All courses / Landscape / Module 2 / Chapter 10
Learning objectives
After the lesson the participant can:
- Explain the three reasons the size instinct misleads in this landscape.
- Restate a lone count with its denominator, its comparison and its definition, or say that none exists.
- Distinguish one fact measured against several denominators from two different facts.
- Assign a reach class to a unit by counting people and write down who was counted.
Key concepts
- The size instinct
- The habit of being impressed by a large number on its own, without the denominator, the base rate or the comparison that would tell us whether it is large. Rosling's cure is to divide.
- Count and share
- ICT specialists in the EU27 rose from 5,681.3 thousand in 2011 to 10,450.8 thousand in 2025, and from 3.0 to 5.0 per cent of total employment. Both are true; the habit is to look for each beside the other.
- Three denominators to ask for
- People: how many people's work or outcomes does this touch? Deployments: out of how many comparable systems, users or decisions did this happen? Time: over what period, and against what period before it?
- Reach class
- The area of a mark encodes the people the unit's actions touch in a year, in four fixed sizes: S under 100, M 100 to 999, L 1,000 to 9,999, XL 10,000 and more. It is never a count of transactions.
- Rule of thumb: never a number alone
- Never accept a number alone; ask what it is divided by and compared with. A denominator corrects the size of a thing and does not excuse a harm: divide to see the size, not to see whether it matters.
Interactive exercises
Do them here and get feedback at once. Choose a card and then where it belongs, or drag it.
Interactive exercise 1 · Sort
Reach is counted in people
Assign each unit the reach class the notation would give it. Reach counts the people touched in a year, never transactions.
Interactive exercise 2 · Match
The piece the briefing left off
Pair each of the four numbers from the chapter's opening with the missing piece that gives it its size.
Teaching plan
| 10 min | Opening: the teacher shows the four numbers of the briefing's first page, asks what feeling they produce, then reads each again with the piece the briefing left off. |
| 20 min | Lecture on the evidence with Figures 10.1 and 10.2: count and share of ICT specialists against the 20 million target, three denominators for one fact, two different facts about individuals, and why the incident count cannot be turned into a rate. |
| 10 min | Guided reading of Figure 10.3 for size alone: the six XL marks of Hansa Mutual, three that nobody built and three that the group built or bought. |
| 25 min | Exercise: participants repair lone numbers and assign reach classes by people. |
| 10 min | Closing: the top row of the landscape, where the rule stops applying, and the municipal story of the denial-of-service alarm that counted guardians. |
Discussion
- A journalist may write that most companies now use AI, which is true of large enterprises and false of the population. Which denominator do the numbers about AI in your own organisation's papers usually carry, if any?
- The author declines to compute a rate of harm per deployment because no public dataset counts deployments. What is gained by naming the gap instead of estimating across it?
- Hansa Mutual's claims-triage agent is the same size as the embedded workplace assistants. What would your board be shown about each today, and what would drawing both by people touched change?
Written exercise
Exercise · 25 minutes
Out of how many?
Part one: take three numbers about AI or security from a recent slide or report in your organisation, or the four numbers of the chapter's opening. For each, write what it is divided by, what it is compared with, and under which definition and period it was produced; where no denominator exists, write that it is a numerator and that any rate built on it would be speculation. Part two: for three AI uses in your organisation, or for Hansa Mutual's six XL units, write who is counted for reach in a year, as people and not transactions, assign the class S, M, L or XL, and note what the size instinct would have counted instead.
Deliverable: Three repaired numbers, each with denominator, comparison and definition or a named gap, and a reach table in the form of the chapter's table with who is counted per unit.
Self-test
Choose an answer to see whether it is right, or open the answer below each question.
A unit handles 400,000 transactions a year for 12,000 people. Which reach class does Contour give it?
Show the answer
C. XL, because it touches 10,000 or more people, whatever the number of transactions
Reach is a count of people, not of transactions. A unit that handles 400,000 transactions for 12,000 people is XL by people, and it would be XL at four million transactions.Why can ENISA's 4,875 incidents for the twelve months to June 2025 not be read as a fall from 11,079 the year before?
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D. Because the counts were produced under different versions of ENISA's methodology
The 2025 report states that it used the agency's updated methodology of August 2025, so the later count is no baseline for the earlier one. Two numbers are comparable only when the thing counted, the way of counting and the period are the same.Where does the chapter say the rule of dividing stops applying?
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A. At the top row of the landscape: one irreversible outcome for one person is not made small by a rate
A denominator corrects the size instinct; it does not excuse a harm. The reversibility rows exist so that irreversible outcomes are seen by position and not lost in a rate.