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Problem Framing: Good Point!

08 Monday Dec 2025

Posted by petersironwood in AI, America, design rationale, HCI, management, psychology, story, Uncategorized, user experience

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AI, art, life, politics, problem finding, problem formulation, problem framing, problem solving, technology, thinking, tools, USA

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You have probably heard variations on this old saw, “To a hammer, everything looks like a nail.” I’ve also heard, “If you have a hammer, everything looks like a nail.” There is also this popular anecdote:

One night, I took my dog out for a walk and I noticed one of my neighbors under a nearby street lamp crawling around on his hands and knees, apparently looking for something. I walked over and asked, “What are you looking for?”

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“My car keys!” He replied.

I have pretty good vision, so I helped him. I didn’t see any car keys so after a minute or so I asked, “Where exactly did you lose your keys?” 

He stood up, cracked his back, and pointed back to a nearby park. “Over there.”

“Over there?! Then, why are you looking under the street lamp? Why aren’t you looking over at the park entrance?”

“Oh, that’s obvious! The light is so much better here!” 

For a time, I had to very interesting and challenging job in the mid 1980’s at IBM Headquarters to try to get the company to pay more attention to the usability of their products and services. As a part of this, I visited IBM locations throughout the world. At one fabrication plant, our tour guide took us by an inspection station. This was not an inspection statement for chips. It consisted of one person whose job was to look through a microscope and make sure that two silver needles were perfectly aligned.

After we left the station, our tour guide confided that they were strongly considering replacing the person with a machine vision system. The anticipated cost would be substantial, but they hypothesized that the system would be more accurate and faster. It was, our host, insisted, just the nature of humans to be slow and inaccurate.

Maybe. 

When I looked at the inspection station however, with my background in human factors, I had a completely different impression of the situation. The inspector sat on a fixed height stool and had to bend his neck at an absurd angle to look into the microscope. He was trying to align these silver needles against a background that had almost the same hue, brightness and saturation. 

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Other than blindfolding the man, I’m not sure what they could have done to make the task more unnecessarily difficult. I suggested, and eventually, they implemented, a few inexpensive ergonomic changes and time and accuracy improved.

Like other companies in the technology segment, IBM often saw problems as ones that could be solved by technology. At that time, technology systems was their main business. Since then, they have expanded more fully into software and services. In fact, those services now include experience design.

If you find yourself enamored of technology in general, or some specific class of technology such as machine vision, speech recognition, or machine learning, you might overlook much simpler and cheaper ways to solve problems or ameliorate situations. Of course, you might lose some revenue doing that, but you can also win long term customer loyalty. 

Even if you are a hammer, everything is not a nail. 

That applies as well to User Experience. You might design the most wonderful UX imaginable for a particular product or service. But if it is shoddily made so that it is error prone; if it lacks important functionality; if the sales force is inept; or if service is horrible, those failures can completely overwhelm all the good work you have done on the UX. Because of the nature of UX, you might learn important knowledge or suggestions for other functions as well. It often requires finesse to have such suggestions taken seriously, but with some thought you can do it. 

During my second stint at IBM, I worked for a time in a field known at that time as “Knowledge Management.” One of our potential clients was a major Pharma company who felt that their researchers should do a better job of sharing knowledge across products. They wanted us to design a “knowledge management system” (by which they meant hardware and software) to improve knowledge sharing. 

Simply building a “Knowledge Management System” would be looking under the streetlamp. They knew how to specify a technology solution from IBM and have it installed.

However — they were unwilling to provide any additional space, time, or incentives for their employees to share knowledge with their colleagues!  

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They were convinced that technology would be the silver bullet, the solution, the answer, the Holy Grail, the magic pill. They viewed technology as less disruptive than it would have been to change employee incentives, or space layout, or give them time to actually learn and use the technology system. 

This reaction to “knowledge management” was not unique. It was common.

To me, this seems very similar to the notion that health problems can all be solved with a magic pill. What do you think? 

—————————————

Since originally writing, we have had the spectacle of DOGE: Destroying Our Government’s Effectiveness under the excuse of making it “more efficient.” It might be (as I strongly suspect) that the destruction was quite intentional. It might be (as some think) that it was accidental. In either case, the result was predictable because the method was guaranteed not to work to actually make things more efficient. If you really wanted to do that, you would take the time to understand a system before trying to redesign it. You would identify all relevant stakeholders and get their input. You would not redesign a system using a gang of young hackers but instead use an interdisciplinary team of experienced experts. You would check out your redesign both with those who were doing the work and with at least one group who were not familiar but had similar experience. Then, on the basis of feedback, you would redesign. When you were sure that you had the design right, you would not then institute it everywhere but in one small trial installation.

There’s a pill for that. 

The Pandemic Anti-Academic.

What about the butter dish? 

The invisibility cloak of habit. 

Process re-engineering comes to Baseball

E-Fishiness in Government

Author Page on Amazon

Reframing the Problem: Paperwork & Working Paper

04 Thursday Dec 2025

Posted by petersironwood in AI, creativity, design rationale, HCI, management, psychology, Uncategorized, user experience

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AI, ethics, leadership, life, philosophy, politics, problem finding, problem formulation, problem framing, problem solving, thinking, truth

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Reframing the Problem: Paperwork & Working Paper



This is the second in a series about the importance of correctly framing a problem. Generally, at least in formal American education, the teacher gives you a problem. Not only that, if you are in Algebra class, you know the answer will be an answer based in Algebra. If you are in art class, you’re expected to paint a picture. If you painted a picture in Algebra class, or wrote down a formula in Art Class, they would send you to the principal for punishment. But in real life, how a problem is presented may actually be far from the most elegant solution to the real problem.

Doing a google search on “problem solving” just now yielded 208 million results. Entering “problem framing” only had 182 thousand. A thousand times as much emphasis on problem solving as there was on problem framing. [Update: I redid the search today, a little over three years later. On 3/6/2024, I got 542M hits on “problem solving” and 218K hits on “problem framing” — increases in both but the ratio is even worse than it was in 2021] [Second update: I did the search today, Dec. 4th, 2025, and the information was not given–but that’s the subject of a different post].

Let’s think about that ratio of 542 million to 218 thousand for a moment. Roughly, that’s 2000 to 1. If you have wrongly framed the problem, you not only will not have solved the real problem; what’s worse, you will have often convinced yourself and others that you have solved the problem. This will make it much more difficult to recognize and solve the real problem even for a solitary thinker. And to make a political change required to redirect hundreds or thousands will be incalculably more difficult. 

All of that brings us to today’s story. For about a decade, I worked as executive director of an AI lab for a company in the computers & communication industry. At one point, in the late 1980’s, all employees were all supposed to sign some new paperwork. An office manager called from a building several miles away asking me to have my admin work with his admin to sign up a schedule for all 45 people in my AI lab to go over to his office and sign this paperwork as soon as possible. That would be a mildly interesting logistics problem, and I might even be tempted to step in and help solve it. More likely, if I tried to solve it, some much brighter & more competent colleague would have done it much faster. 

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But why?

Why would I ask each of 45 people to interrupt their work; walk to their cars; drive in traffic; park in a new location; find this guy’s office; walk up there; sign some paper; walk out; find their car; drive back; park again; walk back to their office and try to remember where the heck they were? Instead, I told him that wasn’t happening but he’d be welcome to come over here and have people sign the paperwork. 

You could make an argument that that was 4500% improvement in productivity, but I think that understates the case. The administrator’s work, at least in this regard, was to get this paperwork signed. He didn’t need to do mental calculations to tie these signings together. On the other hand, a lot of the work that the AI folks did was hard mental work. That means that interrupting them would be much more destructive than it would to interrupt the administrator in his watching someone sign their name. Even that understates the case because many of the people in AI worked collaboratively and (perhaps you remember those days) people were working face to face. Software tools to coordinate work were not as sophisticated as they are now. Often, having one team member disappear for a half hour would not only impact their own work, it would impact the work of everyone on the team. 

Quantitatively comparing apples and oranges is always tricky. Of course, I am also biased because my colleagues are people I greatly admire. Nonetheless, it seems obvious that the way the problem was presented was a non-optimal “framing.” It may or may not have been presented that way because of a purely selfish standpoint; that is, wanting to do what’s most convenient for oneself rather than what’s best for the company as a whole. I suspect that it was more likely just the first idea that occurred to him. But in your own life, beware. Sometimes, you will mis-frame a problem because of “natural causes.” But sometimes, people may intentionally hand you a bad framing because they view it as being in their interest to lead you to solve the wrong problem. 

Politics, of course, takes us into another realm entirely. People with political power may pretend to solve one problem while they are really following a completely different agenda. One could imagine, for instance, a head of state claiming to pursue a war for his people when he’s really doing it to keep in power. Or, they could claim they are making cities safe by deploying troops when they are really interested in suppressing the vote in areas that can see through his cons. Or, a would-be dictator could claim they are spending your tax dollars to make government more efficient when that has nothing to do with what they are *actually* doing–which is to collect data on citizens and make the government ineffective in order to have people lose confidence in government and instead invest in private solutions.

Even when people’s motivations are noble or at least clear, it is still quite easy to frame a problem wrongly because of surface features. It may look like a problem that requires calculus, but it is a problem that actually requires psychology or it may look like a problem that requires public relations expertise but what is actually required is ethical leadership.

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Author Page on Amazon

Tools of Thought

A Pattern Language for Collaboration and Cooperation

The Myths of the Veritas: The First Ring of Empathy

Essays on America: Wednesday

Essays on America: The Stopping Rule

Essays on America: The Update Problem

My Cousin Bobby

Facegook

The Ailing King of Agitate

Dog Trainers

The Doorbell’s Ringing! Can you get it?

02 Tuesday Dec 2025

Posted by petersironwood in creativity, design rationale, psychology, story, Uncategorized, user experience

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books, problem finding, problem formulation, problem framing, problem solving, story, thinking

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After a long day’s work, I arrived home to a distraught wife. Not, “Hi, sweetheart” but “This doorbell is driving me crazy!” 

Me: “What doorbell? What are you talking about?” 

People differ in how they perceive the world around them. In my case, for instance, I’m very easily distracted by movement in my visual field. Noise can be annoying, but it rarely rises to that level. For instance, when TV commercials come on, I simply “tune them out” and instead tune in to my own thoughts. My high frequency hearing isn’t too great either. So, at first, I didn’t understand what my wife was referring to. 

Beep. 

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“That! That doorbell beep!” 

Ah, now I understood. And, there it went again. Once I knew what to listen for, I had to agree it was annoying though much more annoying to my wife because she’s more tuned in to sound than I am and her ability to hear high frequencies is also better.

She then upped the ante. “I have to leave. I can’t stand it! You have to make it stop!” 

I looked at the wall between our entryway and the kitchen. That’s where the doorbell ringer was. I unscrewed a couple of screws and removed the housing. Inside was the actual doorbell and three wires. A quick snip should at least stop the noise until we figured out a more permanent fix. I sighed. I suspected we would have to buy a new doorbell. Then, I laughed a bit as the Hollywood scenes from a hundred movies flashed before my eyes:

The Hero finds the bomb, with its conveniently placed timer, but it’s counting down 30 seconds, 29, 28. He has to cut to cut a wire! But which one!?

The consequences of my error would not be so great. Still…So, I cut the black wire.

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BEEP! BEEP! 

OK. I cut the red wire.

BEEP! BEEP! 

OK. I cut the green wire, the last wire. I was having trouble understanding why it would be necessary to cut all three wires. But whatever. I had now cut all three wires.

BEEP! BEEP!

??

Electrical circuits don’t work by magic. How can the doorbell be beeping when it has no power? 

It can’t. 

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It wasn’t the doorbell at all.



Months earlier, my wife & I had attended a Dave Pelz “Short School” for putting, chipping, and sand shots. At that course, we received a small electronic metronome — about the size of a credit card. The metronome was to be used to help make sure you had a consistent rhythm on your putting stroke. Since the course, the metronome had sat atop our upright piano. Apparently, one of the cats had turned it on and then slapped it onto the floor behind the piano. The sounding board both amplified the sound and made it harder to localize. Eventually, we tracked it down, fished out the metronome from behind the piano and clicked it off. Problem solved. 

Except for the non-functional doorbell. 

I had initially “solved” the wrong problem. I had solved the problem of the mis-firing doorbell by cutting all the wires. That was not the problem. I had jumped on to my wife’s formulation and framing of the problem. There are plenty of times in my life when I had solved the wrong problem without any help from someone else. This isn’t a story about assigning blame. It’s a story about the importance of correctly solving the right problem. 

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It is very easy to get led into solving the “wrong” problem. 

In the days ahead, I will relate a few more examples. 

———————————————

What about the Butter Dish? 

Index to “Thinking tools” 

Author Page on Amazon

Wednesdays

Labelism

The Update Problem

The Invisibility Cloak of Habit

Where does your loyalty lie?

The stopping rule

Business Process Re-engineering

Ohayōgozaimasu

18 Thursday Feb 2021

Posted by petersironwood in Uncategorized

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culture, decision making, problem finding, problem formulation, problem framing, problem solving

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One way to mis-frame a problem is to use your own cultural framing when you are in another cultural context. Of course, most of us recognize that different languages are spoken in different places. Communication is much more time-consuming and error-prone when you are speaking different languages. But the frameworks that we use can also be different and those can be more subtle. 

The first time I visited Japan, around 1977, I had spent some time learning something of the Japanese language before arriving. I had had some experience learning French and a bit more learning German. As a native speaker of English, when you learn a German word or a French word, you can generally find cognates in your own native language for most German or French words. I find that helps me recall the German or French word. 

For instance, my first word as a child was supposedly “Moon.” In German, “the moon” is “der Mund.” The vowel sound is very close to that in the English “moon” so it’s fairly easy to remember. In French, “the moon” is “la lune” which sounds very similar to “the moon” but is also related to the English words “lunar”, “lunacy” (people used to believe too much time in the moonlight could drive you crazy” “lunette” (an architectural space shaped like a half moon), etc. 

These similarities are not surprising because English grew out of the Germanic Anglo-Saxon but was heavily influenced after the Norman Conquest of 1066 by French. Typically, English has words related to both the French word for something and the German word. For example, in English we have the word “hand” which is similar to the German “die Hand” and we have the words “manual,” “maintain,” and “manicure” which are similar to the French for “le main.”

In fact, this duality is so common, that if you happen to know that the German word for “the forest”is “der Wald” (which is like “the woods”) then you can be fairly certain that the French word will be similar to “forest” and indeed we have “la forêt” in French. Or, if you happen to know that the French word for the English “the foot” is “le pied” (which is similar to “pedicure” and “podiatrist”) you can guess that the German word will be close to “the foot” and, indeed, it is “der Fuß.” 

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When it comes to Japanese, however, these kinds of mind games are not possible. In a few cases, foreign words have been adopted by Japanese. “Coffee” for example is “kōhī” but apart from a few such cases, you won’t be able to use your knowledge of Indo-European languages to much advantage in learning Japanese. 

If you enter a “Restaurant” in Berlin or a “Restaurant” in Paris, you will not only see many English words, you will be almost certainly following the same “script” for how things happen at a restaurant in England, American, Australia, or Canada. You go in. You are typically greeted near the door by a host or hostess. You are shown to your table. You are given a menu. You order off the menu. Your meal is brought to you; you eat; you get a bill; you pay your bill. You leave.

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When I went to have my first breakfast in Japan, I went with dictionary in hand. I knew I had not come anywhere close to learning enough of the language to manage on my own. But what I had not counted on was that the “script” for eating in that particular restaurant was quite different from what I was used to in America. 

I went in, and sure enough, I was greeted by my host. “Ohayōgozaimasu” which basically means “Good morning.” She didn’t seem to be in any hurry to show me to my table, however, so I began to walk past her and find a table on my own. She again said, “Ohayōgozaimasu!” But, this time, she said it, a little more insistently; indeed, she moved as though to block my entry. I checked my little Japanese guidebook and again said, “Ohayōgozaimasu!” I said it a bit more enthusiastically and distinctly this time, sure that I had mispronounced it slightly and that was causing some confusion. I moved to walk past her and this time she once again said “Ohayōgozaimasu!!’ She bracketed this with some other things that were not in the guidebook and that I did not understand. And, this time, there was no mistaking it. She was actually blocking me from entering the restaurant! 

Two things occurred to me. First, I must not have said “good morning” correctly. Second, I must have said “good morning” without being sufficiently polite. I tried again, this time, being sure to bow to her and she had bowed to me. 

No. Something else was going on. 

Eventually, she explained to me with Japanese and gestures that there was a completely different script in play. Here, you were supposed to go in where the hostess greeted you and then you were meant to immediately pay the price of breakfast. In return, you receive a wooden token. You walk in, choose your own place to sit, and display your wooden token on the table conspicuously. Then, at some point, your breakfast arrives. You eat your breakfast and then you leave. When do you order? You do not order at all, because everyone has the same breakfast! 

Next time you find yourself confused by what is happening, you might consider that you are playing a part in a very different script. 

By the way, a traditional Japanese breakfast is probably my very favorite breakfast. Yes, I love pancakes. Yes, I love bacon and eggs. But, I not only love eating a Japanese breakfast. I love how I feel afterwards: satisfied, clean, healthy, and not sluggish from being overfed. What is shown in the photo below is close to what I had. The main difference is that I was given a raw egg, not tamago. As recently as 1977, raw eggs did not presumptively have salmonella. 

You may or may not ever have the pleasure of visiting Japan. If you do, I can pretty much guarantee that you make some sort of cultural faux pas. If you do, you may or may not realize it, because, generally speaking, Japanese are polite and will cut you more slack than if someone brought up in Japan did as you did.

And, speaking of guaranties, I would be surprised if you did not at some point find yourself not understanding the “language” of those you were working with who came from a different background or discipline. Sure, some words will be similar. Others won’t. And the worst will be words that are spelled and sound the same but in fact refer to different concepts. For example, in my field, psychology, the word “reinforcement” has a very specific meaning that is similar but distinct from its daily usage. The word “force” in physics means something quite different and more objectively measurable that the “force” of an argument or my using “force” to get my way. 

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Even more subtle traps, some inadvertent, arise because people you collaborate with may have different cultures. In my research roles, for example, it came to pass that I had occasion to interact with people with a business background. In some cases, I was asked to present a “business case” to show how a product or research program would have a good ROI. They wanted me to mathematically “prove” an idea financially worthwhile. 

Only they did not really want a “mathematical proof” in the sense that a mathematician (or a research psychologist) means “mathematical proof.” Of course not! How could they. They want reasonable assumptions with some back up and a plausible story, laced with math, that can be used to support their decision to their management. If I had a “mathematical proof” that they could not understand, they would be unable to use it with their management. Partly, this is a case of a word meaning different things, but more, it is a story about two different cultures.

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Business propositions can never be proven to be wise ahead of time. Unlike the frictionless plane of the physicist or the “controlled lab experiment” of the psychologist, or the well-defined axiomatic system of the mathematician, actual business outcomes can be impacted by a huge number of unpredictable factors; e.g., weather, legal actions, public relations disasters, etc. In addition, a scientist usually has a longer time-frame in mind. While the business decision maker only needs to explain or persuade a layer or two of management who will typically spend less time and have less expertise than the presenter, the scientist must be prepared to present her or his work to the most brilliant and experienced people in the field.

These and other natural differences between “business thinking” and “science thinking” lead to different cultures. In 1977, when I visited my colleagues in Japan who worked in Human-Computer Interaction, I felt more akin to them while talking about computing than I did to my next door neighbors back home who worked in sales or construction. 

Every field develops its own culture. 

Be aware. Be respectful. 

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—————————————————-

The Invisibility Cloak of Habit

Introduction to a Pattern Language for Collaboration and Cooperation

Index to a Pattern Language for Collaboration and Cooperation 

The Myths of the Veritas: The Forgotten Field 

https://petersironwood.com/2020/03/20/the-mysterious-american-continental-breakfast/

https://petersironwood.com/2020/04/05/imagine-all-the-people/

https://petersironwood.com/2020/04/21/choosing-the-script/

https://petersironwood.com/2020/11/28/take-a-glance-join-the-dance/

https://petersironwood.com/2020/07/25/the-only-them-that-counts-is-all-of-us/

https://petersironwood.com/2020/11/03/opponent-does-not-mean-enemy/

https://petersironwood.com/2020/04/25/process-re-engineering-moves-to-baseball/

Author Page on Amazon

Astronomy Lesson: Invisible Circles

05 Friday Feb 2021

Posted by petersironwood in Uncategorized

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decision making, experiment, problem finding, problem formulation, problem framing, problem solving, psychology, Skinner, thinking

My senior year at Case-Western Reserve, I went to college full-time but I was also head of a small family. I was married and we had small baby to take care of. I worked three jobs. One of those jobs was as a teaching assistant in downtown Cleveland at a place called “The Supplementary Educational Center.” The job involved a wide range of activities including putting new walls in, painting them, putting up NASA exhibits, running a planetarium and teaching about space and how airplanes worked. The Supplementary Educational Center bussed in sixth grade students (around 11 years old) from diverse parts of the city to learn about American History and about Space Science. 

Another job grew out of my class on Learning. The Professor in the previous story about operant conditioning without awareness recommended me as a research assistant for another professor who was also a Skinnerian. He was doing studies on operant conditioning. I “programmed” the experiments by literally plugging together components such as timers and relays. I also ran the experiments. By sheer coincidence, the “subjects” for the Professor’s experiments on operant conditioning were also sixth graders. 

The kids would go sit in a chair in front of a screen. On the screen, an image of a red circle would appear from time to time. In front of the kids was a lever. If they pulled that lever when the red circle appeared, a nickel would fall down as a reward. They were completely enclosed in what can be fairly described as a large Skinner Box. After a kid pulled the lever and received their nickel a few times, we began to “thin” the schedule. Now, they had to pull the lever 2 or 3 times before getting a nickel. Then, only every 5-7 times. Then, only once every 10-12 times. (Remember, it only “worked” if they pulled the lever while the red circle was there.) Finally, they were put into a phase where they would never get any more nickels no matter how many times they pulled the lever. 

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At that point, we (or more accurately, the relays we had programmed) stopped showing the red circle and showed other things such as a smaller red circle or a larger red circle or a green circle or a purple circle or a red ellipse. None of these ever paid off. But the instruments recorded their level pulling and we would soon satisfy our curiosity whether they would “generalize more” (i.e., pull the lever more) to a stimulus that varied in color, shape, or size from what they were originally trained on. I cannot recall how that actually turned out. As I look back on it, the notion that we would have a “general ordering” about the relative importance of these dimensions based on this experiment seems rather…naive.

Although the kids were run as subjects one at a time, it often happened that they came with a friend or two. The kids who were not being a subject just then, sat in a nearby waiting room and stared at the floor. I felt sorry for them. There were no magazines, games, books, etc. The room did have a blackboard though, so I picked up the chalk and began “teaching them” about the planets in the solar system. They seemed to enjoy my mini-lecture so I felt pretty good at having spread some enlightenment among the masses. 

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Despite the fact that the Professor was a devout Skinnerian, he still suggested that I debrief every subject — ask them what they thought they had been doing. So I did. What I discovered to my amazement was that some of them thought that my astronomy lecture was an advance organizer for the task in the Skinner box! “Well, first you showed me a picture of Mars many times and then Jupiter came up….”

In my mind, the little mini-lecture and the Skinner box experiment were two entirely different things that were not at all connected to each other, but each of which was connected with a specific job and conducted miles apart. The people I saw in these two roles were different; the hours were different. In this specific instance, I had used a bit of what I knew — and more importantly, what kids that age were interested in — to help them pass the time while waiting their turn. It never occurred to me how the situation appeared from their perspective. 

From their perspective, they go to this strange place on a college campus and meet this college kid (me) who greets them and takes their permission slips and has them take turns at some weird way to earn nickels involving looking at circles and ellipses. And, this same college kid (still me) teaches them about the solar system with circles and ellipses. Of course, they would think they were related.

For me, there were two distinct circles. For the kids, there was one circle. 

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“O wad some Pow’r the giftie gie us
To see oursels as ithers see us!”

—- Robert Burns, To a Louse

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First in a series of stories about the mythical Veritas tribe who value truth, love, and cooperation and their struggles against the Cupiditas who value power, greed, and cruelty. Our tale begins as the shaman/leader of the Veritas seeks an eventual successor so she devises a series of trials that mainly test empathy.

https://petersironwood.com/2018/08/07/myth-of-the-veritas-the-first-ring-of-empathy/

Author page on Amazon

Training Your Professor for Fun & Profit

04 Thursday Feb 2021

Posted by petersironwood in Uncategorized

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problem finding, problem formulation, problem framing, problem solving

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The name of B. F. Skinner is not often invoked in discussions of User Experience. There are limitations to his basic theory, but perhaps it is time to revisit the baby that was, by many, thrown out with that bathwater. Skinner’s approach has two major limitations that come to mind. First, human behavior is moderated by internal structures such as beliefs, framings, assumptions, labels, and so on. If one ignores these cognitive structures and tries to predict human behavior solely on the basis what behavior is “reinforced” those prediction efforts will often fail. 

Second, humans (and other animals) are not born as “blank slates.” We have a number of inborn predispositions. For example, if you “punish” a rat by shocking the rat after performing a particular action, it will quickly learn to avoid that action. Similarly, if you feed the rat a food with a distinctive taste and that food will make it nauseous, it will quickly learn to avoid that taste. Some readers may have also experienced this. If your first experience with oysters, say, made you vomit, you may never try them for the rest of your life. 

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On the other hand, if you shock the rat after it tastes something, that is a much harder association to master. Or, if you make the rat nauseous after pressing a level, that is also a difficult association to learn. 

Despite these and other limitations of the strictly Skinnerian approach, reinforcement still works in many situations. It is even possible for people to “learn” a behavior because of reinforcement and to learn without any conscious awareness of the fact that they are being trained in this way. 

As an undergraduate at Case-Western Reserve, one of my psychology courses (on learning) was taught by a “Skinnerian.” He was an excellent instructor and I enjoyed the course immensely. Since we had a syllabus, I knew exactly when he would be lecturing on the topic of “unconscious conditioning.” As usual, almost the entire class was seated before the Professor arrived. This gave me time to explain to my classmates my idea for what the class would do: condition him to stand in a corner and comb his hair with his hand. 

I think you will appreciate the fun here. He was giving a lecture about how people could be conditioned without awareness and while he was doing that, we were going to condition him without his awareness. 

Photo by Andrea Piacquadio on Pexels.com

I will return momentarily to explain just how we managed, but first, I must explain the concept of “shaping.” Shaping is an extremely important concept for training your pets or your kids to behave in convenient or useful ways. Basically, the idea is to begin by reinforcing any behavior that is in the direction that you want the behavior to go in. If you want to potty train your child, for instance, you don’t initially wait for complete success. You praise the child even if he or she sits on the potty. You praise the child if they try to make it to the bathroom but have an “accident” on the way. Gradually, your criteria become stricter and you only reinforce behavior closer and closer to the goal. Similarly, if you want to train your dog to “shake hands” you initially praise them for anything even close. For instance, if you put your hand out and they lift their paw even slightly off the ground, you praise them. As they become more adept, you change your criteria for reward. Eventually, you only reinforce them then when they are “shaking hands” as well as you think possible. 

Now, let’s return to the Skinnerian Professor and his lecture on unconscious conditioning. If the class had waited until he stood in the corner and combed his hair with his hand, we never would have succeeded. At first, we only reinforced him (by looking up and looking very eager and interested) when he stood to the right of his lectern (from our perspective). Then, we only began to reinforce him when he was near the corner. Then, we only began to reinforce him when he raised his hand slightly. Then, we only acted eager and interested when his hand went up toward his head or face. Finally, we only acted eager and interested when he stood in the corner and combed his hair with his hand. It took almost the entire hour for this to work. I kept a written record of his behavior and noted the times and the changes in our criteria for success. When the lecture was over, I walked up and explained what we had done. I showed him my records. 

He was astounded! It was awesome. I suppose theoretically, he could have been putting it on, but if he was, it was the best acting performance I saw in all my years attending Eldred Theater or the Cleveland Playhouse. Once he recovered from his initial shock though, to his credit, he didn’t get angry with me or deny the reality of what had actually happened. He just nodded and said (essentially). “Yeah. This stuff really works.” 

Yeah. It really does. And, although B. F. Skinner’s approach to human behavior is overly simplistic, it still does work in many circumstances, including a human’s behavior interacting with a computer system. 

Another important contribution of B. F. Skinner is his work on “schedules of reinforcement.” It’s worth understanding this in some detail, but for now, I just want to focus on one aspect. The “schedule of reinforcement” that leads to the highest rates of behavior is to reinforce, not every time a desired behavior is observed, but very seldom and randomly. 

Photo by David Vives on Pexels.com

Las Vegas comes to mind. I only visited once. For a time, I watched people at the slot machines. Unlike the people who win on TV commercial casinos, in the “real world” (to the extent Las Vegas is part of the “real world”), I saw four people win and not a single one of them showed even a glimmer of pleasure. They simply started feeding their winnings back into the machine. This is how the Casinos make their money. Basically, they are using “a thin Variable Ratio Schedule” to get people hooked on behavior that is statistically guaranteed not to be in their financial interest. (Of course, it’s understood, people also gamble for fun. That’s okay.) But if you are gambling against the Casinos in order to make money. Well….good luck. Remember: they have chauffeurs, yachts, and mansions. You do the math. They say, “What happens in Vegas, stays in Vegas.” But they might instead say, “Money that comes to Vegas, stays in Vegas.”

In most User Experience contexts, we want the relationship between what the user does and the consequences to be consistent. I say “most” because, when it comes to games or learning experiences or computer art, this is not always true. In most work-related applications however, we want the user to be reinforced every time he or she takes appropriate action. I think that’s what designers mainly strive for. 

I believe, however, that the users themselves sometimes fall into doing something that only occasionally pays off. For example, let’s say a college student has ground floor dorm room and connects to the internet via satellite. The connection is flakey. Sometimes it works. Sometimes it doesn’t. But it works much better on the top floor. So, when he or she tries to access the Internet and fails, they walk the three flights of stairs and they successfully connect every single time. But walking three flights of stairs is a pain so the student in question decides it might help if they close all their windows before trying to connect. Now, say that didn’t work so they decided to close all the windows and then reboot. Well! What do you know!? It worked. So, the next time they have trouble connecting, instead of walking up three flights of stairs, the student closes all the windows and reboots the machine. Maybe, by sheer chance, it worked again! 

Photo by Guduru Ajay bhargav on Pexels.com

The next time, perhaps it doesn’t work. But three flights of stairs? That’s a long ways. So, they try again! It works! 

Photo by Harrison Haines on Pexels.com

But winter is coming. 

And with winter comes rain. And with rain comes worse connectivity to the satellite. So, as the rain goes from San Diego rain frequency to San Francisco rain to Portland rain to Seattle rain frequency, our student becomes less and less successful in actually connecting. But every so often, the procedure works. They may have rebooted their machine ten times before it finally connected, but that just makes it more likely they will be willing to try twenty times before giving up. Furthermore, the student may have “given up” on even considering walking up 3 flights of stairs. Having the persistent habit of rebooting the machine multiple times actually prevents the student from either doing the thing that has always worked or working toward a more permanent solution (e.g., changing rooms, getting an antennae, finding a wired hookup, etc.). 

It is possible in this way to train a rat or a pigeon or a college student — or even a professor — to do something they would not have consciously chosen to do — or to do something at a much greater frequency than they would have chosen to do it. 

Photo by Daria Sannikova on Pexels.com

Next (Perhaps): “The Skinner Box and the Box Next Door.”

——————————————————————————-

Author page on Amazon

https://petersironwood.com/2018/07/12/chain-saws-make-the-best-hair-trimmers/

https://petersironwood.com/2020/02/28/essays-on-america-addictions/

https://petersironwood.com/2020/05/08/what-about-the-butter-dish/

https://petersironwood.com/2020/06/02/essays-on-america-my-cousin-bobby/

https://petersironwood.com/2020/07/31/essays-on-america-the-update-problem/

https://petersironwood.com/2020/08/21/the-primacy-effect-the-destroyers-advantage/

https://petersironwood.com/2020/12/17/bounce/

https://petersironwood.com/2020/04/25/process-re-engineering-moves-to-baseball/

https://petersironwood.com/2020/12/03/living-on-the-edge/

https://petersironwood.com/2017/01/09/trumpism-is-a-new-religion/

https://petersironwood.com/2019/07/18/essays-on-america-wednesday/

A Long Day’s Journey into Hangover

03 Wednesday Feb 2021

Posted by petersironwood in Uncategorized

≈ 1 Comment

Tags

alcohol, drama, problem finding, problem formulation, problem framing, problem solving, thinking

Photo by Prem Pal Singh on Pexels.com

Closely aligned with the notion of “Problem Framing” is the notion of “Attribution.” 

My dad was an electrical engineer. My mother was an English and Drama teacher. I’ve always enjoyed acting though I never pursued it as a career. My mother’s mother founded the “Akron Dramatic Club” and held meetings for many years at the house where my mom grew up. Typically, the group would read plays. I happened to have a very good memory at a young age and often I would “fill in” for anyone who was missing, even before I could read. 

In high school, I had the lead in our Senior Class Play, One Foot in Heaven. In college, I continued to take acting classes as well as technical subjects. In one “Studio Production,” we presented a scene from Eugene O’Neil’s drama, Long Day’s Journey into Night. I played the part of Jamie, based on Eugene O’Neil’s older brother. In the particular scene in question, the father and his two sons sit around a table drinking Irish Whiskey and, as they get drunker, blaming themselves and each other for various things including their mother’s drug addiction. 


In preparation, we rehearsed on a dozen occasions. At the time, my friends and I typically went out to bars several times a week and drank “3.2 beer.” In Ohio, at that time, the only alcoholic beverage one could legally drink from age 18 to 21 was beer with no more than 3.2% alcohol. I had gotten a “buzz” a few times, but had never been drunk.

I had, however, seen people drunk in real life a few times and seen them many times on TV and in movies. I pretty much knew how to “act drunk.” So, each time we rehearsed the scene, as I drank more and more tea, I pretended to get drunker and drunker. Some say, “in vino veritas.” I don’t totally agree, but it is true that people will say nastier things to each other sometimes under the influence. Jamie, in O’Neil’s play blamed his mother’s addiction on Eugene having been born and, given enough Irish Whiskey, he told him so in no uncertain terms. 

In our last dress rehearsal, for some reason, our director thought it would be a great idea if we ran through the scene three times using actual Irish Whiskey instead of weak tea. So, we did. As best I can recall, I had about a third of a bottle of wine before we began the rehearsal and each time through, I had a beer mug half filled with water and half with Irish Whiskey. It tasted pretty horrible, but I could down it. I simulated drunkenness pretty well, if I do say so myself. Each time I went through the scene, I would begin by acting “sober” and then gradually become drunker and drunker. Then, we would do the scene again. I still had a good memory, so I didn’t flub my lines. I don’t think the rest of the cast messed up either. Everything was fine. 

Until the rehearsal was over. 

During the rehearsal, I was repeating words and gestures that I had done many times. And in every rehearsal before this one, I had acted as though I was drunk even though I had been perfectly sober. Now that rehearsal was over and I found myself faced with the task of getting off the stage, remembering where my dorm was, and navigating myself home, I realized that I was not acting drunk. I was drunk. Very drunk. Walking was a problem.

While I had been rehearsing, I had attributed my behavior, the numb, fuzzy way I felt, and my slurred speech to my superb acting. 

Attribution can be tricky. 

If feedback is delayed, trying to do the “right thing” can be completely counterproductive. You may attribute good outcomes to actions that are actually making things worse!! 

(Here’s a post on how that might apply to controlling a pandemic).  https://petersironwood.com/2020/04/29/essays-on-america-oops/

Dave Pelz has a Ph.D. in physics from MIT and is a former astronaut. More recently, he has become an expert in the “short game” part of golf. He applies his analytic and scientific skills to the game and has inventions to help the golfer make correct attributions; a foundation for improving skill.

Photo by Jopwell on Pexels.com



Here’s how it works. Let’s say you line up to hit a putt (a short golf stroke) from a spot about ten feet from the hole. You strike the ball and it veers to a position about six inches left of the hole. It’s easy for you to see that you’ve ended up six inches left, but you probably have no idea why. Dave Pelz could tell you that you might have misread the slope; you might have misread the grain; you might have pulled the club a little left; you might have hit the ball slightly off center of the putter head causing it to twist ever so slightly and take energy away from the putt; you might, indeed, have done absolutely nothing wrong at all. Your ball might have hit a teeny unseen pebble or been blown off course by a puff of wind. Your golf ball might even possibly be a little off balance. 

Dave Pelz has invented various devices to help you disambiguate these (and other) potential sources of error. For example, if your ball ended up 6 inches left because you hit the golf ball slightly off the center of your putter, this would be extremely hard to notice. Dave Pelz has a device however, that you can put on your putter blade. It has “prongs” on both sides of the center line. If you hit the middle of the back of a golf ball with the exact center of your putter blade, the golf ball will go straight ahead as it normally would. However, if you’re off center ever so slightly, the ball will careen off at a strange angle. You’ll know immediately that you haven’t hit the center of the putter blade. 

Photo by Andrew Neel on Pexels.com

I’ve played many rounds of golf. I’ve never observed someone miss a putt and then say, “Oh, shoot! I hit the back of the ball, not with the exact center of my putter blade, but with a spot an eighth of an inch away from the center point. Damn!” 

In complex situations, it can be very tricky to discover attributions. And if you make the wrong attributions, you will almost certainly mis-frame the problem to be solved.

Framings exist at different levels. You might seek to improve your putting by discovering mistakes you make while putting and then correcting them. It helps if you have good feedback, whether from a coach or from mechanical devices or from your own nervous system. 

At a higher level, you might also need to reframe your expectations. You see, missing a ten foot putt by six inches is actually a pretty good result! Pro Tour Golfers make less than half of their ten foot putts. What you see on TV coverage of Pro Tour putts is mostly of pros making 10, 20, or 30 foot putts. But that is not, on average, what happens. 

Similarly, society is inundated with stories and images of people seeming to overcome impossible odds to become insanely successful. And quickly. At least, in the movies, it happens quickly, because otherwise, we would lose patience and not keep watching. Only, in real life, it doesn’t happen quickly. If you frame your “life problem” as: “How do I become a millionaire by age 25?” you may be setting yourself up for failure. 

A different framing might be: “What can I do that I love that also contributes to society so much that society will provide me the things I need.” 

Of course, some people may be born rich. In such cases, it is very easy to fall into the misapprehension that all your success is due to your hard work, judgement, intelligence, etc. when, basically, it’s mainly luck of the draw. 

Consider. However brilliant you might be, or physically gifted, how do you think your life would look right now if you had been born 100,000 years ago? You wouldn’t be reading these words on a computer, clearly. You wouldn’t be reading at all. Your surroundings, your clothing, your diet, your tools — these are much more determined by the circumstances you were born into than you likely imagine. 

It’s not crazy to focus on your own decisions. After all, no-one can determine the circumstances of their birth. You can change your decisions though. Usually, therefore, it makes sense to focus on your decisions, not on the circumstances of your birth. 

Usually. 

But not if you use the sheer luck of your birth circumstances to argue that you should have more than your fair share. Making your success out to be the results only of your personal perspiration and perspicacity is petty. 

Consider the gratitude you owe for what was granted. Your generosity grows correspondingly. 

It’s a good antidote for a hangover. You might even call it an antedote. 

Attributions are often made without your awareness. They can easily lead you astray. They can even lead you to becoming drunk without knowing it. You might be drunk on whiskey, as I was on that Long Day’s Journey, but people may also become drunk on power, money, or status.

—————————————-

An essay on mindfulness and gratitude: Corn on the Cob

https://petersironwood.com/2020/04/05/imagine-all-the-people/

https://petersironwood.com/2020/07/13/who-are-the-speakers-for-the-dead/

https://petersironwood.com/2020/08/17/roar-ocean-roar/

https://petersironwood.com/2020/12/14/how-the-nightingale-learned-to-sing/

https://petersironwood.com/2020/02/29/the-lost-sapphire/

Tales from an American Childhood

Turing’s Nightmares

Author Page on Amazon

Problem Framing: Good Point!

14 Thursday Jan 2021

Posted by petersironwood in Uncategorized

≈ 3 Comments

Tags

problem finding, problem formulation, problem framing, problem solving, thinking, tools

Photo by Pixabay on Pexels.com

You have probably heard variations on this old saw, “To a hammer, everything looks like a nail.” I’ve also heard, “If you have a hammer, everything looks like a nail.” There is also this popular anecdote:

One night, I took my dog out for a walk and I noticed one of my neighbors under a nearby street lamp crawling around on his hands and knees, apparently looking for something. I walked over and asked, “What are you looking for?”

Photo by Photo:N on Pexels.com



“My car keys!” He replied.

I have pretty good vision, so I helped him. I didn’t see any car keys so after a minute or so I asked, “Where exactly did you lose your keys?” 

He stood up, cracked his back, and pointed back to a nearby park. “Over there.”

“Over there?! Then, why are you looking under the street lamp? Why aren’t you looking over at the park entrance?”

“Oh, that’s obvious! The light is so much better here!” 

For a time, I had to very interesting and challenging job in the mid 1980’s at IBM Headquarters to try to get the company to pay more attention to the usability of their products and services. As a part of this, I visited IBM locations throughout the world. At one fabrication plant, our tour guide took us by an inspection station. This was not an inspection statement for chips. It consisted of one person whose job was to look through a microscope and make sure that two silver needles were perfectly aligned.

After we left the station, our tour guide confided that they were strongly considering replacing the person with a machine vision system. The anticipated cost would be substantial, but they hypothesized that the system would be more accurate and faster. It was, our host, insisted, just the nature of humans to be slow and inaccurate.

Maybe. 

When I looked at the inspection station however, with my background in human factors, I had a completely different impression of the situation. The inspector sat on a fixed height stool and had to bend his neck at an absurd angle to look into the microscope. He was trying to align these silver needles against a background that had almost the same hue, brightness and saturation. 

Photo by Wesley Carvalho on Pexels.com

Other than blindfolding the man, I’m not sure what they could have done to make the task more unnecessarily difficult. I suggested, and eventually, they implemented, a few inexpensive ergonomic changes and time and accuracy improved.

Like other companies in the technology segment, IBM often saw problems as ones that could be solved by technology. At that time, technology systems was their main business. Since then, they have expanded more fully into software and services. In fact, those services now include experience design.

https://www.ibm.com/services/business/experience-design

(NOTE: Since I first published this post, the link above no longer takes you to experience-design but to general consulting services. Too bad.)

If you find yourself enamored of technology in general, or some specific class of technology such as machine vision, speech recognition, or machine learning, you might overlook much simpler and cheaper ways to solve problems or ameliorate situations. Of course, you might lose some revenue doing that, but you can also win long term customer loyalty. 

Even if you are a hammer, everything is not a nail. 

That applies as well to User Experience. You might design the most wonderful UX imaginable for a particular product or service. But if it is shoddily made so that it is error prone; if it lacks important functionality; if the sales force is inept; or if service is horrible, those failures can completely overwhelm all the good work you have done on the UX. Because of the nature of UX, you might learn important knowledge or suggestions for other functions as well. It often requires finesse to have such suggestions taken seriously, but with some thought you can do it. 

During my second stint at IBM, I worked for a time in a field known at that time as “Knowledge Management.” One of our potential clients was a major Pharma company who felt that their researchers should do a better job of sharing knowledge across products. They wanted us to design a “knowledge management system” (by which they meant hardware and software) to improve knowledge sharing. 

Simply building a “Knowledge Management System” would be looking under the streetlamp. They knew how to specify a technology solution from IBM and have it installed.

However — they were unwilling to provide any additional space, time, or incentives for their employees to share knowledge with their colleagues!  

Photo by Chokniti Khongchum on Pexels.com

They were convinced that technology would be the silver bullet, the solution, the answer, the Holy Grail, the magic pill. They viewed technology as less disruptive than it would have been to change employee incentives, or space layout, or give them time to actually learn and use the technology system. 

This reaction to “knowledge management” was not unique. It was common.

To me, this seems very similar to the notion that health problems can all be solved with a magic pill. What do you think? 

—————————————

There’s a pill for that. 

The Pandemic Anti-Academic.

What about the butter dish? 

The invisibility cloak of habit. 

Author Page on Amazon

Reframing the Problem: Paperwork & Working Paper

13 Wednesday Jan 2021

Posted by petersironwood in Uncategorized

≈ 4 Comments

Tags

problem finding, problem formulation, problem framing, problem solving, thinking

Photo by Pixabay on Pexels.com

Reframing the Problem: Paperwork & Working Paper



This is the second in a series about the importance of correctly framing a problem. Generally, at least in formal American education, the teacher gives you a problem. Not only that, if you are in Algebra class, you know the answer will be an answer based in Algebra. If you are in art class, you’re expected to paint a picture. If you painted a picture in Algebra class, or wrote down a formula in Art Class, they would send you to the principal for punishment. But in real life, how a problem is presented may actually be far from the most elegant solution to the real problem.

Doing a google search on “problem solving” just now yielded 208 million results. Entering “problem framing” only had 182 thousand. A thousand times as much emphasis on problem solving as there was on problem framing. [Update: I redid the search today, a little over three years later. On 3/6/2024, I got 542M hits on “problem solving” and 218K hits on “problem framing” — increases in both but the ratio is even worse than it was in 2021]. Yet, let’s think about that for a moment. If you have wrongly framed the problem, you not only will not have solved the real problem; what’s worse, you will have convinced yourself that you have solved the problem. This will make it much more difficult to recognize and solve the real problem even for a solitary thinker. And to make a political change required to redirect hundreds or thousands will be incalculably more difficult. 

All of that brings us to today’s story. For about a decade, I worked as executive director of an AI lab for a company in the computers & communication industry. At one point, in the late 1980’s, all employees were all supposed to sign some new paperwork. An office manager called from a building several miles away asking me to have my admin work with his admin to sign up a schedule for all 45 people in my AI lab to go over to his office and sign this paperwork as soon as possible. That would be a mildly interesting logistics problem, and I might even be tempted to step in and help solve it. More likely, if I tried to solve it, some much brighter & more competent colleague would have done it much faster. 

Photo by Charlie Solorzano on Pexels.com

But why?

Why would I ask each of 45 people to interrupt their work; walk to their cars; drive in traffic; park in a new location; find this guy’s office; walk up there; sign some paper; walk out; find their car; drive back; park again; walk back to their office and try to remember where the heck they were? Instead, I told him that wasn’t happening but he’d be welcome to come over here and have people sign the paperwork. 

You could make an argument that that was 4500% improvement in productivity, but I think that understates the case. The administrator’s work, at least in this regard, was to get this paperwork signed. He didn’t need to do mental calculations to tie these signings together. On the other hand, a lot of the work that the AI folks did was hard mental work. That means that interrupting them would be much more destructive than it would to interrupt the administrator in his watching someone sign their name. Even that understates the case because many of the people in AI worked collaboratively and (perhaps you remember those days) people were working face to face. Software tools to coordinate work were not as sophisticated as they are now. Often, having one team member disappear for a half hour would not only impact their own work, it would impact the work of everyone on the team. 

Quantitatively comparing apples and oranges is always tricky. Of course, I am also biased because my colleagues were people I greatly admire. Nonetheless, it seems obvious that the way the problem was presented was a non-optimal “framing.” It may or may not have been presented that way because of a purely selfish standpoint; that is, wanting to do what’s most convenient for oneself rather than what’s best for the company as a whole. I suspect that it was  more likely just the first idea that occurred to him. But in your own life, beware. Sometimes, you will mis-frame a problem because of “natural causes.” But sometimes, people may intentionally hand you a bad framing because they view it as being in their interest to lead you to solve the wrong problem. 

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——————————————————

Author Page on Amazon

Tools of Thought

A Pattern Language for Collaboration and Cooperation

The Myths of the Veritas: The First Ring of Empathy

Essays on America: Wednesday

Essays on America: The Stopping Rule

Essays on America: The Update Problem

The Doorbell’s Ringing! Can you get it?

12 Tuesday Jan 2021

Posted by petersironwood in Uncategorized

≈ 4 Comments

Tags

problem finding, problem formulation, problem framing, problem solving, thinking

Photo by Little Visuals on Pexels.com

After a long day’s work, I arrived home to a distraught wife. Not, “Hi, sweetheart” but “This doorbell is driving me crazy!” 

Me: “What doorbell? What are you talking about?” 

People differ in how they perceive the world around them. In my case, for instance, I’m very easily distracted by movement in my visual field. Noise can be annoying, but it rarely rises to that level. For instance, when commercials come on, I simply “tune them out” and instead tune in to my own thoughts. My high frequency hearing isn’t too great either. So, at first, I didn’t understand what my wife was referring to. 

Beep. 

Photo by Luisa Fernanda Bayona on Pexels.com

“That! That doorbell beep!” 

Ah, now I understood. And, there it went again. Once I knew what to listen for, I had to agree it was annoying though much more annoying to my wife because she’s more tuned in to sound than I am and her ability to hear high frequencies is also better.

She then upped the ante. “I have to leave. I can’t stand it! You have to make it stop!” 

I looked at the wall between our entryway and the kitchen. That’s where the doorbell ringer was. I unscrewed a couple of screws and removed the housing. Inside was the actual doorbell and three wires. A quick snip should at least stop the noise until we figured out a more permanent fix. I sighed. I suspected we would have to buy a new doorbell. Then, I laughed a bit as the Hollywood scenes from a hundred movies flashed before my eyes:

The Hero finds the bomb, with its conveniently placed timer, but it’s counting down 30 seconds, 29, 28. He’s cut to cut a wire! But which one!?

The consequences of my error would not be so great. Still…So, I cut the black wire.

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BEEP! BEEP! 

OK. I cut the red wire.

BEEP! BEEP! 

OK. I cut the green wire, the last wire. I was having trouble understanding why it would be necessary to cut all three wires. But whatever. I had now cut all three wires.

BEEP! BEEP!

??

Electrical circuits don’t work by magic. How can the doorbell be beeping when it has no power? 

It can’t. 

Photo by Pixabay on Pexels.com

It wasn’t the doorbell at all.



Months earlier, my wife & I had attended a Dave Pelz “Short School” for putting, chipping, and sand shots. At that course, we received a small electronic metronome — about the size of a credit card. The metronome was to be used to help make sure you had a consistent rhythm on your putting stroke. Since the course, the metronome had sat atop our upright piano. Apparently, one of the cats had turned it on and then slapped it onto the floor behind the piano. The sounding board amplified the sound and made it harder to localize. Eventually, we tracked it down, fished out the metronome from behind the piano and clicked it off. Problem solved. 

Except for the non-functional doorbell. 

I had initially “solved” the wrong problem. I had solved the problem of the mis-firing doorbell by cutting all the wires. That was not the problem. I had jumped on to my wife’s formulation and framing of the problem. There are plenty of times in my life when I had solved the wrong problem without any help from someone else. This isn’t a story about assigning blame. It’s a story about the importance of correctly solving the right problem. 

Photo by Karolina Grabowska on Pexels.com


It is very easy to get led into solving the “wrong” problem. 

In the days ahead, I will relate a few more examples. 

———————————————

What about the Butter Dish? 

Index to “Thinking tools” 

Author Page on Amazon

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