A Socio-Technical Examination
A Socio-Technical Examination
of Harley-Davidson – the Company, the
Motorcycle, and the Experience
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Gerald M. Santoro, PhD
College of Information Sciences and Technology
The Pennsylvania State University
University Park, PA
Presented at the 2006 conference of PCA/ACA
Atlanta, GA – 13-April-2006
Introduction
“If you have to ask, you would not understand”
Advertisement for Harley-Davidson
This essay will examine how I use Harley-Davidson; the company and the motorcycle, to illustrate the concepts of socio-technical systems and participatory design for the students of my Penn State course – IST-110 (People, Information, Technology). In the accompanying talk, I will also show one of the videos I have developed to communicate the social environment of the ‘biker culture’ to my students.
This approach, using popular culture to help students understand the ‘people issues’ of technology design and implementation, has proven quite successful.
About IST-110
In 1999, Penn State University created a new School (now College) of Information Sciences and Technology. (IST home page) The School was developed to help address a lack of University graduates prepared to work in the emerging global, digital economy. Our goal was (and still is) to produce technology designers and developers who are sensitive to issues of human cognition, psychology and sociology. We also wanted our graduates to have a firm grounding in the social effects of technology, including such areas as information policy, intellectual property and the misuse of technology.
One of our goals was to study other schools, with the intent of developing an approach that was both unique and effective. We wanted our School to be multidisciplinary, recognizing that the domain of information encompasses every other discipline in the University. One way we approached this was to differentiate ourselves from the related fields of Computer Science and Management Information Systems (MIS). Computer Science, in our view, focuses primarily on the mathematics and architecture of computing systems. An example area of study might be the refinement of communication protocols for better error handling. MIS, commonly housed in business schools, focuses on information as a commodity. The goal here is to maximize the profit potential from the use of information within an organization. An example area of study might be the linking of company inventory systems with the production planning systems of its suppliers. (This sub-area is sometimes referred to as ‘supply-chain management.’)
IST, however, would focus on the one feature common to all information technologies and most difficult to quantify – the human users. This ‘people’ focus underlies every area of research in IST. One major area within IST focuses on the design of systems with relation to the human interface. The goal of this area is to understand human-machine interactions and to design systems that are both usable and effective. Another major area within IST focuses on the application, management and policies related to information technologies. Issues such as the digital divide, information assurance, and identity theft (to name a few) are examined in this area.
Although we have been very happy with the resultant design of IST, one problem with having a unique program is that the students have no idea what it is and what is included. For this reason, we developed the first required IST course, IST-110, to provide an overview of the fields included in IST and what kinds of jobs a graduate might obtain. A side goal, realizing that not every IST-110 student would become a major, is to help students understand the greater role of technology in their lives, so that they may become better consumers of technology. A shorter way of stating these two goals is: “What is IST and why should you care?” Our model involves presenting the ‘three aspects’ of IST – technology, information and people. Although these are given roughly equal coverage, it is clear to the students that the emphasis on ‘people’ is central to each of them.
However, my experience has shown me that while the students are prepared for the technology aspect, and sometimes for the information aspect, they can have some difficulty truly appreciating the people aspect of IST. Issues of information policy, such as privacy and censorship, are not difficult to grasp, but more fuzzy concepts such as socio-technical systems and participatory design prove formidable for an introductory course. For this reason, and given my background in Communication Arts and Sciences (where I am also an Asst. Prof), I exploit a number of ‘gimmicks’ to interest and engage students in the subject matter. One of my more successful gimmicks has been the use of Harley-Davidson, the motorcycle and company, to illustrate the effects of socio-technical systems and participatory design.
I have been accused, in a friendly way, of taking advantage of my natural eccentricity. I have been an avid biker since my teen years in Pittsburgh, although for many years having kids took precedence over having a bike. In 2002, I finally bought the bike of my dreams – a fully-loaded and chromed 2002 Harley-Davidson Heritage Softail Classic (FLSTCI) with custom pearl purple and pearl charcoal paint. Although I fully admit that I love it when my multiple worlds collide (in this case professional and leisure) there is actually method to my madness. In the communication discipline we sometimes talk about ‘immediacy.’ This is when communication takes a form that makes it particularly relevant to the recipient. As an example, one way to increase immediacy between a teacher and a student is to learn the students name and use it when talking with them. The uneasiness they feel when they realize you do actually know them as a person, results in greater effort on their part. It causes them to work harder because they know they are not anonymous.
In this strategy, I take advantage of the fact that bikers, and the Harley-Davidson, are currently in vogue. Television shows like “American Chopper” and “Biker Build-Off” have brought the mystique of the motorcyclist to the forefront of American popular culture. Indeed, thanks to Peter Fonda, Marlon Brando, and groups such as the Pagans and Hells Angels, bikers have always been a part of the cultural landscape, albeit a dark part. The irony with the current popularity is that it more accurately reflects the fact that the vast majority of bikers are regular law-abiding hard-working people. Every one of my students knows someone, a father, uncle, neighbor, or friend, who is a biker. This brings the examination into their frame of reference and makes it more relevant. The result is that they learn the concepts better and have a more fun time doing it. As an example, I ask them why thousands of people have tattooed the Harley-Davidson logo onto their bodies. I also challenge them to identify similar analogues with other technologies. (I have seen people with BSD and Apple tattoos, although not many.)
Socio-technical Systems and Participatory Design
Socio-technical Systems and Participatory Design are two different, but connected concepts. Both relate to how technology is designed and the set of factors considered in its design – specifically the psychological and sociological factors. The success of Harley-Davidson derives in large part from these two concepts. What is it that causes a user to bond with a technology beyond the functionality of that technology? What is there in the aesthetics of a technology that results in deep, almost fanatical, brand loyalty? Harley-Davidson is only one of many examples. Corvette owners are perhaps as bad. For that matter, almost every make of vehicle has its fringe of ‘customizers’ who work very hard to individualize their ride with the intent of sharing with other like-minded people. The same is also true of much of the consumer electronics on the market today. The variety of ‘skins’ for cell phones, pagers and mp3 players is but the tip of the iceberg. Who would have thought that a generation averse to paying 99 cents for a whole song would willingly pay $2.99 for a 15-second ring tone? In fact, today the focus has turned from finding problems to solve with technology to determining how to fulfill the ‘needs and gratifications’ of users, especially younger users who are willing to adopt new technologies and often use them in innovative ways. The idea is to get them to part with their cash, which, after all, is the mark of success of any consumer technology.
Socio-technical Systems Theory (STST) originated in the study of systems in the workplace (Cherns). Information technology often is used to automate the ‘flow’ of information supporting the needs of an organization – its workflow. The nature of the hardware, software, data structures, procedures, regulations and environment all work together with the psychology of the user to create a relationship that will either support or inhibit the goals of the system. The primary aim of STST is to maximize four objectives: user satisfaction, system efficiency, successful system implementation, and effective change management. (Amberlight) Note that user satisfaction is paramount to STST. An objective is to assess whether a planned technology satisfies a previously unmet need in the users, and whether it allows users to achieve something they were previously unable to do. Underlying this is the realization that the user’s satisfaction or achievement may be based solely on psychological or social factors such as social status, group esteem, self-image, self-efficacy and self-worth. This is related to the concept of social engineering in systems design. (Wikipedia) Is it possible to design systems in such a way that takes advantage of their psychological and sociological effects, or at least minimizes undesirable effects? To do this we must first learn to recognize and predict those effects.
Participatory Design (PD), sometimes called user-centered design, is a design philosophy and a process in which the end users of a technology or system are actively involved in the system design and evaluation. (CPSR) When originally developed, the focus of PD was on user interfaces to systems (dials, gauges, controls, etc.) but the focus can be expanded to cover the whole user experience – wants, needs, expectations, feelings, etc. One aspect of PD, for consumer technologies, is in the area of customization. Many Harley owners begin with a stock model and then begin to customize by altering components (seats, bars, windshields, luggage, etc.), adding chrome or specialized lights, or adding custom paint jobs. Because of this, a person’s Harley can literally become personalized to the point of becoming a work of art. The extreme in motorcycle customization is in the form of the chopped-up Harley, or ‘chopper.’ For decades these were the rat bikes (often illegal) of backstreet garages, but today they are toys of the wealthy – a top-end chopper from a known designer such as Arlen Ness or Jesse James can run into six figures. This potential for customization further enhances the individualism of the biking experience.
STST and PD are both being applied and exploited in the design of consumer technologies. Muniz and O’Guinn (Muniz) have identified what they call the emergence of the ‘brand community.’ This is a “specialized, non-geographically bound community, based on a structured set of social relationships among admirer of a brand.” A brand community is “marked by a shared consciousness, rituals, traditions, and a sense of moral responsibility.” This describes many Harley owners perfectly, their dress, rides, rallies and events raising money for charities such as animal shelters and MDA.
But of course this is merely my Harley example. Another example is Apple Computer and its products. For years Apple has been a leader in the design of technology, putting an unheard of emphasis on aesthetics in personal computer design. Even their marketing approach is steeped in STST, making a not-too-subtle appeal to “the rest of us” (ie, those of us who are not computer nerds). Not surprisingly, many of my colleagues who are primarily Apple users are fiercely loyal to the brand. Aside from the fact that any Windows or Linux platform can function just as well, these acolytes of the Apple brand are certain they are members of a privileged and enlightened group.
Relating this to Harley-Davidson and Packaging it for my Students
A serious examination of the history of Harley-Davidson reveals a number of factors that clearly result from socio-technical effects and design involvement of the user. The Harley-Davidson brand is one of the most recognizable brands in the world – adorning clothes, glasses, lights, furniture, vehicles (other than motorcycles), playing cards, etc. In fact, thousands of Harley owners have tattooed the “Bar and Shield” logo, first published in 1910 (Bock), directly on their bodies. No other technology company can make that claim. However, the situation was not always rosy. During the ‘AMF years’ (1969-1981) Harley-Davidson almost went the way of the Indian, another American motorcycle that closed shop in 1953. A buyout involving 13 investors, lead by Willie G. Davidson, (grandson of the co-founder), reclaimed the company in 1981 and lead to full-fledged embracing of STST and PD and a re-birth of the company.
In 1983, Harley-Davidson introduced the Harley Owners Group (HOG), which has nearly 1 million members worldwide and provides a readymade community for Harley owners, services and products. (HD Web Site) HOG sponsors rallys, tours, parties, charity events, education and over 1,000 chapters featuring ‘colors’ reminiscent of motorcycle gang symbols. HOG also provides important channels for bringing customers into the design and strategic decision process. One powerful result of this was the development of a novel design approach – retro-tech (Wikipedia). Retro-tech is using today’s superior technology to engineer a bike using the design from the 1940’s or 50’s. My own bike, the Heritage Softail Classic, is a modern incarnation of a 1952 Harley-Davidson Hydra-Glide. According to Ken Schmidt, Harley-Davidson entered a new era in 1985, when management devoted its entire marketing budget to customer demonstration rides. The close interaction between engineers, manufacturers and customers resulted in a product better suited to the customer. (Observer) Co-founder William Davidson once wrote:
“I truly believe that our brand belongs to everyone involved with our company – the riders, dealers, employees, and enthusiasts throughout the world. And it is our job to carefully manage and protect our great trademark and everything that it implies. We do this with great respect” (Kuglin)
Reginald Bruce, of the University of Louisville, states that brand loyalty for Harley-Davidson is primarily emotional. They are legends -- American icons. The Harley brand is based on a set of associations that include the American flag and the three animal symbols of the wild west – the Bald Eagle, Grizzly Bear and Timber Wolf. All of these images, according to Bruce, are reflective of the ‘passion and freedom that Americans enjoy.’ (Bruce) Motorcycle magazine publisher Buzz Kantor says: “You don’t buy a Harley because it’s a superior bike, you buy a Harley to be part of a family.” (Whole Pop) This social mystique is further illustrated by an old joke – “Harley’s leak oil, they vibrate bad, and you can’t turn the things. So why do people buy them? You get laid!” (Whole Pop)
However, there can also be a downside. When customers ‘own’ a brand it is important that any changes be very subtle, lest they have a negative effect. Such was almost the case in 2002 when Harley-Davidson introduced its first water-cooled motorcycle, the V-Rod. (Industry Week) Old-time Harley loyalists were skeptical of the modern design and the departure from retro-tech. But by 2005, the V-Rod had matured into the Street-Rod, which is gaining popularity especially among younger riders.
In packaging this for my students, I faced another challenge. My teaching approach involves viewing the student as the user of a system (the class) and tailoring specific methods to their experiences and interests. Long lectures, no matter how interesting, can be extremely taxing to multimedia-weaned 18-19 year olds. So, I make extensive use of digital video. This is fairly easy since digital video technologies are fairly widespread and because my classes are located in instructional computer labs with projectors and sound systems. I developed a set of videos that show biker events, Harley rallies, biker festivals and specific fun rides. The goal is to illustrate, in a fun way, the passion, variety and social identity of the biker culture. Through use of the videos, and relating my own experiences, I enable my students to better appreciate the socio-technical nature of the Harley-Davidson and how user participation plays a large role in its success. They are then able to relate this understanding to their own experiences with technologies such as iPods, cell phones, personal computers, HDTV sets and more. The result is a better understanding of the role of technology in shaping their world.
Conclusion
My experience has shown that much can be gained by exploiting the popularity of the Harley-Davidson to illustrate complex concepts linking technology design to the psychology and sociology of the user. The enhanced immediacy of their understanding of STST and PD allows them to gain a better understanding of their own relationship to both the form and function of technology in the world around them.
References
IST Home Page –
Amberlight Partners Ltd. "HCI Briefings - Sociotechnical Systems" Amberlight Human Computer Interactions Feb. 2006
Cherns, A. "The Principles of Socio-technical Design" Human Relations, 29(8), 1976: 783-792
Wikipedia. "Social engineering (political science)" Wikipedia, the free encyclopedia
16-Mar-2006
Harley-Davidson. "Customize your Harley." Harley-Davidson - Genuine Motor Accessories
Pugliese, Michael J. and Cagan, Johnathan. "Capturing a rebel: modeling the Harley-Davidson brand through a motorcycle shape grammar"
Research in Engineering Design 13 (2002) 139–156
Muniz, Albert M. and O'Guinn, Thomas C. "Brand Community" Journal of Consumer Research Mar 2001:412-432
Computer Professionals for Social Responsibility. "CPSR - Participatory Design"
Computer Professionals for Social Responsibility June 2005
Asaro, Peter. "Transforming Society by Transforming Technology:
The Science and Politics of Participatory Design"
CMS Conference Stream: Information Technology and Critical Theory
Departments of Philosophy and Computer Science
University of Illinois at Urbana-Champaign
Bock, Wally. "Harley-Davidson at One Hundred: An American Story"
Monday Memo 25, Nov 2002
Whole Pop Magazine Online. "Harley-Davidson"
Whole Pop Magazine Online
Harley-Davidson. "Your New Friends are Waiting for You."
Harley-Davidson - Harley Owners Group
Wikipedia. "Harley-Davidson" Wikipedia, the free encyclopedia
November 2005
Kerr, Bob. "Lecture traces fall and rise of Harley-Davidson"
Notre Dame Observer Vol XXXIII NO 15, 13-Sep-1999
Bronson, James W. and Beaver, Graham.
"Strategic change in the faceof success? Harley-Davidson, Inc."
Strategic Change 13: 205-217 (2004)
Kuglin, Heidi, Kuglin, Fred, and Slocum, John.
"Route to Building Competitive Advantage: Harley-Davidson" Sep 2004
SMU COX: Research
Teresko, John. "Technology Leader Of The Year - Fueled By Innovation"
Industry Week Dec 1, 2002
Bruce, Reginald A. "A Case Study of Harley-Davidson's Business Practices"
A Little Shack acessed March 2006
Walters, Jeff. "Have brands, will travel" Brandweek Oct 6, 1997; 38, 37;
pg. 22
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