In college, I bought a set of disco lights.  They were fairly basic by today’s standards, essentially consisting of a box with four coloured bulbs that would respond to the beat, flashing in a fixed pattern.  However, they helped to create a real party atmosphere. There’s something about colourful flashing lights that just invites people to dance.  Throw in cheap beer and Britpop and you’ve got a classic 1990s house party.

Although I bought the lights to use at my own house parties, I found that owning them had an unexpected (but positive) side effect.  It meant that I got invited to more parties too.  We could perhaps question the motivation of those inviting me (did they really value my presence, or was it just that they wanted to borrow the disco lights?), but back in those days I didn’t really care: a party was a party, and once you were in the door you could meet people, dance and have fun.  And generally when people realised the lights were yours, you’d get invited to another party….

Although I didn’t know it at the time, I’d stumbled upon a really important lesson: Some things are seen as highly desirable, but expensive to obtain and are only used occasionally.  It makes no sense for everyone to invest in them, but those that do will be in constant demand from a string of different people.  In this example it was disco lights—at the time they seemed hugely expensive (I had to save up for them), were fairly scarce (there were only a few shops you could buy them from) and it just wouldn’t make sense for everyone to have their own set. 

Zooming out, we could say that this pattern holds true of many other things too, including skills and competencies.  Properly mastering a skill takes time, and nobody can be a master of everything. Skills that are essential or highly desirable can sometimes be a way of getting a ‘foot in the door’ with stakeholders that might not otherwise engage.  This becomes interesting for those of us that practice business analysis.  I’m sure we’ve all been in situations where stakeholders have involved us too late.  Perhaps having our own (metaphorical) ‘disco lights’ is the way to gain earlier engagement.  But what would those ‘disco lights’ be?

Sharpening Up Hybrid Facilitation

Facilitation is a core skill for business analysis.  It is hard to imagine how any BA could function without conducting different types of facilitation amongst a community of often conflicting stakeholders.  Facilitating in a virtual and hybrid environment is nothing new, I suspect many people reading this will have worked in dispersed teams for years, but the lockdowns of 2020 and 2021 have changed the expectation of what ‘work’ will look like.

When I was in primary school, some of the most exciting lessons were the ones taken in the “television room”. Upon entering the room, a seemingly giant CRT TV stood on a metal stand on wheels, and the lesson inevitably started with the teacher fiddling with cables and working out how to use the VCR. 

I remember one year in late December a teacher showed us “The Snowman“. For those of you not familiar, The Snowman is an animated children’s film focussing on a snowman that comes to life. It has no dialogue, but features the signature tune “Walking in the Air”.

I distinctly remember me and my friends watching in a state of ambivalence and confusion. I mean, as a five or six year old it seemed like there were much better cartoons out there, and although the animation was certainly more artistic it didn’t seem as colourful and exciting as other programs.  Without dialogue it requires the capability to interpret a story arch and subtext that, well, I’m not sure I had at that age. In fact I don’t think I had the attention span at that age either!

Then, much to my confusion suddenly The Snowman seemed to be everywhere. Friends parents would put it on. It became inescapable.The signature tune was forever on the radio. All the adults seemed to think that children loved it, but I just didn’t understand why people thought it was a big deal. “Maybe it’s just like Star Wars. You either like it or you don’t” I can imagine myself thinking as I build another spaceship out of Lego. 

I was reminded of this experience a few months ago when discussing the film with someone who had the exact same experience. Which led me to wonder if any kids liked it at all!

(Of course, I’m being provocative here, I’m sure many kids did, but roll with me for the rest of this blog 😃)

It’s About The Customers/Beneficiaries 

In situations like this, it’s worth asking “who are the real customers here?” and “who are the beneficiaries?”.

Ostensibly, the kids watching the film are the beneficiaries. But, given a choice, how many kids in the early 80s would really choose The Snowman over The Smurfs, Masters of the Universe or Jem? If the supposed target audience doesn’t value the film, then we should probably look more broadly. Perhaps we might argue the following stakeholders are likely to be the real customers or beneficiaries, in addition to (or even instead of) kids:

It’s difficult to imagine how any practitioner could improve without seeing, seeking and considering feedback¹.  There’s an often cited phrase that you’ve probably heard before, it’s the kind that adorns LinkedIN memes and motivational posters.  It is:

  “Feedback is a gift”

It’s difficult to argue with the underlying intent of this statement—it takes effort for someone to explicitly consider a situation and provide their feedback, and this is something we should be grateful for.  However, in this short blog I want to consider:

• Is all feedback a gift (is it always consciously given)?
• Is feedback always a gift?

Most Feedback Is Tacit

Gifts, I would assume, are consciously and explicitly given, they might be wrapped up with a bow added to make them look pretty.  When giving somebody feedback, there is often a similar temptation—feedback is (quite rightly) packaged into a neat box using words that are deemed constructive and appropriate.  

Yet in many cases feedback is tacit and some may even be unconsciously given.  If you or I were facilitating a workshop and  80% of the attendees didn’t return after a short coffee break then that is a form of feedback!.  The people leaving are sending a signal, even though they may not consciously be intending to provide ‘feedback’. The fact you are reading this article now (as opposed to other articles on this blog) is a form of feedback; indeed there’s an entire discipline behind understanding web analytics and continually optimising websites.

The trouble with tacit feedback is:

Defining and implementing change is an inherently human endeavour, and working closely with stakeholders is a crucial part of the BA role.  Different stakeholders will, quite naturally, have different perspectives on the various situations that we find ourselves trying to change and improve.   This will be no surprise to anyone reading this blog—I am certain we’ve all worked in situations where there has been stakeholder disagreement and we’ve probably all worked with individuals who seem to have ulterior motives.

When analysing the stakeholder landscape it’s very tempting to start assessing stakeholders by their actions.  This may seem a completely logical approach, after all as the saying goes “actions speak louder than words”.    

The trouble is that people are somewhat more complex than we might imagine, and if we judge people by their actions alone, without speaking with them to gain their perspective, then we risk making assumptions that may prove to be completely wrong.  “Ah, that stakeholder is rejecting all of my meeting requests therefore they must be completely uninterested in the project.” Well that might be true; equally they might be swamped with work, recovering from a long-term illness or balancing some other urgent non-work tasks alongside their project obligations.  Just because something is possible and maybe even plausible doesn’t mean it’s accurate.

Beware The ‘Cartoon Villain’