Monday, February 4, 2013

Sam King with the Stanford Service Corps

This is my blog for the Design for Extreme Affordability's Stanford Service Corps project.  I worked with the BGM electric group.  Note: links to each of the other posts are included in this post.

The group gave us an introduction, both to the people and the space.

I shadowed an electrician.  Later on, I interviewed an administrator.

Our group operated in three main phases, each of which consisted of 2-3 meetings and many post it notes.  We also went back and forth between them.

Finally, to present this, we made a skit.


Coming Together: Skit

To present the insights and needs that we identified as well as our internal maps solution, we made a skit.  Many of the lines in this skit are direct quotes from our users.

After the skit, Steven, our main contact, took a picture with us:


Props

2 chairs
Signs introducing change of scene

Skit

Roles:
Bob the Boss [[tucked shirt]] -- Anna
Ed the Experienced Electrician [[tucked shirt]] -- Candice
Nathan the Newbie Electrician [[tucked shirt]] -- Sam
Professor Pink -- Mihir

BOB THE BOSS INTERVIEWS A POTENTIAL HIRE...
BB: I'm glad that you decided to interview with us.  We're really looking for the right people here.

NE: How do you view your role at Stanford as electricians?

BB: Well, I'm glad you asked that.  Stanford isn't just any campus.  We have to deliver the level of service that Stanford deserves and requires.

We're ready to take care of this university.  And we're happy to assist, whether the problem is that the professor can't find a light switch or if the generator fails for the hospital.  Lighting has an impact on things: our biggest concern is that we don't want to negatively impact education or research, so we want go unnoticed.

It's so cool -- everything that happens here...  And none of that can happen if the lights are out.

NE: What do you love about this job?

BB: We're constantly learning -- and not just about our jobs.  When I'm in Packard, I love looking at the electrical engineering research posters.  When I'm in <physics research building>, I love looking at the mechanics of the experiments.  And there are millions of lights on this campus, each of which is unique and beautiful in its own way.

NE: [[That brings a tear to my eye.]]  In my previous job, we just put in our hours each day, but this sounds like just the community I'm looking for!

BB: Well, Stanford is really great to work for because they treat us well.  I'm a family man, and with this job, my wife can stay at home with the kids.  And when they grow up, maybe they'll be able to come here one day.

NE: When will I know your decision?

BB: Can you start today?

PROFESSOR PINK'S PROBLEM

<Professor seems messy.  looks around.  haphazardly works.  doesn't have act together.  has stuff all over the place.>

PP: <mutter under / over breath> My light went out!  Now, I can't find the Higgs boson, and I won't be able to mentor the next Steven Hawking.  Let me walk over to the phone to call the electric shop.

<Professor trips as he walks over to the phone, then he calls the Electrician>

EE: Hi, I'm Ed from the electric shop.  How can I help you?

PP: My light is out!  It's dark, and I'm tripping!  It's a safety hazard!  Do you know how to fix it?

EE: I've been fixing lights on this campus for 30 years.  I know every light and how to fix it.  It'll be no problem.

PP: <Impatiently> Well, when can you come over to fix it?

EE: I'll come right over.  

THE FIXINS

NE: Thanks for showing me around!  I just started today, and it's great to shadow someone who knows this campus as well as you.

EE:  Yeah, it takes a long time to get to know the campus.  Someone with as much technical experience as you will be able to fix the problems easily, but it can still be hard to navigate the buildings.

<Walking to the office>

NE: It looks like this is Professor Pink's office.  

EE: The lights are out.  It's probably the circuit breaker.  Let's find the breaker room!

Professor Pink narrates: 30 minutes later
EE: Here's a breaker room!  I'll look at panel 1.  Why don't you check panel 2?

NE: Professor Pink's office number isn't on this panel.

EE: Not on this one either.  I know there's another breaker room on this floor -- let's check it out.

PP: 15 minutes later

NE: What's this room?

EE: It doesn't have a room number, but I think that it's the other breaker room.  Let's see...

<They go into the room.>

NE: Not this panel.

EE: Not this one either.  These jobs are usually easy to fix, but hard to find.  

PP narrates: 20 minutes later

NE: Wow, we have to look on a different floor?

EE: Yeah.  Sometimes, that's the case.

NE: It seems like there isn't any rhyme or reason to how these buildings are wired.  

ALL SHOUT: <FREEZE!> (and then stand paused without moving)

PP POV: It's almost as if...
A humble electrical expert who never complains about a job but wishes he could spend more of his time serving the Stanford community
needs a way to navigate the ever-changing wiring
because he spends more time searching for the right room than using his technical skills to fix the problem

EE:  And every building is different.  But look! This circuit breaker was tripped, so the offices on this circuit aren't getting power.  I bet Professor Pink's office is one of them.

NE: Wait, Professor Pink's office isn't even labeled on this panel!

EE: You're right.  It could be something else, but the panel is probably just mislabeled.  It happens all the time.  Well, let there be light! <flip the switch>

PP narrates: Back at my office...

<As the electricians enter>

PP: Now I can work again!  Higgs boson, here we come!

EE: Great!

CHANGE

PP narrates: ONE YEAR LATER

PP: Look at this data!  I think I found the Higgs boson!  <sound effect> Oh no, it's dark!  Did the boson do that?!?!  Oh, it's just the lights.  I'll call the electricians again.

BACK IN THE OFFICE

NE: Now that I'm more familiar with the campus, I'll take this job on my own.  Oh, and it's in a building that I've been in before.  I remember that when I shadowed Ed that there's something weird about the wiring in this building, but I can't quite remember what since it was so long ago and I've fixed hundreds of lights since I started.

Let me take out the breaker room map for this building on my iPad.  

First, I'll find Professor Pink's office.  The map says that the breaker room for this office is breaker room #3, panel #2.  Good thing that it's color coded so that I can see where each of the breaker rooms are!  Huh, that breaker room is on a completely different floor.  Oh yeah -- it took us an hour to find it last time.  Good thing I don't have to do that again this time thanks to the map!

DESSERT
BB: It has been so great now that we have a map of all of the breaker rooms.  Before, I felt bad when my electricians were frustrated, especially that time when Ed had to come in on a Saturday to find everything even though it was his wedding anniversary.  Now, they can use their time to focus on using their technical expertise and work through the back log of jobs rather than searching for the breaker rooms!

ALL: THE END!

Round 3 Regroup: Prototypes

Our first prototype idea was dots.  A breaker room would have a color associated with it, and each light or room would have a dot with the same color placed on it so that workers could easily find the breaker room associated with a light.  Also, we noticed that while doing a hard job, such as changing the lights on top of Hoover Tower, some workers might immortalize their job by writing their name in an inconspicuous location, so we could use the dots for that, too -- a person could write their initials on a dot before putting it on the light.  We didn't go forward with this because it would require an indoor map to work well, and an indoor map would also solve much of the issues that dots would solve.

Our second prototype was a checklist.  Some of the issues that we observed were due to people forgetting things or miscommunicating.  For instance, in one job, S scouted everything out, but J had to come in and spend hours finding the breaker room even though some of that work had already been done.  Also, M could have brought a key from the electric shop, but instead he had to get it from another building.  This idea didn't pan out with our users because they already had something similar to it -- the problem was usage.  We didn't have time to do more interviews to figure out why it wasn't being used successfully.

Our third prototype was outdoor maps.  We interviewed Stanford's mapping department, and we found that a lot of the work in making an outdoor map of the lights (as seen below) was done by electric shop people, but that they still had to wait for the mapping department to put it all together.  That would be a lot easier if the electric shop people could make the maps themselves.  We re-made part of the outdoor map on Google Maps to show how they could do the maps without relying on any external entities.

Our final prototype was indoor maps associating each light with a breaker room.  We have the breaker rooms color coded so that they're easy to find, and we label each room with the breaker room that controls it.

The electric shop was excited about our two mapping prototypes!

Final Prototype: Indoor Maps


Prototype 2: Dots




Prototype 3: Google Maps for Outdoor Maps

 





Round 2 Regroup: Needs and POVs

In general, I think that getting a strong POV is one of the most important parts of the design process, and it guides a group through the rest of the process.  

I wasn't satisfied with my group's POV.  There were a few main problems that we had:
  1. We wanted the user in our POV to be S because we had gotten to know him best, but most of the needs that we identified were related to the other users that we shadowed.
  2. We identified that S was a humble servant-leader (which is true) early on, and we would use that as the adjectives for our user in practically every POV we came up with even when neither of those traits were relevant to the need.
  3. We brainstormed user traits, needs, and insights separately and then created a POV by taking components from each, even though they didn't relate to each other.
Some of our early POVs were:
  • A servant leader responsible for millions of lights needs a way to create and share institutional knowledge in order to support top notch education and research.
  • A servant leader with competing priorities and demands on his time needs a way to provide for his family's needs because he doesn't settle; he aspires.
  • A servant leader and caretaker of a legacy needs a way to deliver the level of service that Stanford deserves and requires because he is eager to support the university that he loves.
I tried to suggest something that I thought was more cohesive, but I couldn't convince my group:
  • A leader who feels responsible for his employees needs a way to create and share institutional knowledge because his employees spend more time finding the right information than they do fixing problems.
We had a subsequent meeting where we still worked on POVs.  At this meeting, I broke down our needs into people needing to help themselves (overworked, need to delegate better), people needing to help their families (on call interrupting important family events), and people needing to help Stanford (can't find the breaker rooms or other job-related needs).  We agreed that we wanted to focus on the job related needs.  We didn't come out of this meeting with a great POV, but we came up with some ideas to address job related needs (mostly involving maps).

As such, we went on to ideating solutions and prototyping before we had an agreed-upon and compelling POV.  After deciding on our final prototype, we came up with a POV that fit it:
  • A humble electrical expert who never complains about a job but wishes he could spend more of his time serving the Stanford community needs a way to navigate the ever-changing wiring because he spends more time searching for the right room than using his technical skills to fix the problem








Round 1 Regroup: Insights

At our first meeting, we shared insights from all of the jobs that we shadowed.  I won't go over insights that I observed, but some of the other insights:
  • Every employee we talked to enjoyed learning from the space around them.  They would read the research posters in buildings.
  • Many employees also talked about their families and the hope that their kids would go to Stanford one day.
  • There are a ton of different lights on campus!  Millions, including many different types and many that are retrofitted.
  • Multiple employees would come in on their time off out of a sense of obligation to get an important job done.
  • A lot of Stanford community members would be very rude to the people we shadowed.
  • Some of the breaker rooms are even worse than in M's example -- one of the ones in the library was on a completely different floor.
  • The workers never really complained.  There were frustrations on the job, but they seemed even-keeled throughout the process. 



Logistics with B

After our first round of interviews, we decided that a lot of problems that we noticed were logistical in nature, so I interviewed B, one of the electrical shop's admins.  

A Request
He walked me through the process of a request.  First, someone goes to bgm.stanford.edu or calls it in.  Then, they can request an estimate, request maintenance, or request a new installation that they (the department, not BGM) will fund.  Then, someone from BGM makes up a work order.  This is a manual process because it sometimes requires approval or other adjustments.

The system that they make the work orders in, EAM, doesn't let you adjust the release date, and you can only bill for work that happens after the release date.  Thus, if someone calls in an emergency and work starts before the work order is made, the person making the work order has to remember to back-date the release date.

Once a work order is made, it's assigned to a person, and it's tidied up.  Sometimes, another BGM group like construction will accidentally select electric, or sometimes the person making the request fills the information out in a vague way, so to help the workers, the admins will make the work orders more explicit.

Then, the person that the work order is assigned to can see it on their "bench," which appears online, on their PDA, or on their iPad.

Technology
B's biggest gripes were about the technology.  They're phasing out their Nextels (cell phones that they use to talk with each other for work stuff), but they started phasing out the cell towers before phasing out the phones, so the reception is horrible.  

Work orders often disappear from the bench on PDAs due to a bug that they reported, but it doesn't seem like it will be resolved.  They also get bad reception.

My dad does HVAC, and when he works, he's always afraid about breaking his cell phone, so he sometimes leaves it in the car, and he never got a smartphone, so I asked if it was similar in the electric shop.  The workers do often leave their PDAs in the car because they don't want to break it, so it seems like the problem isn't just bad technology, but also that people don't feel comfortable to use the technology that they have.

As B was going through the request process, I also asked him some about the EAM system.  He was an expert at it, but the process was still cumbersome -- he used an advanced search, but he couldn't save it, so he had to remake the search every day.  And the system is much too complicated for other people.  It isn't user friendly, and it has too much information.  Also, you can't be logged in to Axess and EAM at the same time, so B needs to use two web browsers.

Misc
Institutional knowledge is mostly spread from person to person.  There are some new projects like the maps.

It's hard to make good indoor maps because outside contractors might change things without telling us, so the maps would not be up to date.

There's a big backlog in January because disuse is bad for lights, and the university closed over winter break.  They sometimes want to bring in temps to help deal with the backlog, but the process for hiring a temp can take weeks, by which point the backlog is already dealt with.

The office space is limited, and so are the parking spaces.  Thus, it would be hard to hire new people even if they had the money.




Shadowing M

I shadowed M on a job to replace a light in a professor's office.  He said that, in winter, people often bring in electric heaters, and too many electric heaters on one circuit will overload it, triggering the circuit breaker.

When we arrived at the office, the professor's door was locked.  I later learned that the electric shop has a set of keys, but M didn't bring one, so he needed to get one from a building on campus.  Before unlocking the office, he checked a nearby breaker room to see if there were any obvious issues.  He needed to use a minimag flashlight to light the breaker room since it was so dark.  The professor's office wasn't listed in the breaker room.

The first step in getting those keys was digging out his three phones (home, work, and on-call) and finding the right person to call.  At one point, he looked up a phone number on one phone while calling on his personal phone because the reception on his work phone was so poor.

I took a ride in his electric equipment van.  The van was moderately cluttered, and it was full of tools that clanged around while driving.

The building that we went to had a set of generators that M was responsible for.  One building at Stanford has databases for the whole state of California, and M said that people told him "if the generators were to fail,, we would lose one billion dollars, and you would go to jail."  In most places, they had only one generator, but at that place, they had 4 redundant generators.

As we walked back, M mentioned that Stanford has a lot of old lights.  The quad lights had been there for as long as the quad existed.  They recently changed the lights and got them retrofitted, which cost $1,500 each!

Once we found the room, we discovered that we would have to search for the right breaker room.  M didn't seem to know where the breaker rooms were in that building, and there didn't seem to be a map or any coherent means of organization.  We had to go to three breaker rooms before we found the right one.  M commented that it's "easy to fix it, but hard to find."  After we found the right breaker room, we knew that it was right because one of the breakers was tripped, but the panel was mislabeled -- the professor's office wasn't even on it!










Electric Team Introduction

On the first day of our project, the Buildings and Grounds Management (BGM) electrical group introduced us to the basics of what they do.  They also took us on a tour through the electrical shop and the warehouse where they keep lights and where they purchase lights and other supplies.

My notes are below, and here are some of the more salient insights:

  • Everything is broken up by zones.  The electric group manages academic spaces, but the med school manages their own lights, and RD&E manages their own lights.
  • There's someone on call 24/7, and there's someone staffing 6am to 6pm M-F.  There's about one on-call response every 12-13 weeks (per each person?).  When a generator failed, S had to leave a family trip to Monterey Bay.
  • BGM recommends facility design guidelines, but buildings can contract to anyone.
  • They have to triage work -- safety hazards or things that disrupt research and education are top priority.
  • It's hard to track errors to individual pieces of equipment.  They have electrical equipment vans that have the most common parts so that they can more easily fix it even if they don't know what's wrong before leaving.
  • The MPCs are expert sand supervisors that prioritize jobs, consult with folks, and dispatch people.
  • Some calls are easier to tackle than others.  Like if a professor can't find the light switch (really happened).
  • They want to go unnoticed so that they don't disrupt research or education.
  • "Bringing in the right people is important"
  • Humility is important: "People come in with experience in other cultures that might not apply to Stanford"
  • The Stanford legacy is important: "We have to deliver a level of service that Stanford University requires"
  • Professionalism is important -- ie, tucked shirts.
  • Purpose is important.  Do they care about Stanford or is this just a job?