REPORT WRITING &

PRESENTATION SKILLS

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 COURSE OBJECTIVES

• Understand the principles of professional writing

• Learn how to produce engaging and persuading documents
• Learn to write reports in a simple, clear, and straightforward
style
• Learn how to design and deliver concise and impactful
presentations

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 AGENDA

• 5 Steps to Effective Report Writing

• Structuring and Writing a Report
• Wording and Writing Styles
• Delivering Impactful Presentations

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INTRODUCTION TO REPORT WRITING

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INTRODUCTION TO REPORT WRITING
TYPES OF REPORT WRITING
• Research
• Investigative
• Concept note
• Proposal
• Lessons learned
• Progress report
• Annual report
• Inception report
• Strategy

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ACTIVITY
ACTIVITY ‐ TYPES OF REPORT WRITING

1. Think about reports at

work
2. Which types are you
responsible for writing?
3. In your opinion, what are
key elements of a good
report?

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INTRODUCTION TO REPORT WRITING
REPORTING WRITING METHODS

Applications first Inductive Deductive

reasoning
Principles‐first
Conclusions Introduction Introduction reasoning
reached based on
facts Derives conclusions
Discussion Conclusions or facts from general
Focus on how over principles or
why concepts
Conclusion Recommendation
Presents facts and Presents a thesis
wraps up with a statement and
conclusion Recommendation Discussion supports it with
facts or examples

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INTRODUCTION TO REPORT WRITING
REPORTING WRITING STEPS

    

Prepare Arrange Draft Edit Polish

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REPORTING WRITING: STEP 1

Inform
 Objectives Persuade
Request Action

Prepare Target reader(s)

Data Collection

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REPORTING WRITING: STEP 1

Questions to ask regarding objectives:

• Is a Terms of Reference (TOR) available?
• Who requested the report?
• What are the expectations around length?
• How will the report be used?
• Is a report the best method to provide the
information?
• Should the report include recommendations and
actions or summarize information?
• How much detail is needed/wanted?

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REPORTING WRITING: STEP 1

 Objectives

Relationship
Prepare Target reader(s) Priorities
Knowledge
Data Collection

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REPORTING WRITING: STEP 1

Knowing your target reader(s) is key

• 
Adapt content to their needs/concerns
• Adapt content to their level of knowledge
• Determines the voice to use (formal/informal)
• Identify the business value they will receive

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REPORTING WRITING: STEP 1

Reader analysis

Who is (are) the reader(s)?


What do they need?
Where will they be reading?
When will they be reading?
Why will they be reading?
How will they be reading?

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REPORTING WRITING: STEP 1

ACTIVITY – DISCUSS WITH A PARTNER

Pretend your manager requests that you write a report on this


training course
1. In what ways would the report differ if the audience is
a. Your department colleagues
b. Your manager
c. The top leader of your organization
2. In what ways would the report differ if the purpose:
a. Informs colleagues about writing techniques
b. Persuades your manager to send more colleagues next week
c. Requests action for the top leadership to fund additional
training

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REPORTING WRITING: STEP 1

 Objectives

Interview
Prepare Target reader(s)
Questionnaire
Survey
Data Collection Focus group
Literature review
Data analysis
Observation 16
REPORTING WRITING: STEP 1
USING CLUSTERING TO CLEAR WRITING BLOCKS
Handout 1

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REPORTING WRITING: STEP 1
ACTIVITY ‐ USING CLUSTERING TO IDENTIFY TOPIC

Individually, decide on a real report topic you can

write during this course that will not exceed 2 pages if

typed.

The topic must be something you have personal

experience about such as how you overcame a specific
challenge at work.

We will write a lessons learned report about it.

Brainstorm your TOPIC using clustering (See Handout 1)

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REPORTING WRITING: STEP 1
SPECIFIC TITLE FOR LESSONS LEARNED

1) Reducing adolescent pregnancy

2) Reducing adolescent pregnancy in Bishoftu
3) How health workers reduced adolescent pregnancy in
Bishoftu

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REPORTING WRITING: STEP 1
ACTIVITY – PREPARE FOR REPORT

Individually:
1. Define the objective(s)

2. Identify the target reader(s)
3. Create a specific topic title

With a partner ‐ discuss your perspective of how specific

or broad the other person’s title seems and if any target
readers may be missing

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STRUCTURING AND WRITING A REPORT

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REPORTING WRITING: STEP 2

    

Prepare Arrange Draft Edit Polish

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REPORTING WRITING: STEP 2

Determine what information will be used and in what order

Group
 Organize Map
Cluster
Arrange Analyze

Outline

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REPORTING WRITING: STEP 2
Mapping example of structure
Overall
Overall results
Change readiness
Comments Engagement
Organization
Recruitment
Structure
Action planning
Directorate Contractors
Team
Dept 1 Capacity building Communicatio
Structure
Dept 2
Structure Key
coaching Recommendations Executive findings
Training & development Summary Key
eLearning
recommendations

Implementation plan

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REPORTING WRITING: STEP 2

Clustering example of structure

Overall results Overall

Comments Engagement
Organization
Structure
Action planning Contractors
Capacity building Directorate
Team
Dept 1 Executive Communication
Structure Summary
Dept 2
Structure Key
findings

eLearning
coaching
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REPORTING WRITING: STEP 2

Consider how you will make your points

 Organize

Notes
Arrange Analyze Evidence
Conclusions
Outline

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REPORTING WRITING: STEP 2

Identify a logical sequence for the information

 Organize

Arrange Analyze
Sections
Outline Template
Headings

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REPORTING WRITING: STEP 2

Typical sections:
• Title page/Cover page
• Table of Contents
• Executive Summary
• Introduction/Methodology
• Body/Discussion
• Summary/Conclusions
• Recommendations
• References/Bibliography
• Appendix/Annex

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REPORTING WRITING: STEP 2
Using Word styles

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 REPORTING WRITING: STEP 2
ARRANGE REPORT – LESSONS LEARNED TEMPLATE

Title of specific experience

Max 2 pages
Arrange content: With a few
1.Context and challenge;
pictures that
2.Solutions and actions support the
Facts undertaken points
3.Results
Max 5 key
4.Lessons learned words
Interpretation 5.Recommendations

Source: The Art of Knowledge Capturing, World Bank Group (December 2015) 30
REPORTING WRITING: STEP 2
ACTIVITY – ARRANGE REPORT IDEAS

Individually

1. Brainstorm and organize KEY IDEAS for your content
2. For your KEY IDEAS, review the Handout 2 template
for your outline
• Context and Challenge
• Action Steps and Solutions DO NOT WRITE THE
• Results REPORT YET
• Lessons Learned
• Recommendations
• Resources and Reference Materials

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REPORTING WRITING: STEP 3

    

Prepare Arrange Draft Edit Polish

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REPORTING WRITING: STEP 3

Write the first draft following the structure of step 2.

• Introduce the main points of each section/
 paragraph
• Explain and expand on the main points
• Provide evidence to support the main points (if
applicable) and explain the relevance
Draft • Conclude the section by summarizing and/or
linking to the next section with a transition
statement

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REPORTING WRITING: STEP 3
ACTIVITY – WRITE REPORT

Individually

1. Use the Handout 2 template instructions to
write your Lessons Learned content
2. This will be your draft report

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REPORTING WRITING: STEP 4

    

Prepare Arrange Draft Edit Polish

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REPORTING WRITING: STEP 4

Check the content and structure. Add or delete as appropriate.

 Revise

Edit Review

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REPORTING WRITING: STEP 4

Check the flow, clarity, grammar, and punctuation.

 Revise

Edit Review

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WORDING AND WRITING STYLES

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WRITING STYLES

Your writing style is your written professional “voice”

Technical vs Narrative
Formal vs Informal
Academic vs Conversational

Pursuant to ABC123 directive, enclosed herein is

the latest data covering the period from February 1
to 29, 2020.

Attached is the February ABC123 data.

Here’s February’s ABC123 data.

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WRITING STYLES

Generally, write like you talk, but better

• Use active rather than passive tense

• Use plain English balancing formality
and informality
• Adjust voice based on objective,
reader(s) and organization, as needed

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WRITING STYLES
TIPS FOR PERSUASIVE WRITING

• Be clear about the objective

• Write with your reader’s needs and pain
points in mind
• Discuss the benefits and how they
address the needs and pain points

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APPLYING EFFECTIVE
COMMUNICATION SKILLS
• Use clear language
• Be concise
• Tell your reader what they need to know
• Follow grammar and punctuation rules
• Avoid long sentences
• Use a logical flow
• Be consistent with words, styles, and formats
• Explain new/novel words
• Avoid technical words (jargon) and overused
phrases (clichés)
• Use an appropriate writing style
• Show your reader respect

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APPLYING EFFECTIVE
COMMUNICATION SKILLS
ACTIVITY – HANDOUT 3

Individually

1. Review Handout 3 and answer the questions

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APPLYING EFFECTIVE
COMMUNICATION SKILLS
Style guides compile best
practices and standards for
publishing:

• Publishing process
(preparation, illustrations and
tables)
• Style and usage (grammar,
punctuation, names, terms,
titles, abbreviations, dialog)
• Source citations and indexes
(notes, bibliography) Style Guide

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APPLYING EFFECTIVE
COMMUNICATION SKILLS

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WRITING TECHNIQUES FOR CLARITY

Tips to make writing clearer:

• Subject starts the sentence
• Use active verbs/voice
• Avoid adverbs (end in –ly)
• Use adjectives mostly for quantities, data, and dates
• Don’t use big words
• Replace wordy phrases with single words
• Keep sentences short (25‐30 words or fewer)
• Keep paragraphs short (250‐300 words)
• Don’t refer the reader back to a previous section
• Describe one concept at a time
• Keep focus on the main purpose

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WRITING TECHNIQUES FOR CLARITY

Avoid these common errors:

• Sentence fragments
• Wordy sentences
• Misplaced or dangling modifiers
• Faulty parallelism
• Confusing pronoun references
• Misusing single/plural pronouns
• Improper pronoun case
• Forgetting important commas
• Adding extra commas
• Misusing apostrophes
• Commonly mixed‐up words

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WRITING TECHNIQUES FOR CLARITY
ACTIVITY – HANDOUT 4

Individually

1. Review Handout 4 and answer the questions

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WRITING TECHNIQUES FOR CLARITY
Fog Index: Analyzes word count and syllables. Target is 10‐15.

From Audit Report of an Ethiopian Public Institution:

Our objectives are to obtain reasonable assurance about whether
the financial statements as a whole are free
from material misstatement, whether due to fraud or error, and to issue
an auditor’s report that includes our opinion.

Reasonable assurance is a high level of assurance, but is not

a guarantee that an audit conducted in accordance with ISAs will always
detect a material misstatement when it exists. Misstatements can arise
from fraud or error and are considered material if, individually or in
the aggregate, they could reasonably be expected
to influence the economic decisions of users taken on the basis of
these financial statements.

http://gunning‐fog‐index.com
49
WRITING TECHNIQUES FOR CLARITY
Fog Index: Analyzes word count and syllables. Target is 10‐15.
REVISED From Audit Report of an Ethiopian Public Institution
Our goals are to deduce whether the financial statements contain
any material misstatement, whether due to fraud or error, and to issue a
report with our opinion.
Reasonable assurance is a high level of assurance. However, we
cannot assure that an audit led under ISAs will always detect
any material misstatement when it exists. Single or collective misstatements in
these reports could impact users’ economic decisions.

http://gunning‐fog‐index.com
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WRITING TECHNIQUES FOR CLARITY
Editing tools check for these issues:
Grammar and spelling
Terminology
Word count
Vocabulary
Readability
Overused words
Sentence structure
Writing style
Stickiness
Dialog
Pacing
Repeated phrases
Clichés
Consistency

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REPORTING WRITING: STEP 4
ACTIVITY – EDIT REPORT

Individually

1. Review and revise your Lessons Learned
content

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REPORTING WRITING: STEP 5

    

Prepare Arrange Draft Edit Polish

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REPORTING WRITING: STEP 5

Add special formatting, charts and graphs, and reference sources.

 Format

Polish Proofread

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REPORTING WRITING: STEP 5

Charts, graphs, and tables can simplify data.

Type Usage
Column bar Compare averages or
chart percentages (less than 12)
(horizontal)
Column bar Compare averages or
chart (vertical) percentages (12 or more)
Pie chart Show the parts of a whole in
comparison (proportion)
Line chart Trends over time
Scatter plot Relationship to an average

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REPORTING WRITING: STEP 5

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REPORTING WRITING: STEP 5

Check again for any errors in flow, clarity, grammar, or punctuation.

 Format

Polish Proofread

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REPORTING WRITING: STEP 5
ACTIVITY – POLISH REPORT

1. Individually, format and proofread your

Lessons Learned content

2. Exchange with a partner for peer review
• Use clear language
• Be concise
• Tell your reader what they need to know
• Follow grammar and punctuation rules
• Avoid long sentences
• Use a logical flow
• Be consistent with words, styles, and formats
• Explain new/novel words
• Avoid technical words (jargon) and overused phrases (clichés)
• Use an appropriate writing style
• Show your reader respect

3. Discuss partner’s observations about your content

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RECAP
QUESTIONS OR COMMENTS
From yesterday’s discussion?

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DELIVERING IMPACTFUL PRESENTATIONS

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CONFIDENCE & FACING FEARS
ACTIVITY PRESENTATION SKILLS – SELF ASSESSMENT

Strongly Disagree Disagree Neither Agree/Disagree Agree Strongly Agree

• Use a blank sheet of paper 1. Agree

2. Neither
• Do NOT write your name 3. Agree
• Write your level of agreement for 4. Strongly agree
each question (next page) 5. Strongly disagree

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CONFIDENCE & FACING FEARS
ACTIVITY PRESENTATION SKILLS – SELF ASSESSMENT

Strongly Disagree Disagree Neither Agree/Disagree Agree Strongly Agree

1. Plan: I have a good understanding of how to plan an effective presentation

based on objectives and target audience.
2. Message: I deliver well organized messages focused on 1 main point and 3 to 5
key points.
3. Create: I create an effective flow, complete with examples, visuals, and
handouts, where appropriate
4. Practice: I routinely rehearse my content and monitor my body language to
ensure effectiveness
5. Prepare: I adequately prepare logistics both in advance of and just before the
start of the presentation

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CONFIDENCE & FACING FEARS
ACTIVITY PRESENTATION SKILLS – SELF ASSESSMENT

Strongly Disagree Disagree Neither Agree/Disagree Agree Strongly Agree

• Crumple your paper into a ball

• Toss the ball into the middle of the room
• Take a ball from the middle of the room

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CONFIDENCE & FACING FEARS
ACTIVITY PRESENTATION SKILLS – SELF ASSESSMENT
Strongly Disagree Disagree Neither Agree/Disagree Agree Strongly Agree

Stand when the facilitator reads the rating on your paper for each
question (the facilitator will write the numbers on the chart)
Strongly Neither Agree/
Question Disagree Disagree Disagree Agree Strongly Agree
1. Plan

2. Message

3. Create

4. Practice

5. Prepare

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CONFIDENCE & FACING FEARS

3 out of 4 people fear public speaking

Source: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3647380/ (77%)

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CONFIDENCE & FACING FEARS
Trevor Noah talks about his fears

Source: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3647380/ (77%)

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CONFIDENCE & FACING FEARS
ACTIVITY

On a scale of 0‐10
how much fear does delivering
a presentation cause you?

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CONFIDENCE & FACING FEARS

Top 10 fears about public speaking

• Failure
• Inadequacy
• Leadership
• Competition
• Embarrassment
• Selling
• People
• Futility
• Self
• Success

Source: ruletheroompublicspeaking.com 68
CONFIDENCE & FACING FEARS
ACTIVITY
Top 10 fears about public speaking
• Failure SELF REFLECTION
• Inadequacy
• Leadership Which fear(s) cause you the most problem?
• Competition Why?
• Embarrassment What’s the worst that could happen?
• Selling What’s the best that could happen?
• People
• Futility
• Self
• Success

Source: ruletheroompublicspeaking.com 69
CONFIDENCE & FACING FEARS

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CONFIDENCE & FACING FEARS
ACTIVITY

POWER POSE
(SUPER HERO STANCE)

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FINDING YOUR PRESENTATION STYLE

6 Presentation Styles:

1. Visual – visuals complement presenter’s

points
2. Instructor – content‐rich like professors
3. Coach – connect and engage with audience
4. Storyteller – stories bring the points to life
5. Connector – encourage audience feedback
and reaction as two‐way dialog
6. Rapid Rhythm – concise with a rapid pace
and rhythm

Adapted from Meg Prater, Hubspot

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FINDING YOUR PRESENTATION STYLE

6 Presentation Styles Examples:

1. Visual – Steve Jobs

2. Instructor – Al Gore
3. Coach – Linda Edgecombe
4. Storyteller – Jill Bolte Taylor
5. Connector – Connie Dieken
6. Rapid Rhythm – Lawrence Lessig

Adapted from Meg Prater, Hubspot

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FINDING YOUR PRESENTATION STYLE
6 Presentation Styles Examples:

Visual – Steve Jobs

Adapted from Meg Prater, Hubspot

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FINDING YOUR PRESENTATION STYLE

6 Presentation Styles Examples:

Instructor – Al Gore

Adapted from Meg Prater, Hubspot

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FINDING YOUR PRESENTATION STYLE

6 Presentation Styles Examples:

Coach – Linda Edgecombe

Adapted from Meg Prater, Hubspot

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FINDING YOUR PRESENTATION STYLE

6 Presentation Styles Examples:

Storyteller – Jill Bolte Taylor

Adapted from Meg Prater, Hubspot

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FINDING YOUR PRESENTATION STYLE

6 Presentation Styles Examples:

Connector – Connie Dieken

Adapted from Meg Prater, Hubspot

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FINDING YOUR PRESENTATION STYLE

6 Presentation Styles Examples:

Rapid Rhythm – Lawrence Lessig

Adapted from Meg Prater, Hubspot

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FINDING YOUR PRESENTATION STYLE

Tips to Explore Your Style

• Identify which presenter style
appeals to you
• Take note of the concepts and
techniques the presenter uses
• Adopt or adapt some aspects you
feel comfortable with
• Practice in privacy
• Don’t pretend to be someone else
• Don’t be a different person
presenting than you are normally
• Be your authentic self

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FINDING YOUR PRESENTATION STYLE
ACTIVITY
• Individually, identify which
presenter style appeals to you
• What did you like best about it?
• What aspects could you
adapt/adopt?
• Discuss with a colleague

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PRESENTATION SKILLS

    

Plan Message Create Practice Prepare

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PRESENTATION SKILLS: STEP 1

Inform
 Objectives Persuade
Request Action

Plan Target audience

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PRESENTATION SKILLS: STEP 1

 Objectives

Relationship
Plan Target audience Priorities
Knowledge

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PRESENTATION SKILLS: STEP 1

Audience analysis

Who is the audience?


What do they need?
Where will they be attending?
When will they be attending?
Why will they be attending?
How will they be attending?

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PRESENTATION SKILLS: STEP 1
ACTIVITY – PLAN FOR PRESENTATION OF
LESSONS LEARNED

In Groups of 3 People:

1. Decide which person’s lesson learned to present
2. Define the objective(s)
3. Identify the target audience(s)

When delivered, presentation should last 3 minutes (max)

86
PRESENTATION SKILLS: STEP 2

    

Plan Message Create Practice Prepare

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PRESENTATION SKILLS: STEP 2

 Organize
1 Main Point
3‐5 Key Points
“rule of 3”
Message Outline

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PRESENTATION SKILLS: STEP 2

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PRESENTATION SKILLS: STEP 2

 Organize

Introduction
Message Outline Middle
End

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PRESENTATION SKILLS: STEP 2
ACTIVITY – PRESENTATION MESSAGE

Individually

1. Identify your MAIN message
2. Identify 3‐5 KEY messages
3. Create an outline of your introduction, middle, and
end
4. Determine who will present which portion of the
presentation

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PRESENTATION SKILLS: STEP 3

    

Plan Message Create Practice Prepare

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PRESENTATION SKILLS: STEP 3

 Notes
Presenter Only
Stories/Examples

Create Handouts

Visuals

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PRESENTATION SKILLS: STEP 3

 Notes

Create Handouts Audience

Visuals

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PRESENTATION SKILLS: STEP 3

 Notes

Create Handouts

PowerPoint
Visuals Multimedia
Other

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PRESENTATION SKILLS: STEP 3

PowerPoint Tips:

• Minimal text – keep it simple

• Focus on the most important details
• Minimum font size 18 point
• Use bullet points
• Avoid large blocks of text
• Highlight key points with bold
• Use images to support content
• Use a consistent theme, colors & style
• Include audio/video
• Use organizational templates

96
PRESENTATION SKILLS: STEP 3

Interactive Presentations – Audience Engagement

• Ask questions throughout (not just at end)

• Use live polls
• Adjust presentation to audience’s current needs
• Anticipate possible questions in advance
• Start strong – with a hook
• Use compelling visuals
• Make eye contact
• Use proper lighting
• Don’t just read your notes; make it more conversational
• Include stories as examples

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PRESENTATION SKILLS: STEP 3

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PRESENTATION SKILLS: STEP 3
ACTIVITY – CREATE PRESENTATION

Individually

1. Create notes for yourself
2. Make handouts for audience
3. Prepare visuals (e.g. PowerPoint)

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PRESENTATION SKILLS: STEP 4

    

Plan Message Create Practice Prepare

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PRESENTATION SKILLS: STEP 4

 Content

Practice Body Language

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PRESENTATION SKILLS: STEP 4

 Content

Practice Body Language

102
PRESENTATION SKILLS: STEP 4
BODY LANGUAGE
Our body language, voice intonation, and use of
silence often send louder messages than our words.

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PRESENTATION SKILLS: STEP 4
BODY LANGUAGE

Facial
Eye contact expressions
Posture

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PRESENTATION SKILLS: STEP 4
BODY LANGUAGE
Speaking versus showing Varies by culture
and individual

Voice tone, rate, and

Reading signals helps
pitch also add
interpretation
context

Includes movement, gestures,

posture, muscle tension, eye
contact, and other visual cues
105
PRESENTATION SKILLS: STEP 4
BODY LANGUAGE
HIGH CONFIDENCE VS LOW CONFIDENCE

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PRESENTATION SKILLS: STEP 4
BODY LANGUAGE
VIEWERS‘ PERCEPTIONS ARE GUIDED BY . . .

Your words – 7% Your words – 7%

Voice/Tone – 38%

Face / Body – 55% How you present your words – 93%

Source: University of California, Los Angeles

107
PRESENTATION SKILLS: STEP 4
BODY LANGUAGE
Posture Speech Eye contact Tone of voice Gestures

Keep a solid The tone of

They stand The gestures
The speech is eye contact voice is
tall with are purposeful
slow and with a moderate to
shoulders and deliberate.
clear. "smiling" low.
back.
face.

108
PRESENTATION SKILLS: STEP 4
ACTIVITY – PRACTICE YOUR PRESENTATION

WITH A PARTNER PRACTICE


1. Content – don’t exceed 3 minutes
2. Body language

109
PRESENTATION SKILLS: STEP 5

    

Plan Message Create Practice Prepare

110
PRESENTATION SKILLS: STEP 5

 Logistics

Prior Present
Prepare • Room reservation, layout, • Room setup
and size • Equipment function
• Catering • Drinking water
• Parking • Audience materials
• Print audience handouts • Noise levels
• Presentation notice/ • Temperature
invitations • Attendance sheet
• Transportation
• Request
materials/equipment
111
PRESENTATION SKILLS: STEP 5

ACTIVITY – PREPARE AND PRESENT

1. Make preparations if needed


2. Deliver presentation (max time = 3 min)

112
REPORT WRITING AND PRESENTATION SKILLS ‐ HANDOUT 1

Breaking Blockages with Clustering1

This is a brainstorming technique using circles to help you break

through normal linear thinking. Often, when we think of what we need
to do, we make bullet lists. That approach works fine when you don’t
have any blockages. However, if you find brainstorming a challenge,
lack ideas, or need clarity in writing, prioritizing, or preparing for a
presentation, this method can help.

 Take a blank sheet of paper. Ideally A4 size or larger (an

artist’s sketch pad is ideal). Use this portion
 Use the top 1/3 of the paper for clustering and the bottom for writing out the
2/3 of the paper for writing brainstorming
 In the top 1/3 of the paper, write a question, word, or phrase ideas.
as a nucleus and circle it. (e.g. “My top 3 priorities for this
week are . . .” or “Report topic” or “Report contents.”
 As ideas come related to the nucleus, write each down and
circle them. You may want to overlap circles with related
ideas or draw connecting lines. It’s your choice. There is no Figure 1 ‐ Clustering Example
wrong way to do this if you use circles around your words and
phrases. If you run out of ideas part‐way, doodle circles around a circle until additional ideas
come.
 Write as fast as you can, and don’t judge it as you write.
 Initially, you may only have one or two words for each circle, but as you continue writing down
the words and circling them, they may become phrases.
 At a point, something will click. You’ll have a breakthrough moment or just feel like you have
enough brainstorming concepts. At this point, write out the thoughts in full sentences on the
bottom 2/3 of the paper. Remember to still write as fast as you can and don’t judge it as you
write. If you don’t have enough room to complete your ideas, turn over the paper or use
additional sheets of paper.
 When you believe you’ve written as much as you need, review, revise, and judge. You may be
surprised how many of the thoughts incorporate what you clustered and how they connect to
each other.

1
Adapted from Rico, Gabriel L. 2000. Writing the Natural Way: Using Right‐Brain Techniques to Release
Your Expressive Powers. Tarcher/Putnam.
 REPORT WRITING AND PRESENTATION SKILLS ‐ HANDOUT 2

LESSONS LEARNED TITLE

[Make it specific enough to include where and what]

Context and Challenge

[Explain the background of the challenge or problem. What exactly was the challenge? Where and when did it happen?
Who was involved? Describe what the existing situation was before you took action steps and applied solutions. What
caused this challenge? What were the consequences if the challenge was not solved? These are facts.]

Action Steps and Solutions

[Describe what solutions and actions you took to overcome the challenge. Who else was involved? How did you do it?
What worked well? What did not work well? This should be the longest section and describe in enough detail the HOW
so others can use the information to replicate good practices. These are facts.]

Results
[Write here the results of the action steps and solutions to overcome the challenge. Quantify outcomes where possible.
Provide examples of qualitative changes. These are facts.]

Date: Target Audience:

Keywords: (max 5) Author(s) and Contact Information:

Adapted from World Bank Group Organizational Knowledge Sharing methodology Page 1 of 2
 REPORT WRITING AND PRESENTATION SKILLS ‐ HANDOUT 2

LESSONS LEARNED TITLE

[Make it specific enough to include where and what]

Lessons Learned
[What worked well? What did not work well? Write here what you/your team would do the same/differently next time in
the same situation? Why? How? These are interpretations based on reflection.]

Recommendations
[What do you recommend others do if they find themselves with a similar challenge? How can your good practices be
replicated (and improved) by others? What do you recommend others not do? How can others avoid challenges like this
in the future? These are interpretations based on reflection.]

Resources and Reference Materials

[What resources (people, books, web sites, videos, audio, images etc.) can others use to learn more about this challenge
or solution? Provide a list of references to sources and resources you used to create this document and/or consider useful
for the reader.]

Date: Target Audience:

Keywords: (max 5) Author(s) and Contact Information:

Adapted from World Bank Group Organizational Knowledge Sharing methodology Page 2 of 2
EFFECTIVE COMMUNICATION TIPS EXERCISE ‐ HANDOUT 3

1. Use simple language

Use words that most people would know or use regularly. Which sentence is simpler?

a. He tried to explain how to use the tap.

b. He endeavored to elucidate how to utilize the spigot.

2. Avoid using specific words or phrases that are not common to most people (jargon)

Match the jargon word or phrase with a more common word or phrase.

Jargon Common

a. Buy‐in d. thorough
b. Deep dive e. new
c. Cutting edge f. acceptance

3. Be specific

To avoid misinterpretation, don’t use words that are vague or can have multiple meanings. Quantify
when possible. Which sentence is more specific?

a. Staff retention was impacted by investment in professional development.

b. Staff retention increased by 15% since 2013 as a result of the $50,000 investment in
professional development.

4. Be concise

Replace longer phrases with single words that give the same information. Which phrase is shorter?

a. The information provided by the survey participants indicates . . .

b. Responses indicate . . .

5. Use strong verbs instead of nouns

Strong verbs help us reduce the number of words in sentences. Which sentence uses a strong verb?

a. We analyzed user behavior.

b. We conducted an analysis of user behavior.

6. Limit initial unnecessary phrases or words

Omitting unnecessary phrases or words to improve focus. Which sentence starts with an
unnecessary phrase or words?

a. Online training has many advantages.

b. There are many advantages to online training.

7. Use active voice

Active voice is clearer than passive voice. In active voice, the subject performs the action. Which
sentence is active?

a. The reporting system functionality will be reviewed.

b. The IT team will review the reporting system functionality.

Source: Adapted from the University of Melbourne

Key:

1. a

2. a & f, b&d, c&e

3. b

4. b

5. a

6. b

7. b

Source: Adapted from the University of Melbourne

COMMON ERRORS EXERCISE ‐ HANDOUT 4

1. Misplaced/dangling modifiers: Modifiers are words that qualifies or limits another word or
phrase. When they are misplaced or dangling, they cause confusion. Which sentence has a dangling
or misplaced modifier?

a. Hoping to earn a free ticket, Mary was disappointed by the day.

b. Mary hoped to earn a free ticket but was disappointed.

2. Another misplaced/dangling modifier. Nearly is the modifier. Which sentence correctly uses the
word nearly.

a. He drove the car for nearly six hours a day.

b. He nearly drove the car for six hours a day.

3. Faulty parallelism: Items should match such as in a series or list in the same sentence. When they
don’t, it is considered faulty parallelism. Which sentence correctly uses parallelism?

a. The candidate’s goals include winning the election, a health program, and education.
b. The candidate’s goals include winning the election, enacting a national health program, and
improving the educational system.

4. Pronoun references: Pronoun references should clearly refer to the nouns they replace.
Which sentence incorrectly uses a pronoun reference?

a. Because of her interest in economic development, Senator Martin sometimes neglects the
environment.
b. Because Senator Martin is less interested in the environment than in economic
development, she sometimes neglects it.

5. Pronoun/verb agreement: A pronoun and noun should be in single or plural agreement.

Which sentence correctly uses the pronoun and verb?

a. When candidates run for office, they must expect to have their personal lives scrutinized.
b. When a candidate runs for office, they must expect to have their personal life scrutinized.

6. Pronoun Case: Determine when a pronoun is the subject, object, or possessive. Which sentence is
correct?

a. Castro’s communist principles inevitably led to an ideological conflict between him and
President Kennedy.
b. Castro’s communist principles inevitably led to an ideological conflict between he and
President Kennedy.

7. Missing commas: Missing commas can cause confusion or misunderstanding. Which of these
sentences is clearer?
a. Let’s eat Grandma.
b. Let’s eat, Grandma.
8. Extra Commas: Which of the following sentences does not have an extra comma?
a. The term “scientific illiteracy,” has become almost a cliché in educational circles.
b. The term “scientific illiteracy” has become almost a cliché in educational circles.

9. Apostrophes: Which of the following sentences uses the apostrophe correctly?

a. The Aztecs’ rituals of renewal increased in frequency over the course of time.
b. The Aztecs ritual’s of renewal increased in frequency over the course of time.

10. Mixed up words: The following list of words are commonly confused.
 Advice (noun) vs advise (verb)
 Among (several)/between (two)
 i.e. (that is) vs e.g. (for example)
 Farther (distance) vs further (degree)
 Than/then
 Tack vs tact
 Moot vs mute
 Peak vs peek vs pique
 Affect (to influence) vs effect (as a result)
 Flout vs flaunt
 There, their, they’re

Choose the correct word for the following sentence.

a. My advice/advise is to get a good grammar checker.
b. I chose among/between four delicious cakes.
c. His work was excellent i.e./e.g. the detail on the trim.
d. We decided to farther/further discuss the matter.
e. His career was more fulfilling than/then he could have imagined.
f. Her tack/tact on sensitive matters was second to none in diplomatic circles.
g. The change in leadership made the plan moot/mute.
h. The highest mountain peak/peek/pique has certainly peaked/peeked/piqued my interest.
i. Construction will affect/effect traffic in the area.
j. Leaders take disciplinary action when staff flout/flaunt the rules.
k. There/their/they’re books about software development are stored there/their/they’re.
Key:
1. a
2. a
3. b
4. b
5. a
6. a
7. b
8. b
9. a
10. a. advice b. among c. e.g. d. further e. than f. tact g. moot h. peak, piqued i. affect j. flout k. their,
there
THANK YOU FOR YOUR ATTENTION

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