The document describes a project to help a Chief Finance Officer (CFO) communicate financial information to the school community more effectively. Designers worked with the CFO to create infographics using visual elements like color and icons to convey financial concepts. While the CFO was pleased, faculty feedback suggested the presentation still lacked context. In the next phase, designers will engage faculty to understand concerns and incorporate multiple perspectives into further refining the language and narrative.

1. MID & UArts Finance Office
Language
Fraser Marshall
Yu-Ching Hung
Justin Witman

2. Language
We were approached by Bill Mea, the Chief
Finance Officer, to help him communicate
important financial information to the larger school
community. Our target was to create a presentation
style for the “State of the Union” finance address
to the school.
The aim was to begin creating information that was
transparent and encouraged conversation between
the Finance Office and the larger school campus.

3. Intro-2
It was clear from our first meeting with the
CFO that we were dealing with an issue of
communication and language styles.
As an accountant, the CFO was accustomed to
talking in numbers. However, he was presenting to
an audience of artists, designers and musicians.
What type of language would be best for this
audience to understand?

4. Understanding
Intro-3
LEFT BRAIN LANGUAGE RIGHT BRAIN LANGUAGE
As we knew, the CFO used numbers to
communicate information. This is a very left
brain centric method, which may not be effective
at communicating to right brain biased artists,
designers and musician.
Research has shown that right brained professions
communicate more effectively using images,
visuals, emotions and patterns. Therefore we
began investigating the potential of infographics.

5. Deciphering language
From collaborating with the CFO, we began
to decipher the information he wanted to
communicate to the school during his upcoming
presentation.

6. Creating a new language
Infographics were created using the following
criteria:
The use of iconography to indicate money.
A visual affordance of green signifying positive
and red signifying negative money.
Sequential slides that build on previous slides to
allow audience understanding.
$
100 THE UNITED STATES OF AMERICA 100
100
100 ONE HUNDRED DOLLARS 100
$
100 THE UNITED STATES OF AMERICA 100
100
100 ONE HUNDRED DOLLARS 100
$ $
100 THE UNITED STATES OF AMERICA 100 100 THE UNITED STATES OF AMERICA 100
100 100
100 ONE HUNDRED DOLLARS 100 100 ONE HUNDRED DOLLARS 100
$ $
100 THE UNITED STATES OF AMERICA 100 100 THE UNITED STATES OF AMERICA 100
100 100
100 ONE HUNDRED DOLLARS 100 100 ONE HUNDRED DOLLARS 100
$ $ $
100 100 100 100 100 THE UNITED STATES OF AMERICA 100
THE UNITED STATES OF AMERICA THE UNITED STATES OF AMERICA
100 100 100
100 100 100 100 100 ONE HUNDRED DOLLARS 100
ONE HUNDRED DOLLARS ONE HUNDRED DOLLARS
$ $ $ $
100 THE UNITED STATES OF AMERICA 100 100 THE UNITED STATES OF AMERICA 100 100 THE UNITED STATES OF AMERICA 100 100 THE UNITED STATES OF AMERICA 100
100 100 100 100
= 100K
100 100 100 ONE HUNDRED DOLLARS 100 100 ONE HUNDRED DOLLARS 100 100 ONE HUNDRED DOLLARS 100
ONE HUNDRED DOLLARS
Annual Budget Annual Actual Extra Surplus
411K 623K +212K

7. Infographic prototype
+19K
Net tuition and
fees for credit $
100 THE UNITED STATES OF AMERICA 100
100
100 ONE HUNDRED DOLLARS 100
$
100 THE UNITED STATES OF AMERICA 100
+79K 100 ONE HUNDRED DOLLARS
100
100
Auxiliary enterprises
$
100 THE UNITED STATES OF AMERICA 100
100
100 ONE HUNDRED DOLLARS 100
-207K 100
$
THE UNITED STATES OF AMERICA
100
100
Net tuition and fees 100 ONE HUNDRED DOLLARS 100
for Cont. Studies 100
$
THE UNITED STATES OF AMERICA
100
100
100 ONE HUNDRED DOLLARS 100
-461K 100
$
THE UNITED STATES OF AMERICA
100
100
Annual fund 100 ONE HUNDRED DOLLARS 100
$
100 THE UNITED STATES OF AMERICA 100
100
-166K
100 ONE HUNDRED DOLLARS 100
Other investment $
100 THE UNITED STATES OF AMERICA 100
100
100 100
income
ONE HUNDRED DOLLARS
Operating Revenue
-804K

8. Infographic prototype
+19K
Net tuition and 100
$
THE UNITED STATES OF AMERICA
100
100
fees for credit $
100 THE UNITED STATES OF AMERICA 100
+475K
100 ONE HUNDRED DOLLARS 100
100
100 ONE HUNDRED DOLLARS 100
100
$
THE UNITED STATES OF AMERICA
100
100
No Jan 1st
$
100 THE UNITED STATES OF AMERICA 100
+79K salary increase
100 ONE HUNDRED DOLLARS 100
100
100 ONE HUNDRED DOLLARS 100
Auxiliary enterprises 100
$
THE UNITED STATES OF AMERICA
100
100
$
100 THE UNITED STATES OF AMERICA 100
+84K
100 ONE HUNDRED DOLLARS 100
100
100 ONE HUNDRED DOLLARS 100
-207K
100
$
THE UNITED STATES OF AMERICA
100
100
Continuing Studies
$
100 THE UNITED STATES OF AMERICA 100
savings
100 ONE HUNDRED DOLLARS 100
100
Net tuition and fees 100 ONE HUNDRED DOLLARS 100
for Cont. Studies $
100 THE UNITED STATES OF AMERICA 100
100
$
100 THE UNITED STATES OF AMERICA 100
+405K
100 ONE HUNDRED DOLLARS 100
100
100 ONE HUNDRED DOLLARS 100
-461K
100
$
THE UNITED STATES OF AMERICA
100
100
Hiring freeze
$
100 THE UNITED STATES OF AMERICA 100
100 ONE HUNDRED DOLLARS 100
100
Annual fund 100 ONE HUNDRED DOLLARS 100
100
$
THE UNITED STATES OF AMERICA
100
100
+200K
$
100 THE UNITED STATES OF AMERICA 100
Reserved funds
100 100
100 ONE HUNDRED DOLLARS
-166K
100 ONE HUNDRED DOLLARS 100
100
$
THE UNITED STATES OF AMERICA
100
100
from Operations/IT
Other investment $
100 THE UNITED STATES OF AMERICA 100
100 100 ONE HUNDRED DOLLARS 100
100 100
income
ONE HUNDRED DOLLARS
$ -135K
100 THE UNITED STATES OF AMERICA 100
100
Grad assistants/
100 ONE HUNDRED DOLLARS 100
$ student employment
100 THE UNITED STATES OF AMERICA 100
100
100 ONE HUNDRED DOLLARS 100
Operating Revenue Saved Expenses
-804K + +1016K

9. Infographic prototype
+19K
Net tuition and 100
$
THE UNITED STATES OF AMERICA
100
100
fees for credit $
100 THE UNITED STATES OF AMERICA 100
+475K
100 ONE HUNDRED DOLLARS 100
100
100 ONE HUNDRED DOLLARS 100
100
$
THE UNITED STATES OF AMERICA
100
100
No Jan 1st
$
100 THE UNITED STATES OF AMERICA 100
+79K salary increase
100 ONE HUNDRED DOLLARS 100
100
100 ONE HUNDRED DOLLARS 100
Auxiliary enterprises 100
$
THE UNITED STATES OF AMERICA
100
100
$
100 THE UNITED STATES OF AMERICA 100
+84K
100 ONE HUNDRED DOLLARS 100
100
100 ONE HUNDRED DOLLARS 100
-207K
100
$
THE UNITED STATES OF AMERICA
100
100
Continuing Studies
$
100 THE UNITED STATES OF AMERICA 100
savings
100 ONE HUNDRED DOLLARS 100
100
Net tuition and fees 100 ONE HUNDRED DOLLARS 100
for Cont. Studies $
100 THE UNITED STATES OF AMERICA 100
100
$
100 THE UNITED STATES OF AMERICA 100
+405K
100 ONE HUNDRED DOLLARS 100
100
100 ONE HUNDRED DOLLARS 100
-461K
100
$
THE UNITED STATES OF AMERICA
100
100
Hiring freeze
$
100 THE UNITED STATES OF AMERICA 100
100 ONE HUNDRED DOLLARS 100
100
Annual fund 100 ONE HUNDRED DOLLARS 100
100
$
THE UNITED STATES OF AMERICA
100
100
+200K
$
100 THE UNITED STATES OF AMERICA 100
Reserved funds
100 100
100 ONE HUNDRED DOLLARS
-166K
100 ONE HUNDRED DOLLARS 100
100
$
THE UNITED STATES OF AMERICA
100
100
from Operations/IT
Other investment $
100 THE UNITED STATES OF AMERICA 100
100 100 ONE HUNDRED DOLLARS 100
100 100
income
ONE HUNDRED DOLLARS
$ -135K $
100 THE UNITED STATES OF AMERICA 100 100 THE UNITED STATES OF AMERICA
100 100
Grad assistants/
100 ONE HUNDRED DOLLARS 100 100 100
ONE HUNDRED DOLLARS
$ student employment $
100 THE UNITED STATES OF AMERICA 100
100 THE UNITED STATES OF AMERICA 100
100 100
100 ONE HUNDRED DOLLARS 100
100 ONE HUNDRED DOLLARS 100
Operating Revenue Saved Expenses Extra Revenue
-804K + +1016K = +212K

10. Presentation
The CFO used these infographics to present
information on the financial predictions for the end
of 2009 and the upcoming 2010 school year.

11. Presentation
An audience consisting of school faculty and staff
still had major questions regarding the financial
information they were being presented with.

12. The Process
Phase II
Phase 1 Phase 2
The first stage of this project was completed.
developing language refining language and developing the story
We had created a new language for the CFO to
communicate financial information to the school.
“I need the However, although the CFO was happy with want
“graphics need “we the
Bill right language” Bill Graphic Faculty
infographics, it was clear from his presentation
work” more story”
Design Council
that the audience still had some concerns.
CLIENTS
$
100 THE UNITED STATES OF AMERICA
$ $
100
DESIGNERS
100 THE UNITED STATES OF AMERICA 100 THE UNITED STATES OF AMERICA
100 ONE HUNDRED DOLLARS 100
100 100
100 ONE HUNDRED DOLLARS 100 100 ONE HUNDRED DOLLARS 100
$
100 THE UNITED STATES OF AMERICA 100
$ $
100 THE UNITED STATES OF AMERICA 100 100 THE UNITED STATES OF AMERICA 100 100
100 ONE HUNDRED DOLLARS 100
100 100
100 ONE HUNDRED DOLLARS 100 100 ONE HUNDRED DOLLARS 100
studioNEXT Infographics Presentation Prototype 1 Co-design Prototype 2
sabaticals? benefits?
School Community

13. Process
Phase 1 Phase 2
developing language refining language and developing the story
“I need the “graphics need “we want
Bill right language” Bill Graphic work” Faculty more story”
Design Council
CLIENTS
$
100 THE UNITED STATES OF AMERICA
$ $
100
DESIGNERS
100 THE UNITED STATES OF AMERICA 100 THE UNITED STATES OF AMERICA
100 ONE HUNDRED DOLLARS 100
100 100
100 ONE HUNDRED DOLLARS 100 100 ONE HUNDRED DOLLARS 100
$
100 THE UNITED STATES OF AMERICA 100
$ $
100 THE UNITED STATES OF AMERICA 100 100 THE UNITED STATES OF AMERICA 100 100
100 ONE HUNDRED DOLLARS 100
100 100
100 ONE HUNDRED DOLLARS 100 100 ONE HUNDRED DOLLARS 100
studioNEXT Infographics Presentation Prototype 1 Co-design Prototype 2
For the next phase of the project to succeed we
would have to engage with not only the CFO, but
sabaticals? benefits?
also the faculty and staff.
What issues and concerns did the faculty and staff
have? In order to find out, we had engage with
School Community
them and bring their voice and opinion into the
design process?

14. Co-design
In every group there are always complex internal
issues that make everyday life a struggle. By
co-designing with the faculty and staff we hoped
discover their concerns and questions regarding
financial information communication in the school.
By engaging them in this process we hoped to
promote autonomy in order to create a more
unified solution.

15. Autonomy
Autonomy means being in control of your own life.
We hoped that by getting the faculty and staff to
help co-design a group solution, it would not only
creates a better informed solution but, also one that
everyone collectively owned.

16. Collective action
Autonomy helps groups become invested, because
everyone feels like the own the solution. This helps
boost the collective action of problem solving.

17. Interviewing
With our foundation rooted in Human-centered
design, we believe that the key to helping groups
design solutions, starts with interviewing. This
is where you can gather the most rich and true
information about a group.
Therefore, we began a series of interviews with
members of the staff and faculty council.

18. Collaborative refinement
The more often the our team actively engaged
the faculty in the process, the more excited and
invested they became in helping us develop the
solutions.
We revisted some of the faculty to collaborate on
an iterative process of refining the infographic
style. We continually redeveloped and adjusted to
get it just right for the most impact.

19. Collaborative refinement

20. Collaborative refinement

21. Interviewing

22. Interviewing

23. Interviewing

24. Interviewing
Story Development

25. Story development
Great storytellers not only know the right words
to say, but also the right way to say them. it’s not
simply adequate to deliver the dry facts, and this
project is no different.
In the case of this project we discovered after further
interviewing that the goal was not to graphic design
a better presentation. Our goal was to help the
presentation tell a story of finances and of staff
concerns. It became a visual story as well as
a verbal story.

26. Story development
“Speak about restoration, not gifts”
“It would be great to use the Faculty
Council as a sounding board”
“We need a more clear distillation
method for financial information”
“More of a dialogue, even if we cant
change the reality of the numbers”
“It would be great to have a full picture
of the options”

27. Anxieties and needs
Finance Faculty Faculty Council Staff Council
Bill Larry Anna Jack Mary Peter Amy Sara
Themes
Accountancy Design Liberal Arts Media Administration
Delivery Delivery Details Delivery Delivery
Methodology Methodology Clarity Methodology Methodology
Clarity Aesthetics Sensitivity Details Clarity
Acknowledgement
Prioritizing
Awareness

28. Story development
FINANCIAL
DATA
VISUAL VERBAL
DATA DATA
EXPANDED
STORY

29. Story development
Facilitation
Phase I
Pragmatic
(visual language) an incomplete story questions about the story
infographics
Phase 2
Pragmatic
(visual language)
infographics refinement
Psychology + conversation about the story
(verbal language)
content
priority
tone
awareness a more complete story
sensitivity
acknowledgement

30. Design as facilitation
Our role initially places us between the Finance
Office and the Faculty. It is our role to act as
a facilitator between the two group.
Finance Designers Faculty

31. Future model
We can’t stay forever. We have begun identifying a
future facilitator and owner within the group, to carry on
the project after we leave.
Designing solution is great, but when we can get the
group to design it’s own solutions it is much stronger
solution and it lasts much longer.
Finance Faculty
owner
Facilitator

32. Process summary
Future
1 Phase 1
Research
Single client
Infographic prototype
Pragmatic
Psychological

33. Process summary
Future
2 Phase 2
Research
1 Phase 1 Increased clients
Infographic iteration
Research
Story development
Single client
Co-design
Infographic prototype
Ownership
Pragmatic
Psychological

34. Process summary
Future
2 Phase 2
Research
1 Phase 1 Increased clients
Infographic iteration
Research
Story development
Single client
Co-design
Phase 3 - future 3 Infographic prototype
Ownership
Research
Increased clients
Infographic iteration
Story telling
Conversation
Co-design
Increased ownership
Learning
Pragmatic
Psychological

35. Process summary
Future
2 Phase 2
Research
1 Phase 1 Increased clients
Infographic iteration
Research
Story development
Single client
Co-design
Phase 3 - future 3 Infographic prototype
Ownership
Research
Increased clients
Infographic iteration
Story telling
Conversation
Co-design
Increased ownership
Learning
Phase 4 - future 4
Research
Infographic iteration
Story iteration
Conversation
Co-design
Facilitator
Increased ownership
Learning
Pragmatic
Psychological

36. Process summary
Future
2 Phase 2
Research
1 Phase 1 Increased clients
Infographic iteration
Research
Story development
Single client
Co-design
Phase 3 - future 3 Infographic prototype
Ownership
Research
Increased clients
Infographic iteration
Story telling
Conversation
Co-design
Increased ownership
Learning
5 Phase 5 - future
Research
Infographic iteration
Story telling iteration
Conversation
Phase 4 - future 4 Co-design
Research Increased ownership
Infographic iteration Learning
Story iteration Handover
Conversation
Co-design
Facilitator
Increased ownership
Learning
Pragmatic
Psychological

37. Acknowledgements
Thanks to:
Finance Office:
Bill Mea and Staff
Faculty
Larry Bach
Faculty Council
Anna Beresin
Mary Martin
Amy Feinberg
Peter Rose
Jack DeWitt
Staff Council
Sara Olsen