Patterns for Analyzing Activities, Content, and Process to Influence Change
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infor moire.com @mikerice126 #3patterns infor moire.com @mikerice126 #3patterns Patterns for Analyzing Activities, Content, and Process to Influence Change informoire.com @mikerice126 #3patterns
Transcript of Patterns for Analyzing Activities, Content, and Process to Influence Change
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Patterns for Analyzing
Activities, Content, and
Process to Influence
Change
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http://abbytheia.wordpress.com/2011/01/22/design-systems-not-stuff/
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Hi
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People
Mental Models
Processes
Information Process Maturity Model
Content
Content Value Analysis
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Mental
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Empathy
Empathy means to be preoccupied by the
thoughts and feelings of other
people, putting yourself in their
place, trying to think like them.
Neculai Ioan Fantanaru
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Empathy
“The deepest form of understanding
another person is empathy…[which]
involves a shift from…observing how you
seem on the outside, to…imagining what
it feels like to be you on the inside.”
From the book Difficult Conversations by Douglas Stone, Bruce Patton, and Sheila
Heen of the Harvard Negotiation Project, Chapter 9, “Empathy is a Journey, Not a
Destination,” p. 183.
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Figure 1.1 from Mental Models: Aligning design strategy with human behavior by Indi Young;
Rosenfeld Media, 2008. http://www.rosenfeldmedia.com/books/mental-models/
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Define task-based audience
segments
• Brainstorm 150-200 distinguishing
behaviors, then consolidate duplicate and
similar (75)
• Group the behaviors by types
• Name the behavior groups
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Brainstormed behaviors
• Play a game
• Collect tickets
• Choose a prize
• Buy tokens
• Order pizza
• Use the restroom
• Take a photo
• Celebrate a birthday
• Play a game with a companion
• Ride a monster truck
• Play with a friend
• Eat pizza
• Get a soda
• Play by myself
• Have a treat
• Bring home a keepsake
• Check my email
• Keep track of my party
• Be entertained
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Distinguishing behaviors
• Play a game
• Collect tickets
• Choose a prize
• Buy tokens
• Order pizza
• Use the restroom
• Take a photo
• Celebrate a birthday
• Play a game with a companion
• Ride a monster truck
• Play with a friend
• Eat pizza
• Get a soda
• Play by myself
• Have a treat
• Bring home a keepsake
• Check my email
• Keep track of my party
• Be entertained
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Group and consolidate behaviors
• Play games
• Play a game with a friend
• Buy tokens
• Win prizes– Collect tickets
– Choose a prize
• Take a photo
• Bring home a keepsake
• Celebrate a birthday
• Use the restroom
• Experience rides– Ride a monster truck
– Ride a roller coaster simulator
• Eat and drink– Order pizza
– Eat pizza
– Get a soda
– Have a treat
• Physical play– Physical play by myself
– Physical play with a friend
• Check my email
• Keep track of my party
• Be entertained
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Use actors to group behaviors
Parent with
child
Grandparent
with childChild with
friend
Child with
parent
Teen with
friends
Order
pizza
X X X
Get a drink X X X X
Buy tokens X X X
Keep track
of party
X X X
Play game
with friend
X X X X X
Celebrate
a birthday
X X X X
Take a
photo
X X
Keepsake X X X X
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Narrow your focus
Parent with
child
Grandparent
with childChild with
friend
Child with
parent
Teen with
friends
Order
pizza
X X X
Get a drink X X X X
Buy tokens X X X
Keep track
of party
X X X
Play game
with friend
X X X X X
Celebrate
a birthday
X X X X
Take a
photo
X X
Keepsake X X X X
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Name the groups – task based
audience segments
• Responsible person
• Adrenaline junkie
• Guest of honor
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Collect information
1. Recruit participants
2. Non-directive interview
3. Transcript
4. Comb for tasks
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What is a task?
Task
• Task – “I order a pitcher of
soda.”
• Implied task – “We’ll need
something to eat.”
• Third-party task – “She plays
on the slide”
• Philosophy – “A kid should be
able to get lost in the
experience.”
• Feeling – “I’m happy they’re
having a good time.”
Not a task
• Expectation – “I think that
some kids will misbehave.”
• Preference – “I’d rather eat
pizza anywhere else.”
• Desire – “I wish they served
coffee there!”
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Example tasks from grouped
transcript quotes
Leave as a group
• “There’s so much going on, I
can’t keep an eye on all the kids
at once.”
• “When they’re out of tokens,
they come find me.”
• “Having that checkpoint [at the
exit] makes it so I don’t have to
worry.”
Bring home a picture
• “I like that I have a picture of
her having so much fun.”
• “He has the picture [of himself]
on his dresser.”
• “I forgot to bring my camera, so
I’m glad they have the machine
[that takes and prints photos]
there.”
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Support users’ mental models with
content
Figure 12.9 from Mental Models: Aligning design strategy with human behavior by Indi Young;
Rosenfeld Media, 2008. http://www.rosenfeldmedia.com/books/mental-models/
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Mental Models, by Indi Young
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InformationProcess Maturity Model
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Information Process Maturity Levels
Level Maturity Looks like
0 Oblivious We don’t need professional information
developers. The engineers can write it.
1 Ad-Hoc Lack of structure and uniform practices.
2 Rudimentary Processes and standards are starting to be put
in place. Unity is replacing autonomy. However,
new practices are abandoned in the face of
deadlines.
3 Organized and
Repeatable
Commitment to following uniform processes,
templates, and standards on every project.
Continuous improvement.
4 Managed and
Sustainable
Strong and consistent commitment to the
mature practices. Increasing sophistication of
measurements, research, business value.
5 Optimizing Sustained innovation. Strategic alignment.
http://www.infomanagementcenter.com/enewsletter/2011/201105/feature.htm
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IPMM Key Characteristics
• Organizational Structure
• Quality Assurance
• Planning
• Estimating & Scheduling
• Hiring and Training
• Publications Design
• Cost Control
• Quality Management
• Change Management
• Collaboration
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Hiring and TrainingInformation developers are hired by knowledgeable professionals in the field,
and hiring is based on a wide range of clearly defined professional requirements.
Once hired, information developers are provided with internal and external
opportunities for continuing training so that best practices in the field are
understood and maintained.
1. Ad-hoc 2. Rudimentary 3. Organized and repeatable
4. Managed and sustainable
5. Optimizing
Information developers are hired by technical and other managers. They are typically hired for technical and tools expertise rather than information-development skills and training.No regular training is provided.
Information developers are hired by knowledgeable managers and peers for technical and tools skills and sometimes for expertise in information development.Training is provided occasionally by request.
Information developers are hired for their expertise in specific specializations.Training is considered a required part of each person's professional development.
The skills of senior information developers are leveraged through hiring of entry-level staff.Training and mentoring are provided internally, and external opportunities for growth are regularly provided in specialized areas.
Information-development managers are provided with management training and development opportunities to increase their understanding of business objectives.
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0 1 2 3 4 5
Current state: Information developers are hired by knowledgeable managers and
peers for technical and tools skills and often for expertise in information
development. Training is provided consistently by request. External opportunities for
growth are available occasionally.
Growth needed: Hire for specific expertise. Require continuing education or
training for every information developer.
Hiring and Training
Organized and
Repeatable
RudimentaryAd-Hoc Managed and
Sustainable
Optimizing
Based on a design by Sam Malachowsky. http://samuelm.com/
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CIDM – JoAnn Hackos
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Content Value
Analysis
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Preparing for Content Value
Analysis
1. Decide what to measure
2. Content inventory
3. Count the topics, headings, or web pages
4. Determine the sample size
5. Select the samples
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Content Inventory Sample
Navigation title Page title FilesLast updated Owner Comments Delete?
0.0 Home Wine Tasmania
1.0 Wine TasmaniaNo page at this level - displays 'History'
1.1 History History
1.2 Touring Tasmania Touring Tasmania
1.3 Touring Links Touring Links
1.4 Wine Industry Tasmania Wine Industry Tasmania
1.5 Industry Statistics & Info Industry Statistics & Info
1.6 Investment Investment
1.7 Partners Wine Industry Tasmania Partners
2.0 The Wine RouteNo page at this level - displays 'Overview'
2.1 Wine route overview The wine route
2.2.0 Tamar Valley Wine Route Tamar Valley Wine Route
2.3.0 Southern Wine Region Southern Wine Region
2.4.0 East Coast Wine Region East Coast Wine Region
2.5.0 North West Wine Region North West Wine Region
3.0 Latest News Latest News No content on page
4.0 EventsNo page at this level - displays 'Overview'
4.1 Overview Events No left-nav
4.2 Booking Event booking No left-nav
4.3 Privacy Policy Privacy Policy No left-nav
4.4 Security and Refunds Security and Refunds No left-nav
5.0 Members Wine Industry Tasmania Members
6.0 Resources Resources 5 PDF files
http://maadmob.com.au/resources/content_inventory
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Confidence interval, or, margin of
error
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95% confidence level, ± 10%
error
Topics Sample needed
200 66
2000 92
5000 95
10,000 96
http://www.raosoft.com/samplesize.html
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95% confidence level, ± 20%
error
http://www.raosoft.com/samplesize.html
Topics Sample needed
200 22
2000 24
5000 24
10,000 24
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One Possible Set of Characteristics
http://understandinggroup.com/iaheuristics/
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Rating Scale
0 Absent
1 Some is present
2 Mostly present
3 Flawless
If truly not applicable, rather than simply
absent, do not enter a value.
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Report
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Adding icons
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Visual Summary
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Content Value Analysis
http://iainstitute.org/tools
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Abby Covert – TUG
http://understandinggroup.com/iaheuristics/
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But wait,
there’s moiré.
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Patterns help us deal with
complexity
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Patterns can save us time and
improve consistency
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Patterns can uncover the obscure
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Patterns are not the reality
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Patterns can blind us
O
X
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Mental Models
Information Process Maturity Model
Content Value Analysis
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Mike Rice
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linkedin.com/michaeljrice
linkd.in/IAUXROC
@IAUXROC
slideshare.net/mikerice126
