Plain English: raising the standard, from what to what?

communication research institute where best practice begins © CRI 2009 Friday, 16 October 2009

where best practice begins © CRI 2009 Friday, 16 October 2009

Raising public communication standards from what to what? the graduate course where best practice begins © CRI 2009 Friday, 16 October 2009

Thanks to… © CRI 2009 Friday, 16 October 2009

Thanks to… ✤ Plain English Foundation © CRI 2009 Friday, 16 October 2009

Thanks to… ✤ Plain English Foundation ✤ ANU, UTS, Coventry University © CRI 2009 Friday, 16 October 2009

Thanks to… ✤ Plain English Foundation ✤ ANU, UTS, Coventry University ✤ CRI Staff and Fellows © CRI 2009 Friday, 16 October 2009

Thanks to… ✤ Plain English Foundation ✤ ANU, UTS, Coventry University ✤ CRI Staff and Fellows ✤ Dr Ruth Shrensky © CRI 2009 Friday, 16 October 2009

Thanks to… ✤ Plain English Foundation ✤ ANU, UTS, Coventry University ✤ CRI Staff and Fellows ✤ Dr Ruth Shrensky ✤ mistakes are all my own work © CRI 2009 Friday, 16 October 2009

About us © CRI 2009 Friday, 16 October 2009

About us ✤ established 1985 © CRI 2009 Friday, 16 October 2009

About us ✤ established 1985 ✤ international not-for-profit membership organisation © CRI 2009 Friday, 16 October 2009

About us ✤ established 1985 ✤ international not-for-profit membership organisation ✤ help our industry and government members improve communication with public © CRI 2009 Friday, 16 October 2009

About us ✤ established 1985 ✤ international not-for-profit membership organisation ✤ help our industry and government members improve communication with public ✤ research and develop best practices for our members © CRI 2009 Friday, 16 October 2009

About us ✤ established 1985 ✤ international not-for-profit membership organisation ✤ help our industry and government members improve communication with public ✤ research and develop best practices for our members ✤ publish research & guidelines © CRI 2009 Friday, 16 October 2009

About us ✤ established 1985 ✤ international not-for-profit membership organisation ✤ help our industry and government members improve communication with public ✤ research and develop best practices for our members ✤ publish research & guidelines ✤ offer courses © CRI 2009 Friday, 16 October 2009

About us ✤ established 1985 ✤ international not-for-profit membership organisation ✤ help our industry and government members improve communication with public ✤ research and develop best practices for our members ✤ publish research & guidelines ✤ offer courses ✤ narrow 30 year gap between best & routine practice © CRI 2009 Friday, 16 October 2009

About us © CRI 2009 Friday, 16 October 2009

About us Life Fellows ✤ Veronika Egger ✤ Wes Ervin USA ✤ Judith Moldenhouer USA ✤ Karen Schriver USA ✤ Jane Teather UK ✤ Alex Tyers AUSTRALIA ✤ Karel van der Waarde BELGIUM © CRI 2009 Friday, 16 October 2009

About us Life Fellows Associate Fellows ✤ Veronika Egger ✤ Patrizia Bertini ITALY ✤ Wes Ervin USA ✤ Rosan Chow GERMANY ✤ Judith Moldenhouer USA ✤ Claudine Jaenichen USA ✤ Karen Schriver USA ✤ Yateendra Joshi INDIA ✤ Jane Teather UK ✤ Robert Linsky USA ✤ Alex Tyers AUSTRALIA ✤ Gavin Melles AUSTRALIA ✤ Karel van der Waarde BELGIUM © CRI 2009 Friday, 16 October 2009

Raising public communication standards © CRI 2009 Friday, 16 October 2009

Raising public communication standards 1. background of evidence and ideas © CRI 2009 Friday, 16 October 2009

Raising public communication standards 1. background of evidence and ideas 2. significant (for me) work © CRI 2009 Friday, 16 October 2009

Raising public communication standards 1. background of evidence and ideas 2. significant (for me) work 3. gap between today’s best and routine practice © CRI 2009 Friday, 16 October 2009

Raising public communication standards 1. background of evidence and ideas 2. significant (for me) work 3. gap between today’s best and routine practice 4. public communication performance criteria © CRI 2009 Friday, 16 October 2009

Raising public communication standards 1. background of evidence and ideas 2. significant (for me) work 3. gap between today’s best and routine practice 4. public communication performance criteria 5. minimum standards & performance © CRI 2009 Friday, 16 October 2009

Raising public communication standards 1. background of evidence and ideas 2. significant (for me) work 3. gap between today’s best and routine practice 4. public communication performance criteria 5. minimum standards & performance 6. practical testing of standards & performance © CRI 2009 Friday, 16 October 2009

Raising public communication standards 1. background of evidence and ideas 2. significant (for me) work 3. gap between today’s best and routine practice 4. public communication performance criteria 5. minimum standards & performance 6. practical testing of standards & performance 7. regulatory outcomes © CRI 2009 Friday, 16 October 2009

Raising public communication standards 1. background of evidence and ideas 2. significant (for me) work 3. gap between today’s best and routine practice 4. public communication performance criteria 5. minimum standards & performance 6. practical testing of standards & performance 7. regulatory outcomes 8. generalised process & skills you will need © CRI 2009 Friday, 16 October 2009

Raising public communication standards 1. background of evidence and ideas 2. significant (for me) work 3. gap between today’s best and routine practice 4. public communication performance criteria 5. minimum standards & performance 6. practical testing of standards & performance 7. regulatory outcomes 8. generalised process & skills you will need 9. filling the gaps – reason for the course. © CRI 2009 Friday, 16 October 2009

1. background evidence and ideas © CRI 2009 Friday, 16 October 2009

1. background evidence and ideas design methods product design design research architecture typography ergonomics planning graphic design cultural studies linguistics cognitive science plain language communication theory philosophy political science human computer interaction information architecture user experience design usability testing information design 200 + cri projects 1985-2009 © CRI 2009 Friday, 16 October 2009

2. significant (for me) modern work © CRI 2009 Friday, 16 October 2009

2. significant (for me) modern work 1930-40 1960-70 1970-80 1980-90 1990-00 2000- © CRI 2009 Friday, 16 October 2009

2. significant (for me) modern work 1930-40 new vision Moholy-Nagy 1960-70 1970-80 1980-90 1990-00 2000- © CRI 2009 Friday, 16 October 2009

2. significant (for me) modern work 1930-40 new vision Moholy-Nagy 1960-70 design methods Bruce Archer 1970-80 1980-90 1990-00 2000- © CRI 2009 Friday, 16 October 2009

2. significant (for me) modern work 1930-40 new vision Moholy-Nagy 1960-70 design methods Bruce Archer design participation Nigel Cross 1970-80 1980-90 1990-00 2000- © CRI 2009 Friday, 16 October 2009

2. significant (for me) modern work 1930-40 new vision Moholy-Nagy 1960-70 design methods Bruce Archer design participation Nigel Cross 1970-80 language and forms design research PatWright 1980-90 1990-00 2000- © CRI 2009 Friday, 16 October 2009

2. significant (for me) modern work 1930-40 new vision Moholy-Nagy 1960-70 design methods Bruce Archer design participation Nigel Cross 1970-80 language and forms design research PatWright public information symbol design Ron Easterby 1980-90 1990-00 2000- © CRI 2009 Friday, 16 October 2009

2. significant (for me) modern work 1930-40 new vision Moholy-Nagy 1960-70 design methods Bruce Archer design participation Nigel Cross 1970-80 language and forms design research PatWright public information symbol design Ron Easterby document design centre Ginny Redish 1980-90 1990-00 2000- © CRI 2009 Friday, 16 October 2009

2. significant (for me) modern work 1930-40 new vision Moholy-Nagy 1960-70 design methods Bruce Archer design participation Nigel Cross 1970-80 language and forms design research PatWright public information symbol design Ron Easterby document design centre Ginny Redish first information design conference Harm Zwaga 1980-90 1990-00 2000- © CRI 2009 Friday, 16 October 2009

2. significant (for me) modern work 1930-40 new vision Moholy-Nagy 1960-70 design methods Bruce Archer design participation Nigel Cross 1970-80 language and forms design research PatWright public information symbol design Ron Easterby document design centre Ginny Redish first information design conference Harm Zwaga information design journal Rob Waller 1980-90 1990-00 2000- © CRI 2009 Friday, 16 October 2009

2. significant (for me) modern work 1930-40 new vision Moholy-Nagy 1960-70 design methods Bruce Archer design participation Nigel Cross 1970-80 language and forms design research PatWright public information symbol design Ron Easterby document design centre Ginny Redish first information design conference Harm Zwaga information design journal Rob Waller iterative design and testing David Sless 1980-90 1990-00 2000- © CRI 2009 Friday, 16 October 2009

2. significant (for me) modern work 1930-40 new vision Moholy-Nagy 1960-70 design methods Bruce Archer design participation Nigel Cross 1970-80 language and forms design research PatWright public information symbol design Ron Easterby document design centre Ginny Redish first information design conference Harm Zwaga information design journal Rob Waller iterative design and testing David Sless 1980-90 model project Fisher & Sless 1990-00 2000- © CRI 2009 Friday, 16 October 2009

2. significant (for me) modern work 1930-40 new vision Moholy-Nagy 1960-70 design methods Bruce Archer design participation Nigel Cross 1970-80 language and forms design research PatWright public information symbol design Ron Easterby document design centre Ginny Redish first information design conference Harm Zwaga information design journal Rob Waller iterative design and testing David Sless 1980-90 model project Fisher & Sless 1990-00 performance guidelines Sless & Wiseman 2000- © CRI 2009 Friday, 16 October 2009

2. significant (for me) modern work 1930-40 new vision Moholy-Nagy 1960-70 design methods Bruce Archer design participation Nigel Cross 1970-80 language and forms design research PatWright public information symbol design Ron Easterby document design centre Ginny Redish first information design conference Harm Zwaga information design journal Rob Waller iterative design and testing David Sless 1980-90 model project Fisher & Sless 1990-00 performance guidelines Sless & Wiseman regulating consumer information EU 2000- © CRI 2009 Friday, 16 October 2009

2. significant (for me) modern work 1930-40 new vision Moholy-Nagy 1960-70 design methods Bruce Archer design participation Nigel Cross 1970-80 language and forms design research PatWright public information symbol design Ron Easterby document design centre Ginny Redish first information design conference Harm Zwaga information design journal Rob Waller iterative design and testing David Sless 1980-90 model project Fisher & Sless 1990-00 performance guidelines Sless & Wiseman regulating consumer information EU 2000- codes of practice Australia, Mexico © CRI 2009 Friday, 16 October 2009

2. significant (for me) modern work 1930-40 new vision Moholy-Nagy 1960-70 design methods Bruce Archer design participation Nigel Cross 1970-80 language and forms design research PatWright public information symbol design Ron Easterby document design centre Ginny Redish first information design conference Harm Zwaga information design journal Rob Waller iterative design and testing David Sless 1980-90 model project Fisher & Sless 1990-00 performance guidelines Sless & Wiseman regulating consumer information EU 2000- codes of practice Australia, Mexico performance-based design in routine use Alex Tyers © CRI 2009 Friday, 16 October 2009

3. gap between today’s routine and best practice © CRI 2009 Friday, 16 October 2009

3. gap between today’s routine and best practice ✤ you are what you measure © CRI 2009 Friday, 16 October 2009

3. gap between today’s routine and best practice ✤ you are what you measure ✤ you become what you change © CRI 2009 Friday, 16 October 2009

3. gap between today’s routine and best practice © CRI 2009 Friday, 16 October 2009

3. gap between today’s routine and best practice 1960 1970 1980 1990 2000 © CRI 2009 Friday, 16 October 2009

3. gap between today’s routine and best practice 1960 craft 1970 1980 1990 2000 © CRI 2009 Friday, 16 October 2009

3. gap between today’s routine and best practice 1960 craft 1970 crafts 1980 1990 2000 © CRI 2009 Friday, 16 October 2009

3. gap between today’s routine and best practice 1960 craft 1970 crafts crafts + testing 1980 1990 2000 © CRI 2009 Friday, 16 October 2009

3. gap between today’s routine and best practice 1960 craft 1970 crafts crafts + testing 1980 crafts + testing + method 1990 2000 © CRI 2009 Friday, 16 October 2009

3. gap between today’s routine and best practice 1960 craft 1970 crafts crafts + testing 1980 crafts + testing + method 1990 crafts + testing + proven method 2000 + performance © CRI 2009 Friday, 16 October 2009

3. gap between today’s routine and best practice 1960 craft Graphic Design 1970 crafts crafts + testing 1980 crafts + testing + method 1990 crafts + testing + proven method 2000 + performance © CRI 2009 Friday, 16 October 2009

3. gap between today’s routine and best practice 1960 craft Graphic Design 1970 crafts Plain Language crafts + testing 1980 crafts + testing + method 1990 crafts + testing + proven method 2000 + performance © CRI 2009 Friday, 16 October 2009

3. gap between today’s routine and best practice 1960 craft Graphic Design 1970 crafts Plain Language crafts + testing 1980 UX Design crafts + testing + method 1990 crafts + testing + proven method 2000 + performance © CRI 2009 Friday, 16 October 2009

3. gap between today’s routine and best practice 1960 craft Graphic Design 1970 crafts Plain Language crafts + testing 1980 UX Design crafts + testing + method Information Architecture 1990 crafts + testing + proven method 2000 + performance © CRI 2009 Friday, 16 October 2009

3. gap between today’s routine and best practice 1960 craft Graphic Design 1970 crafts Plain Language crafts + testing 1980 UX Design crafts + testing + method Information Architecture 1990 Information Design crafts + testing + proven method 2000 + performance © CRI 2009 Friday, 16 October 2009

3. gap between today’s routine and best practice 1960 craft Graphic Design 1970 crafts Plain Language crafts + testing 1980 UX Design crafts + testing + method Information Architecture 1990 Information Design crafts + testing Performance-based Information Design + proven method 2000 + performance © CRI 2009 Friday, 16 October 2009

4. public communication performance criteria (for the public) © CRI 2009 Friday, 16 October 2009

4. public communication performance criteria credible (for the public) respectful attractive physically appropriate socially appropriate © CRI 2009 Friday, 16 October 2009

4. public communication performance criteria credible (for the public) respectful attractive physically appropriate socially appropriate usable efficient productive © CRI 2009 Friday, 16 October 2009

4. public communication performance criteria credible 70% (for the public) respectful 60% attractive 80% physically appropriate 60% socially appropriate 90% usable 80% efficient 60% productive 60% © CRI 2009 Friday, 16 October 2009

6. practical testing standards & performance credible? respectful? attractive? physically appropriate? socially appropriate? usable? efficient? productive? © CRI 2009 Friday, 16 October 2009

6. practical testing standards & performance credible? respectful? En glish lain ed P ent attractive? Ac claim ocum D physically appropriate? socially appropriate? usable? efficient? productive? © CRI 2009 Friday, 16 October 2009

6. practical testing standards & performance credible? respectful? En glish lain ed P ent attractive? Ac claim ocum D physically appropriate? socially appropriate? t ou t of … articipan an but 1 p usable? it at ance only uld use or m efficient? 2 9 co able per f ac cept productive? le vel. © CRI 2009 Friday, 16 October 2009

6. practical testing standards & performance credible respectful attractive physically appropriate socially appropriate usable efficient productive © CRI 2009 Friday, 16 October 2009

parts of a ‘key figures’ A ‘key figures’ front cover has up to six basic types of information: cover • identification information (see pages 12–13 of this book) 6. practical testing standards & performance • contact information (see page 14) • warnings (see page 15) • key figures • one or two key graphs • key comments. credible SEPTEMBER 1993 LABOUR FORCE 6202.0 AUSTRALIA PRELIMINARY respectful EMBARGOED UNTIL 11.30AM THURSDAY 22 OCTOBER 1993 Unemployment rate S E P T E M B E R K E Y F I G U R E S attractive Trend Seas. adj. ’000s Annual 8,000 TREND ESTIMATES Sept 90 Sept 91 Movement 7,900 Employed persons (no. in ’000s) 7 884.8 7 692.1 – 2.4 % identification information 7,800 Unemployed persons (no. in ’000s) 635.8 851.2 + 33.9 % 7,700 Unemployment rate (%) 7.5 10.1 + 2.5 points Participation rate (%) 64.0 63.1 – 0.9 points key figures 7,600 physically appropriate 7,500 7,400 Monthly SEASONALLY ADJUSTED Aug 91 Sept 91 change key graph M J 1990 S D M J 1991 S Employed persons (no. in ’000s) 7 728.6 7 705.2 – 23.4 Unemployed persons (no. in ’000s) 840.5 872.1 + 31.6 warning Employed persons Unemployment rate (%) 9.8 10.2 + 0.4 points socially appropriate % Participation rate (%) 63.4 63.4 — Trend 12 Seas. adj. key comments 11 S E P T E M B E R K E Y P O I N T S 10 9 TREND ESTIMATES contact information 8 FULL TIME UNEMPLOYMENT usable 7 ! Continues to increase for both adult males and females. 6 UNEMPLOYMENT RATE 5 ! Increasing except for males seeking part time work. RE th to E CA M J S D M J S n 1990 1991 PARTICIPATION RATE TAK using mo nts in e when ovem nally ! Unchanged at 63.1%. th m aso mon l and se a origin ed data. st adju efficient SEASONALLY ADJUSTED ESTIMATES EMPLOYMENT ! Total employment decreased by 23,400 to 7,705,200. ! Male full time employment fell by 8,800 while male part time employment was steady. ! Female full time employment fell by 20,800 while female part time employment rose by 7,600. INQUIRIES productive UNEMPLOYMENT ! For further information about ! Rose by 31,600 to 872,100. these and related unpublished ! Female full time unemployment rose by 19,300. statistics, contact Heather Crawford on 06 252 6525, or UNEMPLOYMENT RATE Labour Force Inquiries in your ! Rose by 0.4 percentage points to 10.2%—highest since September 1983. ABS State office. ! Male unemployment rate was 10.5%, female rate rose to 9.8%. PARTICIPATION RATE ! Unchanged. STATE UNEMPLOYMENT RATE ! Increased in New South Wales, Victoria and South Australia; steady in Queensland and Western Australia; fell in Tasmania. ............................................................................................................. 16 designing statistics for users: guiding principles © CRI 2009 Friday, 16 October 2009

6. practical testing standards & performance credible respectful attractive physically appropriate socially appropriate usable efficient © CRI 2009 Friday, 16 October 2009

6. practical testing standards & performance credible consumer consumer respectful medicine medicine inf ormat ion information attractive CRIXIV A N CRIXIVAN physically appropriate (indinavir sulfate) socially appropriate usable efficient ® Registered Trademark of Merck & Co. Inc. Whitehouse Station NJ USA productive © CRI 2009 Friday, 16 October 2009

6. practical testing standards & performance credible consumer consumer respectful medicine medicine crixivan how to take inf ormat ion information continued attractive what to take with it CRIXIV A N CRIXIVAN The period around taking your capsules is the ‘dose window’—when you must watch what physically appropriate (indinavir sulfate) you eat and drink. Remember 3-2-1: 3 hour period made up of: 2 hours before each dose 1 hour after each dose socially appropriate Swallow crixivan with a full glass of water or usable other liquid. Swallowing crixivan with water ensures maximum absorption and effectiveness. However, if you do notlike water, crixivan can be swallowed with skim efficient ® Registered Trademark of Merck & Co. Inc. Whitehouse Station NJ USA milk,juice (exceptgrapefruit), coffee or tea. Do notdrink grapefruitjuice within a dose window. Grapefruitjuice signiﬁcantly reduces the productive absorption of crixivan, therefore decreasing its effectiveness. continued © CRI 2009 Friday, 16 October 2009

6. practical testing standards & performance credible Asgard Half Yearly Your superannuation total at 30 June 2008 Superannuation Report respectful 1 Jan 2008 – 30 June 2008 Jan June $ 114,859.64 up $3,681.13 attractive &4&+ 555 "1("0 $., "3 % 2 &.0(&1 &0 "$& 0 &0 ) 2 2 physically appropriate Y Your Superannuation 0"&, & &0 0 $&4"+ "&, & "0 -&0 $., "3 2 1 Asgard Separately Managed Accounts – Funds Super socially appropriate Account No. 1456-0733w Previous total (1 Jan 08) $ Added to your account $111,178.51 + $4,600.70 (', -,('+ (%(. *+ *$ $ % If you invested a little bit extra usable *'$'"+(' $ +, ', '. & now it could make a big difference $ Deducted from your account – $919.57 to your retirement payout. For help $# * / % , + ! (* ,0 with your retirement planning +) $ $ % ' contact your adviser. '+-* ' )* & $ +) $ $ % -& ' 0) $ efficient T Total at 30 June 08 '7.3 5* )%0 2 2 "+", .3-2.'2 1 13/ * 5.3+ # & 0 2 &5 )& .2 2 "6 )&0 )* * &0 2 % "'&02 &1 2 %&%3$2.-1 , "7 "+ "/ + 1. /7 $114,859.64* &%3$&% 2 "/ 0 * "2 7 . / .6 , &+ Y Your Insurance productive Asgard Life Protection & (!$ 1 (!$ ) '+-* '+-* ' .& ", /& + * & 0 &$2.- ' .2 * .2"+ &0 "-&-2 * + &-2 , 1"# &, Your insurance would not provide ! 1).3+ 0 &5 7.30* .3 % &4* -130"-$& $.4&0.- " 0&(3+ # "1* "0 1 you with an income if you became sick or injured. For information about Salary Continuation Insurance contact your adviser. © CRI 2009 Friday, 16 October 2009

7. regulatory outcomes 1994 now in third edition (2006) © CRI 2009 Friday, 16 October 2009

7. regulatory outcomes 1994 now in third edition (2006) ✤ award winning guidelines © CRI 2009 Friday, 16 October 2009

7. regulatory outcomes 1994 now in third edition (2006) ✤ award winning guidelines ✤ used as de facto standard © CRI 2009 Friday, 16 October 2009

7. regulatory outcomes 1994 now in third edition (2006) ✤ award winning guidelines ✤ used as de facto standard ✤ available at bookstall & communication.org.au © CRI 2009 Friday, 16 October 2009

7. regulatory outcomes 1994 now in third edition (2006) ✤ award winning guidelines ✤ used as de facto standard ✤ available at bookstall & communication.org.au ✤ leads to CMI in which the literate population can find and use over 80% of what they look for. © CRI 2009 Friday, 16 October 2009

7. regulatory outcomes 1998-2009 GUIDELINE ON THE READABILITY OF THE LABELLING AND PACKAGE LEAFLET OF MEDICINAL PRODUCTS FOR HUMAN USE Revision 1, 12 January 2009 …A satisfactory test outcome for the method outlined above is when the information requested within the package leaflet can be found by 90% of test participants, of whom 90% can show that they understand it. That means to have 16 out of 20 participants able to find the information and answer each question correctly and act appropriately. pages 26-27 http://ec.europa.eu/enterprise/pharmaceuticals/eudralex/vol-2/c/ 2009_01_12_readability_guideline_final.pdf © CRI 2009 Friday, 16 October 2009

7. regulatory outcomes 2004 Therapeutic Goods Order No. 69A Amendment to Therapeutic Goods Order No. 69 - General requirements for labels for medicines Published in the Commonwealth of Australia Gazette, No. S 262, 1 July 2004 Introduction For non-prescription medicines, the aim is that the information on the label is presented in such a way that consumers can: a. choose an appropriate medicine on their own; b. use the medicine safely and effectively; c. readily find the information they need, understand it and act on it appropriately; and d. access further information, if they want to know more about the medicine. Although there may be various means of achieving the aim stated above, products with labels that have been designed in accordance with the industry code of practice entitled Labelling Code of Practice: Designing usable non-prescription medicine labels for consumers, published by Communications Research Institute of Australia Inc. should achieve this aim. http://tga.gov.au/docs/html/tgo/tgo69a.htm © CRI 2009 Friday, 16 October 2009

7. regulatory outcomes 2004 medicine labelling performance levels OTC labelling code of practice Australia - 2004 every literate customer should be able to find 90% of the information they look for, and then use appropriately 90% of what they find—90% of 90% is 81%. the benchmark for the label is 81% success © CRI 2009 Friday, 16 October 2009

7. regulatory outcomes Appendix 1 - Sample Performance Criteria This table provides a summary of the key objectives for the client when reading an SoA and 2004 the tasks that a client should be able to perform using the SoA. The key objectives are numbered 1 – 5. The tasks sit underneath these objectives. When drafting your Statement of Advice templates or tailored advice documents, this table FPA Guide to the development of Statements of Advice should be used as a checklist to measure the document against. Tasks expected to be able to be performed by clients reading the SoA Objective 1 Understand what the document is Yes/No Tasks Recognise that the document is a Statement of Advice and understand what it is Find and understand who is giving the advice Find and understand who is covered by the advice Find and confirm the extent of the advice – whether the advice covers all or some of the client’s issues Objective 2 Confirm whether or not the adviser has understood the client’s needs and circumstances Find and confirm that the adviser has correctly summarised the client’s financial and personal situation Objective 3 Find and understand the recommended advice Find and understand the strategy that has been advised Find and understand the information about the financial products recommended © CRI 2009 Friday, 16 October 2009 Identify and understand any risks and uncertainties

8. generalised process & skills © CRI 2009 Friday, 16 October 2009

8. generalised process & skills 1 scoping Ensuring that all factors necessary for the design or redesigns are known and taken into account, as far as possible. Setting performance requirements. © CRI 2009 Friday, 16 October 2009

8. generalised process & skills 1 scoping Ensuring that all factors necessary for the design or redesigns are known and taken into account, as far as possible. Setting performance requirements. 2 benchmarking Using diagnostic testing to find out how existing information is performing against the agreed performance requirements set in the scoping stage. © CRI 2009 Friday, 16 October 2009

8. generalised process & skills 1 scoping Ensuring that all factors necessary for the design or redesigns are known and taken into account, as far as possible. Setting performance requirements. 2 benchmarking Using diagnostic testing to find out how existing information is performing against the agreed performance requirements set in the scoping stage. 3 prototyping Using the best of writing and graphic design skills to develop a design solutions in accordance with the performance and other requirements. © CRI 2009 Friday, 16 October 2009

8. generalised process & skills 1 scoping Ensuring that all factors necessary for the design or redesigns are known and taken into account, as far as possible. Setting performance requirements. 2 benchmarking Using diagnostic testing to find out how existing information is performing against the agreed performance requirements set in the scoping stage. 3 prototyping Using the best of writing and graphic design skills to develop a design solutions in accordance with the performance and other requirements. 4. testing Using diagnostic testing to find out how new information is performing against the performance requirements set in the scoping stage. © CRI 2009 Friday, 16 October 2009

8. generalised process & skills 1 scoping Ensuring that all factors necessary for the design or redesigns are known and taken into account, as far as possible. Setting performance requirements. 2 benchmarking Using diagnostic testing to find out how existing information is performing against the agreed performance requirements set in the scoping stage. 3 prototyping Using the best of writing and graphic design skills to develop a design solutions in accordance with the performance and other requirements. 4. testing Using diagnostic testing to find out how new information is performing against the performance requirements set in the scoping stage. 5 refining Using the best of writing and graphic design skills to refine the information so as to removing any faults that prevent it from performing in accordance with the performance requirements. © CRI 2009 Friday, 16 October 2009

8. generalised process & skills 1 scoping Ensuring that all factors necessary for the design or redesigns are known and taken into account, as far as possible. Setting performance requirements. 2 benchmarking Using diagnostic testing to find out how existing information is performing against the agreed performance requirements set in the scoping stage. 3 prototyping Using the best of writing and graphic design skills to develop a design solutions in accordance with the performance and other requirements. 4. testing Using diagnostic testing to find out how new information is performing against the performance requirements set in the scoping stage. 5 refining Using the best of writing and graphic design skills to refine the information so as to removing any faults that prevent it from performing in accordance with the performance requirements. 6 implementing Using the best production skills to implement a complete design solution in accordance with the performance requirements. © CRI 2009 Friday, 16 October 2009

8. generalised process & skills 1 scoping Ensuring that all factors necessary for the design or redesigns are known and taken into account, as far as possible. Setting performance requirements. 2 benchmarking Using diagnostic testing to find out how existing information is performing against the agreed performance requirements set in the scoping stage. 3 prototyping Using the best of writing and graphic design skills to develop a design solutions in accordance with the performance and other requirements. 4. testing Using diagnostic testing to find out how new information is performing against the performance requirements set in the scoping stage. 5 refining Using the best of writing and graphic design skills to refine the information so as to removing any faults that prevent it from performing in accordance with the performance requirements. 6 implementing Using the best production skills to implement a complete design solution in accordance with the performance requirements. 7 monitoring Routine measurement of the performance of the information in use. © CRI 2009 Friday, 16 October 2009

7. generalised process & skills project management and political skills investigative skills © CRI 2009 Friday, 16 October 2009

7. generalised process & skills project management and political skills investigative skills testing and analytic skills © CRI 2009 Friday, 16 October 2009

7. generalised process & skills project management and political skills investigative skills testing and analytic skills graphic and writing craft skills © CRI 2009 Friday, 16 October 2009

7. generalised process & skills project management and political skills investigative skills testing and analytic skills graphic and writing craft skills testing and analytic skills © CRI 2009 Friday, 16 October 2009

7. generalised process & skills project management and political skills investigative skills testing and analytic skills graphic and writing craft skills testing and analytic skills graphic and writing craft skills © CRI 2009 Friday, 16 October 2009

7. generalised process & skills project management and political skills investigative skills testing and analytic skills graphic and writing craft skills testing and analytic skills graphic and writing craft skills one-off and systems development skills © CRI 2009 Friday, 16 October 2009

7. generalised process & skills project management and political skills investigative skills testing and analytic skills graphic and writing craft skills testing and analytic skills graphic and writing craft skills one-off and systems development skills investigative skills © CRI 2009 Friday, 16 October 2009

7. generalised process & skills project management and political skills investigative skills testing and analytic skills graphic and writing craft skills testing and analytic skills graphic and writing craft skills one-off and systems development skills investigative skills working in a team © CRI 2009 Friday, 16 October 2009

8. filling the gap – the reasons for the course project management and political skills investigative skills testing and analytic skills graphic and writing craft skills testing and analytic skills graphic and writing craft skills one-off and systems development skills investigative skills working in a team © CRI 2009 Friday, 16 October 2009

8. filling the gap – the reasons for the course project management and political skills ? investigative skills ? testing and analytic skills ? graphic and writing craft skills ? testing and analytic skills ? graphic and writing craft skills ? one-off and systems development skills ? ? investigative skills working in a team ? © CRI 2009 Friday, 16 October 2009

8. filling the gap – the reasons for the course Too much testing to get optimum performance with benchmark, 3 tests without benchmark, 4 tests Faults 20 remaining 15 10 5 0 B P1 P2 P3 P4 Version of design from benchmark through prototypes (P1, P2…) © CRI 2007 Friday, 16 October 2009

8. filling the gap – the reasons for the course Unskilled information designers do not get optimum performance Faults remaining Version of design from benchmark through prototypes (P1, P2…) © CRI 2007 Friday, 16 October 2009

8. filling the gap – the reasons for the course Unskilled information designers do not get optimum performance Faults 20 remaining 15 Skilled designer Unskilled designer 10 5 0 B P1 P2 P3 P4 Version of design from benchmark through prototypes (P1, P2…) © CRI 2007 Friday, 16 October 2009

systemic problem Australia Argentina Austria Chile 1 Chile 2 Netherlands Portugal South Africa UK USA 1 USA 2 0% 80% © CRI 2009 Friday, 16 October 2009

systemic problem Australia 33% Argentina Austria Chile 1 Chile 2 Netherlands Portugal South Africa UK USA 1 USA 2 0% 80% © CRI 2009 Friday, 16 October 2009

systemic problem Australia 33% Argentina 75% Austria Chile 1 Chile 2 Netherlands Portugal South Africa UK USA 1 USA 2 0% 80% © CRI 2009 Friday, 16 October 2009

systemic problem Australia 33% Argentina 75% Austria 62% Chile 1 Chile 2 Netherlands Portugal South Africa UK USA 1 USA 2 0% 80% © CRI 2009 Friday, 16 October 2009

systemic problem Australia 33% Argentina 75% Austria 62% Chile 1 31% Chile 2 Netherlands Portugal South Africa UK USA 1 USA 2 0% 80% © CRI 2009 Friday, 16 October 2009

systemic problem Australia 33% Argentina 75% Austria 62% Chile 1 31% Chile 2 44% Netherlands Portugal South Africa UK USA 1 USA 2 0% 80% © CRI 2009 Friday, 16 October 2009

systemic problem Australia 33% Argentina 75% Austria 62% Chile 1 31% Chile 2 44% Netherlands 63% Portugal South Africa UK USA 1 USA 2 0% 80% © CRI 2009 Friday, 16 October 2009

systemic problem Australia 33% Argentina 75% Austria 62% Chile 1 31% Chile 2 44% Netherlands 63% Portugal 41% South Africa UK USA 1 USA 2 0% 80% © CRI 2009 Friday, 16 October 2009

systemic problem Australia 33% Argentina 75% Austria 62% Chile 1 31% Chile 2 44% Netherlands 63% Portugal 41% South Africa 40% UK USA 1 USA 2 0% 80% © CRI 2009 Friday, 16 October 2009

systemic problem Australia 33% Argentina 75% Austria 62% Chile 1 31% Chile 2 44% Netherlands 63% Portugal 41% South Africa 40% UK 55% USA 1 USA 2 0% 80% © CRI 2009 Friday, 16 October 2009

systemic problem Australia 33% Argentina 75% Austria 62% Chile 1 31% Chile 2 44% Netherlands 63% Portugal 41% South Africa 40% UK 55% USA 1 32% USA 2 0% 80% © CRI 2009 Friday, 16 October 2009

systemic problem Australia 33% Argentina 75% Austria 62% Chile 1 31% Chile 2 44% Netherlands 63% Portugal 41% South Africa 40% UK 55% USA 1 32% USA 2 60% 0% 80% © CRI 2009 Friday, 16 October 2009

Plain English: raising the standard, from what to what?

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