from value rhetoric to valuation using ethnographic methods to design value functions somik raha...
TRANSCRIPT
From Value Rhetoric to Valuation
Using Ethnographic Methods to Design Value Functions
Somik RahaDoctoral CandidateStanford University
Oct 14, 2008
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Agenda (and Research Process)
Observed Problem Develop
Intuition about Observed Problem
Generalized Solution
Solution to Observed Problem (Model/Process)
GeneralizedProblem
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Research Process
Observed Problem Develop
Intuition about Observed Problem
Generalized Solution
Solution to Observed Problem (Model/Process)
GeneralizedProblem
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Observed Problem Context
In existence since 1927, started with one patrolman
Anti-war protests on campus in the 70s
Led to deputization and creation of private professional police force
Core Values (inspired by Good to Great):We pledge to honor the spirit and letter of the laws we are charged to uphold. We will strive to maintain and improve our professional skills and knowledge. We will project a positive and courteous image towards our clients and fellow employees. We will dedicate our full attention to our duties to earn and maintain the public trust. The hallmarks of our service and conduct will be a dedication to the principles of honesty, integrity, fairness, courage and courtesy.
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Observed Problem in SUDPS
Hard to answer the question: What activities should the SUDPS engage in?
Currently follow best practices derived from descriptive sources
Sample decision context: Police chief has been asked to improve bike safety. How should she approach this?
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Research Process
Observed Problem Develop
Intuition about Observed Problem
Generalized Solution
Solution to Observed Problem (Model/Process)
GeneralizedProblem
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Research Process
Observed Problem Develop
Intuition about Observed Problem
Generalized Solution
Solution to Observed Problem (Model/Process)
GeneralizedProblem
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Generalized Problem
How can we help social ventures develop value functions?
Social Venture: A venture that satisfies the following criteria: Cares about social good along with financial sustainability
(both are direct values) -- [The Foundations of Decision Analysis Revisited, Ronald Howard, 2007]
Not sustained by the government
For public policy decision making, see [Social Decision Making, Ronald Howard, 1970]
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Research Process
Observed Problem Develop
Intuition about Observed Problem
Generalized Solution
Solution to Observed Problem (Model/Process)
GeneralizedProblem
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Develop Intuition Descriptive Question: How does the
SUDPS value its work? Approaches
Interviews Known Descriptive Frameworks Ethnographic Analysis/Fieldwork
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Interviews
Directly ask the decision maker what they value Works well for businesses (usually only one direct
value) Social Ventures
More than one direct value Decision maker may be focused on small potatoes (e.g.
optimize coverage of university) May not be able to articulate what they really value
This may be naturally so Or may be deliberate
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Known Descriptive Frameworks Jim Collins’ monograph, “Good to Great and the
Social Sectors: Why Business Thinking is not the Answer” Level 5 Leadership First Who, Then What The Hedgehog Concept
Anthropological Studies (ethnographies) “The Asshole” by John Van Maanen “The New Parapolice” by John Rigakos
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Ethnographic Analysis/Fieldwork
Spend time doing fieldwork – participant observation, interviews
Perform ethnographic analysis on data Analysis focused on question: How does this
organization value its work? Check predictive power of intuition Can be more reliable than interviews
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My Approach for Developing Intuition Ethnographic Analysis/Fieldwork
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The Ethnographic Method
ANALYSISReading, rereading, memoing, coding, memoing, proposition making
COLLECT
DATA
READING
ORGANIZE DATA
ANSWER
FORMING
ANALYZE
ASKING
DESIGN
STUDY
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ASKING
How do the police value their work? How do they see themselves?
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READING
Criminology Sociology
Private Policing: Shearing and StenningEmergence of private policing due to shift in “mass property” from government to private owners.
History of Police: Okada
The Asshole: Van MaanenPolice define their existence based on the “asshole” on the street – people who intentionally break the law.
The New Parapolice: John RigakosFirst ethnographic study of private police in North America (Intelligarde, Canada)
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Design Study
2006-07
4 ride-alongs, 2 in the day and 2 in the night (16 hours)
Planning and conduction of “Back from the Dead” Halloween Party (3000 attendees) (5 hours)
Two formal briefings (2 hours)
One informal briefing (1 hour)
2 Lieutenants, 1 Sergeant (5 hours)• Chief of Police (1 hour)• Retired Chief Marvin Herrington (2 hours), founder of the present police department• Larry Horton – Asst. Dean of Student Affairs in 1970• John Schwartz – advised President during “disruptions”
Interviews
Stanford Daily reports about police
Chief’s talk about history of police department
Stanford Daily archives of the police from the 40’s to the 70’s
Document Analysis
Field Observation
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Ethnography Results
Acquired the role of “educator” by virtue of being in a university
Put a value on being able to educate the constituents they’re serving
Officers use the value rhetoric of education to explain their preferences
RhetoricRhetoric
The art or study of using language The art or study of using language effectively and persuasively; a effectively and persuasively; a type or mode of language or type or mode of language or
speech; also insincere speech; also insincere or grandiloquent languageor grandiloquent language
Value RhetoricValue Rhetoricthe language used to communicate the language used to communicate
or justify preferencesor justify preferences
e.g. “Yeah, we have community e.g. “Yeah, we have community outreach and then we do outreach and then we do
enforcement and education. We enforcement and education. We don’t necessarily stop and don’t necessarily stop and cite everyone. We talk to cite everyone. We talk to
people and educate them.”people and educate them.”
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Consequences of Value Rhetoric Seek out opportunities to educate
Bike-stops are an opportunity for public education Safe drinking workshops, etc.
Soft Pinches Assess threat level, if low enough, scold and let go
Focus on prevention High-Visibility Patrolling
Branding Department of Public Safety, not Police Department
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Research Process
Observed Problem Develop
Intuition about Observed Problem
Generalized Solution
Solution to Observed Problem (Model/Process)
GeneralizedProblem
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Solution Approach Value Rhetoric informs Value Foundation
Value Rhetoric
Value Foundation(education, public safety, $)
Value Foundation
The attributes of value that are important to the decision maker.
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Applying to Bike Safety Violations CFO of Stanford University calls Chief of
Police “Something needs to be done about bike
safety” Bicyclists breaking stop signs Bicycle accidents
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Decision Hierarchy
Policy(take asgiven)
Strategy(focus on in this analysis)
Tactics(to be decided
later)
We will look for opportunities to educate
Some specific education activity
e.g. What bike safety work should we do? How much?
Operationalizing activitye.g. Which streets should we do this activity on?
Do you agree that this is a
decision that has already been taken?
I am interested in the framing of these decisions
Current Decisions
Future Decisions
Policy
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Situation 1: Two Direct ValuesEducation
ActivityPublic Safety
Violations
$
Education Level
Cost
Violations
Value
CFO’s Decision Diagram
Violations at other Universities
Loss of Life, Extent of Injury
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Establishing Value What are we concerned about?
Bikes running stop signs Bike Accidents
What has the trend been?
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FY03-04 FY04-05 FY05-06 FY06-07 FY07-08Total Bike Stops 1185 323 246 512 450Admin 642 103 76 149 161Mechanical 748 248 90 278 158Moving 10 34 135 125 169Total Bike Violations 1400 385 301 552 488
Trends
Collision Injury FY03-04 FY04-05 FY05-06 FY06-07 FY07-08Bike vs Bike 5 6 6 5 5
Bike vs Fixed Object 28 22 17 17 23Bike vs Pedestrian 0 3 3 0 2
Bike vs Vehicle 18 12 18 12 15Total Injury Collisions 51 43 44 34 45
Assume only 10% of moving violations are cited, lets assume 1690 violations occur
Moving: Speeding, Failing to stop a stop sign
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Establishing Value If we can bring down (violations,
accidents) from (1690, 45) to (1200, 30), what is it worth to you?
If CFO says $0, conversation ends here. Otherwise..
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CFO’s Value Assessment
(1200, 30)
(1690, 45)
(900, 15)
(750, 5)
$200K
$400K
$500K
$550K
Value
Hypothetical
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Situation 2: Four Direct ValuesEducation
ActivityPublic Safety
Violations
$
Education Level
Cost
Violations
Value
Good Citizens Police
PR
Violations at other Universities
Loss of Life, Extent of Injury
Police Chief’s Decision Diagram
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Value of Ethnography
(1200, 30)
(1690, 45)
(900, 15)
(750, 5)
$200K
$400K
$500K
$550K
Value
Hypothetical
High ($300)
Base ($250)
Low ($200)
Education Level
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Resulting Assessments
ValuationWhat are different levels of
{education, public safety} worth to us?
Education Level (PR + Good Citizens)Moving Violations Injury Collisions High Medium Low
1690 45 $300 $250 $2001200 30 $460 $430 $400900 15 $540 $520 $500750 5 $570 $560 $550
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Solution Process
Value Rhetoric Value Foundation(e.g. education, public safety: define, measure)
ValuationWhat are different levels of
{education, public safety} worth to us?
Realistic FrameReframe problem: How can we improve
education and/on public safety?
Assess InformationHow effective are we?
Ethnographic Analysis
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Research Process
Observed Problem Develop
Intuition about Observed Problem
Generalized Solution
Solution to Observed Problem (Model/Process)
GeneralizedProblem
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Generalized Solution
Value Rhetoric Value Foundation(e.g. X, Y, Z)
ValuationWhat are different levels of
{X, Y, Z} worth to us?
Realistic FrameReframe problem: How can we improve
X, Y, Z?
Assess InformationHow effective are we?
Ethnographic Analysis
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Next Steps Get data
Severity of injuries, lost time Reputation Cost Laptop theft: quantify research loss
Value assessments from CFO and Police Chief
Apply framework to other social ventures E.g. Kiva, Teach for America, etc.
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Questions?
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Appendix
HARVARD
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Distinctions Robbery: Seizing property through violence
or intimidation (use of force) Burglary: breaking and entering Larceny: Trespassory taking and carrying
away Theft: Dishonestly appropriating property
belonging to another with the intention of permanently depriving the other of it
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Collision Injury FY03-04 FY04-05 FY05-06 FY06-07 FY07-08Bike vs Bike 5 6 6 5 5
Bike vs Fixed Object 28 22 17 17 23Bike vs Pedestrian 0 3 3 0 2
Bike vs Vehicle 18 12 18 12 15Total Injury Collisions 51 43 44 34 45
Collision No-Injury FY03-04 FY04-05 FY05-06 FY06-07 FY07-08Bike vs Bike 0 1 0 0 0
Bike vs Fixed Object 0 1 0 1 0Bike vs Pedestrian 1 0 0 0 0
Bike vs Vehicle 6 4 2 5 4Total No-Injury Collisions 7 6 2 6 4
Accident Data