Ch. 3 - Guidelines for Developing Instructions (Emma Baumann & Erik Sorenson)
Chapter 3 of Guidelines for Developing Instructions discusses general presentation principles of creating instructions. All of the principles in this chapter have to do with helping the user acquire information quickly and accurately. They are short-term memory, consistency and fixed syntax, text-graphic, figure-ground ratio, sequence, and multilingual.
The main principle that is explained in this chapter is short-term memory. For developing instructions, the duration of short-term memory should be considered 1 to 30 seconds, and the capacity is four related actions. This means that it should take a user no longer than 30 seconds to read the instruction for a particular step, look at the equipment pertaining to the step, and start the action process. This section goes on to explain this principle by giving specific examples of what/what not to do when writing instructions. The authors advise writers to aim to make instructions usable enough that the user will follow the instructions rather than trying to “wing it” and do it on their own. What is meant by this is that lengthier instructions don’t necessarily mean more usable instructions. Many people skip over long paragraphs, so it’s better to create short, concise step-by-step instructions so that the user will actually read each step.
The consistency and fixed syntax principle is simply based on the idea that using repeated action verbs, sentence structure, and graphics helps the user access and understand the instruction quickly. The text-graphic principle is the idea that text is appropriate for what to do, how to do it, and the sequence to do it in. Graphics, on the other hand, are best suited for the location and object of the action (showing where to perform the action).
Figure-to-ground ratio refers to the item of interest (“figure”) as compared to the area around the figure (“ground”). The text states that a ratio of 1:7 is the max for scanning accuracy and time. Basically, in an illustration, each piece of the equipment is the figure when the user is looking specifically for that piece, and all other parts of the equipment are the ground. In the same way, if callout numbers are used to point to each part of the equipment, then the number a user is looking for is the figure and all other numbers are the ground. This means that if a writer is using callout numbers, they should only use up to seven, unless the numbers are arranged in a structured and recognizable way.
Sequence simply means that a writer should arrange steps in the order that actions should occur, instead of random steps. The principle of multilingual format explains that when creating instructions in two different languages, they should be kept in separate sections so that the flow of information isn’t interrupted.
The main principle that is explained in this chapter is short-term memory. For developing instructions, the duration of short-term memory should be considered 1 to 30 seconds, and the capacity is four related actions. This means that it should take a user no longer than 30 seconds to read the instruction for a particular step, look at the equipment pertaining to the step, and start the action process. This section goes on to explain this principle by giving specific examples of what/what not to do when writing instructions. The authors advise writers to aim to make instructions usable enough that the user will follow the instructions rather than trying to “wing it” and do it on their own. What is meant by this is that lengthier instructions don’t necessarily mean more usable instructions. Many people skip over long paragraphs, so it’s better to create short, concise step-by-step instructions so that the user will actually read each step.
The consistency and fixed syntax principle is simply based on the idea that using repeated action verbs, sentence structure, and graphics helps the user access and understand the instruction quickly. The text-graphic principle is the idea that text is appropriate for what to do, how to do it, and the sequence to do it in. Graphics, on the other hand, are best suited for the location and object of the action (showing where to perform the action).
Figure-to-ground ratio refers to the item of interest (“figure”) as compared to the area around the figure (“ground”). The text states that a ratio of 1:7 is the max for scanning accuracy and time. Basically, in an illustration, each piece of the equipment is the figure when the user is looking specifically for that piece, and all other parts of the equipment are the ground. In the same way, if callout numbers are used to point to each part of the equipment, then the number a user is looking for is the figure and all other numbers are the ground. This means that if a writer is using callout numbers, they should only use up to seven, unless the numbers are arranged in a structured and recognizable way.
Sequence simply means that a writer should arrange steps in the order that actions should occur, instead of random steps. The principle of multilingual format explains that when creating instructions in two different languages, they should be kept in separate sections so that the flow of information isn’t interrupted.
posted by Emma Baumann | 12:46 PM
10 Comments:
You have made some valid observations. I especially liked the point about how many users don't like to read instructions. I have found that to be true in my experience in a high-tech work environment. I've commonly heard various engineers state that they prefer to "tinker" with a program in order to figure it out instead of reading the manual. It is like a point of honor with them to not crack open the book. I take a different approach. I'll at least go through the Quick Start Guide. That way I'm quickly far ahead of those who pursue the other course.
All of the design principles taught here hopefully have the effect of enticing the user to actually spend some time with the documentation. They have to be persuaded to take the time and effort to read what technical writers have created on their behalf. You can lead a horse to water but...you get the rest.
You did a good job explaining this chapter.
Emma and Erik, I appreciate your write-up of the chapter's content. I still don't have the textbook, so the recaps are the only way I have right now to keep up with the readings!
Some of the items discussed were familiar, but others weren't or haven't been described this way to me before: short-term memory, consistency and fixed syntax, text-graphic, figure-ground ratio, sequence, and multilingual. I especially appreciated the short-term memory info you provided. Some of the topics were covered in my Visual Communications class last semester, and your post reaffirms what we learned there aboaut figure-ground ratio and text-graphic.
I also appreciate Carl's comments about enticing the user to actually spend time with documentation. Seems like we have to pull out some magic tricks.
After reading your post, I look forward to actually reading the textbook!
Good summary guys! Two points I want to touch on: short-term memory and text-graphics. I remember being a sophomore back in community college, and in a speaking class the teacher mentioned that people will only remember about 10% of what you’ve said over the next few years. That really struck me in terms of how much we actually forget. God knows what we lose in that remaining 90%! So I agree that 1-30 seconds is a good duration for short-term memory instructions.
I also want to comment on how valuable figure-ground contrast really is. I’ve come across many websites where I just can’t read what is being written. White text over light blue background is not a good color scheme! Sometimes we just need to step back and really look at what we’re making. Bad combinations not only make a document ugly they can also make it unreadable.
Ah yes, short-term memory. What is that again?
In my (limited) experience, the point the authors made is valid. In one of my other classes I did some usability testing with audio visual equipment. A short series of instructions was developed and participants were asked to perform some simple tasks. These ranged from simply turning the equipment on/off to projecting a presentation on the whiteboard.
Probably the most surprising behavior to me was that several subjects simply cast the instructions aside and charged ahead to try to figure out the sytem without the instructions. Only when they were totally stuck did they finally consult the instructions.
I like to think that I fairly closely paralleled the suggestions that the authors offered in this chapter but the subjects chose to ignore the instructions anyway. Interesting!
I thought it was interesting how short term memory hsould be considered 30 seconds and four related actions. Also, I can vouch first hand that nobody likes reading long paragraphs of instructions.
I thought it was interesting how short term memory hsould be considered 30 seconds and four related actions. Also, I can vouch first hand that nobody likes reading long paragraphs of instructions.
Good job of summarizing the chapter, guys.
Bear with me here, I have just discovered how to use HTML, and I might use a few tags here for the sake of practice. While I'm on the subject, are there any predefined styles for bullets or lists on our blog?
Field-Ground Contrast
I am taking Visual Communications this semester, so the concept of field-ground contrast is still fresh in my mind. It's a useful tool to create focus. The more contrast there is between the object you want to highlight (the field) and the background around it (the ground), the more likely it is the user will look at that object first. This also can create an assumed hierarchy of information, because the things in a document that stand out first are more likely to be interpereted as more important than the rest of the information.
I think field-ground contrast is an important concept to consider no matter what project you are working on. Ask yourself: What appears to be more important in this document? Is that what I want to appear important?
Ethos of a Document
One further thing I noticed during the short-term memory section is that this text implies a concept of balance regarding writing steps. If you write too many steps, such as the alphanumeric list on page 20, the user will think the writer is treating them like a kindergardener and might lose interest or respect for the document. This concept of the user's impression of the author is called 'ethos', and can have a major effect on how the user interprets the document. Conversely, though, if the author leaves out a lot of information, the user will feel like an uninformed idiot that has missed something(I speak from experience here). It is important to write for all intended audiences, from subject-matter experts to novices.
No Inaba Book
Good job on the chapter summar. I guess the topics covered in this chapter are inportant because I have had classes cover them before.
I think the main point in this chapter is to know who your audience is. I do not believe in the concept one-size-fits-all. I believe that if a person needs to be trained how to use what ever the procedures are instructing then they need to be written at a more advanced level than that of something that need no formal training.
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