Showing posts with label introduction. Show all posts
Showing posts with label introduction. Show all posts

04 March 2021

Project Management: Projects' Dynamics I (Introduction)

Despite the considerable collection of books on Project Management (PM) and related methodologies, and the fact that projects are inherent endeavors in professional as well personal life (setups that would give in theory people the environment and exposure to different project types), people’s understanding on what it takes to plan and execute a project seems to be narrow and questionable sometimes. Moreover, their understanding diverges considerably from common sense. It’s also true that knowledge and common sense are relative when considering any human endeavor in which there are multiple roads to the same destination, or when learning requires time, effort, skills, and implies certain prerequisites, however the lack of such knowledge can hurt when endeavor’s success is a must and a team effort. 

Even if the lack of understanding about PM can be considered as minor when compared with other challenges/problems faced by a project, when one’s running fast to finish a race, even a small pebble in one’s running shoes can hurt a lot, especially when one doesn’t have the luxury to stop and remove the stone, as it would make sense to do.

It resides in the human nature to resist change, to seek for information that only confirm own opinions, to follow the same approach in handling challenges, even if the attempts are far from optimal, even if people who walked the same path tell you that there’s a better way and even sketch the path and provide information about what it takes to reach there. As it seems, there’s the predisposition to learn on the hard way, if there’s significant learning involved at all. Unfortunately, such situations occur in projects and the solutions often overrun the boundaries of PM, where social and communication skills must be brought into play. 

On the other side, there’s still hope that change can be managed optimally once the facts are explained to a certain level that facilitates understanding. However, such an attempt can prove to be quite a challenge, given the various setups in which PM takes place. The intersection between technologies and organizational setups lead to complex scenarios which make such work more difficult, even if projects’ challenges are of organizational rather than technological nature. 

When the knowledge we have about the world doesn’t fit our expectation, a simple heuristic is to return to the basics. A solid edifice can be built only on a solid foundation and the best foundation in coping with reality is to establish common ground with other people. One can achieve this by identifying their suppositions and expectations, by closing the gap in perception and understanding, by establishing a basis for communication, in which feedback is a must if one wants to make significant progress.

Despite of being explorative and time-consuming, establishing common ground can be challenging when addressing to an imaginary audience, which is quite often the situation. The practice shows however that progress can be made by starting with a set of well-formulated definitions, simple models, principles, and heuristics that have the potential of helping in sense-making.

The goal is thus to identify first the definitions that reflect the basic concepts that need to be considered. Once the concepts defined, they can be related to each other with the help of a few models. Even if fictitious, as simplifications of the reality, the models should allow playing with the concepts, facilitating concepts’ understanding. Principles (set of rules for reasoning) can be used together with heuristics (rules of thumb methods or techniques) for explaining the ‘known’ and approaching the ‘unknown’. Even maybe not perfect, these tools can help building theories or explanatory constructs.

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31 December 2020

Graphical Representation: Graphics We Live by (Part V: Pie Charts in MS Excel)

Graphical Representation

From business dashboards to newspapers and other forms of content that capture the attention of average readers, pie charts seem to be one of the most used forms of graphical representation. Unfortunately, their characteristics make them inappropriate for displaying certain types of data, and of being misused. Therefore, there are many voices who advice against using them for any form of display.

It’s hard to agree with radical statements like ‘avoid (using) pie charts’ or ’pie charts are bad’. Each form of graphical representation (aka graphical tool, graphic) has advantages and disadvantages, which makes it appropriate or inappropriate for displaying data having certain characteristics. In addition, each tool can be easily misused, especially when basic representational practices are ignored. Avoiding one representational tool doesn’t mean that the use of another tool will be correct. Therefore, it’s important to make people aware of these aspects and let them decide which tools they should use. 

From a graphical tool is expected to represent and describe a dataset in a small area without distorting the reality, while encouraging the reader to compare the different pieces of information, when possible at different levels of details [1] or how they change over time. As form of communication, they encode information and meaning; the reader needs to be able to read, understand and think critically about graphics and data – what is known as graphical/data literacy.

A pie chart consists of a circle split into wedge-shaped slices (aka edges, segments), each slice representing a group or category (aka component). It resembles with the spokes of a wheel, however with a few exceptions they are seldom equidistant. The size of each slice is proportional to the percentage of the component when compared to the whole. Therefore, pie charts are ideal when displaying percentages or values that can be converted into percentages. Thus, the percentages must sum up to 100% (at least that’s readers’ expectation).

Within or besides the slices are displayed components’ name and sometimes the percentages or other numeric or textual information associated with them (Fig. 1-4).  The percentages become important when the slices seem to be of equal sizes. As long the slices have the same radius, comparison of the different components resumes in comparing arcs of circles or the chords defined by them, thing not always straightforward. 3-dimensional displays can upon case make the comparison more difficult.

Pie Chart Examples

The comparison increases in difficulty with the number of slices increases beyond a certain number. Therefore, it’s not recommended displaying more than 5-10 components within the same chart. If the components exceed this limit, the exceeding components can be summed up within an “other” component. 

Within a graphic one needs a reference point that can be used as starting point for exploration. Typically for categorical data this reference point is the biggest or the smallest value, the other values being sorted in ascending, respectively descending order, fact that facilitates comparing the values. For pie charts, this would mean sorting the slices based on their sizes, except the slice for “others” which is typically considered last.

The slices can be filled optionally with meaningful colors or (hashing) patterns. When the same color pallet is used, the size can be reflected in colors’ hue, however this can generate confusion when not applied adequately. It’s recommended to provide further (textual) information when the graphical elements can lead to misinterpretations. 

Pie charts can be used occasionally for comparing the changes of the same components between different points in time, geographies (Fig. 5-6) or other types of segmentation. Having the charts displayed besides each other and marking each component with a characteristic color or pattern facilitate the comparison. 

Pie Charts - Geographies

25 December 2019

Software Engineering: Mea Culpa (Part II: The Beginnings)

Software Engineering
Software Engineering Series

I started programming at 14-15 years old with logical schemas made on paper, based mainly on simple mathematical algorithms like solving equations of second degree, finding prime or special numbers, and other simple tricks from the mathematical world available for a student at that age. It was challenging to learn programming based only on schemas, though, looking back, I think it was the best learning basis a programmer could have, because it allowed me thinking logically and it was also a good exercise, as one was forced to validate mentally or on paper the outputs.

Then I moved to learning Basic and later Pascal on old generation Spectrum computers, mainly having a keyboard with 64K memory and an improvised monitor. It felt almost like a holiday when one had the chance to work 45 minutes or so on an IBM computer with just 640K memory. It was also a motivation to stay long after hours to write a few more lines of code. Even if it made no big difference in what concerns the speed, the simple idea of using a more advanced computer was a big deal.

The jump from logical schemas to actual programming was huge, as we moved from static formulas to exploratory methods like the ones of finding the roots of equations of upper degrees by using approximation methods, working with permutations and a few other combinatoric tools, interpolation methods, and so on. Once I got my own 64K Spectrum keyboard, a new world opened, having more time to play with 2- and 3-dimensional figures, location problems and so on. It was probably the time I got most interesting exposure to things not found in the curricula.  

Further on, during the university years I moved to Fortran, back to Pascal and dBASE, and later to C and C++, the focus being further on mathematical and sorting algorithms, working with matrices, and so on. I have to admit that it was a big difference between the students who came from 2-3 hours of Informatics per week (like I did) and the ones coming from lyceums specialized on Informatics, this especially during years in which learning materials were almost inexistent. In the end all went well.

The jumping through so many programming languages, some quite old for the respective times, even if allowed acquiring different perspectives, it felt sometimes like  a waste of time, especially when one was limited to using the campus computers, and that only during lab hours. That was the reality of those times. Fortunately, the university years went faster than they came. Almost one year after graduation, with a little help, some effort and benevolence, I managed to land a job as web developer, jumping from an interlude with Java to ASP, JavaScript, HTML, ColdFusion, ActionScript, SQL, XML and a few other programming languages ‘en vogue’ during the 2000.

Somewhere between graduation and my first job, my life changed when I was able to buy my own PC (a Pentium). It was the best investment I could make, mainly because it allowed me to be independent of what I was doing at work. It allowed me learning the basics of OOP programming based on Visual Basic and occasionally on Visual C++ and C#. Most of the meaningful learning happened after work, from the few books available, full of mistakes and other challenges.

That was my beginning. It is not my intent to brag about how much or how many programming languages I learned - knowledge is anyway relative - but to differentiate between the realities of then and today, as a bridge over time.

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08 November 2005

Metablogging: Introduction

A warm welcome to my blog! 

I started this blog with the idea of documenting some of the issues I found when working with SQL Server, Oracle and other DBMS, respectively to share some of the techniques used in manipulating data via SQL or other means (including .Net, MS Access or Excel). Therefore, it was intended to be a blog on SQL, data, databases, data processing and related topics, though with time I arrived to share my ideas on Business Intelligence, Data Warehousing, Data Management, ERP Systems, MS OfficeProject Management, Strategic Management, Performance Management, Programming, Data Science, Software Engineering, Project Management, Systems Engineering, and other topics directly or indirectly related to the work of a data professional. 

Even if I was planning to post periodically, life took over, the professional as well the personal life made it almost impossible do to that. The unavailability of an easy-to-use editor made blogging more complex than it should be, spending more time in formatting than in writing the code. In the end I found a mix of solutions I could work with.

In time, feeling the lack of meaningful and workable definitions, I felt the need to look also in how people define the various concepts related to the above mentioned topics. I started then to collect definitions and quotes that would help me better understand the respective concepts, sharing and updating the respective content as well. 

More recently, I started to share my notes I made over the years - a compilation of text copied from different topics, simplified for learning and review. Unfortunately, some of the resources disappeared from the web, some information got deprecated, respectively are missing in other areas. Also the posting such content is not ideal, taking a long time to write.

I have more than 24 years of professional experience in IT in the above mentioned areas. I started to program in the 9th grade on Spectrum consoles (that had no external hard drives) and continued to do it during the university years, even if the topics were more or less related to mathematical topics. Even if that can't be considered as professional experience, it proved to be a useful experience. I still do some programming, though it resumes mainly to data processing, building back-to-back solutions when needed. 

In the 3rd professional year, I started to be deeper involved in the business side, which offered me a better perspective into the challenges organizations deal with. It was an interesting journey reflected also in some of my posts.

Happy and errorless coding! 

Best regards,
                        Adrian
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About Me

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IT Professional with more than 24 years experience in IT in the area of full life-cycle of Web/Desktop/Database Applications Development, Software Engineering, Consultancy, Data Management, Data Quality, Data Migrations, Reporting, ERP implementations & support, Team/Project/IT Management, etc.