12 Steps to More Effective Instructions

1. 12 Steps to More Effective Instructions

2. 1:Select the correct technical level (audience analysis) Example: instructions given to children are necessarily more fully elaborated (more illustrations, less technical terminology, fuller explanations of process and warnings) than those given to colleagues who do the same work you do.

3. 2: Provide introductory information • Information such as: • the purpose or desired outcome of the task • the skill level required to perform the task • safety considerations that apply to the whole task • tools and materials required to perform the task • how long the procedure should take • a general overview of the main tasks

4. 3: Use numbered lists in the body It is far easier to recall where one is in a sequence of steps if the steps are numbered chronologically (as they happen in time). The numbers break the process up into logical actions that can be completed one at a time.

5. 4: Group steps in categories Almost every set of instructions can be divided into categories such as: preparation, assembly, and testing. Imagine the categories as courses in a meal: appetizers, main course, dessert, to make them easier for the user to digest mentally. A category will usually represent a stage in the process - and give the person performing the task a sense of accomplishment.

6. 5: Write only one action in a step Limiting the actions to one per step makes it easier to concentrate on what has to be done as well as where one is in the process sequence. The only exception is when two actions must be performed together; for example: stir the ingredients while adding the liquids; or, raise the tip of the rod while reeling in the excess line.

7. 6: Lead off each action with a verb (use commands) You are telling people what to to and when to do it, so don’t waste time making suggestions or saying please and thank-you. Use words that describe the action to be performed: place, remove, seal, clean, tighten, check. Put these words first in the sentence.

8. 7: Remove extra information from the step The emphasis here is on the ‘move’ aspect of removing information that is useful, but not part of the action to be performed. This kind of information may be a clarification, or decision that has to be made before proceeding, or it may be a cautionary note or warning. Skip a line and add the necessary information. If it is a safety notification it must appear before the action that requires special attention .

9. 8: Use bullets or letters for presenting options • In instances where there are options as to how to proceed, the use of numbers for the decisions would be confusing. Letters or bullets allow for clearer communication as they differentiate from the task step number. For example: • At this stage there are two options: • if you are building the stock model you may begin Step 7 • if you are adding custom accessories you should do so now

10. 9: Emphasize cautions,warnings and dangers • Caution – risk to machinery or materials • Warning – risk to operator • Danger – risk to life or limb • The use of colour, font treatment and symbols is also useful, but not absolutely necessary, to emphasize these notes: • !!! DANGER !!!

11. 10: Maintain a simple style for clarity • Keep sentences short ( average 10 words or less) • Use informal definitions (parenthetical - like this) to clarify terms that may be unfamiliar • Eschew obfuscation - never use fancy words when simpler ones will do • Avoid vague terms: less, more , tight, loose, big, small, many, a few, some. Specify how much, how big, how tight, how many, what temperature . . .

12. 11: Use Graphics Graphics are universal. They are used to simplify and/or reinforce ideas, and/or to create interest. Graphic elements include symbols and logos, white space and colour, arrangement of text, and variety of treatment. Of course illustrations and photos are also included.

13. 12: Test your instructions Really good instructions work. The only way to know whether they work is to test them on the people (or someone like the people) who will use them. You cannot assume that your communication is clear communication unless you are the only audience (in which case you really don’t need to write).