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Little was certainly on to something, but even after a revolution in computing power, most companies still struggle to apply data in the way Little describes Why There is just too much data to deal with There s a lack of trained analysts, and lots of expensive tools that are dif cult to work with More important, Little couldn t foresee back in the 1960s that math and tools were just the beginning It s the human element in analytical decision-making that is the dif cult part Most organizations are stuck on the need to make data relevant and exciting, the need to educate staff and reward experimentation, and the need to put personal opinions aside and analyze impartially.

This chapter will help you prepare for the avalanche of data Google Analytics provides by explaining how to pull together the people and processes you need to turn that data into insights Companies from every industry have made huge strides in using data to improve their decisions and processes The key is to start small, build basic skills, and never forget that analytics is as much about politics and decision-making as it is about math and JavaScript Every organization that has made signi cant gains from Google Analytics has someone we call an analytics champion This internal advocate makes a commitment to trust what can be measured and to convince others to adopt this same mindset The commitment begins with a basic skepticism about the way people portray ideas and describe their activities.

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contrast between two different ways of conceiving the process of learning: one based on legitimate engagement in actual activities and on coparticipation with other members of the community; the other based on mediation through an instructor s participation and relying on an external view of what knowing is about Aside from their argumentation, however, the terminological difference underscores (beyond the authors own intentions) the fact that learning also takes place through basic and technical instruction in the anticipatory socialization phase Anticipatory socialization has been de ned as the phase comprising socialization to work prior to actual encounter with the organization (Porter, Lawler and Hackman, 1975; Van Maanen and Schein, 1979; Depolo, 1988) Accordingly, the learning curriculum includes all the learning opportunities offered to individuals pursuing the same occupation in their work careers.

Experienced human resource managers frequently recommend hiring the applicant who is the best personal fit for the organization. He or she can learn the job later. It s true that character, a common outlook, and good work habits will go a long way toward a successful work relationship, but a technical position is different from the others in your organization. Who will teach the new staff member his job when no one else possesses the needed skills Who can suggest books to read, courses to take A young, inexperienced technician needs guidance. The difficulties of supervising technical staff are compounded when the blind must lead the blind.

Being data-driven means not doing things out of tradition, or out of respect for the boss s opinion It means asking the hard questions Some champions relish this role: I answer to no one but the data, so take your nonsense elsewhere! But if the analytics champion works too hard at being independent-minded, he or she is ignored when it is time to make decisions So when you re working to get your organization to take analytics data seriously, play nice on the outside even while you re skeptical on the inside Eventually, you ll be able to get measurable initiatives prioritized over initiatives that can t be measured, which is a great place to start These days there is so much data available, at so little cost, that there is just no excuse for doing things any other way.

These opportunities include the teaching curriculum during the schooling phase, the situated curriculum of the community (or communities) to which they belong during their occupational careers, and all the other formal and informal occasions of learning offered in the day-to-day lives of organizations In order to address the speci c aspect of the organizational access related to the learning opportunities offered in the process of engagement, I introduce the concept of situated curriculum to denote the pattern of learning opportunities available to newcomers in their encounter with a speci c community within a speci c organization While the learning curriculum focuses on learning opportunities related to a speci c occupation, the notion of the situated curriculum emphasizes the fact that its content is closely related to the speci c set of local material, economic, symbolic and social characteristics of the eld of practices and work activities.

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