Transcript
LanguageFraser Marshall Yu-Ching Hung Justin Witman
MID & UArts Finance Office
Language
We were approached by Bill Mea, the Chief Finance Officer, to help him communicate important financial information to the larger school community. Our target was to create a presentation style for the “State of the Union” finance address to the school.The aim was to begin creating information that was transparent and encouraged conversation between the Finance Office and the larger school campus.
Intro-2
It was clear from our first meeting with the CFO that we were dealing with an issue of communication and language styles.As an accountant, the CFO was accustomed to talking in numbers. However, he was presenting to an audience of artists, designers and musicians. What type of language would be best for this audience to understand?
Intro-3
RIGHT BRAIN LANGUAGELEFT BRAIN LANGUAGE
Understanding
As we knew, the CFO used numbers to communicate information. This is a very left brain centric method, which may not be effective at communicating to right brain biased artists, designers and musician. Research has shown that right brained professions communicate more effectively using images, visuals, emotions and patterns. Therefore we began investigating the potential of infographics.
Deciphering language
From collaborating with the CFO, we began to decipher the information he wanted to communicate to the school during his upcoming presentation.
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS
$
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS
$
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS
$
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS
$
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS
$
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS
$
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS
$
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS
$
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS
$
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS
$
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS
$
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS
$
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS
$= 100K
Annual Budget411K
Annual Actual623K
Extra Surplus+212K
Creating a new language
Infographics were created using the following criteria:The use of iconography to indicate money.A visual affordance of green signifying positive and red signifying negative money.Sequential slides that build on previous slides to allow audience understanding.
Operating Revenue-804K
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS
$
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS
$
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS
$
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS
$
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS
$
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS
$
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS
$
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS
$
+19KNet tuition andfees for credit
+79KAuxiliary enterprises
-207KNet tuition and fees
for Cont. Studies
-461KAnnual fund
-166KOther investment
income
Infographic prototype
-135KGrad assistants/student employment
+475KNo Jan 1st salary increase
+405KHiring freeze
+84KContinuing Studiessavings
+200KReserved funds from Operations/IT
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS
$
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS
$
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS
$
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS
$
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS
$
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS
$
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS
$
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS
$
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS
$
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS
$
+Saved Expenses
+1016KOperating Revenue
-804K
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS
$
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS
$
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS
$
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS
$
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS
$
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS
$
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS
$
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS
$
+19KNet tuition andfees for credit
+79KAuxiliary enterprises
-207KNet tuition and fees
for Cont. Studies
-461KAnnual fund
-166KOther investment
income
Infographic prototype
-135KGrad assistants/student employment
+475KNo Jan 1st salary increase
+405KHiring freeze
+84KContinuing Studiessavings
+200KReserved funds from Operations/IT
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS
$
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS
$
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS
$
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS
$
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS
$
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS
$
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS
$
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS
$
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS
$
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS
$
+Saved Expenses
+1016KOperating Revenue
-804K
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS
$
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS
$
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS
$
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS
$
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS
$
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS
$
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS
$
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS
$
+19KNet tuition andfees for credit
+79KAuxiliary enterprises
-207KNet tuition and fees
for Cont. Studies
-461KAnnual fund
-166KOther investment
income
Extra Revenue+212K
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS
$
THE UNITED STATES OF AMERICA
100
100100
100ONE HUNDRED DOLLARS
$
=
Infographic prototype
Presentation
The CFO used these infographics to present information on the financial predictions for the end of 2009 and the upcoming 2010 school year.
Presentation
An audience consisting of school faculty and staff still had major questions regarding the financial information they were being presented with.
Phase II
The Process
Phase 1developing language
Bill
CLIENTS
DESIGNERS
School Community
studioNEXT PresentationInfographics
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS$
THE UNITED STATES OF AMERICA
100
100100
100ONE HUNDRED DOLLARS$
benefits?sabaticals?
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS$
THE UNITED STATES OF AMERICA
100
100100
100ONE HUNDRED DOLLARS$
“I need the right language”
Phase 2refining language and developing the story
Bill GraphicDesign
Prototype 1 Co-design Prototype 2
FacultyCouncil
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS$
THE UNITED STATES OF AMERICA
100
100100
100ONE HUNDRED DOLLARS$
“we want more story”
“graphics needwork”
The first stage of this project was completed. We had created a new language for the CFO to communicate financial information to the school. However, although the CFO was happy with the infographics, it was clear from his presentation that the audience still had some concerns.
Phase 1developing language
Bill
CLIENTS
DESIGNERS
School Community
studioNEXT PresentationInfographics
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS$
THE UNITED STATES OF AMERICA
100
100100
100ONE HUNDRED DOLLARS$
benefits?sabaticals?
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS$
THE UNITED STATES OF AMERICA
100
100100
100ONE HUNDRED DOLLARS$
“I need the right language”
Phase 2refining language and developing the story
Bill GraphicDesign
Prototype 1 Co-design Prototype 2
FacultyCouncil
THE UNITED STATES OF AMERICA
100
100100 100
100ONE HUNDRED DOLLARS$
THE UNITED STATES OF AMERICA
100
100100
100ONE HUNDRED DOLLARS$
“we want more story”
“graphics needwork”
Process
For the next phase of the project to succeed we would have to engage with not only the CFO, but also the faculty and staff.What issues and concerns did the faculty and staff have? In order to find out, we had engage with them and bring their voice and opinion into the design process?
In every group there are always complex internal issues that make everyday life a struggle. By co-designing with the faculty and staff we hoped discover their concerns and questions regarding financial information communication in the school. By engaging them in this process we hoped to promote autonomy in order to create a more unified solution.
Co-design
Autonomy means being in control of your own life. We hoped that by getting the faculty and staff to help co-design a group solution, it would not only creates a better informed solution but, also one that everyone collectively owned.
Autonomy
Autonomy helps groups become invested, because everyone feels like the own the solution. This helps boost the collective action of problem solving.
Collective action
Interviewing
With our foundation rooted in Human-centered design, we believe that the key to helping groups design solutions, starts with interviewing. This is where you can gather the most rich and true information about a group.
Therefore, we began a series of interviews with members of the staff and faculty council.
Collaborative refinement
The more often the our team actively engaged the faculty in the process, the more excited and invested they became in helping us develop the solutions.We revisted some of the faculty to collaborate on an iterative process of refining the infographic style. We continually redeveloped and adjusted to get it just right for the most impact.
Collaborative refinement
Collaborative refinement
Interviewing
Interviewing
Interviewing
Story Development
Interviewing
Story development
Great storytellers not only know the right words to say, but also the right way to say them. it’s not simply adequate to deliver the dry facts, and this project is no different. In the case of this project we discovered after further interviewing that the goal was not to graphic design a better presentation. Our goal was to help the presentation tell a story of finances and of staff concerns. It became a visual story as well as a verbal story.
Story development
“Speak about restoration, not gifts”
“It would be great to use the Faculty Council as a sounding board”
“We need a more clear distillation method for financial information”
“More of a dialogue, even if we cant change the reality of the numbers”
“It would be great to have a full picture of the options”
Anxieties and needs
Bill Larry Anna
Liberal Arts
Themes
DetailsClaritySensitivityAcknowledgementPrioritizingAwareness
DeliveryMethodologyDetails
MediaDeliveryMethodologyClarity
AccountancyDeliveryMethodologyAesthetics
DesignDeliveryMethodologyClarity
Administration
Jack Mary Peter Amy Sara
Faculty CouncilFacultyFinance Staff Council
“Speak about restoration, not gifts”
“It would be great to use the Faculty Council as a sounding board”
“We need a more clear distillation method for financial information”
“More of a dialogue, even if we cant change the reality of the numbers”
“It would be great to have a full picture of the options”
Story development
VISUALDATA
VERBALDATA
FINANCIALDATA
EXPANDEDSTORY
Facilitation
Phase I
an incomplete story questions about the storyPragmatic(visual language)
infographics
Pragmatic(visual language)
infographics refinement
contentprioritytoneawarenesssensitivityacknowledgement
Psychology(verbal language)
Phase 2
+ conversation about the story
a more complete story
Story development
FacultyDesigners FacultyFacultyFinance
Design as facilitation
Our role initially places us between the Finance Office and the Faculty. It is our role to act as a facilitator between the two group.
FacultyFinance
Facilitator
owner
Future model
We can’t stay forever. We have begun identifying a future facilitator and owner within the group, to carry on the project after we leave. Designing solution is great, but when we can get the group to design it’s own solutions it is much stronger solution and it lasts much longer.
Phase 1ResearchSingle clientInfographic prototype
PragmaticPsychological
1
Future
Process summary
Phase 1ResearchSingle clientInfographic prototype
Phase 2ResearchIncreased clientsInfographic iterationStory developmentCo-designOwnership
PragmaticPsychological
1
2
Future
Process summary
Phase 1ResearchSingle clientInfographic prototype
Phase 2ResearchIncreased clientsInfographic iterationStory developmentCo-designOwnershipPhase 3 - future
ResearchIncreased clientsInfographic iterationStory tellingConversationCo-designIncreased ownershipLearning
1
2
3
Future
Process summary
PragmaticPsychological
Phase 1ResearchSingle clientInfographic prototype
Phase 2ResearchIncreased clientsInfographic iterationStory developmentCo-designOwnership
PragmaticPsychological
Phase 3 - futureResearchIncreased clientsInfographic iterationStory tellingConversationCo-designIncreased ownershipLearning
Phase 4 - futureResearchInfographic iterationStory iterationConversationCo-designFacilitatorIncreased ownershipLearning
1
2
3
4
Future
Process summary
Phase 1ResearchSingle clientInfographic prototype
Phase 2ResearchIncreased clientsInfographic iterationStory developmentCo-designOwnership
PragmaticPsychological
Phase 3 - futureResearchIncreased clientsInfographic iterationStory tellingConversationCo-designIncreased ownershipLearning
Phase 4 - futureResearchInfographic iterationStory iterationConversationCo-designFacilitatorIncreased ownershipLearning
Phase 5 - futureResearchInfographic iterationStory telling iterationConversationCo-designIncreased ownershipLearningHandover
1
2
3
4
5
Future
Process summary
Acknowledgements
Finance Office:Bill Mea and Staff
FacultyLarry Bach
Faculty CouncilAnna BeresinMary MartinAmy FeinbergPeter RoseJack DeWitt
Staff CouncilSara Olsen
Thanks to:
top related