Saturday, April 23, 2011

LRN Technique: Growth Through Traveling

Traveling outside your local area provides a special opportunity for personal growth.  With an open mind and proper planning, a trip can expose you to different histories, cultures, customs, architectures, people, environments, and perspectives all at the same time.

I have been fortunate to spend time in several parts of the United States and in over 20 countries.  Most recently, I visited Ireland for ten days in April 2011 and took advantage of this opportunity to learn and to grow.

This post:
  • Provides tips on enhancing your personal growth from a trip.
  • Summarizes a few of my key takeaways from the trip to Ireland.

Wednesday, March 9, 2011

LRN Technique: Breadth of Fresh Air (Exposure to New Ideas)

The LRN (Learn) tenet in my philosophy refers to improving as an individual and helping others grow.  In an earlier post I described the Project of the Month technique in which you learn something new by focusing on it for a month.

A related LRN technique is to expose yourself throughout life to a range of new ideas, viewpoints, and concepts across multiple disciplines.  I call the technique Breadth of Fresh Air.  The goal is awareness and stimulation, not expertise.  You may find some of the ideas intriguing to you, and you may decide to explore a few of them further either as Project of the Month topics or as in-depth subjects to which you devote months or years.

This post introduces you to the Breadth of Fresh Air technique by:
  • Elaborating on the technique.
  • Listing a few of my favorite sources for new ideas.
  • Suggesting ways to make this technique a part of your life.
I suggest reading through the entire post before clicking on the links so you get exposure to the content of this post.  The end of the post provides a "starter set" list of videos to watch as examples.

OVERVIEW OF THE BREADTH OF FRESH AIR TECHNIQUE

The purpose of the Breadth of Fresh Air technique is to briefly expose yourself throughout life to a range of new ideas, viewpoints, and concepts across multiple disciplines that can be a catalyst for better ideas.

Why briefly expose?  This particular technique is about breadth (verus depth) of knowledge.  It is not about becoming an expert in a topic.  It is about becoming aware of ideas and what other people are doing and thinking.  Exposure typically will not provide any skills or competencies, but it can be an instigator for change and it may uncover new thoughts you can apply to your current knowledge and ideas.  Exposure does not take long, allowing you to cover a variety of topics in short periods of time.

Why throughout life?  Personal growth throughout life requires ongoing learning, stimulation, and inspiration.  Structured learning should not end after formal schooling.

Why new?   The newness is in comparison to your existing ideas, viewpoints, and concepts.  They may or may not be new to the world's knowledge.  While exposure to ideas similar to yours gives confirmation and can help strengthen your own thoughts, this technique is about stimulating your mind, challenging and expanding your own ideas, and discovering new interests.

Why multiple disciplines?  Humanities (like history, arts, and literature), social sciences, natural sciences, formal sciences, applied sciences, and professions cover the majority of human knowledge.  Exposure to pieces of each of these disciplines can make you a more well-rounded person.  It provides opportunities for you to cross-fertilize your existing knowledge with these new ideas from other areas.   If you only think of hammers and nails and you become exposed to screwdrivers, screws, and adhesives, you may find better solutions to problems you encounter.

Why catalyst for better ideas?  The ideas you want to expose yourself should be of quality, meaningful, positive, and beneficial.

SOURCES FOR EXPOSURE TO NEW IDEAS

There are a variety of traditional sources available to expose you to great ideas, such as books and magazines, seminars and conferences, schools, conversations with experts and friends, and government and non-profit organizations.  These are all wonderful and should be utilized if you have access to them.  I have listed a few examples at the bottom of this section.

We are fortunate to live in a time where access to a variety of interesting and quality ideas is fairly easy and on demand due to both technology (the internet and electronic devices) and the generosity of people and organizations that provide this information.  A few organizations encourage and facilitate this Breadth of Fresh Air technique through their websites and mobile apps.

These organizations provide exposure to new ideas, viewpoints, and concepts at no cost to the public.  The speakers are vetted so they are of good quality and are meaningful.  The ideas are presented through video, which helps visual and auditory learners and can be more engaging.  And access to the talks are available through websites (and in some cases also through mobile apps), so they are convenient and easy to view.

Here are my favorites, along with the links so you can access them.
  • TED - Ideas worth spreading
  • RSA - 21st century enlightenment
  • PBS - Be more
  • Do Lectures - Ideas + Energy = Change
  • Gel - Exploring good experiences


TED – Ideas worth spreading

TED (which is an acronym of Technology, Entertainment, Design) is a group “devoted to Ideas Worth Spreading”.  It has expanded from the original focus to include science, business, the arts, and global issues, which makes it an excellent source for breadth of ideas.  It hosts a few multi-day conferences each year where dozens of invited speakers give 18-minute talks.  Videos of the best of these talks are made freely available through their website and through apps.

The videos are excellent, cover a variety of topics, and are intellectually stimulating.

Links related to TED:


RSA – 21st century enlightenment

RSA (which is an acronym of Royal Society for the encouragement of Arts, Manufactures and Commerce) is a group founded in England in 1754 that “seeks to develop and promote new ways of thinking about human fulfillment and social progress.”  It hosts talks and discussions by experts.

RSA introduced a new series of videos in 2010 called RSA Animate. The audio of a talk is “animated” by videotaping a graphic note taking session.   This approach allows visual and audio learning from a speech and helps engage the viewer.

Links related to RSA:


PBS – Be more

PBS (acronym for Public Broadcasting System) is a United States non-profit public broadcasting television service.  PBS provides viewers several programs covering a wide variety of topics.  Examples include:
  • In Performance at the White House - music from all genres, from classical to country to jazz to Motown
  • NOVA - innovations and discoveries in science and technology
  • Nature - beauty and wonder of the natural world
  • American Experience - stories of history of the United States
  • art21 - contemporary visual art and artists throughout the world
  • FRONTLINE - exploration of critical issues
There are several videos available for viewing. Some of them may only be available for access in the United States.

Links related to PBS:


Do Lectures – Ideas + Energy = Change

Do Lectures believes “That people who Do things, can inspire the rest of us to go and Do things too.”  The organization is based in Wales (United Kingdom) and holds a conference each year at a farm.

Links related to Do Lectures:

Gel – The world’s top creative leaders, exploring good experience

Gel (which is an acronym for Good Experience Live) is a conference and community “exploring good experience in all its forms – in art, business, technology, society, and life.”  It has made its videos from previous Gel Conferences available online.

Links related to Gel:

Additional sources for exposure to new ideas, viewpoints, and concepts

There are thousands of examples of other sources all around us.  Many websites are devoted to a narrow topic (such as food, travel, science, or technology), but breadth and variety is the focus of this technique.  Here are a few I recommend because of the quality of the information and variety of the topics.
  • Smithsonian magazine - This monthly magazine (available online at http://www.smithsonianmag.com/) usually has articles covering history, archaeology, people, places, arts, travel, science, and nature.  It also has over 300 videos for viewing.
  • The New Yorker magazine - This weekly magazine (some stories available online at http://www.newyorker.com/) has high-quality articles on a variety of topics, from current events to art to politics to travel.  Even the cartoons can expose you to ideas.
  • The U.S. government - The amount of information produced by the U.S. government is staggering, available for free, and accessible starting from the U.S. government website at http://www.usa.gov/Citizen/Topics/All_Topics.shtml.  This is really a portal to in-depth educational sites, but I list it here because spending some time clicking on this site can give you an awareness of what is available on history, arts, culture, libraries, national parks, etc.
  • Project Guttenberg - This is a collection of over 33,000 free electronic books that you can download (available at http://www.gutenberg.org/wiki/Main_Page).  Read the classics of fiction and non-fiction, from philosophers to poets, to expose yourself to ideas, viewpoints, and concepts from great minds.

TIPS FOR MAKING THE TECHNIQUE A PART OF YOUR LIFE

Make the sources of ideas easily accessible.  One suggestion is to bookmark the links listed earlier in this post in your favorite web browser.  Add your own as you find additional online sources that you want to access frequently.

If you have a smartphone or tablet, create a page or folder with the apps and links you want to access.  This will make it more convenient for you to access in the future.


Set aside time on a regular basis to view these sources.  You are more likely to establish a routine if you schedule some time each week or month to scan through the sources of ideas.  Because many of these videos on the recommended websites are between 5 and 20 minutes in length, you may be able to fit in one or two videos during daily commutes, while eating, or brushing your teeth.

Share and discuss them with others.  This can allow you to gain additional insights from others and deepen your awareness of the ideas presented.  Watch together and you can discuss afterwards.

STARTER SET OF VIDEOS

Here is a starter set of videos.  I picked them because of the variety.
  • On a social science topic:  an RSA lecture on individual perspectives of time - talk by Philip Zimbardo
  • On a self-exploration topic: a Do Lecture on 50 jobs in 50 states - talk by Daniel Seddiqui
  • On a business/technology topic:  a Do Lecture on the future of books and publishing - talk by Craig Mod
  • On an education topic:  a Gel Conference lecture from the founder of a website with 2000+ free educational videos - talk by Sal Khan
  • On a current event topic:  a TEDxCairo talk in March 2011 on the Egyptian revolution - talk by Wael Ghonim (the Google executive who was the administrator of the Facebook page "We are all Khaled Saeed", incarcerated for eleven days, and released)
  • On a new invention: a TED talk on using mushrooms to replace styrofoam - talk by Eben Bayer
  • On an interesting premise, humorously done:  a TED talk on trying to build your own toaster - talk by Thomas Thwaites

Happy Breadth of Fresh Air-ing!

Thursday, February 3, 2011

Toolkit: Visual Event Timeline

Skype suffered a major outage in December 2010.  The company provided on its blog a postmortem from the CIO, explaining the cause of the failure, describing how it was addressed in the short-term, and discussing plans to prevent it from happening again.  The company was forthcoming and provided sufficient information to give its customers an understanding of what occurred.

When a negative event like this happens, it is important to communicate well both during the event and after the failure is resolved.  Communications during the event keeps those impacted abreast of the situation so they can plan and make decisions.  Communications after the event are important to explain what happened, why it happened, and what has been done or will be done to prevent it from happening again (or lower the risk of it occurring again to a more acceptable level).

I have been asked to lead post-mortems or to step in to situations where a problem has occurred and needs to be fixed.  One technique in my toolkit is a visual event timeline.  I saw this technique from a colleague of mine a decade ago when he gave me an update on a problem that occurred in his area.  A combination of a visual event timeline and a detailed narrative can be an effective way to communicate.  I believe the addition of a visual event timeline in the Skype blog entry would have enhanced the communication of the outage event.

This post introduces you to the visual event timeline technique by:
  • Presenting the concepts of the technique.
  • Providing real-life examples.
  • Sharing some tips on creating a visual event timeline.
  • Applying it to the Skype outage event.

The examples have been altered to avoid disclosure of any confidential information.

CONCEPTS OF A VISUAL EVENT TIMELINE

The visual event timeline has a simple purpose:  visually depict along a timeline the series of key facts uncovered, actions taken, and observations noted to effectively communicate what occurred during an event.

A visual event timeline contains the following elements:
  • A timeline.  The timeline is presented as a horizontal or vertical line, bar, or rectangle.  The unit of time (for example, days, hours, minutes) displayed on the timeline is dependent on the event.  "Days" is appropriate when several days elapse between the time the event started and all issues were resolved.  For the Skype incident, "hours" is the more appropriate unit of time.
  • Key messages.  These are the most important messages that help communicate what occurred.  They can be a description of the situation ("the cluster of Skype support servers for offline instant messaging became overloaded"), an observation ("Windows clients running Skype version 5.0.0152 were not properly processing"), an action performed ("disabled the overloaded Skype servers and eliminated client requests to them"), or other facts considered important in explaining the event at a point in time.  A line or arrow aligns each key message with its appropriate point in time on the timeline.
  • Statistics.  These are data points, such as numbers or percentages, that provide additional information on the severity, magnitude, or status at a point in time.  For the Skype incident, the percentage of supernodes functioning properly or the number of customers affected would add relevant information.  This is optional and is dependent on the event and availability of statistics.
  • Icons.  These visually highlight missed opportunities, points of failures, or points of success.  Coloring the icons red can also be used to emphasize missed opportunities and failures.
  • Important lessons learned and action items.  For postmortems, the most important lessons learned and what has been done (or will be done) should be briefly noted.

REAL EXAMPLES OF A VISUAL EVENT TIMELINE

I created this visual event timeline as part of a postmortem.

(Click image to enlarge)
In this example, the timeline is displayed horizontally in the middle of the page.  The units are in days as the event began on June 30 and was not fully resolved until July 21.

The key messages are listed above and below the timeline.  The items listed above the timeline tend to refer to actions or observations of a negative nature and the items listed below the timeline contain the interactions with a vendor (SAP), although this was not fully adhered to due to space limitations.  The action that started the event (human error) and the discrepancies are highlighted in red.

No statistics are provided for this event.

Icons used include an "X" for missed opportunities and darkened circles for points of failure.  The visual event timeline clearly highlights two missed opportunities:  it took six days before the error was detected, and five days were lost due to misdiagnosis of the error.  The happy face icons show points of progress and resolution.

Because this was a postmortem, key learnings and action items are highlighted in the lower left.

This visual event timeline was used in both short debriefings as well as a long debriefing with the AR teams and management affected by the event.

Below is another visual event timeline I created when asked to help resolve an issue that had existed for a while.  Creating a visual event timeline helped me get up to speed on the history.

(Click image to enlarge)
In this example, the issue was still in existence and was being worked on.  Statistics are shown to show the number of employees or contractors impacted during this time period.  The missed opportunities and points of failure are clearly noted.

TIPS FOR CREATING A VISUAL EVENT TIMELINE

Keep the following points in mind when preparing a visual events timeline.

Be clear.  The purpose is to effectively communicate.  Do not be vague.  Avoid jargon, acronyms, and abbreviations unless they are known and obvious to the intended audience.

Be honest.  There should not be any information on the visual event timeline that is inaccurate, misleading, half-truth, or opinion.

Keep it to one page.  The visual event timeline is a communication tool to highlight the key points.  It is designed to communicate well in a 5-10 minute debriefing as well as an hour conversation.  Details of the event should be contained in accompanying written documentation (suggestion:  use Information Mapping to prepare the written document).

In some cases, a portion of a timeline can be exploded out on a separate visual event timeline if it requires a different unit of time.  For example, if a critical 30-minute period of time contained lots of failures and missed opportunities, but the overall event lasted days or weeks, a separate timeline for the same event is helpful.  For example, the BP oil spill in the Gulf of Mexico could have an overall timeline and another timeline exploded out for the hours when the incident occurred.

Include only the key messages and statistics that matter.  Part of the skill of communicating effectively is knowing what to include and what not to include.  A lot of actions and observations occur during an event, but many of them are secondary to what is important.  Do not leave out important information, but do not include tangential information.  Remember that a detailed document should accompany the visual event timeline and can be referenced when discussing the event.

APPLYING IT TO THE SKYPE OUTAGE EVENT

Below is the start of a visual event timeline for the December 2010 Skype outage based on information Skype provided on its blog.  It is not complete, and I made some assumptions simply for illustrative purposes.

(Click image to enlarge)

In creating the illustrative example from the blog entry and reading the details, I determined insufficient statistical information was available to highlight the number of impacted customers and the number of supernodes available.  I also learned that the event lasted more than 24 hours to restore all services and return to normal, so a four day time period would have been more accurate.  I do feel this type of visual event timeline, nicely formatted and worded for a general audience, would have added value and enhanced the communication.


Happy timelining!

Thursday, December 9, 2010

LRN Technique: Project of the Month

Improving as an individual and helping others grow—the LRN (Learn) tenet in my philosophy—has been a very important driver for me throughout my life.  One LRN technique I began using in the early 1990’s is what I call my Project of the Month.  This technique gave me an opportunity to branch out into new learning experiences and become a more well-rounded person.

This post introduces you to the Project of the Month by:
  • Presenting an overview of the technique.
  • Giving examples of several topics I have used for the Project of the Month.
  • Providing some tips for implementing this technique in your life.
I hope this post gives you some motivation and ideas to incorporate the Project of the Month into your life and into the lives of your family and friends.

OVERVIEW OF THE PROJECT OF THE MONTH TECHNIQUE

The purpose of the Project of the Month is straightforward: learn something new by focusing on it for a month.

Why something new?  There are several reasons.  One reason is that you grow much more in topics you do not know because almost everything is new.  A second reason is it forces you to get out of your “comfort zone”, stretching and challenging you, which enlarges your comfort zone once you have gained experience.  And a third reason is it makes you a more well-rounded person.  Well-roundedness usually helps with learning (you learn better how to learn), analysis and problem-solving (you are able to apply knowledge from one area to another), and tolerance (exposure tends to lessen prejudice and give greater appreciation for diversity).

When I started the Project of the Month I set only one ground rule for my projects: the something new should have nothing directly to do with work or the field I was in.  This excluded management consulting and information technology, areas I was already focused on daily through reading, doing, experiencing, and applying.  This ground rule forced me to think beyond my narrow walls and branch out.

Why a month?  A day or even a week is not usually sufficient time to get engaged deep enough into a topic and obtain knowledge and experiences that can stay with you and be applied throughout your life.  There are days in a month where other priorities take precedence, so a week can quickly go by without much opportunity to explore a topic.  A month is sufficient time to focus on something new.  It also gives you twelve different project opportunities throughout the year.  As you will read in the tips section, the month timeframe is a guideline.

Why the focus?  In childhood, formal schooling provides structured learning opportunities.  Children absorb new information, gain knowledge, and have new experiences during their school years and in structured after-school activities and summer programs.  As adults, we are not automatically provided many structured learning opportunities.  "Daily life" gets in the way, and we have to be much more proactive in making the time and effort to grow as a person.  The Project of the Month formalizes the opportunity and gives focus to a particular topic of your choosing.

EXAMPLE TOPICS FOR MY PROJECT OF THE MONTH

Many of the Project of the Month topics I have selected over the years are in the traditional creative arts.  I enjoy creating or building something with my hands, and I like the creativity associated with these crafts.  I also enjoy traveling and have made every non-work trip a project.

Here is a listing of just a few of my projects over the years, how I selected them, and some of what I learned from them.

Topic Description
Pottery making I saw a flyer about pottery classes held in a studio about a mile from where I lived.  I read a book on pottery making and took classes at that studio on the weekends.  I learned techniques for pottery making, learned how to use a pottery wheel, and explored the art of glazing.
Classical French Cooking A friend at work suggested we take weekend adult classes at the Culinary Institute of America in Hyde Park, New York.  We had four or five Saturdays in which we cooked all morning and then ate our creations at lunchtime.  I learned kitchen knife techniques, prepared a lobster bisque and other dishes, and was introduced to a professional kitchen and walk-in refrigerator.  I also learned a three-ingredient French dish could take many steps and over an hour to prepare.
Origami I do not remember the specific event that inspired me to learn origami, but I have been a fan of it ever since.  I bought books and origami paper and made several pieces that month.  I attended an origami club meeting where the members made origami in a group setting so you could learn from others.  I learned how to read origami instructions and created several pieces.  I have shared this interest with many children and adults.
Outward Bound experience A colleague at work put an Outward Bound catalog on my desk with a note that I should check it out.  I had recently done sky diving and she felt this would be another adventure opportunity.  I learned about camping, how to read a rapid, and how to use a compass and a contour map.  I gained new experiences regarding teamwork and team dynamics.  I also acquired a greater appreciation and love of the outdoors and adventure travel.
Knitting saw two women at work at lunchtime knitting and was fascinated with the idea of turning one long strand of yarn into a beautiful object only using two sticks.  (Note: This is similar to turning an ordinary piece of paper into a work of art through origami.)  I asked one of the women to teach me.  I selected a pattern (a vest, Fair Isle, two colors per row), bought yarn and needles, and had two brief lessons on how to cast on and knit.  I learned knitting techniques and how to read patterns, and I gained a greater appreciation of the art form.
Knot tying I am a big fan of Klutz books (some of them have made excellent Project of the Month topics for me) and saw their book with holes in the cover and two pieces of red and blue cords.  I purchased the book and made it a project.  I learned technical terms such as bends (tying two lines together) and hitches (tying a rope to an object), and I practiced tying all of the examples throughout the month.

Here are some more of my past projects:  Piano, harmonica, tennis, range shooting, figure drawing, watercoloring, charcoal drawing, animal balloons, fiction writing, cross-stitch, skydiving, strength training, paper airplanes, chinese characters.  Here is a page from my life scrapbook with examples.


I am working on my current Project of the Month (for December 2010) with my girlfriend Grace.  We are exploring the breadth of natural history, from the earth and climate to minerals and rocks to fungi and plants and animals.

How did this topic come about?  In October I visited Washington, DC, USA, and spent a good part of a day in the Smithsonian National Museum of Natural History.  In November I discovered and purchased a book by DK Publishing called Natural History (Smithsonian) (here is a link to the book summary).  We are going through this book page by page, reading and discussing, spending about 30 to 60 minutes most evenings.  Simple?  Yes.  A growth experience?  Tremendous.  And this formalized learning experience touches all aspects of my LRN LAF LUV LIV philosophy.

TIPS FOR IMPLEMENTING YOUR OWN PROJECT OF THE MONTH

Pick topics that interest you.  When you enjoy something, you will be more engaged in the experience, be more appreciative of it, and learn more from it.  But do not use it as an excuse to limit your topics to areas you already know or avoid topics you think you may not like.  Use each Project of the Month as an opportunity to expand your mind, challenge yourself, and have new experiences.

Ask knowledgeable people to help you.  One of the best ways to learn is from people who are knowledgeable in your topic.  Oftentimes, they are more than happy to share their passion and their knowledge.  You may have a neighbor that does stain glass making as a hobby.  I did and he invited me over to his home to show me his workshop, works of art he had made, and tips on how to design patterns.  I learned knitting from a co-worker.

Share your Project of the Month.  In the early to mid-1990’s I displayed on my office walls at work the topics of my past and current projects.  I was pleasantly surprised to find out how many of my colleagues were knowledgeable or interested in the topic I had chosen.  If you let a friend, neighbor, or colleague know your Project of the Month, it can become a conversation piece and a learning opportunity for both of you.  You may learn something new from the other person.  It may also give you the opportunity to share what you have learned with those that are interested in the topic.  Sharing allows you to apply your knowledge, and you gain more knowledge every time you teach someone what you have learned.

One of my "certificates" I posted on the walls of my office at work

Pick topics that are inexpensive.  Some of my projects did cost money, whether it was for supplies, traveling, or taking a class, and I was fortunate to have the money available.  But many things can be learned at low or no cost.  Borrowing books from a library, reading materials and watching videos on the internet, speaking with friends and colleagues, and doing volunteer activities provide many opportunities for learning.

Use "month" only as a guideline.  The guideline gives some structure to the length of time and serves as a built-in reminder each month.  Do not be insistent that a project has to start on the first of the month and end on the last day of the month.  Learning should not wait.  If you have a topic that interests you or an opportunity that would make a perfect Project of the Month, start when you are ready.  Some projects will take more than a month.  Do not stop a project if you are enjoying it and learning from it.  Make it a two-month project if it is so engaging.  I continued my knitting for a year while doing other projects.  Strength training is a life-long activity, but you can focus a project on learning new exercises during the month and then apply those the rest of your life.

I want to emphasize that a month is a sizable amount of time to learn something meaningful if you give it the focus.  While it is true you cannot learn how to play the piano like an expert in a month, it is amazing how much you can learn if you practice each day.  I used a 30-lesson tape series over a 30-day period to practice Spanish, and I improved my Spanish significantly during that time.

Extend the learning period of your trips and one-time events.  My Outward Bound trip was one week.  But I made it last more than a month through preparation before and reflection after.  I researched the type of clothing I needed to bring and investigated Outward Bound before the experience.  When I got home after the trip, I documented the experience, looked through the photographs I and others had taken, and sent letters and pictures to the people I met on the trip.  This tip can be done with almost any event, such as a day-trip to an art museum (delve deeper into an artist or an art style before you go and after you come back) or to a concert (learn more about a composer or musical genre).  Your experience will be much more enlightening.

Do a Project of the Month with someone else.  This can be helpful if you sometimes lack the self-motivation to do something on your own.  Just make sure you do not use it as an excuse if you cannot find someone to partner with or if your partner backs out.  This tip can also be helpful for parents with children.  You can learn, do, and experience topics together, turning play or chore time into an enriching experience.  My December 2010 project allows me and my girlfriend to spend quality time with each other and broaden our knowledge together.

Document what you have learned.  You can do this through personal journals, blogs, or simple notes you write down or type. The act of writing helps you formalize what you learned and make it concrete.  You can then refer back to it later on when you want to recall a key learning.  Below is an example of one of the pages of a document I wrote detailing the activities and my key learnings from my Outward Bound trip.

(Click image to enlarge)

Apply and share what you have learned.  Knowledge gained without applying it does not do much good to yourself or others.  Ideally, knowledge should improve you as a person and give you more wisdom to make proper decisions and give good advice.  Applying or sharing even a small amount can be beneficial.  I have used some of the knots I learned several times (and knew which type of knot was most appropriate and safe to use).  I have taken my experiences in Outward Bound and applied them to many other trips.  I have shared some of the origami pieces I learned to delight children of all ages.  And somehow I feel all of these Project of the Month learnings have made me a better and wiser person.


Please feel free to send me a message with your Project of the Month.

Happy Project of the Month-ing!

Thursday, November 25, 2010

Toolkit: Results Chains and Benefits Registers

Many programs and projects undertaken in organizations fail to get their intended benefits.  In one survey from 2005, only 2% of organizations achieved targeted benefits all the time and 86% of organizations lost up to 25% of target benefits across their entire project portfolio (KPMG Global IT Project Management Survey - clicking this link downloads a pdf of survey).

My experience suggests the actual situation is much worse because business cases are often a one-time document (used to get funding and not updated) and many businesses do not track benefits during or after the project.  The same survey makes a similar observation, noting: “A remarkably high 59% of organizations have no, or only an informal benefits-management process.  Only 18% of those who have a formal process stringently enforce it.  An interesting implication of this is that with benefits so poorly defined and/or measured, how can the 86% of survey participants claim they only lost up to 25% of their targeted benefits? The loss may be far higher.”

Two techniques I have leveraged over the past decade to clarify and track program and project benefits are Results Chains (a benefits modeling technique) and Benefits Registers (a benefits tracking technique).  Both techniques are related and should be used together as part of a benefits realization or value management discipline.  They can be used by both profit and non-profit organizations.  And they can be used by IT and non-IT programs and projects.

This post introduces you to Results Chains and Benefits Registers by:
  • Presenting an introduction to the concepts of the two techniques.
  • Providing a real-life example of both techniques.
  • Sharing some practical tips when using the techniques.
  • Listing additional resources if you are interested in learning more.
Note:  The remainder of this post will use the term project to refer to either a program or a project.  Technically, a project is "a temporary endeavor undertaken to create a unique product, service, or result" and a program is "a group of related projects managed in a coordinated way to obtain benefits and control not available from managing them individually" (both definitions from the Project Management Institute).

CONCEPTS OF THE RESULTS CHAIN

The Results Chain modeling technique for benefits realization was formally introduced in the book The Information Paradox: Realizing the Business Benefits of Information Technology by John Thorp and DMR’s Center for Strategic Leadership in 1998.  A key premise of the book is that benefits must be proactively managed if you want to achieve them; completing a program or project as intended does not automatically result in achieving the desired benefits.

A Results Chain shows the connections (linkages) between activities (work) and outcomes (results) and any assumptions.  The process of building a Results Chain can help you define the activities to be done, clarify the outcomes to be achieved, and manage the realization of the benefits.  Below is a simple example:

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There are four objects used in a Results Chain model (plus a fifth as a connector object).

Graphic
Object Name
Description

Activity The work that contributes to an outcome. This can be a program, project, or activity, depending on the level of detail being modeled.

Outcome The result of an activity and/or other outcome. This can be an intermediate outcome or an ultimate outcome of the project.
Connection The linkage between one object and another. The arrow shows the direction of the connection.

Assumption Any consideration not in control of the project that is required to achieve an outcome.

Connector A symbol to represent a continuation of the connection from one page of a Results Chain to another (or on the same page to prevent connections from crossing).

Activities should be worded to start with a imperative verb, such as Identify, Document, Configure, or Test.  The wording should clearly state what the activity is, but it should not be too wordy.  Additional documentation can specify more details about each activity.  Each activity should be assigned a reference number.

Outcomes should be worded with a verb in past tense to refer to the achievement of the outcome, such as created, reduced, increased, and eliminated.  Some practitioners have a set list of words they use.  These outcomes should be measurable and will appear on a Benefits Register.  Each outcome should be assigned a reference number.

Each activity should have a connection originating from it and terminating in an outcome.  There should not be an activity-to-activity direct connection as each activity should produce an outcome.  Outcomes may generate other outcomes (for example, as a newly implemented process matures and participants get more comfortable with it) or a combination of an outcome and another activity may generate an outcome.

The model is not a timeline and does not depict the elapsed time to perform an activity or to achieve an outcome.  It does show dependencies through the connections so there is some relative order.  However, it will not always be clear as to when an activity is performed or outcome is achieved relative to other activities or outcomes that are not directly connected.  Some outcomes may be achieved immediately after the completion of an activity.  Other outcomes may require some time before they are fully achieved.

The model should flow left to right.  The ultimate outcomes (the primary benefits of a project) are depicted on the far right of the model.  Other outcomes that come before them are sometimes referred to as intermediate outcomes.

REAL EXAMPLE OF A RESULTS CHAIN

The Results Chain shown below was created to help plan and document the outcomes of a segregation of duties project.  Segregation of duties (SoD) is a primary internal control intended to prevent or decrease the risk of errors or fraud by assigning conflicting duties to different personnel in an organization.  This project was designed to document SoD rules for the organization, automate the detection of SoD violations, and remediate them.

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The activities are represented by the rectangles.  Each activity has a unique reference number, such as T-100 or T-108.  Each activity starts with a verb and is written to be descriptive, such as "Test SoD rules and eliminate rule violations".  Each of the activities has a connection that links it to an outcome.

The outcomes are represented by the large circles and have unique reference numbers.  Each outcome is written to end in a verb, such as "SoD rules documented".

The connections are represented by the lines and show the linkage in the direction of the arrow.  In this example, the completion of activity "T-100 Identify risks" results in the outcome "O-101 Business risks identified".  This is an intermediate outcome that is necessary to achieve other outcomes.  In this example, the outcome of business risks identified and the activity "T-102 Define SoD rules" both contribute to the outcome "O-103 SoD rules documented".

The ultimate outcome in this example is "O-125 SoD and sensitive access risks reduced" which is achieved through two other immediate predecessor outcomes "O-119 SoD violations reduced" and "O-121 Timely visibility to inappropriate sensitive access increased".

One assumption is depicted in the upper right part of the model: "A-11 Monitoring and remediation of SoD violations (operational)".  The monitoring and remediation of SoD violations is outside the scope of the project.  However, it is critical activity to achieve the outcome "O-119 SoD violations reduced" that it has been highlighted in the model.

There are several connectors represented by the small circles.  The S-3 connector was created to avoid the crossing over of connection lines (which can make diagrams difficult to read).  The S-3 connector connects outcome O-111 to O-119.  The other connectors show connection of outcomes with other Results Chains.  In this example, an outcome "P-1 Accountabilities established" depicted on a different Results Chain is linked to "O-117 SoD processes established".

BENEFITS OF RESULTS CHAINS

The benefits of Results Chains include:
  • Confirmation of project benefits.  The Results Chain should clearly identify and display the ultimate outcomes on the far right of a Results Chain model.  These benefits should match the expectations of the sponsor and stakeholders.
  • Sanity check of business cases.  The Results Chain can be used to validate the benefits and to identify cost areas of the project.  Cost areas include each of the activities and any of the intermediate outcomes that have costs to sustain them.
  • Agreement of project scope.  The Results Chain highlights the major activities of the project.  These activities are the "what" needs to be done, and they should match the expectations of the sponsor and stakeholders.
  • Input to project planning.  The activities in the Results Chains can serve as a starting point in preparing project plans.
  • Exposure of key assumptions.  The Results Chain can highlight key assumptions so you can communicate and monitor those throughout the project.
  • Analysis of impacts if changes occur.  If an assumption changes (e.g., the operational processes are not put in place), an activity is curtailed (e.g., the testing was done but the identified violations were not remediated), or if an related external event was delayed or canceled (e.g., the automated tool was not implemented), you can immediately see the impact to the project and its benefits (e.g., we will not be able to reduce SoD violations to the extent expected).
  • Communication of benefits.  The Results Chain can be a good tool to communicate to certain audiences the high level activities, outcomes, and relative sequencing.

TIPS FOR CREATING AND USING RESULTS CHAINS

If you get two different groups to create a Results Chain for the same project, I guarantee the two Results Chains will look different.  Even two experienced practitioners will come up with different models.  Do not worry about it.  The important aspect is to get key stakeholders involved in creating, approving, and using the Results Chain.

Involve your key project participants in creating the Results Chain.  It is the process of creating the model where you can get agreement on the activities, outcomes, ultimate benefits, assumptions, and linkages.

Keep it simple.  Do not make it overly complex.  It is input to project planning.  It is not intended to contain all project tasks.

Create the Results Chain using both left-to-right and right-to-left approaches.  Some practitioners use the left-to-right approach, focusing on the key activities to determine the outcomes.  Others prefer to start on the right side with the ultimate benefits or goals of the project and work back to the activities.  Do both as they give different perspectives.

Know your audience before communicating with a Results Chain.  Many audiences may be overwhelmed by the information contained in a Results Chain.  One approach is to simplify the Results Chain by raising it up a level or two to highlight the key activities, outcomes, connections, and assumptions you want to communicate.  If your audience wants to drill into the details, you can then pull out the more detailed version.

Recognize that many outcomes, particularly the ultimate outcomes, are achieved after the project has been completed and is in operational mode.  For example, if a goal is to have improved efficiencies of 10% by implementing a new computer system, this efficiency improvement will not be achieved on the day the system goes live.  It takes a period of time before the users become comfortable with the new system and the efficiencies are achieved.

Keep it live.  Revise the model when changes occur.  Show progress against it by coloring or shading activities completed and outcomes achieved and by highlighting those activities in progress.

Track the progress of the outcomes on the Benefits Register.  While the Results Chain can highlight outcomes achieved, the Benefits Register can show the details.

CONCEPTS OF A BENEFITS REGISTER

A Benefits Register is a listing of all outcomes of a project with details of how to measure the achievement of the outcome.  The outcomes are taken from the Results Chain for the project.

The following fields are contained in a Benefits Register.

Field Description
Measurement # A unique number given to the measurement.
Project The name of the project.  This is useful for a program with multiple projects being planned and tracked.
Outcome The name of the outcome on the Results Chain.
Outcome # The reference number of the outcome on the Results Chain.
Measurement A clear and specific description of what will be measured for the outcome.
Metric Value The standard of measurement to be used.  Examples include:  number, percentage, yes/no.
Frequency The frequency the measurement will be taken.  Many will be one-time and others will be measured periodically.
Measurement Method A clear and specific description of how the measurement will be taken.
Baseline Value An actual value measured before the outcome was achieved.  This is the baseline that can be compared to a target value expected to be achieved by the outcome.  For example, if the outcome is "Sales increased by 10% over last year", the baseline value should be last year's sales.
Baseline Date The date the baseline value was taken.
Target Value The value of the result expected for the outcome to be achieved.  If the outcome is "Sales increased by 10% over last year", the target value should be 110% of the baseline value.
Target Date The date by which the target value should be measured.
Tolerance Limit If applicable, an acceptable range around the target value that will consider the outcome achieved.  For example, if the outcome is "Errors eliminated" and the target value is zero, it may be agreed that if there were five errors or less measured, then the outcome was achieved.
Accountability A person assigned responsibility for achieving the outcome.

The listing of outcomes should be ordered in the general sequence the outcomes are achieved.  This makes it easier to update the Benefits Register.

A Benefits Register typically contains one row per outcome.  You can easily turn it into a Benefits Register for tracking purposes by adding columns or rows and using the grouping/outlining feature of Microsoft Office to hide and expand the tracking detail.

EXAMPLE OF A BENEFITS REGISTER

The portion of the Benefits Register shown below is related to the Results Chain shown earlier.  I have expanded the detail for the first outcome to show how it was used for tracking purposes as well.

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Intermediate outcomes in a Results Chains may often be simple measurements.  In this example, the first outcome "Business risks identified" is measured by the existence of a Risk Analysis Document.  The measurement is a yes or no and measured one-time.  The measurement is taken by viewing a Risk Analysis Document signed off by the Business Process Owner, which is considered proof that the Risk Analysis Document exists and the business risks have been identified.  A baseline measurement was taken on March 1 and no Risk Analysis Document was found.  The target value is "yes" (a signed-off Risk Analysis Document).  The date the outcome should be achieved is documented in the project plan.  There is no tolerance limit; it must be a "yes" for the outcome to be achieved.  The Rulebook Owner is accountable for achieving the outcome.

The outcome in this project example is unique in that the measurement is performed per process area, that is, there are several process areas to be tracked.  The green columns allow detailed baseline and target information to be tracked multiple times, one row per process area.

Here is another outcome on the Benefits Register from the project.  It is closer to an ultimate outcome where stronger benefits to the organization come in to play.

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This this example, the frequency of measurement is monthly.  One row is used per month to track the baseline and target values.  Notes can be captured to provide more detail on the results of the measurements.

TIPS FOR CREATING AND USING A BENEFITS REGISTER

Create the Benefits Register after the Results Chain has been created but before the Results Chain has been finalized.  The process of determining how the outcomes will be measured can help clarify the wording of the outcomes and ensure it can be measured.

Keep the accountable parties informed of the measurements, the target dates, and the status.  And keep the Benefits Register updated.  These are two of the management activities needed to realize the benefits.

Celebrate benefit successes.  My experience has shown organizations celebrate key project milestones (like go-lives or project completions).  Milestones are nice, but they are rarely the benefits of the project which are the real reason to celebrate.  In fairness, most projects are completed and project teams disbanded before the ultimate outcomes are achieved (and as noted in the KPMG survey, most projects do not achieve the intended benefits or do not track them.)  With Results Chains and Benefits Registers, you can finally celebrate what should be celebrated.

ADDITIONAL RESOURCES

The book The Information Paradox by John Thorp contains the original description of the Results Chain modeling technique.  It is a good read.  Here is the link in Amazon for more information.

Here is a link to a Results Chain and Benefits Register created by the Treasury Board of Canada.  This gives you another real example.

Happy chaining!
LRN Technique: Growth Through TravelingLRN Technique: Breadth of Fresh Air (Exposure to New Ideas)Toolkit: Visual Event TimelineLRN Technique: Project of the MonthToolkit: Results Chains and Benefits Registers ~ DANIEL SKLAR