Coffee Art at The Lovely Bean Design Documents Kay Miller Presentation Prowess Overview My presentation is a music video

introduction to making espresso and lattes. The video involves a hypothetical training situation: The Lovely Bean Caf emphasizes quality in its coffee service. As with many high end cafes, new baristas are trained off site for a period of two months or more. This video is an introduction to the techniques that the baristas will learn in training. Although the video cannot take the place of in-person training and practice, it can help create a mental model to improve learning. The video seeks not only to introduce new techniques, but also to introduce the quality and service mindset that The Lovely Bean would like its baristas to adopt. Audience The audience for this video will be new baristas at The Lovely Bean. Audience members are mostly between the ages of twenty and thirty, although older viewers may be present. All personality types and learning styles are assumed to be present. The video begins with an overview of the big picture (for Sensors); customer quotations explain how the instruction affects people (for Feelers). For Perceivers, reference is made to alternative patterns of thought and behavior (its not just a drink etc.) to indicate that alternatives were considered while demonstrating the conclusions that the owners of The Lovely Bean have reached (for Judgers). For Sensors and Thinkers, a printable job aid containing details of the instruction could also be created. The video is to be followed by in-person training and practice. Introverts may choose individual practice, while Extroverts may practice in groups. Learning Objectives Audience members are either inexperienced at working in a cafe, or, if experienced, are possibly trained in a chain cafe which does not emphasize the particular level of quality desired by The Lovely Bean. After watching this video, audience members will know the components of and techniques for crafting great espresso drinks and have more confidence in approaching the techniques for practice. Audience Problem and Solution Newly hired baristas need to learn to create quality espresso and latte beverages. The learning gap is two fold: some trainees will be completely new to the coffee industry, and other trainees may have come from cafes that do not use The Lovely Beans techniques.

The Lovely Bean wishes to address this learning gap with additional instruction because the mission of their business is to serve Denvers discerning coffee consumers. Improving barista instruction with the use of this video will serve this need by helping to establish a mental model for learning proper technique and mindset. Evidence To help learners achieve the objectives, the video contains: 1. 2. 3. Anecdotes of customer expressing their appreciation for quality and good service Detailed images of each process as well as finished products An emphasis on why the techniques demonstrated are important because the video alone cannot teach technique. Anecdotes The anecdotes come in the form of quotations from fictional customers. The quotations are based on comments from real coffee drinkers, however. The anecdotes highlight the importance of customer service. Customers do appreciate the effort of baristas who go the extra mile to put decorative refinements on each drink, even if many dont appear to notice. Format The music video allows for more slides, and thus more detail, to demonstrate each step of the coffee making process. The Pecha Kucha format is more restrictive regarding how long each slide can stay on the screen, ruling out use of slow motion sequences such as those found at 2:51 and 3:23. Sequencing The following sequence was developed using the SCoRE method from Abela (2008, p.79): Situation: New baristas have been hired to work at The Lovely Bean Caf. Complication: Some new baristas have prior experience making coffee and may be bored by the presentation. Resolution: Reduce possible boredom by emphasizing respect for individuality and craft. Example: Slides 1-5. New Complication: Some baristas have never made espresso before. Resolution: All basic procedures should be demonstrated. Example: Espresso, milk steaming, pouring two styles of latte art. New Complication: Customers often appear to ignore quality and effort. Resolution: Offer anecdotes of customers who may not always have appreciated quality coffee, but have

experienced a change in thinking. Example: A specific quotation from a customer who used to just lid her coffee and go but now takes time to savor her drinks. 1) The first sequencing decision was the chronological juxtaposition of images. For example, the slides containing the statement its not just caffeine followed by the barista at work to show the human element of the coffee creation, and the statement its not just a drink followed by the image of the rosetta latte to show the aesthetic element of the coffee (0:00-0:25). In both cases, the image that follows the statement may be unexpected given the context, and the audience may take notice (Medina, 2008, p. 80) and begin to make associations between the concepts (Vernallis, 2004, p. 38) 2) The second creative sequencing decision was the placement of the customer quotations (starting at 4:05) after the instructional content. This decision is based on Abela, (2008, p. 24) who indicates that some audience members (Feelers) want a human connection with the material . It is also based on Duarte's recommendation to connect with the audience (2008, p. 149). In the draft version the quotations came before the instructional content, a change from the original Abela SCoRE sequence. 3) The third decision was to have the feel good concepts of quality and craftsmanship come at the beginning of the presentation (0:00-0:32). The reasons for this were twofold: A) It helps hold the attention of more experienced baristas who may feel insulted by watching a video of information they already know. Emphasizing the craftsmanship is meant to send a message to them that the trainers understand their position and know that their job goes beyond technique. This, once again, is making a connection with the audience (Duarte, 2008, p. 149). B) It is also a more compelling introduction than a simple overview of the content, making the material more memorable (Medina, 2008, p. 116). Graphics 1) The first creative graphics decision was to use the montage of time-lapse photos as background for the title pages (0:56, 1:05, so on). These montages bear a slight resemblance to Andy Warhols pop art. Pop art is relevant to the culture of the coffeehouse, which tends to incorporate a modern aesthetic into its culture. Choosing images relevant to the audience's culture matters in a presentation (Duarte, 2008, p. 160). The recurrent appearance of similar, but not identical, pop art theme slides in this video is a type of nonnarrative which compliments the musical material that returns regularly but also incorporates variation (Vernallis, 2004, p.20.) 2) The second creative graphics decision was to have photos of two different baristas presenting coffee to the audience, who sees the baristas from the customers perspective. One such image (0:50) highlights the service aspect of the work, while another (4:45) draws the viewer into the community of the coffeehouse. The images of two separate baristas creates a visual rhyme (Vernallis, 2004, p. 188) which reinforces the feeling of community suggested in the second

image. The emotional arousal of being welcomed into a community, is intended to help the audience remember the video's main themes (Medina, 2008, p. 79). 3) The third decision was to fade the photos on the title (0:56, 1:05, so on) and acknowledgement (4:47) pages. By doing so, the photos do not overwhelm the message displayed in the text, because backgrounds should never compete with content (Duarte, 2008, p. 118). The title slides, despite being distinct from the content slides, lend consistency with the content by displaying an overview of the instructions that follow (Williams, 2008, p. 64). Text 1) The first creative text decision was to keep the text close to the action that the text describes (1:38, for example). This helps the text lend itself to quick processing (Duarte, 2008, p. 140), because students learn better when corresponding words and pictures are presented near to each other (Medina, 2008, p. 210). 2) The second decision was minimize written text throughout the video. The images of each process are central to the content. This is because we learn and remember best through pictures, not through written or spoken words (Medina, 2008, p. 240). It was necessary to have some textual description of each action, but the minimalistic text will be processed by the audience faster and the meaning internalized better (Reynolds, 2008, Authors @ Google video). 3) The third decision was to use printed text instead of a voice over. This is because students learn better from words and pictures than from words alone (Medina, 2008, p. 210). The decision in the context of the video may be seen as contradictory to the recommendation that one should describe complex visuals with words in audio narration rather than with on-screen text (Clark, 2008, p. 106), however that is specifically for complex visuals, whereas the images in this video are relatively simple. The audio component of the video serves to carry the viewer along on a wave of sensory experience, while remaining connected to the visual. The music even solidifies the connection to the visual because each image's reappearance against the musical line...creates patternings. By providing a mnemonic device, music's formal grid contributes to the structure (Vernallis, 2004, p. 188).

Layout 1)The first creative layout decision was to balance the rather wordy customer quotations by making the text secondary to the photo of the customer associated with the quotation (4:05, 4:14). These two slides foster a connection between the customer and the viewer (Duarte, 2008, p. 149). Audience members may not remember details of each quotation, but they may remember the customers faces and the meaning conveyed by the text, as emotional arousal

focuses attention on the 'gist' of an experience at the expense of peripheral details (Medina, 2008, p. 83). 2) The second decision was to have the text appear above and to the left of most of the images (0:33, for example). This makes use of the Western reading patterns to draw the eye towards the action (Duarte, 2008, p. 96) and enhance the link between the instruction and the action (Medina, 2008, p. 210). 3) The third decision was the use of the pop art slides (0:56, 1:05, so on). Although these slides have been mentioned before in creative decisions, their use conveys much. In this case, the slides function as an instructional device; they offer a visual preview of the material that is about to be presented (Clark, 2008, p. 167). The demonstrations that follow the pop art slides offer the audience more detail, but only show key moments (McCloud, 2006, p. 14). Measurement The success of the video in meeting the learning objectives can be measured 1) by the time that new baristas take to master the new techniques that are introduced in the video (such measurements would require data from training sessions before and after the video is introduced as part of training) 2) in the confidence (self-assessed) that viewers have in approaching the new techniques 3) and by changes in results of existing performance tests. Performance tests can consist of asking a barista to make a specific drink for one of the trainers or managers, or simulating the demands of working in a cafe at a busy time of day. The expectation is that within 6 to 8 weeks baristas who have viewed the video will have mastered the techniques demonstrated in the video and will be able to maintain mastery, even in stressful situations. (Currently, mastery can take about 8-12 weeks). Reviews 1) What do you think of the music I have chosen for the first and last sections of the video? What would you change about it? One reviewer liked the music, one found it too sad, and the third was not clear. The final music choice is more cheerful (and complete) than the original.

2)In general, is the pace of the video too quick or too slow?

Two reviewers recommended shortening the quotation slides. I reduced the time to eight seconds. Another suggested reducing the words in the quotations themselves, but I felt that they contained valuable information, and left them alone. 3) Is the instruction clear? Please point out sections of the video that you think are confusing or disjointed. What could I do to make those sections clear to you? For clarity, one reviewer recommended showing more steps to each process. Instead of this, I changed the text in hopes of making more sense. 4) Regarding text - a) Does the font work? Would you prefer a more tradition font? b) The text kind of jumps around from slide to slide - is it hard to follow? What do you suggest I do to make the relationship between the text and the images more focused? One reviewer thought that the left-justified slides seemed orphaned. I changed the size of the photos in the slides and moved the font in closer. 5) Are the transitions from one section to another too choppy? What can I do to make the sections flow into one another? One suggestion was to give the instruction first, then give the customer quotations. The quotations are now toward the end, where they were originally in the SCoRE sequencing.

References Abela, A. (2008). Advanced Presentations by Design: Creating Communication That Drives Action. San Fransisco: Pfeifer. Clark, R.C. (2008). Building Expertise: Cognitive Methods for Training and Performance Improvement. San Fransisco: Pfeifer. Duarte, N. (2008). slide:ology: the art and science of creating great presentations. Sebastopol: O'Reilly. McCloud, S. (2006). Making Comics: Storytelling Secrets of Comics, Manga and Graphic Novels. New York: Harper. Medina, J. (2008). Brain Rules: 12 principles for surviving and thriving at work, home, and school. Seattle: Pear Press. Reynolds, G. (2008, March 28). Authors @ Google: Garr Reynolds [online video]. Retrieved from http://www.youtube.com/watch?v=DZ2vtQCESpk&feature=player_embedded Vernallis, C. (2004). Experiencing Music Video: Aesthetics and Cultural Context. New York: Columbia University Press. Williams, R. (2008). The Non-Designer's Design Book (Third ed.). Berkeley: Peachpit Press.

Worksheet A.1a. Audience Personality Type

Audience Novice Baristas Personality Type All types Introverts, Extroverts, Feeling, Judging, Sensing, Thinking, Perceivers, Intuitives

Worksheet A.1b. Audience Personality Implications

Instructional Product (presentation or job aid) Implications Story or person centered (for Feelers) Big picture address the reasons for the presentation (for Intuitors) Individual practice of techniques (for Introverts) Guided or group practice (for Extroverts) Printable job aid could be created (for Sensors) Conclusions provided up front (for Judgers) Other considerations/options referenced (for Perceivers) Data for Thinkers (not applicable in this presentation)

Worksheet A.2. From-To Think-Do Matrix

Think

From chain mentality its just pushing a button, or the syrups are what make the coffee good. Espresso is strong coffee and a latte is hot milk added to strong coffee. Put coffee and hot milk in a cup and unceremoniously set the thing down on the counter to be picked up.

Do

To The right combination of bean quality, grind and technique come together to produce a smooth, rich flavored espresso. For people who want something in addition to the coffee, properly steamed and poured milk can be delicious and visually appealing. Carefully craft an espresso that goes well beyond the small strong black coffee. Show the customer your appreciation by pouring an attractive latte that theyll enjoy.

Worksheet A.3. Audience Problem

Instructional need: Quality espresso/latte for high end coffeehouse Learning gap to address: learners are either completely inexperienced (need to be taught from scratch) or have previously worked for a coffee chain (need additional training for technique, may need to be taught the reason for and meaning of our approach to quality). Why address this gap: Denver has a great coffee culture, one of the most highly respected in the US. Denver coffee consumers are discerning and demanding. Educating baristas will serve this demand in the coffee-drinking community.

Worksheet A.4. Spectrum of Solution Contributions

1.Recognize that there's a problem: Denver has a discerning coffee customer base, and a shortage of well-trained baristas. 2.Help define the problem: Untrained or chain trained baristas are not up to the standards of our cafe. 3.Help define the solution space: Our cafe has high quality standards, and we use traditional techniques developed in Italy. 4.Solve part of the problem: Demonstrate and practice the proper technique. 5.Solve the whole problem: Demonstrate and practice the proper technique and instill a mindset devoted to quality through craft and honoring the individuality of the customer and the barista. It's not just caffeine! It's not just a drink!

Worksheet A.5. Solution Evaluation

Option 1 Evaluation Criteria Performance testing Measure time to master techniques

Option 2

Option 3

Use video, followed by inperson training, individual practice Baristas should demonstrate higher level of quality, performance and motivation Time to master the techniques should be reduced over other options

Use in-person training, individual practice without the video Baseline no change

Show the video and let them practice as they go. Baristas would demonstrate a lower level of quality, performance and motivation Time to master techniques would be increased compared to other options

Baseline no change

Worksheet A.6. List of Evidence

Evidence Anecdotes related to customer appreciation of quality (include customer photos) Include lots of images of process, as well as finished product Emphasize the reasons for doing things, including customer care this video alone won't teach technique

Worksheet A.7 Stakeholder Analysis

Who will be impacted by the success or failure of this instructional product? What is their role in the success or failure of this instructional product? How will they be impacted if the instructional product is a success (i.e., learners achieve learning objectives)? How will they be impacted if the instructional product is a failure (i.e., learners do not achieve learning objectives)?

Learners

Cafe Managers/Owners

Quality of work , customer service enjoyment of work They will adopt a positive attitude toward customer service and quality of work. They will master techniques in less time They will not adopt a positive attitude toward service or quality. They will take longer to master techniques

Increase in revenue, good customer loyalty and word of mouth advertising

Managers/Owners will see an increase in the above, and have a lexicon for discussing quality, service and technique with employees

Managers/Owners will see no change or a decline in the above, and have inadequate ability to communication with employees regarding quality, service and technique

Presentation Prowess Checklist

Please complete this checklist, and submit it with your final Presentation Prowess project.

Name: Kay Miller

A. Components submitted prior to final project

Completed? (Y or N)

Project Element

# of Points Possible

Memo (less than one page in length) of intent regarding context, content, and anticipated format. Due 4/4. By the due date, draft presentation is posted for peer review with a list of five questions to guide peer reviewers. Due 4/18. Two peer reviews completed by due date (2 reviews x 5 points per review). Due 4/21.
Total

10

20

B. Presentation ~ Draft for peer review due 4/18; final version due 4/25

Completed? (Y or N)

Project Element

# of Points Possible

Y Y

Teaches somebody something (i.e., is instructional, not simply informational). Is either in the format of a (a) pecha kucha (20 images/slides, 20 seconds per

5 5

image/slide), or (b) music video.

Speaks for itself (i.e., does not require a human at a podium to explain the message). Can be delivered on a big screen in a physical space or via a computer screen.
Total

3 16

C. Design Document ~ Due 4/25

Completed? (Y or N)

Project Element

# of Points Possible

Sections 1 through 7: Complete, following project directions. Note: There have been consistent issues with a few of these sections, so please doublecheck the following:

AudienceIs Abelas approach to determining audience characteristics referenced? Is it clear how the audience characteristics influence design decisions? Learning ObjectivesAre measurable learning objectives listed? Do the learning objectives address change in the learnerswhat learners will do differently as a result of the presentation? AnecdotesAre anecdotes shared that influence the story told by the presentation?
5

Sequencing Section: Following the project directions, design decisions related to sequencing (following Abelas S.C.o.R.E. method) are clearly described and supported by our readings.

Check off completed items:

Y Y Y Y Y

Three creative, significant design decisions are shared. Each design decision is supported by at least two unique citations. Application of Abelas S.C.o.R.E. method is described. Design decisions are numbered. Location in presentation of where each design decision is instantiated is provided.
5

Graphics Section: Following the project directions, design decisions related to graphics are clearly described and supported by our readings.

Check off completed items:

Y Y Y Y

Three creative, significant design decisions are shared. Each design decision is supported by at least two unique citations. Design decisions are numbered. Location in presentation of where each design decision is instantiated is provided.
5

Text Section: Following the project directions, design decisions related to text are clearly described and supported by our readings. Note: Text-related design decisions also include what content is shared via text: narration, music lyrics, dialogue, and so on.

Check off completed items:

Y Y Y

Three creative, significant design decisions are shared. Each design decision is supported by at least two unique citations. Design decisions are numbered.

Location in presentation of where each design decision is instantiated is provided.

5

Layout Section: Following the project directions, design decisions related to layout are clearly described and supported by our readings.

Check off completed items:

Y Y Y Y

Three creative, significant design decisions are shared. Each design decision is supported by at least two unique citations. Design decisions are numbered. Location in presentation of where each design decision is instantiated is provided.
3

Measurement Section: Determinants/measurements of presentation success (in terms of the presentation filling the instructional need) are clearly described. Check off completed items:

Y Y

Clear connection to learning objectives is provided. Approach to measuring whether the learning objectives have been achieved as a result of the presentation is described (regardless of whether measurement is possible).
3

Results of the Peer Review: Shared, and revisions based on those results are described.

Check off those items completed:

Y Y

Specific results of peer review are provided. Description of how results for each question were addressed or not addressed is provided.
5

Abelas Appendix A Worksheets: Completed in advance of building actual slides and included as a Design Document appendix. Specific Authors are Cited: Abela, Duarte, Reynolds, Medina, and Vernallis (you are also welcome to cite Tufte, Roam, and McCloud if applicable to your work).
Total

39