Communicating Impact
of CES Programs
Communicating Impact
Writing Tips
Objectives:
• Increase the understanding Advisory
Council members have on their influence of
the publics perception of CES programs.
• Develop skills in communicating the impact
of CES programs.
Neighbors – Friends - Colleagues
• Part 1 – Brainstorming:
Record on flip charts
– Call out people you talked with about
Extension. (Ex: friend, spouse, child, etc.)
– Where were you when you mentioned
Extension? (Ex: car, farm supply store,
home, etc.) – places.
Neighbors – Friends - Colleagues
• Part 2 – Explore Lists:
Discuss with the group.
– Explore the “People List” and the “Places List.”
Who might the people on the list know or be related to?
Who might have overheard a comment?
– Are any on the list neighbors or friends of legislators?
– Do they know a legislator or elected official?
– Were all comments positive? How might it influence
their perception of Extension?
How the Word Spreads: 10 - 10,000
10 people
Who tell 10 people
Reach 100 people
Who tell 10 people
Reach 1000 people
Who tell 10 people
Reach 10,000 people
How the Word Spreads: 50+
50 people
Who tell 50 people
Reach 2500 people
Who tell 50 people
Reach 125,000 people
Who tell 50 people
Reach 6,300,000 people
How the Word Spreads: The Point
• With 4 levels of contacts –
10 people can reach 10,000
OR
50 people can reach 6 million
3 R’s of Accountability
• Relevance – “Why”
– The educational need that led to the
development of the program or educational
experience
– Answers the question, ”Why is this program
needed?”
3 R’s of Accountability
• Response – “Actions”
– Shows how the Extension educator
“responded” to the identified need or issue.
– Answers the question, ”What did Extension do
to address the need or issue?”
3 R’s of Accountability
• Results – “What happened”
– Communicates the outcomes of the
educational program
– Answers the question, ”What are the
economic, social or environmental changes
that resulted from these educational efforts?”
3 R’s of Accountability
• As Advisory Council Leaders:
– Know the programs you are sharing – ask
county educators, specialists, or
administrators for details and data
– Your support is more valuable than a report
from CES or an employee
– Be able to describe:
• Relevance – why the program was conducted
• Response – what was done
• Results – what happened
Can You Find the 3 R’s
• Group Activity:
– Share handout with examples of impact
statements
– Read each example and identify sentences
which describe:
• Relevance
• Response
• Results
– For each example discuss additional
information that would be helpful.
Points to Remember
• Focus on education
• Wear your taxpayer hat
• Focus on results that indicate increased
knowledge, changed behaviors, or added
value
• Write – then rewrite – practice
• Make conversations systematic and
intentional
Writing Tips
• Objectives
– Learn writing tips which can improve written
communication.
– Develop a brief statement to share with
decision-makers regarding the impact of CES
programs.
Say It Simply
• The next four slides will present a
statement that describes a common
phrase.
• Can you identify the phrase?
Say it Simply
What does it mean?
In this case I have undertaken the journey
here for the purpose of interring the
deceased. From this point of view I do not,
however, propose putting anything on record
in so far as praise is concerned.
I come to bury Caesar, not to praise him.
Say It Simply
What does it mean?
Cleave gramineous matter for fodder
during the period that the orb of the day is
refulgent.
Make hay while the sun shines.
Say It Simply
What does it mean?
A plethora of culinary specialists vitiate
the liquid in which a variety of nutritional
substances have been simmered
Too many cooks spoil the broth
Say It Simply
What does it mean?
A condition characterized by tardiness is
more desirable than one that is
systematically marked by eternal
absenteeism.
Better late than never.
Writing For Impact: Tips for
Improving Writing Skills
• Audience
– Know your audience – age, gender,
reading level, etc.
– What does you audience know about CES?
– Is the audience interested in your topic?
– What will the reader want to know?
– Keep your audience in mind as you write
Writing For Impact: Tips for
Improving Writing Skills
• Audience
– Audience Similarities:
• Are interested in results
• Want brief understandable information
• Competition for their attention
• Are not specialists or scientists
• Have some control over programs
Writing For Impact: Tips for
Improving Writing Skills
• Words
– Less is more
– Words are the tools – use the right one
– Words don’t think for you – they convey
YOUR thoughts
– If the idea isn’t clear – words won’t clear it up
– Trouble trying to put it into words – stop
trying to write
Writing For Impact: Tips for
Improving Writing Skills
• Words – Use the
• Short
• Simple
• Personal
• Specific
• Colorful
• Active
• Familiar. . . . . . . . . . . . . . . . . . . Word
Writing For Impact: Tips for
Improving Writing Skills
• Numbers
– With statistics – make them clear
• “one out of eight” – not 12 ½ percent
• Analogies – “In the next five minutes,
10 people will be diagnosed with
cancer.”
Writing For Impact: Tips for
Improving Writing Skills
• Writing Numbers
– Spell out numbers below 10 – use the
number to express more than 10
– Spell out numbers at the beginning of a
sentence, i.e., “Fifty-three people. . .
Writing For Impact: Tips for
Improving Writing Skills
• Writing Numbers
– With two or more numbers in a group,
treat the sentence as a unit:
• He had two suits.
• He had 100 ties.
• He had 100 ties, 12 shirts, 2 suits.
• One or two more won’t matter.
Common Grammatical Mistakes
•
•
•
•
•
•
Too Many Prepositional Phrases
Mixed Tenses
Dangling Modifiers
Redundancy
Non-Agreement
Careless Repetition
Polish Your Style
• Distribute Handout
– In small groups rewrite the sentences.
– See if you can use action verbs and eliminate
words.
Simple Words are Best
• Distribute Worksheet
• Individually (or in small groups) put a
simpler word or a short phrase in the
blank.
You’re The Editor
•
•
•
•
•
Cut unnecessary words
Simplify sentences
Use words that are easier to understand
Avoid technical jargon
Avoid acronyms
Clear the Fog
The edited versions are much clearer,
shorter and easier to understand.
• Original: The discussions became quite heated
at times, which was an indication that members
themselves determined the goals of their club.
• Better: Occasional heated discussions proved
that members set their club’s goals.
Clear the Fog
The edited versions are much clearer,
shorter and easier to understand.
• Original: The horticulturalist pointed out that
the homeowners in his section of town
wanted nice, green lawns but weren’t willing
to apply enough fertilizer to reach their goals.
• Better: The horticulturist said many local
homeowners won’t apply enough fertilizer to
have good lawns.
Clear the Fog
The edited versions are much clearer,
shorter and easier to understand.
• Original: The essay contest is sponsored
locally by the Central Electric Supply
Company in cooperation with the Roberts
County Extension Office.
• Better: The Central Electric Supply Company
and Roberts County Extension Office sponsor
the essay contest.
You’re The Editor
• Distribute worksheet
– In small groups or individually, edit the
examples by eliminating words, phrases and
restating
SUMMARY OF KEY POINTS
• You are the voice of Extension.
SUMMARY OF KEY POINTS
• Everything you say influences an
opinion.
SUMMARY OF KEY POINTS
• When communicating – One size
does NOT fit all.
SUMMARY OF KEY POINTS
• Speak for yourself.
SUMMARY OF KEY POINTS
• The written word – a powerful
tool.
SUMMARY OF KEY POINTS
• Be Specific.
SUMMARY OF KEY POINTS
• Make it memorable – for all the
RIGHT reasons!