Waldron Career Conversation with JJ Guajardo '97 ft. Ashley Guo '26

In this special student-hosted episode of the “Weinberg in the World” podcast, student host Ashley Guo interviews JJ, a 1997 Northwestern graduate in psychology who now works at Microsoft. JJ shares his journey from initially pursuing a pre-med path to discovering his passion for psychology through an Intro to Psych class with Professor David Uttal. He discusses his struggles with organic chemistry and how psychology felt more natural to him. JJ also talks about his diverse coursework, including Russian and Eastern literature, history, and art classes, which enriched his undergraduate experience and allowed him to explore various interests.

https://www.linkedin.com/in/jjguajardo/

Transcript:

Ashley:
Today, I have the pleasure of speaking with JJ who graduated from Northwestern in 1997 with a major in psychology. He is currently at Microsoft. Thank you so much for being here with us today.

JJ:
Well, I'm happy to be here. Thanks.

Ashley:
We're excited to hear that about your work at Microsoft. Before we do that, we'd love to hear more about your time at Northwestern and what drew you to study psychology initially.

JJ:
Yeah, good question. I kind of have a funny journey through Northwestern, although probably not super atypical given what I've heard. When I got to Northwestern as a bright-eyed freshman, I was pre-med. I was going to be a medical doctor. That was my path, so I was very excited about going that way. I was trying to figure out what major that I would want to take on it because I didn't think I wanted to do a straight biology major, physics, or something like that, so I was just playing around a little bit.
One of my friends, upperclassmen, suggested... He was pre-med, and he was taking psychology classes. He's like, "It's actually a pretty cool major for pre-meds." That's interesting. So I took an Intro to Psych class with David Uttal, and I loved it. I was fascinated by the subject matter. It was one of those moments in time when you're like, "I'm actually kind of okay at this." I was definitely struggling in the pre-med classes, especially when I got to organic chemistry, which absolutely crushed me. I just couldn't quite grasp that kind of subject matter.
Whereas, the psychology classes I was taking, between Intro, I took a developmental psychology class with David Uttal as well, and then other ones, it just sort of clicked. It just worked well, and it felt like I didn't have to try super hard. It sounds weird, but I didn't have to try super hard to do well. That's not because it's easy. It's just because it was kind of coming easy to me, which is weird. So I thought that was a good sign. As I continued to struggle in organic chemistry and continued to really fall in love with the subject matter in the psychology courses I was taking, it just felt like a natural thing to stop doing the pre-med track and pursue psychology from there. Then, yeah, I just jumped in head first and took a bunch of different courses. Obviously majored in it. I worked in a lab with Dr. Uttal for a couple years doing hands-on research with the kiddos in the lab in developmental psychology. Yes, that's how I got into it, and was very, very happy to do so.

Ashley:
Wow, that's amazing to hear. I also took Intro to Psych and really loved the class because I'm a cognitive science major, so that resonates a lot.

JJ:
That's awesome. Yeah, it's a lot of fun. It just felt natural, and it just worked.

Ashley:
Is there any other classes that you took or extracurriculars that you felt like gave you even more chance to explore psychology?

JJ:
Oh, interesting. It was funny. I actually took a bunch of, this is kind of weird, Russian, Eastern lit classes-

Ashley:
Cool.

JJ:
... and history, sort of random because one of my friends was taking one, and I'm like, "Yeah, that sounds like fun." I had a couple different professors, I can't remember the one's name, but they were just absolutely fascinating. It's one of those kind of situations where, while the subject matter is interesting in and of itself, when somebody is passionate about teaching it and they have so much more to add, it just makes you more excited and interested. So I took way more classes in that subject than I thought I would've normally, which is kind of cool.
Then I was also able to take a few art classes, which was really cool. I took some drawing classes later on in my time at Northwestern. That was really fun, and it let me explore the more creative side. I just loved taking a wide variety of things at Northwestern. I think the way that our curriculum was set up and the opportunities that it afforded were awesome, just to be able to explore various topics that I might not have done otherwise.

Ashley:
Oh, I see. I noticed that you also continued to pursue PhD. Can you share with us what led you to that decision?

JJ:
Yeah, yeah. Like I said before, I was doing research in the lab, so I was doing hands-on work, and I really found it fascinating. Then one summer, the summer between my junior and senior year, I got some grant to continue doing research over the summer, which was great, as part of this program and had a really great time doing that. I could run my own research and stuff.

Ashley:
Wow.

JJ:
Really, again, it just felt like a natural fit. I was already okay at it, and I liked it. So going into my senior year, I was not sure what I was going to do, to be honest with you. I figured I'd go get a job somewhere and not knowing what I was going to. But talking to Dr. Uttal, he was very encouraging of looking at grad schools. At the time, I was pretty ignorant about them. I didn't know what that would entail. I didn't know how much it would cost and if it was feasible for me and everything. But he reassured me that there were certainly grants and fellowships available and that maybe I was a pretty good candidate for some schools.
So I went ahead and applied to various programs that were doing some really interesting developmental work, developmental psychology work, a few around the Midwest. Then eventually the University of Chicago, I got into there and just fell in love with the school and the program. It looked awesome. They gave me a full fellowship to go there with a stipend, so it was a no-brainer. So I just jumped straight in from undergrad to grad school. I studied there for five years and got my PhD in developmental psych, studying small children and infants. My eventual thesis was on nine-month old babies, so a very different subject matter than I'm dealing with now. But it was a great time. I'm really happy to have pursued that and finish the degree.

Ashley:
Wow. I see. How did you found your first job after PhD?

JJ:
That was kind lucky. It was probably my late third, early fourth year of grad school when I realized that I didn't want to pursue academia as a career. I really liked what I was doing, but I didn't think I would love it enough to do it for my life. In complete transparency, the University of Chicago is a great program, and there were some really amazing people coming out of the program. Folks who were older than me, were a couple years ahead of me, were on the job market with amazing CVs and really a great list of publications and just fantastic candidates, and they were having a hard time getting jobs. They were getting jobs, academic jobs, in places that I just couldn't ever see myself going to or being happy living in some of these places. I want to have a little more agency about where I ended up. I figured that academia was not going to let me have that agency. It was going to dictate where I go, so I decided it wasn't going to be the route I pursued.
So I started thinking about non-academic jobs, but I again didn't have a whole lot of... not support, it's not fair, but just a lot of people around me didn't really know that world because they were all academics. At the time, the University of Chicago didn't have a very good system for helping people like me looking at non-academic stuff, although they've done a great job now, and that's a whole other subject.
I was looking at jobs. I had something lined up through a friend in Chicago doing some market research. But then happened to look at a job on this old website called Monster.com. It's where you'd find jobs back in the day. I saw something about, "Do you like video games, and do you like working with kids?" I was like, "Yes, and yes. That's awesome." Love video games because I was playing a lot of PlayStation at the time.
So I applied. It was with the group who I currently work with now, Xbox Research. I think back in the day we were called Games User Research. This was back in 2002, so a long time ago. I was very excited to get an interview, phone interviews, and I ended up getting the job. It was just a vendor role, which means that I was not working for Microsoft. I was a contractor contracting to Microsoft, but I was happy to do that. I figured I'd come out to Seattle for a year and try it out, and then maybe ended up back in Chicago where my family was. But on a personal note, I came to Seattle, and I met my future now-wife six months after being here, and I was never going back. So I've stayed 22 years now. So that's how I got that role back in the day.

Ashley:
Wow, wow. So you didn't really decide to, I guess, officially move to Seattle when you first left?

JJ:
Yeah, it was just on a whim. "Yeah, I'm going to go out there." I took a flight with a backpack and my golf clubs. Then my parents drove out in a van with a bunch of my stuff. Again, I figured it'd be about a year or so and had to move it back, but never went back.

Ashley:
Never went back, never went back. Oh, I see. I'm curious, your previous, I guess, time either in Northwestern or UChicago, how does what you learned in school or maybe outside of school apply or not apply to your current job?

JJ:
It's an interesting question. It's kind of funny. In psychology, I think about that major and why it worked well for me and everything and what I loved about it. I think at its core, it's like, as psychologists, we observe human behavior and try to make some sense of it. That's just kind of what we do. That translates perfectly to the work I do. So in my job as a games user researcher, we watch people and we talk to people as they play our games, as they use the systems, and try to make sense of it. That's our role. That's at the most basic level of stuff.
But when I think about when we're in the lab, like a usability lab, for example, where we're literally watching somebody play through a game or through part of a system, and we're watching to see where they succeed or where they struggle, and we're talking to them and we're trying to get to the root cause of what's actually happening, why they're actually struggling, what is it that they're not seeing properly, or, to be more precise, what have we failed to convey as designers, we have to use those techniques that we learned in psychology to drill down to the root cause of an issue, to really question in the right way, in a non-leading way, don't be biased and lead people in the wrong direction. So we use all those kinds of tools that we learned in psych.
Then on the other end, when we're doing the analysis, same kind of thing, like all the data that we look at, the way we're going to interpret it, the tools we use to analyze it, that's all from the psychological training, the methods, and experimental backgrounds that we have. So I got all that from school, which is great. That training that I got at Northwestern, and then certainly in my later program, created the foundation and the basis for me to be able to do my job successfully. So I use it quite a bit.

Ashley:
Wow.

JJ:
Now, I don't use the developmental psychology stuff a whole lot given that I don't work with babies, but I did for a while. There were some games and products that we were developing for kids that I actually was brought in to do work on because of my background, so I was able to use some of the developmental psychology knowledge and domain expertise there as well.

Ashley:
Wow, that's amazing. Because I know not everyone can get to use what they learned in school in their actual job-

JJ:
Yeah, [inaudible 00:13:52].

Ashley:
... so that's amazing to hear. Were there any challenges that you faced when you first came out of UChicago going into your job?

JJ:
I think probably the biggest challenge or biggest surprise, I'd say, was the speed at which you work in business. In grad school over the course of five years, I ran two big research projects, one for my master's and for my PhD, and each of those had sub-components, of course. Then I had ran a couple of side projects with my PI at the time as well. I probably had four or five things that I did over the course of my time there. So you just do the math, and it's, on average, about a year for a project.
Then you go to industry. You're given a problem to try to solve or try to get some insight on it, and you got about a week to do it. It's a very different pace. So I think that was surprising but exciting as well. I think there was a moment when you realize that this is non-academic research. You're not going to try to publish in Nature or some other journal. This is to try to answer a business decision and give a team information to be able to make some changes to the product to improve it on a pretty quick timeframe, and that's all you need to do. I think once you realize that, the stakes are a little bit different. You can adjust accordingly and speed up your work and everything. So that was a big surprise, though, was the timelines and the speed at which we operate.

Ashley:
I see. I guess I know that the speed is definitely going to be different after school compared to during school, but a week compared to a year is very-

JJ:
It's different. But at the same time, the scope is much different, like I said, and the stakes are different. I do think that the training that I got at Northwestern and UChicago certainly gave me the ability to look at data and make sense of it relatively quickly and communicate that stuff, those insights back to the team with speed and accuracy as well. So I was well-trained to be able to do that.

Ashley:
I see. Gathering and then analyzing and then communicating that, those are really important parts. Were there any project that you've worked on that you really enjoyed?

JJ:
At Microsoft?

Ashley:
Mm-hmm.

JJ:
Yeah, I've got a bunch that I just loved doing. One of the best parts about my role, my job is that we do have freedom to... We have to answer questions and work with our partners and make sure we're fulfilling that need, but there's also a certain level of freedom within that. I kind of do it the way you need to do it or you want to do it, which is pretty cool.
So a few projects I worked on, one was on the Forza Motorsport series, which is the racing games. That's part of Microsoft, part of Xbox Game Studios. They had been building this series of games for a decade or so. I think we were going into the sixth version of the game. I just took over working on the project, the product. I was talking to the creative director of the studio, and I was asking, what are his big questions? What does he want to know? One of the things he want to know was, who plays our game and why? Well, that's a big question, and I thought a pretty easy answer. It's like, "Well, people who play racing games play your game, or they like cars." But that wasn't going to satisfy him.
So I went and did a bunch of research using data analytics, so the big, big numbers, as well as survey and interview, so kind of a combination of methods, to put together a set of gaming profiles, so the kinds of people that play the game, the motivations they have for playing the game. Someone might want to play the games just because they really enjoy playing by themselves and running through an entire single-player campaign in a game and play 60 hours of the game, win all these different championships. That might be a motivation to play. Someone else might be motivated just by playing against other people. They want to play with their friends online, and that's the motivation. Someone else might be motivated just because they've got 15 minutes to blow off some steam after work and before they need to do something else. They just jump into a race, and they want to just drive really fast for a little bit of time and drive some cool car.
So we ended up finding these different groups with different motivations. That ended up informing the next versions of the game and how we actually built the game. So it was pretty cool. The design team, we built a lot of assets and resources around these kinds of profiles, these kinds of people, and then we build the game to meet those needs. So we're like, "We're going to build for this kind of person, this campaign kind of player. We're going to build for this multiplayer person, these various things." So you could really see our fingerprints all over the next versions of the game, which was really cool, really rewarding. You don't get to see that kind of impact at that level too often in your career. So that was a really fun project to take on, and I just really enjoyed the work. It was really fun diving deeply into millions and millions of data points and looking at these ginormous spreadsheets and making some kind of sense out of it.

Ashley:
I see. Just from hearing, I feel like there could be a lot of transferable skills a student could learn in school and also potentially use that in their future careers.

JJ:
Absolutely. Yeah, definitely.

Ashley:
Are there any advice or suggestions you would give to students who are interested in, let's say, pursuing a career in user research or a related field?

JJ:
Yeah. I think one thing I would offer to students is to try to get involved early, if you can. There are a lot of professional conferences that have discounts, for example, for students to join. So I would say get involved in the community as soon as you can or as soon as you want to, just because that's the whole game. I hate saying this, but so much of it's about networking. While I find that, I've always found that kind of cringey and annoying, it's incredibly necessary, and it's just something I've come to terms with. So I'd say, make sure that you start building your network early on. Because the more you're out there, the more your name is known, the more contacts that you have, the more likely you are to be able to land something or at least get an interview and talk to somebody about it. I think that's a big part.
Again, these professional conferences, they're very, very welcoming of academics and students. Because we all come from that background, so we're all very much like, yes, we should absolutely bring the next generation of people in. There's a lot of freedom to interact at those conferences and to meet people. Me and my colleagues are all super happy to talk with students and give advice and try to make that connection, if we can. So I would say that's one big piece that I'd offer, for sure.

Ashley:
So networking and also just exposing ourselves to different scenarios or different events.

JJ:
I think so, yeah.

Ashley:
Okay. Thank you so much for sharing. It's really helpful to learn about your career trajectory and the advice that you share with students. This will really help students who are trying to figure out their careers in college. Really appreciate you being here today.

JJ:
Yeah, happy to do it, for sure.