All posts by Sahar Salek

07a-Crafting an effective formal presentation, 07b-Using good information design, charts & graphs, PowerPoint resources, slide-craft, story-boarding, tables

Being Intentional with your Data and Giving your Graphics a Voice!

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I have a particular interest in evaluation in the workplace– the evaluation of employees, work output, employers, etc. In the types of programs I’ve been in, I have found in very useful. However, I’m sure that most companies don’t have the time to thoroughly evaluate their work in a systematic and organized way. I have always worked in the research/higher education end of business, and so I don’t personally have experience with how evaluation works in the corporate setting.  How does evaluation look like in your industry or company?

A few years ago, I came across this site and I have been a fan ever since. The group is called Evergreen Data and they focus on intentional reporting and data visualization. I work in public health/higher education, and the public health industry is very data-heavy. Data in public health is used for analysis, program planning, grant opportunities, research, etc. and so I have seen the benefits of its use in my industry. What does your company do with its evaluation data?

This particular site had a checklist on how you should layout your evaluation reports which I’ve found super helpful! The purpose of the checklist is to help identify what parts of an evaluation report can be enhanced through the use of graphics.

Here are some of the items they had in their checklist:

  • Text font and size (sans serif and size 9-11)
  • Text uniformity
  • Line spacing (between 11-13 points)
  • Headers/callouts
  • The number of different types of fonts that you should use (no more than three!)
  • Don’t make too “strong” or “bold” of bullet points
  • Alignment (be consistent!)
  • Make sure that items in page that are grouped together are related
  • Utilize white/empty space!
  • Use of pictures/graphics – individuals learn differently from one another
  • Use color changes for a purpose (are you being intentional by choosing to change the color of a font or header?)

Evergreen also has an additional checklist that’s used for data visualization. It’s specific to making your graphs speak for themselves! This is a great resource as well.

What are some of the tips you have when creating reports (not exclusive to evaluation reports)? What steps do you take to have your data share a “story” or a “point”? Are you intentional in your decisions in terms of report layouts, font, graphics, etc.? Do you find that you have to pay more attention to this? 

01-Structuring a problem, 03-Planning the work of a team, 04-Managing a project team, work plans

Tips for Leading or Attending Your Next Staff Meeting

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Staff meetings. We know the drill. I think we’ve all had experience with good ones, and ones that are just plain awful.

In my experience, staff meetings have served a number of different purposes: updating others on the progress of projects, decision-making, feedback on work, getting insight from team members, problem-solving etc. The success of those meetings depended on the number of people who attended, how prepared individuals were when they went to the meeting, knowing the purpose of the meeting, and knowing the end goal of the meeting—not be confused with “what” the end goal is going to look like. For example, before you go into the meeting, you know that you want to come out with a solution to your most recent sales issues with a customer—you don’t know what that solution may be until the end of the meeting.

The following tips are from an HBR blog post about the most common mistakes that are made when trying to run a staff meeting. I’ve summarized them below:

  1. There’s no clear objective. To avoid this, make sure the objective of the meeting is clear so that “participants […] know what to expect and how to prepare.”
  2. There’s no focused agenda (despite having a clear meeting objective). This means that the agenda items are unclear (and not detailed enough). Speak to attendees beforehand to determine what exactly they want to discuss and how much time to allot to them.
  3. Not everyone in the room has a chance to speak. Ask directs questions, give “the mic” to them to speak, let the interrupters know they’ll have their time to speak = more engagement from everyone.
  4. Endless debates without a conclusion. This goes back to Mistake #2. If folks have an idea of what the agenda is beforehand, then they can come prepared with data to back potential arguments or provide useful feedback.
  5. Not reaching a consensus on an action item. Before you leave the meeting (or soon after), identify what’s supposed to be done, who is supposed to do it, and when it’s supposed to be done by.
  6. No remembering to give “kudos” to individuals. Towards the end of the meeting, make sure that you still recognize certain individuals or teams for their efforts. Help bring everyone’s efforts and hard work full circle—remind them of the overall goal.

Now I wanted to ask you…

  1. What “mistakes” have you made in a meeting?
  2. Based on your experience, what tips do you have on leading a successful meeting?
  3. What do you do just before a meeting? Right after a meeting?
feedback, team dynamics

Stages of Skill Acquisition

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My career path in the last few years has been in workforce development. As a Program Manager for a graduate school work-study program, I work to find meaningful applied work experiences for students. 

For many of them, these positions provide them with the opportunity to be mentored by their supervisors or by another worksite colleague in the field of public health.  As a result, I am always working to find the ways in which we can teach students to search for valuable mentorship experiences and engage in those opportunities.

A former mentor of mine introduced me to a what’s known as the Dreyfus Model (often used in field such as education) to demonstrate how students can gain skills through application, instruction, and practice.
The model consists of 5 stages— how a student goes from “novice” to “expert” in the acquisition of these skills:
  1. Entry-level (novice)
  2. Capable (advanced beginner)
  3. Competent 
  4. Proficient
  5. Expert
In summary, think about how each of these stages relates to your career progression thus far. I leave you with the following questions to think about when considering how this framework relates to your professional experiences:
  • Where are you in Dreyfus Model?
  • What experiences did you have previously that lead you to where you are now
  • Did you have a mentor at any of those stages?
  • Did you serve as a mentor to someone else at those stages?
  • How have you been able to implement change in your department or organization at those various stages?
  • How have you used the “stage” you’re in to work effectively in a team?
  • Have you been able to accept and provide different levels of feedback based on what stage of the model you’ve been in?

As career paths change and at times we may enter an entirely new industry, it is very possible that we enter the Dreyfus Model at a lower (or higher) stage than we were before.

Sources:
Miner, Kathleen. “The Mentor’s Virtue.” Mentorship Training, Emory Public Health Training Center. Emory Conference Center, Atlanta. 24 July 2014. Oral presentation.
Lester, Stan. “Novice to Expert: the Dreyfus model of skill acquisition .” Stan Lester Developments 2005 . Web. 30 June 2014. <http://www.sld.demon.co.uk/dreyfus.pdf