The second class of a 15 week course taught at Parsons, the New School for Design. Topics include: Understanding Complexity and the effects of not understanding complexity when solving problems. 3 tools for complexity wrangling are outlined, including an in class workshop format for "frame-storming" and homework.

1. Class 2:
Wrangling
Complexity through
Cat herding
Instructor: Abby Covert

2. Last Class we...
2

3. Last Class we...
• Defined Information Architecture and the
intents on information architects
2

4. Last Class we...
• Defined Information Architecture and the
intents on information architects
• Discussed the differences and
intersections of interaction design, graphic
design, user research and content strategy
2

5. Last Class we...
• Defined Information Architecture and the
intents on information architects
• Discussed the differences and
intersections of interaction design, graphic
design, user research and content strategy
• Got our first assignment, which is due
today
2

6. I am an
information
architect
I intend to because I believe
make the unclear clear everything is complex
put the what architecture frames
before the how problems, design solves
them
facilitate understanding understanding is
organize meaning, always good but it is
create clarity and equally important to
establish truth not understand
support goals, makers clarity is a
and users prerequisite of truth
by: Abby Covert & Dan Klyn
3

7. I am an
information
architect
I intend to because I believe
make the unclear clear everything is complex
put the what architecture frames
before the how problems, design solves
them
facilitate understanding understanding is
organize meaning, always good but it is
create clarity and equally important to
establish truth not understand
support goals, makers clarity is a
and users prerequisite of truth
by: Abby Covert & Dan Klyn
3

8. Complexity
part of something
that is complicated or
hard to understand
4

9. Users
Layers of
Complexity
Markting
Makers
Design
Information
Architecture
Strategic Goals
Stakeholders & Their Bosses
5

10. Users • Comfort with context
• Access/Interest/Trust
• Reading & Grade level
Layers of
• Aesthetics & Taste Complexity
Markting
Makers
Design
Information
Architecture
Strategic Goals
Stakeholders & Their Bosses
5

11. Users • Comfort with context
• Access/Interest/Trust
• Reading & Grade level
Layers of
• Aesthetics & Taste Complexity
• Budget • Distraction
• Reach • Loyalty
• Competition • Channel Limits
Markting
Makers
Design
Information
Architecture
Strategic Goals
Stakeholders & Their Bosses
5

12. Users • Comfort with context
• Access/Interest/Trust
• Reading & Grade level
Layers of
• Aesthetics & Taste Complexity
• Budget • Distraction
• Reach • Loyalty
• Competition • Channel Limits
Markting
• Scope • Scalability
Makers
• Talent • Quality Assurance
• Tools • maintainability
• Integration
Design
Information
Architecture
Strategic Goals
Stakeholders & Their Bosses
5

13. Users • Comfort with context
• Access/Interest/Trust
• Reading & Grade level
Layers of
• Aesthetics & Taste Complexity
• Budget • Distraction
• Reach • Loyalty
• Competition • Channel Limits
Markting
• Scope • Scalability
Makers
• Talent • Quality Assurance
• Tools • maintainability
• Integration
• Tone • Production Budget
• Brand • direction
Design • Context
Information
Architecture
Strategic Goals
Stakeholders & Their Bosses
5

14. Users • Comfort with context
• Access/Interest/Trust
• Reading & Grade level
Layers of
• Aesthetics & Taste Complexity
• Budget • Distraction
• Reach • Loyalty
• Competition • Channel Limits
Markting
• Scope • Scalability
Makers
• Talent • Quality Assurance
• Tools • maintainability
• Integration
• Tone • Production Budget
• Brand • direction
Design • Context
• Flow • Structure
Information • Clarity • Tasks
Architecture • Models
Strategic Goals
Stakeholders & Their Bosses
5

15. Users • Comfort with context
• Access/Interest/Trust
• Reading & Grade level
Layers of
• Aesthetics & Taste Complexity
• Budget • Distraction
• Reach • Loyalty
• Competition • Channel Limits
Markting
• Scope • Scalability
Makers
• Talent • Quality Assurance
• Tools • maintainability
• Integration
• Tone • Production Budget
• Brand • direction
Design • Context
• Flow • Structure
Information • Clarity • Tasks
Architecture • Models
• Goals
• Research
• Competition
Strategic Goals
Stakeholders & Their Bosses
5

16. Users • Comfort with context
• Access/Interest/Trust
• Reading & Grade level
Layers of
• Aesthetics & Taste Complexity
• Budget • Distraction
• Reach • Loyalty
• Competition • Channel Limits
Markting
• Scope • Scalability
Makers
• Talent • Quality Assurance
• Tools • maintainability
• Integration
• Tone • Production Budget
• Brand • direction
Design • Context
• Flow • Structure
Information • Clarity • Tasks
Architecture • Models
• Goals
• Research
• Competition
Strategic Goals
• REturn on Investment
• Growth towards goals
Stakeholders & Their Bosses • Reputation
• The bottom Line
5

17. ?#?$%!
What happens when
complexity is not dealt
with properly?
6

18. When complexity is ignored...
7

19. When complexity is ignored...
User
satisfaction
7

20. When complexity is ignored...
User Stakeholder
satisfaction Satisfaction
7

21. When complexity is ignored...
User Stakeholder MAKER
satisfaction Satisfaction Satisfaction
7

22. When complexity is ignored...
User Stakeholder MAKER
satisfaction Satisfaction Satisfaction
Sometimes all 3 at once...
7

23. Herding
Cats
Models for
exploring
complexity
in groups
8

24. 3 Methods we will learn
about today
9

25. 3 Methods we will learn
about today
• Frame-storming
9

26. 3 Methods we will learn
about today
• Frame-storming
• Shared vocabulary
9

27. 3 Methods we will learn
about today
• Frame-storming
• Shared vocabulary
• Performance Continuums
9

28. Frame storming:
Brainstorming with a
framework meant to
explore complexity
10

29. Example
Frameworks
11

30. 12

31. How people hear about
your offering(s)
12

32. How people hear about
your offering(s)
How people explore
your offering(s)
12

33. How people hear about
your offering(s)
How people explore
your offering(s)
How people
opt into your
offering(s)
12

34. How people hear about
your offering(s)
How people explore
your offering(s)
What could detract How people
from this person opt into your
proceeding at this offering(s)
point?
12

35. How people hear about
your offering(s)
How people explore
your offering(s)
What could detract How people Who else could
from this person opt into your entice this person
proceeding at this offering(s) at this point?
point?
12

36. How people hear about
your offering(s)
How people explore
your offering(s)
What could detract How people Who else could
from this person opt into your entice this person
proceeding at this offering(s) at this point?
point?
How people use
your offering the
first time
12

37. How people hear about
your offering(s)
How people explore
your offering(s)
What could detract How people Who else could
from this person opt into your entice this person
proceeding at this offering(s) at this point?
point?
How people use
your offering the
first time
How people use
your offering
over time
12

38. Step 1 Step 2 Step 3 Step 4
Context
Context
Context
Context

39. Step 1 Step 2 Step 3 Step 4
Context What
happens
Context
Context
Context

40. Step 1 Step 2 Step 3 Step 4
Context What
happens
What
Context happens
Context
Context

41. Step 1 Step 2 Step 3 Step 4
Context What What
happens happens
What
Context happens
Context
Context

42. Step 1 Step 2 Step 3 Step 4
Context What What
happens happens
What
Context happens
Context
What
Context happens

43. Context Context Context Context
Person
person
person
person

44. Context Context Context Context
Person What
happens
person
person
person

45. Context Context Context Context
Person What
happens
What
person happens
person
person

46. Context Context Context Context
Person What What
happens happens
What
person happens
person
person

47. Context Context Context Context
Person What What
happens happens
What
person happens
person
What
person happens

48. Rules of Frame storming
15

49. Rules of Frame storming
• Start the activity with a framing matrix
15

50. Rules of Frame storming
• Start the activity with a framing matrix
• Work through it with a group
15

51. Rules of Frame storming
• Start the activity with a framing matrix
• Work through it with a group
– Admit what is fact
15

52. Rules of Frame storming
• Start the activity with a framing matrix
• Work through it with a group
– Admit what is fact
– Document Assumptions
15

53. Rules of Frame storming
• Start the activity with a framing matrix
• Work through it with a group
– Admit what is fact
– Document Assumptions
– Identify Opportunities
15

54. Rules of Frame storming
• Start the activity with a framing matrix
• Work through it with a group
– Admit what is fact
– Document Assumptions
– Identify Opportunities
– Highlight Open Questions
15

55. Rules of Frame storming
• Start the activity with a framing matrix
• Work through it with a group
– Admit what is fact
– Document Assumptions
– Identify Opportunities
– Highlight Open Questions
• One thought per post-it, one color for each
area above (Example: Red = Open Questions vs. Green = Facts)
15

56. Spoiler Alert! 16

57. Shared Vocabulary:
Creating a language for the
effort you are undertaking
17

58. Rules of Shared Vocabulary
18

59. Rules of Shared Vocabulary
– Create a document everyone can access with
the terms as they are collected
18

60. Rules of Shared Vocabulary
– Create a document everyone can access with
the terms as they are collected
– Record not just the term but the place the
definition came from
18

61. Rules of Shared Vocabulary
– Create a document everyone can access with
the terms as they are collected
– Record not just the term but the place the
definition came from
– Expand all acronyms
18

62. Rules of Shared Vocabulary
– Create a document everyone can access with
the terms as they are collected
– Record not just the term but the place the
definition came from
– Expand all acronyms
– Indicate terms that are “internal only”
18

63. Rules of Shared Vocabulary
– Create a document everyone can access with
the terms as they are collected
– Record not just the term but the place the
definition came from
– Expand all acronyms
– Indicate terms that are “internal only”
– Document relationships between terms
18

64. Shared Vocabulary
Example
Account Group Example: Ann’s Department Store
Example: Northeast Division
Account
Store Example: Waltham Location
Area Example: Women’s
Zone Example: Active Wear
Fixture Example: Running
SKU Example: Item #
product Example: Item # + Size + Color
19

65. Performance Continuums
spectrums that can be used to
discuss and align on direction
20

66. What is a Continuum?
This Today Goal THAT
5 4 3 2 1 0 1 2 3 4 5
21

67. Examples of Continuums
² Challenge the old with the new
² Define success differently
² Manage priority and scope
22

68. Example
23

69. Rules of Continuums
24

70. Rules of Continuums
– Create the scales together, but rate where you
are at and the goal individually
24

71. Rules of Continuums
– Create the scales together, but rate where you
are at and the goal individually
– Avoid negative scales and judgmental
language
24

72. Rules of Continuums
– Create the scales together, but rate where you
are at and the goal individually
– Avoid negative scales and judgmental
language
– Try to be timeless, not trendy
24

73. Rules of Continuums
– Create the scales together, but rate where you
are at and the goal individually
– Avoid negative scales and judgmental
language
– Try to be timeless, not trendy
– Document the goals you agree to and set up
regular measurement against them
24

74. Workshop Time
25

75. Home work Share
your student experience at Parsons
– 3-5 things you think really suck
– 3-5 things you think are working well
Write each on a post it
– 3 min to share with the class and map your
post it against the others shared thus far
Turn in your write-ups via email by
Tuesday 9/11 at noon
26

76. Workshop Instructions
27

77. Workshop Instructions
– 5 Min: Meet in your group to decide which problem
you will be solving this semester
27

78. Workshop Instructions
– 5 Min: Meet in your group to decide which problem
you will be solving this semester
– 10 Min: Discuss the problem and choose the right
framework to use for your first assignment
27

79. Workshop Instructions
– 5 Min: Meet in your group to decide which problem
you will be solving this semester
– 10 Min: Discuss the problem and choose the right
framework to use for your first assignment
– 45 Min: Using your framework brainstorm through
opportunities, questions and facts of the problem
space.
27

80. Workshop Instructions
– 5 Min: Meet in your group to decide which problem
you will be solving this semester
– 10 Min: Discuss the problem and choose the right
framework to use for your first assignment
– 45 Min: Using your framework brainstorm through
opportunities, questions and facts of the problem
space.
• Identify 3 colors of post its to use for the 3 things
you are brainstorming
27

81. Workshop Instructions
– 5 Min: Meet in your group to decide which problem
you will be solving this semester
– 10 Min: Discuss the problem and choose the right
framework to use for your first assignment
– 45 Min: Using your framework brainstorm through
opportunities, questions and facts of the problem
space.
• Identify 3 colors of post its to use for the 3 things
you are brainstorming
• Start with 5 minutes of silence and writing
individually, then go around and share and map
each persons post its
27

82. GROUP Homework for 9/24
Finish documenting what you know on your framework
and prepare to present it broadly to class in 5 minutes
28

83. Questions?
CovertA@newschool.edu
@ Abby_The_IA
www.Abbytheia.com