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SHEQ – IMS COURSE

SHEQ INTEGRATED MANAGEMENT SYSTEM

IMS

MODULE 1- SECTION 1.2

REPORT WRITING LEARNER GUIDE


Edition 1-2015

All rights reserved

Printed in South Africa

No part of this document may be reproduced by any means, nor transmitted, nor translated into a machine language prior written permission of the publisher.

The information in this guide has been compiled as a guide and has been compiled from resources as referenced in this guide. We believe that the information is reliable and to

represent the best current opinion on the subject.

If any information in this manual is incorrect, we will appreciate your written feedback to: [email protected]. The correctness of the information in this guide was verified

by a legal entity.

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INTRODUCTION

You made the right choice by attending this course! Nobody can ever guarantee you a job after you received your

qualification, but we can equip you with skills to obtain a job much easier or to create your own work and be self-

employed.

Nobody can guarantee you that the future will be bright, that you are going to reach the stars and all your goals

will come true after you attended this course, BUT what I can guarantee you is that this course will be a positive

experience in your life that you will definitely use in future.

My personal experiences in life are something that I would like to share so that you can learn from my mistakes

and my achievements. The facilitators that will assist me in facilitating the SHEQ IMS course are all well qualified

and experienced Auditors, Teachers and all running their own businesses. They share my passion to empower

people through training and will, in their own style, transfer knowledge to you. Your responsibility is to make the

information your own, participate and ask the “Why?, Why not?, How? Where, etc. questions every day.

I aim with this course to inspire, motivate and transfer knowledge on a practical manner. Therefore, you will find

Pictures, Videos, Diagrams, Mind Maps, Process flows and learning examples that are practical and applicable in

real life! If you still find that the examples is not applicable to you, we will provide a student support structure on-

line where you can discuss matters further with the Prime Link team of experts.

After this course you will have a better idea of what career will suite you the best and from there, the sky is the

limit!

If you are already in a work environment, you have such a benefit! Most of the business processes will be familiar,

but to control these processes might be a challenge. We show how NOT to re-invent the wheel. Learn how to

prioritize, enhance and make the control of an Integrated SHEQ Management System manageable!


You are not supposed to struggle to obtain information, old documents, slow processes, manual processes, non-

conforming products, injuries or Non-conformances that are not completed which result in an unstable,

unsustainable SHEQ system.

I believe that this course will be the first of many that will be presented and will improve continuously as we receive

feedback from you, our student for life!

Learning Greetings

Marianne Engelbrecht


1. LEARNING PROGRAMME INFORMATION

1.1 Introduction

Welcome to Module 1 Section 1.2: Report Writing, which forms part of the SHEQ IMS Course.

The purpose of this course is to provide the learner with the necessary knowledge and skills to be able to write

reports in a work situation. The achievement of the credits for this course will contribute towards the achievement

of the qualification 66189: National Certificate: Quality Management Systems.

Given a learning programme that consists of a combination of facilitation and back-at-work implementation over

a period of two days, the learner will have the foundational, practical and reflexive competence to effectively write

reports according to Unit Standard115790.

1.2 Unit Standard Alignment

Learner Tip: The following table illustrates the unit standard alignment of this Learning Unit:

Learning Unit: Report Writing

NLRD US Title Level Credits

115790 Write and present for a wide range of purposes, audiences

and contexts 5 5

1.3 Learner Support

Please remember that the programme is outcomes based. This implies the following:

You are responsible for your own learning – make sure you manage your study, practical, workplace and

portfolio time responsibly

Learning activities are learner driven – make sure you use the Learner Guide and Portfolio Guide in the manner

intended, and are familiar with the Portfolio requirements

The Facilitator is there to reasonably assist you during contact, practical and workplace time of this programme

– via e-mail, fax and telephone. Make sure that you have his/her contact details


Self-test checks, formative assessments with feedback

Extra reading lists or web information are provided on request

2. ASSESSMENT

2.1 Learning Outcomes:

Please refer to the beginning of each module for the learning outcomes that will be covered per module.

2.2 Formative Assessment

In the Learner Assessment Guide, several activities are spaced within the content to assist you in understanding

the material through application. Please make sure that you complete ALL the activities, whether it was done during

the contact session, or not! These activities will form part of your Portfolio of Evidence.

2.3 Summative Assessment

You will be required to complete a Portfolio of Evidence for summative assessment purposes. A portfolio is a

collection of different types of evidence relating to the work being assessed. It can include a variety of work

samples.

The Portfolio Guide will assist you in identifying the portfolio and evidence requirements for final assessment

purposes. You will be required to complete Portfolio activities in your own time.

Portfolio Activity:

DO NOT WAIT until the end – the programme is designed to assist you in evidence preparation as you go along –

make use of the opportunity!

Remember:

If it is not documented, it did not happen!

In some evidence, the process you followed is more important than actual outcome / end-product

Therefore … please make sure that all steps of the Portfolio Activities are shown where required


3. LEARNER ADMINISTRATION

Learner Tip:

The following Learner Administration is critical in assisting your provider in managing this programme effectively

Please take a moment to familiarise yourself with the requirements

3.1 Attendance Register

You are required to sign the Attendance Register every day of attendance. Please make sure you sign daily!

3.2 Learner Registration Form

Pease refer to the end of the first section of the Learner Assessment Guide for the Learner Registration Form. Make

sure you complete it, using the Key Document. Submit the form to your Facilitator before the end of the contact

session, together with a copy of your ID document.

Learner Tip/Truths:

Without the Learner Registration and ID Documents we will not be able to print your certificate.

3.3 Programme Evaluation Form

At the end of the program, your facilitator will provide you with a Learning Programme Evaluation Form. Please

complete the form before the end of the contact sessions, as this will assist us in improving our service and

programme material. Your assistance is highly appreciated.


The learning outcomes of this Section are explained on the next page. You will be assessed according to the

following assessment criteria as per South African Qualifications Authority Requirements.

The Unit Standard applicable is: US 263379. More information about this unit standard is available on request.

This Learner Guide is the property of Prime Link and copyright protected. The content of this guide is approved by

the South African Institute for Occupational Health and Safety (SAOISH). The content of the manual are based and

written in a way suitable for candidates on NQF level 5.

The Author want to thank you for choosing Prime Link as Service Provider. We constantly aim for continuous

improvement and appreciate your feedback for improvements on the content of this guide.

Learning Program Title Report Writing

Duration 2 days formal facilitation

5 Credits= 50 Notional Hours: Average learners will require 16 notional hours of

learning to reach the specified outcomes, with 17 hours practical and 17 hours

workplace application. This will be made up of time spent in work based training,

practical workplace experience, self- study and research time, work based

projects and the compilation of a portfolio of evidence

Nature of the Program Part of Qualification 66189 but can also be a Skills Programme

Purpose The purpose of this course is to provide the candidate with the necessary

knowledge and skills to

Use writing skills for specific purposes, audiences and contexts.

Access, process, re-organise, and synthesise information in order to

present it.

Use appropriate language conventions, textual features and style for

specific workplace purposes.

Draft and edit texts.

Focus Area Writing a variety of texts in the workplace

Unit Standards Covered 115790

Level of Training 5


Target Population This unit standard is intended for a person working in a business environment

who needs to communicate in writing with correct layout, language usage, and

the ability to draft and edit own work.

Entry Requirements NQF level 4: Write texts for a range of communicative contexts.

Mode of Delivery Presented in two days. The programme will deal with completed units of

learning, but unit standard outcomes will be integrated to ensure effective

integration of foundational, practical and reflexive competence.

Trainer-led: Facilitation and participative presentation

Self-study

Back-at-work practical/ implementation (can lead to portfolio development)

Experiential and action learning

Learning Environment Classroom and back-at-work implementation

Learning Methodologies Lecturing, facilitation, case-studies, experiential exercises, role-plays, video-

based discussions and group work

Learner Support Self-test checks, formative assessments with feedback

Facilitator support via e-mail, fax and telephone

Extra reading lists or web information are provided on request

Assessment A knowledge test will be written on the last day of training.

Formal (Summative) assessments will be conducted back at work

Formative assessments will take place during and after learning and can be

submitted as a part of the summative assessment

Moderation If assessments took place: A 10% sample (minimum) of all assessment are

moderated and assessments that are drawn will be retained for external

verification

Recognition of Prior Learning RPL can be applied in two instances:

Assessments of persons who wish to be accredited with the learning

achievements

Assessments of learners to establish their potential to enter onto the

learning program


Certification A certificate of competence will be issued to learners who were assessed

formally and found competent against the unit standard outcomes

Certificates of attendance can be made available to candidates who completed

the skills programme successfully

Review of the learning

program

Learning programme is reviewed informally before every training session


5. LEARNING OUTCOMES AND UNIT STANDARD INFORMATION

LEARNING OUTCOMES – UNIT STANDARD115790 – Write and present for a wide range of purposes, audiences

and contexts

SAQA US ID UNIT STANDARD TITLE

115790 Write and present for a wide range of purposes, audiences and contexts

ORIGINATOR ORIGINATING PROVIDER

SGB Communication Studies

QUALITY ASSURING BODY

-

FIELD SUBFIELD

Field 04 - Communication Studies and Language Language

ABET BAND UNIT STANDARD

TYPE

PRE-2009 NQF LEVEL NQF LEVEL CREDITS

Undefined Regular-

Fundamental

Level 5 Level TBA: Pre-2009

was L5

5

REGISTRATION STATUS REGISTRATION START

DATE

REGISTRATION END

DATE

SAQA DECISION

NUMBER

Reregistered 2012-07-01 2015-06-30 SAQA 0695/12

LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT

2016-06-30 2019-06-30


In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the

text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009

levels unless specifically stated otherwise.

This unit standard does not replace any other unit standard and is not replaced by any other unit

standard.

PURPOSE OF THE UNIT STANDARD

This unit standard is intended to promote clear, unambiguous communication. It requires learners to

follow a process in writing workplace specific texts. The ability to write plain language will improve the

quality of business correspondence and other texts that are specific to a workplace environment. The

achievement of this unit standard enables learners to recognise and use effectively textual

conventions and features specific to business texts including those that require a particular format

and/or specified legislated requirements. They carefully scrutinise their own and others' writing for

accuracy, appropriateness and impact on different audiences and contexts. They edit and change

where appropriate.

Learners credited with this unit standard are able to:


Access, process, re-organise, and synthesise information in order to present it.

Use appropriate language conventions, textual features and style for specific workplace

purposes.

Draft and edit texts.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

The credit calculation is based on the assumption that learners are already competent in terms of the

following outcomes or areas of learning: NQF level 4:

Write texts for a range of communicative contexts.


UNIT STANDARD RANGE

Range Statement

Write on/present workplace specific and complex topics in a wide range of written, visual, audio-

visual and multimedia texts from socio-cultural, learning and workplace contexts

Specific range statements are provided in the body of the unit standard where they apply to

particular specific outcomes or assessment criteria

Unit Standard Range

Texts and sources include written, oral, visual, audio-visual and multimedia texts such as recordings,

interviews, formal and informal discussions, radio broadcasts, video recordings, advertisements,

Internet and graphic illustrations.

Workplace related texts include texts specific to a particular function in a business or other context

such as sector specific documents, written comparisons of products, explanations, reviews, a wide

range of report types, proposals and any other texts used within the specific sector and field of

learning

The target audience may include audiences internal to the organisation or external audiences in a

wide range of contexts.

Identification and research of information requires the learner to access, analyse, evaluate, process,

re-organise, synthesise and apply data for specific workplace or other related purposes

Appropriate use of layout includes visual and multimedia presentations, headings, bullets, indexes,

numbering and other layout features, appropriate phrasing of headings, and the use of

stem/sentences and phrases for bullets.

Appropriate planning skills include time management pertaining to the specific purpose of a

particular function in a business environment. The steps of the writing process such as planning,

writing a first draft, editing, proofreading, final draft and presenting are followed.

Language usage in texts should include sector related vocabulary and terminology. Sentences must

be meaningful, well structured, concise, unambiguous, clear and functional.


Over complex sentence constructions refer to long constructions and the inappropriate use of the

passive voice. Grammar, vocabulary, punctuation and language conventions must be appropriate to

audience, purpose and context

A variety of presentation formats include presenting the same information in different text formats

such as graphs, tables, flow charts and diagrams.


Specific Outcomes and Assessment Criteria:

SO1 Use writing skills for specific purposes, audiences

and contexts.

AC1 Time management skills are demonstrated in

the planning of the text


and contexts.

AC2 Texts used in the workplace or other

environments are identified for specific

transactional functions and an indication is

given of the purpose of each text.


and contexts.

AC3 The narrative voice appropriate to context,

purpose and audience must be chosen


and contexts.

AC4 Texts produced demonstrate considered

choice of content and justification for

inclusion of decisions/incidents/requirements

SO2 Access, process, re-organise, and synthesise

information in order to present it

AC1 Ideas and information are gathered,

organised and explicitly stated in a text.



AC2 Selection of information in the text is

appropriate to purpose, target audience and

workplace context.



AC3 Topic sentences clearly state the main idea of

a paragraph and be relevant to the text as a

whole.



AC 4 Information and explicit ideas from more than

one source are consolidated into a coherent

and cohesive, synthesized text

cohesive, synthesised text



AC 5 Techniques used in the presentation are

appropriate and effective.

SO3 Use appropriate language conventions, textual

features and style for specific workplace

purposes.

AC1 Conventions common to a specific workplace

are used appropriately.




purposes.

AC2 Terminology specific to a particular business

function is applied.



purposes.

AC3 Textual features and style enhance the

message and/or purpose.

SO4 Draft and edit texts. AC1 A checklist is created to facilitate reflection,

editing and checked for accuracy and factual

correctness of all information

SO4 Draft and edit texts. AC2 Information accessed is checked for accuracy,

bias, stereo-typing and other possibly

offensive details or language.

SO4 Draft and edit texts. AC3 Texts are edited for coherence of ideas and

relevance to the focus.

SO4 Draft and edit texts. AC4 Drafts are checked for cohesion and redrafted

where necessary.

SO4 Draft and edit texts. AC 5 Workplace jargon is interpreted and

rephrased in plain language or used

appropriately in the correct context when the

terminology is essential to the understanding

of the text.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

Providers of learning towards this unit standard will need to meet the accreditation requirements of the relevant

ETQAs. Moderation Option: The moderation requirements of the relevant ETQAs must be met in order to award

credit to learners for this unit standard.


UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

The following essential embedded knowledge will be assessed through assessment of the specific outcomes in

terms of the stipulated assessment criteria:

Learners can understand and explain that language have certain features and conventions which can be

manipulated in a workplace environment. Learners can apply this knowledge and adapt language to suit

different contexts, audiences and purposes

Learners are unlikely to achieve all the specific outcomes, to the standards described in the assessment

criteria, without knowledge of the stated embedded knowledge. This means that for the most part, the

possession or lack of the knowledge can be directly inferred from the quality of the learners' performance.

Where direct assessment of knowledge is required, assessment criteria have been included in the body of

the unit standard. Learners acquire further knowledge of the workplace context, protocol and culture.

UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A

UNIT STANDARD LINKAGES

N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems: using context to decode and make meaning individually and in groups in oral, reading

and written activities

UNIT STANDARD CCFO WORKING

Work effectively with others, in teams and individually: using interactive speech in activities, discussion and

research projects.

UNIT STANDARD CCFO ORGANISING

Organise and manage oneself and one's activities responsibly and effectively through using language

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information: fundamental to the process of developing language

capability across language applications and fields of study.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively using visual, audio-visual and multimedia aids, mathematical, technological, commercial

and language skills in formal and informal communications.


UNIT STANDARD CCFO DEMONSTRATING

Understand the world as a set of inter-related parts of a system: through using language to explore and express

links, and exploring a global range of contexts and texts.

UNIT STANDARD CCFO CONTRIBUTING

Contribute to the full development of oneself: by engaging with texts that stimulate awareness and development

of life skills and the learning process in general and in the workplace


Module 1: Writing skills for specific purposes, audiences and contexts

US ID 115790

US Title Write and present for a wide range of purposes, audiences and contexts

Specific Outcomes


Assessment Criteria

Time management skills are demonstrated in the planning of the text

Texts used in the workplace or other environments are identified for specific transactional functions

and an indication is given of the purpose of each text.

The narrative voice appropriate to context, purpose and audience must be chosen

Texts produced demonstrate considered choice of content and justification for inclusion of

decisions/incidents/requirements

Critical Cross field Outcomes

Identifying

Working

Organising

Collecting

Communicating

Demonstrating

Contributing

Essential Embedded Knowledge

Integrated in the assessment criteria and learning material.


Introduction

Many people are intimidated by writing. Even so, there are times when writing is the best way to communicate,

and often the best way to

• get the message across

• keep evidence of occurrence

When writing, be mindful of the fact that once something is in written form, it cannot be taken back.

Communicating through words can be more concrete than verbal communications, with less room for error and

even less room for mistakes.

Written communicators are also faced with some challenges which include spelling, grammar, punctuation, and

even writing style.

Today’s technology makes memo, letter and proposal writing much easier by providing reliable tools that check

and even correct misspelled words and incorrect grammar use. Unfortunately, these tools are not fail-proof and

will require personal input, making knowledge in this area important.

This section will deal with different aspect of the writing process.

1.1 Planning and Time Management Skills (SO1 AC1)

Planning and Pre-Writing

Planning can also be called pre-writing. It is the first step in the writing and editing processes, are a decision-making

step that helps to:

• Decide if the document is appropriate to write

• Determine what to include

• Avoid common initial errors


It is necessary to consider the following:

• What is the objective, purpose or goal?

• Who will be reading the material? Who is the audience?

• What do the readers already know?

• What do the readers need to know to evaluate the writing’s points?

• What action must the readers take?

Using the following questions during the pre-writing process can help to make key decisions about the direction

the document takes.

What does one want to accomplish?

• What are the primary objectives?

• What do the readers do or not to do, and by when?

• How important is the reader’s action or inaction?

• How much effort and cost are justified – in reading and writing?

Who is going to read the document?

• Who are the intended readers?

• Who are other potential readers – now and in the future?

What content, ideas, or data are needed in the document?

• What do the readers already know?

• What do the readers want to know?

• What specific content, ideas, and/or data must be included or excluded?

• What format (memo, letter, and report) must be used to distribute the information?

How can the points be organised into a coherent argument?

• What organisational plan will link the ideas/data?

• How can the transitions of the argument be improved?


Does the layout and design make the document clear?

Do the design elements (headings, subheadings, bullets, margins, bolding fonts etc.) make the logic and

structure clear?

Are the design elements used consistently?

Do the figures, tables, charts, and/or graphics advance the arguments and reduce text?

Time Management

In a business one is always faced with the reality that time is money, therefore nobody would like to spend hours

on writing letters, e-mails or any other form of business communication. The following are a few tips to help a

writer to manage his/her time effectively while doing business communication. The time schedule may of course

differ a lot, depending on the length and nature of the document.

Step 1: Organise and plan (5 minutes)

Organise your thoughts, and create a list of aspects that need to be covered in this document. Then determine the

order in which they should appear in the document, and number them. Check all aspects covered earlier in this

module regarding drafting of documents.

Step 2: Write the document (15 minutes)

Use the planning outline as guide to put your ideas into complete, coherent sentences. Remember the rules about

paragraph writing and the use of transitions.

Step 3: Review and revise (10 minutes)

Read through the document again, and use the editing checklist that will be provided in Module 4 to check that all

possible errors have been removed.

Following these steps, a document of average length should not take longer than 30 minutes to complete. Of

course, lengthy documents like reports will take much longer, but you can still do your time planning according to

the indicators given above.


1.2 Workplace Texts (SO1AC2)

Written communication makes up the biggest part of daily business communication. Although e-mail, faxes and

telephone calls have become an integral part of the modern business world, letter writing remains an important

means of written communication. It is essential to know how to write a formal letter as this is often the only link

between the writer and the person or business with which he/she is corresponding. A badly written letter creates

a poor impression of the writer and he/she might not get the reaction that was hoped for.

Business Letters

The business letter is the most important form of business communication as it provides a permanent record of a

transaction. Remember the following:

Make sure that information is presented simply, clearly and shortly

The letter must be written in a formal style, which is always polite

Ten Golden Rules for Business Letters

Ten Golden Rules for Business Letters

1 Keep to the correct format, which in most cases is the block format.

2 Do not use jargon, unless you have explained it to the reader.

3 Good editing is the secret of good writing.

4 Keep the letter short, but give enough information.

5 Use a subject line that is a good summary of the contents of the letter.

6 Use short sentences and correct paragraph conventions – one idea or item per paragraph.

7 Pay attention the tone of the letter.

8 Always be polite and friendly, whatever the circumstances.

9 Proofread critically and correct errors in spelling, grammar and punctuation.

10 Make sure that all detail and information are correct.


Example of a business letter

Business Letterhead GLOBAL ENTERPRISES (PTY) LTD

PO Box X57, Johannesburg, 0001 Can include

Logo

Company Registration

Number

References

Mr Peter Simpson

P O Box 23651

Cape Town

8000

Dear Mr Simpson

Your Ref: 0101

Our Ref: X600

Date: 12 March 200..

Date

Addressee

Line Open

Salutation

Line Open

COMPLIMENTS ON GOOD SERVICE

______________________________________________

______________________________________________

____________________________________.

Subject Heading

Line Open

Introduction

Body with more than one

Paragraph

Concluding Paragraph __________________________________________________

__________________________________________________

_________________________________


Line Open

Yours faithfully

M Johnson

Mary Johnson (Ms)

Customer Service Manager

Complimentary Close

Name and Official Status

Footer: Directors James Ndlovu Sarah Peterson

Contact Details Tel: +298 6678898 Fax: +298 6676601

Web address www.globalenterprises.com

Please Note

Company letterheads, headers and footers can change from company to company

Where possible, all business letters must be signed

Heading either in capitals, bold or underline, do not use all three

pp is used when a letter is written or signed on behalf of someone else

Initials and surname are always printed below the signature

Concluding paragraphs should be short and to the point

When writing a letter to the press, the address of the sender is written at the end of the letter, after the writer’s

name.

E-mail Correspondence

Electronic mail is usually just called e-mail and is one of the most frequently-used services on the internet. In many

companies and institutions e-mail has replaced the more traditional letter as a convenient, economical and fast

form of communication.

Since e-mail is part of the virtual world of communication, many people communicate in their e-mail messages the

same way they do in virtual chat rooms: with much less formality and sometimes too aggressively.


E-mail etiquette offers some guidelines that all writers can use to make sure that there is better communication

between themselves and their readers.

E-Mail Etiquette

E-mail etiquette refers to a set of do’s and don’ts that are recommended by business and communication experts

in response to the growing concern that people are not using their e-mail effectively or appropriately.

There are a number of things to consider before clicking the "send" button on e-mail

Format of e-mail

Target readers

Sending of attachments

Length of e-mail

Flaming

When NOT to send

Most Important e-mail Etiquette Tips:

1. Be concise and to the point

2. Answer all questions, and pre-empt further questions

3. Use proper spelling, grammar and punctuation

4. Answer swiftly

5. Do not attach unnecessary files

6. Use proper structure and layout

7. Do not write in CAPITALS

8. Don't leave out the message thread

9. Read the e-mail before you send it

10. Do not use abbreviations and emoticons

11. Do not forward chain letters

12. Do not copy a message or attachment without permission

13. E-mails are public documents. Include only those statements in e-mail that can be openly defended, and

do not use e-mail to discuss confidential information

http://owl.english.purdue.edu/handouts/pw/#formathttp://owl.english.purdue.edu/handouts/pw/#attach


14. Avoid long sentences

15. Don't send or forward e-mails containing libellous, defamatory, offensive, racist or obscene remarks

16. Keep your language gender neutral

17. .Don't reply to spam

18. Use cc: field sparingly

A typical e-mail format can look as follows:

Email - Target Readers

It is always important to know who will or might receive the e-mail, this can influence the following:

The tone of writing

How to address the person/recipients


Attachments

Sending attachments is a normal practice when submitting documents for review or exchanging information in the

workplace. Here are some tips to consider before attaching a document:

Title the document that is being attached in a way that is easy for the recipient to find once he or she

downloads it to his/her other files

Make sure not to send overly large attachments (more than 5MB can be seen as large) - first arrange with

the recipient, before sending this

Don't send unnecessary attachments

Length

In general, the e-mail should be approximately one page printed or the length of the computer screen before

scrolling. However, there are times when e-mail messages need to be longer to convey important information.

Often, organisations seeking to reduce their paper costs will use e-mail as their primary source of communication.

In the case of longer e-mails, include these three essential elements at the top of the e-mail:

An executive summary at the top of the document

How soon a response is required from the recipient(s)

A table of contents

Flaming

Flaming is a virtual term for expressing emotion online or sending inflammatory e-mails. It is best to avoid flaming

because it only creates more conflict and tension.

What was e-mailed cannot be taken back. Misinterpretations happen very easily in neutral e-mails because there

is a lack of non-verbal expression to cue the recipient about motives and intentions.


E-mail “Venting”

Things to consider before venting in e-mail:

Would I say this to this person’s face?

Am I putting the receiver in awkward position?

How would I feel if I received this e-mail message?

Not Sending E-mail

There are many subjects that are too sensitive to discuss over e-mail mainly because misinterpretation could have

serious consequences, and also because e-mails are not really confidential. Some topics that should generally be

resolved outside of e-mail are:

Disciplinary action

Conflicts about grades or personal information

Concerns about fellow classmates/workmates

Complaints

When it appears that a dialogue has turned into a conflict, it is best to end the exchanging of e-mails and rather to

meet in person. When receiving a flaming e-mail the best is to respond in a short and simple reply. If that does not

calm the flamer down, then make contact with him or her outside the virtual realm.

E-mail Checklist

Is the recipient address correct?

Has the subject line been completed?

Is the e-mail one page long or shorter?

Is it written in plain text (not HTM)

Do new e-mails have a salutation?

No salutation in follow-up e-mails

Is grammar and spelling correct?


Agendas

Purpose of an Agenda

Agendas are essential to conduct efficient meetings. They:

allow group members to prepare for meetings

ensure that all necessary items are addressed

ensure that all participants are adequately prepared for the meeting

ensure that each agenda item achieves the desired outcome

save time during the meeting

Preparing an Agenda

When preparing agendas, follow the following steps:

1. Send an e-mail or memo stating that there will be a meeting, the goal of the meeting as well as the

administrative details such as when and where it will be. Ask those invited to accept or decline the meeting.

Make it clear that once they have accepted the meeting, they are expected to attend.

2. Ask participants that want to request an agenda item to send or hand in such item no less than two days

before the meeting, and ask them to indicate the amount of time they will need to present it.

3. Once all the agenda requests have been submitted, summarise them either in a table format or in point form.

Make sure that each agenda item is directly related to the goals of this particular meeting. If a request is not

related to the topic of the meeting, suggest that this agenda item be discussed in another meeting. Be realistic

in the amount of time that is allocated to each presenter. Don't cram an unrealistic number of agenda items

into an hour meeting. When people accept an hour meeting, they expect to be finished in an hour. When

meetings go over time, people generally tend to get uneasy. It's better to schedule 50 minutes of discussion

into an hour time slot. This way one will have 10 minutes to spare and if the meeting closes a little early,

people will be pleased.

4. Send the agenda to all the meeting participants at least a day before the meeting with a reminder of the

meeting goals, location, time and duration.

5. Of course, the most important part of creating an effective agenda is to follow it during the meeting


Contents of an Agenda

State the purpose of the meeting at the top of the agenda. This helps participants determine whether they

should attend.

State a definite beginning and end time for the meeting.

Structure a contents and process agenda. Determine the type of process and action desired on each agenda

item.

Establish priorities. Set priorities for each agenda item so that group members focus on addressing the most

important items.

Determine the order of the agenda items. Most experts recommend placing the most important topics towards

the beginning of the agenda; that way, if time runs out, the items left unaddressed are of a lower priority.

However, the chairperson may run through all the important items on the agenda at the beginning of the

meeting to ensure that they are covered.

Establish time-limits on items. Decide on an approximate amount of time to be spent on each agenda item.

Acknowledge when the time limit has been reached; then ask the group to decide whether and how to continue

with these items.

Example Agenda

Meeting Purpose: Discuss marketing opportunities in Egypt

Venue: Directors Boardroom, 16th Floor

Date: 15 July 2012

Time: 14:00 – 15:00

Opening and welcome

Attendance register and apologies

Minutes of the previous meeting

Finalising of the agenda

Agenda items

Agenda Item 1 Discuss research done on marketing opportunities

Lead Sam Mabusa


Supporting information Research included with agenda

Preparation All participants to review research prior to meeting and come prepared to discuss

opportunities or possible problems

Desired outcome Decide on opportunities to persue

Time allocated 20 minutes

Follow-up tasks To be determined during the meeting

Agenda item 2 Decide what combination of print/radio/newspaper advertising will be used

during the marketing

Lead Maria Panagio

Supporting information Advertising budget

Advertising rates for three print publications

Rates for two radio stations

Rates for four newspapers

Preparation Chris from accounting to review and approve budget prior to meeting

Marketing group to review media rates and determine their preferred combination

Desired outcome Finalise advertising schedule (during meeting)

Gain budgetary approval (next day)

Time allocated 40 minutes

Follow-up tasks Chris to approve media budget the day after meeting

Other tasks to be determined during meeting

A comprehensive agenda like this, will save time and increase productivity in the meeting. One of the key

components is the inclusion of supporting information. Too many meetings involve a group review of relevant

information. It's much quicker and easier to ask participants to review this information prior to the meeting. In that

way, the meeting itself can be used to resolve problems and make decisions. And that should be the goal of every

meeting.


Another possible agenda format can be much simpler:

Agenda for meeting of Marketing Personal to discuss Marketing Opportunities in Egypt

Venue: Directors Boardroom, 16th Floor

Date: 15 July 2012

Time: 14:00 – 15:00

Welcome

Present and apologies

Minutes of previous meeting

Items to be discussed:

1. Research done on marketing opportunities

2. What combination of print/radio/newspaper advertising will be used during the marketing

General

Closure

_________________________ _________________Signature

Date

Minutes

Minutes are a method of recording discussions and decisions in a clear and concise form. Plain

language should be used when writing minutes.


Taking Notes

Being a clerk or secretary is an important role in a meeting and making sure that what is said and decided is

accurately recorded can be difficult. It is therefore important that accurate notes are kept which describe the main

points of the discussion and any decision that was reached. It is also necessary that the clerks or secretaries

understand their own notes so that they can be deciphered later.

Get Organised

Writing paper, pens, highlighters, etc. must be available. Place a heading on each sheet of notes - date, topic, and

corresponding item on the agenda. Agendas can also be prepared to make provision for this.

Completion of the Minutes

Each organisation has its own preferred style of presentation for minutes and, although there is no set layout

prescribed in any legislation, it is advisable that minutes should contain the following basic information:

Minutes should state what meeting it is and when and where it was held

A list should be included of the officials present, anybody else present and who apologised

The chair and senior management is usually listed first in the list of those present and should be identified

as such

Minutes should be numbered consecutively

Headings should be used for each topic, especially with matters arising and committee reports

Minutes are always written in the past tense and should be clear and concise

Always use capital letters for titles of officials, e.g. MEC, Director, Manager, etc.

Resolutions should be in bold type and indented so that they stand out

Using the above suggestions will help officials to refer back to specific minutes at the next meeting under

matters arising or a later date - it can be embarrassing when chairpersons cannot find an important reference

in a previous minute because there are no headings or consecutive numbering.

It is also a good idea to have the minutes typed rather than hand-written


Recording Appropriate Content

Identify main ideas by listening for repeated points, changes in the participant’s voice and changes in rate of

speech, audio-visual materials displayed, direct announcements of importance, and non-verbal clues

List and number points, writing on flip charts

Record details and examples that illustrate main ideas

Use an outline form that mimics the organisation of meeting

Make the main ideas stand out from the supporting details (effective agendas or pre-developed minutes can

make provision for this)

Minutes should be clear, concise and accurate. It can sometimes be quite difficult trying to summarise a very long

discussion when everything that was said seems to be important. How much information should be used?

A basic guide for Minute Keeping

A basic guide is to

briefly introduce the subject

summarise any major points raised

record the decision reached

For some topics it may be necessary to include more detail than just a few sentences. This would probably be the

case regarding a discussion about finances, performance results or the director’s report.

Reports

What is a report?

A report is an informative document. Its purpose is to investigate a problem, draw conclusions or recommend

action. A report needs to supply a particular audience with the facts on a specific incident, scenario or situation.

What is the audience of a report?

The audience is the readers of the report.


Why are reports important?

For a business, being informed about what is going with every project at any given time is one of the keys of

effective management.

There are many types of reports generated and distributed throughout an organisation on a daily basis. Business

reports enable management to be updated and informed about everything within the organisation.

Regular Types of Business Reports

Report type Report content is used to...

Progress report Provide regular updates on how a project, job, or assignment is coming along

Feedback report Provide final details and an overall view of an event or project after it is completed

Incident report Give information about a situation or incident that occurred at work, such as

violence or theft

Accident report Give information about a medical crisis or accident that occurred at work during

office hours

Research report Report on the findings of a research study, using graphs and images to help present

statistics

Financial report Give an overview or summary of the financial figures of something over a specific

time frame

Annual report Give an overview of how several aspects of an organisation performed over the last

year

Performance report Summarise a staff member’s ability to meet their job requirements. Also called a

staff appraisal.

Feasibility report Report on the viability or achievability of a project, which helps with the decision to

start the project

Sales report Report specific sales figures, income, expenses, profit and other financial matters

Formal (long) report Provide detailed information on a topic or situation that was thoroughly researched

Screening Report narrow down possible options by listing the candidates that meet the minimum

requirements

Stock Report give an update on the amounts of shares and stocks that are sold, as well as their

prices

Memorandum Informally communicate with staff members within the department and

organisation


The 5 most important reports that you need to be able to create:

1. Progress report

2. Incident / accident report

3. Feedback report

4. Formal (long) report

5. Memorandum

You need to know and understand these report types, and how they are created and distributed within a corporate

environment. Every type of business report has a set format and has to reach a particular group of people/audience

for a particular reason.

Main categories of business reports

Written reports that are used to distribute information in an organisation are called business reports. Business

reports vary in style and content. Some reports are confidential and private, while others are informal and full of

information.

It is important to know what types of reports are created and distributed within the corporate environment.

Above, we discussed the types of reports. Any of those reports can also be categorised:

1. Internal reports

2. External reports

3. Informal reports

4. Formal Reports

Reports will always be internal or external and formal or informal.

Internal Reports

Internal reports communicate with certain people within the organisation such as the board of directors, managers,

supervisors, staff, shareholders and customers.


External Reports

External reports send information to groups of people outside the organisation.

For example:

The media

Potential customers

Previous employees

Suppliers

Distributors

The Government

Informal Reports

Informal reports are short and do not require a lot of research. They are used internally to tell staff about everyday

matters and to keep them updated about events, changes and expectations.

The style of writing is less formal, more communicative and normally includes more personal language.

Formal Reports

A formal report is for internal or external use, usually when reporting to an audience more important than you are.

It uses formal language and has a set structure with strong headings and sub-headings. These reports can be long

and need a lot of planning.

Examples:

Internal report: Newsletters emailed to employees

External report: Annual sales report sent to a newspaper

Informal report: Newsletters emailed to employees

Formal report: Annual sales report sent to your CEO or a newspaper.


Writing Formal Reports

The objective of a formal report is to organise relevant factual information into a logical sequence and present it

as short as possible, clearly and in a suitable form. The form of the report will vary, depending on its subject matter

and length.

The common principles to report writing are as follows:

PRINCIPLE DESCRIPTION

Objectivity This is the ability to assume perspectives, thus detaching one’s opinions and feelings

from the topic

Conciseness To be economical in the use of words and information

Clarity

Facts must be expressed clearly and coherently, and must be logically arranged in the

chronological order

Clear writing is a product of clear thinking and planning

Style The consistent use of the passive voice to maintain an impersonal tone is important

Tense Past tense is customarily used, except in the recommendation section of the report

Planning Planning an outline of the report assists in finding a pattern for the writer’s thoughts

and to analyse the structure and logical sequence of the report

All written documents usually start with a summary and purpose in the beginning of the document. The main

document will follow with information and will end with a conclusion, just shortly summarising the purpose again.

The type of audience will determine the style of writing used in the document. A business report will have a very

formal writing style, a textbook an academic style and a newspaper for example will have an informative style.

Reports are generally divided up into sections. Each section has a specific purpose, and often there are specific

guidelines for formatting each section.


Generally, a report will include the following sections:

Title page

Abstract/Executive Summary

Table of Contents

Introduction or Background

Body

Recommendations

References

Appendices

SECTION DESCRIPTION

Title Page

The title page of the report normally contains four main pieces of information:

Report title

Name of the person, company, or organisation for whom the report has been

prepared

Name of the author and the company who originates the report

Date on which the report was completed

Additional information that can be included is contract numbers, a security classification,

copy numbers etc.

Abstract/Executive

Summary

An abstract summary can be the most difficult part of the report to write because in it the

subject matter must be introduced, all in one short paragraph (about 150 words). As a

result, the executive summary should usually be written last.

Table of Contents

Most reports will contain a Table of Contents that lists the report’s contents and

demonstrates how the report has been organised. Each major section should be listed in

the Table of Contents. Sometimes additional descriptive headings may be used throughout

the report as well as for the Table of Contents. It is also important to include page

numbers.


SECTION DESCRIPTION

Introduction

Begin with the introduction at the top of a new page, preceded on the page only by the

report’s full title. The title is followed by the word ‘Introduction’ which can be either a

centre or side heading. The introduction prepares readers for the discussion that follows

by introducing the purpose, scope, and background of the report.

The Body of Your

Report

The body is usually the longest part of the report, and it includes all the evidence that

readers need to have in order to understand the subject. This evidence includes details,

data, and results of tests, facts, and conclusions.

Conclusions

The Conclusion of a report is usually a very short section that introduces no new ideas.

The conclusion is important because it is the last chance to convey the importance and

meaning of the project to the reader by summarising findings and by generalising their

importance.

Recommendations

You may or may not need to include a section titled “Recommendations.” This section

appears in a report when the results and conclusions indicate that further work needs to

be done or when several ways to resolve a problem or improve a situation have been

considered and one wants to determine which one is best.

References

It is important to include a References section at the end of a report in which other sources

used are listed. Informal or short reports may not have a references section or may only

have a short one, while more formal reports will likely have reference sections, sometimes

very lengthy ones.

Appendices

You should place information that is relevant to the subject but needs to be kept separate

from the main body of the report in an Appendix to avoid interrupting the line of

development of the report.


1.3 Narrative Voice (SO1AC3)

Message Purpose and Goal

Before communicating one must know exactly what the message is and what must be achieved with the specific

message (the goal or outcome). If the message has not been thought through, important facts might be forgotten

or the message might get confusing along the way. An unclear goal might make the message confusing to the other

party

It is applicable ask the following questions while planning a Business Communication:

Who: Target Audience/ Reader/ Respondent

What: Outcome/ Purposed

When: Start and Finish

Where: Place

How: Proposed Methodology

When considering what the key message is: Why one is writing and what must be achieved. The message should

have a general and specific purpose.

A general purpose is the broad framework or goal that needs to be accomplished i.e. when a project has been

registered in your area you would describe to the employees what they would expect on the day of the project roll-

out.

The specific purpose is a concise statement that describes the exact nature of the response required from the

reader.

The better a person understands the circumstances that prompt him/her to write, the better he/she can respond,

adjusting his/her style to suit the specific context. The following figure may help to envision the writing context:


When writing, one may first look at the context from one’s own viewpoint. As the situation is sized up, begin to

ask: Who is the reader? What purpose does one hope to achieve? What should be said in order to achieve the

purpose?

The reader will be looking at the context from a different viewpoint. A reader might ask: What sort of person wrote

this? What does the writer hope to accomplish? How has the content been shaped by the writer's experience and

motives?

Responding well to the writing context requires seeing from multiple viewpoints, and seeing how these viewpoints

inter-relate. New questions appear: What sort of person will my reader perceive me to be? Will my reader

understand and sympathise with my purpose in writing? What kinds and amounts of information does my reader

require? How should I present this information in order to achieve my purpose?


Attitudes, Style, Register and Tones

Register is defined by the Oxford Advanced Learner’s Dictionary as the range of vocabulary, grammar, etc. used

by speakers in particular social circumstances or professional contexts.

Tone, in the same dictionary, is defined as quality of voice expressing a particular emotion, attitude, etc.

Although the above-mentioned definitions are aimed at spoken language, the terms also imply written language,

and will deal with the level of formality indicated by choice of words, as well as the way in which the message is

conveyed by choice of words. When writing for formal purposes, the choice of language will be much different

from when writing, for example, a letter to one’s best friend, or sending an SMS.

Tone can also be described as the attitude of a subject.

A story could convey an attitude of humour or sarcasm towards its characters and events, showing the reader

that the material is to be taken with a grain of salt (not seriously). Or perhaps an attitude of sincerity and

earnestness is created by subtly manipulating the content and language, telling the reader to take the story

seriously.

Think of how a person uses tone of voice to convey real meaning when speaking with a friend. Tone can

change the meaning of the remark "nice outfit" in many different ways. It can be turned into a compliment,

sarcastic remark, or jealous comment. It all depends on the way it is said by changing the tone of voice, the

emphasis on certain words, and how high or low the person’s voice is. Combine all that with body language

or facial expressions, and tone is conveyed.

The same goes for writing — how words are presented changes the tone. The following are examples:

Attitude Example

Sincere She rose from her chair when I came in and exclaimed with a smile: "Wow! Nice outfit!"

Sarcastic She gave me one look and said, with a short laugh, "Yeah, right! Nice outfit!"

Envious She glanced at me quickly and muttered reluctantly, "Um, yeah . . . nice outfit."

Insulting She looked at me incredulously and said, "Eww! Nice outfit!"

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