Working Up

by Dwayne Phillips

Here is another example of a reframe. In this reframe I change an inability to do something into a choice to attempt it or attempt something else (for a while).

Here is another post on reframing things - changing a situation by merely changing the words we use to describe it.

I growing older by the day. I am now in my (early, mind you early) fifties. Twenty years ago I could sit in front of a computer and write hundreds of lines of intricate, complex C code.

I can’t do that anymore.

I guess I am too old to do that anymore. I guess I tire too easily and cannot keep going. I guess I am too lazy to force myself to concentrate that much for that long a time.

I don’t like these statements about myself. Let’s try a reframe:

I stopped trying to do that.

Ah, this sounds better, much better. I don’t transform complex algorithms into working C code any longer because I stopped trying to do that.

There are several ways that this “stopped trying” manifests itself in my life. This first interpretation is that I grew frustrated with writing code and so I stopped the frustration by stopping the effort. I couldn’t do it; I hated the failure, so I stopped trying. There is something from my childhood that causes me to hate this interpretation. I don’t fail; I certainly don’t quit because I am failing. Instead, I push even harder until I succeed. Stopping trying is a terrible thing.

Then there is another interpretation, and I like this second interpretation much more. It is that I stopped trying because I decided to do something else. This is true for me as I decided to spend my spare time writing in English about subjects of interest instead of writing in C. I switched to talking to people instead of talking to a computer (compile actually).

There are times when I decide to go back to writing code for a computer. I spent many hours doing that last spring as I worked on my son’s computer science homework assignments. I found that great fun to go into a new language (Python), a new development system, a new way of thinking about problems, a new way of making a user interface, a new…well, I hope you have the picture. It was all new, exciting, and yet a return to what I used to do but had stopped trying to do … for a while.

I guess that is another benefit of this reframe. I can change the reframe to:

I stopped trying to do that, but I can go back to trying to do that if I wish.

I like the sound of that.

by Dwayne Phillips

I have worked with many difficult people. Or is it that I have had difficulty working with many different people? The difference is that have used different words. I have reframed the situation. Reframing is a powerful tool when working with difficult people and in difficult situations.

About a year ago, I was looking for a job. One of the companies that interviewed me was quite candid in stating, “The customer that you will work with every day is a difficult person.”

I didn’t pursue that job. I have worked with many “difficult people” through the years. I won’t go into the details. A thread that was common for most of these work situation is that I would say, “So-and-so is difficult to work with.”

Notice my oft-stated words: the problem is with So-and-so. They are difficult. They are the source of the problems. Me? Little old me? Well, I’m an innocent bystander thrust into the lion’s den of working with that difficult person. What could I possibly do?

One thing I could do is reframe the situation, i.e. change the way I describe the situation, change my words, and change the attitude that chooses the words. Instead of

So-and-so is difficult to work with.

I could say

I have difficulty working with So-and-so.

The subject of the reframe is me. I have difficulty; I could do something, and I have hope and I have choice. Some of my choices are:

• I could quit my job so I wouldn’t have to work with So-and-so
• I could talk to So-and-so about the situation to learn if So-and-so sees me the same way
• I could “tough it out” and learn to live with the situation
• I could bang my head on the wall every morning so that I would be numb to the pain of working with So-and-so
• I could decide to learn all sorts of coping mechanisms every day
• I could decide to learn all sorts of ways to enjoy my day
• The list goes on

All these choices come about because I have changed the words I use to describe the situation. Reframing is like that; it changes the situation.

Facing something or someone difficult? Try reframing. Just change the words you use.

by Dwayne Phillips

Exotic locations inspire writers to great writing. Well, sometimes that happens. What I find more important than location is attitude.

A few years ago my wife and I went on a short cruise in the Gulf of Mexico. It was great fun. Such an exotic experience. Who could not help but be inspired by such a location? Then I noticed a few members of the “ship’s crew.” They swept the floors and collected the dirty dishes. They didn’t look too inspired.

The last couple of years, I walked 1,100 miles from my home in Northern Virginia to New Orleans. I saw miles of wonderful landscapes and charming small towns. There was inspiration everywhere. Yet, there were those same people that I saw on the cruise ship. They cut grass and gathered the garbage. They lived in these exotic locations, but they didn’t look too inspired.

Location can spur inspiration, but location doesn’t guarantee it. In the two exotic locations I mentioned above, some people were inspired but other people felt imprisoned. Maybe there is something to inspiration other than location.

I find that attitude is as important as location. I find that attitude is almost always more important than inspiration. There were moments on the cruise ship and days on the walk when I was the farthest from inspiration that I could be. Boredom and fatigue were all I had. Then a few moments or hours later I was inspired. Same location, same situation, but a different attitude.

Location isn’t magic. It can be fun; it can be many positive things, but it isn’t magic. Attitude is more than magic. It is the root of inspiration - at least for me.

by Dwayne Phillips

There are problems and there are methods of solving them. Given these two items, there are four cases that can define projects. Let’s consider the cases and how to avoid the more painful ones.

In some of my books I have written about projects that went astray, i.e. they were disasters with money and time wasted and no useful products. I have also written about projects that went just as planned, but no one used the product.

This all seems to do with the problem we choose and how we attempt to solution the problem. We have two variables and at least four cases.

• Case 0: Wrong problem, solved incorrectly
• Case 1: Wrong problem, solved correctly
• Case 2: Right problem, solved incorrectly
• Case 3: Right problem, solved correctly

Now that we have the list out of the way, let’s describe each case. Time and space won’t permit a deep discussion this morning, but let’s start.

Case 0: Wrong problem, solved incorrectly

This is the worst of everything. We spend a lot of resources and produce nothing. Even if we had produced something, no one would have used it because no one wanted it. Why such waste? Who knows?

Case 1: Wrong problem, solved correctly

This is a frustrating case that has visited my life several times. Someone tells me what to build. I enlist the help of many others, we do everything right (I am pretty good at this), and hand the product to the sponsor. The product goes right to the shelf and collects dust. No one wanted it. We had done a fine job of solving the wrong problem.

Case 2: Right problem, solved incorrectly

This occurs often. We all agree on what we need, so we attempt to build it, but fail. It isn’t easy to build systems even when everyone agrees on what we need. For example, we need a car that runs on renewable energy, costs little, and does no harm. We just aren’t sure how to go about building that.

Case 3: Right problem, solved correctly

I fear that this case is the least occurring. I don’t have data on that and I suspect that I never will have the data as people don’t want to report candidly as they, er I mean we all, would look bad. Anyways, this is the success story. This is the Apple iPod, this is the cell phone, and this is the automobile. There was a need, a good product emerged, and people have used the product.

Conclusion?

This all means something, but what? First, before attempting to solve a problem, do everything you can to ensure that it is the right problem.

Walk around the building asking, “Who is dying to have this?”

If few or no people answer, “Me! Me! Me!” then you have the wrong problem. Run, don’t walk, away from it.

If a large group of people want the solution to the problem, call me. I do know a few things about solving problems correctly. And, by the way, there are a lot of other people in addition to me who also know about solving problems correctly.

by Dwayne Phillips

Systems builders should concentrate on one thing - improving the work of the people who will use the system.

Sometimes we lose sight of what we are doing. We build systems. Why? Well, to make money for our employer. We hope the system makes money for the organization that uses it. This is about business, right?

And then sometimes a non-profit group builds a system for another non-profit group. Money isn’t a factor. Value of some sort is the driving factor. We build the system hoping to bring value to us. That value can be satisfaction or education. The non-profit who uses the system hopes to gain value that is important to them.

Okay, we have money, value, or both. What else?

On the fateful day of Tuesday September 11, 2001 I was in a motel outside of Chicago taking a course on requirements from James Robertson. He and he wife Suzanne have written several edition of their excellent book on requirements. The Robertsons both work for the Atlantic Systems Guild.

Robertson speaks of finding the requirements and building systems in terms of improving the work. “The work” is what people do in any chosen endeavor. There are as many reasons for the work as their are people - well, maybe the number of people squared or cubed or something. The work, however, is the center of their endeavor.

Find the work. Find what people are doing. Try to understand their motivation. Try to understand what eats their time and slows them in their endeavors. Build a system to improve the work.

The short post doesn’t do justice to the work of the Robertsons. I recommend their book and their classes.

by Dwayne Phillips

Estimating budgets months and years into the future is difficult. I have yet to meet anyone who does it well enough to risk large amounts of anything valuable. The Excel spreadsheet calculates well enough, but it can provide a false sense of precision. Instead, I use a slide rule. The difficulty of using it and the precision it provides keeps me humble.

Some people in my office were estimating budgets this week. They were doing their best to predict the future. This isn’t easy, but I believe it is necessary to attempt. Planning (predicting the future) helps us once we arrive in the future.

When people work with numbers in today’s business, we use a spreadsheet. Excel, from Microsoft, is what the vast majority of people use. Excel works as well as any other spreadsheet. A calculator would also work, but then you have to type the numbers several times to put them in a computer report and all that punching of numbers is error-prone.

What I don’t like about Excel and budget estimation is the false sense of precision we have. We can type in some numbers, enter a formula, and there we have it - we need 33.333333 man hours of engineer time and $4,327.188762 on May 13 of 2011.

Now I am overcome by the silliness. All these decimal points. All this precision (I emphasize “precision” and not “accuracy.”) Do we really know what we are doing? Are we betting the future employment of people on the 9th significant digit?

When estimating budgets, I use a slide rule. I bought a pocket model about ten years ago and I keep it on my desk. I emphasize the pocket model as it is small and I strain to see the little lines even with reading glasses. This reduces my precision in calculations. If you aren’t familiar with a slide rule, see the Wikipedia page for an introduction. A slide rule is a calculating device that provides about three decimal places in every calculation. So, for the above example, I would estimate that we need about 33 man hours of engineer time and $4,300 in mid-May of 2011. If I were being candid, I would further reduce the precision to 30 man hours and $4K in the Spring of 2011.

Predicting the future isn’t easy. Convincing myself that I can predict the future with great precision won’t help me. The false precision will probably bolster my confidence beyond all reasonable measure. I don’t think that will help me either. I suppose it is possible to program Excel to throw out the extra decimal places and show answers that are as precise as is reasonable. I, however, prefer to use the slide rule. There is something about it that brings humility to the calculating task.

by Dwayne Phillips

Written rules and regulations restrict us. They also allow us to forget about some hazards and concentrate freely on the problem at hand. Restrictions can permit freedom. The trick is to learn where the areas of freedom exist and how to use them.

A colleague was contrasting the type of people who are sticklers to written rules and those who like to take things as they come and go their own way. One example he stated was, “Some of us get on the freeway and drive like there are no written rules.”

My reply was, “If there are no written rules, you wouldn’t have a freeway.”

Written rules, standards, specifications, and all those dotted Eyes and crossed Tees help us to build roadways that are affordable. Once the roadway is in place, almost anyone can drive a vehicle on it at 70 miles per hour and go almost anywhere they wish.

Once on the roadway, there are lines of various color, shape, and size as well as signs along the roadway. There are also written rules restricting what you can do with your vehicle. What is the deal with that? Why can’t responsible adults be trusted to put the pedal to the metal and drive? I mean, if there are no problems then there are no problems.

Once again, without the lines and signs and written restrictions, driving would be difficult for most of us. The restrictions greatly reduce the chance that someone will pass on the right (in the U.S.), greatly reduce the chance that cars will come at you from a perpendicular in an intersection, and so on. I don’t have to concentrate on those problems. The hazards are reduced so I can concentrate on a few manageable items.

I have lived and driven in Africa and other places where the lines on the road are treated as nothing more than spilled paint. The “freedom” from written restrictions meant that it often took an hour to travel a couple of miles.

Fine, we get it. Restrictions in some cases provide the liberty to reach some place or goal. We understand the example of roads and traffic, but we work in something else, something far more complex than just commuting to work.

I agree. I too work in an area that is more complex. Well, I like to think that it is more complex, but what could be more complex than having a million people go from their homes to their places of work safely in a period of a few hours? Well, when you put it like that, maybe this traffic example with its restrictions and resulting freedom is a pretty accurate.

I worked for the Federal government for over 25 years. I know written restrictions and how they can crush people and their efforts to do good things for the taxpayers. There are much tougher than traffic. Nevertheless, even in a government bureaucracy, there are examples of of written restrictions permitting freedom of action leading to good results.

Yes, there is a balance somewhere. There is a point where the written restrictions are just enough and any more restrictions would be far too many. That point varies greatly by situation. I have seen that point vary by individuals who are in the same situation. For example, as I grew in government experience, I learned how to use the restrictions to gain more freedom for my actions.

What to do? If you feel overly restricted, talk to a senior to learn how to experience more freedom under the circumstances. If you feel that you have plenty of freedom, look about for others who feel constricted and share what you know with them. I doubt anyone will increase the speed limit to 80 mph or 90 mph anytime soon. Learn to be free in the current restriction.

by Dwayne Phillips

In a common usage, the word “but” erases all that has been said previously. This is a writing nicety. It is also a bad way to confuse conversation in the workplace.

You have a lot of enthusiasm, but you need to check with me on things like this.

Quick, without looking back, what did the above say about the person first? It is difficult to remember. Let’s run through it again in pieces:

You have a lot of enthusiasm,

but

you need to check with me on this.

This is a common use of the word “but.” The closest meaning to the use of “but” here is “on the contrary.” Another way to say the above is:

Contrary to or regardless of your enthusiasm, you have to check with me on this.

The person’s enthusiasm is erased, gone, doesn’t matter here. What matters is that the person checks with ME on this.

This post is mostly about writing and using the word “but.” But, it is also about speaking to people in work and other situations that matter. From the above example, the message is clear:

You need to check with me on things like this.

Since that is the message, let’s state it clear and simple. We could have said:

We both like ice cream, but…

It is a nice day, but…

Roses are red, violets are blue, but…

Forget the first part. It only confuses the other person and dilutes the conversation. Get to the point.

—

Footnote: a better way to say this message is:

I want you to check with me on things like this.

That statement expresses my desires about the situation instead of declaring a rule that YOU MUST follow.

by Dwayne Phillips

A technique that I use in writing and editing concentrates on the paragraph. It works for me. As with all writing tips, I suggest you try it. If it work, use it. If it doesn’t, move on.

Thirty years ago, Chris Bachman took the time to converse with a 21-year-old kid from Louisiana just of out college. We were discussing writing - something he had done successfully publishing several books and something I wanted to do.

I write in paragraphs. I sharpen a handful of pencils and set them on the table next to a fresh yellow legal pad. I write one paragraph on a piece of paper and go to the next piece of paper. I end up with a pile of paragraphs that I can rearrange easily. Paragraphs. One thought per paragraph.

I never followed Chris’ advice per the yellow legal pad and handful of sharp pencils as the  word processors arrived soon thereafter. The paragraph idea, however, stuck with me.

One thought per paragraph.

I make a loose outline or mind map for what I intend to write. I take each thought and write a paragraph around it. It all sounds simple and works most of the time.

The concept also drives my editing or rewriting phase of writing. I reformat my draft on a word processor. I change the left margin to 0.3″ and the right margin to 3.0″. I ensure there is a sizable space between paragraphs. This provides space to write to the right of each paragraph.

I read each paragraph and ask myself, “What does this say?” I write the answer to the right. If I cannot find one, single topic for the paragraph, I write a big question mark to the right.

I then read the topics in sequence. Does the writing flow from paragraph to paragraph? If not, I move the paragraphs about until the thoughts flow as I want.

A short, casual conversation made all the difference for all these years. Chris Bachman died a couple years after the conversation. My first son carries his name.

by Dwayne Phillips

Life is full of bad experiences. There is always something that can be learned in each experience. The bad experience is a form of tuition. The learning is a form of education. Nothing guarantees we get the education with the tuition. The education, however, is there for our choosing.

College is pretty simple: you pay the tuition and get an education. Well, maybe it is simple in in principle, but I don’t know how often it really happens. The favorite saying of one professor I knew was

Education is the one thing people are willing to pay for and not get.

He would tell us that in class and when someone disagreed, the professor would reply, “if I said class dismissed now, half an hour early, how many of you would protest with, ‘No, I paid for a full hour of your time and I want it.’” Case closed.

Life is not as simple as college was (if anyone out there reading this is in college now, sorry to disappoint you). Tuition is not usually paid in money; it is paid in pain, frustration, angst, and several other not-so-much-fun words. Education is what is available for learning. Sometimes it isn’t easy to find. Sometimes the pain of the tuition blocks the learning that is available.

For example, the week before Christmas, we spent the night in a gas station parking lot in a snowstorm. All went well as we reached our destination safely. The delays, worries, and fatigue were the tuition.

Education? Did I learn anything? Yes. Never hit the road in the snow without a full tank of gas. Bring a snow shovel with you. Have your cell phone charger with you (the one that works in the car). Bring food and drink with you. Big education (the things that I didn’t do): leave at a better time to to avoid the snow and make several motel reservations along the route in case you need them.

Another example: saying something in jest that got me in trouble. I won’t cite the specifics of any of the cases, but this has happened to me at least a dozen times. The trouble was the tuition. The education? Watch out when you have the urge to say something that you think is funny. I finally absorbed the education about the 10th or 11th time I paid the tuition.

A computer programming example: making a backup of source code before changing it. The tuition? Finding myself with changed software that didn’t do anything and not being able to return to a working version. Wow, that was painful. The education? Always make a copy of the working software so you can go back to it. The first several times I paid this tuition, I didn’t get the education. The education finally stuck.

Something hurts? Something embarrassing? Feel a burning sensation? That is the tuition. There is an education out there somewhere. Try to see through the pain, find the education, and get it.