Cense

Innovation to Impact

Camera Work and Cultural Probes

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Gathering insights about how people live, work, socialize and experience their world is one of the principal challenges facing innovators, design researchers or those looking to do design-driven evaluation. It’s easy to forget that most of us have access to a powerful tool for data gathering on our phone or in the body of a camera.

Camera work can be a great means for capturing social life and patterns. Whether it is through using a process like Photovoice or using it as part of an array of data gathering tools, cameras are often forgotten when we think about how to learn from our users. Let’s look at one way we can use cameras to support understanding our users’ context better: The cultural probe.

The Probe

A camera (or phone camera), notebook, and instructions are all that’s needed for your prospective users to turn their lives into an anthropological adventure. This method is user-focused and meant to involve your prospective users taking pictures and notes and thoughts about what they are recording. The instructions are tied mostly to the basics of photography (e.g., consideration of light, framing, and ethics of taking pictures of others, in certain settings, etc.).

Instructions can also focus participants’ attention on specific things. For example, you may wish to have your participants focus on a topic, setting, context, interaction, or situation — anything you want to learn more about. Keeping it too general is often not a good idea and can be anxiety- or confusion-provoking in your participants. If they are too specific, you might lose some of the creative possibilities.

The probe part of this method is the ‘thing’ you want your participants to focus on. The cultural part comes from what context, framing, explanation, or interpretation participants (and others) bring to the photos.

Interpretation & Expression

What makes the cultural probe method useful is that it allows for a guided activity that has a standard format while producing artifacts — pictures — that delve into the uniqueness of your users’ lives.

What participants choose to take pictures of can be instructive. It provides an opportunity to discuss why something was included and why other things might not be.

What context the photos were taken is also helpful as it indicates priorities, habits, situations, or choices that the participant makes.

Photographs provide a means to ask questions about what is in the pictures, how things are framed, and what kind of reflections are made by participants from the photos.

This method can also be used in group settings where people agree ahead of time (with the right to withdraw agreement, of course) to share some of the photos they take. It can be useful in times of conflict or ambiguity when participants themselves aren’t sure what is going on and collective sensemaking is needed.

The camera is a powerful tool. Its insights can help us design services and products better, create and learn more from people, and provide a means of qualitative evaluation data, too.

We love this method. If you want help using cameras as a storytelling, design, or evaluation tool contact us and we can help you along.

After-Action Review: Learning Together Through Complexity

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Complexity science is the study of how systems behave when under conditions of high dynamism (change) and instability due to the number, sequencing, and organization of actors, relationships, and outcomes. Complex systems pose difficulty drawing clear lessons because the relationship between causes and consequences are rarely straightforward. To illustrate, consider how having one child provides only loose guidance on how to parent a second, third or fourth child: there’s no template.

An After-Action Review is one such way to learn from actions you take in a complex system to help shape what you do in the future and provide guidance on what steps should be taken next.

The After-Action Review (AAR) is a method of sensemaking and supporting organizational learning through shared narratives and group reflection once an action has been taken on a specific project aimed at producing a particular outcome — regardless of what happened. The method has been widely used in the US Military and has since been applied to many sectors. Too often our retrospective reviews happen only when things fail, but through examining any outcome we can better learn what works, when, how, and when our efforts produce certain outcomes.

Here’s what it is and how to use it.

Learning Together

An AAR is a social process aimed at illuminating causal connections between actions and outcomes. It is not about developing best practice, rather it is to create a shared narrative of a process from many different perspectives. It recognizes that we may engage in a shared event, but our experience and perceptions of that event might be different and within these differences lie the foundation for learning.

To do this well, you will need to have a facilitator and a note-taker. This also must be done in an environment that allows individuals to speak freely, frankly, and without any fear of negative reprisals — which is a culture that must be cultivated early and ahead of time. The aim isn’t to point blame, but to learn. The facilitator can be within the team or outside the team. The US Military has a process where the teams undertake their own self-facilitated AAR’s.

To begin, gather those individuals directly involved in a project together in close proximity to the ‘end’ (e.g., launch, delivery of the product, etc..). As a group, reflect on the following three question sets:

  1. The Objectives & Outcomes:
    • What was supposed to happen?
    • What actually happened?
    • Practice Notes: Notice whether there were discrepancies between perceptions of the objective in the first place and where there are differences in what people pay attention to, what value they ascribe to that activity (see below), and how events were sequenced.
  2. Positive, Negative, and Neutral Events:
    • What created benefit / what ‘worked’ ?
    • What created problems / what ‘didn’t ‘work’?
    • Practice notes: The reason for putting ‘work’ in quotes is that there may not be a clear line between the activities and outcomes or a pre-determined sense of what is expected and to what degree, particularly with innovations where there isn’t a best practice or benchmark. Note how people may differ on their view of what a success or failure might be.
  3. Future Steps:
    • What might we do next time?
    • Practice notes: This is where a good note-taker is helpful as it allows you to record what happens in the discussion and recommendations. The process should end with a commitment to bringing these lessons together to inform strategic actions going forward next time something similar is undertaken.

Implementing the Method

Building AAR’s into your organization will help foster a culture of learning if done with care, respect and a commitment to non-judgemental hearing and accepting of what is discussed in these gatherings.

The length of an AAR can be anywhere from a half-hour to a full-day (or more) depending on the topic, context, and scale of the project.

An AAR is something that is to be done without a preconceived assessment of what the outcome of the event is. This means suspending the judgement about whether the outcome was a ‘success’ or ‘failure’ until after the AAR is completed. What often happens is successes and ‘wins’ are found in even the most difficult situations while areas of improvement or threats can be uncovered even when everything appeared to work (see the NASA case studies with the Challenger and Columbia space shuttle disasters).

Implementing an AAR every time your team does something significant as part of its operations can help you create a culture of learning and trust in your organization and draw out far more value from your innovation if you implement this regularly.

If your team is looking to improve its learning and create more value from your innovation investments, contact us and we can support you in building AAR’s into your organization and learn more from complexity.

The Amazing Spidergram

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Illustrating action points within a complex system challenges evaluation users. Time to call on your friendly neighbourhood spidergram for help.

Visualizing complex systems is a challenge within strategy, foresight, and evaluation because each component of the system is interconnected with others. Influence on one of these is likely to influence others.

From an action standpoint, it’s easier to focus on one or two small parts of the system than tackle the entire system all at once. How do we reconcile this and provide a means to see the parts of the system without being reductionistic and neglecting the relationship with the whole?

One answer is: look to the spiderweb.

A spiderweb is a good entry-level metaphor for helping people see places they can take action within a system by creating distinctions between the parts (nodes, intersections) and the whole (branches, webs). There are two related, but different spiderweb models worth noting.

Spider Diagrams / Mindmaps

Spider diagrams (or spidergrams or mindmaps) are ways to connect ideas together through the branch-and-thread model akin to a spider’s web (hence the name). These are often called mindmaps and have been shown to facilitate learning about complex topics.

They enable the development of relationships between ideas and possible causal or associative pathways between ideas, concepts, or other data- or evidence-informed concepts. They also enable us to cluster related concepts together to identify sub-systems that may be more amenable to our intervention within the larger whole.

Spidergrams / Radar Diagrams

The other spider-related metaphor that is available to innovators and evaluators is the spidergram, sometimes called a Radar Chart or Spider Chart. These allow for the display of data collected along a scale presented alongside others that use a similar proportioned scale.

This hub-and-spoke model of data allows users to see a variety of performance indicators presented along a similar set of axes related to a common goal.

What this allows for is a view of performance across a variety of metrics simultaneously and can recognize how we make progress on one area often at the expense of another. Strategically, it can enable an organization to balance its actions and foci across a variety of key indicators at the same time.

This can be used with quantitative data such as the financial data above or social data, too.

Spidergrams/charts can also overlay data within the same domain (see example) providing even more depth into recurring or separated data points within the same topic or subsystem.

The web of engagement

What makes these tools powerful is that they display a lot of data at the same time in a manner that can facilitate engagement with a group of people tasked with making decisions. Visualizing data or systems brings the benefit of literally getting people’s focus on the same page.

People around a table can then literally point to the areas they are interested in, concerned with, do not understand, or wish to explore assumptions about.

Complex systems introduce a lot of data and a lot of confusion. Sensemaking through the use of visuals and the discussion that they encourage is one of the ways to reduce confusion and get more from your data to make better decisions.

If you’re stuck in the web of data and complexity, call on your friendly neighbourhood spidergram.

Want to learn more about how this can assist your innovation efforts? Contact us and we’ll gladly swing over and help (without the costume).

Photo by Jean-Philippe Delberghe on Unsplash. Spidergram by

Seeing Innovation Differently: The Role of Evaluation

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See what you do through new eyes

We begin a series called the Innovators Secret Advantage by starting with a simple, but powerful premise: perspective is everything. 

This is based on a phrase that we use as our guide at Cense: 

“The real voyage of discovery consists not in seeking new landscapes, but in having new eyes.”

Marcel Proust

Evaluation is most commonly seen as a means to assess the merit, worth, and significance of a program, service, or product. Evaluation can focus on implementations and learning, how a program works, outcomes and outputs, or some combination of these things. This is how most see evaluation. 

However, for innovators — those looking to develop and apply something new into a situation — evaluation offers so much more when approached as a tool for innovation. This is less about the method and much more about how we treat the methods. This is where we need our new eyes. 

Evaluation = Feedback

What evaluation offers to innovators is feedback, which plays a central role in complex systems. These are the kind of systems that most human services exist to various degrees. Complexity creates conditions for innovators where it’s difficult to know what is happening with a high degree of certainty. Feedback allows innovators to ‘take the temperature’ of what they are ‘cooking up’ to see if they need to make changes. These changes might look like doing more of something, adding things, or perhaps removing something. It’s very much like making a soup. 

Evaluation is the means of obtaining feedback and doing it systematically. It allows innovators to avoid bias, mis-perceptions in the data, and overcome blind spots that get created. Innovators are focusing on their product, service, or program itself, but with a slight shift in perception toward feedback systems, and they can gain much more in the way they approach their work.  

Evaluation is the means of providing fuel for innovation, particularly as an idea moves from concept to prototype. Data, systematically collected and focused, along with the analysis and sensemaking that comes with it, plays a vital role in determining how ready an innovation is for deployment or how appropriate it is for scaling upward or outward. 

Seeing With New Eyes

Seeing with new eyes begins by asking some questions. The first three questions foster evaluative thinking, not just new ways of seeing: 

  • What is going? 
  • What is new?
  • What does it mean?

The next question is: What are you hiring innovation to do for you? The answers to these questions are what can inspire that new way to see the work being done. 

The final set of questions to give you those new eyes come from mindful reflection. Organizational mindfulness is not some new age meditation technique, but a scientifically-supported approach to paying attention across the organization to learn what is being done and how it connects with purpose and values. 

Engaging these questions will set the stage for using evaluation as a means to help innovations fulfill their true promise. In the weeks ahead, we’ll look at how this is done and what your new eyes can be trained to look at. 

Living History for Developmental Evaluation

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Developmental Evaluation (DE) is an approach to supporting the evolution and development of an innovation. This means not only helping guide where an innovation is going but understanding where it is now and where it has been. Just like human development, an innovation is as much a product of its past as it is the present decisions and that past can help inform the strategy for moving forward. But how do we properly account for the past and present context in understanding what comes next? This is where The Living History method comes in.

The Living History method comprises a set of data collection, sensemaking, and design strategies that come together to reflect on how a project comes into being, develops a focus, and evolves up to the present context. It helps provide the ‘backstory’ to the present situation and provides a means of developing a baseline – another key part of a DE.

Why does knowing this matter? Taking a Living History of a program helps surface the path dependencies of a program or innovation. Path dependencies can include those habits of mind that form, patterns of behaviour, and general routines that can develop within a complex environment and consciously or unconsciously shape the context in which decisions are made. By understanding what these patterns are, we can better prepare to address them as the program unfolds.

It’s helpful to the biases and mental models that we hold in guiding our decisions to better account for them both when things work well, but also to help understand how things didn’t work out.

To borrow from the image above: the Living History method helps you use the data collected from preparing the climb, starting up to base camp, and setting the groundwork (the trials, failures, and victories) to initiate the climb as well as the data from the actual ascent to the summit.

Introducing the method

The Living History method is something we developed to ‘backfill’ much of the information that is necessary to understand the present context of a program. Many evaluators do this kind of work with informational interviews, document reviews, and site visits, however, the means in which this data is collated and made sense of isn’t always systematic, nor is it done in a manner that recognizes complexity (which is the space in which DE is meant to be employed).

A Living History involves building that historical narrative that has been constructed by program developers (founders, staff, stakeholders, etc..) and the activities that contribute to this narrative. It draws together these ‘stories’ from the data into an understanding of the present. This present space is where the existing narrative and current construction of the program (‘what is happening now?‘) comes together. It’s also space where strategy is developed and initiated to shape what is to come (‘where are we going and how are we going to get there?‘).

Below is an image that demonstrates this process.

Taking a Living History

A Living History can encompass many different data gathering techniques. Four of the most useful are:

  1. Document review. A thorough review of foundational documents that might include things like the initial application(s) for funding, ‘pitch decks’ used to generate funds or interest, program and policy manuals, staff reviews, board meeting minutes, evaluations, and annual reports (to boards, funders, stakeholders, etc.). Some programs may have an early program logic model or Theory of Change that can be examined. These can give insight into the planning structure, theories, and reasons for establishing the program.
  2. Interviews. Connecting with the program founders, board members (past and present), investors (and funders), as well as leaders involved in the initiative is critical. Having conversations with these people will help surface both explicit and tacit knowledge held by those that helped shape the program. These interviews can be critical in understanding the logic, political context, and social dynamics that underpin the direction of the organization. It is useful to determine not only the direction taken, but the directions considered. The reason is that these ‘unexplored paths’ may linger in the minds of people and serve as a source of tension or inspiration in moving forward.
  3. Site visits. It is helpful to understand that programs – even those that are virtual such as a website or app — originate in the physical world somewhere. Site visits, when possible, help gather information about organizational culture, physical resources, and relational barriers and facilitators. Take the example of the organization that starts up as a maker space in a garage and then evolves to a large corporate high-rise office. Is the culture that was established at the start-up maintained at a different scale or abandoned? We’ve seen this with organizations that began as a start-up, grew enormously, and then abandoned the culture that was created at startup for a more conservative corporate one despite holding on to the belief that things had not changed. Only by pointing out (seeing) the manner in which things physically changed (e.g., open space vs. closed spaces, size and shape of offices) was this able to be pointed out. Further, such visits can help determine developmental milestones such as large investments of capital.
  4. Timeline. A timeline is a simple method of connecting activities — actions + decisions — together in a visual means. This helps determine and organize data about what was done, but also when it was done. This can make an enormous difference in understanding things like time lags and exploring cause-and-consequence connections between actions, reactions, and other effects.

The Role of Sensemaking

Living History is not complete without sensemaking. Sensemaking is required because, like most interesting stories, innovating through complexity is messy and full of contradictions, gaps in logic, and remarkable things that can only be understood by sitting together with all the data in one place. These emergent properties — coherence that forms from diverse sources of information as part of the process of (self) organization — are what make a program a ‘whole’ and not just the ‘sum of the parts’.

Sensemaking is collaborative, discursive, and involves debate, reflection, and a process of drawing conclusions and forming hypotheses based on data and experience. It is the process of taking the strangeness of seeing things in chunks and putting them together. What comes from this process, which is a key part of Developmental Evaluation and design, is a ‘sense’ of what happened, what is going on, and what options might work next.

It helps you understand where you and your program stand now.

Moving forward (and backward)

The Living History method doesn’t end with sensemaking, it also is carried forward.

Developing a project dashboard for innovation evaluation is a helpful means to pull together the data collected from the past, the present, and then populating it as the program evolves. The Living History method views history as being co-constructed as the program evolves and thus thrives on having new data about the present (which is always a second away from being the past) added to the overall corpus of data.

New data, when combined with what has already been collected, can provide new insights into the bigger picture. As data is added and time passes, it is possible that new patterns will emerge, which can be insightful for making decisions. This data, collected now and going forward, will later be recombined as part of an ongoing sensemaking process.

A Living History can also provide a means to document the activities that have taken place up to the present moment by systematically, although retrospectively, capturing (mostly existing) data to show what has happened before, which can be useful for organizations and programs who are starting their evaluations later than they would have liked to.

Consider the Living History approach with your evaluation. By looking at the past you might find yourself better prepared to go forward. We can help.

Photo by Aaron Benson on Unsplash