the community is increased. The solution tends to have fewer “side-effects” and is necessarily respectful of the community culture.

Related Patterns: 

Reality Check, Small Successes Early, Build from Common Ground.

Caveats and Limitations: 

There were no reported bad side-effects to implementing the nutrition and lifestyle changes suggested by the observations in the study. However, we must realize that there could be. For instance, it might have been the case that when everyone started harvesting the bitter herbs and crustaceans, those species might have been killed off. As a result, it could have turned out that none of the kids would now have that advantage.

In general, a solution that “works” for a small minority might not work if everyone does it. We can easily imagine a situation where a few people in a village of farmers are rich while most people are not. A thorough investigation might reveal that the few who are rich got that way because they cheated when they weighed their produce and stole from the church collection plate. This is obviously not a “solution” that will work when everyone does it!

References: 

Pascale, Richards & Sternin, Jerry. (2010). The Power of Positive Deviance: How Unlikely Innovators Solve the World’s Toughest Problems. Cambridge, MA: Harvard Business Press.

http://www.betterevaluation.org/en/plan/approach/positive_deviance

—————————————————-

Author Page on Amazon:

https://www.amazon.com/author/truthtable

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