Adaptive Path President Peter Merholz recently started blogging at Harvard Business about the customer experience-driven business. In addition to being credited with coining the term “blog,” Merholz has worked with a wide range of clients in the areas of user experience, strategy, and design.

In his first post, Merholz writes: “…this isn’t about money — in my work, the biggest impact I’ve seen a customer experience mindset have is to help companies understand how they can better orchestrate existing elements to realize new value….This is about choreographing what you already have (technologies, people, offerings) to better respond to your customers’ needs and wants.”

Adapative Path’s clients are much more likely to be companies and corporations, but it occurred to me that you could substitute “students” for “customers” in the above. And in these economic times, who wouldn’t be on board with taking what you already have and better aligning it with your students’ goals and needs?

In his most recent post, Merholz examines how businesses see their customers and, unfortunately, how little they often understand them.

About working on a project with a large bank, Merholtz writes: “Buying financial products is challenging, because unlike physical goods, it’s hard to define what you want ahead of time….

“We realized that customers must satisfy three sets of requirements — functional (does the product meet my basic needs); intellectual (through comparison, am I confident I’m getting the best deal); and, crucially, emotional (could I have a relationship with this bank?).”

Again, drawing a parallel with the challenge of college selection: Does the college meet my basic needs (functional)? Through comparison, am I confident I’m getting the best university for me (intellectual)? Could I have a relationship with this college (emotional)?

The bank wanted to drive all applications for new products online, according to Merholz, but researching and listening to the customers revealed that they still wanted to be able to have a human relationship, either in person or on the phone. Continuing to provide that contact opportunity was a better strategy.

The bottom line here is that it’s not just who your customers/students are, but how they behave. And have you aligned your institutional processes with actual behaviors, not with labels and preconceived notions about your customers/students? Is your admissions strategy meeting the functional, intellectual, and emotional concerns of potential students?

The Publishing Trends Blog posts five interesting takeaways from “Youth and Creativity: Emerging Trends in Self-expression and Publishing,” a session of the O’Reilly Tools of Change Conference. This session focused on usage habits among teens who were using digital media as a means of self-expression but who weren’t considering design or art as possible careers or fields of study.

The takeaways:

• Teens don’t see buying a software program (like Adobe Photoshop) as a major “life event.” Whereas people in their twenties and thirties may sign up for classes and buy instruction manuals after purchasing a program, teens churn through many different technologies quickly, using programs only for what they need and then moving on.
• At the same time, teens feel as if they have mastered these programs. Westerman [one of the session presenters] pointed out that when he asks an adult, professional Photoshop user if she knows everything there is to know about Photoshop, that adult will usually answer, “No, I haven’t even scratched the surface.” Teens, on the other hand, will answer, “Yeah, I know Photoshop.” Nor are they concerned that they haven’t learned all the “right” ways of doing things with a program–they’re concentrated on the outcome, not the tool. They don’t ask, “How do I use the masking tool?” They ask, “How can I create a cool rain effect?”
• That’s not to say that teens aren’t asking for help. They are! But they’re going to their peers online or typing queries into Google. There’s a return of the “apprenticeship”–teens learning skills from their more knowledgable peers, actively seeking critiques of their work, and really adopting a craft mentality. Learning is a process of watching and doing on the fly. “There’s no more learning curve,” Westerman said.
• Any niche site can become a social hub–teens aren’t just using Facebook for social networking. One subject in the study, “David,” spent most of his time on the “Silverfish Longboarding” discussion boards. (A longboard is a type of skateboard.) These microcommunities give teens, who tend to define themselves through 2 or 3 major interests when creating online personas, a sense of belonging.
• Teens aren’t using the fanciest, newest technology. Most of those surveyed had fairly old computers and older versions of software. They were making do with what they had. And they were not pirating software. One teen, “Gina,” bought a copy of Adobe Photoshop with her friend at Costco, and the girls took turns using it at home, since they only had one license.

A report just released by the Pew Internet and American Life Project shows the age of Internet users is rising, with Generation X’ers leading when it comes to online banking, shopping, and researching health information, and the percentage of users from 70-75 years old showing the biggest increase (up from 26% of that age group going online in 2005 to 45% currently).

While middle-aged Gen X’ers and older users approach the Internet as a tool, younger users (teens and Gen Y’ers) see it more as a source of entertainment.  Among users 12-17 years old:

• 78% play online games
• 57% watch videos online
• 69% send instant messages
• 65% use social networking sites
• 59% download music
• 55% have created a profile on a social networking site
• 49% read blogs
• 28% have created their own blog
• 10% visit a virtual world

Access to the full report is here.

Researchers from the University of British Columbia’s Sauder School of Business have found that the color red increases both attention to detail and risk aversion.  Blue, however, produces a strong sense of openness to new things and enhances creative thinking.

These variances are caused by different unconscious motivations that red and blue activate, says [researcher Juliet] Zhu, noting that colour influences cognition and behavior through learned associations.

“Thanks to stop signs, emergency vehicles and teachers’ red pens, we associate red with danger, mistakes and caution,” says Zhu, whose previous research has looked at the impact of ceiling height on consumer choices. “The avoidance motivation, or heightened state, that red activates makes us vigilant and thus helps us perform tasks where careful attention is required to produce a right or wrong answer.”

Conversely, blue encourages us to think outside the box and be creative, says Zhu, noting that the majority of participants believed incorrectly that blue would enhance their performance on all cognitive tasks.

“Through associations with the sky, the ocean and water, most people associate blue with openness, peace and tranquility,” says Zhu, who conducted the research with UBC PhD candidate Ravi Mehta. “The benign cues make people feel safe about being creative and exploratory. Not surprisingly it is people’s favourite colour.”

In a study of more than 600 people, the two researchers tracked performance over a range of tasks that included solving anagrams, designing toys, and assessing marketing.  Not Exactly Rocket Science has a nice summary of one experiment in which subjects were asked to judge two versions of an ad for a digital camera, one providing specific and detailed information and the other showing generic travel images (things like maps).   When the ads appeared against a red background, subjects were more receptive to the detailed version; when they appeared against a blue background, subjects were drawn to the visual, if more generic, version.

These findings also reveal another interesting implication for integrating color with messaging and packaging:

[P]eople were more receptive to a new, fictional brand of toothpaste that focused on negative messages such as “cavity prevention” when the background colour was red, whereas people were more receptive to aspirational messages such as “tooth whitening” when the background colour was rendered in blue.

The release on Science Daily  is here.

Need more evidence that Facebook is no longer the province of teens?  Here are the latest user statistics from Inside Facebook:

The big news?  Only 12% of registered users are between 13 and 17 years old.

Other highlights:

• Nearly 25% of all Facebook users are over 35.
• 45% of users are 26 years old or older, which is where FB continues to expand. The fastest growing age group by total users is 26-34.
• The number of female users aged 55 and over grew 175.3 percent since late September making them the fastest growing segment.  Males in that age group grew by 137.8%.  (This age group still accounts for only 3% of all users.)
• Overall, more women than men are registering in almost every age group. Women now comprise 56.2% of Facebook’s audience and outnumber men in the 18-25 and 26-34 age groups.  Those groups have 1.4 females for every 1 male user.

Is FB running its course as the go-to site for prospective students?  Or is it a big enough tent that teens will tolerate some crowding by those they consider old folks (meaning, of course, everyone over 35)?

Laurent Haug recalls Clay Shirky’s interview with CJR back in December where he gave a cogent response to the criticisms of the Web’s effects on culture and attention span.  Haug cites one passage that didn’t jump out at me at the time but that is worth keeping in mind:

[I]t’s not just when a tool comes along that change happens. It’s really when it becomes ubiquitous and even boring. And what’s happened now is that the Web has gotten boring for a whole generation of teens and twenty-somethings. And so, because they can take it for granted, they’re using this platform to add interactivity around regular media consumption.

Haug has himself raised the issue of the boringness of the Web previously.  Both are useful reminders that digital technology and interactivity are just part of the furniture for prospective students.

And since Haug sent me back to reread Shirky’s interview, I’ll share Shirky’s take on why information overload is a generational phenomenon:

[Y]ou know, you never hear twenty-year-olds talking about information overload because they understand the filters they’re given. You only hear, you know, forty- and fifty-year-olds taking about it, sixty-year-olds talking about because we grew up in the world of card catalogs and TV Guide. And now, all the filters we’re used to are broken and we’d like to blame it on the environment instead of admitting that we’re just, you know, we just don’t understand what’s going on.

…

I mean, the thing that people say about young people is just that they understand the technology so well. Well, I teach in a graduate program, I see twenty-five-year-olds all the time. They actually don’t understand the technology particularly well. I think I understand quite a lot of it quite a bit better than they do, which is the reason why I’m teaching there and they’re students. The advantage they have over me is that they don’t have to unlearn anything. They don’t have to unlearn the idea that a card catalog is a helpful thing to have. That you need a librarian to find things. That you have to figure out where you’re looking before you what you’re looking for. None of those things are true anymore. And so one of the problems that old people like me suffer from is just we know too many solutions for problems that no longer exist. And it kind of freaks us out to realize that all the things we mastered don’t really add up to much value anymore.

It’s not so much that young people are smart and old people are scared. It’s that young people don’t have to unlearn all the stuff that old people do have to unlearn if we want to understand this world. And unlearning is just about the least fun activity in the world. So, you know, it’s easy to understand why people don’t want to sign up for it. But it’s also kind of pathetic that the people going around talking about information overload don’t stop to factor in the idea that if the twenty-year-olds aren’t complaining about information overload, it probably isn’t the problem we think it is.