Académique Documents
Professionnel Documents
Culture Documents
Practical Playscript
Robert Barnett
www.RBAinformationdesign.com.au
ISBN 978-0-9586384-3-2
Contents
Acknowledgments ix
v
Chapter 1 The Role of Procedure Manuals 1
Why have a procedure manual? 2
Functions of a manual 5
vii
Practical Playscript
viii
Practical Playscript
Acknowledgments
M
ost books on management include ideas and principles gathered
by the author from predecessors and restructured to suit the ix
authors aims. This book is no exception.
The primary acknowledgment goes to Leslie H. Matthies whose books,
The New Playscript Procedure and Documents To Manage By, have been my
primary inspiration in writing procedure manuals. I have drawn heavily
on his work and have endeavoured to keep the Playscript format as close as
possible to his original concepts.
I have also drawn much inspiration from Clyde Jacksons book Verbal
Information Systems and from numerous other writers whose works are
mentioned in the footnotes and in Appendix 1.
I would also like to thank the many people who have contributed
positive comments about the earlier editions. This encouraged me to retain
the same format and writing style, while reducing the page size in keeping
with our other publications.
Most of all I would like to thank my wife Patricia for her never-ending
support and patience, and for her tireless efforts at rekeying all my old
course notes.
Robert Barnett
Practical Playscript
x
Chapter 1
The Role of Procedure Manuals
It has been said that behind every business activity there lies a piece of paper
and, even with todays emphasis on computers, this adage is still true. In addition 1
to such practical office work tools as forms, reports, correspondence and memos,
there is a vast range of other administrative papermuch of it essentialbut
much of it superfluous.
This book deals with documentation that comes under the general heading
of procedure manuals. Although it is primarily concerned with procedures, we
need to consider all manuals briefly because other material is often included in
procedure manuals, either through ignorance or because the writer cannot think
of anywhere else to put it. Administrative documentation covers a wide range of
subject matter such as:
Policy statements Organisation charts
Job/position specifications Standards
Lists of authorities Appointment announcements
Departmental functions lists Memos
Circular letters Temporary announcements
Form-filling instructions Forms catalogues
In addition to general administrative paper, we have a whole range of
computer systems documentation.
You need to write and structure each type of documentation to suit the
particular needs of its users, so you need to think carefully about what you are
including in each manual. Only some of this material comes under the general
category of procedures.
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1 Jackson, Clyde (1974) Verbal Information Systems, Association for Systems Management, Cleveland Ohio.
Chapter 1 The Role of Procedure Manuals
computer through us, they have seen us almost as the high priests. And, generally we love
every moment of it. Lets quit putting ourselves and them on. The computer is a machine.
Thats all. Granted, it is complex and sophisticated, but it is still a machine. It can only do
what people tell it to.
However, the extent to which you should include this type of material in
a users procedure manual is debatable. It has been my experience that many
computer people think of their work in terms of projects or programming products
rather than overall efficiency of the organisation. But general office workers dont
necessarily think in terms of systems or projects unless the content of those
systems coincides with the content of their day-to-day work. This can happen,
but it is wrong to assume that it is always the case. The structure of a computer
system tends to be machine-oriented and it is rare for the human component of
the system to follow the same form.
Keith London2 described this with a matrix based on the Blake Management
Grid as shown in Figure 1.1.
2 London, Keith (1976) The People Side of Systems, McGraw Hill Book Company (UK).
Practical Playscript
Operatives
4 The operatives are at the opposite end of the scale to management. They
certainly need to have a broad understanding of what management expects of
them, but their primary interest is in the fine detail. They want to know:
How do I do my job?
What happens next?
What do I do with this paper when it lands on my desk?
How do I make these calculations?
How do I evaluate this application?
What do I enter into this computer?
Where do I send this piece of paper?
Do I have the authority to make a decision on this problem or should I refer it to my
supervisor?
Clyde Jackson3 said that:
the impact of a procedure manual is either:
(1) To help solve operational and management problems, or:
(2) To help create operational and management problems.
If you dont write with the users in mind, then the manuals will create their
own additional problems.
3 Jackson, Clyde (1974) Verbal Information Systems, Association for Systems Management, Cleveland Ohio.
Chapter 1 The Role of Procedure Manuals
Functions of a manual
In the next chapter well be looking at the types of material included in
manuals. But first we need to consider in more detail why we need manuals.
Clyde Jackson lists six important functions of manuals. While it would
be possible to add even more to his list, I believe that his descriptions are
comprehensive enough to be quoted without further comment.
INSTRUCTION. A manual instructs people in all levels of the company.
It teaches line personnel facts about their jobs, as well as providing step-by-step
instructions about performing their jobs.
It provides supervisory personnel with the knowledge required to manage the
productivity of their people.
It gives management a concise overview, plus the details of operations, depending on
how thoroughly management reads the manual.
5
It provides a training guide for new personnel.
REFERENCE. No one can remember everything about a system or a particular function
within the system. The manual is a valuable reference containing detailed information
about a system.
It is a source for solutions to non-routine problems. If a person can find the answer in a
manual, he saves his superiors time, and he is more independent.
It refreshes a persons knowledge of his job when he reviews the manual periodically.
It provides authoritative answers to operational questions.
REVIEW. A manual allows a review of operations. Putting operations down on paper
allows several levels of criticism.
It allows overall criticism, to see if the overall operation accomplishes its objectives.
It allows a more efficient sequencing of activities or assignments of personnel if needed.
It asks the question, Is this the best way to do it? of every function.
CONTROL. A manual, when well developed, has important control functions on several
levels.
It allows supervisory personnel to assign and evaluate their people more effectively.
Practical Playscript
It gives control departments such as auditing, quality, safety, etc., the information they
need to perform their functions.
It enables management to more intelligently allocate resources and set objectives.
STANDARDS. A manual is important for establishing and enforcing work standards.
Where required, it will help see that the same job is done the same way each time.
It defines the acceptable level of performance and instructs the personnel in the method
to achieve it.
It serves as an objective basis of evaluating either an individuals or a departments
performance by stating the criteria for measurement in advance of the evaluation. The
evaluator and the evaluatee will both benefit by knowing the ground rules.
DOCUMENTATION. Stated simply, a manual is a record of how a particular company
does a certain function. It is a record of what they do. While this statement is a gross
oversimplification, it accurately describes the documentation function of a manual.
6
Chapter 2
Content of Procedure Manuals
In the first chapter I covered the range of material that people include in
procedure manuals. We can now break this down into specific categories and this 7
will help us to arrive at the optimum structure.
Corporate policy
This is one of the most difficult areas to define because it varies greatly from
one organisation to another. Im not getting embroiled in the argument about
whether or not such a policy should exist. Writers such as Tom Peters1 and Robert
Townsend2 have strong words against it, while others sing its praises. My point in
this chapter is simply to define what we mean by corporate policy statements as a
component of manuals. To begin, here is what various writers have said.
Stephen Page3 defines policy as a predetermined course of action established as a
guide toward accepted business strategies and objectives.
George Terry4 defines policy as a basic guide to action. It prescribes the overall
boundaries within which activities are to take place and hence reveals broad management intentions
or forecasts broad courses of managerial action likely to take place under certain conditions.
Knowing the policies of an enterprise provides the main framework around which all actions are
based. Policies furnish the background for an understanding of why things are done as they are.
System objectives/narrative
If your procedures are part of a computer system, you will usually need a
general description or narrative for the benefit of people who need an overview.
The narrative usually describes such features as:
the concepts behind the system
descriptions of the way in which each subsystem operates
descriptions of the functions and workings of each computer program
description of each report produced.
5 Matthies, Leslie H. (1982) Documents to Manage By, Office Publications Inc., Stamford.
Chapter 2 Content of Procedure Manuals
I have seen many computer systems where this was the only user document.
It was left to the individual managers and operatives to work out how to put it into
action. This doesnt help productivity. Good system documentation should go way
beyond the electronic aspects and deal with the people side of systems.
2. Functions
The Forms Management Department will specify the design of all printed forms used
throughout the company, in order to achieve:
2.1 Systems compatibility and efficiency in use
2.2 Economy in ordering and procurement
2.3 Prevention of redundant forms.
Accordingly, all requests for new or revised forms/screen layouts will require the
approval of the Forms Management Department.
3. Responsibilities
Procedure/task objectives
This is similar to system objectives but broken down to the individual task
level. It can be helpful for staff to understand the objectives or reasons behind each
particular task, together with any organisational policy that specifically refers to
that item. These may be just very brief comments, or in the case of very important
matters, they could run into a number of pages.
Some writers object to any form of policy statement being included in a
procedure, but over the years I have come across many people doing jobs and not
having any idea why they were doing it. These people just go about their jobs as
a matter of daily routine and without any real enthusiasm for the task. Im a great
believer that workers need to be really involved in their jobs. The more they are
personally motivated, the happier they will be.
Procedure
Throughout this book I will be using the definition of procedure given by
Leslie Matthies6 to distinguish it from a task outline.
It is a write-up that reflects the system. It is a document that spells out clearly how an
activity flow proceeds from one work group to the next, down through the system channel
from start to finish.
It is a step-by-step instruction concentrating on the flow of work between
people. The main emphasis is on what is done rather than the how to. It may
10 include the how to but usually not in the same detail as a tack outline.
The procedures emphasis is on teamwork telling all the team members how
their work fits into the overall processor how the work proceeds from step to
step. Where you need a great amount of fine detail, you would cross-reference it to
a task outline. Figure 2.2 shows a typical Playscript procedure.
Task outline
This tells how to perform a certain task. It covers all the step-by-step detail,
usually leaving nothing out, and covering every alternative and optional course of
action. It describes the method of doing the job with the how to do it having
the greatest emphasis rather than what is done. You could call it a one-person
procedure. Figure 2.3 shows a typical task outline.
The task outline should be so comprehensive and straight forward that a new
person can follow it with little or no outside help. The intent of the task outline is to
give an employee all the information they need to perform the task.
Remember, if you can explain a task to someone in person, you should be
able to explain it in writing.
6 Matthies, Leslie H. (1977) The New Playscript Procedure, Office Publications Inc., Stamford.
Chapter 2 Content of Procedure Manuals
how to fill it in. My experience is that while possibly being of use in a system
description, or as part of the forms History File, it is usually a waste of time in
user documentation. Such a specification should be unnecessary if the form is well
designed and the procedures and task outlines are well written.
Supplementary data
This would include lists of codes, glossaries, error messages, etc. These are
often vital parts of a computer system that must be made known to the user.
-----------------------------
Practical Playscript
If not arrange allocation of new Keyword (see Task Outline No TRM 001).
3. EXAMINE the numeric keyword index to find out if special file subdivisions are
used.
If so DETERMINE category.
Note: If the subject doesnt fit into an existing subdivision and it appears necessary
to open a new group, check with the manager of the department concerned before
allocating.
4. ALLOCATE next available file number.
5. SELECT appropriate descriptors(see Task Outline No TRM 002).
6. ENTER details onto Index Maintenance form (No. 765).
7. DETERMINE the file retention periods for the record type in accordance with the
needs of the user department.
8. ENTER Active file retention period on Record Location Maintenance form (No.
12 767).
-----------------------
readers are advised to evaluate any criticism in the light of his later findings.
Its main thrust is to cull policy and general descriptive material leaving
behind the step-by-step detail of how to carry out the procedure. Having culled
this material, Matthies further breaks down the content into two separate types of
documents, Procedures and Task Outlines.
An overview of Playscript
I have been writing procedures for over forty years and have seen and tried
a great variety of systems. Some of them have been complete failures while others
have been reasonably successful.
When I was introduced to Playscript, we found problems with the way it
was being used and tried various ways to get around them. Later, we discovered
that we had not been given the full story. Matthies covered many of the problems
we encountered and it became clear that our criticisms were not justified. It was
we who were wrong; we werent using Playscript as intended to be used. Part of
this came about because Leslie Matthies book was written primarily to sell the
method, rather than to explain the fine detail of how it worked.
We didnt differentiate policy from step-by-step detail.
We didnt make provision for complex decision-making instructions.
We tried to write everything the same way when we should have used
different methods for different types of material.
14 The following five guidelines are what I use to produce effective user
manuals.
1. Write up any procedural and system policy or objectives in narrative or
Outline format.
2. Use Playscript Procedures to describe the overall workflow procedures
for every system and subsystem within the organisation. These explain
what is done.
3. Write detailed task outlines using the Playscript format where there is a
need for fine step-by-step detail for an individual employee. These explain
how to carry out each task.
4. Incorporate brief task-oriented policy and objectives at the top of task
outlines wherever there is a need for the individual to know them. These
explain why the task is being carried out.
5. Write up system descriptions and similar documentation as captioned
narratives.
It helps management
It is a great advantage to management whenever there is any dispute about the
way to do something. Management time is usually scarce and managers appreciate
having a procedural system that enables them to quickly locate troublesome
areas.
15
Playscript simplifies writing
While using a standard format such as this places restrictions on writers,
it is so simple that anyone who can write in plain language can use it effec
tively, and professional writers are not necessary. It helps to force writers to use
simple language. While the best results are going to come about if the writers
are professional analysts, I have had a great deal of success in training staff
to write their own Playscript procedures and task outlines. Leslie Matthies found
that most people learned to write clearly after only 5 or 6 hours of training and
practice. In my own consulting work, I have had similar results with procedure
writers being able to produce clear and logical procedures after only a few short
review sessions.
It forces brevity
Experience shows that any writer using Playscript automatically shortens the
statements and cuts out excessive description. The direct nature of the language,
using action verbs, brings this about.
18
Chapter 3
Rules of Structure
If you intend to use Playscript, or are already using it, I recommend that
you read Leslie Matthies books Documents To Manage By and The New Playsript 19
Procedure for a useful and entertaining background to the method.
However, I have written this book as a training tool and have structured the
content in a straight through sequence, starting at the top of a procedure and
working down through the body with its various components and physical layout.
The basic rules of simple procedures are covered first with the more complex
subroutines dealt with in more detail later.
If you try to modify a proven, effective technique, all youre doing is improving
backwards. Fifteen years of research has developed a format that works. Another twelve
years of application in organizations of every type has convinced us that this is THE
format.
Page title
People call procedures by an incredibly wide variety of names. One of the
more common names that I have encounteredand one that Matthies also
mentionsis Standard Practice Instruction. On the other hand, some organi
sations use the word procedure when they arent procedures at all.
We are talking specifically about procedures here, so why not use the word?
It makes sense and everyone will know what it means.
The subject
Every procedure should state the subject. This is the key to indexing the
procedures and, although brief, should state clearly what the procedure deals with.
If you are indexing them using a keyword system then you will need to carefully
select every word in the subject. You will also need to make sure that no two
procedures in the organisation use the same subject.
If you are producing an index using an automatic indexing program such as
that in Microsoft Word or Adobe InDesign, then you will be able to add additional
hidden index words. If so, I suggest using the approach that I use when developing
an alphabetic index for a book such as this. Read through the procedure and ask
Chapter 3 Rules of Structure
what people would look up in the index if they were searching for the procedure.
Remember that people dont all think alike and will not necessarily look for the
same words that you would use. The subject should reappear at the top of each
separate procedure sheet. The matter of multiple pages is covered in more detail
under Page number.
Procedure
Section Subsection Section No.
Procedure No.
Procedure No.
21
Subject Date
Procedure number
Like its counterpart, the form number, this is one of those controversial
aspects of procedures. Yet, I have found that most people have little real basis for
Practical Playscript
their opinions. The way in which you number the procedures will depend on the
size and type of organisation for which theyre written and especially the number
of different types of manuals in use.
Some organisations number their procedures by department or section, but
procedures reflect business functions that can cross over departmental bound
aries. Categorising your procedures by department or section may be breaking
them down artificially and often to no advantage.
Another method is to categorise them by systems project. Now, we might
think that since procedures are system-based that this is the way to go, but
experience shows that, in the long term, this method doesnt work either. System
project groupings are usually chosen arbitrarily to reflect the work being carried
out at a specific period of time. On the other hand, the systems staff may have
chosen them because that particular group of procedures was all that they could
handle at any one time with the staff available. The development staff usually think
of tasks that have to be done to make the computer system work.
Added to both these problems is the matter of change. As soon as there is a
change to a system, or a regrouping of departments or sections, the old boundaries
may cease to exist and the total numbering system may have to change.
The solution is to categorise procedures by business function. In many cases
such functions will coincide with departmental boundaries and computer systems,
but I want to stress that this may be just coincidence. As many people have found
when they tried to number procedures by department or system, just because
22 function coincides with department or system at the time it is introduced, it is no
guarantee that it will continue into the future. I suggest that it should be corporate
policy that manuals are to be structured by function, unless there is a strong case
for doing otherwise in your organisation.
As for the numbering of the manuals, there are many approaches. Some
procedures analysts suggest that the best method is to number sequentially from
1 with a good alphabetic index. This is the same approach recommended by
most professional forms analysts for form numbering. It definitely works with
forms, but they are not like procedures. The practical use and reading process is
different. A form may be a part of the overall business system, but it is generally
used in isolation. Users often have to read a procedure in conjunction with related
procedures so that they can understand the whole system. The procedure is a
reference document, not a one-at-a-time resource.
My preference is to follow a system such as that given by Jean dAgenais &
John Curruthers1. From my experience it is more appropriate to large organi
sations. It breaks manuals up by business function rather than computer system or
department. Although dAgenais & Curruthers dont suggest it, I would give each
type of manual a two (or three) character alphabetic code starting at AA and
working sequentially to ZZ. Note that the codes themselves have no functional
1 dAgenais, Jean & Carruthers, John (1985) Creating Effective Manuals, South-Western Publishing Company,
Cincinnati Ohio.
Chapter 3 Rules of Structure
significancethey are solely for identification and indexing. You would then break
each Manual down into Section, Subsection and Subject, each with a two-digit
code separated by spaces or dashes. The introductory pages would normally be in
Section 00. For example, you could classify the procedure for applying for annual
leave in the Human Resources Manual (Code HR) as HR-02-05-01:
SECTION 02 Leave
SUBSECTION 05 Annual
SUBJECT 01 Application
Following the same pattern, the document giving an overview of the
companys Annual Leave policy could be HR-02-05-00:
This construction allows for greater flexibility for the user. Related proce
dures are close to one another and save the user looking up indexes when the
whole function is being studied.
Page number
A well-planned Playscript procedure will usually have a maximum of about 25
work statements. This means that the average procedure could go on the front and
back of a single sheet of paper. Some people claim that short procedures dont need
page numbers. However, if you are using word processing software it is usually an
advantage to automatically number the pages. You may also find that it is helpful
to have the subject and page number on every page so that they dont get mixed up
in reproduction and filing. However, dont number the pages continuously for the
whole manual. Start each procedure at page 1. 23
Procedure layout
Playscript is written like a play and each step has four main ingredients:
1. action by (person performing the action)
2. logical step sequence number
3. action word (verb)
4. action performed
A normal Playscript page is laid out in columns as shown in Figure 3.2. Since
Playscript was devised, the introduction of International Standard paper sizes (e.g.
A4) and the use of computers for word processing has changed the way procedures
can be laid out. While it is possible to use a fixed pitch typeface such as Courier,
you would be more likely to use proportionally spaced type such as Times New
Roman. The amount of space you use will depend on the typeface and size you
have chosen. For space reasons in this book, the following example uses 8 point
New Century Schoolbook. On a full-size page, I would increase this to 10 point,
or 11 point if using Times New Roman (since it is a smaller typeface) and vary the
column width accordingly.
Practical Playscript
The margins you leave will depend on your binding mechanism and the
method you use for production. If you are using a typewriter or similar mechanical
device, you will probably need at least 25 mm (1 inch) at the bottom for a gripper.
If using a laser printer, you could reduce this. Figure 3.3 shows a suggested spacing
for each column. Note that the inch measurement only approximates the metric
measurement.
Column headings
Some people prefer the column headings to be over the centre of the columns.
My preference is to align them to the left as this is an easier typing action and may
also provide for greater reading clarity. This is another of those points that should
not be a major issue.
The white space around each Action by title clearly shows where the person
comes on and off the stage and how each action fits with the activities of other
people in the workflow.
Only the first word of the persons work position needs a capital initial letter
unless it is an official position title. In this case, each word would normally be
capitalised.
If you have a long title that must be written in full, then use two lines. You
could align the second line to the right or left, although the left takes less typing
activity. Alternatively, you could indent the second line a few spaces. Figure 3.4
shows three examples of the same step showing how it would appear. Note that the
last example has the Action performed starting on the same line as the second line
of Action by. If you are using a typewriter, this will probably be easier, but takes up
more space. My preference is for the first version.
Plant and
Facilities Engineer 5. INDICATE on the form when preliminary action
25
will be taken to investigate the matter.
Step column
The step number is the logical sequence of the steps in time order and always
starts at 1 at the beginning of every procedure. The numbers would often be right
aligned so that where the number of steps reaches 10 or more, all numbers will be
aligned for neatness. Step sequence is covered later in the chapter.
occur and that the Secretarys step, being a trigger action, should be the start of
a separate procedure. In fact, in a longer procedure, there would be a total break
here and a new procedure started. In this case it is only short, but the Secretary
needs to be able to pick up the flow easily at the point where it starts again, and I
have found underlining ideal for achieving this.
You can also use highlighting and underlining for branching activities and
alternative paths. This is covered in detail in Chapter 4.
-----------------
Purchaser 5. GIVE the Purchase Order number to the vendor and ask
that the number be shown on the invoice.
6. INSTRUCT vendor to send the Invoice to the Association,
marked Attention Treasurer.
Vendor 7. SHOW the Order Number on the Invoice and send it to
the Association as requested.
ON RECEIPT OF INVOICE
Association 8. CHECK with purchaser to make sure that items have
Secretary been received and note this on the Invoice.
26 -----------------
Highlighting verbs
Even before using Playscript, I found it very profitable to start each step of a
procedure with a verb and to highlight it.
In one company, we wrote the verb in a separate column but I found this
to be a waste of space and it makes reading unnatural. It is better to keep the
verb in the sentence context, maybe highlighting it in bold type. With modern
word processing systems this is an easy operation. You could use capital letters or
underlining in addition to bold type, or as an alternative to it. I have found this
approach advantageous for the following reasons:
1. Outline
The bold verbs provide an instant outline of the task outline or procedure.
2. Fast location
They help the reader go to a specific point in a procedure without the need to
read through from the start.
3. Memory assistance
They can assist a user who is working directly from the procedural text to carry
out a task. They assist the user to find the next step in the procedure once they
come back to it after completing the preceding step.
Chapter 3 Rules of Structure
Verb tense
The verb is always in the present tense and may be in either the second or
third person. In the example in Figure 3.6, it is in the second person, which is my
preference since it is an instruction, but it is not wrong to use the third person.
For example: 2nd person 3rd person
SORT or SORTS
DELIVER or DELIVERS
SIGN or SIGNS
The third person may be better for straight through reading, but the second
person is more direct as an instruction.
This system relies on every sentence beginning with a verbsomething
that isnt always practical. For example, a step may begin with timing or other
information that shows when it is to commence. Figure 3.6 shows part of a
procedure using this approach. But note that the layout isnt compatible with
normal Playscript.
2.
Form 683, entering department designation.
DELIVER to time clerks.
27
Time Clerk 3. DISTRIBUTE time cards to all personnel.
Employee (all) 4. PREPARE time cards as instructed in procedure 02-04-
04, Daily Time Tickets.
5. SIGN time card at start of each day, writing department
number in parentheses after signature.
-----------------
A way around this is to turn the timing instruction into a subheading so that
the actual steps do begin with a verb immediately after the step number as shown
in Figure 3.7.
Figure 3.8 Step 2 combines two actions in one step (examine and note)
Figure 3.10 contains two totally separate actions included together as if they
happen at the same time. Figure 3.11 is a better arrangement.
Supervisor -----------------
4. ASK Department Head for approval. Tell the employee
that the official leave will be granted by personnel and that
a note will be sent to that effect.
Supervisor -----------------
4. ASK Department Head for approval.
5. TELL the employee that the official leave will be granted
by personnel and that a note will be sent to that effect.
Sequence of steps
To determine the sequence of steps, think in terms of time. A procedure is a
series of activities being carried out by people in a logical sequence. Except where
there is a branching activity and two things are happening at the one time, the
steps take place in strict time sequenceone after the other.
Practical Playscript
As Matthies2 says:
some people write their procedures as though this logical time sequence didnt exist.
For example, if an employee is applying for leave, the steps could occur as
follows:
This is the sequence in which the steps occur, so unless there are exceptions
this is the sequence in which the procedure will be written. Branching activities
and alternative paths are dealt with in Chapter 4.
The main work sequence follows the action, not the piece of paper. The
following is a summary of the process. Chapter 7 covers it in more detail and
explains how to identify the work channels.
Mail Clerk 1. OPEN mail bag and empty onto sorting table.
2 Matthies, Leslie H. (1977) The New Playscript Procedure, Office Publications Inc., Stamford.
Chapter 3 Rules of Structure
Delay
27. REPORT to the Claims Controller on the assessment
of the damage.
Claims Controller 28. COMPLETE claim form.
29. send completed claim form to insurer.
3 Matthies, Leslie H. (1977) The New Playscript Procedure, Office Publications Inc., Stamford.
Practical Playscript
Inclusion of functions/policy
I agree very much with Leslie Matthies when he says that you should keep
matters such as departmental functions and systems separate. But I have found
a few occasions when it was helpful for the user to read a brief description of
the tasks function first. Statements of timing can be included under separate
subheadings. This is covered in more detail in Chapter 5.
These are the most difficult parts of any procedure and Playscript is no excep
tion. Subroutines occur whenever there is a decision-making point in a procedure. 33
In some cases there can even be decision-making points within a subroutine.
There are no firm rules for handling them, as you need to deal with each
procedure on its merits. The following principles provide guidelines for subroutines
of different complexities. As Ive mentioned in earlier chapters, in this edition of
Practical Playscript Ive added additional material based on more recent research
in human communication. The technique is based on the extensive success that has
been achieved through the use of questionnaires in the design of business forms.
It occurred to me that there is little difference between a numbered sequence of
questions in a form and a series of steps in a procedure. Both involve step-by-step
progress with action at each step. The advantage of the approach is that it simplifies
complex decision making routines using questions with Yes/No answers and
routing to relevant steps. The approach is explained in more detail later in the
chapter.
Provided at least one of the two channels can be included in a single step,
indent the side channel using the same step number, but with lower case alpha
suffixes to indicate the substeps.
Figures 4.1 and 4.2 show two possible ways of handling the same side
channel.
Note that the second example highlights the alternative payments more
effectively and draws the cashiers attention to the fact that there are two different
actions.
After the side channel is completed, the procedure returns to the normal
position and numbering sequence.
Applicant -----------------
5. HAND payment and completed Application Form to the
Cashier.
Cashier 6. EXAMINE Application Form to verify amount to be paid
and, if paying with currency, enter amount into cash
register.
6a. If paying by cheque, EXAMINE Stop List to
determine whether cheques are acceptable from this
applicant.
34 6b. If cheques are not acceptable, TELL applicant to go to
the enquiry counter.
7. RECORD receipt on Application Form butt and return it
to the Applicant.
Purchaser -----------------
5. GIVE the Purchase Order number to the vendor and ask
that the number be shown on the Invoice.
if paying by cash
5a. OBTAIN the signature of the person receiving the
cash plus the word PAID on the Invoice.
If credit purchase
5b. INSTRUCT the vendor to send the Invoice to the
Company marked Attention Accounts.
Vendor 5c. SHOW the order number on the Invoice and send it to
the company as requested.
Accountant 6. on receipt of invoice 35
check with purchaser to make sure that items have
been received and note this on the invoice.
Account -----------------
Executive
7. SEND documents to Cover Note Clerk.
8. if invoice set has been produced
8a. ENTER Invoice Number in the Cover Note Control
Register.
8b. DELETE the entry from the Invoice Set Pending List.
8c. REMOVE photocopy of draft invoice from file and
destroy it.
9. if invoice set has not been produced
9a. ENTER Cover Note details in the Cover Note Control
Register.
9b. RECORD the Invoice in the Invoice Set Pending List.
9c. FILE photocopy of draft invoice in the Invoice Pending
File.
10. PREPARE Cover Expiry Record (Form No. 45) in
duplicate.
11. FILE original of the Cover Expiry Record in the Register
36 Box in expiry date sequence.
Records -----------------
Controller
4. SORT documents by subject.
5. EXTRACT appropriate Keyword File from cabinet and
place documents in strict date order with latest date on
top.
5a. If there is no Keyword File in existence for the subject,
switch to subroutine
go to Procedure 09-08-13.
6. RETURN the Keyword File immediately to the cabinet
and process the next set of documents as outlined above.
Cashier -----------------
37
10. CIRCULATE cash receipts to Account Managers.
Manager 11. RETRIEVE appropriate record from file.
11a. if renewal of policy
handling problem 9a. If the item cannot be identified from the description
exception given on the order, refer the matter to the Technical
Supervisor.
3b if not:
find out if an Invoice set has been issued and processed.
3c. if so:
CORRECT recordsgo to Step 3e.
3d. if not:
REQUEST Account Executive to provide a photocopy of the
draft, stamped with the INVOICE PENDING stamp.
4a. EXAMINE the card to see if the Expiry Date is the same as
39
that recorded.
if not:
ENTER new Expiry Date and file in new date sequence.
-----------------
As with all Playscript procedure writing, there are no hard and fast rules
governing how you should handle choices and wording of steps. For example, in
Figure 4.9 it is easier to place the CORRECT action right after YES at steps 4
and 5 rather than create a separate step between 6 and 7 and then add additional
routing instructions. The aim is to make the procedure easy to follow. Practical use
comes before application of rigid rules. If you arent sure of the best approach, try
different techniques and conduct observational usability studies to find out which
works best. Usability testing is covered in more detail in Chapter 8.
Practical Playscript
The task outline is no more than a very detailed explanation of one persons
task taken out of a procedure. It may be only one step of an overall procedure 41
involving many people, but needs to be written in fine detail for the person carrying
it out. It is usually so involved that to include it in detail in a procedure covering a
number of people would be an unnecessary waste of reading time. The procedure
is a summary. The task outline is a series of detailed how to instructions.
What to include
Here are some guidelines on what to include and the sort of questions that a
person would want to have answered.
Special cases
Records -----------------
Officer
4. CHOOSE the appropriate Keyword from the Thesaurus
together with an appropriate Subject Title.
The Subject Title comprises up to four descriptors, each
consisting of a maximum of 13 characters.
NOTE:
The working rule is that each added descriptor should
make the Subject Title more specific. The descriptors must
be chosen carefully as this is the most important step in
the Keyword filing process. Always work from the general
to the particular, unless the descriptor columns have been
given specific headings. An example of working from the
general to the particular would be:
per-0006 personnel : australia ; sydney : smith : william
45
4a. If there appears to be no appropriate Keyword on
the list, or the subject title is unclear, REFER to the
Records Manager for guidance.
5. ENTER Keyword on the Numeric Index form followed by
the next available Subject Code.
NOTE:
1. Entries in the numeric index are printed in block
letters with a pencil to enable any corrections to be
made. Do not type the form.
2. The first subject within each Keyword classification
is given the number 0001, followed by 0002 for the
second, etc.
-----------------
Practical Playscript
46
Chapter 6
Writing Style
1 Jackson, Clyde (1974) Verbal Information Systems, Association for Systems Management, Cleveland Ohio
Practical Playscript
those who read them can perform the task effectively as management expects
them to. We may never reach this perfect goal, but we should aim at it. In doing
so, remember that procedures are like any other business document in that you
will never be sure of the success of your writing style until you have tested the
document in the real world.
Avoid confusion
Meaning is at the heart of effective communication and many of our com
munication problems arise from misunderstandings, lack of shared meaning, and
even a mistrust of the other persons intent. Fortunately, with procedure manuals,
48 mistrust does not have the high profile that it does with other business documents
such as forms and correspondence. However, there are still many ways in which
you can block effective understanding.
I dont intend this chapter to be a full text on grammar or the use of what
has become known as plain language. My purpose here is to provide only a
basic understanding of the major factors that simplify writing style in procedure
manuals. I strongly advise you to study other specialised publications on this
subject such as those listed in the bibliography.
I also stress that Im not talking about the use of what I call kidlishwriting
for the mythical average 12 year old. Procedure language should be appropriate for
typical readers2. If technical people need technical jargon, then use it. On the other
hand, if you are writing for average office workers who have no special language or
technical skills, then you need to write at their level.
The 1982 British Government Report3 forms under control had this to
say about English language:
...about one in 20 of the adult population have a reading age of less than nine. In all, about
one quarter of Britains adults fail to reach a reading age of 13 as measured by UNESCO
literacy standards.
2 Charrow, Veda (1979) What is Plain English anyway? Document Design Center, American Institutes for
Research, Washington DC.
3 Management and Personnel Office (1984) Forms Under control, a review of Administrative Forms: Report
on Control, London.
Chapter 6 Writing Style
...In order to be understood by the majority of recipients, we consider that forms must be
aimed towards a reading age of around eleven. This means above all, simple, direct language
with an absence of multi-syllable vocabulary.
In a paper presented in Canberra in 1983, Judith Goyen4 from Macquarie
University had this to say:
...communications intended for the rural population should, if possible, be written in a style
that is comprehensible to all but the functionally illiterate. Deciding on the readability
level at which such publications should be pitched is not an easy task. If the formulae
could be accepted at face value, then it would appear that a year 7 readability level may
be too high, since the reading attainment of a significant number of adults falls below this
level. Because of the shortcomings of readability formulae, however, this figure can only
be regarded as tentative. Not until a publication has been trialled on a sample of potential
readers can an accurate decision be made about its comprehensibility. Field tests should
then be carried out before the document is published.
You might think that the studies of the average population do not apply
to your organisation, but where do your personnel come from? The majority,
especially your clerical workers, come from the very group of people that have
been the subject of these studies. So in the majority of cases you need to apply the
principle to your procedure manuals.
A number of books on manual writing suggest that you should use readabil
ity formulas to assess the level of your writing. However, substantial research has
shown that they just dont work with technical material and, in fact, are of doubtful 49
value for any type of writing. I strongly recommend that you read the two reports
listed in the footnotes.5
There have been various studies of the ability of people to comprehend what
they read and some researchers have even come up with formulas that supposedly
tell you the readability of a given piece of prose.
The first person to popularise the subject of readability appears to have been
Rudolph Flesch with his book The Art of Plain Talk in 1946. Fleschs Reading
Ease Scale and Robert Gunnings Fog Index are concerned primarily with average
length of sentences and the percentage of words having three or more syllables.
Jefferson D. Bates6, commented on these systems in his excellent book Writing
With Precision:
Nobody can learn to be a writer by using a mathematical formula. Indeed, I have seen
many would-be writers mess themselves up by trying to apply the formula while they were
4 Goyen, Judith D (1983) Plain English and Government Communications, Adult Literacy Levels in Australia,
Department of Special Minister of State, Canberra.
5 Redish, Janice C. & Selzer, Jack (1985) The Place of Readability Formulas in Technical Communication,
Technical Communication, Fourth Quarter.
5 Klare, George R. (1978) Readability and Comprehension, in Information Design (Easterby & Zwaga Ed.)
John Wiley and Sons Ltd, Chichester.
6 Bates, Jefferson D. (1981) Writing with Precision, Acropolis Books, Washington D.C.
Practical Playscript
actually writing. The result was horrendous. They would lose their flow of words, forget their
thought patterns, and end up with nothing worth saying.
A piece of writing with a bad score is almost undoubtedly unclear, unless the writer was
or is a true master of the language On the other hand, a good score on the formula does
not necessarily guarantee that writing is either good or clear. The formula cannot evaluate
the content or information of a message; also, it cannot evaluate the style.
Although Bates is talking about normal prose, his comments still apply to
written procedures.
7 Eagleson, Robert D (1990) Writing in Plain English, Australian Government Publishing Service, Canberra.
Chapter 6 Writing Style
For example: The applicants full name is to be written clearly in block letters.
The most common problem arises when there is more than one noun or verb
in a sentence. It is important to structure the sentence in such a way that there can
be no confusion about which noun or verb the modifier refers to. The rule is to
place the modifier as close as possible to the word that it modifies.
Modifiers are not just adjectives and adverbs. You can use whole phrases to
modify meaning and similar problems occur if you dont place them correctly in
the sentence. One common problem is what Jefferson Bates calls dangling modi
fiers. For example, here is a dangling phrase:
After getting the sack, my wife was offered a part-time job as a relieving manager
by her previous employer.
It seems simple enough, but it doesnt say who got the sack, the writer or his
wife. The writer is implied, but this couldnt be known unless you were familiar
with the situation.
Here is another, somewhat absurd example that illustrates the point. After
climbing the mountain, the view was beautiful. It wasnt the view that climbed the
mountain. Note that the word view has no subject. We could better express this
as: After climbing the mountain, we saw a beautiful view.
See Appendix 1 for information on books dealing with grammar.
Unclear pronoun usage
Not making clear what part of a sentence a pronoun refers to.
This humorous example from Gowers8 illustrates the point: 51
If the baby does not thrive on raw milk, boil it.
Illogical thought sequences
Using thought sequences that are illogical to the reader.
This is one of the most common problems with written procedures. Playscript
is a great help here since its structure relies on a strict time sequence.
Lack of empathy
Not putting yourself in the shoes of the reader.
Empathy is difficult with any communication and may never be fully
attainable. It is a potential problem with procedures used in jobs where the workers
are new employees unfamiliar with the organisation and its subject matter. In this
case, the readers may be totally unfamiliar with the language commonly used by
the writer.
No matter how hard you try to eliminate ambiguity, there is usually some
one who will not understand. Communicating is too much of a risky business to
guarantee perfect comprehension, so the more you can reduce genuine causes,
the better your procedure will be. The most obvious point should be that to
communicate to the workers effectively, you should write the procedures in their
language, using their jargon and level of comprehension. They have to translate
8 Gowers, Sir Ernest (1987) The Complete Plain Words, Penguin Books, Harmondsworth, Middlesex.
Practical Playscript
the procedure into action and if they get that action wrong, then you have most
likely failed to communicate effectively.
9 Bates, Jefferson D. (1981) Writing with Precision, Acropolis Books, Washington D.C..
Chapter 6 Writing Style
6. Purposes
7. Scopes
8. Departmental classifications.
9. General objectives.
10. Opinions (of the writer).
11. Philosophy.
12. A general discourse on the subject matter.
u 13. Detailed instructions for one individual.
bookwondering whether all the readers will understand the way I use certain
words. Correctness is not an end in itself. You should not write manuals like college
textbooks that require exhaustive study. People in the work environment dont
usually have time to study. Work place manuals should not require the reader to
have an open dictionary or thesaurus on the desk. Procedure manuals are no place
for gobbledegook.
BAD
(i) Before filling in the form, read the instructions.
GOOD
(ii) Read the instructions before filling in the form.
(iii) Read the instructions and then fill in the form.
(iv) After reading the instructions, fill in the form.
BAD
(i) The supervisor sends, 5 days before leave commences, the
application to the Personnel Section.
GOOD
(ii) The supervisor sends the application to the Personnel Section 5
days before leave commences.
Eliminating passive voice from all writing has tended to become a fad in
recent times. But while passive voice may be useful in a book, for procedural
instructions active voice is generally easier to understand, is more positive and
direct, and carries much more force. Usual exceptions would be:
when there is a special need to place emphasis on the action 55
when the doer of the action is unknown or unimportant
if you deliberately want to keep a low profile or avoid responsibility
in descriptive narratives where there is often the need to tie the subject of
a sentence to the subject of the narrative. In this case the sentence could
be passive.
BAD
(i) Authorisation for all absences is be given by the supervisor.
GOOD
(ii) The supervisor authorises all absences.
58
Chapter 7
The Writing Cycle
Figure 7.1 Clearly identify the start and end points of each work cycle
Be selective
It is usually a waste of time to write up every activity in an organisation
Chapter 7 The Writing Cycle
in the finest detail. In most organisations, there wont even be enough procedure
writing staff to write up everything. Writing takes a great deal of expensive time
and effort and it is no use doing it if it is not going to be used.
Work on overall procedures first and then, only on the most important ones.
Once these are written you can concentrate on the less important. With computer
systems it is often necessary to have some form of documentation on every
subsystem and procedure but this may not have to be in detail. A brief outline
only of the less important procedures may be all that is necessary. You should
only write task outlines where there is a special requirement for detailed how to
instructions for a single employee.
lem areas that may need further investigation or where documentation will be
difficult. In addition to providing you with good background material for your
manual, these notes will draw your attention to areas where you may have diffi
culty communicating with people during implementation. They can help during
implementation in explaining the reasons behind the procedures.
Ideas alone are not enough! Some people get so involved in the technicalities
of the writing process that they miss out on the more important aspects. It is
important for an analyst to be methodical, but it is equally important to let the
subconscious mind engage in creativity. Many analysts have never even considered
this possibility. The human mind was designed to be able to think in the creative
subconscious mode and our best work will come when we use this faculty.
A term used to describe creative thinking is brainstorming. That is, think
ing in an undisciplined manner in terms of wide sweeping thoughts. I have used
brainstorming effectively in workshops for a number of years. Its main advantage
is for people who are normally hesitant, in that it encourages them to bring up
new ideas without the fear of being put down by people who might think the idea
is silly or irrelevant. If you brainstorm alone, it can also help to stimulate your own
creativity. First, write down every idea that comes to mind, but do not criticise
those ideas. Be positive. Keep negative thoughts out. Keep going until you
run out of ideas or out of time. I find it a help to sleep on the ideas and let the
subconscious go to work for a day or two. Then, analyse and evaluate the ideas.
62 Preparing a writing outline
I find any form of writing far easier if I prepare an outline first. This is
particularly important when writing a procedure manual that will have many
components. I try to get the outline as close as I can to what I think the end
strucure will be. It may change as I get into the meat of the subject, but at least I
know what is being changed and how those changes will impact the remainder of
the structure. Broad categories come first and these will depend on the format used
in your manuals. It is usually best to split up the categories according to business
functions. You can further subdivide them to provide the detailed outline.
This outline exists for the primary purpose of logically collecting your
thoughts and ensuring that nothing is omitted. The writing outline, although it
is structured by function or system, does not necessarily form the outline for the
completed manual. It is the outline for your thinking!
Having written the outline, go through another brainstorming session to
review it. Analyse and evaluate every item. Rethink your initial concepts and
consider whether or not you have missed anything. Go over the outline with the
relevant user groups to see whether your list of procedures and task outlines is
complete.
I find it best to work on one section at a time, making sure that all the rou
tines and subroutines are complete and adequately linked. As explained earlier,
concentrate first on the main work channel or routine of each section and then fill
in the subroutines and exceptions.
Again, there is the need for reviewfirstly by yourself and any other analysts
working with you on the project, and then by the relevant user groups. Remember
that this is a rough draft and the purpose at this stage is to agree on the content
of the instructions, not to be too concerned with grammar and language. Im not
suggesting that grammar and language is unimportant, but your main interest
should be in getting the right steps in the right sequence ready for more thorough
editing. Of course, that doesnt stop you correcting any obvious errors.
Review again
I have emphasised review to the point where some readers may think I am
making the process too laborious. Nevertheless, I have seen too many procedure
manuals written with incomplete or obscure language and consequently not used.
If manuals are not useable, then it is a waste of time writing them.
Practical Playscript
Review
Review the procedures and task outlines carefully, rewriting if necessary. Make
sure they are correct before implementation.
Where to start
If you deal with the policy components first, you will have a sounder base for
interviewing operatives when writing the detailed procedures and task outlines.
Note that I said you should interview operatives. Experienced analysts will be
familiar with the age-old problem of the supervisors who think they know it all
when in reality they know very little about what really goes on.
Interviewing managers and supervisors only is a bad approach. If you write
up what they say is happeningwhen it isntyou will most likely miss out on
some very important points. This will particularly apply to those exceptions with
which the manager hasnt come in contact. Of course, if you arent allowed to talk
to operatives, then you will just have to do your best with what you are given.
68
Chapter 8
Usability Testing
1 Wright P (1979) The quality control of documents. Information Design Journal, Vol 1, 33-42.
2 Shulman A, Penman R and Sless D (1989) Putting information technology in its place: organisational
communication and the human infrastructure. In J Carroll (ed.) Applied social psychology and
organisational settings. Hillsdale, New Jersey: Laurence Erlbaum.
Practical Playscript
For example, the following, taken from a book on systems analysis, places the
emphasis on machine performance as a test of system efficiency, but provides no
useful information about whether or not the data being produced is reliable.
today, the Accounting Department has to manually prepare a list of all overdue
accountsbecause the current system does not automatically produce a report with that
information. The current system has obvious shortcomings. The new systems performance
could be evaluated by comparing how soon this information is available or how much time
was saved by automatically identifying all these overdue accounts.
Both of these comparisons (how quickly the information is available and the amount of time
saved) are objective and measurable, can easily be determined, and would satisfactorily
serve as an objective method of evaluating the new systems performance.[emphasis mine]
Now this might help us to evaluate the speed of the computer, but it will tell
us nothing about how effective the system is in providing accurate information,
whether the reports are understandable or whether the data they report is
useable. The book is typical of the approach taken by many information systems
professionals. While taking almost 600 pages to tell analysts how to develop
business systems, it does not even cover the problems of human communication. In
the implementation phase, it concentrates on testing and evaluating the programs
with not even a mention of human needs. Even when it talks about finding bad
data in the system it takes a simplistic view of how to deal with itif people
make mistakes, retrain them!
70 If the analysis reveals that the user has been inputting bad data, then retraining the user
and perhaps a revision of the user reference manuals will be required. This is one of the
simplest types of changes to make. Similarly, if operational instructions are incorrect, it is
very easy to change them. [emphasis mine]
Instructions may be easy to changebut to what? Communication is not just
putting words on paper in the right sequence. The developers of computer systems
frequently transfer this type of thinking to the development of manual systems. Its
bad enough that it frequently fails with computer systems, but it creates a shambles
when applied to the highly variable nature of human communication.
Human communication is generally neglected with an almost total
concentration on physical matters such as effort, paper flow, aesthetics, equipment
efficiency, movement and other aspects of ergonomics. While not wrong in
themselves, they do not determine whether the procedure actually works.
Milwards classic book Organisation and Methods a service to management3
typifies the British experience of the post World War II period, dealing almost
entirely with people, equipment, work place and timing. The introduction sets the
tone:
There are variations from company to company in the remit (or scope and authority)
of those entrusted with O & M work, because of different conceptions of the responsibilities
3 Milward G (1967) Organisation and Methods: A Service to Management: London: The Macmillan Press
Ltd.
Chapter 8 Usability Testing
which the work should carry. Broadly, these conceptions may involve the simplification of
organisation structure, of management structure and records, of the work of the office, or
(in a few companies) the simplification of any administrative work.
simplification of administration demands an essentially constructive ability and this
particular ability in methods work demands a wide knowledge of alternative means,
machines, and procedures, and in organisation studies of alternative forms of groupings and
arrangements of work, or of staff.
Perhaps the most telling statements come from the chapter on The Assignment.
For example, we find the following under the heading Fact-Finding:
What is done? What is the broad process and its purpose?
Why is the work done? Is any part not essential?
Who does the work?
Where is the work done? Should it be done centrally or locally?
When is the work done? A time cycle of the procedure is needed.
How often? Get the work load in detail.
How is the work done? This includes method, movement equipment and supervision.
How much does it cost?
The aim will be to discover as much as necessary about:
organisation structure relationships with other departments duties assigned skill
required purpose of each procedure user or consumer attitudes work load time
taken programming of work statutory requirements
Later in the chapter: 71
It is useful to look out for bad procedures, including:
Excessive number of stages making the procedure return too often to the same point
insistence on a single procedure too many movements of people too many records
required for reference or noting Too many documents travelling along the line of the
procedure. Duplicate records. Unused material seeking at excessive cost to eliminate
the smallest error.
George Terry4 takes a similar approach.
Suggested Questions for Improving Office Procedures.
1. Purpose of operation:
2. Design:
3. Process analysis:
4. Inspection:
5. Material handling:
Suggested Questions for Improving Office Methods.
1. Questions regarding setup or workplace layout:
2. Questions regarding tools and equipment:
3. Questions regarding working conditions:
In 1977 the U.S. Commission on Federal Paperwork produced its final report
highlighting the multi-billion dollar wall of paperworkerected between the Government
and the people. While it did talk about psychological burdens, the bulk of the
report dealt with the number of pieces of paper and the cost of paperwork in
time and records management. The repercussions of this emphasis have been far
reaching. For example, instead of concentrating on whether people can fill out
a form accurately, form designers concentrate on reducing the amount of paper.
Paperwork reduction has been the name of the game, but there is little, if any,
emphasis on the real human burden of hard-to-use documents.
5 Flesch R F (1949) The Art of Readable Writing. New York: Harper and Row
6 Wright P (1979) The quality control of documents. Information Design Journal, Vol 1, 33-42.
Chapter 8 Usability Testing
Even using them for the purposes for which they were designed is of doubtful
value.7
They were originally developed in the 1920s and 1930s so that publishers of
childrens books could assign them to the most appropriate grade levels. The major
problem with such formulas is that they rely solely on measurable components.
They do not take into consideration context, word comprehension or factors
beyond the sentence level.
Redish and Selzer8 list five important facts about readability formulas:
Fact 1: It is not clear what a readability score means in technical writing for adults.
Fact 2: Studies have shown that readability formulas are not reliable and valid predictors of
how difficult documents are.
Fact 3: Shorter sentences are not necessary clearer sentences: shorter words are not always
easier words.
Fact 4: People are not text-processing machines.
Fact 5: Readability formulas do not measure the most important factors of a document.
To further explain the problem they refer to comments by Duffy.9
the criteria for assigning a reading grade level to a text are arbitrary and are set well
below the level at which they should be to predict that an adult can read and understand
a particular document. In the Kincaid10 revision of the Flesch formula, a tenth-grade level
means that at least 50% of the readers who scored tenth grade or higher on the standardized
reading test can expect to get 35% of the words correct in a cloze test. (In a cloze test, you
leave every fifth word blank and subjects fill in the blanks.) A 35% cloze score equates to 73
getting only 50% of the answers correct on a multiple choice test. If we really want people
to read and understand job instructions, we would expect them to get 90% correct on a
multiple choice test.
Lets look at that again: 50% of readers getting 50% of the answers correctthats a
25% hit ratenot very reliable if were considering quality.
If you are interested in more detail, I strongly advise you to study the papers
listed in the footnotes on this and the previous pages11.
7 Redish J, Selzer J (1985) The Place of Readability Formulas in Technical Communication. Technical
Communication, Fourth Quarter.
Holland V (1981). Psycholinguistic Alternatives to Readability Formulas. Washington D.C.: American
Institutes for Research.
Klare George R (1978). Readability and Comprehension. in Information Design, edited by Easterby R and
Zwaga H, Chichester: John Wiley and Sons Ltd.
8 Redish J, Selzer J (1985) The Place of Readability Formulas in Technical Communication. Technical
Communication, Fourth Quarter.
9 Duffy TM (1985) Readability Formulas: Whats the use? in Designing Usable Texts, ed. Duffy TM & Waller
RM. New York: Academic Press. p. 123
10 Kincaid JP, Fishburne RP, Rogers RL, Chissom BS (1975) Derivation of New Readability Formulas
(Automated Readability Index, Fog Count, and Flesch Reading Ease Formula) for Navy Enlisted Personnel.
Memphis TN: Naval Air Station.
11 Klare GR (1981) Readability Indices: Do they inform or misinform? in Information Design Journal 3/4. pp
251-255
Practical Playscript
Focus groups
In recent times, many people wanting to test documents have used focus
groups, often as the preferred method. They have become popular among market
researchers due to their relatively low cost and quick results. But their application
to business systems work has proved to be not only of doubtful value, but often
totally counter-productive. They consist essentially of a group of people focussing
their attention on the question at hand under the guidance of an expert facilitator.
However, the use of the term focus testing is a misnomer since this method
doesnt test anythingit gathers opinions and comments.
Joseph Dumas and Janice Redish12 have this to say about focus groups:
Focus groups provide information about users opinions, attitudes, preferences, and their
self-report about their performance, but focus groups do not usually let you see how users
actually behave with the product.
The end of this statement is critical for procedures, since what users do with
the product is of greatest importance.
Even more relevant is the discussion by JoAnn Hackos and Janice Redish13.
For the type of analysis you need to design successful products, focus groups have several
limitations. They dont show behavior. They arent held in the users environment. They often
include gatekeepers, not users. They may be dominated by a few individuals.
Therefore they are usually not a good way to understand how people work or how
they behave on the job. What people report about their work in a focus group and what
happens on the job may differ, perhaps significantly. Much of the work that people do is so
75
automatic that they forget to mention it when just talking about it. But the steps that dont
get mentioned in a focus group may be critical to include in a new design or to document in
a manual for new users.
Focus groups often bypass users. In many cases, we find that market researchers are talking
to gatekeepersthe supervisors, managers and other decision makers
Another limitation of focus groups is that some individuals will be more outspoken than
others and are likely to influence the direction and conclusions of the group.
I strongly recommend both of the publications from which the preceding
quotes were taken.
12 Dumas J and Redish J (1999) A Practical Guide to Usability Testing. Exeter, England: Intellect,
ISBN 1 84150 020 8
13 Hackos J and Redsish J (1998) User and Task Analysis for Interface Design. New York: John Wiley & Sons,
ISBN 0 471 17831 4
14 Waller R (1984); Designing a government form: a case study; Information Design Journal 4/1, 36-57.
Practical Playscript
procedures that lets us see them in action; one that lets us find out in advance if
the procedure is going to work. Observational studies are a method whereby you
can find out why people are going wrongwhere you can highlight specific user
problems and fine tune the language to get rid of them.
One of the most valuable aspects of observational studies is that you can
actually see the document improving through the testing stages.
Dr Walter Shewhart of Bell Telephone Laboratories was looking into these
same issues as far back as the 1920s. He proposed the idea that the way to improve
quality in the workplace was to use an iterative style of usability testing: plan a
change that you believe will be an improvement, test it on a small sample, observe
the results, and finally, study the results and decide what youve learned from the
change. Then, in an iterative manner, repeat the cycle a number of times, each
time incorporating the improvements.
The methods we use today are similar, though more refined, and are proving
extremely valuable in reducing errors, often to insignificant levels. Using structured
observational studies you can watch people carrying out the task described in
the procedure and, with appropriate questions, you can learn why they make
mistakes.
They also provide a great amount of fine detail and yet they are relatively
inexpensive. While each round of testing uses only a few peopleperhaps 6 to
10over the course of the study these can add up to a large group.
One aim of an observational study is to collect information about the
76 behaviour of people when using a procedure or other document. For our purposes,
behaviour includes the following:
The way in which the person carries out the task.
Physical things the person does, including the way they move through the
procedure itself.
Facial expression and other mannerisms that might indicate problems,
frustration, lack of understanding, confusion, etc.
What the person says.
Finding out as much as possible about how the person understands the
procedure. What is the cause of any misunderstanding? Do they carry out
instructions or do what is expected with the information given?
time frame and what you already know about the procedure.
The first round is often small and used to establish the pattern and questioning
approach for the remainder of the study. It will most likely reveal problems with
the document but may not show the reasons, so you will need to make changes and
run the test again. It is common for the second round to reveal different problems,
possibly introduced by any changes you make. This necessitates at least a third
round of testing.
The extent to which you continue testing will be determined by the nature of
any problems found, the time and cost constraints under which you are working
and the seriousness of the problems encountered.
volunteer the information that they do or do not find it confusing. They may not
understand it, but they may not know that they dont know and therefore dont feel
confused.
Multiple choice routines
Procedures with steps involving choice mean that you may not be able to test
every possibility with every person. You may need to set up different scenarios to
properly test each choice and this could mean a larger number of users. At the end
of the study you may be able to ask the person how they would have carried out
the procedure if their choice had been different. But this may not be as reliable
since the instruction is out of context and isnt approached in the normal course
of work.
Talkative respondents
You will encounter some people who want to spend more time talking about
side issues than doing the job at hand. Dont get sidetrackedbut dont be rude.
Gently draw the person back to the main task.
If the person fails to cooperate you might have to terminate the test. But this
should very rarely be necessary.
Preparation
1 Plan the study
Decide what types of people you want to observe and how many people you
need for each round. Set up a realistic timetable. Some users may take far
longer than would normally be expected.
Make definite appointments and stress the importance of being on time.
This may be a problem if the respondents (or their managers) do not see the
value of what you are doing and the testing is regarded as an intrusion into
their busy schedules.
Prepare your documents and write down the questions that you want to
ask. Give yourself a script so that you say essentially the same thing to each
respondent. This way, comparison of respondents is more reliable.
At the start
2 Put the person at ease
Be friendly and smile! You may feel nervous at first, but try not to let it show.
Remember, the other person is probably far more nervous than you are and
Chapter 8 Usability Testing
80
Chapter 9
Implementing Playscript
In this chapter I only want to deal with the procedural parts of systems im
plementation. If you want to know more about other facets, there are many books 81
on the subject. Procedures present their own particular problems when it comes
to implementation.
One of these problems is the relationship between the procedure writer and
the users. I have used the term users in this book to refer to the workers that
put the procedures into action. I realise that some systems people dont like the
term because of its tendency to create a barrier between the analysts and those
users. However, the word is in common use; the analysts have developed the
procedures; and it is the users who will use the procedures for their day-to-day
work. In using the term I do not imply that the systems and procedures people
should be mini-gods who control the rest of the organisationthere is no place
for ego trips in systems workand it is important to remember the service
approach throughout implementation.
Comments about the present system will have to highlight the problems
that they already know about, bearing in mind that people dont like change. No
matter how bad the present system is, if they have lived with it then its quite likely
that theyll be comfortable with it.
Change is uncomfortable and people dont like feeling uncomfortable.
To introduce Playscript, you must present it in a way that helps them. It
is only in this way that you will gain their cooperation. The section at the end
of Chapter 2 on advantages and uses of Playscript would be a good basis for this
initial presentation. Having given them the reasons for its introduction, you will
need to explain how it works and how the manuals are structured. Be basic! Keep
the introductory session simple and give people plenty of time to get used to the
new system.
Leslie Matthies comments that the people who are unfamiliar with Playscript
think that it looks strange the first time they see it. Yet after reading a few
procedures they grow to like its clarity and logical time sequence. I can certainly
back up his comments from my own experience. Users find that its straight-
through sequence and simple step-by-step approach makes learning much easier.
Removing the policy component and writing it separately also helps to clar
ify understanding and reduce arguments about trifling matters of grammar and
punctuation. I dont mean that poor grammar and punctuation are unimpor
tant, but its my experience that when some people cant find anything else wrong,
theyll look for even the most obscure, picky point just for the purpose of finding
82 something to criticise. When we write in appropriate English and in the simple
numbered step sequence, users can easily spot omissions and errors. This helps
them to help us get more useable procedures.
carry out proper routine supervision. An ideal way to learn the process is to su
pervise its introduction. I have seen many cases of systems people supervising the
introduction and then handing it over to a manager who knows little, if anything,
about it. This has a detrimental effect on the managers relations with the staff who
realise (or assume) that the manager doesnt understand.
The approach Im suggesting usually makes implementation more tedious
and opens up the possibility of errors, but if the analyst supervises the manager
then these problems will be minimised.
Gaining acceptance
The biggest hurdle to overcome in many organisations is the mistrust that
exists between the systems department and the users of the system. This has
often been brought about by the superior attitude of systems analysts who need
to realise that they exist for the purpose of serving the rest of the organisation,
not vice versa. An attitude of giving service brings many benefits to the Systems
Department. People realise that it is there to help them, rather than fearing that it
will be taking over their operations.
You will have carried out much of the task of gaining acceptance for the new
manual in the investigation phase. If you have done this properly with effective
participation by the users then the actual implementation should be relatively
straightforward. Having started on the right foot, here are some practical steps to
continuing through to the end.
83
Answer questions
Make sure that either your procedures answer all the questions that were
raised during investigation, or that you have answers ready for people when they
ask. In many cases you will have considered questions and possible objections to
your ideas and found them unworkable, but have a logical explanation ready. I
try to bring these matters up long before the users get the chance to do so, thereby
getting the upper hand and showing that I have considered their wishes. But dont
just fob people off. Your reason should be genuine and plausible.
Manual production
The most important considerations in the selection of paper and ink are
contrast and readability. Research has shown that the best contrast is obtained
by black ink on pastel (canary) yellow paper. However, you do have to watch
carefully the use of yellow paper. I had a bad experience with one manual where
the printing department inadvertently printed a commonly used section on a very
bright yellow. The result was found to be psychologically disturbing to the users.
Bright yellow has also been found to cause nausea if looked at for long periods.
Considering that copies will normally be made on a photocopier, it will probably
Chapter 9 Implementing Playscript
be best to use white paper. As for ink colour, I see no point in using anything but
black. Unlike a form, nothing else has to be added, so there is no need to use any
other colour.
Paper opacity is also important for legibility and for minimising show-
through when the pages are printed on both sides. To avoid any problems I suggest
using 70 gram (US #18) paper at the very least, and preferably 80 to 110 gram
(US #20 to #30). But weight alone is not enough. Paper opacity varies greatly, so I
suggest you make your selection carefully.
If you are producing the pages on a photocopier or laser printer, then you will
probably use the standard paper for your organisation.
You should also see that the original is clear. No matter what reproduction
method you use, you can rarely improve on the quality of the original. The best
results come from either a laser or ink jet printer or, if using a typewriter, a carbon
ribbon and clean keys.
Making changes
If you wish to make changes to a procedure, the users will need to understand
exactly what those changes are and how they will affect the users. Playscript helps,
as it is so easy to follow. In addition to putting the revision date on the procedure,
you should help the reader to find the particular change.
Figures 9.1 and 9.2 show two ways of doing this.
Claims -----------------
Controller
23. ADVISE the Insurer of the claim.
* 24. ESTABLISH the Insurers requirements for lodging the
claim.
* 25. ARRANGE for an assessor to visit the client.
-----------------
86 Claims -----------------
Controller
23. ADVISE the Insurer of the claim.
-----------------
In addition to one of the above, you can also point to the change by means of
a note at the bottom of the first page.
You should also indicate clearly any additional steps as distinct from
changed details. If there are substantial amendments then you should also clearly
indicate them.
I also find that it can be a help to list all the paragraph numbers that have
been changed in a covering memo.
88
Appendix 1
Suggested Reading
In figure A2.1, Rule Number 1 expresses the condition that it is both cold and
wet, and the action to be taken is indicated in the lower part of that tabletake a
coat and umbrella. You wouldnt use a decision table for such a simple choice, but
it illustrates the principle.
Rule Number
1 2 3 4
Is it cold? YES YES NO NO CONDITIONS
Is it wet? YES NO YES NO
Take coat X X ACTIONS
Take umbrella X X
Take neither X
The same type of table can be used to show more than two conditions.
Consider the following: I will buy petrol if the gauge shows less than 1/4 full,
or if I have more than 100 km to travel. This could be expressed in a decision table
as shown in Figure A2.2
Rule Number
1. Multiple conditions
The first method is that shown above. The conditions (in the form of YES/NO
statements) are given in one block at the top.
The actions are then shown in another table underneath, with X indicating
the action to be taken.
For example, Figure A2.3 shows the cold/wet weather table illustrated earlier
but redrawn by this method.
Condition 1 Condition 2
FACTOR 1 WET NOT WET
FACTOR 2
For this particular situation the factors were really too simple for a table such
as this, but it serves to illustrate the principle. However, where each of the factors
has a number of conditions and the actions are simple to explain, this method can
be a great help. This latter method is more applicable as a substitute for procedures
than the first.
Method of construction
The results of steps 1 to 7 are illustrated in Figure A2.4.
1. Enter all conditions
Enter all the conditions to the table down the left hand side.
2. Calculate number of decision rules and enter
The maximum number of rules is 2n where n is the number of conditions.
For example: for 2 conditions there are 22 (that is 4) rules.
for 3 conditions there are 23 (that is 8) rules.
Enter appropriate rule numbers across the top of the tables above the columns
where the Y and N answers will go.
Note that in Figure A2.4, rules 19 to 29 have been omitted from the illustration
to save space.
3. Enter yess and nos for first condition
Divide the number of rules in half; enter Ys for the first half and Ns for the
second half.
Practical Playscript
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 30 31 32
Goods in stock? Y Y Y Y N N N N Y Y Y Y N N N N Y Y N N N
Discount applicable? Y Y N N Y Y N N Y Y N N Y Y N N Y Y Y N N
Calculate discount X X
Add discount to invoice X
Type invoice X X X X X X
Produce delivery dockets X X X X X X
Advise stock problem X X X X X
File order X X X X X X X X X X X X X
Note that some of these conditions are impossible. For example, if a discount is
not applicable then it cannot be entered on the invoice.
The table should now be redrawn as shown in Figure A2.5, using dashes to
replace impossible situations that confuse the picture.
Appendix 2 Decision Tables
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 30 31 32
Goods in stock? Y Y Y Y N N N N - - - - - - - - Y Y - - -
Discount applicable? Y Y N N Y Y N N - - - - - - - - - - - - -
Rule Numbers
1 2 3 4 ELSE
Account paid to date? Y Y Y N
Goods required today? Y Y Y Y
Goods in stock? Y Y Y Y
Discount applicable? Y Y N -
Show discount on invoice? Y N - -
Calculate COD invoice X
Calculate credit invoice X X X
Post ledger X X X
Calculate discount X X
Add discount to invoice X
Type invoice X X X X
Produce delivery dockets X X X X
Acknowledge and file order X
97
Practical Playscript
98
Appendix 3
Subject Index