2.2 Profiling Your Reader for Effective Communication

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Technical communication is an audience-centered means of communication that provides readers with clear, concise, and easily accessible information so they understand both the author’s purpose and the document’s usefulness, and respond accordingly. The technical writers and readers share an important relationship. The writer recognizes, respects, and addresses the importance of the audience’s time by communicating information that is understandable, relevant, and useful. The writer strives for effective and efficient communication by providing documents written in specific formats and using dynamic and precise language to convey accessible information. The reader in turn thoroughly processes the information to give a thoughtful response or take appropriate action (Beilfuss et al, 2019). Hence, the communication’s usefulness is determined by the degree to which its readers can use it to perform their tasks. Communication must be useful from the reader’s perspective.

In workplace communication, it is important to focus on what your readers need, value, and find useful. Today, people do not have time to read unnecessary information, so it is crucial to determine exactly what your readers need to know and how they prefer to receive that information. As you write, present, or design your message, concentrate on providing the information your readers need in ways that are most useful to them (Sheehan, 2018).

Another important consideration is the growing significance of global communication through electronic networks. In technical fields, you will often communicate with individuals who come from diverse cultures, speak different languages, and hold different expectations. In today’s digital workplace, internet has made global communication commonplace. This chapter will guide you in understanding your readers and the contexts in which they will read your technical documents.

Know Your Reader: A Guide to Audience Analysis

In technical communication, documents are developed to cater to the needs of particular reader types. A reader profile involves examining the specific requirements, backgrounds, skills, and experiences of your readers. Profiling the reader will give you detailed insights into how your audience will utilize your document and the context in which they will use it (Sheehan 2018).

Predicting how someone will respond to your writing or speech is never entirely certain, as their reactions depend on a variety of factors. To improve your accuracy in predicting these responses, consider these guidelines for understanding your readers and their reading preferences.

Guideline 1 | Explain the task your reader needs to accomplish

To create effective communication that assists your reader in a task, it is essential to understand the specific goal the communication will help the reader achieve. This involves focusing on the immediate goal rather than the broader one (Anderson, 2013, p.63). For example, the immediate goal could be choosing the best design for a part, deciding on a supplier for components, or solving a problem in the manufacturing process.

When identifying your reader’s goal, focus on using action verbs that describe practical tasks or actions they will perform, such as “choose,” “decide,” and “solve.” Avoid mental-state verbs, such as “learn,” “know,” or “understand.” This is because readers in professional environments typically read for practical purposes, aiming to achieve specific goals or tasks. While they may need to learn something to accomplish their objectives, it is important to emphasize the actions they will take using that knowledge.

In addition, explain the steps the reader will take to achieve their goal. This explanation will guide your decisions regarding the content and structure of your communication.

Guideline 2 | Determine the main types of information your reader wants from your communication.

The most valuable aspect of a communication product is its ability to provide the reader with the necessary information they require. One effective method to identify this information is to consider the questions the reader would expect from your communication.

To effectively address the reader’s needs in your communication, you must anticipate and answer their potential questions. When establishing your communication objectives, aim to discern the general nature of the reader’s questions to direct your efforts effectively. As discussed earlier in section 1.6, it can be beneficial to determine if the reader will assume the role of a primary audience (decision maker), secondary audience (expert or advisor), agent and implementer, or general audience, as each role entails a distinct set of questions.

Primary Audience or Decision Makers

Primary audience or decision-makers are responsible for determining how the organization will respond to specific choices or problems. They decide on the future course of action for the company. Hence, their questions are typically focused on selecting the best plan of action among alternatives.

Typical Questions asked by Primary Audience or Decision Makers (adapted from Anderson, 2013)

• What are your conclusions? Primary audience or decision-makers want your conclusions, not just the findings you collated or the details about your processes. Conclusions can serve as the basis for decisions; details cannot.
• What do you recommend? Recommendations are based on analysis and synthesis of information, offering a concise path forward that decision-makers can follow to achieve their goals. Primary audience or decision makers usually ask you about a topic because you have special knowledge of it. This knowledge makes your recommendation especially valuable to them.
• What will happen? Primary audience or decision makers are interested in the outcome of recommendations because they want to see the expected results and impacts of following the proposed course of action. How much money will be saved? How much will production increase? How will customers react? Understanding the potential outcomes allows them to assess the risks and benefits associated with the recommendation and make informed decisions.

Secondary Audience or Experts and Advisers

The secondary audience or technical advisers are experts in specific fields. They provide guidance and advice to decision-makers who use this input to determine the organization’s actions. Experts and advisers play a crucial role in ensuring that technical decisions are well-informed and aligned with best practices in their field. Unlike decision-makers, advisers are highly interested in details. They analyze and evaluate the evidence supporting your overall conclusions, recommendations, and projections.

Busy managers often have their engineers, accountants, and other experts advise them on technical considerations, and thus experts often influence decisions even when they don’t have decision-making responsibility. Advisers and experts typically ask questions that delve deep into the specifics of a situation or problem.

Typical Questions asked by Secondary Audience or Experts and Advisors (adapted from Anderson, 2013)

• What are the causes or underlying factors contributing to the issue?
• Did you use a reasonable method to obtain your results?
• Do your data really support your conclusions?
• Did you assess the feasibility and practicality of the proposed solutions?
• Have you missed or overlooked anything important?
• Have you explored alternative solutions to address the problem?
• What are the potential risks or drawbacks associated with each option?
• If your recommendation is followed, what will be the effect on other departments?
• What kinds of problems are likely to arise?

Agents and Implementers

Agents and implementers are individuals or groups responsible for carrying out the recommendations or decisions made based on the technical information provided. They are the ones who put plans into action and execute the strategies outlined in technical documents. These implementers can include various stakeholders such as technicians, project managers, developers, or any other individuals involved in the practical application of technical information. Their role is crucial in translating ideas and plans into tangible outcomes.

Agents and implementers typically ask questions that help them understand how to execute tasks efficiently and effectively.

Typical Questions asked by Agents and Implementers (adapted from Anderson, 2013)

• What do you want me to do?
• Are there specific steps or procedures to follow in carrying out the task?
• Why do you want me to do it?
• Am I going to receive feedback or clarification during the execution of the task to ensure I am on the right track?
• How much freedom do I have in deciding how to do this?
• Do I need to collaborate or coordinate with other team members or departments?
• What’s the deadline?

Guideline 3 | Explain how your reader will search for the information.

It is important for readers to find information easily in technical communication. Steve Krug’s book Don’t Make Me Think (2006) interestingly captures readers’ desire to spot the information quickly and easily. Krug focuses on web usability and design principles that can be rightly applied to technical documents. Krug emphasizes that readers in the technical workplace prefer to focus on the content of a website or any other communication, rather than spending time figuring out where the content is.

Readers search for information in the following ways:

• Thorough, sequential reading – provide the hierarchical structure before discussing details.
• Reading instructions – use lists and bullet points
• Reading for key points only – use clear headings, subheadings, bold or italic text
• Provide a glossary of technical terms used in the document
• Reference reading – detailed table of contents, indexes, and appendices
• Use cross-references to direct readers to related sections within the document or to external sources (hyperlinks in digital documents) for more information.
• Include graphics and visual aids to illustrate complex concepts and generate interest

Guideline 4 | Plan of useful. Provide the exact content your readers need.

To ensure your communication is useful, your first task is to ensure it is complete. Include all necessary information that your readers require to perform their tasks. Remember, readers cannot imagine or create the content and cannot use information that is not provided.

1) Identify your readers’ questions and sub-questions.

• Anticipate the questions your readers will ask while reading your communication.
• To make communication useful to the readers, include answers to the typical questions asked by your readers, as discussed in Guideline 2.

2) Follow a superstructure (genre) to guide you in creating a useful document

• In the technical workplace, you should follow conventional patterns when constructing your communications. These patterns are sometimes called genres or superstructures
• Your situation and the communication you create will closely resemble those faced by others.
• Superstructures provide a framework for organizing and presenting information. It helps you to understand the expectations and conventions of the specific type of document they are creating, such as manuals, reports, or instructions.
• Superstructures also influence the tone, style, and level of formality appropriate for the audience. By adhering to the conventions of the genre, you can effectively communicate complex information to your readers.

3) Avoid including information your readers don’t require

• Refrain from adding information simply because it is interesting or appears to showcase knowledge. This kind of information can make it harder for readers to find and use the information they actually need.
• It can distract or confuse the audience and lead to less effective communication overall.

Refer to the OUTLINING YOUR COMMUNICATION’S GOALS – A guide for technical communication at the end of Chapter 2.3 to apply the strategies to your technical writing.

References

Anderson, P. V. (2013). Technical communication. Cengage Learning.

Beilfuss, M. J., Bettes, S., & Peterson, K. (2019). Technical and professional writing genres. https://doi.org/10.22488/okstate.19.000001

Krug, S. (2006). Don’t Make Me Think (2nd ed.). Berkeley, CA: New Riders.

Nicieja, K. (n.d.). Writing great specifications. O’Reilly Online Learning. https://www.oreilly.com/library/view/writing-great specifications/9781617294105/OEBPS/Text/kindle_split_009.html