Tag Archives: teaching

Process Success Measures

In 2002, I gave a lunchtime presentation on process design to Sun’s Six Sigma Black Belt community. In that talk I proposed two measures for process success. While any individual process will have its own particular success measures, two simple metrics for overall success for any process are:

  1. The process is used long-term by a variety of people.
  2. It is updated and improved by people other than the ones who created it.

I was reminded of those key measures this week when I used two very different but successful systems for which I have had the honor to be one of the architects:

  1. Sun Labs’ Archivist, an archival and clearance system for intellectual property
  2. El Camino Real Department of Missions (DOM), a management system for small congregations, many of them working and worshiping across cultural lines

Both the Archivist and DOM systems have now been in use for many years and are successfully managed by people who were not involved in their original development. I am proud of these projects and their phase transition from development to long-term sustained use. I am also pleased to see how well their pattern matches the two success metrics I proposed in 2002. Below is more about Archivist and DOM.


Sun Labs’ Archivist

In 2000, James Gosling, Jos Marlowe, and I started a two-year project to create a new archiving and clearance system for Sun Laboratories. You can read some of the history of this system in “Sun Labs: The Second Fifty Technical Reports A Commemorative Issue” by Jeanie Treichel, Katie Chiu, Christopher Wu and Jeanne Wang (Sun Labs Report TR-2009-101, published in March 2009).

We based the process for Archivist on a system created while I was the Process Architect for the Sun Standards group. That group needed a fast way to submit contributions to an SSO (Standards Setting Organization) such as the IETF (Internet Engineering Task Force), while protecting Sun’s intellectual property. Part of the SSO submission system was the Technical Information Clearance Process (TICP) which was a core piece of what became Archivist. The SSO submission process project team included Carl Cargill, Catherine Mccarthy, Lisa Goldman and Philip Rosenzweig. Sadly, Phil Rosenzweig died on one of the planes in New York City on 11 September 2001, before the SSO submission project was complete.

Here is the original Executive Overview for Archivist from 2000:

    Sun Labs is faced with a dilemma: we wish to derive the benefits of quality control and process while at the same time shortening our time-to-release. In particular, we wish to protect our intellectual property and increase our patent portfolio while simultaneously speeding up the time it takes to review technical information prior to publication. This process architecture is our attempt to resolve the dilemma. The Archivist is both an archival mechanism and a clearance process.

Think of The Archivist clearance process as a state dinner: the menu is fixed and protocol is closely observed. Think of The Archivist Fasttrack as a scramble-bar cafeteria where one can select individual dishes. The advantage of a state dinner is that it is safe, repeatable, and the participants know exactly what to expect (with regard to structure). The advantage of a cafeteria is that it is flexible and very fast. We expect that as the Fasttrack cafeteria grows in its selection and quality of service, the volume of users will shift from The Archivist clearance to Fasttrack clearance: thus, cycle time will be greatly reduced.

Here is the 2000 description for use of Archivist for clearance and archiving:

Clearance is distinct from archival. Archived material may or may not go through clearance.

Examples of archived material are:

  • An email or a note describing an idea
  • Audio and video tapes
  • Objects (such as boards)
  • Letters
  • Notebooks

Examples of documents that have been cleared are:

  • White papers (either on paper or the web)
  • SML Tech reports (paper or web)
  • Third-party publications (e.g. conferences, encyclopedias)
  • External presentations

Rule of thumb: if you think your document will be leaked or by any means published outside, use the process.

Sun Labs started in 1991, so Archivist was not the first archiving system for Sun Labs but it has been by many times the longest lived. In creating Archivist, we identified two key customers: Ivan Sutherland (Sun Fellow and Vice President), and Jeanie Treichel (Sun Labs founding Program Manager and Technical Reports Editor). Ivan Sutherland is famous in Sun Labs for his saying “It’s not an idea until you write it down.” There were many other reviewers and contributors but we knew that if Ivan and Jeanie were happy with Archivist, it would be good enough for everyone else.

Archivist has gone through several major revisions since it was created in 2000. It has been used by hundreds of Sun Labs staff in the US, UK, and France to enter over ten thousand items. Archivist continues in active use today under the management of Sun Labs’ technical staff.

As of now, I have 113 of my own documents entered into Archivist. Recently, Helen Gracon and I entered into Archivist most of the key documents from the Mentoring@Sun program. More about Mentoring@Sun is available in the recent Sun Labs Technical Report “Sun Mentoring: 1996-2009” (by Katy Dickinson, Tanya Jankot, and Helen Gracon).


El Camino Real Department of Missions

From 2003-2007, I was the volunteer Convener for DIEM (the Department of Intercultural Evangelism and Mission), providing oversight, finance, and management support to thirteen mission congregations (Latino, Anglo, and Asian) of the El Camino Real Episcopal Diocese. I served as Convener under two Bishops: the (late) Right Reverend Richard Shimpfky, and the Rt. Rev. Sylvestre D. Romero.

2003-2007 was a difficult time of transition for our diocese but nonetheless the elected and appointed DIEM members developed a solid process for Mission Liaisons, as well as the “Mission and Vision” structure for the missions as a group. The “Mission Congregation Liaison Job Description” was only one page long but it represents an amiable solution to years of discussion on how best to provide mission oversight.

In 2008, I was elected to DOM (the successor to DIEM) for a three year term. At last night’s monthly DOM meeting, I was pleased to get slightly updated versions of the process documents DIEM created in 2005 while I was Convener. DOM and its nine remaining missions is now managed by our new Bishop, the Rt. Rev. Mary Gray-Reeves, with the Rev. Canon Jesus Reyes acting as Convener.

28 March 2014 and 6 January 2018- links and formatting of this blog post were updated

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How Speed Mentoring Works

SEED (Sun Engineering Enrichment & Development) is Sun Microsystems Engineering’s world-wide employee mentoring program, started in 2001. Speed mentoring is SEED’s newest offering: a series of short focused conversations about specific questions. This business method can serve as an introduction for mentees and mentors both to mentoring and to each other.

The first SEED Speed Mentoring session was held at Sun Microsystems during lunchtime on 9 December 2009 in Menlo Park, California. Thirteen mentors and twenty mentees signed up. 88% of the mentors and mentees reported being satisfied to very satisfied with their experience. No one reported being dissatisfied. Thanks to Helen Gracon, Rob Snevely, and Rick Aaron for supporting me in running this event!

Topics most discussed were:

  • Career development (77%)
  • Improving professional visibility (65%)
  • Technical skills development (54%)
  • Improving leadership or management skills (50%)
  • Discussing best path to success (46%)

Some replies to the follow-up survey question “What would you say to someone who was interested in participating in a future SEED Speed Mentoring session?”:

  • Excellent service from Sun. Anyone who is interested in career development, should avail this one.
  • Go for it but don’t expect it to answer all your questions.
  • Know what you want to get out of the sessions ahead of time. Try to conduct some research on who the mentors are ahead of time.
  • Sure. Do it. It’s a few hours that has a decent chance of broadening your perspectives.
  • Go in with a plan of what you want to discuss. Be aware of the limitations of such an exercise.
  • I would highly recommend it. It doesn’t take much time at all but can quickly provide some feedback and give one’s thinking process a nudge.
  • Please participate, since it inspires you to do routine things differently. It provides useful pointers to making career changes. It helps to make better choices Towards technical skills gained at work.

There are probably many successful ways to run a speed mentoring event. Here is SEED’s instruction document (approved for public distribution), complete with a flow chart:

How Speed Mentoring Works (4 pages, PDF format)

Pictures from the first SEED Speed Mentoring Session:

DSCN7913 . DSCN7916
DSCN7920 . DSCN7928

Images Copyright 2009 Katy Dickinson
Edited and updated 15 May 2018

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Good Free Games

I have been concerned to watch the Studio 17 kids at Santa Maria Urban Ministry playing mindless smash-and-blood or doll-dress-up games during their after homework computer time. I have started a list of “Good Free Games” as alternative suggestions. Studio 17 will also be buying some games (like Zoo Tycoon and Crayon Physics) soon.

I asked my 16-year-old son Paul to research and recommend Good Free Games which were fun to play but also educational. Some of these require flash software (will not work on an iPad) and all have advertisements to wait through (that’s why they are free). I added to Paul’s list games recommended by other sources. This afternoon, Studio 17 tried out about half of the games listed here and had a very good time. Additional suggestions are welcome!

I am adding to this list as we find more games, see More Good Free Games – or do a web search for “Good Free Games”.

16 February 2014 – links updated

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Excellence in Preaching Series – Schell, Lyman, Countryman

On 4 September, I wrote about St. Andrew’s Episcopal Church holding a three part Excellence in Preaching series. Three remarkably gifted, different, and distinguished speakers and authors each had one day to preach twice and then offer a ninety minute seminar. The series is designed to better equip the listener to recognize and respond to different preaching styles – and to appreciate even those styles that may differ from personal preference. Photos follow of the speakers:

    • 14 September 2008: Rev. Donald Schell, All Saints Company Consultant and Creative Director and founder of St. Gregory’s, San Francisco
    • 26 October 2008: Rev. Dr. Rebecca Lyman, Professor Emerita of History, Church Divinity School of the Pacific (CDSP), Berkeley
    • 16 November 2008: Rev. Dr. Bill Countryman, Professor Emeritus of Biblical studies, Church Divinity School of the Pacific (CDSP), Berkeley

This was an inspiring and thoughtful series! I learned from and admired each of the speakers. I hope that St. Andrew’s continues to offer excellent education opportunities like these.  In the final series sermon two days ago, the Rev. Dr. Countryman considered three of the more difficult stories told by Jesus – the parables of the Ten Talents, Prodigal Son, and the Workers in the Vineyard. Each parable presents a question of generosity and fairness in human versus divine context. Every time I hear those stories, I secretly sympathize with the third slave who was cast out, with the older brother who felt ignored, and with the grumbling laborers who worked all day.

Rev. Dr. Bill CountrymanRev. Dr. Bill Countryman at St. Andrew's Saratoga, CA<br /> photo: copyright 2008 Katy Dickinson Bill CountrymanRev. Dr. Bill Countryman at St. Andrew's Saratoga, CA<br /> photo: copyright 2008 Katy Dickinson Bill CountrymanRev. Dr. Bill Countryman at St. Andrew's Saratoga, CA<br /> photo: copyright 2008 Katy Dickinson
Rev. Dr. Rebecca LymanRev. Dr. Rebecca Lyman at St. Andrew's Saratoga, CA<br /> photo: copyright 2008 Katy Dickinson Rebecca LymanRev. Dr. Rebecca Lyman at St. Andrew's Saratoga, CA<br /> photo: copyright 2008 Katy Dickinson Rev. Dr. Rebecca LymanRev. Dr. Rebecca Lyman at St. Andrew's Saratoga, CA<br /> photo: copyright 2008 Katy Dickinson
Series BrochureSt. Andrew's Saratoga, CA Excellence in Preaching series brochure<br /> photo: copyright 2008 Katy Dickinson Rev. Donald SchellRev. Donald Schell at St. Andrew's Saratoga, CA<br /> photo: copyright 2008 Katy Dickinson Rev. Donald SchellRev. Donald Schell at St. Andrew's Saratoga, CA<br /> photo: copyright 2008 Katy Dickinson

Images Copyright 2008 Katy Dickinson

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Excellence in Preaching

My home church of St. Andrew’s Episcopal is hosting a free three part series on how to listen and what to look for in sermons. Three remarkably gifted, different, and distinguished speakers and authors will each have one day to preach twice (at 8 am and 10 am) and then offer a ninety minute seminar (11:30 am – 1 pm):

    • 14 September 2008: Rev. Donald Schell, All Saints Company Consultant and Creative Director and founder of St. Gregory’s, San Francisco
    • 26 October 2008: Rev. Dr. Rebecca Lyman, Professor Emerita of History, Church Divinity School of the Pacific (CDSP), Berkeley
    • 16 November 2008: Rev. Dr. Bill Countryman, Professor Emeritus of Biblical studies, Church Divinity School of the Pacific (CDSP), Berkeley

The series is designed to better equip the listener to recognize and respond to different preaching styles – and to appreciate even those styles that may differ from personal preference. All are welcome, whether or not they are members of the Episcopal church. For more information, please call 408-867-3493.

I am particularly looking forward to hearing the Rev. Dr. Rebecca Lyman again as I very much enjoyed reading her 1999 history Early Christian Traditions. My favorite passage from that work:

“Whereas uniformity requires enforcement, consistency demands discernment. Discernment is a more complicated task, requiring
that we recognize the fundamental similarities between apparent differences. Many of the ancient struggles over theology and authority reflect this difficult institutional and personal process.”

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High School IEP – Individualized Education Program

We held my son Paul’s IEP today and I thought it might help other parents going through this annual special education ritual to read about it. Paul just finished his Sophomore (grade 10) year in High School here in the San Francisco Bay Area. An IEP or Individualized Education Program is a meeting and set of documents describing the interventions or accomodations which will support the unique educational needs of a particular disabled child. The IEP is essentially the record of what has happened during the prior year and what the school, teachers, parents, and child agree will help that child learn best within the school. (There are much more precise and complex ways to define an IEP, of course.) IEPs can be used in public or private schools. Paul attends public school.

Paul has had an IEP since about 2nd grade. When he was younger, the IEP focussed more on understanding and evaluating his disabilities and what services might help him. Now that Paul is almost 16, the IEP is more focussed on the resources and program needed to support Paul’s more-or-less understood educational, social, and cognitive challenges.

Once, when Paul was worried that his IEP accomodations were not fair and that taking advantage of them was like cheating, one of the school administrators explained to him that he had to work so much harder and longer hours than most students because of his disabilities, the accomodations were to level the playing field so that he could compete in the mainstream school. This made good sense to Paul.

This morning, after weeks of preliminary discussions, nine of us met for the IEP.  As he has matured, Paul himself has been increasingly consulted during his IEPs and he spoke at length several times during this meeting. We all left an hour and a half later with a twenty-ish page stack of papers but a short list of accomodations and course work for Paul’s 2008-2009 (Junior) year in High School. Here is what we signed off on:

    • Accomodations:
      1. Uses own laptop computer at school
      2. Access to school computer, printer access (while working at school)
      3. Extra time on exams and assignments, when pre-arranged with teacher
      4. Alternative setting for test taking, as needed (allowed same access
        to test instructions and question answering as other students taking that test)
      5. Possible that test can be read aloud if needed
      6. Classroom aide in English and History, transitional aide support in Geometry
      7. Homework log prepared by classroom aide
    • Classroom Aide’s Duties:
      1. Note taking assistance
      2. Collect papers distributed in class
      3. Facilitate turning in assignments
      4. Social diffusion (modeling)
      5. Completion of homework log
    • Tentative 2008-2009 Course Work:
      1. Geometry
      2. Ceramics
      3. English
      4. U.S. History
      5. Physical Education
      6. Study Skills (2 periods)

This year (2007-2008), Paul took one more solid subject (Biology) along with Math, Art, English, History, and P.E. but he had only one Study Skills period. We all decided that since Paul recently passed his High School exit exam and has almost completed his required courses for graduation, the stress of a 4th solid wasn’t worth it. We will find out in August which teachers are assigned to these classes and how Paul’s schedule works out in detail.

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Living in a Cat World

15 March 2010: More on this topic is in the blog entry “Transitions for Young Adults with Neurocognitive Deficits”

Yesterday, my daughter Jessica published a wonderful blog post called Some things that work about a superb teacher, Linda Herreshoff. Linda was my son’s teacher for three years at Jordan Middle School in the Palo Alto Unified School District. Linda’s class is full of kids like Paul, who have social-cognitive challenges often diagnosed with an Autism Spectrum label, like: Asperger’s syndrome, high functioning Autism, Non-Verbal Learning Disorder, or Pervasive Developmental Disorder – Not Otherwise Specified (PDD-NOS). Almost all of Linda’s kids are boys who are smart or very smart and have parents who will not give up. Paul matured and learned and thrived in Linda’s class as never before. Her love, wisdom, teaching skill, and patience are awesome.

Part of Jessica’s blog post was a reference to the Liller Family Blog Entry on Asperger’s Syndrome, which starts off with this excellent summary:

Most children live in a dog world: A dog loves to be around people and socially interact with them. They willingly show affection, and follow their master’s commands. They also love to play and hang around other dogs no matter what activity their engaged in.

Asperger’s children live in a cat world: A cat is generally a loner. They prefer doing things their own way and like/need their solitude. Cats come to people on their own terms in their own time and they aren’t very social unless they choose to be. They have a routine and like to stick to it. They have one interest at a time (usually that silly piece of string they love to paw at). And when backed into a corner, a cat will lash out.

Paul is almost six feet tall now and just about done with his Sophomore year in High School. We were thrilled today to hear that he has just passed the California High School Exit Exam (CAHSEE). (Paul will be in High School for two more years. He took the CAHSEE this year just in case he needed several tries to pass it.) During our family dinner tonight celebrating Paul’s passing the CAHSEE, John and Jessica and Paul and I made a list of benefits and disadvantages of Paul’s social-cognitive challenges. As you will see, the two are almost mirror images of each other:

  • Benefits
    • Completely unaware of peer pressure
    • Amazing ability to concentrate
    • Generous, loving, and much given to small acts of meaningful kindness
    • Believes in long-term commitment, dedicated and loyal
    • Fastidious
    • Doesn’t lie well
    • Good sense of direction, sequencing, and paths
    • Loves ritual
    • Good at card and board games because he remembers all of the rules and the details of play
  • Disadvantages
    • Perseverant, stubborn, hard to influence
    • Gets stuck emotionally – sometimes needs help to move on
    • Can’t organize things – homework or papers or his room
    • Finds change difficult
    • Slow to mature
    • Extremely literal
    • Holds grudges with a very long memory
    • Does not take tests well
    • Follows all of the rules and expects everyone else to also

Of course, some of these behaviors sound like any teenage boy… (Also, Jessica says she treats all of her Engineering friends like they have Asperger’s and this works very well.)

Paul has been enjoying taking Art this year. Here he is with his new self-portrait.
2 July 2020 update: see Paul’s art portfolio on Paulselement
Paul's portrait and planning sheet photo: copyright 2008 Katy Dickinson

Paul and his portrait photo: copyright 2008 Katy Dickinson

Images Copyright 2008 by Katy Dickinson

29 Dec 2016 – Links Updated

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