"'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.
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.
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.
I have seen that most analysts typically mix and match techniques, often subconsciously, based on their innate thinking traits, topics at hand, and team dynamics, and as a result, tend to ignore formal SATs all together.
Rather than teaching SATs in detail, I have found improving TLA is best accomplished by forcing analysts to think about how they think by making them confront situations where their own biases clearly impact their analysis. The following example exercises might seem silly, but we have had more success utilizing fun activities rather than formal lecture to improve TLA.
Example Lesson #1
The first exercise we use for making students think about thinking is asking them to "Name a sugary dairy product that can be found in the freezer."
The answer we almost always get is “ice-cream.”
We then ask them why they didn’t pick “Kulfi,” a South Asian dessert similar to ice cream, yet apparently (I’ve never tried it) denser and creamier.
We go on to explain to them that they have their own set of innate biases, and how they subconsciously added additional pieces of information that were undefined. For example, their analysis was likely impacted by ice-cream being (by far) the most popular frozen dairy product in the U.S.
Example Lesson #2
We have student conduct a fun scenario exercise of a situation many have experienced before:
John wants to ask his friend Sue out on a date. Sue doesn’t want to go on a date with John, but doesn’t want to hurt his feelings.
John wants to ask his friend Sue out on a date. Sue doesn’t want to go on a date with John, but doesn’t want to hurt his feelings.
The students are split into two teams (Team John and Team Sue) and they are not told the other team’s objective. One of the teams goes into another room and the two teams communicate only via texting. The results are highly amusing…
John: Hey Sue, do you want to go out Friday night?
Sue: Hey John, sorry I can’t. I’m going home to visit my folks this weekend.
John: That’s okay. How about next Friday?
Sue: Sorry John! I have to wake up early next Friday for my flower arrangement club on Saturday.
John: Oh, well do you have any nights coming up that work for you?
Sue: Er… Sorry John, I have Mano.
John: …
We have students discuss why they text each line like they did, as well as explain how human intelligence is involved: How direct and what is the tone of conversation? How persuasive is John? Would John asking Sue out be acceptable in every culture?
I’ve seen significant cultural references with things getting a little TOO risqué for class such as John asking Sue to “Netflix and Chill.” I suggest being careful looking that one up on a work computer.
I’ve seen significant cultural references with things getting a little TOO risqué for class such as John asking Sue to “Netflix and Chill.” I suggest being careful looking that one up on a work computer.
There are also elements of denial and deception as well as an arms race - they are trying to out maneuver each other to achieve opposing objectives. If we happen to have a lot of students (or feeling vindictive), we mix it up with a juicy love triangle… pure awesome sauce =].
Example Lesson #3
An alternative exercise we've had success with is blindfolding students and handing them different everyday items. They must identify each item by its characteristics (indicators) such as shape, weight, texture, etc. We typically throw in some tough ones, like a chess piece, or perhaps a food item such as a sugar cube. As they work, have students explain in real time what indicators they are using, and how they came to each conclusion.
[1] To learn more about SATs, I suggest Structured Analytic Techniques for Intelligence Analysis by Richards Heuer and Randolph Pherson. While I believe it discusses TOO many techniques, with TOO little depth, it does act as a good basic encyclopedia for overviews of different SAT methodologies.
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