UPA Becomes UXPA: Why It Is Important

This year, at its 2012 conference in Las Vegas, the Usability Professional Association announced that it was changing its name from UPA (Usability Professional Association) to UXPA (User Experience Professional Association).

There was much response to the name change at the conference.  There was even more conversation after the conference.

Personally, I had a number of reactions to this change-all of them positive.  

For me:

• the name change was surprising to hear because, prior to the conference, I didn’t realize that there was a larger conversation happening within the association itself.  The fact that this conversation is going on is important for us to be aware of and to pay attention to because it points to the overarching work that we do.
• the name change was affirming because it mirrored the journey we have taken as an organization as we’ve waded through user-centered design principles and usability practices, user experience courses and white papers and reports, each of which called out different aspects of what we came to see as a concern for and a commitment to the overall user experience.
• the name change was compelling in that it identified the unique and inexplicably important role user experience professionals play in the workplace.  Ronnie Battista, Director of Certification & Treasurer for the new UXPA shared that “businesses finally get the fact that no matter how much of the        market they’ve cornered, or what flashy new technology, product or service comes, they have come to a conclusion that’s innate to us. That people matter. Customers matter. Employees matter…UX professionals have been and remain the voice for the human side of business and technology.” 
• Finally, I see the name change as a great act of leadership. Merriam-Webster.com  defines leadership as “the act or an instance of leading”.  There was also conversation at the conference about leadership being visionary.

In taking this step, I believe UXPA modeled for the field what leadership is. UXPA can see the vision that is forming, a vision of a reality that not quite everyone connected to this world can see or grasp just yet. But it’s there. And now, its name as an association encompasses that which every discipline and every person in a related field is aimed at ultimately affecting, this is, the overall user experience.

Thank you and congratulations to the new UXPA!

What the New Class Learned-Part 2

Last week we heard from four of the folks that took part in the Certified User Experience Professional Class. 

This week, we hear from the second group of folks on what they learned and what they took away from the experience.  

Kristi, Design Coordinator

One thing that struck me most about this class was that papaper prototypes don’t need to be complicated or a finished product…they can be simple and still be useful tools to capture information about your product.

I expected the class to be…intense and somewhat difficult, and it was, but it was, surprisingly exciting and fun too! What really hit home for me during the class was that even though some of the testing processes can be daunting, if you break it down it is doable and very worth the time and effort.
  

 

Mara, Image Researcher

Something I realized from this class is that we will never have all the answers. It is a continuous process of learning and discovering new opportunities for improvement. Knowing what I learned from usability, I will always keep an open mind to change and flexibility in design.

Andy, Web Applications Developer

There are several things that I took away from the class, but here are the ones that stuck out the most. First even simple tests can have a huge impact on design of a product. 

A simple paper prototype can tell a developer/designer what a user expects to happen instead of assuming a user will expect something different to happen.

Second the way you phrase a question or a task is just as important as the task itself. You want to get as much information  as possible from the user, but keeping the phrasing of the task simple keeps the user focused on completing the task and not trying to decipher what it is the tester is really asking them to do. Finally, observation is the most powerful tool you have when user testing. Watching the user work through a task can often tell more about what the user is thinking than they will ever tell you.

  

PJ, Marketing Director

In the near future, I’ll have the chance to represent the company on a team at a local charity golf tournament.  Some who know me fairly well have said, “You? In a tournament?” 

 The great thing about this chance I’m given is that I will not be alone in my efforts – I’ll be a member of a team on that course.  Our collective ‘swings’ will enable us to be successful and have a great time.

In much the same way, as a member of a recent CUEP team, I found that one should never underestimate the power of true teamwork! One of the most valuable things that I took away from this class was the impact of varied personalities and talents on a team. It was great to have the opportunity to see and experience how collective wisdom grows an idea, improves a product and nourishes excitement.

In a world where we often find individuals who yearn to have something be “all about ME” – the notion of giving it your best shot and letting another carry the idea, improve upon it, teach you something or ask for help brings energy and excitement. In the end, you can’t help but appreciate the things you learn, the fun you share and the score you maintain for customers!

Just like in a golf game…our CUEP team will share what we learned iteratively…not just the ‘hole in one’ discoveries, but the birdies, times we missed all together and the hundreds of perfect swings along the way! –and the more we play with user-centered design strategies, the better we’ll fulfill our mission…

What the New Class Learned-Part 1

In the last few weeks, a cross-functional group of eight Saint Mary's Press employees took the Certified User Experience Professional Class.

Here's what one group of the newest class of user experience professionals had to say  about all they learned:

Eloise, Design Coordinator

Something I realized from this class is how important it is to observe REAL users. There is so much that can be learned from what they say and do, but also from what they do not say- their body language.

They can tell us if they are having trouble reading or comprehending text by leaning farther into the book. If they are uncomfortable or confused, they may clear their throat, or try remove themselves from the situation by pushing away from the desk or book. There is a wealth of knowledge available to us from the Morae video clips, watching the users, observing them and asking questions!

It is also important to realize that just because users are not voicing their concerns or troubles with a product, doesn’t mean the product is easy to use! Maybe we are forcing them to use the product the way we THINK they should, and they are adapting the way they complete a task because of this. Brian shared with us the story of how pineapples were genetically altered to grow a certain shape to fit into the machine that cored and sliced them, instead of changing the machine.

We need to make sure we are not making our customers be the pineapples! I am excited to use my new knowledge to help design products that have the real users at the forefront!

Megan, Web Marketing Specialist

One thing I would recommend to other teams engaged in this process is to surrender to the experience and open the door to “play”. The CUEP class is a forum for learning and it’s easy to get caught up in the definition of “testing.” UX testing, from a facilitator standpoint, is observation.  

Some of our greatest play as children is done from a perspective of observation: doctor, teacher, adventurer. If you can bring a little bit of that light-hearted playfulness to the experience I believe you can open the door to a more enriching experience that will allow you freedom of discovery and exploration toward getting the most out of your user experience work.

 

Christy, Marketing Associate

One of many things that really struck me from this class is how telling people’s physical reactions can be when they became frustrated or stuck on a task. We assigned one particularly difficult task to 4 people. As they became frustrated, their physical reactions became more pronounced.

For example, one person turned very red in the face when he became frustrated. Another person started to whistle as she became more and more frustrated. Eventually everyone was able to complete the task in some form or another.  But their actions as they were performing the task were very revealing as to what they were thinking

Jason, Digital Manager

I realized through this class that even when you think you know how the results are going to turn out, you are often surprised when you are wrong and see that the users are actually seeing it a different way than I'm seeing it. 

I realized through this that the world is not limited to how you might see things. You find that your preconceived ideas of how you thought the results would turn out is often wrong.You just have to learn to open your mind to other people expectations and the experiences the users expect to have.

Evaluating Reading Comprehension

Guest post by Dr. Brian Still, Technical Communication Director, Usability Research Lab, Texas Tech University

So you want to set up a test that allows you to understand how well your target users can comprehend content designed for their use. How do you design something that provides you with reliable data?

As always, we need the right users, so the very first thing we want to do is make sure that we more or less recruit users for testing that not only meet the general demographic profile, but they also match up in terms of reading ability. What this means is that you need to test the users so you can gain a decent benchmark of their reading comprehension level.

You can do this as a means of filtering during recruitment, or you can do it pre-test, after recruitment, so that you can better correlate user performance with user capability. In other words, if I knew that my book in question was for 7th graders and I needed to test comprehension of content, I’d make sure that no one tested the book unless I could verify they had at least a 7th grade reading level. That way, after testing, when I tried to make conclusions about reading comprehension, I would know I wasn’t going to change the book’s structure, even content, based on what people with non-targeted reading levels told me to do based on their performance or other feedback.

Testing users at the outset then is our first step to generating reliable data for analysis.

Cloze Test for Screening

I would suggest, as a means of finding the right folks for testing, using the Cloze formula. It’s empirical and easy. See how it works here: http://www.useit.com/alertbox/cloze-test.html. Basically, you take a passage of text from your target publication, replace key words, and then have your users as part of screening replace these words. Users that have the right comprehension will be successful in filling in the blanks. Others won’t. The ones that get it right move on to testing, the others don’t.

During Testing

So now that you’ve found the right users, you need to employ some different methods to get the right data to help you make conclusions about reading comprehension. Remember, triangulation. You can’t just observe comprehension. Reading with my mouth open, reading aloud, reading with stops and starts, reading slow…they may indicate comprehension difficulty but they may not. But if I experience things like this as a reader, I make errors in comprehension, I take too long, then I’m doing things that offer more reliable indications of comprehension issues.

So How to Triangulate for Reading Comprehension

These are ideas you want to experiment with, but they all help to get at comprehension issues:

• Time to read
• Errors in comprehension 
•  Use the Cloze testing for a task during testing
• Ask comprehension questions after the fact
• Verify even before you do all this that your text is at the level you think it is by using different formulas, such as Flesh-Kincaid: 
• http://www.standards-schmandards.com/exhibits/rix/
• http://www.online-utility.org/english/readability_test_and_improve.jsp
• Make use of a comprehension rubric, http://specialed.about.com/library/comprehensionrubric.pdf; a rubric like this allows you to make better judgments about what you observe during or after testing

Yes, you can look into design, spacing, font, or other cosmetic features, but it’s best to do comparative testing of these. Give half of your sample an example with say a line spacing or line length different than the example used by the other half of your sample. If your users have comprehension levels equal, then this sort of comparative will be useful.

So, to summarize, use something like Cloze to recruit and filter the population correctly, make sure your actual document content is at the comprehension level you think it is with a formula like Flesch-Kincaid, and then in the end use triangulation to evaluate the data.

That’s a start, and then as you accumulate more data you can begin to create your own rubric based on your knowledge for designing comprehendible content.

Brian Still, PhD

Associate Professor, Technical Communication Director, Usability Research Lab Texas Tech University