"Read" Like an Analyst

One of the first things I explain to new student analysts is that “Read" Like an Analyst (RLA) is very different than reading a novel on a lazy Sunday afternoon.

In technical analysis, metadata is critical – data that describes other data. We explain to students that understanding the biases and purpose of the writers of a product is essentially non-technical oriented metadata. Therefore, whenever we assign student analysts articles to read as part of RLA training, we challenge them to consciously consider not just what is written, but on who, where, when, etc., as well as consider what other cultural norms and contexts may add value to their understanding.

The most important questions we challenge students to always ask is: "Why did the author write said piece, and what does the author want the reader to take away from it?"

There is not much more to share on RLA. Once students are told what to look for, it just takes practice and constant vigilance to not take things at face value.

"'Think" Like an Analyst

"'Think" Like an Analyst (TLA) is probably the hardest to define Core Skill on our list. It includes concepts such as critical thinking, understanding one’s own limitations and biases, and analysis methodologies. TLA is annoyingly vague, illusive, and abstract, and as a result, we’ve frustratingly redefined this skill multiple times over the years. However, it is critical as it forms the foundation for all other Core Skills. It is often what separates the good analyst from the great.

Unfortunately, it is also one of the hardest to teach.

Many analyst training programs approach TLA by teaching structured analysis techniques (SAT) as part of alternative analysis training. While I won't go into detail on specific techniques, SATs are essentially formal reasoning methodologies that are designed to improve analysis. [1]

SAT proponents argue utilizing formal reasoning techniques is beneficial because they force analysts to see problem statements through different lens, help analysts realize their own biases, and perhaps most importantly (in my opinion), forces them to spend additional time considering counter-arguments.

SAT opponents argue that, depending on the technique, the process can be time consuming. In addition, analysts are an independent lot and may not appreciate nor work well when pigeon holed into using certain methods. Perhaps most controversial, too much structure can sideline creativity and intuition – for better or worse. 

Core Skills Every Analyst Needs

The most interesting project at my job I am currently involved with is developing and executing an analyst training program that prepares science, technology, engineering, mathematics (STEM) university students for analysis oriented careers.  Unusual for most training programs, we had few concrete objectives beyond training analysts.

We made a conscious decision early on to not specialize in any particular field or discipline. Instead, we are more interested in helping students develop a set of cross-disciplinary skills that are transferable to whatever employment they decide to pursue.

Our first step to develop curriculum was asking the fundamental question: “What does an organization look for in a new analyst?”

What the Heck is an Analyst?

I am one of the thousands of analysts that have choked on a date when asked what I do for a living. From my experience, analysts tend to stumble through a vague answer, eventually lamely ending it with some form of “I can’t talk about it.” It’s easy answer, and makes one look sexily mysterious. I, on the other hand, think this is often an excuse to cover up the truth – it’s frustratingly hard to define what an analyst actually does.

Sure you can give individual examples: “I figure out how radar systems work” or “I track counterfeit money.” However, what about analysis as a generic terms?

“I analyze things for a living.”

Not particularly helpful. It’s much easier to understand, for example, what a heart surgeon does:

“I perform heart surgeries for a living.”

The difficultly in defining what an analyst does is a key reason why it’s so hard to teach. What do you look for in a new analyst? Smart? Well versed on specific topics? Novel ideas? Creative? A good writer? Language or technical skills?

Critical skills for analysts are as broad as they are vague.