Graphical Representation: Reports vs. Data Visualizations

Considering visualizations, John Tukey remarked that ‘the greatest value of a picture is when it forces us to notice what we never expected to see’, which is not always the case for many of the graphics and visualizations available in organizations, typically in the form of simple charts and dashboards, quite often with no esthetics or meaning behind.

In general reports are needed as source for operational activities, in which the details in form of raw or aggregate data are important. As one moves further to the tactical or strategic aspects of a business, visualizations gain in importance especially when they allow encoding data and information, respectively variations, trends or relations in smaller places with minimal loss of information.

There are also different aspects of visualizations that need to be considered. Modern tools allow rapid visualization and interactive navigation of data across different variables which is great as long one knows what is searching for, which is not always the case.

There are junk charts in which the data drowns in graphical elements that bring no value to the reader, in extremis even distorting the message/meaning.

There are graphics/visualizations that attempt bringing together and encoding multiple variables in respect to a theme, and for which a ‘project’ is typically needed as data is not ad-hoc available, don’t have the desired quality or need further transformations to be ready for consumption. Good quality graphics/visualizations require time and a good understanding of the business, which are not necessarily available into the BI/Analytics teams, and unfortunately few organizations do something in that direction, ignoring typically such needs. In this type of environments is stressed the rapid availability of data for decision-making or action-relevant insight, which depends typically on the consumer.

The story-telling capabilities of graphics/visualizations are often exaggerated. Yes, they can tell a story though stories need to be framed into a context/problem, some background and further references need to be provided, while without detailed data the graphics/visualizations are just nice representations in which each consumer understands what he can.

In an ideal world the consumer and the ‘designer’ would work together to identify the important data for the theme considered, to find the appropriate level of detail, respectively the best form of encoding. Such attempts can stop at table-based representations (aka reports), respectively basic or richer forms of graphical representations. One can consider reports as an early stage of the visualization process, with the potential to derive move value when the data allow meaningful graphical representations. Unfortunately, the time, data and knowledge available seldom make this achievable.

In addition, a well-designed report can be used as basis for multiple purposes, while a graphic/visualization can enforce more limitations. Ideal would be when multiple forms of representation (including reports) are combined to harness the value of data. Navigations from visualizations to detailed data can be useful to understand what happens; learning and understanding the various aspects being an iterative process.

It’s also difficult to demonstrate the value of insight derived from visualizations, especially when graphical literacy goes behind the numeracy and statistical literacy - many consumers lacking the skills needed to evaluate numbers and statistics adequately. If for a good artistic movie you need an assistance to enjoy the show and understand the message(s) behind it, the same can be said also about good graphics/visualizations. Moreover, this requires creativity, abstraction-based thinking, and other capabilities to harness the value of representations.

Given the considerable volume of requirements related to the need of basis data, reports will continue to be on high demand in organizations. In exchange visualizations can complement them by providing insights otherwise not available.

Initially published on Medium as answer to a post on Reporting and Visualizations. 

Data Management: Numeracy (Just the Quotes)

"The great body of physical science, a great deal of the essential fact of financial science, and endless social and political problems are only accessible and only thinkable to those who have had a sound training in mathematical analysis, and the time may not be very remote when it will be understood that for complete initiation as an efficient citizen of one of the new great complex world-wide States that are now developing, it is as necessary to be able to compute, to think in averages and maxima and minima, as it is now to be able to read and write." (Herbert G Wells, "Mankind in the Making",  1903) 

"[…] statistical literacy. That is, the ability to read diagrams and maps; a 'consumer' understanding of common statistical terms, as average, percent, dispersion, correlation, and index number."  (Douglas Scates, "Statistics: The Mathematics for Social Problems", 1943) 

"Statistical thinking will one day be as necessary for efficient citizenship as the ability to read and write." (Samuel S Wilks, 1951 [paraphrasing Herber Wells] ) 

"Just as by ‘literacy’, in this context, we mean much more than its dictionary sense of the ability to read and write, so by ‘numeracy’ we mean more than mere ability to manipulate the rule of three. When we say that a scientist is ‘illiterate’, we mean that he is not well enough read to be able to communicate effectively with those who have had a literary education. When we say that a historian or a linguist is ‘innumerate’ we mean that he cannot even begin to understand what scientists and mathematicians are talking about." (Sir Geoffrey Crowther, "A Report of the Central Advisory Committee for Education", 1959) 

"It is perhaps possible to distinguish two different aspects of numeracy […]. On the one hand is an understanding of the scientific approach to the study of phenomena - observation, hypothesis, experiment, verification. On the other hand, there is the need in the modern world to think quantitatively, to realise how far our problems are problems of degree even when they appear as problems of kind." (Sir Geoffrey Crowther, "A Report of the Central Advisory Committee for Education", 1959) 

"Numeracy has two facets - reading and writing, or extracting numerical information and presenting it. The skills of data presentation may at first seem ad hoc and judgemental, a matter of style rather than of technology, but certain aspects can be formalized into explicit rules, the equivalent of elementary syntax." (Andrew Ehrenberg, "Rudiments of Numeracy", Journal of Royal Statistical Society, 1977)

"People often feel inept when faced with numerical data. Many of us think that we lack numeracy, the ability to cope with numbers. […] The fault is not in ourselves, but in our data. Most data are badly presented and so the cure lies with the producers of the data. To draw an analogy with literacy, we do not need to learn to read better, but writers need to be taught to write better." (Andrew Ehrenberg, "The problem of numeracy", American Statistician 35(2), 1981)

"We would wish ‘numerate’ to imply the possession of two attributes. The first of these is an ‘at-homeness’ with numbers and an ability to make use of mathematical skills which enable an individual to cope with the practical mathematical demands of his everyday life. The second is ability to have some appreciation and understanding of information which is presented in mathematical terms, for instance in graphs, charts or tables or by reference to percentage increase or decrease." (Cockcroft Committee, "Mathematics Counts: A Report into the Teaching of Mathematics in Schools", 1982) 

"To function in today's society, mathematical literacy - what the British call ‘numeracy' - is as essential as verbal literacy […] Numeracy requires more than just familiarity with numbers. To cope confidently with the demands of today's society, one must be able to grasp the implications of many mathematical concepts - for example, change, logic, and graphs - that permeate daily news and routine decisions - mathematical, scientific, and cultural - provide a common fabric of communication indispensable for modern civilized society. Mathematical literacy is especially crucial because mathematics is the language of science and technology." (National Research Council, "Everybody counts: A report to the nation on the future of mathematics education", 1989)

"Illiteracy and innumeracy are social ills created in part by increased demand for words and numbers. As printing brought words to the masses and made literacy a prerequisite for productive life, so now computing has made numeracy an essential feature of today's society. But it is innumeracy, not numeracy, that dominates the headlines: ignorance of basic quantitative tools is endemic […] and is approaching epidemic levels […]." (Lynn A Steen, "Numeracy", Daedalus Vol. 119 No. 2, 1990) 

"[…] data analysis in the context of basic mathematical concepts and skills. The ability to use and interpret simple graphical and numerical descriptions of data is the foundation of numeracy […] Meaningful data aid in replacing an emphasis on calculation by the exercise of judgement and a stress on interpreting and communicating results." (David S Moore, "Statistics for All: Why, What and How?", 1990) 

 "To be numerate is more than being able to manipulate numbers, or even being able to ‘succeed’ in school or university mathematics. Numeracy is a critical awareness which builds bridges between mathematics and the real world, with all its diversity. […] in this sense […] there is no particular ‘level’ of Mathematics associated with it: it is as important for an engineer to be numerate as it is for a primary school child, a parent, a car driver or gardener. The different contexts will require different Mathematics to be activated and engaged in […] "(Betty Johnston, "Critical Numeracy", 1994)

"We believe that numeracy is about making meaning in mathematics and being critical about maths. This view of numeracy is very different from numeracy just being about numbers, and it is a big step from numeracy or everyday maths that meant doing some functional maths. It is about using mathematics in all its guises - space and shape, measurement, data and statistics, algebra, and of course, number - to make sense of the real world, and using maths critically and being critical of maths itself. It acknowledges that numeracy is a social activity. That is why we can say that numeracy is not less than maths but more. It is why we don’t need to call it critical numeracy being numerate is being critical." (Dave Tout & Beth Marr, "Changing practice: Adult numeracy professional development", 1997)

"To be numerate means to be competent, confident, and comfortable with one’s judgements on whether to use mathematics in a particular situation and if so, what mathematics to use, how to do it, what degree of accuracy is appropriate, and what the answer means in relation to the context." (Diana Coben, "Numeracy, mathematics and adult learning", 2000)

"Numeracy is the ability to process, interpret and communicate numerical, quantitative, spatial, statistical, even mathematical information, in ways that are appropriate for a variety of contexts, and that will enable a typical member of the culture or subculture to participate effectively in activities that they value." (Jeff Evans, "Adults´ Mathematical Thinking and Emotion", 2000)

"Ignorance of relevant risks and miscommunication of those risks are two aspects of innumeracy. A third aspect of innumeracy concerns the problem of drawing incorrect inferences from statistics. This third type of innumeracy occurs when inferences go wrong because they are clouded by certain risk representations. Such clouded thinking becomes possible only once the risks have been communicated." (Gerd Gigerenzer, "Calculated Risks: How to know when numbers deceive you", 2002)

"In my view, the problem of innumeracy is not essentially 'inside' our minds as some have argued, allegedly because the innate architecture of our minds has not evolved to deal with uncertainties. Instead, I suggest that innumeracy can be traced to external representations of uncertainties that do not match our mind’s design - just as the breakdown of color constancy can be traced to artificial illumination. This argument applies to the two kinds of innumeracy that involve numbers: miscommunication of risks and clouded thinking. The treatment for these ills is to restore the external representation of uncertainties to a form that the human mind is adapted to." (Gerd Gigerenzer, "Calculated Risks: How to know when numbers deceive you", 2002)

"Overcoming innumeracy is like completing a three-step program to statistical literacy. The first step is to defeat the illusion of certainty. The second step is to learn about the actual risks of relevant events and actions. The third step is to communicate the risks in an understandable way and to draw inferences without falling prey to clouded thinking. The general point is this: Innumeracy does not simply reside in our minds but in the representations of risk that we choose." (Gerd Gigerenzer, "Calculated Risks: How to know when numbers deceive you", 2002)

"Statistical innumeracy is the inability to think with numbers that represent uncertainties. Ignorance of risk, miscommunication of risk, and clouded thinking are forms of innumeracy. Like illiteracy, innumeracy is curable. Innumeracy is not simply a mental defect 'inside' an unfortunate mind, but is in part produced by inadequate 'outside' representations of numbers. Innumeracy can be cured from the outside." (Gerd Gigerenzer, "Calculated Risks: How to know when numbers deceive you", 2002)

"Mathematics is often thought to be difficult and dull. Many people avoid it as much as they can and as a result much of the population is mathematically illiterate. This is in part due to the relative lack of importance given to numeracy in our culture, and to the way that the subject has been presented to students." (Julian Havil , "Gamma: Exploring Euler's Constant", 2003)

"One can be highly functionally numerate without being a mathematician or a quantitative analyst. It is not the mathematical manipulation of numbers (or symbols representing numbers) that is central to the notion of numeracy. Rather, it is the ability to draw correct meaning from a logical argument couched in numbers. When such a logical argument relates to events in our uncertain real world, the element of uncertainty makes it, in fact, a statistical argument." (Eric R Sowey, "The Getting of Wisdom: Educating Statisticians to Enhance Their Clients' Numeracy", The American Statistician 57(2), 2003)

"Mathematics and numeracy are not congruent. Nor is numeracy an accidental or automatic by-product of mathematics education at any level. When the goal is numeracy some mathematics will be involved but mathematical skills alone do not constitute numeracy." (Theresa Maguire & John O'Donoghue, "Numeracy concept sophistication - an organizing framework, a useful thinking tool", 2003)

"Mathematical literacy is an individual’s capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgements and to use and engage with mathematics in ways that meet the needs of that individual’s life as a constructive, concerned and reflective citizen." (OECD, "Assessing scientific, reading and mathematical literacy: a framework for PISA 2006", 2006)

"Statistical literacy is more than numeracy. It includes the ability to read and communicate the meaning of data. This quality makes people literate as opposed to just numerate. Wherever words (and pictures) are added to numbers and data in your communication, people need to be able to understand them correctly." (United Nations, "Making Data Meaningful" Part 4: "A guide to improving statistical literacy", 2012)

"When a culture is founded on the principle of immediacy of experience, there is no need for numeracy. It is impossible to consume more than one thing at a time, so differentiating between 'a small amount', 'a larger amount' and 'many' is enough for survival." (The Open University, "Understanding the environment: learning and communication", 2016)

Performance Management: Skills (Just the Quotes)

"By far the most valuable possession is skill. Both war and the chances of fortune destroy other things, but skill is preserved." Hipparchus, Commentaries, 2nd century BC)

"Let a man practice the profession which he best knows." (Cicero, "Tusculanarum Disputationum", cca. 45 BC)

"Numeracy has two facets - reading and writing, or extracting numerical information and presenting it. The skills of data presentation may at first seem ad hoc and judgmental, a matter of style rather than of technology, but certain aspects can be formalized into explicit rules, the equivalent of elementary syntax." (Andrew Ehrenberg, "Rudiments of Numeracy", Journal of Royal Statistical Society, 1977)

"Five coordinating mechanisms seem to explain the fundamental ways in which organizations coordinate their work: mutual adjustment, direct supervision, standardization of work processes, standardization of work outputs, and standardization of worker skills." (Henry Mintzberg, "The Structuring of Organizations", 1979)

"Training is the teaching of specific skills. It should result in the employee having the ability to do something he or she could not do before." (Mary A Allison & Eric Anderson, "Managing Up, Managing Down", 1984)

"The skills that make technical professionals competent in their specialties are not necessarily the same ones that make them successful within their organizations." (Bernard Rosenbaum, "Training", 1986)

"[…] data analysis in the context of basic mathematical concepts and skills. The ability to use and interpret simple graphical and numerical descriptions of data is the foundation of numeracy […] Meaningful data aid in replacing an emphasis on calculation by the exercise of judgement and a stress on interpreting and communicating results." (David S Moore, "Statistics for All: Why, What and How?", 1990)

"[By understanding] I mean simply a sufficient grasp of concepts, principles, or skills so that one can bring them to bear on new problems and situations, deciding in which ways one’s present competencies can suffice and in which ways one may require new skills or knowledge." (Howard Gardner, "The Unschooled Mind", 1991)

"Education is not the piling on of learning, information, data, facts, skills, or abilities - that's training or instruction - but is rather making visible what is hidden as a seed." (Thomas W Moore, "The Education of the Heart", 1996)

"Even when you have skilled, motivated, hard-working people, the wrong team structure can undercut their efforts instead of catapulting them to success. A poor team structure can increase development time, reduce quality, damage morale, increase turnover, and ultimately lead to project cancellation." (Steve McConnell, "Rapid Development", 1996)

"Success or failure of a project depends upon the ability of key personnel to have sufficient data for decision-making. Project management is often considered to be both an art and a science. It is an art because of the strong need for interpersonal skills, and the project planning and control forms attempt to convert part of the 'art' into a science." (Harold Kerzner, "Strategic Planning for Project Management using a Project Management Maturity Model", 2001)

"Even with simple and usable models, most organizations will need to upgrade their analytical skills and literacy. Managers must come to view analytics as central to solving problems and identifying opportunities - to make it part of the fabric of daily operations." (Dominic Barton & David Court, "Making Advanced Analytics Work for You", 2012)

"The biggest thing to know is that data visualization is hard. Really difficult to pull off well. It requires harmonization of several skills sets and ways of thinking: conceptual, analytic, statistical, graphic design, programmatic, interface-design, story-telling, journalism - plus a bit of ‘gut feel.’ The end result is often simple and beautiful, but the process itself is usually challenging and messy." (David McCandless, 2013)

"Finding the right answer is important, of course. But more important is developing the ability to see that problems have multiple solutions, that getting from X to Y demands basic skills and mental agility, imagination, persistence, patience." (Mary H Futrell)

"Productivity is the name of the game, and gains in productivity will only come when better understanding and better relationships exist between management and the work force. [...] Managers have traditionally developed the skills in finance, planning, marketing and production techniques. Too often the relationships with their people have been assigned a secondary role. This is too important a subject not to receive first-line attention." (William Hewlett, "The Human Side of Management", [speech])

"Solving problems is a practical skill like, let us say, swimming. We acquire any practical skill by imitation and practice." (George Polya)