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![Page 1: 3-5 May 2006© 2006, BRIITEBiomedical Research Institutions Information Technology Exchange Research Computing Grows Up ( .](https://reader031.fdocuments.us/reader031/viewer/2022012916/5513db7c55034674748b51bb/html5/thumbnails/1.jpg)
3-5 May 2006© 2006, BRIITE Biomedical Research Institutions Information Technology Exchange
Research Computing Grows Up
( http://www.esp.org/briite/meetings )
Robert J. [email protected]
(206) 667 4778
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Biomedical Research Institutions Information Technology Exchange
Robert J. [email protected]
(206) 667 4778
3-5 May 2006© 2006, BRIITE
( http://www.esp.org/briite/meetings )
Research Computing Grows Up
![Page 3: 3-5 May 2006© 2006, BRIITEBiomedical Research Institutions Information Technology Exchange Research Computing Grows Up ( .](https://reader031.fdocuments.us/reader031/viewer/2022012916/5513db7c55034674748b51bb/html5/thumbnails/3.jpg)
Biomedical Research Institutions Information Technology Exchange
( http://www.esp.org/rjr/briite-RJR-salk-2005.pdf)
Robert J. [email protected]
(206) 667 4778
3-5 May 2006© 2006, BRIITE
Research Computing Grows Up
Just grow up, will ya!
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4© 2006, BRIITE http://www.briite.org
Just Grow Up
MATURE
independent
IMMATURE
dependent
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5© 2006, BRIITE http://www.briite.org
Just Grow Up
MATURE
independent
rational
IMMATURE
dependent
emotional
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6© 2006, BRIITE http://www.briite.org
Just Grow Up
MATURE
independent
rational
deliberate
IMMATURE
dependent
emotional
impulsive
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7© 2006, BRIITE http://www.briite.org
Just Grow Up
MATURE
independent
rational
deliberate
patient
IMMATURE
dependent
emotional
impulsive
impatient
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8© 2006, BRIITE http://www.briite.org
Just Grow Up
MATURE
independent
rational
deliberate
patient
practical
IMMATURE
dependent
emotional
impulsive
impatient
impractical
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9© 2006, BRIITE http://www.briite.org
Just Grow Up
MATURE
independent
rational
deliberate
patient
station wagon
IMMATURE
dependent
emotional
impulsive
impatient
sports car
Maturity:
There are attributes that are associated with maturity in people.
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10© 2006, BRIITE http://www.briite.org
Just Grow Up
MATURE
independent
rational
deliberate
patient
station wagon
IMMATURE
dependent
emotional
impulsive
impatient
sports car
Maturity:
There are attributes that are associated with maturity in people.
There are also attributes are associated with maturity in information technology.
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11© 2006, BRIITE http://www.briite.org
Just Grow Up
MATURE
independent
rational
deliberate
patient
station wagon
IMMATURE
dependent
emotional
impulsive
impatient
sports car
Maturity:
There are attributes that are associated with maturity in people.
There are also attributes are associated with maturity in information technology.
Considering what it means for research computing to grow up is the subject of this meeting.
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12© 2006, BRIITE http://www.briite.org
Just Grow Up
IMMATURE
dependent
emotional impulsive
MATURE
independent
rational
deliberate
When building production systems, shiny is nice…
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13© 2006, BRIITE http://www.briite.org
Just Grow Up
IMMATURE
dependent
emotional impulsive
MATURE
independent
rational
deliberate
When building production systems, shiny is nice…
…but reliable is better.
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14© 2006, BRIITE http://www.briite.org
Growing Up
As you grow up, the bar keeps going up:Counting
Simple Math
Algebra
Calculus
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15© 2006, BRIITE http://www.briite.org
Growing Up
As you grow up, the bar keeps going up:Counting
Simple Math
Algebra
Calculus
So do the stakes:No gold star
Fail the test
Don’t graduate
The bridge falls down / people die
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16© 2006, BRIITE http://www.briite.org
Biomedical research is now dependent upon information technology.
The Stakes Go Up
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17© 2006, BRIITE http://www.briite.org
The Stakes Go Up
Biomedical research is now dependent upon information technology.
This dependence is transforming biomedical research.
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18© 2006, BRIITE http://www.briite.org
The Stakes Go Up
Biomedical research is now dependent upon information technology.
This dependence is transforming biomedical research.
It is also transforming research computing.
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19© 2006, BRIITE http://www.briite.org
The Stakes Go Up
Biomedical research is now dependent upon information technology.
This dependence is transforming biomedical research.
It is also transforming research computing.
Research Computing is Growing Up
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20© 2006, BRIITE http://www.briite.org
The Stakes Go Up
Biomedical research is now dependent upon information technology.
This dependence is transforming biomedical research.
It is also transforming research computing.
Challenge:
Research computing has rapidly become a sine qua non for biomedical research and must be managed accordingly.
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21© 2006, BRIITE http://www.briite.org
The Stakes Go Up
Biomedical research is now dependent upon information technology.
This dependence is transforming biomedical research.
It is also transforming research computing.
Problem:
Historically, much research computing was developed in an ad hoc manner, rapidly tracking the needs of a particular lab or project.
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22© 2006, BRIITE http://www.briite.org
The Stakes Go Up
Biomedical research is now dependent upon information technology.
This dependence is transforming biomedical research.
It is also transforming research computing.
Problem:
When it worked, that was great. When it didn’t, we could do without.
Now, we have to have it, most of the time.
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23© 2006, BRIITE http://www.briite.org
Topics
• Capability Maturity Model
• Background: – Why Now?– Scalability Insights
• Capacity Management
• Sufficiency as a Requirement
• How Good is Good Enough?
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24© 2006, BRIITE http://www.briite.org
Topics
• Going Forward: – Striving for Level 5 Performance– Managing Robust, Scalable Infrastructure – Understanding our Gear– Providing Formal Project Management– Offering Informatics as a Discipline– Achieving Research Access to Clinical Data– Delivering Real Security– Developing Service Level Agreements– Committing to Long-term Planning– Building Architected Solutions
• Summary
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25© 2006, BRIITE http://www.briite.org
CapabilityMaturityModel
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26© 2006, BRIITE http://www.briite.org
Capability Maturity Model
The capability maturity model was developed by Carnegie Mellon for the Air Force as a method for judging the capabilities of software developers.
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27© 2006, BRIITE http://www.briite.org
Capability Maturity Model
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28© 2006, BRIITE http://www.briite.org
Capability Maturity Model
http://www.sei.cmu.edu/
publications/
documents/
02.reports/
02tr012.html
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29© 2006, BRIITE http://www.briite.org
Capability Maturity Model
• Maturity Level 1: Initial
• Maturity Level 2: Repeatable
• Maturity Level 3: Defined
• Maturity Level 4: Quantitatively Managed
• Maturity Level 5: Optimizing
The CMM model has five levels:
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30© 2006, BRIITE http://www.briite.org
Level 1: Initial
At maturity level 1, processes are usually ad hoc and the organization usually does not provide a stable environment. Success in these organizations depends on the competence and heroics of the people in the organization and not on the use of proven processes. In spite of this ad hoc, chaotic environment, maturity level 1 organizations often produce products and services that work; however, they frequently exceed the budget and schedule of their projects.
Maturity level 1 organizations are characterized by a tendency to over commit, abandon processes in the time of crisis, and not be able to repeat their past successes again.
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31© 2006, BRIITE http://www.briite.org
Level 2: Repeatable
At maturity level 2, software development successes are repeatable. The organization may use some basic project management to track cost and schedule.
Process discipline helps ensure that existing practices are retained during times of stress. When these practices are in place, projects are performed and managed according to their documented plans.
Project status and the delivery of services are visible to management at defined points (for example, at major milestones and at the completion of major tasks).
Basic project management processes are established to track cost, schedule, and functionality. The necessary process discipline is in place to repeat earlier successes on projects with similar applications.
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32© 2006, BRIITE http://www.briite.org
Level 3: Defined
At maturity level 3, processes are well characterized and understood, and are described in standards, procedures, tools, and methods.
The organization’s set of standard processes is established and improved over time. These standard processes are used to establish consistency across the organization. Projects establish their defined processes by the organization’s set of standard processes according to tailoring guidelines.
The organization’s management establishes process objectives based on the organization’s set of standard processes and ensures that these objectives are appropriately addressed.
A critical distinction between level 2 and level 3 is the scope of standards, process descriptions, and procedures. At level 2, the standards, process descriptions, and procedures may be quite different in each specific instance of the process (for example, on a particular project). At level 3, the standards, process descriptions, and procedures for a project are tailored from the organization’s set of standard processes to suit a particular project or organizational unit.
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33© 2006, BRIITE http://www.briite.org
Level 4: Quantitatively Managed
Using precise measurements, management can effectively control the software development effort. In particular, management can identify ways to adjust and adapt the process to particular projects without measurable losses of quality or deviations from specifications.
Sub-processes are selected that significantly contribute to overall process performance. These selected sub-processes are controlled using statistical and other quantitative techniques.
A critical distinction between maturity level 3 and maturity level 4 is the predictability of process performance. At maturity level 4, the performance of processes is controlled using statistical and other quantitative techniques, and is quantitatively predictable. At maturity level 3, processes are only qualitatively predictable.
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34© 2006, BRIITE http://www.briite.org
Level 5: Optimizing
Maturity level 5 focuses on continually improving process performance. Quantitative process-improvement objectives are established and used as criteria in managing improvement. The effects of deployed improvements are measured and evaluated against the objectives. Both the defined processes and the organization’s set of standard processes are targets of measurable improvement activities.
Improvements to address common causes of variation and to improve the organization’s processes are identified, evaluated, and deployed.
A critical distinction between maturity levels 4 and 5 is the type of process variation addressed. At level 4, processes are designed to address special causes of process variation and to provide statistical predictability of the results. Though processes may produce predictable results, the results may be insufficient to achieve the established objectives.
At level 5, processes are concerned with addressing common causes of process variation and with changing the process to improve performance (while maintaining statistical probability).
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Background
Why Now?
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36© 2006, BRIITE http://www.briite.org
Cost (constant performance)
1975 1980 1985 1990 1995 2000 2005
1,000
10,000
100,000
1,000,000
10,000,000
PersonalPurchase
RO1 GrantPurchase
UniversityPurchase
DepartmentPurchase
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37© 2006, BRIITE http://www.briite.org
Background
Scalability Insights
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38© 2006, BRIITE http://www.briite.org
Scalability Insights
• Optimize for Growth
• Understand Scaling Problems
• Read The Mythical Man Month
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39© 2006, BRIITE http://www.briite.org
Scalability Insights
• Optimize for Growth
• Understand Scaling Problems
• Read The Mythical Man Month More than once
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40© 2006, BRIITE http://www.briite.org
Mythical Man Month
Multiple Platforms?
No Yes
No
Yes
Part of a System?
1x
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41© 2006, BRIITE http://www.briite.org
Mythical Man Month
Multiple Platforms?
No Yes
No
Yes
1x 3xPart of a System?
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42© 2006, BRIITE http://www.briite.org
Mythical Man Month
Multiple Platforms?
No Yes
No
Yes
1x
3x
3xPart of a System?
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43© 2006, BRIITE http://www.briite.org
Mythical Man Month
Multiple Platforms?
No Yes
No
Yes
1x 3x
3x 9x
Part of a System?
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44© 2006, BRIITE http://www.briite.org
27x
Mythical Man Month
Multiple Platforms?
No Yes
No
Yes
1x 3x
3x 9x
Add networking and then federated networking and you’ve probably crossed two more complexity boundaries.
Part of a System?
81x
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45© 2006, BRIITE http://www.briite.org
27x
Mythical Man Month
Multiple Platforms?
No Yes
No
Yes
1x 3x
3x 9x
Add networking and then federated networking and you’ve probably crossed two more complexity boundaries.
Part of a System?
81x
With research computing, the analytical algorithm may be fully implemented here.
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46© 2006, BRIITE http://www.briite.org
27x
Mythical Man Month
Multiple Platforms?
No Yes
No
Yes
1x 3x
3x 9x
Add networking and then federated networking and you’ve probably crossed two more complexity boundaries.
Part of a System?
81x
Allowing some to argue that the other steps are adding costs for largely bureaucratic goals.
With research computing, the analytical algorithm may be fully implemented here.
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47© 2006, BRIITE http://www.briite.org
27x
Mythical Man Month
Multiple Platforms?
No Yes
No
Yes
1x 3x
3x 9x
Add networking and then federated networking and you’ve probably crossed two more complexity boundaries.
Part of a System?
81x
Allowing some to argue that the other steps are adding costs for largely bureaucratic goals.
With research computing, the analytical algorithm may be fully implemented here.
That’s wrong. The other steps are adding ease of use, reliability, and portability.
If the code is to be useful for many users across the enterprise, these infrastructure features are just as important as the algorithm itself.
Commitment to long-term usability is a sign of maturity in software development.
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CapacityManagement
I
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49© 2006, BRIITE http://www.briite.org
What is it?
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50© 2006, BRIITE http://www.briite.org
What is it?
• A glass that’s half empty.
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51© 2006, BRIITE http://www.briite.org
What is it?
• A glass that’s half empty.
• A glass that’s half full.
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52© 2006, BRIITE http://www.briite.org
What is it?
• A glass that’s half empty.
• A glass that’s half full.
• A glass with wasteful, excess unused capacity.
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53© 2006, BRIITE http://www.briite.org
What is it?
• A glass that’s half empty.
• A glass that’s half full.
• A glass with excess unused capacity.
Delivering appropriate capacity is a key requirement for quality infrastructure management.
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54© 2006, BRIITE http://www.briite.org
What is it?
• A glass that’s half empty.
• A glass that’s half full.
• A glass with excess unused capacity.
Delivering appropriate capacity is a key requirement for quality infrastructure management.
Not enough, and you are not doing your job.
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55© 2006, BRIITE http://www.briite.org
What is it?
• A glass that’s half empty.
• A glass that’s half full.
• A glass with excess unused capacity.
Delivering appropriate capacity is a key requirement for quality infrastructure management.
Not enough, and you are not doing your job.
Too much, and you are wasting resources.
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CapacityManagement
II
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57© 2006, BRIITE http://www.briite.org
Infrastructure Excellence
good
bad
performance
The performance measures for any piece of infrastructure can usually be arrayed on some kind of numeric scale, with good performance at the top and bad performance at the bottom.
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58© 2006, BRIITE http://www.briite.org
Infrastructure Excellence
good
bad
performance
Actual performance can be measured and placed on this scale.
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59© 2006, BRIITE http://www.briite.org
Infrastructure Excellence
good
bad
performance
Actual performance can be measured and placed on this scale.
But, with no further information it is impossible to tell whether this performance needs improvement, or is good enough, or even is too good and should be reduced to save resources.
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60© 2006, BRIITE http://www.briite.org
Infrastructure Excellence
good
bad
performance
Actual performance can be measured and placed on this scale.
But, with no further information it is impossible to tell whether this performance needs improvement, or is good enough, or even is too good and should be reduced to save resources.
To better understand performance, we must define various quality thresholds of performance.
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61© 2006, BRIITE http://www.briite.org
Infrastructure Excellence
good
bad
performance
Bare minimum
Some bare minimum level of quality can usually be defined.
With water quality, it might be the amount of some offending contaminant, expressed in parts per million. Above this level, water would be legally acceptable as drinking water but might still have some unpleasant flavor.
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62© 2006, BRIITE http://www.briite.org
Infrastructure Excellence
good
bad
performance
Bare minimum
Acceptable minimum
A truly acceptable minimum level of quality can also usually be defined.
With water quality, it might be a concentration below which there is no effect on water flavor for most people.
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63© 2006, BRIITE http://www.briite.org
Infrastructure Excellence
good
bad
performance
Bare minimum
Acceptable minimum
Useful maximum
A useful maximum level of quality can also usually be defined.
With water quality, it might be a concentration below which there is no effect on water flavor for any person.
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64© 2006, BRIITE http://www.briite.org
excess performance
fully acceptable performance
marginally acceptable performance
unacceptable performance
Infrastructure Excellence
good
bad
performance
Bare minimum
Acceptable minimum
Useful maximum
Once all three quality thresholds are defined, the performance space is divided into four zones.
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65© 2006, BRIITE http://www.briite.org
Infrastructure Excellence
good
bad
performance
To see how this might work, let us start with some measure of performance over time.
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66© 2006, BRIITE http://www.briite.org
Infrastructure Excellence
good
bad
performance
To see how this might work, let us start with some measure of performance over time.
Here we seem to have a lot of variance in our performance, but we do not know the best way to fix it.
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67© 2006, BRIITE http://www.briite.org
Infrastructure Excellence
good
bad
performance
Bare minimum
Acceptable minimum
Useful maximum
If we add the quantitative values for the quality threshold markers, we can easily see what needs to be done.
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68© 2006, BRIITE http://www.briite.org
Infrastructure Excellence
good
bad
performance
Bare minimum
Acceptable minimum
Useful maximum
Several points are in the unacceptable range and these must be improved.
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69© 2006, BRIITE http://www.briite.org
Infrastructure Excellence
good
bad
performance
Bare minimum
Acceptable minimum
Useful maximum
If we raise the bottom of the curve, we can get all of the points above the bare minimum.
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70© 2006, BRIITE http://www.briite.org
Infrastructure Excellence
good
bad
performance
Bare minimum
Acceptable minimum
Useful maximum
If we raise the bottom a bit more, we can get all of the points on the curve above the acceptable minimum.
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71© 2006, BRIITE http://www.briite.org
Infrastructure Excellence
good
bad
performance
Bare minimum
Acceptable minimum
Useful maximum
If we raise the bottom a bit more, we can get all of the points on the curve above the acceptable minimum.
But we still have some points above the useful maximum. If there are costs associated with that unnecessary excess performance, then we can further optimize by bringing them down.
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72© 2006, BRIITE http://www.briite.org
Infrastructure Excellence
good
bad
performance
Bare minimum
Acceptable minimum
Useful maximum
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73© 2006, BRIITE http://www.briite.org
Infrastructure Excellence
good
bad
performance
Bare minimum
Acceptable minimum
Useful maximum
The first requirement for infrastructure excellence is maximizing the minimal sustainable performance so that most performance is above the acceptable threshold.
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74© 2006, BRIITE http://www.briite.org
Infrastructure Excellence
good
bad
performance
Bare minimum
Acceptable minimum
Useful maximum
The first requirement for infrastructure excellence is maximizing the minimal sustainable performance so that most performance is above the acceptable threshold.
The second requirement for infrastructure excellence is avoiding waste by minimizing excess performance that is delivered in excess of the useful maximum threshold.
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75© 2006, BRIITE http://www.briite.org
Infrastructure Excellence
good
bad
performance
Bare minimum
Acceptable minimum
Usable maximum
The first requirement for infrastructure excellence is maximizing the minimal sustainable performance so that most performance is above the acceptable threshold.
The second requirement for infrastructure excellence is avoiding waste by minimizing excess performance that is delivered in excess of the usable maximum threshold.
Achieving trueinfrastructure excellence
requires
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76© 2006, BRIITE http://www.briite.org
Infrastructure Excellence
good
bad
performance
Bare minimum
Acceptable minimum
Usable maximum
The first requirement for infrastructure excellence is maximizing the minimal sustainable performance so that most performance is above the acceptable threshold.
The second requirement for infrastructure excellence is avoiding waste by minimizing excess performance that is delivered in excess of the usable maximum threshold.
Achieving trueinfrastructure excellence
requires striving for adequacy.
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Sufficiencyas a
Requirement
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78© 2006, BRIITE http://www.briite.org
Adequacy
To some, striving for adequacy sounds like settling for less than the best.
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79© 2006, BRIITE http://www.briite.org
Adequacy
To some, striving for adequacy sounds like settling for less than the best.
That’s a wrong interpretation.
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80© 2006, BRIITE http://www.briite.org
Adequacy
To some, striving for adequacy sounds like settling for less than the best.
That’s a wrong interpretation.
With infrastructure, striving for adequacy is often the best path to the best solution.
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81© 2006, BRIITE http://www.briite.org
Adequacy
To some, striving for adequacy sounds like settling for less than the best.
That’s a wrong interpretation.
With infrastructure, striving for adequacy is often the best path to the best solution.
This requires that you know the true quantitative requirements and that you can provide an optimal quantitative solution.
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82© 2006, BRIITE http://www.briite.org
Adequacy
To some, striving for adequacy sounds like settling for less than the best.
That’s a wrong interpretation.
With infrastructure, striving for adequacy is often the best path to the best solution.
This requires that you know the true quantitative requirements and that you can provide an optimal quantitative solution.
Anybody can throw money at pursuit of excellence.
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83© 2006, BRIITE http://www.briite.org
Adequacy
PROBLEM:
You have two expensive hanging lamps and you must lengthen the chains on which they hang.
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84© 2006, BRIITE http://www.briite.org
Adequacy
PROBLEM:
You have two expensive hanging lamps and you must lengthen the chains on which they hang.
What should you do:
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85© 2006, BRIITE http://www.briite.org
Adequacy
PROBLEM:
You have two expensive hanging lamps and you must lengthen the chains on which they hang.
What should you do:
Add the strongest new piece of chain possible?
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86© 2006, BRIITE http://www.briite.org
Adequacy
PROBLEM:
You have two expensive hanging lamps and you must lengthen the chains on which they hang.
What should you do:
Add the strongest new piece of chain possible?
Add chain of the same strength as the original chain?
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87© 2006, BRIITE http://www.briite.org
Adequacy
SOLUTION:
Clearly, adding links that match (or slightly exceed) the strength of the weakest link in the original chain is the best approach.
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88© 2006, BRIITE http://www.briite.org
Adequacy
SOLUTION:
Clearly, adding links that match (or slightly exceed) the strength of the weakest link in the original chain is the best approach.
The new chain should be strong enough not to be the weakest link, but no stronger.
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89© 2006, BRIITE http://www.briite.org
Adequacy
SOLUTION:
Clearly, adding links that match (or slightly exceed) the strength of the weakest link in the original chain is the best approach.
The new chain should be strong enough not to be the weakest link, but no stronger.
When selecting the type of chain to add, you get the best solution by striving for adequacy.
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90© 2006, BRIITE http://www.briite.org
Definitions of Adequacy
• Adequacy n. [See Adequate.] The state or quality of being adequate, proportionate, or sufficient; a sufficiency for a particular purpose; as, the adequacy of supply to the expenditure. (Webster’s Unabridged, 1913)
• Adequate a. Equal to some requirement; proportionate, or correspondent; fully sufficient; as, powers adequate to a great work; Syn: Proportionate; commensurate; sufficient; suitable; competent; capable.
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91© 2006, BRIITE http://www.briite.org
Definitions of Sufficient
• Suffice v. i. To be enough, or sufficient; to meet the need (of anything); to be equal to the end proposed; to be adequate. Chaucer. (Webster’s Unabridged, 1913)
• Sufficient a. 1. Equal to the end proposed; adequate to wants; enough; ample; competent; as, provision sufficient for the family; an army sufficient to defend the country. 2. Possessing adequate talents or accomplishments; of competent power or ability; qualified; fit. 3. Capable of meeting obligations; responsible. (Webster’s Unabridged, 1913)
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92© 2006, BRIITE http://www.briite.org
How About Excellence
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93© 2006, BRIITE http://www.briite.org
How About Excellence
• The "Greatest Business Book of All Time" (Bloomsbury UK), In Search of Excellence has long been a must-have for the boardroom, business school, and bedside table.
• Based on a study of forty-three of America's best-run companies from a diverse array of business sectors, In Search of Excellence describes eight basic principles of management — action-stimulating, people-oriented, profit-maximizing practices — that made these organizations successful.
• Advanced search on Amazon returns 5065 books with “excellence” in the title, 811 of which are business books, 930 are nonfiction, and 1159 are professional or technical.
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94© 2006, BRIITE http://www.briite.org
Definition of Excellence
• Excellence n. [F. excellence, L. excellentia.] The quality of being excellent; state of possessing good qualities in an eminent degree; exalted merit; superiority in virtue. (Webster’s Unabridged, 1913) Syn: Superiority; preëminence; perfection; worth; goodness; purity; greatness.
• Excellent a. Excelling; surpassing others in some good quality or the sum of qualities; of great worth; eminent, in a good sense; superior; as, an excellent man, artist, citizen, husband, discourse, book, song, etc.; excellent breeding, principles, aims, action. (Webster’s Unabridged, 1913) Syn. Worthy; choice; prime; valuable; select; exquisite; transcendent; admirable; worthy.
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95© 2006, BRIITE http://www.briite.org
Definition of Excellence
• Excellence n. [F. excellence, L. excellentia.] The quality of being excellent; state of possessing good qualities in an eminent degree; exalted merit; superiority in virtue. (Webster’s Unabridged, 1913) Syn: Superiority; preëminence; perfection; worth; goodness; purity; greatness.
• Excellent a. Excelling; surpassing others in some good quality or the sum of qualities; of great worth; eminent, in a good sense; superior; as, an excellent man, artist, citizen, husband, discourse, book, song, etc.; excellent breeding, principles, aims, action. (Webster’s Unabridged, 1913) Syn. Worthy; choice; prime; valuable; select; exquisite; transcendent; admirable; worthy.
Is achieving PERFECTION really a good business goal?
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96© 2006, BRIITE http://www.briite.org
Adequacy
• The pursuit of excellence is sometimes characterized as striving for peak performance.
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97© 2006, BRIITE http://www.briite.org
Adequacy
• The pursuit of excellence is sometimes characterized as striving for peak performance.
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98© 2006, BRIITE http://www.briite.org
Adequacy
• The pursuit of excellence is sometimes characterized as striving for peak performance.
• Pursuit of (local) excellence — meaning pursuit of improved peak performance — is a fallacy for guiding the behavior of individual workers in a complex, interacting environment.
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99© 2006, BRIITE http://www.briite.org
Adequacy
• The pursuit of excellence is sometimes characterized as striving for peak performance.
• Pursuit of (local) excellence — meaning pursuit of improved peak performance — is a fallacy for guiding the behavior of individual workers in a complex, interacting environment.
• Local excellence can better be defined as the minimization of resource consumption while delivering sustainable performance above some (minimal) criterion – i.e., adequacy.
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100© 2006, BRIITE http://www.briite.org
Adequacy
• The pursuit of excellence is sometimes characterized as achieving peak performance.
• Pursuit of (local) excellence — meaning pursuit of improved peak performance — is a fallacy for guiding the behavior of individual workers in a complex, interacting environment.
• Local excellence can better be defined as the minimization of resource consumption while delivering sustainable performance above some (minimal) criterion – i.e., adequacy.
Sustainable sufficiency is the true goal.
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101© 2006, BRIITE http://www.briite.org
Adequacy
• The pursuit of excellence is sometimes characterized as achieving peak performance.
• Pursuit of (local) excellence — meaning pursuit of improved peak performance — is a fallacy for guiding the behavior of individual workers in a complex, interacting environment.
• Local excellence can better be defined as the minimization of resource consumption while delivering sustainable performance above some (minimal) criterion – i.e., adequacy.
Sustainable sufficiency is the true goal.
Peak performance is, by definition, not sustainable.
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102© 2006, BRIITE http://www.briite.org
Adequacy
• The pursuit of excellence is sometimes characterized as achieving peak performance.
• Pursuit of (local) excellence — meaning pursuit of improved peak performance — is a fallacy for guiding the behavior of individual workers in a complex, interacting environment.
• Local excellence can better be defined as the minimization of resource consumption while delivering sustainable performance above some (minimal) criterion – i.e., adequacy.
Sustainable sufficiency is the true goal.
Peak performance is, by definition, not sustainable.
Achieving true adequacy requires level 4 or 5 performance, since delivering sustainable sufficiency involves quantitative optimization.
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103© 2006, BRIITE http://www.briite.org
Adequacy
• What’s the right amount of vitamin C in your diet?
• What’s the best car for your family?
• What’s the best hotel for your vacation?
• What’s …
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How Good isGood Enough?
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105© 2006, BRIITE http://www.briite.org
How Good is Good Enough?
• Simply trying to be the best that you can be is pure level 1 performance – non-quantitative heroics.
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106© 2006, BRIITE http://www.briite.org
How Good is Good Enough?
• Simply trying to be the best that you can be is pure level 1 performance – non-quantitative heroics.
• Delivering quantitative optimization — achieving level 5 performance — requires knowing how good is good enough.
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107© 2006, BRIITE http://www.briite.org
How Good is Good Enough?
• Simply trying to be the best that you can be is pure level 1 performance – non-quantitative heroics.
• Delivering quantitative optimization — achieving level 5 performance — requires knowing how good is good enough.
• Once you know how good is good enough — what is adequate — you can strive for sustainable sufficiency, even as the bar keeps going up and the stakes get higher.
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Going Forward
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109© 2006, BRIITE http://www.briite.org
Requirements Going Forward
• Striving for Level 5 Performance
• Managing Robust, Scalable Infrastructure
• Understanding our Gear
• Providing Formal Project Management
• Offering Informatics as a Discipline
• Achieving Research Access to Clinical Data
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110© 2006, BRIITE http://www.briite.org
Requirements Going Forward
• Delivering Real Security
• Developing Service Level Agreements
• Committing to Long-term Planning
• Building Architected Solutions
• ???
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111© 2006, BRIITE http://www.briite.org
Requirements Going Forward
• Delivering Real Security
• Developing Service Level Agreements
• Committing to Long-term Planning
• Building Architected Solutions
• ??? Information Architecture for
Translational Research
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Summary
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113© 2006, BRIITE http://www.briite.org
Summary
• Growing up is a continuous process: the bar keeps going up and the stakes get higher.
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114© 2006, BRIITE http://www.briite.org
Summary
• Growing up is a continuous process: the bar keeps going up and the stakes get higher.
• To grow up we must achieve maturity.
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115© 2006, BRIITE http://www.briite.org
Summary
• Growing up is a continuous process: the bar keeps going up and the stakes get higher.
• To grow up we must achieve maturity.
• Maturity in information technology requires quantitative optimization, not mere heroics.
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116© 2006, BRIITE http://www.briite.org
Summary
• Growing up is a continuous process: the bar keeps going up and the stakes get higher.
• To grow up we must achieve maturity.
• Maturity in information technology requires quantitative optimization, not mere heroics.
• To deliver quantitative optimization you must know how good is good enough.
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117© 2006, BRIITE http://www.briite.org
Summary
• Growing up is a continuous process: the bar keeps going up and the stakes get higher.
• To grow up we must achieve maturity. .
• Maturity in information technology requires quantitative optimization, not mere heroics.
• To deliver quantitative optimization you must know how good is good enough.
• And then you must deliver sustainable sufficiency. Day after day after day…
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118© 2006, BRIITE http://www.briite.org
ALESSON
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119© 2006, BRIITE http://www.briite.org
Jeremy’s Experience
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120© 2006, BRIITE http://www.briite.org
Jeremy’s Experience
In which Mrs. Frisby rescues Jeremy, a young crow...
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121© 2006, BRIITE http://www.briite.org
Jeremy’s Experience
Upon hearing a commotion, Mrs. Frisby discovers a young crow who is apparently tied to a fence.
The crow – Jeremy – is flapping and squawking as he tries to escape.
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122© 2006, BRIITE http://www.briite.org
Jeremy’s Experience
Upon hearing a commotion, Mrs. Frisby discovers a young crow who is apparently tied to a fence.
The crow – Jeremy – is flapping and squawking as he tries to escape.
A conversation ensues:
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123© 2006, BRIITE http://www.briite.org
Jeremy’s Experience
Upon hearing a commotion, Mrs. Frisby discovers a young crow who is apparently tied to a fence.
The crow – Jeremy – is flapping and squawking as he tries to escape.
A conversation ensues:
F: Wait. Be quiet!
J: You’d make noise, too, if you were tied to a fence with a piece of string, and with night coming on.
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124© 2006, BRIITE http://www.briite.org
Jeremy’s Experience
Upon hearing a commotion, Mrs. Frisby discovers a young crow who is apparently tied to a fence.
The crow – Jeremy – is flapping and squawking as he tries to escape.
A conversation ensues:
F: Wait. Be quiet!
J: You’d make noise, too, if you were tied to a fence with a piece of string, and with night coming on.
F: I would not if I had any sense and knew there was a cat nearby. Who tied you?
J: I picked up the string. It got tangled with my foot. I sat on the fence to try to get it off, and it caught on the fence.
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125© 2006, BRIITE http://www.briite.org
Jeremy’s Experience
Upon hearing a commotion, Mrs. Frisby discovers a young crow who is apparently tied to a fence.
The crow – Jeremy – is flapping and squawking as he tries to escape.
A conversation ensues:
F: Wait. Be quiet!
J: You’d make noise, too, if you were tied to a fence with a piece of string, and with night coming on.
F: I would not if I had any sense and knew there was a cat nearby. Who tied you?
J: I picked up the string. It got tangled with my foot. I sat on the fence to try to get it off, and it caught on the fence.
F: Why did you pick up the string?
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126© 2006, BRIITE http://www.briite.org
Jeremy’s Experience
Upon hearing a commotion, Mrs. Frisby discovers a young crow who is apparently tied to a fence.
The crow – Jeremy – is flapping and squawking as he tries to escape.
A conversation ensues:
F: Wait. Be quiet!
J: You’d make noise, too, if you were tied to a fence with a piece of string, and with night coming on.
F: I would not if I had any sense and knew there was a cat nearby. Who tied you?
J: I picked up the string. It got tangled with my foot. I sat on the fence to try to get it off, and it caught on the fence.
F: Why did you pick up the string?
J: Because it was shiny.
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127© 2006, BRIITE http://www.briite.org
Jeremy’s Experience
Upon hearing a commotion, Mrs. Frisby discovers a young crow who is apparently tied to a fence.
The crow – Jeremy – is flapping and squawking as he tries to escape.
A conversation ensues:
F: Wait. Be quiet!
J: You’d make noise, too, if you were tied to a fence with a piece of string, and with night coming on.
F: I would not if I had any sense and knew there was a cat nearby. Who tied you?
J: I picked up the string. It got tangled with my foot. I sat on the fence to try to get it off, and it caught on the fence.
F: Why did you pick up the string?
J: Because it was shiny.
Acquiring assets because they are shiny is rarely a good management plan.
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128© 2006, BRIITE http://www.briite.org
Jeremy’s Experience
Upon hearing a commotion, Mrs. Frisby discovers a young crow who is apparently tied to a fence.
The crow – Jeremy – is flapping and squawking as he tries to escape.
A conversation ensues:
F: Wait. Be quiet!
J: You’d make noise, too, if you were tied to a fence with a piece of string, and with night coming on.
F: I would not if I had any sense and knew there was a cat nearby. Who tied you?
J: I picked up the string. It got tangled with my foot. I sat on the fence to try to get it off, and it caught on the fence.
F: Why did you pick up the string?
J: Because it was shiny.
Acquiring assets because they are shiny is rarely a good management plan.
With mature (i.e., “grown up”) management, assets should be acquired because:
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129© 2006, BRIITE http://www.briite.org
Jeremy’s Experience
Upon hearing a commotion, Mrs. Frisby discovers a young crow who is apparently tied to a fence.
The crow – Jeremy – is flapping and squawking as he tries to escape.
A conversation ensues:
F: Wait. Be quiet!
J: You’d make noise, too, if you were tied to a fence with a piece of string, and with night coming on.
F: I would not if I had any sense and knew there was a cat nearby. Who tied you?
J: I picked up the string. It got tangled with my foot. I sat on the fence to try to get it off, and it caught on the fence.
F: Why did you pick up the string?
J: Because it was shiny.
Acquiring assets because they are shiny is rarely a good management plan.
With mature (i.e., “grown up”) management, assets should be acquired because:
they demonstrably meet an understood business need, and
they fit within an established business architecture.
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130© 2006, BRIITE http://www.briite.org
Jeremy’s Experience
Upon hearing a commotion, Mrs. Frisby discovers a young crow who is apparently tied to a fence.
The crow – Jeremy – is flapping and squawking as he tries to escape.
A conversation ensues:
F: Wait. Be quiet!
J: You’d make noise, too, if you were tied to a fence with a piece of string, and with night coming on.
F: I would not if I had any sense and knew there was a cat nearby. Who tied you?
J: I picked up the string. It got tangled with my foot. I sat on the fence to try to get it off, and it caught on the fence.
F: Why did you pick up the string?
J: Because it was shiny.
Acquiring assets because they are shiny is rarely a good management plan.
With mature (i.e., “grown up”) management, assets should be acquired because:
they demonstrably meet an understood business need, and
they fit within an established business architecture.
And they are appropriately sized to deliver sustainable sufficiency throughout their useful lives.
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END