markdown formatting
This commit is contained in:
Anton
parent
4928a1566f
commit
cc6e7cd732
|
|
@ -1,9 +1,10 @@
|
|||
# CONCEPTUAL RULES
|
||||
|
||||
_Conceptual rules_ help to clearly relay content by using an appropriate
|
||||
storyline. They comprise the first part of this guide with the rule sets [SAY](01-say.md) and [STRUCTURE](02-structure.md).
|
||||
storyline. They comprise the first part of this guide with the rule sets
|
||||
[SAY](01-say.md) and [STRUCTURE](02-structure.md).
|
||||
|
||||
The conceptual rules are based on the work of authors such as
|
||||
Barbara [Minto](https://www.amazon.com/Pyramid-Principle-Logic-Writing-Thinking/dp/0273710516).
|
||||
The conceptual rules are based on the work of authors such as Barbara
|
||||
[Minto](https://www.amazon.com/Pyramid-Principle-Logic-Writing-Thinking/dp/0273710516).
|
||||
Their wide acceptance stems from their scientific, experimental, and practical
|
||||
experience basis.
|
||||
|
|
|
|||
|
|
@ -11,9 +11,15 @@ language: en-US
|
|||
|
||||
# Data Visualization Guide for Presentations, Reports, and Dashboards
|
||||
|
||||
_Based on [International Business Communication Standards](https://www.ibcs.com/standards/) 1.1 by [IBCS Association](https://www.ibcs.com/), licensed under [CC BY-SA 4.0](https://creativecommons.org/licenses/by-sa/4.0/). Adapted for the web and other formats by [Anton Zhiyanov](https://antonz.org/)._
|
||||
_Based on [International Business Communication
|
||||
Standards](https://www.ibcs.com/standards/) 1.1 by [IBCS
|
||||
Association](https://www.ibcs.com/), licensed under [CC BY-SA
|
||||
4.0](https://creativecommons.org/licenses/by-sa/4.0/). Adapted for the web and
|
||||
other formats by [Anton Zhiyanov](https://antonz.org/)._
|
||||
|
||||
This is a highly practical and example-based guide on visually representing data in reports and dashboards. It is based on the work of authors such as Barbara Minto, Edward Tufte, and Stephen Few.
|
||||
This is a highly practical and example-based guide on visually representing data
|
||||
in reports and dashboards. It is based on the work of authors such as Barbara
|
||||
Minto, Edward Tufte, and Stephen Few.
|
||||
|
||||
The guide consists of seven chapters:
|
||||
|
||||
|
|
@ -25,4 +31,5 @@ The guide consists of seven chapters:
|
|||
6. Ensure visual integrity.
|
||||
7. Apply semantic notation.
|
||||
|
||||
Applied together, they will help you to design concise, clear, and actionable reports.
|
||||
Applied together, they will help you to design concise, clear, and actionable
|
||||
reports.
|
||||
184
docs/01-say.md
184
docs/01-say.md
|
|
@ -3,13 +3,13 @@
|
|||
SAY covers all aspects of conveying messages to the recipients of reports and
|
||||
presentations.
|
||||
|
||||
_Conveying messages_ means that reports and presentations, both as a whole as well
|
||||
as within their individual components, intend to say something to the recipients.
|
||||
Messages in this sense can be determinations, explanations, clarifications,
|
||||
recommendations, and other forms of statements.
|
||||
_Conveying messages_ means that reports and presentations, both as a whole as
|
||||
well as within their individual components, intend to say something to the
|
||||
recipients. Messages in this sense can be determinations, explanations,
|
||||
clarifications, recommendations, and other forms of statements.
|
||||
|
||||
This chapter covers introducing, delivering, supporting, and summarizing messages with
|
||||
respect to the objectives of senders and receivers.
|
||||
This chapter covers introducing, delivering, supporting, and summarizing
|
||||
messages with respect to the objectives of senders and receivers.
|
||||
|
||||
1. [Know objectives](#sa-1-know-objectives)
|
||||
2. [Introduce message](#sa-2-introduce-message)
|
||||
|
|
@ -26,24 +26,23 @@ Good reports (presentations) successfully achieve both the goals of the writer
|
|||
|
||||
|
||||
|
||||
Do not start creating a report or presentation without a clear vision of
|
||||
what to achieve with it. The least goal is to inform about an
|
||||
interesting detection. A higher goal is to make the reader (audience)
|
||||
understand a problem by explaining it. The ultimate goal is to get a
|
||||
decision on a suggestion provided and to cause corresponding actions.
|
||||
Do not start creating a report or presentation without a clear vision of what to
|
||||
achieve with it. The least goal is to inform about an interesting detection. A
|
||||
higher goal is to make the reader (audience) understand a problem by explaining
|
||||
it. The ultimate goal is to get a decision on a suggestion provided and to cause
|
||||
corresponding actions.
|
||||
|
||||
## SA 1.2 Know target audience
|
||||
|
||||
|
||||
|
||||
A good report (presentation) will try to answer the questions of the
|
||||
readers (audience). So it is important to know the target audience (e.g.
|
||||
their function, position, network, knowledge, experience, attitude,
|
||||
behavior, worries, cultural background) and their goals, preferences,
|
||||
and expectations. Do they only want to get informed about
|
||||
interesting detections, or are they looking for an explanation to a
|
||||
problem? Are they willing to make decisions and to act accordingly? Who
|
||||
might object to the message and why?
|
||||
A good report (presentation) will try to answer the questions of the readers
|
||||
(audience). So it is important to know the target audience (e.g. their function,
|
||||
position, network, knowledge, experience, attitude, behavior, worries, cultural
|
||||
background) and their goals, preferences, and expectations. Do they only want
|
||||
to get informed about interesting detections, or are they looking for an
|
||||
explanation to a problem? Are they willing to make decisions and to act
|
||||
accordingly? Who might object to the message and why?
|
||||
|
||||
## SA 2 Introduce message
|
||||
|
||||
|
|
@ -55,30 +54,29 @@ given message.
|
|||
|
||||
|
||||
|
||||
Mapping the situation means compiling and presenting the related facts.
|
||||
Be sure to cover all relevant aspects and obtain a general consensus
|
||||
concerning the facts. In general, this means not yet describing the
|
||||
given problem but presenting facts and goals already known to the reader
|
||||
or audience. It is advisable to begin with a positive and generally
|
||||
accepted description of the situation in order to prevent early
|
||||
contradictions.
|
||||
Mapping the situation means compiling and presenting the related facts. Be sure
|
||||
to cover all relevant aspects and obtain a general consensus concerning the
|
||||
facts. In general, this means not yet describing the given problem but
|
||||
presenting facts and goals already known to the reader or audience. It is
|
||||
advisable to begin with a positive and generally accepted description of the
|
||||
situation in order to prevent early contradictions.
|
||||
|
||||
## SA 2.2 Explain problem
|
||||
|
||||
|
||||
|
||||
After mapping the situation, introduce the challenge or complication,
|
||||
affecting the reader or the audience. It should make everyone aware of
|
||||
an interesting, critical, or even dangerous problem.
|
||||
After mapping the situation, introduce the challenge or complication, affecting
|
||||
the reader or the audience. It should make everyone aware of an interesting,
|
||||
critical, or even dangerous problem.
|
||||
|
||||
## SA 2.3 Raise question
|
||||
|
||||
|
||||
|
||||
A good introduction raises the relevant question from the perspective of
|
||||
the recipient of how to solve the complication in the described
|
||||
situation. The question at the beginning of each report or presentation
|
||||
then leads to the message, i.e. the answer to the question.
|
||||
A good introduction raises the relevant question from the perspective of the
|
||||
recipient of how to solve the complication in the described situation. The
|
||||
question at the beginning of each report or presentation then leads to the
|
||||
message, i.e. the answer to the question.
|
||||
|
||||
## SA 3 Deliver message
|
||||
|
||||
|
|
@ -90,122 +88,116 @@ presentation later explains in detail.
|
|||
|
||||
|
||||
|
||||
Messages in reports and presentations can detect, evaluate, explain,
|
||||
warn, complain, threaten, excuse, suggest, or recommend something
|
||||
interesting. Make sure to deliver these messages in a complete sentence
|
||||
in order to be understood.
|
||||
Messages in reports and presentations can detect, evaluate, explain, warn,
|
||||
complain, threaten, excuse, suggest, or recommend something interesting. Make
|
||||
sure to deliver these messages in a complete sentence in order to be understood.
|
||||
|
||||
Today, many messages in business reporting are pure _detections_.
|
||||
Since detections are statements that can be checked whether they are
|
||||
true or false, they should be formulated as precisely as possible.
|
||||
Today, many messages in business reporting are pure _detections_. Since
|
||||
detections are statements that can be checked whether they are true or false,
|
||||
they should be formulated as precisely as possible.
|
||||
|
||||
Explaining the reasons for a detection (_explanation_) or even
|
||||
deriving a _suggestion_ on how to solve the problem or at least
|
||||
on how to further proceed can add value.
|
||||
Explaining the reasons for a detection (_explanation_) or even deriving a
|
||||
_suggestion_ on how to solve the problem or at least on how to further proceed
|
||||
can add value.
|
||||
|
||||
|
||||
|
||||
This figure shows a classification of messages with examples
|
||||
from the business environment (Source: Hichert, R. and Kornwachs, K.)
|
||||
This figure shows a classification of messages with examples from the business
|
||||
environment (Source: Hichert, R. and Kornwachs, K.)
|
||||
|
||||
## SA 3.2 Say message first
|
||||
|
||||
|
||||
|
||||
Every report, every presentation, and every single page or exhibit can be
|
||||
summed up with a clear overall message. This message usually comes first
|
||||
and is proven afterwards. For the readers or the audience it is more
|
||||
difficult to follow the storyline if the message comes at the end.
|
||||
Every report, every presentation, and every single page or exhibit can be summed
|
||||
up with a clear overall message. This message usually comes first and is proven
|
||||
afterwards. For the readers or the audience it is more difficult to follow the
|
||||
storyline if the message comes at the end.
|
||||
|
||||
Be cautious applying this rule in presentations (not in reports) with
|
||||
bad, unexpected, or unpleasant messages (e.g. layoffs) or in a cultural
|
||||
environment, where directness is considered impolite.
|
||||
Be cautious applying this rule in presentations (not in reports) with bad,
|
||||
unexpected, or unpleasant messages (e.g. layoffs) or in a cultural environment,
|
||||
where directness is considered impolite.
|
||||
|
||||
## SA 4 Support message
|
||||
|
||||
_Supporting the message_ covers some technical and practical aspects of
|
||||
message conveyance.
|
||||
_Supporting the message_ covers some technical and practical aspects of message
|
||||
conveyance.
|
||||
|
||||
## SA 4.1 Provide evidence
|
||||
|
||||
|
||||
|
||||
Substantiate the message in order to prove the message by facts and
|
||||
figures. If possible, a presentation slide should itself explain or
|
||||
prove the speaker’s message and not – as very often seen in practice –
|
||||
be explained by the speaker. This can be done by spoken sentences
|
||||
possibly supported by charts, tables, and pictures.
|
||||
Substantiate the message in order to prove the message by facts and figures. If
|
||||
possible, a presentation slide should itself explain or prove the speaker’s
|
||||
message and not – as very often seen in practice – be explained by the speaker.
|
||||
This can be done by spoken sentences possibly supported by charts, tables, and
|
||||
pictures.
|
||||
|
||||
## SA 4.2 Use precise words
|
||||
|
||||
|
||||
|
||||
The more unambiguous the language, the clearer the message. Only precise
|
||||
words will be understood. Speaking about “relevant” or “significant” (in
|
||||
common speech, not as a statistical term) content leads to
|
||||
misinterpretations and misunderstandings. Speaking about facts and
|
||||
figures will prevent them.
|
||||
The more unambiguous the language, the clearer the message. Only precise words
|
||||
will be understood. Speaking about “relevant” or “significant” (in common
|
||||
speech, not as a statistical term) content leads to misinterpretations and
|
||||
misunderstandings. Speaking about facts and figures will prevent them.
|
||||
|
||||
## SA 4.3 Highlight message
|
||||
|
||||
|
||||
|
||||
Visually highlight messages in the communication objects presented –
|
||||
namely in charts, tables, graphs, and pictures. This facilitates
|
||||
comprehension and reduces the time needed to understand complex
|
||||
situations. In most cases, it should be possible to highlight the
|
||||
important parts of the content by underlining the most important facts
|
||||
or emphasizing interesting details. Objects and pages without
|
||||
Visually highlight messages in the communication objects presented – namely in
|
||||
charts, tables, graphs, and pictures. This facilitates comprehension and reduces
|
||||
the time needed to understand complex situations. In most cases, it should be
|
||||
possible to highlight the important parts of the content by underlining the most
|
||||
important facts or emphasizing interesting details. Objects and pages without
|
||||
highlighting indicators tend to be a statistic rather than a report.
|
||||
|
||||
## SA 4.4 Name sources
|
||||
|
||||
|
||||
|
||||
Naming sources for the material presented increases the credibility.
|
||||
Projected slides can omit them but written reports and handouts must
|
||||
include them.
|
||||
Naming sources for the material presented increases the credibility. Projected
|
||||
slides can omit them but written reports and handouts must include them.
|
||||
|
||||
## SA 4.5 Link comments
|
||||
|
||||
|
||||
|
||||
Use comments in written reports and handouts to add explanations,
|
||||
conclusions, and similar statements. Projected slides in presentations
|
||||
rarely need any comments because the comments are given by the speaker.
|
||||
Use comments in written reports and handouts to add explanations, conclusions,
|
||||
and similar statements. Projected slides in presentations rarely need any
|
||||
comments because the comments are given by the speaker.
|
||||
|
||||
Number comments related to specific parts of a page (e.g. words, numbers,
|
||||
or visualization elements) and link them to the respective parts. Post
|
||||
numbered comments in text boxes on free areas of a page. General
|
||||
comments concerning the whole page are not numbered. Post them as a
|
||||
footnote at the bottom of a page.
|
||||
Number comments related to specific parts of a page (e.g. words, numbers, or
|
||||
visualization elements) and link them to the respective parts. Post numbered
|
||||
comments in text boxes on free areas of a page. General comments concerning the
|
||||
whole page are not numbered. Post them as a footnote at the bottom of a page.
|
||||
|
||||
## SA 5 Summarize message
|
||||
|
||||
Conclude a presentation with the overall message, including the next steps and an
|
||||
explanation of the consequences.
|
||||
Conclude a presentation with the overall message, including the next steps and
|
||||
an explanation of the consequences.
|
||||
|
||||
## SA 5.1 Repeat message
|
||||
|
||||
|
||||
|
||||
Avoid the phrase “Thank you for your attention” at the end of a
|
||||
presentation. Instead, presenters should briefly sum up their message
|
||||
one last time – in one sentence, if possible. At the conclusion of a
|
||||
successful presentation, the audience will be thanking the presenters
|
||||
for the information. Repeating the message from the beginning of a
|
||||
presentation at the end helps the audience check the quality of the
|
||||
storyline and brings the presentation full circle. In reports, on the
|
||||
other hand, such repetition is not necessary as the reader can quickly
|
||||
browse back to the respective summary at the beginning.
|
||||
Avoid the phrase “Thank you for your attention” at the end of a presentation.
|
||||
Instead, presenters should briefly sum up their message one last time – in one
|
||||
sentence, if possible. At the conclusion of a successful presentation, the
|
||||
audience will be thanking the presenters for the information. Repeating the
|
||||
message from the beginning of a presentation at the end helps the audience check
|
||||
the quality of the storyline and brings the presentation full circle. In
|
||||
reports, on the other hand, such repetition is not necessary as the reader can
|
||||
quickly browse back to the respective summary at the beginning.
|
||||
|
||||
## SA 5.2 Explain consequences
|
||||
|
||||
|
||||
|
||||
Conclude reports and presentations with proposals for decisions to be
|
||||
taken and an explanation of their consequences. This is the real
|
||||
objective of a presentation: Convince the audience of both the message
|
||||
and the suggested steps to be taken next.
|
||||
Conclude reports and presentations with proposals for decisions to be taken and
|
||||
an explanation of their consequences. This is the real objective of a
|
||||
presentation: Convince the audience of both the message and the suggested steps
|
||||
to be taken next.
|
||||
|
||||
[Organize content →](02-structure.md)
|
||||
|
|
|
|||
|
|
@ -1,17 +1,19 @@
|
|||
# STRUCTURE – Organize content
|
||||
|
||||
STRUCTURE covers all aspects of organizing the content of reports and presentations.
|
||||
STRUCTURE covers all aspects of organizing the content of reports and
|
||||
presentations.
|
||||
|
||||
_Organizing the content_ means that reports and presentations follow a logical
|
||||
structure forming a convincing storyline.
|
||||
|
||||
This chapter covers using consistent elements, building non-overlapping elements,
|
||||
building collectively exhaustive elements, building hierarchical structures, and
|
||||
visualizing their structure properly.
|
||||
This chapter covers using consistent elements, building non-overlapping
|
||||
elements, building collectively exhaustive elements, building hierarchical
|
||||
structures, and visualizing their structure properly.
|
||||
|
||||
1. [Use consistent elements](#st-1-use-consistent-elements)
|
||||
2. [Build non-overlapping elements](#st-2-build-non-overlapping-elements)
|
||||
3. [Build collectively exhaustive elements](#st-3-build-collectively-exhaustive-elements)
|
||||
3. [Build collectively exhaustive
|
||||
elements](#st-3-build-collectively-exhaustive-elements)
|
||||
4. [Build hierarchical structures](#st-4-build-hierarchical-structures)
|
||||
5. [Visualize structure](#st-5-visualize-structure)
|
||||
|
||||
|
|
@ -26,78 +28,74 @@ wordings, and the appearance of symbols and pictures.
|
|||
|
||||
|
||||
|
||||
Items in a group should be of the same type, i.e. consistent. Consistent
|
||||
items can be different types of cars, houses, traffic signs, or – as
|
||||
shown in Figure ST 1.1, on the right hand side – different national
|
||||
flags representing the corresponding nations. The left hand side of this
|
||||
figure includes other types of items besides national flags, destroying
|
||||
the consistency.
|
||||
Items in a group should be of the same type, i.e. consistent. Consistent items
|
||||
can be different types of cars, houses, traffic signs, or – as shown in Figure
|
||||
ST 1.1, on the right hand side – different national flags representing the
|
||||
corresponding nations. The left hand side of this figure includes other types of
|
||||
items besides national flags, destroying the consistency.
|
||||
|
||||
## ST 1.2 Use consistent types of statements
|
||||
|
||||
|
||||
|
||||
A list of statements will be easier to understand if all statements are
|
||||
of the same type. The right hand side of Figure ST 1.2 shows four
|
||||
suggestions. By contrast, on the left-hand side of this figure the third
|
||||
statement is a detection, not a suggestion.
|
||||
A list of statements will be easier to understand if all statements are of the
|
||||
same type. The right hand side of Figure ST 1.2 shows four suggestions. By
|
||||
contrast, on the left-hand side of this figure the third statement is a
|
||||
detection, not a suggestion.
|
||||
|
||||
## ST 1.3 Use consistent wording
|
||||
|
||||
|
||||
|
||||
Structure all phrases – especially in listed arrangements – in a
|
||||
grammatically consistent manner to facilitate quicker understanding. The
|
||||
right hand side of Figure ST 1.3 shows a group of four consistent
|
||||
suggestions, an imperative verb paired with a noun. By contrast, on the
|
||||
left hand side of this figure the second suggestion uses verbal
|
||||
substantive instead of an imperative.
|
||||
Structure all phrases – especially in listed arrangements – in a grammatically
|
||||
consistent manner to facilitate quicker understanding. The right hand side of
|
||||
Figure ST 1.3 shows a group of four consistent suggestions, an imperative verb
|
||||
paired with a noun. By contrast, on the left hand side of this figure the second
|
||||
suggestion uses verbal substantive instead of an imperative.
|
||||
|
||||
## ST 1.4 Use consistent visualizations
|
||||
|
||||
|
||||
|
||||
Visualizations such as symbols and pictures that are uniform in respect
|
||||
to their layouts, colors, forms, fonts, etc. – especially in listed
|
||||
arrangements – facilitate faster and easier comprehension.
|
||||
Visualizations such as symbols and pictures that are uniform in respect to their
|
||||
layouts, colors, forms, fonts, etc. – especially in listed arrangements –
|
||||
facilitate faster and easier comprehension.
|
||||
|
||||
## ST 2 Build non-overlapping elements
|
||||
|
||||
Elements belonging to a group should not overlap, i.e. they should be disjoint or
|
||||
mutually exclusive. This concerns practical applications such as report
|
||||
Elements belonging to a group should not overlap, i.e. they should be disjoint
|
||||
or mutually exclusive. This concerns practical applications such as report
|
||||
structures, business measures, or structure dimensions.
|
||||
|
||||
## ST 2.1 Build non-overlapping report structures
|
||||
|
||||
|
||||
|
||||
Structure reports and presentations in such a way that the parts,
|
||||
chapters, sections, and paragraphs do not overlap. They should not cover
|
||||
the same aspects.
|
||||
Structure reports and presentations in such a way that the parts, chapters,
|
||||
sections, and paragraphs do not overlap. They should not cover the same aspects.
|
||||
|
||||
In Figure ST 2.1, on the left hand side, the following chapters of a
|
||||
project description overlap:
|
||||
In Figure ST 2.1, on the left hand side, the following chapters of a project
|
||||
description overlap:
|
||||
|
||||
- expenses and costs
|
||||
- schedule, steps, milestones, and calendar
|
||||
- objective, results, and achievements
|
||||
|
||||
At first glance, the six terms on the right hand side of this figure have
|
||||
no overlap in their logical structure. Of course, a relationship exists
|
||||
between the _cost_, the _results_, and the
|
||||
_schedule_ of a project, but in regards to the content of the
|
||||
chapters this is not an overlap.
|
||||
At first glance, the six terms on the right hand side of this figure have no
|
||||
overlap in their logical structure. Of course, a relationship exists between the
|
||||
_cost_, the _results_, and the _schedule_ of a project, but in regards to the
|
||||
content of the chapters this is not an overlap.
|
||||
|
||||
## ST 2.2 Build non-overlapping business measures
|
||||
|
||||
|
||||
|
||||
Structure a group of business measures in lists or calculations in a way
|
||||
they do not overlap, i.e. business measures on one hierarchical level
|
||||
should be disjoint or mutually exclusive.
|
||||
Structure a group of business measures in lists or calculations in a way they do
|
||||
not overlap, i.e. business measures on one hierarchical level should be disjoint
|
||||
or mutually exclusive.
|
||||
|
||||
Looking at Figure ST 2.2, on the left hand side, the following business
|
||||
measures overlap
|
||||
Looking at Figure ST 2.2, on the left hand side, the following business measures
|
||||
overlap
|
||||
|
||||
- _material costs_ and _costs of goods sold_
|
||||
- _depreciation_ and _fixed costs_
|
||||
|
|
@ -108,42 +106,43 @@ The calculation scheme on the right hand side has been cleaned up.
|
|||
|
||||
|
||||
|
||||
The elements of the _structure dimensions_ used in reports and presentations should not overlap, i.e.
|
||||
the elements of a structure dimension should be disjoint or mutually
|
||||
exclusive.
|
||||
The elements of the _structure dimensions_ used in reports and presentations
|
||||
should not overlap, i.e. the elements of a structure dimension should be
|
||||
disjoint or mutually exclusive.
|
||||
|
||||
Looking at Figure ST 2.3 on the left hand side, the regions _Norway,
|
||||
Sweden, Denmark,_ and _Finland_ overlap with _Scandinavia_.
|
||||
Looking at Figure ST 2.3 on the left hand side, the regions _Norway, Sweden,
|
||||
Denmark,_ and _Finland_ overlap with _Scandinavia_.
|
||||
|
||||
## ST 3 Build collectively exhaustive elements
|
||||
|
||||
A list of elements is considered to be exhaustive when they cover all aspects of
|
||||
a superordinate topic. For example, dividing _Europe_ into
|
||||
_Germany_, _Austria_, _Switzerland_, and _Belgium_
|
||||
is not exhaustive because other countries also belong to Europe.
|
||||
a superordinate topic. For example, dividing _Europe_ into _Germany_, _Austria_,
|
||||
_Switzerland_, and _Belgium_ is not exhaustive because other countries also
|
||||
belong to Europe.
|
||||
|
||||
Structures with mutually exclusive (ME) and collectively exhaustive (CE) elements
|
||||
are known as MECE structures.
|
||||
Structures with mutually exclusive (ME) and collectively exhaustive (CE)
|
||||
elements are known as MECE structures.
|
||||
|
||||
## ST 3.1 Build exhaustive arguments
|
||||
|
||||
|
||||
|
||||
If some important arguments relating to a specific question are left out,
|
||||
the given answer will not be convincing.
|
||||
If some important arguments relating to a specific question are left out, the
|
||||
given answer will not be convincing.
|
||||
|
||||
Looking at Figure ST 3.1 on the left hand side the option “_old
|
||||
products, new location_” is missing.
|
||||
Looking at Figure ST 3.1 on the left hand side the option “_old products, new
|
||||
location_” is missing.
|
||||
|
||||
## ST 3.2 Build exhaustive structures in charts and tables
|
||||
|
||||
|
||||
|
||||
|
||||
The elements of structures presented in charts and tables should also be
|
||||
exhaustive, in other words, adding up to one hundred percent.
|
||||
|
||||
In many practical applications of this kind, adding a remainder element
|
||||
(“rest of…”) helps to conform to this rule.
|
||||
In many practical applications of this kind, adding a remainder element (“rest
|
||||
of...”) helps to conform to this rule.
|
||||
|
||||
## ST 4 Build hierarchical structures
|
||||
|
||||
|
|
@ -155,28 +154,26 @@ write and present a good storyline.
|
|||
|
||||
|
||||
|
||||
Exhibiting deductive reasoning (_logical flow_) for a given
|
||||
message aids in _building_ hierarchical structures. _Logical
|
||||
flows_ always answer the question “why” following the key
|
||||
message. They begin with a statement (all men are mortal), continue with
|
||||
a comment (Socrates is a man), and resolve with a conclusion (Socrates
|
||||
is mortal) culminating in the message (Socrates will die).
|
||||
Exhibiting deductive reasoning (_logical flow_) for a given message aids in
|
||||
_building_ hierarchical structures. _Logical flows_ always answer the question
|
||||
“why” following the key message. They begin with a statement (all men are
|
||||
mortal), continue with a comment (Socrates is a man), and resolve with a
|
||||
conclusion (Socrates is mortal) culminating in the message (Socrates will die).
|
||||
|
||||
Deductive reasoning can be best applied in controversial discussions for
|
||||
arguing and demonstrating need for action. However, it forces the
|
||||
readers or the audience to reproduce the deduction and the whole
|
||||
argumentation can collapse if any statements are questionable.
|
||||
Deductive reasoning can be best applied in controversial discussions for arguing
|
||||
and demonstrating need for action. However, it forces the readers or the
|
||||
audience to reproduce the deduction and the whole argumentation can collapse if
|
||||
any statements are questionable.
|
||||
|
||||
## ST 4.2 Use inductive reasoning
|
||||
|
||||
|
||||
|
||||
Exhibiting _inductive_ reasoning (_logical group_) for a
|
||||
given message aids in understanding hierarchical structures. _Logical
|
||||
groups_ are homogenous, non-overlapping, and collectively
|
||||
exhaustive arguments culminating in a message. This results in a
|
||||
powerful argumentation that satisfies the addressees need for an easily
|
||||
comprehensible logical structure.
|
||||
Exhibiting _inductive_ reasoning (_logical group_) for a given message aids in
|
||||
understanding hierarchical structures. _Logical groups_ are homogenous,
|
||||
non-overlapping, and collectively exhaustive arguments culminating in a message.
|
||||
This results in a powerful argumentation that satisfies the addressees need for
|
||||
an easily comprehensible logical structure.
|
||||
|
||||
## ST 5 Visualize structure
|
||||
|
||||
|
|
@ -188,9 +185,8 @@ to make the storyline transparent.
|
|||
|
||||
|
||||
For easier understanding, underscore the logical structure of reports and
|
||||
presentations with visual aids (e.g. outlines, dashboards, summaries).
|
||||
Figure ST 5.1 illustrates this rule showing binder tabs on the right
|
||||
hand side.
|
||||
presentations with visual aids (e.g. outlines, dashboards, summaries). Figure ST
|
||||
5.1 illustrates this rule showing binder tabs on the right hand side.
|
||||
|
||||
## ST 5.2 Visualize structure in tables
|
||||
|
||||
|
|
@ -199,15 +195,15 @@ hand side.
|
|||
Design tables in such a manner that their hierarchical structure can be
|
||||
recognized in both the columns as well as the rows.
|
||||
|
||||
The right hand side of Figure ST 5.2 shows three hierarchical levels of
|
||||
rows in a table. The base level shows cities, the first summary shows
|
||||
regions, and the second summary shows the country.
|
||||
The right hand side of Figure ST 5.2 shows three hierarchical levels of rows in
|
||||
a table. The base level shows cities, the first summary shows regions, and the
|
||||
second summary shows the country.
|
||||
|
||||
## ST 5.3 Visualize structure in notes
|
||||
|
||||
|
||||
|
||||
Notes are also easier to understand when their structure is shown clearly
|
||||
(see Figure ST 5.3).
|
||||
Notes are also easier to understand when their structure is shown clearly (see
|
||||
Figure ST 5.3).
|
||||
|
||||
[← Convey a message](01-say.md) | [Choose proper visualization →](04-express.md)
|
||||
|
|
|
|||
|
|
@ -1,6 +1,14 @@
|
|||
# PERCEPTUAL RULES
|
||||
|
||||
_Perceptual rules_ help to clearly relay content by using an appropriate visual design.
|
||||
They comprise the second part of this guide with the rule sets [EXPRESS](04-express.md), [SIMPLIFY](05-simplify.md), [CONDENSE](06-condense.md), and [CHECK](07-check.md).
|
||||
_Perceptual rules_ help to clearly relay content by using an appropriate visual
|
||||
design. They comprise the second part of this guide with the rule sets
|
||||
[EXPRESS](04-express.md), [SIMPLIFY](05-simplify.md),
|
||||
[CONDENSE](06-condense.md), and [CHECK](07-check.md).
|
||||
|
||||
The perceptual rules are based on the work of authors such as William [Playfair](https://www.amazon.com/Playfairs-Commercial-Political-Statistical-Breviary/dp/0521855543), Willard Cope [Brinton](https://www.amazon.com/Graphic-Methods-Presenting-Willard-Brinton/dp/1290860955), Gene [Zelazny](https://www.amazon.com/Say-Charts-Executives-Visual-Communication/dp/007136997X), Edward [Tufte](https://www.amazon.com/Visual-Display-Quantitative-Information/dp/1930824130), and Stephen [Few](https://www.amazon.com/Show-Me-Numbers-Designing-Enlighten-dp-0970601972/dp/0970601972/). All of these rules owe wide acceptance to their scientific, experimental, and/or practical experience basis.
|
||||
The perceptual rules are based on the work of authors such as William
|
||||
[Playfair](https://www.amazon.com/dp/0521855543), Willard Cope
|
||||
[Brinton](https://www.amazon.com/dp/1290860955), Gene
|
||||
[Zelazny](https://www.amazon.com/dp/007136997X), Edward
|
||||
[Tufte](https://www.amazon.com/dp/1930824130), and Stephen
|
||||
[Few](https://www.amazon.com/dp/0970601972). All of these rules owe wide
|
||||
acceptance to their scientific, experimental, and/or practical experience basis.
|
||||
|
|
|
|||
1027
docs/04-express.md
1027
docs/04-express.md
File diff suppressed because it is too large
Load Diff
|
|
@ -3,10 +3,11 @@
|
|||
SIMPLIFY covers all aspects of avoiding clutter in reports and presentations.
|
||||
|
||||
_Avoiding clutter_ means that reports and presentations avoid all components and
|
||||
characteristics, which are too complicated, redundant, distracting or merely decorative.
|
||||
characteristics, which are too complicated, redundant, distracting or merely
|
||||
decorative.
|
||||
|
||||
This chapter covers avoiding unnecessary and decorative components and replacing them
|
||||
with cleaner layouts, avoiding redundancies and distracting details.
|
||||
This chapter covers avoiding unnecessary and decorative components and replacing
|
||||
them with cleaner layouts, avoiding redundancies and distracting details.
|
||||
|
||||
1. [Avoid unnecessary components](#si-1-avoid-unnecessary-components)
|
||||
2. [Avoid decorative styles](#si-2-avoid-decorative-styles)
|
||||
|
|
@ -23,54 +24,55 @@ contributing to the comprehension of a report or presentation.
|
|||
|
||||
|
||||
|
||||
Layout concepts often contain elements that lack meaning but merely
|
||||
conform to corporate design or personal taste. Avoid all these elements,
|
||||
see Figure SI 1.1.
|
||||
Layout concepts often contain elements that lack meaning but merely conform to
|
||||
corporate design or personal taste. Avoid all these elements, see Figure SI 1.1.
|
||||
|
||||
## SI 1.2 Avoid colored or filled backgrounds
|
||||
|
||||
|
||||
|
||||
Numbers and labels are easiest to read when depicted in black on a white
|
||||
background. Any type of background color or pattern makes something
|
||||
harder to read, see Figure SI 1.2.
|
||||
background. Any type of background color or pattern makes something harder to
|
||||
read, see Figure SI 1.2.
|
||||
|
||||
## SI 1.3 Avoid animation and transition effects
|
||||
|
||||
|
||||
|
||||
Animated _PowerPoint_ slides are not useful if the animation has
|
||||
no meaning and does not support the message, see Figure SI 1.3. They
|
||||
merely distract and confuse. Only the “appear” function is recommended
|
||||
to be used for the gradual development of a slide.
|
||||
Animated _PowerPoint_ slides are not useful if the animation has no meaning and
|
||||
does not support the message, see Figure SI 1.3. They merely distract and
|
||||
confuse. Only the “appear” function is recommended to be used for the gradual
|
||||
development of a slide.
|
||||
|
||||
## SI 2 Avoid decorative styles
|
||||
|
||||
Simplify complicated visualizations in order to facilitate and accelerate their comprehension. Whereas the section “Avoid unnecessary components” involves omitting entire layout elements, the aim here is to find the most suitable and simplest possible style of visualization elements.
|
||||
Simplify complicated visualizations in order to facilitate and accelerate their
|
||||
comprehension. Whereas the section “Avoid unnecessary components” involves
|
||||
omitting entire layout elements, the aim here is to find the most suitable and
|
||||
simplest possible style of visualization elements.
|
||||
|
||||
## SI 2.1 Avoid borders, shades, and pseudo-3D
|
||||
|
||||
|
||||
|
||||
In general, borders, shades, and pseudo-3D convey no meaning and make
|
||||
comprehension more difficult. Shades and pseudo-3D might even give a
|
||||
false visual impression. Avoid them because they do not add value,
|
||||
see Figure SI 2.1.
|
||||
comprehension more difficult. Shades and pseudo-3D might even give a false
|
||||
visual impression. Avoid them because they do not add value, see Figure SI 2.1.
|
||||
|
||||
## SI 2.2 Avoid decorative colors
|
||||
|
||||
|
||||
|
||||
If colors serve merely decorative purpose in one instance, using them for
|
||||
meaning in another instance (e.g. for highlighting) becomes difficult.
|
||||
Therefore use colors only if they convey meaning, see Figure SI 2.2.
|
||||
meaning in another instance (e.g. for highlighting) becomes difficult. Therefore
|
||||
use colors only if they convey meaning, see Figure SI 2.2.
|
||||
|
||||
## SI 2.3 Avoid decorative fonts
|
||||
|
||||
|
||||
|
||||
A normal typeface and clear fonts increase legibility. Save bold and
|
||||
cursive fonts for making distinctions, see Figure SI 2.3.
|
||||
A normal typeface and clear fonts increase legibility. Save bold and cursive
|
||||
fonts for making distinctions, see Figure SI 2.3.
|
||||
|
||||
## SI 3 Replace with cleaner layout
|
||||
|
||||
|
|
@ -79,21 +81,21 @@ convey a message.
|
|||
|
||||
## SI 3.1 Replace grid lines and value axes with data labels
|
||||
|
||||
|
||||
|
||||
|
||||
Using integrated data labels can make value axes, tick marks, and
|
||||
gridlines superfluous, see Figure SI 3.1. Gridlines, however, can
|
||||
be useful in charts with missing reference points as might be the case
|
||||
in charts with many data series and data points, or in small charts
|
||||
(e.g. small multiples).
|
||||
Using integrated data labels can make value axes, tick marks, and gridlines
|
||||
superfluous, see Figure SI 3.1. Gridlines, however, can be useful in charts with
|
||||
missing reference points as might be the case in charts with many data series
|
||||
and data points, or in small charts (e.g. small multiples).
|
||||
|
||||
## SI 3.2 Avoid vertical lines by right-aligning data
|
||||
|
||||
|
||||
|
||||
Omit all avoidable elements to make tables more straightforward. Avoid
|
||||
vertical lines by right-aligning numerical values and the corresponding
|
||||
column headers, see Figure SI 3.2.
|
||||
Omit all avoidable elements to make tables more straightforward. Avoid vertical
|
||||
lines by right-aligning numerical values and the corresponding column headers,
|
||||
see Figure SI 3.2.
|
||||
|
||||
## SI 4 Avoid redundancies
|
||||
|
||||
|
|
@ -107,28 +109,28 @@ chart with twelve monthly category labels.
|
|||
|
||||
|
||||
|
||||
Extra words such as “sum” and “total” are redundant because they add no
|
||||
value to the meaning of the term they accompany. No difference exists
|
||||
between “Europe” and “Sum of Europe”. Extra words make it harder to read
|
||||
text elements, see Figure SI 4.1.
|
||||
Extra words such as “sum” and “total” are redundant because they add no value to
|
||||
the meaning of the term they accompany. No difference exists between “Europe”
|
||||
and “Sum of Europe”. Extra words make it harder to read text elements, see
|
||||
Figure SI 4.1.
|
||||
|
||||
## SI 4.2 Avoid obvious terms
|
||||
|
||||
|
||||
|
||||
Terms such as “chart analysis”, “development”, or “comment” are redundant
|
||||
because they name something already shown, see Figure SI 4.2. Other
|
||||
obvious terms in charts and tables are “table”, “statistics”, “report”,
|
||||
“visualization”, “structure”, or “trend”.
|
||||
because they name something already shown, see Figure SI 4.2. Other obvious
|
||||
terms in charts and tables are “table”, “statistics”, “report”,“visualization”,
|
||||
“structure”, or “trend”.
|
||||
|
||||
## SI 4.3 Avoid repeated words
|
||||
|
||||
|
||||
|
||||
Repeated words in legends, axis labels, row headers, etc. such as
|
||||
“division” in “division A”, “division B”, etc. or “2017” in “Q1 2017”,
|
||||
“Q2 2017”, etc. should be avoided, see Figure SI 4.3. Omitting repeated
|
||||
words usually increases the degree of legibility.
|
||||
Repeated words in legends, axis labels, row headers, etc. such as“division” in
|
||||
“division A”, “division B”, etc. or “2017” in “Q1 2017”,“Q2 2017”, etc. should
|
||||
be avoided, see Figure SI 4.3. Omitting repeated words usually increases the
|
||||
degree of legibility.
|
||||
|
||||
## SI 5 Avoid distracting details
|
||||
|
||||
|
|
@ -141,25 +143,26 @@ overviews.
|
|||
|
||||
|
||||
|
||||
Labels of small values are often hard to position and rarely contribute
|
||||
to the comprehension of the message. Therefore they can be avoided in
|
||||
most cases, see Figure SI 5.1. However, add them when special reference
|
||||
is made to them. If it is necessary to label these small values or small
|
||||
visualization elements, _assisting lines_ might be necessary.
|
||||
Labels of small values are often hard to position and rarely contribute to the
|
||||
comprehension of the message. Therefore they can be avoided in most cases, see
|
||||
Figure SI 5.1. However, add them when special reference is made to them. If it
|
||||
is necessary to label these small values or small visualization elements,
|
||||
_assisting lines_ might be necessary.
|
||||
|
||||
## SI 5.2 Avoid long numbers
|
||||
|
||||
|
||||
|
||||
Numbers with more than three digits in charts and four digits in tables
|
||||
are hard to read; moreover, such precision is seldom necessary to
|
||||
understand the message, see Figure SI 5.2.
|
||||
Numbers with more than three digits in charts and four digits in tables are hard
|
||||
to read; moreover, such precision is seldom necessary to understand the message,
|
||||
see Figure SI 5.2.
|
||||
|
||||
## SI 5.3 Avoid unnecessary labels
|
||||
|
||||
|
||||
|
||||
Omit labels for data points that do not represent extreme values or
|
||||
values of special importance, see Figure SI 5.3.
|
||||
Omit labels for data points that do not represent extreme values or values of
|
||||
special importance, see Figure SI 5.3.
|
||||
|
||||
[← Choose proper visualization](04-express.md) | [Increase information density →](06-condense.md)
|
||||
[← Choose proper visualization](04-express.md) | [Increase information density
|
||||
→](06-condense.md)
|
||||
|
|
|
|||
|
|
@ -3,11 +3,12 @@
|
|||
CONDENSE covers all aspects of increasing information density in reports and
|
||||
presentations.
|
||||
|
||||
_Increasing information density_ means that all reports and presentations include
|
||||
all information that is necessary to understand the respective message on one page.
|
||||
_Increasing information density_ means that all reports and presentations
|
||||
include all information that is necessary to understand the respective message
|
||||
on one page.
|
||||
|
||||
This chapter covers using small components, utilizing space, as well as adding data,
|
||||
elements, and objects.
|
||||
This chapter covers using small components, utilizing space, as well as adding
|
||||
data, elements, and objects.
|
||||
|
||||
1. [Use small components](#co-1-use-small-components)
|
||||
2. [Maximize use of space](#co-2-maximize-use-of-space)
|
||||
|
|
@ -26,26 +27,25 @@ projected slides.
|
|||
|
||||
|
||||
|
||||
In general, avoid oversize fonts. They needlessly waste space,
|
||||
see Figure CO 1.1.
|
||||
In general, avoid oversize fonts. They needlessly waste space, see Figure CO
|
||||
1.1.
|
||||
|
||||
## CO 1.2 Use small elements
|
||||
|
||||
|
||||
|
||||
Small elements increase clarity. Large-scale symbols and highlights are
|
||||
not more suitable than smaller symbols and highlights, see Figure
|
||||
CO 1.2.
|
||||
Small elements increase clarity. Large-scale symbols and highlights are not more
|
||||
suitable than smaller symbols and highlights, see Figure CO 1.2.
|
||||
|
||||
## CO 1.3 Use small objects
|
||||
|
||||
|
||||
|
||||
The size of charts and tables in reports and presentations should not be
|
||||
as large as possible, rather as small as possible – yet only so small so
|
||||
that the objects and all its details and labels can be read easily. This
|
||||
provides room for more information and therefore better understanding of
|
||||
the context, see Figure CO 1.3.
|
||||
The size of charts and tables in reports and presentations should not be as
|
||||
large as possible, rather as small as possible – yet only so small so that the
|
||||
objects and all its details and labels can be read easily. This provides room
|
||||
for more information and therefore better understanding of the context,
|
||||
see Figure CO 1.3.
|
||||
|
||||
## CO 2 Maximize use of space
|
||||
|
||||
|
|
@ -57,19 +57,17 @@ little used pages by filling them with helpful data pertaining to the context.
|
|||
|
||||
|
||||
|
||||
The page layout is often dominated by corporate design standards not made
|
||||
for high information density but for attractive design, sacrificing
|
||||
valuable space to layout elements such as extra wide page margins,
|
||||
see Figure CO 2.1.
|
||||
The page layout is often dominated by corporate design standards not made for
|
||||
high information density but for attractive design, sacrificing valuable space
|
||||
to layout elements such as extra wide page margins, see Figure CO 2.1.
|
||||
|
||||
## CO 2.2 Reduce empty space
|
||||
|
||||
|
||||
|
||||
Reduce empty space to increase information density. This applies not only
|
||||
to the page layout (see Figure CO 2.1) but
|
||||
also to the layout of report objects such as charts and
|
||||
tables (see Figure CO 2.2).
|
||||
Reduce empty space to increase information density. This applies not only to the
|
||||
page layout (see Figure CO 2.1) but also to the layout of report objects such as
|
||||
charts and tables (see Figure CO 2.2).
|
||||
|
||||
## CO 3 Add data
|
||||
|
||||
|
|
@ -80,62 +78,76 @@ helps better understand the context.
|
|||
|
||||
|
||||
|
||||
Displaying more data points does not jeopardize the comprehension of
|
||||
numerical data. For example, a monthly statistic of staff numbers over
|
||||
twelve months in a year would be understood just as quickly as for the
|
||||
same data series with twelve months for each of the last three years –
|
||||
in other words, a total of 36 data points instead of twelve. Usually,
|
||||
interesting relationships are only detected with an increased number of
|
||||
elements in a data series (see Figure CO 3.1).
|
||||
Displaying more data points does not jeopardize the comprehension of numerical
|
||||
data. For example, a monthly statistic of staff numbers over twelve months in a
|
||||
year would be understood just as quickly as for the same data series with twelve
|
||||
months for each of the last three years – in other words, a total of 36 data
|
||||
points instead of twelve. Usually, interesting relationships are only detected
|
||||
with an increased number of elements in a data series (see Figure CO 3.1).
|
||||
|
||||
## CO 3.2 Add dimensions
|
||||
|
||||
|
||||
|
||||
A very useful way to increase information density is to show more than
|
||||
two dimensions of a business situation. A chart with only one dimension
|
||||
(such as in a pie chart), visualizes only mundane things easily stated
|
||||
in a simple sentence. Already charts with two dimensions can yield very
|
||||
interesting relationships – yet those charts with three and more
|
||||
dimensions yield structures leading to completely new insights (see
|
||||
Figure CO 3.2).
|
||||
A very useful way to increase information density is to show more than two
|
||||
dimensions of a business situation. A chart with only one dimension (such as in
|
||||
a pie chart), visualizes only mundane things easily stated in a simple sentence.
|
||||
Already charts with two dimensions can yield very interesting relationships –
|
||||
yet those charts with three and more dimensions yield structures leading to
|
||||
completely new insights (see Figure CO 3.2).
|
||||
|
||||
## CO 4 Add elements
|
||||
|
||||
It is often appropriate to use two or more basic chart types (either horizontal
|
||||
or vertical) to build _combined charts_ with a higher information
|
||||
density. _Combined charts_ are treated as one entity as opposed to multiple charts. _Combined charts_ can be built both out from horizontal or vertical charts.
|
||||
or vertical) to build _combined charts_ with a higher information density.
|
||||
_Combined charts_ are treated as one entity as opposed to multiple charts.
|
||||
_Combined charts_ can be built both out from horizontal or vertical charts.
|
||||
|
||||
There are three types of combined charts depending on their type of combination:
|
||||
_Overlay charts_, _multi-tier charts_, and _extended charts_. Additionally, chart elements can be embedded in tables and explanations can be integrated.
|
||||
_Overlay charts_, _multi-tier charts_, and _extended charts_. Additionally,
|
||||
chart elements can be embedded in tables and explanations can be integrated.
|
||||
|
||||
## CO 4.1 Show overlay charts
|
||||
|
||||
|
||||
|
||||
In an _overlay chart_, two or more basic charts overlap. These
|
||||
overlapping charts always use the same category axis.
|
||||
In an _overlay chart_, two or more basic charts overlap. These overlapping
|
||||
charts always use the same category axis.
|
||||
|
||||
_Overlay charts_ can facilitate comprehension such as in the
|
||||
combination of the development of sales (a series of columns) and the
|
||||
return on sales in percent (a line). However, this approach can only be
|
||||
used for a few chart combinations, see Figure CO 4.1.
|
||||
_Overlay charts_ can facilitate comprehension such as in the combination of the
|
||||
development of sales (a series of columns) and the return on sales in percent (a
|
||||
line). However, this approach can only be used for a few chart combinations,
|
||||
see Figure CO 4.1.
|
||||
|
||||
|
||||
|
||||
|
||||
_Overlay charts_ frequently use different value axes. A _column chart_ representing a measure (e.g. sales) combined with a _line chart_ representing another measure (e.g. employees) is a typical example.
|
||||
_Overlay charts_ frequently use different value axes. A _column chart_
|
||||
representing a measure (e.g. sales) combined with a _line chart_ representing
|
||||
another measure (e.g. employees) is a typical example.
|
||||
|
||||
|
||||
|
||||
|
||||
Sometimes, the same value axis is used as well. A _column chart_ representing a measure (e.g. sales) combined with a _line chart_ representing the same measure (e.g. industry average) is a typical example for such an _overlay chart_.
|
||||
Sometimes, the same value axis is used as well. A _column chart_ representing a
|
||||
measure (e.g. sales) combined with a _line chart_ representing the same measure
|
||||
(e.g. industry average) is a typical example for such an _overlay chart_.
|
||||
|
||||
|
||||
|
||||
|
||||
Column or bar charts with _integrated variances_ (variances displayed within the columns or bars) are other typical example for _overlay charts_ using the same value axis (see the last two figures).
|
||||
Column or bar charts with _integrated variances_ (variances displayed within the
|
||||
columns or bars) are other typical example for _overlay charts_ using the same
|
||||
value axis (see the last two figures).
|
||||
|
||||
Compared to two-tier charts, this presentation of two data series uses much less space. The disadvantages, though, are twofold: First, it is difficult to label the data of both the primary and secondary chart. Second, the development over time (horizontal axis) respectively the structure (vertical axis) of the primary chart is difficult to see.
|
||||
Compared to two-tier charts, this presentation of two data series uses much less
|
||||
space. The disadvantages, though, are twofold: First, it is difficult to label
|
||||
the data of both the primary and secondary chart. Second, the development over
|
||||
time (horizontal axis) respectively the structure (vertical axis) of the primary
|
||||
chart is difficult to see.
|
||||
|
||||
|
||||
|
||||
|
||||
Suggestion: If there is enough space, use multi-tier charts instead.
|
||||
|
||||
|
|
@ -143,107 +155,112 @@ Suggestion: If there is enough space, use multi-tier charts instead.
|
|||
|
||||
|
||||
|
||||
_Use multi-tier charts_ to increase information density by adding
|
||||
additional tiers to the same category axis for analyses on the same
|
||||
basic data. Multi-tier charts are most frequently used for displaying
|
||||
variances along with the basic values, see Figure CO 4.2.
|
||||
_Use multi-tier charts_ to increase information density by adding additional
|
||||
tiers to the same category axis for analyses on the same basic data. Multi-tier
|
||||
charts are most frequently used for displaying variances along with the basic
|
||||
values, see Figure CO 4.2.
|
||||
|
||||
|
||||
|
||||
In a _two-tier chart_, a _secondary chart_ is shifted in parallel to the category axis of the _primary chart_. For horizontal charts the secondary chart appears above the primary chart, for vertical charts the secondary chart appears _to the right of_ the primary chart.
|
||||
In a _two-tier chart_, a _secondary chart_ is shifted in parallel to the
|
||||
category axis of the _primary chart_. For horizontal charts the secondary chart
|
||||
appears above the primary chart, for vertical charts the secondary chart appears
|
||||
to the right of the primary chart.
|
||||
|
||||
In both cases, the _category axes_ of the primary charts are
|
||||
reduplicated in the secondary charts, usually having a different semantic
|
||||
scenario design.
|
||||
In both cases, the _category axes_ of the primary charts are reduplicated in the
|
||||
secondary charts, usually having a different semantic scenario design.
|
||||
|
||||
|
||||
|
||||
Both the primary and the secondary charts have their own value axes.
|
||||
Value axes showing the same currency or the same physical unit should be
|
||||
scaled identically.
|
||||
Both the primary and the secondary charts have their own value axes. Value axes
|
||||
showing the same currency or the same physical unit should be scaled
|
||||
identically.
|
||||
|
||||
In a _three-tier chart_ a third chart appears above a horizontal
|
||||
or to the right of a vertical two-tier chart. In special cases, more
|
||||
than three tiers can be combined.
|
||||
In a _three-tier chart_ a third chart appears above a horizontal or to the right
|
||||
of a vertical two-tier chart. In special cases, more than three tiers can be
|
||||
combined.
|
||||
|
||||
Improve the interpretation of a primary chart showing grouped bars for
|
||||
actual and plan data by adding variances. In the second and third
|
||||
figure a secondary chart with absolute variances and a
|
||||
tertiary pin chart with relative variances are combined.
|
||||
Improve the interpretation of a primary chart showing grouped bars for actual
|
||||
and plan data by adding variances. In the second and third figure a secondary
|
||||
chart with absolute variances and a tertiary pin chart with relative variances
|
||||
are combined.
|
||||
|
||||
## CO 4.3 Show extended charts
|
||||
|
||||
|
||||
|
||||
An _extended chart_, arranges additional charts _next_ to
|
||||
the primary chart by virtually extending the category axis. This way of
|
||||
increasing information density often is used when displaying context
|
||||
information such as market averages or competitor figures, see Figure CO
|
||||
4.3.
|
||||
An _extended chart_, arranges additional charts next to the primary chart by
|
||||
virtually extending the category axis. This way of increasing information
|
||||
density often is used when displaying context information such as market
|
||||
averages or competitor figures, see Figure CO 4.3.
|
||||
|
||||
|
||||
|
||||
For horizontal charts, additional charts appear to the left or right of the primary chart, for vertical charts, above or below. In both cases, position the _category axes_ of the additional charts on a virtual extension of the category axes of the primary chart.
|
||||
For horizontal charts, additional charts appear to the left or right of the
|
||||
primary chart, for vertical charts, above or below. In both cases, position the
|
||||
_category axes_ of the additional charts on a virtual extension of the category
|
||||
axes of the primary chart.
|
||||
|
||||
In an extended chart, use the same value axis for both the primary and
|
||||
the additional charts.
|
||||
In an extended chart, use the same value axis for both the primary and the
|
||||
additional charts.
|
||||
|
||||
Improve the interpretation of a primary chart by adding extended charts
|
||||
showing the same values from a different perspective. In the figure on
|
||||
the left, a secondary _grouped column chart_ at the right hand
|
||||
side shows the monthly average.
|
||||
Improve the interpretation of a primary chart by adding extended charts showing
|
||||
the same values from a different perspective. In the figure on the left, a
|
||||
secondary _grouped column chart_ at the right hand side shows the monthly
|
||||
average.
|
||||
|
||||
## CO 4.4 Embed chart elements in tables
|
||||
|
||||
|
||||
|
||||
Increase the information density of tables by using _chart
|
||||
elements_, see Figure CO 4.4. Bars, warning dots, sparklines,
|
||||
and traffic lights are the predominant chart element types in tables.
|
||||
Increase the information density of tables by using _chart elements_, see Figure
|
||||
CO 4.4. Bars, warning dots, sparklines, and traffic lights are the predominant
|
||||
chart element types in tables.
|
||||
|
||||
**Table bars**
|
||||
|
||||
_Table bars_ are bar charts integrated into tables. The categories of these bar charts must correspond to the rows of a table. Both single bar charts with single bars or pins and waterfall bar charts are powerful means to visualize the absolute figures and variances in tables. Most recommendations concerning vertical chart types can be applied to _table bars_.
|
||||
_Table bars_ are bar charts integrated into tables. The categories of these bar
|
||||
charts must correspond to the rows of a table. Both single bar charts with
|
||||
single bars or pins and waterfall bar charts are powerful means to visualize the
|
||||
absolute figures and variances in tables. Most recommendations concerning
|
||||
vertical chart types can be applied to _table bars_.
|
||||
|
||||
**Warning dots**
|
||||
|
||||
Not to be confused with _traffic lights, warning dots_ can
|
||||
be a good solution in highlighting important negative, positive,
|
||||
or questionable parts of a table. It is important to use only
|
||||
very few warning dots in one table.
|
||||
Not to be confused with _traffic lights_, _warning dots_ can be a good solution in
|
||||
highlighting important negative, positive, or questionable parts of a table. It
|
||||
is important to use only very few warning dots in one table.
|
||||
|
||||
**Sparklines**
|
||||
|
||||
Omit _sparklines_ if not scaled properly. Individually
|
||||
scaled sparklines can be misleading because small fluctuations
|
||||
in a series of other small fluctuations look the same as big
|
||||
fluctuations in a series of big fluctuations. However,
|
||||
Omit _sparklines_ if not scaled properly. Individually scaled sparklines can be
|
||||
misleading because small fluctuations in a series of other small fluctuations
|
||||
look the same as big fluctuations in a series of big fluctuations. However,
|
||||
sparklines with proper scaling (e.g. indexed) can be helpful.
|
||||
|
||||
**Traffic lights**
|
||||
|
||||
_Traffic lights_ contain little information, as they
|
||||
represent no more than three (red, green, yellow) states. Use
|
||||
them only if there is no more information to be conveyed than
|
||||
those two or three states (e.g. “yes” or “no”). In all other
|
||||
cases, replace traffic lights with more suitable means of
|
||||
representation, such as _table bars_.
|
||||
_Traffic lights_ contain little information, as they represent no more than
|
||||
three (red, green, yellow) states. Use them only if there is no more information
|
||||
to be conveyed than those two or three states (e.g. “yes” or “no”). In all other
|
||||
cases, replace traffic lights with more suitable means of representation, such
|
||||
as _table bars_.
|
||||
|
||||
## CO 4.5 Embed explanations
|
||||
|
||||
|
||||
|
||||
Both the density of information and the level of comprehension increase
|
||||
when explanations are embedded into charts and tables (this applies to
|
||||
written reports and handouts only). When the explanation refers directly
|
||||
to the visual presentation in question, it helps to establish a
|
||||
connection and speeds up comprehension, see Figure CO 4.5.
|
||||
Both the density of information and the level of comprehension increase when
|
||||
explanations are embedded into charts and tables (this applies to written
|
||||
reports and handouts only). When the explanation refers directly to the visual
|
||||
presentation in question, it helps to establish a connection and speeds up
|
||||
comprehension, see Figure CO 4.5.
|
||||
|
||||
## CO 5 Add objects
|
||||
|
||||
Reports and presentation material consist of one or more _pages_. The
|
||||
content of one page can be viewed together without referring to other content,
|
||||
e.g. flipping to other pages.
|
||||
Reports and presentation material consist of one or more _pages_. The content of
|
||||
one page can be viewed together without referring to other content, e.g.
|
||||
flipping to other pages.
|
||||
|
||||
Reports and presentation material often arrange more than one chart on one page.
|
||||
While this increases information density and fosters a higher level of
|
||||
|
|
@ -257,71 +274,85 @@ multi-charts (including _ratio trees_).
|
|||
|
||||
|
||||
|
||||
Substantially improve the comprehension of complex relationships by
|
||||
displaying charts of the same type and the same scale on the same page.
|
||||
These charts are called _small multiples_, see Figure CO 5.1.
|
||||
Substantially improve the comprehension of complex relationships by displaying
|
||||
charts of the same type and the same scale on the same page. These charts are
|
||||
called _small multiples_, see Figure CO 5.1.
|
||||
|
||||
Typical applications are charts with different countries, products, or
|
||||
projects placed next to each other. Of course, there is an upper limit
|
||||
to the number of charts on one page, depending mainly on the page- and
|
||||
font-size used.
|
||||
Typical applications are charts with different countries, products, or projects
|
||||
placed next to each other. Of course, there is an upper limit to the number of
|
||||
charts on one page, depending mainly on the page- and font-size used.
|
||||
|
||||
|
||||
|
||||
Showing _small multiples_ is a good way to compare a set of up to
|
||||
around 25 charts. Instead of exceeding this number on one page, a new
|
||||
chart called “Others” containing the accumulation of all other elements
|
||||
could be a solution.
|
||||
Showing _small multiples_ is a good way to compare a set of up to around 25
|
||||
charts. Instead of exceeding this number on one page, a new chart called
|
||||
“Others” containing the accumulation of all other elements could be a solution.
|
||||
|
||||
As mentioned in the chapter “CHECK – Ensure visual integrity”, all small multiples must use the identical scale.
|
||||
As mentioned in the chapter “CHECK – Ensure visual integrity”, all small
|
||||
multiples must use the identical scale.
|
||||
|
||||
Working with _small multiples_ can be difficult if certain charts
|
||||
show significantly bigger values than others. Using a different scale
|
||||
for a chart with bigger values is not a feasible option, increase the
|
||||
size of this chart instead.
|
||||
Working with _small multiples_ can be difficult if certain charts show
|
||||
significantly bigger values than others. Using a different scale for a chart
|
||||
with bigger values is not a feasible option, increase the size of this chart
|
||||
instead.
|
||||
|
||||
## CO 5.2 Show related charts on one page
|
||||
|
||||
|
||||
|
||||
Different from small multiples, _related charts cover different topics (different measures) on one page._ They mostly use different scales, too. This arrangement of charts on one page is sometimes called _multi-charts_. But the term *multi-charts* fails to underline the fact that these charts must have a useful relationship. It does not make sense to arrange several, completely unrelated charts on one page.
|
||||
Different from small multiples, _related charts cover different topics
|
||||
(different measures) on one page._ They mostly use different scales, too. This
|
||||
arrangement of charts on one page is sometimes called _multi-charts_. But the
|
||||
term _multi-charts_ fails to underline the fact that these charts must have a
|
||||
useful relationship. It does not make sense to arrange several, completely
|
||||
unrelated charts on one page.
|
||||
|
||||
This approach offers high data density and a higher level of
|
||||
comparability – but it can be a demanding visual and technical challenge
|
||||
as a uniform notation concept, clear terms, and an understandable
|
||||
scaling prove even more important (see Figure CO 5.2).
|
||||
This approach offers high data density and a higher level of comparability – but
|
||||
it can be a demanding visual and technical challenge as a uniform notation
|
||||
concept, clear terms, and an understandable scaling prove even more important
|
||||
(see Figure CO 5.2).
|
||||
|
||||
|
||||
|
||||
Consistent scaling of _multi-charts_ can be difficult. Sometimes different scales for the same unit or measure are inevitable. In this case, clearly indicate the use of a different scale by an appropriate mean, e.g. scaling indicators.
|
||||
Consistent scaling of _multi-charts_ can be difficult. Sometimes different
|
||||
scales for the same unit or measure are inevitable. In this case, clearly
|
||||
indicate the use of a different scale by an appropriate mean, e.g. scaling
|
||||
indicators.
|
||||
|
||||
*Ratio trees* are multi-charts showing root causes. Use ratio
|
||||
trees to prove or explain a specific issue. Pointing out the assumptions
|
||||
and root causes of variances or temporal evolvements improves
|
||||
understanding and is more convincing, too. In general, the
|
||||
_ratio_ is broken down into its components (mostly from left to
|
||||
right). Thus individual charts, preferably identical size, are arranged
|
||||
_Ratio trees_ are multi-charts showing root causes. Use ratio trees to prove or
|
||||
explain a specific issue. Pointing out the assumptions and root causes of
|
||||
variances or temporal evolvements improves understanding and is more convincing,
|
||||
too. In general, the _ratio_ is broken down into its components (mostly from
|
||||
left to right). Thus individual charts, preferably identical size, are arranged
|
||||
in a tree shape structure.
|
||||
|
||||
Consistent scaling of _ratio trees_ can be difficult. Sometimes different scales for the same unit or measure are inevitable. In this case, clearly indicate the use of a different scale by an appropriate mean, e.g. scaling indicators.
|
||||
Consistent scaling of _ratio trees_ can be difficult. Sometimes different scales
|
||||
for the same unit or measure are inevitable. In this case, clearly indicate the
|
||||
use of a different scale by an appropriate mean, e.g. scaling indicators.
|
||||
|
||||
A typical example of a page showing a _ratio tree_ is the “Return
|
||||
on asset” tree.
|
||||
A typical example of a page showing a _ratio tree_ is the “Return on asset”
|
||||
tree.
|
||||
|
||||
## CO 5.3 Show chart-table combinations
|
||||
|
||||
Combining charts and tables on a page is not to be confused with the integration of chart elements in tables.
|
||||
Combining charts and tables on a page is not to be confused with the integration
|
||||
of chart elements in tables.
|
||||
|
||||
_Chart-table combinations_ cover situations where a separate chart is added to a page with a table or vice versa. In general, such a combination is very useful if both objects display supplementary data. Tables simply listing the numbers of a chart are superfluous in most cases (see also UN 2.3 “[Unify the position of legends and labels](09-unify.md#un-23-unify-the-position-of-legends-and-labels”).
|
||||
_Chart-table combinations_ cover situations where a separate chart is added to a
|
||||
page with a table or vice versa. In general, such a combination is very useful
|
||||
if both objects display supplementary data. Tables simply listing the numbers of
|
||||
a chart are superfluous in most cases (see also UN 2.3 “[Unify the position of
|
||||
legends and labels](09-unify.md#un-23-unify-the-position-of-legends-and-labels”).
|
||||
|
||||
## CO 5.4 Show charts and tables in text pages
|
||||
|
||||
Embedding illuminating charts and tables in the text of a written report
|
||||
helps the reader understanding the message.
|
||||
Embedding illuminating charts and tables in the text of a written report helps
|
||||
the reader understanding the message.
|
||||
|
||||
Always position charts and tables in close proximity to the phrase
|
||||
carrying the message, which the chart or table supports.
|
||||
Always position charts and tables in close proximity to the phrase carrying the
|
||||
message, which the chart or table supports.
|
||||
|
||||
Text pages should contain a title element like other pages. Also use a title – and, if possible, a message – for every chart and table embedded in a text page.
|
||||
Text pages should contain a title element like other pages. Also use a title –
|
||||
and, if possible, a message – for every chart and table embedded in a text page.
|
||||
|
||||
[← Avoid Clutter](05-simplify.md) | [Ensure visual integrity →](07-check.md)
|
||||
|
|
|
|||
145
docs/07-check.md
145
docs/07-check.md
|
|
@ -1,13 +1,14 @@
|
|||
# CHECK – Ensure visual integrity
|
||||
|
||||
CHECK covers all aspects of ensuring visual integrity in reports and presentations.
|
||||
CHECK covers all aspects of ensuring visual integrity in reports and
|
||||
presentations.
|
||||
|
||||
_Ensuring visual integrity_ means that reports and presentations present
|
||||
information in the most truthful and the most easily understood way by avoiding
|
||||
misleading visuals.
|
||||
|
||||
This chapter covers avoiding manipulated axes and visualization elements, using the
|
||||
same scales, and showing data adjustments.
|
||||
This chapter covers avoiding manipulated axes and visualization elements, using
|
||||
the same scales, and showing data adjustments.
|
||||
|
||||
1. [Avoid manipulated axes](#ch-1-avoid-manipulated-axes)
|
||||
2. [Avoid manipulated visualization elements](#ch-2-avoid-manipulated-visualization-elements)
|
||||
|
|
@ -24,30 +25,33 @@ defeat this purpose of explaining actual interrelations.
|
|||
|
||||
|
||||
|
||||
Charts with value axes not starting at zero (“cut” axes) are not “wrong”
|
||||
in and of themselves, but the message to be visually conveyed then does
|
||||
not correspond to the numerical values upon which the chart is based.
|
||||
Therefore, value axes should generally start at zero, see Figure CH 1.1.
|
||||
Charts with value axes not starting at zero (“cut” axes) are not “wrong”in and
|
||||
of themselves, but the message to be visually conveyed then does not correspond
|
||||
to the numerical values upon which the chart is based. Therefore, value axes
|
||||
should generally start at zero, see Figure CH 1.1.
|
||||
|
||||
One exception to this rule exists: charts with indexed data (e.g. if the value for the index period is set to 100%) with only small variances from 100%. Here “zooming in” on the variances could be of greater value than indicating the absolute values (starting at zero). In this case, position the category labels at the 100% line in order to avoid misinterpretations.
|
||||
One exception to this rule exists: charts with indexed data (e.g. if the value
|
||||
for the index period is set to 100%) with only small variances from 100%. Here
|
||||
“zooming in” on the variances could be of greater value than indicating the
|
||||
absolute values (starting at zero). In this case, position the category labels
|
||||
at the 100% line in order to avoid misinterpretations.
|
||||
|
||||
## CH 1.2 Avoid logarithmic axes
|
||||
|
||||
|
||||
|
||||
_Avoid logarithmic scales_ because they do not allow the visual
|
||||
comparison of values, see Figure CH 1.2. In business, very few
|
||||
applications for logarithmic axes exist (e.g. comparing growth rates of
|
||||
different stocks in percent).
|
||||
_Avoid logarithmic scales_ because they do not allow the visual comparison of
|
||||
values, see Figure CH 1.2. In business, very few applications for logarithmic
|
||||
axes exist (e.g. comparing growth rates of different stocks in percent).
|
||||
|
||||
## CH 1.3 Avoid different class sizes
|
||||
|
||||
|
||||
|
||||
If the categories represent ordered classes of elements (e.g. age
|
||||
classes) as used for the visualization of distributions in histograms,
|
||||
use class sizes of identical width (e.g. ten years). Otherwise, true
|
||||
visual comparability is impossible, see Figure CH 1.3.
|
||||
If the categories represent ordered classes of elements (e.g. age classes) as
|
||||
used for the visualization of distributions in histograms, use class sizes of
|
||||
identical width (e.g. ten years). Otherwise, true visual comparability is
|
||||
impossible, see Figure CH 1.3.
|
||||
|
||||
## CH 2 Avoid manipulated visualization elements
|
||||
|
||||
|
|
@ -59,19 +63,22 @@ axes.
|
|||
|
||||
|
||||
|
||||
Similar to “cut” axes, clipped visualization elements such as broken
|
||||
columns make visual comparisons impossible, see Figure CH 2.1.
|
||||
Similar to “cut” axes, clipped visualization elements such as broken columns
|
||||
make visual comparisons impossible, see Figure CH 2.1.
|
||||
|
||||
## CH 2.2 Use creative solutions for challenging scaling issues
|
||||
|
||||
|
||||
|
||||
|
||||
Creative visualization elements can be used to compare extreme values,
|
||||
e.g., displaying data in two-dimensional or even three-dimensional
|
||||
visualization elements allows the comparison of values differing by
|
||||
orders of magnitude, see Figure CH 2.2.
|
||||
Creative visualization elements can be used to compare extreme values, e.g.,
|
||||
displaying data in two-dimensional or even three-dimensional visualization
|
||||
elements allows the comparison of values differing by orders of magnitude, see
|
||||
Figure CH 2.2.
|
||||
|
||||
This rule must be clearly separated from the rules of section CH 3 “[Avoid misleading representations](07-check.md#ch-3-avoid-misleading-representations)” where area and volume visualizations are used improperly.
|
||||
This rule must be clearly separated from the rules of section CH 3 “[Avoid
|
||||
misleading representations](07-check.md#ch-3-avoid-misleading-representations)”
|
||||
where area and volume visualizations are used improperly.
|
||||
|
||||
## CH 3 Avoid misleading representations
|
||||
|
||||
|
|
@ -80,36 +87,37 @@ observer differs from the underlying values.
|
|||
|
||||
## CH 3.1 Use correct area comparisons, prefer linear ones
|
||||
|
||||
|
||||
|
||||
|
||||
Using two-dimensional representations (areas of circles, icons, or
|
||||
emblems) for the visualization of data is only valid, if the size of
|
||||
these areas corresponds to the underlying values. The visual perception
|
||||
will be misleading if the diameters of circles or the heights of icons
|
||||
represent the values, see Figure CH 3.1.
|
||||
Using two-dimensional representations (areas of circles, icons, or emblems) for
|
||||
the visualization of data is only valid, if the size of these areas corresponds
|
||||
to the underlying values. The visual perception will be misleading if the
|
||||
diameters of circles or the heights of icons represent the values, see Figure CH
|
||||
3.1.
|
||||
|
||||
## CH 3.2 Use correct volume comparisons, prefer linear ones
|
||||
|
||||
|
||||
|
||||
|
||||
Similar to areas, the visual perception will be misleading, if the
|
||||
(one-dimensional) diameters or the (two-dimensional) areas of
|
||||
three-dimensional visualization elements (spheres, cubes, etc.)
|
||||
represent the values, see Figure CH 3.2. Even if their volumes represent
|
||||
the values, it is hard to perceive them properly. Prefer linear
|
||||
comparisons instead.
|
||||
(one-dimensional) diameters or the (two-dimensional) areas of three-dimensional
|
||||
visualization elements (spheres, cubes, etc.) represent the values, see Figure
|
||||
CH 3.2. Even if their volumes represent the values, it is hard to perceive them
|
||||
properly. Prefer linear comparisons instead.
|
||||
|
||||
## CH 3.3 Avoid misleading colored areas in maps
|
||||
|
||||
|
||||
|
||||
Different colored areas can be helpful to visualize the precipitation per
|
||||
square meter or the population density. However, do not use colored
|
||||
areas for the visualization of non-area-related figures such as market
|
||||
shares or return on sales. Position columns or bars of identical scale
|
||||
in maps instead. By the way, pie charts also work well here (an
|
||||
exception to the EX 2.1 “[Replace pie…”](04-express.md#ex-21-replace-pie-and-ring-charts) because they can be placed precisely at one point, like a
|
||||
city (see Figure CH 3.3).
|
||||
Different colored areas can be helpful to visualize the precipitation per square
|
||||
meter or the population density. However, do not use colored areas for the
|
||||
visualization of non-area-related figures such as market shares or return on
|
||||
sales. Position columns or bars of identical scale in maps instead. By the way,
|
||||
pie charts also work well here (an exception to the EX 2.1 “[Replace
|
||||
pie...”](04-express.md#ex-21-replace-pie-and-ring-charts) because they can be
|
||||
placed precisely at one point, like a city (see Figure CH 3.3).
|
||||
|
||||
## CH 4 Use the same scales
|
||||
|
||||
|
|
@ -123,42 +131,52 @@ report or presentation material.
|
|||
|
||||
|
||||
If presenting more than one chart of the same unit on one page, use the
|
||||
identical scale for these charts, see Figure CH 4.1. In extreme
|
||||
situations identical scales might not be desirable. In these exceptional
|
||||
cases the use of scaling indicators (see [CH 4.3](07-check.md#ch-43-use-scaling-indicators-if-necessary)
|
||||
and [UN 5.2](09-unify.md#un-52-unify-scaling-indicators)) can be helpful.
|
||||
identical scale for these charts, see Figure CH 4.1. In extreme situations
|
||||
identical scales might not be desirable. In these exceptional cases the use of
|
||||
scaling indicators (see [CH
|
||||
4.3](07-check.md#ch-43-use-scaling-indicators-if-necessary) and [UN
|
||||
5.2](09-unify.md#un-52-unify-scaling-indicators)) can be helpful.
|
||||
|
||||
## CH 4.2 Size charts to given data
|
||||
|
||||
|
||||
|
||||
Using identical scales in multiple charts can be demanding if the values
|
||||
in the charts differ by orders of magnitude. A good solution is adapting
|
||||
the chart size to the given data, see Figure CH 4.2.
|
||||
Using identical scales in multiple charts can be demanding if the values in the
|
||||
charts differ by orders of magnitude. A good solution is adapting the chart size
|
||||
to the given data, see Figure CH 4.2.
|
||||
|
||||
## CH 4.3 Use scaling indicators if necessary
|
||||
|
||||
|
||||
|
||||
There are several ways to overcome challenging scaling problems. _Scaling indicators_, such as *scaling lines* and *scaling areas* indicating the same numerical height (typically a power of 10) in all charts are helpful to assist in comparing multiple charts (of the same unit) with different scales, see Figure CH 4.3.
|
||||
There are several ways to overcome challenging scaling problems. _Scaling
|
||||
indicators_, such as *scaling lines* and *scaling areas* indicating the same
|
||||
numerical height (typically a power of 10) in all charts are helpful to assist
|
||||
in comparing multiple charts (of the same unit) with different scales, see
|
||||
Figure CH 4.3.
|
||||
|
||||
This guide suggests a _semantic design_ for scaling lines and scaling areas, see UN 5.2 “[Unify scaling indicators](09-unify.md#un-52-unify-scaling-indicators)”.
|
||||
This guide suggests a _semantic design_ for scaling lines and scaling areas, see
|
||||
UN 5.2 “[Unify scaling indicators](09-unify.md#un-52-unify-scaling-indicators)”.
|
||||
|
||||
## CH 4.4 Use outlier indicators if necessary
|
||||
|
||||
|
||||
|
||||
Certain values that are very big in comparison to other values are called
|
||||
outliers. If an outlier is not important for business, e.g. a big
|
||||
relative variance of a small value, then it is not appropriate to scale
|
||||
the whole chart to this outlier. Therefore, use _outlier
|
||||
indicators_ for unimportant outliers, see Figure CH 4.4.
|
||||
outliers. If an outlier is not important for business, e.g. a big relative
|
||||
variance of a small value, then it is not appropriate to scale the whole chart
|
||||
to this outlier. Therefore, use _outlier indicators_ for unimportant outliers,
|
||||
see Figure CH 4.4.
|
||||
|
||||
This guide suggests a _semantic design_ for outlier indicators, see UN 5.3 “[Unify outlier indicators](09-unify.md#un-53-unify-outlier-indicators)”.
|
||||
This guide suggests a _semantic design_ for outlier indicators, see UN 5.3
|
||||
“[Unify outlier indicators](09-unify.md#un-53-unify-outlier-indicators)”.
|
||||
|
||||
## CH 4.5 Use magnifying glasses
|
||||
|
||||
Another way to assist in scaling problems is to use “_magnifying glasses_” for zooming in on a part of a chart with a bigger scale. Use an appropriate visualization element to mark the part of a chart to be zoomed in and to link it to a second chart displaying the zoomed part on a bigger scale.
|
||||
Another way to assist in scaling problems is to use “_magnifying glasses_” for
|
||||
zooming in on a part of a chart with a bigger scale. Use an appropriate
|
||||
visualization element to mark the part of a chart to be zoomed in and to link it
|
||||
to a second chart displaying the zoomed part on a bigger scale.
|
||||
|
||||
## CH 5 Show data adjustments
|
||||
|
||||
|
|
@ -169,14 +187,15 @@ impression, hiding the real development of business.
|
|||
|
||||
|
||||
|
||||
Making inflation effects transparent helps avoid misinterpretations of
|
||||
time series visualizations, see Figure CH 5.1.
|
||||
Making inflation effects transparent helps avoid misinterpretations of time
|
||||
series visualizations, see Figure CH 5.1.
|
||||
|
||||
## CH 5.2 Show the currency impact
|
||||
|
||||
|
||||
|
||||
Similar to inflation effects, the adjustment of currency effects can help
|
||||
to avoid misinterpretations, see Figure CH 5.2.
|
||||
Similar to inflation effects, the adjustment of currency effects can help to
|
||||
avoid misinterpretations, see Figure CH 5.2.
|
||||
|
||||
[← Increase information density](06-condense.md) | [Apply semantic notation →](09-unify.md)
|
||||
[← Increase information density](06-condense.md) | [Apply semantic notation
|
||||
→](09-unify.md)
|
||||
|
|
|
|||
|
|
@ -1,5 +1,10 @@
|
|||
# SEMANTIC RULES
|
||||
|
||||
_Semantic rules_ help to clearly relay content by using a uniform notation. They comprise the third part of this guide with the rule set [UNIFY](09-unify.md).
|
||||
_Semantic rules_ help to clearly relay content by using a uniform notation. They
|
||||
comprise the third part of this guide with the rule set [UNIFY](09-unify.md).
|
||||
|
||||
The semantic rules are based on the work of Rolf [Hichert](https://www.ibcs.com/consultant/rolf-hichert/) and other contributors of the [IBCS Association](https://www.ibcs.com/ibcs-association/). As they are manifested by convention, semantic rules must first be more widely accepted to become a standard.
|
||||
The semantic rules are based on the work of Rolf
|
||||
[Hichert](https://www.ibcs.com/consultant/rolf-hichert/) and other contributors
|
||||
of the [IBCS Association](https://www.ibcs.com/ibcs-association/). As they are
|
||||
manifested by convention, semantic rules must first be more widely accepted to
|
||||
become a standard.
|
||||
|
|
|
|||
1184
docs/09-unify.md
1184
docs/09-unify.md
File diff suppressed because it is too large
Load Diff
|
|
@ -1,3 +1,4 @@
|
|||
# That's all, folks
|
||||
|
||||
Thanks for reading! Follow @[ohmypy](https://twitter.com/ohmypy) on Twitter to keep up with new stuff 🚀
|
||||
Thanks for reading! Follow @[ohmypy](https://twitter.com/ohmypy) on Twitter to
|
||||
keep up with new stuff 🚀
|
||||
Loading…
Reference in New Issue