Moving%20from%20doing%20to%20presenting

1
Moving from doing to presenting

• Discussion
• Team Meetings
• Presentations

2
Remaining Schedule
13 Class-review documents schema 14 15 Class-combine lists 16 17
20 No Class 21 22 Class-analyze lists 23 24
27 Class 28 1 Class 2 3
6 Presentations (3) 7 8 Presentations (2) 9 10
13 14 15 Final Reports 16 17
3
Plan

1. Select and Read 5 lessons learned documents. They
   should be
2. Unique (i.e. we should end up with 75 different
   documents),
3. Diverse (i.e. NOT 5 from the same disaster, or
   organization, or time)
4. Significant
5. Make a list of the lessons learned in your 5
   documents. For each lesson, provide the stated
   impact measure that justified its being
   included as a lesson learned (if any).

4
Plan (continued)

• Categorize your list items
• Demographic data on the source documents (e.g.
  date, source, geographic location, type of event,
  etc.)
• This should be low-hanging fruit.
• Hopefully you can define a finite set of possible
  choices for many of these (e.g. you could use
  three types of events(1) quick onset natural
  disaster (e.g. Tsunami), (2) medium onset
  recurring disaster (e.g. flood, draught), and (3)
  complex human disaster (e.g. Darfur).)
• Foundational hypothesis There is a set of
  lessons that keeps recurring across the source
  documents.
• Key variable lesson(definition?)
• Key challenge Demonstrate reoccurrence (how to
  capture reoccurring lessons that are worded
  differently (or how to distinguish different
  lessons that are worded similarly).

5
Plan (continued)

• Categorize your list items (cont.)
• Primary hypothesis to be tested Reoccurring
  lessons are not learned because (pick one or
  more?)a. They are too complex (require
  interdependent changes across the entire system
  and environment).b. They are too general (not
  implementable).c. There are competing desirable
  changes.d. They are not presented in an
  implementable way.e. They are not developed in a
  way that supports learning and implementation.f.
  There is no uniformity in lessons and how they
  are presented.g. Others?Whatever you pick for
  (3), what are the data you will gather from the
  text of the documents that will support (or
  refute) the hypothesis?

6
Proposed Plan (continued)

• Meet with your team to combine lists, including a
  single agreed upon categorization schema
• Analyze your data. What did you learn about
• The nature of the documents?
• The nature of the lessons?
• The reoccurrence of the lessons?
• Our hypotheses as to the reasons for the
  reoccurrence?
• The value of learning the lessons

7
BB Wiki
http//catalyst.washington.edu/webtools/epost/regi
ster.cgi?ownermarkhid14531

• http//staff.washington.edu/rbkemp/wiki/index.php?
  titleLLHandbook

8
Issues

• Selection of articles
• Inclusion of articles
• Terminology
• Distinguishing and grouping lesson
• Categorization schema
• Hypotheses

9
Template
Variable
Demographics
Hypothesis testing
Lesson Stated Impact Date Source Includes implemen-tation plans Implementa-tion complexity
Identify emergency workers in advance Increased human capacity 2001 CARE Yes 2 (moderate changes in organization-al systems)
Have agreements in place prior to disaster Increased coordina-tion 1993 UNOCHA No 5 (major changes in interdepen-dent systems)
How to handle counting the reoccurrence of
lessons?
10
Consider

• Even if you keep your data template fairly
  simple, the analysis will still be fairly
  complicated.