"Context"... Like an Analyst?

I've been trying to think of a synonym for "Context" that still follows the nifty "Like an Analyst" theme. Using "Context" Like an Analyst simply doesn't make sense. Hmmm.... if you have any ideas, let me know. I think I need a verb.

Anyways, what does "context" mean? My favorite definition comes from the Merriam-Webster's dictionary:

Context: "The interrelated conditions in which something exists or occurs"

"Context" within the context (lol) of analysis can be summed up with the classic, yet to-vague-to-be-helpful saying: "see beyond the tree and into the forest." That is, understanding the broader strategic implications more localized analyses/data may influence or be influenced by. Context is particularly important for synthesizing the "why" when conducting analysis.

“Speak" like an Analyst - Part 2: Presenting

Our analyst training program splits the skill “Speak" like an Analysis (SLA) into two themes: Collaboration and Presentation

          1) Verbally collaborating with other analysts to produce products

          2) Presenting finished products to customers

This specific post focuses on Presentation:

Some analysts just have that natural charm and infectious enthusiasm that make them natural presenters. Fortunately for the rest of us, good presentations and oral briefings are easier to learn from an instructor than writing. In the finest tradition of working at a university, I’m much better at critiquing presentations given by student than giving one myself.

We first cover the basics: Watch your “ums,” plant your feet on the ground if you have a tendency to fidget, and whatever you do, don’t making something up - it’s likely to bite you in the bum at some point. If the audience asks a question you don't know the answer to, say something along the lines of "That is a great question, but I don't know the answer. I will definitely get back to you on that."

“Speak" like an Analyst - Part 1: Collaboration

Our analyst training program splits the skill “Speak" like an Analysis (SLA) into two themes: Collaboration and Presentation

       1) Verbally collaborating with other analysts to produce products

       2) Presenting finished products to customers

This specific post focuses on Collaboration:

Managers love the word "Collaboration." It is considered vitally important by much of the workforce, yet is hard to define. Therefore, saying one will increase collaboration is a safe promise any manager or analyst can make with little accountability. For example, if a manager were to promise they would expand their production capacity by 50% with additional funding, they are on the hook to meet that goal. If the manager were to promise they would increase collaboration by 50%, how does one argue they didn’t? 

"Write" Like an Analyst

As a disclaimer: I fully understand the irony of me talking about "Write" like an Analyst (WLA). This blog is an almost perfect example of what not to do - fluffy, tangents, opinions, personal pronouns, passive sentence, etc.

Our analyst training program focuses on science, technology, engineering, mathematics (STEM) students. As such, writing tends to not be an integral part of students' formal university education. It's a real shame since so many (if not most) technical jobs have a significant writing component. Analysts in particular tend to spend a lot of time writing briefs and reports.

WLA can be challenging, even for students in liberal arts majors with lots of writing experience, because it is very different style from what students are introduced to in English 101. When teaching WLA, we stress: Concise, Clear, and Professional.

"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?”