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This is a second in a two part series on taking Salesforce Certification Exams. We’ll be talking here about taking the exam. You might also find part 1 on studying useful.

For this discussion I’m assuming you have picked your exam, studied as best you can, and now it’s time to take the exam.

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In my article on studying I recommended scheduling your Salesforce exam a week or two after you had prepped your flash cards. Of course it’s not exactly that straight forward. You need to pick the location and timing that works to your best advantage.

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Salesforce exams can be taken in a testing center or from home. Before COVID I took my exams in-person at a local testing center located at a university – it was re-assuring that if there were issues I could discuss it with staff in person, although it never came up. When COVID arrived, like everyone else, I had to move online – and my local testing center never re-opened to non-students for first health and now security reasons. Currently I’d have to drive over an hour to reach an in-person location so I continue to take mine online. All that is to say I have done both, and both can work just fine.

The exact rules for at home tests have shifted a few times, but generally they have all been reasonable (at least since they dropped the two camera requirement). I do get interrupted by support if there is an internet connection flutter, or if an hour or so in my mind – and more importantly eyes – start to drift a bit. But on the whole my home is less distracting than dealing with the challenges of driving, parking, getting checked in, and all the other logistics of an in-person location. If you have potential distractions in your home, like kids home from school, bad wifi, lack of a room you can close off, and other things those in-person logistics might be a great trade for you.

On the whole, I prefer taking tests from home. That said, the most important thing about the location is that you are comfortable enough about the setting that you can stay focused on the test.

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The location you select will drive the dates and times available to you, but both have limited options. Plan ahead if you want a specific time and day – I’ve had to put off exams a week or two just to find a reasonable time of day to take the exam.

For online exams I have found there are 5 times of year to avoid: late December, and late in a Salesforce quarter. December that’s because people who work at partners often have to take one a year and procrastinated. As for the quarters, I think that’s because those same partner companies have exam vouchers that are about to expire so they push people to use them up, and Salesforce staff are meeting performance deadlines. Sometimes, I have no idea what’s driving the demand, but there will suddenly be no open slots.

Generally, you want a time when you’ll be awake and sharp. If taking the test from home, that should also mean it’s a time your home is quiet. Pick a time when your partner, or school district, can watch the kids – or everyone else is sleeping. If you are a night owl, and like taking exams in the middle of the night (US-time at least), you’ll have more choices. Personally I like late morning: I’m through my coffee, dealt with whatever fires have started me day, and still have lots of energy.

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Most of us took lots of standardized tests in school. The test taking skills you should have been taught for those apply to Salesforce exams. Salesforce exams are, fundamentally, the same things as objective standardized tests you took in school – who knew all those test taking skills would actually be job skills?

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Turns out that the thing about never changing answers is wrong. But that doesn’t mean second guess yourself. Change the answer when you know it’s wrong, if you’re still just guessing move on. Sometimes as you proceed through the exam you’ll notice later questions that give away the answer to one you guessed at – that’s a great time to go back if you marked it or have the time to find it.

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Depending on the exam you will have 3 or 4 answers available to you – you are looking for the best fit to the details of the question. Writing wrong answer is incredibly hard, usually some of the wrong answers are really bad. So if the answer isn’t immediately obvious look for a few giveaways to bad answers:

Products that don’t exist. If part of the answer is not a thing – that’s not the right answers.
Not being part of a pair. Sometimes there are a pair of answers that are very similar, in my experience it’s one of those two so ignore the others. In those pairs the difference is usually from a detail of the question. Go scan for a condition that would trigger one or the other.
Answers leveraging information that’s not part of the exam outline: Right answers must be part of the exam outline, wrong answers can include other things. If you’re taking an exam where Person Accounts aren’t part of the outline – the answer with Person Accounts in it is wrong.

If you can cut out the bad answers, and get yourself to a 50/50 guess you’re in a good place on most exams as long as you are not always guessing. Your goal is to pass, a few mental coin tosses that keep you moving will keep you in range. You don’t need 100% to pass, so don’t worry about a few wrong answers. As long as your guesses are rare and you’ve eliminated a few answers, you’re golden.

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If you have no idea about a question, guess randomly. Just pick an answer that sounds plausible and move on. This is not the SAT where you can lose points for the wrong answer. A right answer is one point. A wrong answer is zero points. A blank is always wrong – and still zero.

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I don’t do this for all questions, but some questions are long, and include extra detail you don’t need to select the right answer. When I see I long question I read the answers, try to eliminate at least one, and then scan the question for details that matter to the remaining answers. Even if I still read the whole question I am extracting the important bits not all the details of why Cloud Kicks wants to encourage adoption or improve security. More than once I’ve been able to eliminate all but one answer, select it, and move one without even reading the question.

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Like with so many things in life, timing is important. Before the test starts know how many questions you have and what’s your total time. The test will tell you when you start, but you want to have a sense going in how fast you need to be moving.

Most exams have 60 questions and give you 105 minutes (1 hour 45 minutes). That’s a whopping 1 minute 45 seconds per question (for context on the SAT allots 1 minute 11 seconds for the reading and writing questions, GRE it’s 1 minute 30 seconds). So pace yourself.

The test’s clock, which you can and should hide, is in hours and minutes not total minutes. If you aren’t great at time math on the fly, give yourself markers about where you should be at the 20 (> 1:10 remaining), 30 (>52 minutes remaining), 40 (>35 minutes remaining) question points. I slow down as the test proceeds, so I actually like a larger margin earlier in the test so I can be running over time in late questions.

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You are given a scratch pad for the exam: either a physical piece of paper in a testing center, or a text box online. As soon as you sense you are struggling use it to record your weaknesses. No details, not whole questions, just topics to study later.

You aren’t allowed to keep or copy the notes directly, so you need tags you can use to memorize enough information to go augment your study later. I usually haven’t needed it, but when I took Integration Architect recently I realized a few questions into the exam there were multiple references to things I hadn’t studied – oops. In my case it was PushTopics and Change Data Capture. I wrote just that much in the notes, so when I got to the end I could quickly memorize the need to create flash cards covering those topics to my deck. I failed my first attempt, augmented my flashcards with the topics I’d missed in my study, and passed easily on the second attempt.

On several other exams where I was close to the line, noting those topics helped me stay calm because I had a plan if I needed to do more prep.

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The biggest thing I’ve found that’s Salesforce specific is thinking about the context of the exam to help guide guessing. When guessing, try to think like Salesforce, and know some basic rules for the exam you’re taking:

Admin Exam: never say you’d contact support, and always say you’d check the App Exchange.
Platform App Builder: never say you’d write code, pick the declarative answer.
Platform Developer: You still aren’t calling support, never have a DML in a loop.
Architect Exams: use a recent – but not latest – Salesforce technology to solve the problem.
AI Exams: Be ethical.
Advanced Exams (Advanced Admin, PD II, etc): You might need to contact support to enable features or change settings in rare use cases. Generally know your negative use cases – when not to do something you’d select on the basic exams.

Most Salesforce exams have a similar pattern that can help you guess. Ask around your network for people who have taken the exam you’re attempting.

Generally there are some overall messages Salesforce wants people with that certification to have secured in their heads. Figure out what those messages are, and leverage them to help drive success.

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That’s the advice I have to offer. Good luck on your next Salesforce Exam. And if for some reason you don’t pass the first time, pick yourself up, dust yourself off, and schedule the retake. There’s no way through but forward.

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Salesforce certification exams are a fact of life for many of us in the eco system. Whether you are a consultant who needs to add at least one a year or taking your first exam it’s important to have a plan for how you approach your next test. Getting through Salesforce Exams generally requires a mix of memorization, understanding key concepts, and good test taking skills.

Currently I hold 13 Salesforce certifications and have survived 12 exams to get there (there are a couple two-for-ones to be had among the Architect exams) and I passed all but one on the first try. This is by no means makes me exceptional – my current manager holds somewhere between 35-40 certifications, I lost track a test or two ago – but it does mean I’ve taken enough to develop a routine that works pretty well.

What I’m offering here is an outline to what I do. From talking with friends who have mimicked my routine it seems to work well for others as well.

I should note: I am not a Salesforce Certified Technical Architect (CTA). This guide is not meant to help you pass the CTA exam or project, although it should help you with everything that comes in earlier phases of that journey. If I ever decide to put myself through the CTA process, I expect I’ll write a bit about that process, but in the meantime I’m not qualified to speak to it. I am also not currently on an exam advisory panel – take the exams not write them.

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Before you can study for an exam, you need to decide which one you’re taking. You want to study for the right exam after-all. When picking exams there are many considerations, but let me dispel a couple myths:

There is no one exam that will land you a job. Certification is useful, and for some jobs essential, but employers are looking for more than just certification. So a specific certification might help, but it’s not enough by itself.
There is no one path through the collection of certifications. I think historically there might have been a reasonable path through the certifications that made default sense. But at last count there were more than 40 certifications out there. Salesforce adds several a year.

You need to figure out what certification benefits you the most. The benefit could be helping improve you resume. It could be helping your employer land new deals (but make sure they give you tangible credit for helping land those deals). Sometimes your employer told you have to take one this year and just need a pass.

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Salesforce organizes certifications by career track. There are exams for admins, developers, consultants, architects, and more. You don’t need to confine yourself to any one of those areas – I have certifications from four categories. The career track the exam is aimed at helps you understand the kind of information you can expect and it’s level of complexity. But you should not use it as your sole guidance.

Administrators are expected to know how to do the work of setting up Salesforce, so the questions are focused on which settings enable which features.

Architects are expected to make strategic decisions about which features to use, so the questions are focused on understanding the when to use a feature based on its technical characteristics. Consultant exams are similarly focused on when to recommend features, but are generally easier that architect exams although they do add in information about understanding the role of a consultant. The nonprofit and education consultant exams also expect you to know information about how those kinds of organizations work.

Developer exams expect you to read and understand Salesforce-related programming languages, know how the code will operate, and what errors to expect. Except for Platform Developer II, which requires a super badge, they do not currently expect you to write code.

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When you select an exam, you need to understand the intersection of difficulty and the passing threshold. Some exams are just plain harder than others. But Salesforce has internal expectations about ensuring that a reasonable number of people who attempt the hard exams also pass those exams. While I don’t know what those numbers are, the place they are most obvious is when you look at passing threshold.

Each exam has a defined percentage score to pass. When it is in the 70-80% range, you’re looking at an exam where the questions are right about on target for the audience taking that exam to pass at the rate Salesforce wants. When you see thresholds in the 60% range, the test is much harder – so Salesforce lowered the bar instead of making the questions easier.

If you know an area really well, and see a low passing threshold, that’s a great exam to target if you just need to pass one. If you don’t know that area well, be warned that’ll be a hard exam. Conversely, an exam with a high pass threshold has easy questions, which many lull you into a false sense of security as you take the exam.

Associate Exams are designed to have high pass rates. Architect exams are designed to have a lower pass rate. With most exams falling between those two points.

Understanding the required pass threshold can help determine how, and how long, you need to study.

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Salesforce exams are a lot like standardized tests from high school: nearly all multiple choice and conquerable if you memorize a bunch of information. It helps to understand why the platform does certain things to support guessing, but mostly you need to know what the system does.

Knowing that, once I’ve selected a Salesforce exam to take, I prepare in two phases:

Review official materials and create flash cards
Study the flash cards

Salesforce provides a break down of the content of each exam in both the exam guide and the official Trailhead Trailmix. In theory they include everything in those you will need to pass the exam – mileage here will vary. The lower the exam level, the better this material. For the architect level exams sometimes there are gaps you’ll need to fill to understand what information they are testing.

My first step in preparing for an exam is to review the exam guide, and all the information on the trailmix. I make my own flash cards from that information and then my second step is to study those flash cards until I take the exam. That’s all there is to it – memorize a bunch of stuff.

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The most important part of the official materials is the Exam Outline. Test creators are required to make sure these outlines are correct. There may be extra information or gaps in the Trailmix, but the outline is required to be complete and correct. Use the outline to help guide you as you create your flashcards.

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There are several sources for 3rd party study materials. Usually these services cost a few dollars, and they have what my friends at Salesforce call “disturbingly good” information about the exam content. It’s disturbing to Salesforce cause sometimes it’s often good enough to imply someone violated the rules while taking the exam. These third party materials typically come in three forms: courses, practice exams, and flash cards.

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If the support of a course helps you, great. They don’t help me, like most students I can easily disengage when in online courses. For me, they are a waste of money – and as far as I can tell the success rate of people using just a course to prep is very low.

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Practice exams can be extremely helpful. Until I switched to making my own flash cards I used to use these a lot. Practice exams give you a chance to see questions similar to those you will see on the exam itself. More importantly good practice exams, like the ones from Focus on Force, will give you reference information for where the answer came from in the source documentation. That helps you understand why you were wrong.

You should plan to take the practice exams several times – maybe a dozen or more – before you’re ready for the real thing. You need to take them until you are 10-20% above the pass threshold of the exam. While these exams are often good, they also often a little behind the current Salesforce exam – so you should expect a performance gap between what you scored on the practice exam and what you will score on the real thing.

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Flash cards are, in my opinion, the best solution. I know, we all hate flash cards: they were boring in high school and they are boring now. What they are is effective. If your goal is to pass an exam that requires memorizing a bunch of “stuff” flashcards are where it’s at!

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I make my own flashcards for most exams. And with one exception I passed on the first try. That exception: I accidentally skipped a section of the prep materials and so was missing several cards I needed.

There are a few reasons I make my own flashcards:

They are cheap: a pack of 100 note cards costs $0.89 at Staples right now. I usually need two packs because I generally create about 120 cards and make a dozen mistakes writing them out so we’re taking $1.78 + tax per exam. The Focus on Force Admin Study Guide,which has their flash cards, currently costs $24 – not at all unreasonable but also way more than a buck seventy eight.
Writing them out helps me remember what I’m reading: This is actually the bigger factor than costs. Writing things down helps us remember stuff. By putting in the effort to figure out what cards I need, and writing them out, I remember the information better. Also a few times I used sets from Focus on Force (they were good), and it was tiring to write theirs out so I printed them – which added costs and effort.
Writing your own allows you to personalize: the sets from Udemy, Quizlet, and elsewhere reflect what anyone might need to learn. When you create your own you include what you need to learn. Sometimes I add a few cards that are things I find along the way that I need in my work and aren’t likely to be on the exam. I almost always leave out some information I already know very well.

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Creating my own flash cards brings it own risk. I do not have the level of insight that the 3rd party content creators have when they create their content. I also risk including extra material I don’t need for the exam or my work, which wastes my time memorizing. Still, on the whole, I favor creating my own flashcards over buying someone else’s.

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Salesforce Exams are pass-fail. A pass is perfect, and failure is disaster – there is nothing between those two points. That means the ideal amount of studying is when you study just enough to pass the exam by one question.

No one wants to fail an exam because they were unprepared. No one should waste time over studying – we have better ways to spend our time.

I have actually threaded this needle a couple times and passed by a hair’s breath. That is a scary feeling because any good test taker knows generally how it’s going as they proceed. When you’re right on the line it’s hard to know which side you’re on.

I used to study a lot, particularly when I used a practice exam based approach. It worked, but it took a lot of time to take all those practice exams. With the flash-card based approach I take as long as I need to create my flash cards, and once I’m convinced my deck is complete I schedule the exam for a week or two out. For exams with a high pass threshold, or are in an area where I am weak, I give myself two weeks. For exams with a lower pass threshold, particularly if it’s an area of strength for me, one week is plenty. During that time I run through the deck once or twice a day.

By exam day, I’m ready to go. As long as my deck has what I need, I’m good to go.

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Part 2 focuses on exam day, taking the exam itself, and recovering from failure when needed.

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Two years ago my sister’s oldest child went off to college. As a marker for that occasion I wrote up gateio app. In a little while my sister’s youngest child is headed off to college as well; so I decided it’s time to write part two.

Since my wife is a college professor, and I’m framing my understanding as being her husband, I need to be clear: these are my thoughts. They are not hers. They are not those of her colleagues, or any of our other friends who are college professors. Yes, my ideas are influenced by being friends with those folks, and I hope they agree with me. But in the end, this advice is mine. If you want advice from a college professor — well college students have easy access to those and should politely ask them directly.

Also, for some strange reason it turns out that older child actually reads this blog (despite complaints that the posts about work are boring — love you too bud, they get the most traffic). So, Ben, open invitation to write a rebuttal or addendum to support your sibling and any other college students who stumble in here.

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While most of this post covers new ground, this point deserves repeating. It was top of mind two years ago, and is top of mind now. When professors talk about things their students do wrong this is what they talk about the most. Yes, the syllabus is boring — trust me I know, I’ve edited plenty of them. Yes they are often oddly long. But they are critical to success, and contain important information like what books to buy, when to read them, and what your deadlines are. So suck it up, and read them! There do exist courses and professors where you can get away without doing this, but it will never hurt you, costs you 15 minutes a course at most, and could save your tail.

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Use college as a time to explore new ideas and different fields of study. When I think about the courses I took in college, it’s hard to know how I would have predicted which were going to be valuable to me still 20 years on.

I took a course of censorship taught by a Russian language professor. That course forced me to think about ideas of self-expression, our laws, and forms of protest. It also gave me ongoing interest in the impact of the work of Robert Maplethorpe and other controversial American artists. And that interest has left me space for my understanding to grow and change over time.

Ceramics helped me learn to think critically about my own work. It’s a class I cite frequently when working with less experienced developers to help them improve their work.

Non-required CS courses taught me skills I use almost every day at work; more than most of the required courses.

Religious Studies courses forced me to write in a formal way about creative ideas; a skill that serves me well on a regular basis.

I wouldn’t have told you any of that was the important take away when I registered for those classes. I took other classes expecting great things, but that failed to deliver for me. So if the class looks vaguely interesting, consider taking it, even if you don’t expect it’ll help you later.

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There are a few things I didn’t take, like English Comp., because they were only open to first and second year students. I wanted to take some of those classes late in my time at Hamilton, but was locked out. It was totally my fault because I didn’t plan ahead. Plan ahead!

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This is probably my most controversial piece of advice: Don’t use all your learning accommodations.

I want to be clear, I support forcing colleges to provide needed accommodations. Learning accommodations are critically important to the success of many students, and colleges should make everything available to all students who are entitled to have them. But that’s the college’s side of the relationship. While college’s should provide them, students should think critically about which they leverage.

Some accommodations are absolutely critical to all who need them.
Some accommodations are critical to some students in some courses.
Some accommodations are offered because we don’t teach kids good learning techniques when they struggle.

If your accommodation is in the second group reflect on whether or not accommodations in the courses you’re taking will support deep learning. When your accommodation is in that last set, seek out better ways to overcome the challenges. You can tell the difference, in part, by asking yourself how the accommodation actually helps you learn better, not just complete an assessment better or feel like you’re learning faster. Use the support you need not the support that makes learning feel easy or comfortable. Learning should be hard. A little friction in the learning process helps you learn better.

Understand that when you finish your BA the number of accommodations available to you will drop significantly. Typical work places are held to a very different standard than educational institutions. Again I believe they should meet their legal obligations, but deadline extensions or “extended time” may come with consequences for just asking. And graduate programs rarely offer any for non-physical disabilities (just because the law says they should, doesn’t mean they do so without consequences).

To thrive after college you will need to find tools of your own to overcome many of the challenges that lead to adjustments being offered in a classroom setting. You might as well start looking for those now.

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The most important thing to learn in college is how to learn!

The exact facts and figures you learn in college aren’t really the point the exercise. They are interesting, and can provide you important insights, but the details won’t last. If you go on in a field you’ll deepen your knowledge, and likely replace large portions as the field advances. If you don’t go on in a field you aren’t likely to use exact facts, figures, and formulas. The take aways longer term come in the form of general concepts and stories to help you, hopefully, remember deeper truths.

We live in a world of constantly advancing knowledge. You will need to learn some of that new information after you graduate. You will need to learn some it without the benefit of formal instruction. Make sure you know how to learn independently, without support of professors or formal direction.

You also need to know how to sort good information from bad information. In college your professor will do a lot of this for you. Later it’ll be your job. Good information doesn’t always agree with you, good information sometimes reveals truths that deviate from your world view. Sometimes what’s true forces us to rethink how we act, think, and vote. Be sure you know how to sort the good from the junk.

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When in doubt, say yes to offered experiences. Try things you’re unsure about, go places you worry will be boring, listen respectfully to speakers who offend you, go to concerts of artists you’ve never heard of, and generally take advantage of opportunities that present themselves.

One of the most memorable talks I attended in college was by Oliver North. No one made me go (that Russian professor made me go see Stanley Fish, which I’m also glad I did even though he was painfully boring and I disagreed with his pro-censorship argument), it just seemed like I should attend. Listening to him try to justify his crimes was insightful for me. Not because he convinced me of his views, but because it helped me understand the signs of failure; 20 years after his disgrace it was all he talked about. He had supporters in the room, but that was all they were interested in too. It was a night focused on a disgraced past.

The same was true, although to a lessor extent, of F.W. de Klerk who I got to listen to as he justify his role in apartheid before he became a reformer. Desmond Tutu‘s talk was a stark contrast as he focused on his then-recent work and how to build on it, not the work that had earned him a Nobel Prize — that was old news to him. Jimmy Carter‘s talk was fascinating (and somehow also almost as boring as Fish), and like Tutu looked forward not back. Hearing all those talks gave me insights I wouldn’t have had if I’d just heard Tutu and Carter (the ones I agreed with) speak. All North had to cling to was defense of his past, trying to repaint his image. And because it lacked the semi-redemption of de Klerk, his failures rang out all the louder from his defense.

So go try things you don’t know if you’ll like. You might discover new interests, enlarge your world view, and generally make your life richer.

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Take it or leave it, that’s up to you.

Good luck with college. Go, have fun, and learn great things. The world needs more people who are ready to learn what’s coming next.

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My first few articles in this series have been focused on the messages we send to others – mostly our written messages. This time I am focusing on Listening as key skills when communicating with others.

Listening is a skill. In general in our lives we are expected to know how to listen, even though most teaching is informal.

If you aren’t listening to your colleagues and clients (friends, family, etc.), which can include reading carefully the materials they write, how can you communicate back to them clearly? And when they can tell you didn’t listen closely, why should they listen to you carefully?

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Listening when other people speak, or reading their words when they send you an email or chat message, is how we learn about other people’s needs. As developers and consultants we need to understand the needs of our users and clients. If we don’t understand what they need, we will provide the wrong thing.

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Listening is not a passive activity. If you are simply allowing someone’s words to wash over you, but not engaged with their meaning you are missing critical details of what’s being communicated.

Active Listening is a skill you can teach yourself and improve on over time.

When we speak we communicate with more than words. Our body language, tone, pace of speaking, and a host of other details go into how we communicate our message. When we actively listen, we are absorbing all those details to make sure we’re getting the whole message.

Active Listening involves also reflecting back that you’re paying attention to the speaker. You can use your own body language to send none verbal cues that you’re paying attention. You can also make affirming noises, and other auditory markers that you’re following along. And when you start to speak you can paraphrase their comments to demonstrate you understood the previous person’s contributions.

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Most materials you’ll find on Active Listening focus on in-person discussions. That’s in part because people have been talking about Active Listening for decades and the technology is still playing catchup.

But you can bring Active Listening skills to video meetings — most easily if you have your camera on.

While affirming noises and other auditory responses can cause audio filters to struggle – clipping one speaker’s audio to provide your supportive sounds – there are still ways to make sure people know you’re listening. When you camera is on, looking at the screen closest to your camera, nodding or shaking your head, making (work place appropriate) hand gestures, and other visual cues can be helpful. Using the reactions features of most systems to give thumbs up, applause, and other indicators can also help send the message that you’re paying attention.

The hardest talk I ever had to give was an online conference early in the Covid Pandemic. I had no real-time feedback from the audience at all. I was not told how many people were listening; I could not see any chat messages: no input at all. It was just me, staring at my slides, trying to maintain good energy. Eventually I got questions read to me at the end that suggested at least someone was watching – but for most of my talk I felt like I was talking to an empty room.

Give people input whenever you can without being distracting. Helping them understand they are being heard will make it easier for them to communicate with you.

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Truly listening to another person is a marker of respect. You are demonstrating that the other person is worth your time and energy. If that’s not obvious to you already, think about the difference between a friend who is looking at you while you’re talking vs that same friend looking at their phone; which makes it clear your friend cares about you?

At work the same is true with colleagues. If you are looking at your phone, reading email, looking at social media, or any number of other activities that pull your attention away you are communicating the person isn’t as important to you as all those distractions.

We all are guilty of this from time to time. I have been pushing myself recently to admit it to other people because it gets me to stop.

For example, the other day just as I as starting a call, I got a message from someone else that I found very frustrating – and was time sensitive. I started to reply while also starting the call. I wasn’t really respecting my colleague’s time. So I apologized to my colleague, asked for a moment to reply to the message explaining it was both time sensitive and distracting, and then I focused on our call. I was both more focused on our conversation two minutes later, and I avoided annoying her by constantly looking away at the other message. Because she listened to me, it also meant we could restart our conversation by commiserating about distracting messages that pull our attention away from meetings.

Communicating well requires full engagement in the work, but in the messages you send and in making sure you receive messages as well.

As I said in my first post on this topic, communications skills for developers and consultants is an enormous topic. The plan for this series is evolving as I go. If you have suggestions or requests feel free to leave me a message.

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One of the skills everyone needs to have is asking for help. Whether that’s in our work, our education, or our personal lives, we all need help from time to time. We are focused on work here, but this same basic rules apply in all aspects of our lives.

The right time to ask for help is, like so many things, a balancing act. Struggling through a complex issue can be a great way to learn something new. But often we can short cut that learning by simply asking the right questions at the right time.

On the flip side, if we ask too early not only do we risk missing a chance to build deep understanding, we also risk frustrating colleagues by asking them to do our job.

One short cut for when you need to ask for help is if another team member asks if you have already asked. Generally, I want to have called for support before my PM suggests it. By then they are frustrated that I haven’t already solved whatever the issue is solo.

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Given my current role and skill set, I’m often the person who gets called when a project goes sideways. That means I see a lot of places where someone didn’t call for help until they were in crisis. While that’s going to happen to us all from time to time, it’s better to call for help when the problem is small. If you want until the project starts burning down around you, it’s way too late.

You might need help if:

You have absolutely no idea what to do next.
You are about to re-design a large portion of your project to get around a challenge.
You have spent more than a day pounding on a problem without success.
You are avoiding working on a task, because you don’t know how to get started.
You are about to use a mode/tool/technique that everyone says is a bad idea.
- In Salesforce that can mean things like:
  - loading data in serial mode
  - setting batch size to 1
  - using view all data in your tests.
- In Drupal that can mean things like:
  - hacking a module
  - loading data in the theme layer
  - writing raw SQL queries

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As I said before, asking for help is a balance: you can wait too long, or you can ask too soon. The real trick is hitting the sweet spot.

There are several things you should always do before taking another person’s time.

Google It! I kinda can’t believe I have to say that, but not everyone bothers.
Make sure you can explain the question clearly. If you don’t know where you got stuck, how can I help you get unstuck? And thinking it through might make the answer obvious.
Develop a theory. When asking for help, it can be useful to pose a theory about an approach. Even if you’re wrong it may help me understand your thinking.
Try a few things. Experimenting with what’s going wrong can help you formulate your question, and may help me short cut my research if you have eliminated obvious issues.
Explain the problem to your dog, cat, rabbit, stuff animal, etc. As someone who spends time being a human rubber duck, I can often tell when someone tried to explain it once already.

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For me, the hardest part is knowing who to ask.

As a consultant I try to avoid asking questions in places clients may see it. Our clients pay for us to be experts, they do not want to see us asking questions in public – particularly if the question has a simple answer.

As a Salesforce MVP, one of my favorite perks is the MVP Slack channel, where we ask each other questions that run the full range of complexity. While access to a community that hard to access, and that advanced, is a privilege there are other ways to find similar groups like your local user group.

I love having a good internal network of people to ask for help. Most of the places I have worked at as a consultant have had some kind of information place to ask questions and help each other out. If you work in a consultancy find or create such a back channel.

If concerns about being seen by clients isn’t relevant to you, check out this list of 7 Salesforce Communities to Join recommended by Salesforce Ben.

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The final thing to know about asking for help, is that it’s important to offer help as well. A good question can be valuable to someone else who has the same issue in the future. A good answer is helpful to both the person who asked the question and the person who looks again in the future.

But offering answers, even if not perfect answers, is a great way to learn and encourage others to seek help. Any time I post a question on Stack Exchange, I try to hunt around for one or two to answer as well. That both allows me to pay it forward, it also helps encourage the tone that people can be experts in one thing while still needing help in another.

Smart people need help, and should be comfortable asking for it.

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When I started this series on writing for developers and consultants, I thought of this piece first, but I couldn’t get the ideas to come together. Sometimes it takes a few tries.

Anytime you write something, you should be aware of what kind of document you’re writing and who is it for. The definition of “document” in this context is very broad it could be: an email, letter, solution design, chat messages, blog post, test script, work of fiction, book, poem, presentation, marketing slide deck, scope of work, and so on: anything that involves writing words.

For example, this is a blog post, about writing, meant for people who are developers or technology consultants who may have been told good writing isn’t important.

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I’m going to put aside poems, novels, and other personal writing forms to focus here on work related writing. Developers need to be able to describe their work to other people. We also need to communicate about what is happening on a project, support one another, and ask for help. We do all these things with words, and often in writing.

In my career I’ve written a wide variety of documents as part of my work. A partial list (because I doubt I can think of everything to create a complete list) includes:

Emails
- to my boss
- to colleagues or friends
- to direct reports
- to clients
- to large mailing lists
Solution Design Documents
Scopes of Work
Contracts
Invoices
Test Scripts
Conference Talks
Research Reports
Chat Messages

Some require more detail and longer prose than others. Some are expected to be polished where others can tolerate typos and mistakes. But each has its own style, structure, audience, and expectations that the writer must meet.

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When you start to wring something, know your purpose in writing.

Not all documents are created equal and so understanding your purpose is critical. Are you writing an Solution Design that needs to outline how you plan to solve all the hard problems in a project? Or are you writing an email to your boss asking for a few days off? Is this a research report meant to support an advocacy project or a cover letter for a resume? All of those are important things, but none should be written in the same tone or with the same style.

A Scope of Work (SOW) is a lasting artifact during a projects that sets the bounds of the work you’re going to complete. A sloppy SOW can cost you, or your employer, vast sums of money. A SOW writing purely to defended against those concerns may not express the client’s needs and interests, and result in them refusing to sign.

An email to a client might be a friendly reminder about pending deadlines, or a carefully crafted notes from a contentious meeting. Written well, both could leave you in a better place with your client. Written poorly, both may cause your client to become frustrated with your sloppiness.

If you don’t know why you’re writing something, you are likely to write the wrong thing. At work, if you aren’t sure, ask for guidance.

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There is no such thing as a “general audience” you should always have a mental image of who you are writing to, and why.

We all know that it’s important to think about your audience, but we don’t always do this well. In part because determining the audience is sometimes a little complicated.

When your audience is the person or people you are writing to, you need to leverage your understanding of their knowledge, skill set, and project engagement. You want your text to meet them where they are.

Sometimes the audience you care about most isn’t the direct subject of the message, but a 3rd party you know, or suspect, will read the document later. I find this is true particularly in contentious situations.

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If you work in, for, or with government agencies in the US (and for similar reasons elsewhere as well) – including as a subcontractor – you should understand if your content is subject to a Freedom of Information Act requests. Sometimes your audience isn’t the person you are writing to at all, but the reporter who could read the message 2 years from now after they get copies of everything related to your project. In those settings, don’t put anything in writing you don’t want on the front page of a major newspaper.

But FOIA can also be a blessing for a developer who knows a bad decision is being made. Carefully worded expressions of concern, and requests for written confirmation of next steps, can trigger FIOA-cautious readers to recognize they need to follow your advice.

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One of the hardest things for developers, and other people with lots of technical knowledge, to do well is communicate clearly about technical minutia. There is a balance to be struck between providing transparency and overwhelming readers with details. Developers have to think about details in our work. We also use field specific jargon that can be confusing to people whose work is in other areas.

Too often we confuse that specialized knowledge of our field, with intelligence. I have watched developers lose their audience in the nuances of small details, and come away announcing their audience was a bunch of idiots. Early in my career I was guilty of this as well. Assume you’re audience is as smart as you; they just know different stuff.

When you make that assumption you can avoid talking down to people, and start to work on finding their level.

The right level of technical detail will also vary by document type. When I’m exchanging emails with a client’s in-house developer we go deep into the weeds often. When I’m writing a SOW, the technical detail is nearly absent as we are defining functionality and purpose, not the exacting detail of how that functionality will be delivered.

The more you can be in conversation with the people you’re working with about their background, the easier it will be to find the right level of detail to explain yourself clearly.

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Hopefully by now it’s clear, this is an overview of approach, not detailed guidance. In a future post I plan to write about some of these specific documents types, and how to write them. Hopefully this overview gives you ideas and things to think about as you work on your next document.

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Earlier this month, at Mid Atlantic Dreamin’ in Philadelphia, I gave a talk titled Software Super Heroes: Building the tools you wish you had. My goal with the talk was to convince people that should, can, and in fact do, built tools for themselves. If you work with technology, and your job involves repetitive tasks the same applies to you too.

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I like to use a very expansive definition of tool: “A tool is anything that makes a task easier which would be repetitive, hard, or impossible without it.” In that sense just about anything you make that simplifies you work can be considered a tool: a project estimation spread sheet, a good set of directions for a complex task, a flow for a Salesforce admin, a piece of code to normalize a large collection of files, and more.

My intention with that expansive view is to help encourage people to take on a tool builder’s mindset.

To be a digital tool builder does not require knowing how to write complex software, it just requires you to do what you already do now, but with intention. When we use a broad definition of tools, it’s easier to see ourselves as tool builders, even if we’re just talking about a spreadsheet or a Salesforce flow meant to handle an administrator’s daily tasks. When we see ourselves as tool builders we are more likely to make something worth using more than once.

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When we approach problems with a tool building mind set, instead of insurmountable challenges caused by gaps in our tooling, we see opportunity to create something new to make the impossible possible. Instead of facing hours of boring repetitive tasks, we have chance to build a more interesting special purpose solution.

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There are several excuses I commonly hear from people when I encourage them to build their own tools. They range from concerns about not having the right skills, to assuming someone else already built that tool or that the time required isn’t worth the effort.

My general response to these concerns is that while people should indeed look around for tools that already solve their problem, and that some problems are very hard to solve completely, if you start to chip away at a complex problem you often will find that you can create tools that are good enough to save you time and effort.

Don’t try to build the perfect tool that solves all possible edge cases on your first go. Create a tool that takes out some annoying and repetitive task. Then create a tool that solves for another task, or builds on your first time. Chip away.

I often tell developers who are early in their career that I should never see them doing rote repetitive tasks for hours on end. Instead once they understand how a repetitive task is done, they should start thinking about how to build a tool to take over. But that’s not just advice for developers: we invented computers to do repetitive asks (calculating artillery firing tables and cracking codes), let them do that.

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When you set out to create a tool you have two main options: use something you already know, or use tool building as a chance to learn something new. I’ve used tool building as was to teach myself new features of Excel, Google Sheets, Salesforce Flows, Git, and several programming languages. This can be a great way to learn how to use the tool that’s just right for the job. But learning a new tool or technique takes time, and if you have a deadline you may need to move faster.

Personally I try to take both paths from time to time. I use things I know when: they are exactly the right tool, I am under time pressure, or I want to keep my skills sharp. I will take the time to learn something new when: it’s something I need to learn anyway, I am building on my own time, or it’s exactly the right tool for what I need to do.

Neither path is correct 100% of the time. By using them both I am able to create the tools I need, and broaden my skills over time.

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The next time you’re faced with a task that is repetitive or hard with the tools you have: create yourself something new. Don’t get hung up on being perfect, just create something that’s better than what you have at the start.

Then save your tool to use again later. Share it with colleagues, friends, or as an open source project.

When in doubt, just start building.

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Words matter.
Grammar matters.

How we use language affects how our audience perceives us. In school teachers and professors taught many of us formal – and strict – rules for writing. Those rules are useful to know, but my point is not that you need to follow them strictly.

You need to control the language you use with intention, and create the impression you want your audience to have.

When we write at work, we are a reflection of ourselves, our team, and our companies. We want all those things to look good to our clients, customers, leadership – our audience. That is not the same goal as learning all the rules of Strunk and White. It’s about choosing the right words and structures to meeting our audience’s expectations.

To do this well, you need to understand the patterns and rules people think of as formal writing, and when to use idioms or patterns that break those rules. Sometimes it is better to follow the rules; sometimes it’s better to break them.

It’s a matter of fashion, pure and simple. People do need to be taught what the socially acceptable forms are. But what we should teach is not that the good way is logical and the way that you’re comfortable doing it is illogical. It should just be, here is the natural way, then there’s some things that you’re supposed to do in public because that’s the way it is, whether it’s fair or not.
John McWhorter

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In college several professors demanded I never use the passive voice in my formal papers. Microsoft Word of the day backed up that assertion by flagging every passive sentence as a grammar error. In those papers they were right, since they controlled the grading standard, but those are not the rules I follow today.

Shortly after graduation my wife and I discovered the power of the passive voice when our rabbit chewed through a power cable of our brand new printer. When I called support I said: “The power cable is frayed.” They didn’t ask how the cable became frayed, they just assumed it had arrived that way and shipped us a new one. Perhaps not our most ethical moment, but a useful one in understanding the power of breaking the formal rules we’d been taught.

A simple definition of the passive voice is:

A passive construction occurs when you make the object of an action into the subject of a sentence. That is, whoever or whatever is performing the action is not the grammatical subject of the sentence.
UNC Writing Center

The classic joke is “Why was the road crossed by the chicken?” where we have clearly reversed the subject and the object of action. More commonly we leave the true actor, the person who should be the subject of the sentence, out of the sentence entirely. There are lots of discussions on the passive voice around, because it is an important concept to understand. But banning passive sentences is the wrong approach.

Passive construction makes sentences weak and frequently unclear. Without editing I will often write too many passive sentences in a post. But sometimes the weakness of passive construction helps to drive my point home.

In writing with clients over use of active voice can become accusatory. Think about the difference between “The data set provided has many errors.” vs “You provided me a data set with many errors.”

The first gives the reader room to blame a file, a process, or another cause other than themselves (which may be correct). The second points a finger. When I am trying to resolve a problem caused by bad sample data, pointing fingers, placing blame is not helpful. Sometimes we need to be clear, and identify actors explicitly. Sometimes we want to indirect to avoid creating unneeded tension.

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In school our teachers taught many of us that paragraphs should always have three, or more, sentences that mirror the three sections of a paper: introduction, body, conclusion.

But a sentence by itself stands out and draws attention.

If every sentence were by itself they would stop standing out, so mixing emphasis and longer structures is still a good idea. The readability checker I use for my blog dislikes long sentences, preferring short choppy structures. Short punchy writing is easy to skim, but exhausting to read. Overly long sentences are hard to follow and may reveal incomplete thinking because they contain too many ideas. It’s a balance to be used carefully.

Punctuation is also taught as a series of strict rules. However use of commas, semicolons, periods, dashes, and so on are also matter of personal style. If you know the purpose of a mark you can decide when you want to use which to add emphasis and clarity to your text.

Starting sentences with conjunctions was most gracefully debated in Finding Forester (movie staring Sean Connery as an aging writer teaching a young African American boy how to become a writer):

Forrester: Paragraph three starts…with a conjunction, “and.” You should never start a sentence with a conjunction.

Jamal: Sure you can.

Forrester: No, it’s a firm rule.

Jamal: No, it was a firm rule. Sometimes using a conjunction at the start of a sentence makes it stand out. And that may be what the writer’s trying to do.

Forrester: And what is the risk?

Jamal: Well the risk is doing it too much. It’s a distraction. And it could give your piece a run-on feeling. But for the most part, the rule on using “and” or “but” at the start of a sentence is pretty shaky. Even though it’s still taught by too many professors. Some of the best writers have ignored that rule for years, including you.

More or less any rule or pattern you have been taught, you should explore when to follow and when to deviate.

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I know of no magic way to become comfortable using language carefully, except by doing it. Be thoughtful when you write. Edit carefully at every chance. Ask for feedback when available. And write in as many contexts as you can justify.

My whole point in keeping a blog, even well passed the era of independent tech blogging (and with limited care for the theme being used, SEO, or monetization) is to force myself to write regularly. I write different types of posts with different styles and attention to care. Some of that is months I’m being lazy, and some of that is very intentional.

I first wrote for this blog when I had a job that actively discouraged me from communicating well – I was told time and again that developers cannot write clearly. That’s crap: it was then, and it is now. So I started writing at least monthly to keep myself in practice.

Your practice does not need to be a blog. Find yourself some form of routine writing, and play with your style over time. Just a few suggestions of things to try:

Letters to friends and loved ones (on actual paper and with a stamp)
Short Stories or other fiction writing
Contribute project documentation to an open source project
Essays for Medium (more or less blogging with less commitment)
Participate in an online writing challenge
Journaling
Take a writing course

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As I said in my first post on this topic, communications skills for developers and consultants is an enormous topic. I have not yet planned the series, but you should expect more to come.

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Every year I bake something for myself on my birthday. It’s a pair of things my mother accidentally taught me.

While for much of my life my mother did not like to talk about her own birthday, she loved to celebrate mine, my sister’s, her grandchildren’s, all were cause for her to bake a cake, or some other marker, to share with our friends. But my mother never ate those cakes: she was allergic to wheat.

A picture of a picture, featuring my mother and a few friends watching me as I'm about to cut a birthday cake. — That’s me in red, about to serve cake and ice cream at a birthday party.

She baked a lot at other times as well: wedding cakes for family and friends, pies and cheese cakes for holidays, mountains of cookies for the annual Christmas open house, and snacks for her students just because they might need a pick me up. Through all that baking, mom taught me that baking was something you did for other people. It wasn’t her intention, but it was what I learned. One of my first memories of baking myself was making an Angel Food Cake for my grandfather.

An angle food cake recipe, with Aaron 3/92 written at the top.

And so I only bake for myself once a year: to celebrate my birthday. This year’s cake was adapted from one in The Great British Baking Show: Love to Bake (which needs adaption as it’s written for a British audience and so has different flour, sugar, measurements, and nomenclature from US-centric cookbooks.)

Chocolate cake, with a slice missing. White cream filing showing between the layers. — My 2024 cake with my first piece missing

Chocolate cake sitting on a white cake holder base. — My 2024 cake with my first piece missing

I’ll get back to my series on writing for developers and technical consultants soon. But the next couple of pieces are still coming together. Sometimes editing take awhile.

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The most important thing you need to have to be a successful consultant is excellent communications skills . If your client doesn’t understand and trust what you tell them, it doesn’t matter what you suggest, create, build, or deliver.

I have been helping a few colleagues lately work on their client communication skills and figured I should write down my suggestions for how developers can communicate well with clients.

Everyone on a project team needs to be able to communicate what they need, what they are doing, and how their piece of the project works. They also need to know how to address their own errors and mistakes so the project moves forward and the client trusts that errors will be resolved.

As I sat down to write this piece I realized the topic is huge; far too large for one post. I’ve thought about the importance of good writing, editing, grammar, the kinds of email messages we send, documents we write, and presentations we give.

All of those probably justify at least one post, so I’m starting here: editing.

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Editing probably feels like an odd place to start a series on writing, but it is a thing you can start to do now that will help you write more effectively. If you have a college degree you probably got into the habit of writing papers fast, and turning them in at the deadline. But you almost certainly didn’t do enough editing of those papers (I’m married to a college professor, and I talk to college professors a lot: No. You. Didn’t.). If you don’t have a college degree, it’s also unlikely many people have sat down and talked to you about the importance of editing. If you’ve come to consulting from a writing-heavy background you’ve figured out by now the value of editing – this post isn’t really for you, so please come back for later installments.

Editing is how you take poor, or merely acceptable writing, and make it clear and compelling.

Good editing is about more than basic mechanics, it’s about testing that your idea or explanation makes sense. Editing lets you clean up awkward, but technically correct, expressions. And it gives you a chance to reflect on how your audience will read the material. As you edit, see if each sentence makes sense to them the same way it does to you.

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A good editor is worth their weight in gold – sometimes more. Well known authors have been known to change publishing houses to follow a good editor. They are also not part of your typical consulting team. For consultants, having an editor is a rare luxury.

For large documents, good teams will make sure one or two people give completed drafts an editing pass. Often getting support from a marketing department to edit a conference talk is possible. Another person reading an email and offering edits happens exceptionally rarely. It’s the same with internal presentations. No one will edit your chat messages except you.

So, while an outside editor is an invaluable tool, a consultant should not expect to have access to one.

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That means you have to be your own editor. Editing your own writing is hard. If you could see the mistake the first time, you would have fixed it before you write the next sentence (those kinds of fixes are not the same as editing, that’s “fixing typos” or “not being lazy”).

There are three main tricks I use when being my own editor:

Put the document aside between writing and editing – the longer the better
Reading it aloud to yourself (yes really, out loud)
Edit on paper (use one of those printer things)

I wrote the first draft of this while sitting in the Atlanta airport. I revisited and edited a printed draft a few days later (my wife also took a pass – see above). And again after I put it into my blog. It’ll probably get a few tweaks after it’s posted.

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Writing, even technical writing, is very personal; editing should not be.

A good edit may be brutal to the original material. If you get too attached to your first draft, you will be tempted to skip asking for an edit or doing an editing pass yourself. That’s part of why I put a document aside for a bit between writing and editing, it gives me space to see the flaws in my words and ideas.

Several years ago I was editing a long report for AFSC, and the first draft was far too long, too detailed, had too many tangents, and didn’t focus on the intended audience. I attacked it. She and I spoke several times to make sure she understood my goal was to help make her was succeed. Through aggressive editing we made sure her great work achieved her intended goal: stopping the unchecked growth of private prisons.

I deleted entire sections, rewrote the summary (which someone else then edited for me). I pulled in favors, got my wife to edit drafts. We debated chapter order, technical details, and sentence after sentence. What started at 100 pages, ended up being 20 page report with an 8 page summary that journalists and politicians cited as they debated proposed private prison expansion. Because of that work, and follow on efforts by people using it as a model, private prison growth has slowed substantially (if that’s not a topic you know about, trust me that’s a good thing). The author and I became friends and worked together well on follow up projects and efforts. She appreciated the value of the edits even if they were painful at first.

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Whether your editing for yourself, or for someone else, dig deep and edit aggressively. If you haven’t done much editing you want to think about every word, every piece of punctuation, every detail. As you get more practice you’ll find short cuts and learn your own weaknesses (or your team’s). I use too many words, and write long sentences – I attack those. Shorter is better.

Using traditional grammar tools can be helpful, particularly if you are unsure about the basic grammar rules. But if you use tools like Grammarly or ChatGPT to rewrite things make sure you think carefully about if, and why, you like that version better. Used well Generative AIs are a useful tool, but if you lean on those tools too much you don’t actually get better yourself.

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As I said at the top, communications skills for developers and consultants is an enormous topic. I have not yet planned the series, but you should expect more to come (and I’ll edit this section to add references).