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Open Rubric
Revised by:
Dr M Madileng
Ms K Moganedi
Mr M Ralushai
Prof P Pillay
Mr R Maluleke
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ENG1504 – Practising Workplace English
TABLE OF CONTENTS
ORIENTATION TO THE MODULE
i.
ii.
iii.
iv.
v.
vi.
vii.
viii.
ix.
x.
xi.
xii.
Introduction
Purpose of the module
Module outcomes
What to expect from the module
Expectations from students
Study materials for the module
Tuition and E-tutoring
Assessment in this module
Plagiarism
Orientation to using myUnisa
Icons
Conclusion
1. STUDY UNIT 1: WRITING SKILLS FOR BUSINESS DOCUMENTS
1.1. INTRODUCTION
1.2. BUSINESS DOCUMENTS
1.2.1. Writing letters
1.2.2. Writing memoranda
1.2.3. Writing minutes of a meeting
1.2.4. Writing reports
1.2.5. Writing text messages (SMS)
1.2.6. Writing emails
1.3. QUALITIES OF GOOD BUSINESS DOCUMENTS
1.3.1. Structure
1.3.2. Conciseness
1.3.3. Completeness
1.3.4. Appropriateness
1.3.5. Language accuracy
1.4. THE WRITING PROCESS
1.4.1. The steps in the writing process
1.4.2. The importance of following the process
1.4.3. A practical example of the writing process
1.5. WRITING FOR A PURPOSE
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ENG1504 – Practising Workplace English
1.5.1. Writing to apologise
1.5.2. Writing to complain
1.5.3. Writing to enquire
1.5.4. Messages of goodwill
1.5.5. Writing to market a product and publicise an event.
1.6 CONCLUSION
2. STUDY UNIT 2: MEETINGS IN THE WORKPLACE
2.1. INTRODUCTION
2.2. PURPOSE OF MEETINGS
2.3. FORMAT AND STYLE OF MEETINGS
2.4. PROCEDURES OF MEETINGS
2.5. ROLES OF OFFICE BEARERS AND ATTENDEES
2.5.1. Roles of the chairperson
2.5.2. Role of the secretary
2.5.3. Role of the attendees
2.6. MEETING DOCUMENTATION: NOTICE, AGENDA AND MINUTES
2.6.1. Notice of a meeting
2.6.2. Agenda of a meeting
2.6.3. Minutes of a meeting
2.6.4. Format of minutes
2.7. CONCLUSION
3. STUDY UNIT 3: REPORT WRITING IN THE WORKPLACE
3.1. INTRODUCTION
3.2. PURPOSE OF REPORT WRITING
3.3. THE SHORT FORMAL REPORTS
3.4. CONCLUSION
3.5. GLOSSARY OF TERMS
3.6. OUTCOMES CHECKLIST
4. STUDY UNIT 4: PROPOSALS AND PRESENTATIONS
4.1. INTRODUCTION
4.2. PROPOSAL STRUCTURE AND FORMAT
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ENG1504 – Practising Workplace English
4.3. EXAMPLES OF ONLINE BUSINESS PROPOSALS
4.4. PRESENTATIONS
4.5. CONCLUSION
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ENG1504 – Practising Workplace English
ORIENTATION TO THE MODULE
i.
Introduction
Welcome to the module Practising Workplace English (ENG1504). This is a semester
module about writing and producing formal and professional workplace documents,
which will support productivity in the business sector. The module is used as a feeder
module for several qualifications in the institution. The design of the module is informed
by Unisa’s Transformation Charter and thus integrates the following transformation
pillars: Student-Centred Scholarship, the Pedagogical Renewal of Teaching and
Assessment, and the Scholarship of Teaching and Learning. We therefore encourage
you to embrace the implementation of these pillars during your engagement with this
module.
ii.
Purpose of the module
The main goal of this module is to develop proficiency in English and a range of related
communication skills and strategies for workplace environments. Students who
complete this module will be able to produce well-written work-related documentation
in English that are concise and complete with suitable and formal language
appropriate for respective business objectives. This entails students’ ability to plan,
gather information, draft, revise, edit, proofread and critique workplace documents.
This module will be beneficial to both public and private sector work environments
pertaining to Business English.
iii.
Module outcomes
•
Design workplace documents that are reflective of good business writing in
terms of genre and register.
•
Demonstrate an ability to critique given workplace-related text.
•
Demonstrate an ability to design business proposals and presentations in
consideration of aspects of appropriate presentation skills.
•
Display an ability to revise, edit and proofread draft workplace-related texts.
•
Develop written texts for specific purposes relevant to specific workplace
environments.
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ENG1504 – Practising Workplace English
iv.
What to expect from the module
The course content covered in the module is as follows:
STUDY UNIT 1: Writing Skills for Business Documents
STUDY UNIT 2: Meetings in the Workplace
STUDY UNIT 3: Report Writing in the Workplace
STUDY UNIT 4: Proposals and Presentations
v.
Expectations from students
Once you are registered for this module, you are expected to plan how you will
approach and complete all the activities and assignments on time for the module and
other modules registered for.
The business writing process involves a range of skills that you need to understand
and practice in order to ensure a quality product. Your approach to each study unit
should involve the following writing skills:
•
Planning, which involves thinking in various ways about what you want to
communicate and how you can organise your text.
•
Thinking creatively to generate ideas, which is often called brainstorming. In
this kind of thinking, you are free to be creative without judging whether an
idea is good or bad. You should aim to open up possibilities you can later
explore and develop, or reject.
• Critical reflection is another kind of thinking that you should adopt to evaluate,
select and cluster ideas that are closely related. Various techniques can be
used to begin structuring your content: grouping key words; drawing mind
maps, diagrams or flow charts; deciding on the topic for each paragraph; or
deciding on a format with a set of headings and subheadings you can use
for longer and more complex texts. You can, of course, produce a first draft
with very little planning, and without using any of the suggested techniques
systematically, but then you will probably need to spend more time revising,
editing and proofreading your document.
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ENG1504 – Practising Workplace English
• In evaluating your thoughts, you need to keep in mind the people who are
likely to read the document, about the subject matter and about what you
want to achieve.
vi.
Study materials for this module
Your study materials for this module include:
•
Tutorial Letter 101
•
The study guide
•
Any other tutorial letters you may receive throughout the semester
•
Any additional information provided on myUnisa, e.g. Announcements from
your lecturers or e-tutors
Tutorial Letter 101 and the study guide will be part of your study material, which is
accessible on myUnisa. Click on the Official Study Material tab in the menu on the
left of the ENG1504 module portal.
Your study guide and tutorial letters contain everything you need to complete this
module. However, you may benefit more from also using the module website on
myUnisa. By using the site, you can:
•
submit assignments (please note: it is advisable that you submit your
assignment online, as this will ensure that you receive rapid feedback and
comments)
•
access your official study material
•
have access to the Unisa Library functions
•
“chat‟ to your lecturer or e-tutor and fellow students, and participate in online
discussion forums
•
obtain access to a variety of learning resources.
Check the site regularly for updates, posted announcements and additional resources
uploaded throughout the semester.
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ENG1504 – Practising Workplace English
vii.
Tuition and e-tutoring
The University of South Africa (Unisa), is an open distance learning institution that
provides educational access to a diverse profile of students, including those who
cannot afford to attend face-to-face institutions and those living with disabilities. The
lecturers lead you through aspects of teaching and learning, and help you to unpack
material the students are dealing with. They assist students to understand content
knowledge and guide them on how to approach assessment activities and
assignments appropriately. They also offer students opportunities for practicing skills
and engagement with learning materials in preparation for the formal assignments and
examination writing tasks in this module.
Lecturers and e-tutors are expected to provide students with assistance to complete
tasks and gradually decrease the support as students become more able to work
independently. ENG1504 lecturers are offering regular classes online to the students.
ENG1504 students are invited to attend virtual classes and are linked to the sessions
via e-mail. The classes include orientation and introduction to the module, which
includes taking the students through the university’s learning management system (the
myUnisa platform), how to access study materials, and how to download assignments
and upload them through the system for submission. Other virtual classes focus on
the content covered in the module and guidance to students on how to go through
assessment tasks. The lecturers regularly engage and interact with the students on
teaching and learning related matters through emails and the Discussion Forum on
myUnisa.
E-tutoring is an important part of university teaching where educators strive to improve
students’ academic success. E-tutors are deployed to, amongst others, facilitate the
integration of students into university, help them with their academic work and help
them to solve problems related to academic and university life.
The collaboration between the lecturers and e-tutors can enable effective student
support, identify and make proactive and coordinated interventions, especially with
students who may be at risk of not engaging in or disengaging from their first year of
study.
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ENG1504 – Practising Workplace English
In case you are allocated an e-tutor, it is important for you to participate in sessions or
regular meetings organised by the e-tutor. Your e-tutor is there to support your
learning, and you can post any questions to him or her in the site's Discussion Forum,
in the appropriate forum or topic for general questions. In another forum, you will also
be able to communicate with your fellow students. On the e-tutor site, you should also
respond to discussion questions that are given in the learning units. Your e-tutor may
provide you with the opportunity to engage in additional discussions or to do specific
online tasks or activities; please participate fully, as this will go a long way towards
assisting you with your learning. Both the lecturer and the e-tutor may also send you
announcements from time to time.
viii.
Assessment in this module
a. Formative and summative assessment
Formative assessment is a planned, ongoing process provided by the lecturers and
assessors during teaching and learning to elicit and use evidence of students’ learning
to guide and improve their understanding of content knowledge and intended
disciplinary learning outcomes, and support them to become self-directed learners.
Summative assessment is administered at the end of an instructional unit intended to
evaluate students’ learning against a particular standard or benchmark.
Please consult Tutorial Letter 101 for details about the assessment in this module.
Make sure to read the following information in the tutorial letter: Assignment questions:
•
How your assignments and exam marks will be calculated
•
The due dates of your assignments
•
How you should submit your assignments
Remember that Tutorial Letter 101 is accessible electronically on myUnisa, by clicking
on the option Official Study Material.
b. Self-assessment
It is of the utmost importance that you assess yourself on a regular basis in selfassessment activities. Activities are primarily designed for interactive online use. Selfassessment activities include English usage activities that are designed to help you
avoid common flaws in writing style, including poor sentence construction and non10
ENG1504 – Practising Workplace English
standard English usage in business documents. They also focus attention on selected
mistakes in grammar, spelling and punctuation. Assignment preparation activities
assist students to prepare for the assignments, while examination preparation
activities serve as practice for writing examinations. Each study unit will include selfassessment activities for you to complete. For each activity, you will see a suggested
Model Answer (which is usually not the only correct possibility) and, where
appropriate, an additional Feedback field where further clarification is provided.
ix.
Plagiarism
This is the type of cheating in which one uses another person’s ideas, words, designs,
art, music, etc. as your own in whole or in part without acknowledging the original
author or obtaining his or her permission. Plagiarism is therefore a practice of
presenting work or ideas from another source as your own, with or without consent of
the original author. Paraphrasing other people’s ideas into your work without full
acknowledgement of the original author is another form of plagiarism.
You therefore need to ensure that you acknowledge other people’s information by:
•
placing the direct words from an author in quotation marks and referencing
them at the end of the sentence.
•
paraphrasing someone’s ideas and referencing the person’s work from which
you have taken these ideas at the end of the sentence, and including a
reference list or bibliography at the end of the written document.
x.
Orientation to using myUnisa
If you have access to a computer that is linked to the internet, you can quickly access
resources and information from the university. The myUnisa learning management
system is Unisa’s online system used on campus that will help you to communicate
with your lecturers, other students and with the administrative departments of Unisa –
all through the computer and the internet.
To go to the myUnisa website, start at the main Unisa website, http://www.unisa.ac.za,
and then click on the Login to myUnisa link on the right-hand side of the screen. This
should take you to the myUnisa website. You can also go there directly by typing in
http://my.unisa.ac.za. You need to be able to use the various menu options on the
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ENG1504 – Practising Workplace English
myUnisa site. They will enable you to participate actively in the learning process.
These options include the following:
MyUnisa menu option
Official Study Material
Additional Resources
Assessment Info
Announcements
Discussion Forum
What to find in there
Your study guide and tutorial letters will be
stored under this option.
The lecturer (or your e-tutor) may use this
folder to provide any additional learning
support material that might help you in your
studies for this module. We will send an
announcement to inform you if additional
documents are posted to this folder.
This tool allows you to access and submit
your assignments electronically, and to
monitor your results. Please submit your
assignments via myUnisa. No emailed
assignments are accepted.
From time to time, the lecturer or your e-tutor
will use this facility to give you important
information about this module. Presentation
slides and recordings of virtual classes are
accessible form this forum. You should
receive an e-mail notification of new
announcements placed on myUnisa.
This tool allows us to have discussions as if
we were in a contact setting. Check your etutor site for any topics that the e-tutor might
have posted. You can also post any specific
queries to the lecturer (on the main module
site). This forum is also accessible for
students to discuss issues among
themselves or just support one another.
In interacting online, always remember to be mindful of and respectful towards your
fellow students and your lecturers. The rules of polite behaviour on the internet are
referred to as netiquette – a term that means “online manners”.
You can access the websites below to learn more about netiquette.
•
http://networketiquette.net/
•
http://www.studygs.net/netiquette.htm
Please observe the rules of netiquette during your normal, everyday online
communications with colleagues, lecturers and friends. In particular, remember to be
courteous to your fellow students when using the Discussion Forum.
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ENG1504 – Practising Workplace English
xi.
Icons
Please note the icons below are used in the study units.
Information
Icon
Example
Video
Important Information
Self-assessment
Note
xii.
Conclusion
Carefully go through your teaching and learning materials on time, plan and unpack
your assignment activities and self-assessment activities, and submit on time to avoid
issues of technical glitches.
ALL THE BEST WITH YOUR STUDIES!
ENG1504 TEAM
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ENG1504 – Practising Workplace English
Study unit 1:
Writing skills for business documents
Learning outcomes
At the end of this learning unit, you should be able to
•
analyse and adapt a text so that its style and form are appropriate for a specific
context
•
critique a text in a way that shows the ability to understand explicit and implicit
meaning
•
identify flaws in draft texts and suggest improvements in approach, language
use (appropriateness) and usage (accuracy)
•
1.1
demonstrate an understanding of the different business documents.
Introduction
The aim of this unit is to introduce you to professional correspondence, also known
as business writing, and the writing skills needed for professional correspondence.
Your goal is to use language successfully to support the management of operations
and the accomplishment of tasks. This will contribute to the quality of decisions
taken and the quality of the product or service provided by your organisation. The
following guidelines will help you on your way.
1.2
Business documents
There are different types of business documents such as memoranda, letters or
emails. It is important to note that choosing the type of document to correspond
with (e.g. memorandum, letter or email) has more to do with how you intend to
deliver the message than with what you are writing about and the style you adopt.
Business documents are essential for any organisation, as they provide numerous
benefits, including maintaining credibility, ensuring corporate governance and
protecting business integrity. There are, however, some variations in the
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ENG1504 – Practising Workplace English
conventions associated with the writing of these documents. There are many
examples of business documents, and some of them are described below.
Figure 1.1: Types of business documents
Source: Author’s own
Self-assessment activity 1.1
Work in groups of 3 to 4.
Do an internet search for an example of a memorandum document. Discuss and
identify the key features and purposes of the document within your assigned group.
Use academic resources such as textbooks, peer-reviewed articles or government
websites to support your findings.
After the group has analysed their document, go to the Discussion Forum Selfassessment activity 1.1 on myUnisa and share your findings.
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ENG1504 – Practising Workplace English
Feedback
Key features of a memorandum:
•
Header: Clearly indicates the sender and recipients of the memo.
•
Date and subject lines: Provide context for the memo’s content.
•
Declaration: Opening statement that announces the main topic.
•
Discussion: Elaborates on major points associated with the topic.
•
Conclusion: Summarises the key points discussed in the memo.
Purposes of a memorandum:
•
Informing: Memos are commonly used to communicate policies, procedures
or official business within an organisation.
•
Persuading: Occasionally, memos may include elements of persuasion or
calls to action.
•
Addressing speculation: Memos can clarify issues to combat informal
speculation within an organisation.
•
Aligning interests: Memos often aim to align business and employee
interests, emphasising common ground and benefits.
1.2.1 Writing letters
Letters are written documents that are best suited for formal or confidential
matters where a physical record is necessary. Letters can be used for formal,
legal, sensitive or confidential matters, as well as formal invitations, appreciation
messages and resignations. In the past, letters used to be delivered to a post box
or to a street address by a postal service, which is why they still include postal
addresses, even if they are now delivered to an email address as an attachment.
Today, most businesses use letterheads on which the logo of the business as well as
the address and all other contact details are presented. A letterhead might look
something like this, but each organisation has its own design.
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ENG1504 – Practising Workplace English
When you write in your individual capacity and cannot use an organisation’s
letterhead, you will place your postal address in the top right corner as usual and
any additional information in the top left corner:
1.2.2 Writing memoranda
Memoranda (referred to in the plural as “memos”) are internal documents for brief
messages, policy changes or updates within a specific group in the organisation.
Memos are used to communicate important information or instructions internally in
a concise manner. These business documents are delivered by an internal despatch
or messenger service; therefore, they require only the names, positions and
departments of the correspondents. A courier service is sometimes used to convey
memoranda to branches of an organisation in different locations. This link offers a
comprehensive overview of memos:
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ENG1504 – Practising Workplace English
https://www.youtube.com/watch?v=qyoqx-cSy1M
Meeting minutes are written records of key points and decisions during meetings to
ensure clarity and reference in the future. We use meeting minutes for formal
meetings to document key points and decisions made. Meeting minutes typically
include elements such as the date and time of the meeting, names of present and
absent participants, location of the meeting and the agenda or topics discussed
during the meeting. You will learn more about writing meeting minutes in unit 2.
1.2.4 Writing reports
A report
is a
formal document that presents information, analyses and
recommendations based on research and data. Reports serve several purposes in
business communication such as information sharing, problem-solving and guiding of
decision-making within an organisation. Reports also play a crucial role in conveying
information effectively, evaluating performance, planning for the future, ensuring
transparency and fostering communication within businesses. You will learn more
about report writing in unit 3.
1.2.5 Writing text messages (SMS)
Text messages are quick and informal ways to communicate within a business setting
for short messages. They are transmitted via a mobile phone and are normally used
for short updates. Text messaging has developed its own ‘language’ and set of
conventions and usually follows the language of casual conversation.
Text messages are suitable for time-sensitive information or casual conversations
within the organisation. Phones with internet access have more or less the same
functionality as computers and can access, produce and transmit text messages of all
shapes and sizes.
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ENG1504 – Practising Workplace English
Figure 1.2: Text messages
Source: Amy Geist, Customer service text, OpenPhone Blog (2024)
1.2.6 Writing emails
Email (electronic mail) is very similar to the memorandum but is delivered online to a
computer network or internet address. Email has been around for some time now and
its conventions or ‘etiquette’ (manners) are still evolving. Note that when you use it for
workplace correspondence, you should still write in paragraphs and keep to standard
English usage. Constructing a good email message takes as much skill as any other
form of correspondence.
Every business email must be concise, clear and simple to understand. The tone of a
business email, on the other hand, may range from casual to professional. The level of
formality may vary based on factors like your company, the target audience, subject
and other considerations. No matter how casual the situation, always maintain
professionalism, as the email is out of your hands once sent. Emails can be
continuously copied and sent to others, so if you act inappropriately or unprofessionally,
your bad wording could have lasting consequences.
What is the structure of a professional email? Click on the link below to learn about
the structure of a professional email:
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ENG1504 – Practising Workplace English
https://youtu.be/SGCOjeZcF5w
Figure 1.3: A visual example of a professional email
Source: Zunenshine, Danielle. 25 formal email writing format Examples & best
practices (2024)
Self-assessment activity 1.2
Imagine you are a student representative tasked with sending an email to all firstyear students about an upcoming university event. Create a draft of the email,
ensuring that you include the following components in your email structure:
•
Subject line: A concise and clear subject line that summarises the purpose of
the email.
20
ENG1504 – Practising Workplace English
•
Email opening: A formal greeting to address the recipients.
•
Introduction: Briefly the purpose of the email.
•
Body: Provide detailed information about the event, including date, time,
location and any other relevant details.
•
Email ending: End the email with a polite closing remark.
•
Email signature: Include your name, position and contact information at the
end of the email.
Once you have drafted your email, review it to ensure that it is well-structured,
professional and effectively conveys the necessary information to the recipients.
Feedback
When you begin composing a professional email, you can use a straightforward
structure:
•
Subject line: University Event: Save the Date!
•
Email opening: Dear First-Year Students,
•
Introduction: Hello everyone, I hope this message finds you well. As your
student representative, I am excited to inform you about an upcoming
university event that is not to be missed.
•
Body: The university will be hosting a Welcome Reception for all first-year
students on [Date] at [Time] in [Location]. This event will provide a great
opportunity for you to meet fellow students and faculty members, and get
acquainted with various resources available on campus. There will be
refreshments served, interactive sessions planned and valuable information
shared during this event. Please mark your calendars and make sure to
attend this event, as it will be a fantastic way to kick off your university
journey.
•
Email ending: We look forward to seeing you there! Best regards,
•
Email signature: [Your Name] Student Representative Contact Information.
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ENG1504 – Practising Workplace English
1.3
Qualities of good business documents
Good business documents should be clear and have five important qualities for
clarity of meaning. These qualities include structure, conciseness, completeness,
appropriateness and language accuracy.
Click on the link below to get an interesting version of the qualities of a good
business document:
https://www.youtube.com/watch?v=JFU6or8MAKA
1.3.1 Structure
Structure refers to the organisation of the text so that it reflects the various
components of the message content. We generally use headings, subheadings,
paragraphs and a range of formatting techniques to structure texts. The following
structure is frequently used, but remember that you will need to exercise your own
judgement and adapt to circumstances:
•
Begin by stating your request, objective, need or problem.
•
Describe the context or background.
•
Give accurate information in support of your reasoning and motivate your
request or suggestion.
•
Suggest the response that you need from the reader, but be careful not to
dictate or instruct.
1.3.2 Conciseness
Conciseness in writing refers to the practice of communicating complete information
about a topic or idea using a minimal number of words. It involves selecting the most
effective and powerful words to convey a message clearly and efficiently. Simply
limiting word count is not enough; choosing strong, precise words is essential for
concise writing.
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ENG1504 – Practising Workplace English
Conciseness requires that we do not write more than is necessary to achieve the
purpose. Taking too much of our readers’ time is expensive and inefficient, and
obscures what is important. Avoid jargon, slang, acronyms or technical terms that
may confuse readers unless explained clearly. Use simple words, sentences and
expressions that convey meaning directly without unnecessary redundancy or
ambiguity. For example: “to” instead of “in order to,” “because” instead of “due to the
fact that.”
An example of improving conciseness:
•
Weak sentence:
“The department is on a tight budget this month due to the fact that it
overspent the previous month.” (19 words)
•
Concise sentence:
“The department is on a tight budget because of last month’s overspending.”
(12 words)
1.3.3 Completeness
Completeness in writing refers to the ability of a sentence or a piece of writing to
convey a clear and comprehensive meaning without leaving any essential
information out. A complete sentence consists of a subject, a verb and an object,
and it expresses a complete thought.
The concept of completeness is crucial in effective communication, as it provides
clarity, engagement and conciseness. When a sentence lacks completeness, it may
appear fragmented or ambiguous, leaving the reader confused or unsatisfied. On
the other hand, a well-constructed sentence that is complete can engage the reader
and effectively convey the intended message.
Effective communication relies heavily on the completeness of sentences. Whether
you are writing an essay, a business email or a social media post, the way you
structure your sentences can greatly impact how your message is received.
Completeness implies that we do need to include everything that is useful and
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necessary, although we should be concise. Having read your document, the reader
should not have to ask: When? Where? Why? Who? What? How?
1.3.4 Appropriateness
Appropriateness refers to using language that suits the business objective, the
subject matter and the likely readers of your document. This is reflected in your
writing style. It is essential in academic, professional and social settings to use
language that fits the audience and purpose. Inappropriate language can damage
credibility, undermine arguments or alienate audiences. Aspects of style include the
following:
•
Degree of Formality: Writing in a style that your audience expects and that
fits your purpose is crucial for successful writing. Formal language is used in
academic, professional and formal settings, while informal language is used
in casual social exchanges.
•
Jargon: Jargon refers to specialised language used by groups of like-minded
individuals. Only use in-group jargon when writing for members of that group.
•
Slang: Avoid using slang or idiomatic expressions in business writing, as they
may be unfamiliar to a broad audience.
•
Deceitful Language and Euphemisms: Avoid using euphemisms (words that
veil the truth) and other deceitful language, as they can mislead readers. Be
clear and direct in your communication.
•
Biased Language: Avoid using biased language, including language with a
racial, ethnic, group or gender bias or language that is stereotypical, as it can
offend readers and perpetuate harmful stereotypes. Use inclusive language
instead.
•
Using Appropriate Style and Language: To write effectively, consider your
audience, purpose and context when choosing words and styles for
documents. Precise, accurate and appropriately formal language will
improve the reader’s ability to understand and use the document efficiently.
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1.3.5 Language accuracy
Language accuracy describes the use of words, grammar, spelling and punctuation
that is internationally considered correct in the work environment. Correct usage
makes the text easy to read and comprehend; the reader is able to attend to the
contents of the message without distraction. Language accuracy is crucial in
business communication, as it helps in avoiding misunderstandings, building
credibility and projecting a professional image. The following are two key aspects of
language accuracy in business writing:
•
Grammar and Punctuation: Proper grammar and punctuation are essential
for conveying ideas accurately. Incorrect usage can lead to confusion and
misinterpretation of the message. Business writers should pay attention to
subject-verb agreement, tense consistency, sentence structure and
punctuation marks to maintain language accuracy.
•
Word Choice: Selecting the appropriate words is vital for effective
communication in business writing. Using precise vocabulary that conveys
the intended meaning clearly can enhance the readability and impact of the
message. Avoiding jargon, slang or ambiguous terms helps in ensuring
language accuracy.
Self-assessment activity 1.3
Use artificial intelligence or Google to get more qualities of a good business
document. Identify the qualities that have not been mentioned in 1.2.
Feedback
Check the responses that your fellow colleagues have posted on the Discussion
Forum on myModules.
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1.4
The writing process
In this section, you will learn about the steps involved in the writing process. The
writing process is a cycle of activities that writers complete as they generate ideas,
compose those ideas into a document or presentation, and refine those ideas. The
writing process involves a range of skills that we need to understand and practice
in order to ensure a quality product. It includes five main steps: Prewriting, Drafting,
Revising, Editing and Proofreading, and Publishing as shown in figure 1.4.
Figure 1.4: The writing process
Source: Kemp, Dan. The 5-step writing process: How you can enhance your
writing (2023)
Benefits of following the writing process include effective discovery/investigation
through active engagement with sources, clear organisation of ideas through
prewriting strategies like outlining, effective communication of ideas through clear
drafting and revision strategies, and polished final products through careful editing
and proofreading.
1.4.1 The steps in the writing process
Click on the link below to learn about the steps involved in the writing process:
https://youtu.be/kbP0P8Wxtcg
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Step 1: Prewriting
In this stage, writers brainstorm ideas, decide on a topic and plan their writing. They
may use techniques such as freewriting, mind maps, brainstorming, outlining or
clustering to generate ideas. The goal is to explore different perspectives and
approaches to the topic without worrying about grammar or structure. Identify a
variety of sources from which we collect information and integrate it into a coherent
text. Your views and suggestions should be adequately supported by this
information. Make use of graphics, icons and colours. These serve as mental
stimulants and can assist in igniting your creativity, which is crucial for productive
brainstorming sessions.
Figure 1.5: An example of a mind map for prewriting
Source: Brandner, Raphaela. Mind maps for essay writing, Focus. (2024)
Step 2: Draft
Drafting is the process of writing a rough first version of the document. Decide on
the type of document and format best suited to the task and write a first draft with
attention focused primarily on the content of the message. Writers should have a
clear opening statement before beginning this stage. They should focus on getting
their ideas down on paper rather than worrying about perfect grammar or sentence
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structure. Remember that this is a working document, and not the final product. We
will improve the way it is presented. Drafts can be revised later.
Step 3: Revise
Revising involves making major changes to the content and organisation of the
document. Writers may need to add or delete sections, rearrange paragraphs or
clarify arguments. This stage requires a critical eye and a willingness to make
significant changes to improve the overall quality of the document. Revise the first
draft by thinking critically about the way we have selected and structured the
content. We might need to add detail or to summarise what we have written to
ensure conciseness. Summarising is central to all business communication and
serves to support management so that business matters can be quickly understood
and managed.
Step 4: Edit and Proofread
The editing and proofreading step involves checking for errors in grammar, spelling,
punctuation and sentence structure. Writers should also ensure that their writing
flows smoothly and that their arguments are clear and well-supported by evidence.
It can be helpful to read the document aloud or have someone else read it to catch
errors that might be missed during self-editing. Look critically at each sentence, and,
where necessary, improve the sentence construction (grammar and vocabulary)
and writing style. Check the text for mistakes in spelling, punctuation and keyboard
use.
Step 5: Publish
After refining and revising your writing, the next step is to release it to the public.
Submitting work for evaluation can take the shape of turning in an assignment for a
teacher or for a scholarly publication.
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Self-assessment activity 1.4
Work in pairs.
Brainstorm key elements that should be included in meeting minutes (e.g. date,
time, attendees, agenda items, decisions made).
Use a digital mind-mapping tool such as PowerPoint to create a mind map outlining
the key components of writing minutes for a meeting. You can come up with your
own details for the meeting such as the date, time and attendees. Be creative in
how you visually represent the information on their mind maps. Post your answers
on your E-tutor group page on myUnisa.
Feedback
Figure 1.6: A mind map outlining the key components of minutes of a meeting.
Source: Carpineanu, Silvana. Mind mapping software for writers: Empower your writing
process, Blog Mindomo (2023)
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1.4.2 The importance of following the writing process
Following the writing process is crucial for several reasons:
•
Organisation and Clarity: The writing process helps writers organise their
thoughts, ideas and information in a structured manner. By going through
steps such as prewriting, drafting, revising, editing and proofreading, writers
can ensure that their content is clear, coherent and easy to follow for the
readers.
•
Efficiency and Productivity: Following a systematic writing process can help
writers work more efficiently and productively. By breaking down the writing
task into smaller steps and focusing on one aspect at a time, writers can
avoid feeling overwhelmed and make steady progress towards completing
their work.
•
Quality Improvement: Engaging in the writing process allows writers to refine
their work continuously. Through drafting, revising and editing, writers can
identify areas for improvement, clarify their arguments, strengthen their
thesis statements, enhance their language use and overall elevate the quality
of their writing.
•
Avoiding Plagiarism: By incorporating research (if needed) into the writing
process and properly citing sources during drafting and editing stages,
writers can ensure that they are giving credit to the original authors and
avoiding plagiarism.
•
Audience Engagement: Considering the audience throughout the writing
process helps writers tailor their content to meet the needs and expectations
of their readers. This leads to more engaging and impactful writing that
resonates with the intended audience.
•
Confidence Building: Following a structured writing process can boost a
writer’s confidence by providing a clear roadmap for completing a piece of
writing. Knowing that they have followed each step diligently can give writers
a sense of accomplishment and assurance in their work.
Nonetheless, the process of writing is not a straightforward sequence of steps and
can vary from person to person. Occasionally, thoughts may not come effortlessly,
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and the essay you initially planned to write may not be the essay you ultimately
produce. The various stages of writing may progress inconsistently and
simultaneously; the key is to continue writing and enhancing until a polished final
draft is attained. The more you write, the more your skills as a writer will improve.
Figure 1.7: The writing process is not linear
Source: Kathy Boylan, What is the writing process? (2018)
Notice that there is a general progression in the writing process from content and
meaning to the finishing touches we make to the document. It would make little
sense to proofread a text before you revise and edit it, as you would have to check
the later version for mistakes again. Nevertheless, there is no reason why you
should not pause to correct a mistake when you notice it at any stage of the process.
Wherever possible, make the time to work thoughtfully and learn as much as
possible to prepare for these sometimes-unavoidable situations.
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1.4.3 A practical example of the writing process
We can now illustrate the discussion above by taking a close look at
a practical example.
Read the following draft memorandum (known informally as a “memo”) from the
manager of a small supermarket to his employees and the analysis that follows.
Your task is to revise, edit and proofread this draft.
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Steps to reworking the draft
Step 1: Prewriting
At a glance, we can see that this document is a memo, and therefore internal to a
specific organisation. In this case, Joe Bloggs, the shop manager, writes to his staff
about stocktaking. It seems that, although staff can choose between working on
Saturday or Sunday, the stocktaking is compulsory. No justification for this is given.
Step 2: Draft
Despite the many format, layout, punctuation and language mistakes, we can
understand the gist (essence) of the message. Since we are to revise the draft, and
not just ‘look it over for mistakes’, this is not merely an exercise in error correction.
Rather than correcting errors one by one, we will use the given draft to write our
own version of the message and ensure that this is as error free as possible.
Step 3: Revision
We might have to add a few details that staff would probably ask about, such as
payment for the overtime work. Whether this is justified depends on their conditions
of service, as specified in their contracts. What will happen if an employee does not
turn up for work on the weekend at all? Perhaps this needs clarification, one way or
the other.
Step 4: Editing and proofreading
We should adopt a serious and sympathetic tone when we appeal to the loyalty and
commitment of staff to work overtime. To some extent, this has been done in the
draft. Many of the sentences are badly constructed and difficult to read. Often, we
cannot solve the problem by correcting one or two minor errors. Instead, we need
to reformulate the sentence, and this can be challenging. We often make
‘proofreading’ corrections while we edit, so the two skills are not always separate.
Step 5: Publishing
The work is ready to be published.
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The reworked draft
After following the five steps to rework the draft memo, your text should look more
or less the same as the one provided below. Remember that when you revise a text,
you may change, add, leave out and rearrange information. You may express an
idea in a completely different way, rather than merely correct isolated mistakes. As
you can see, writing remains a work in progress and can almost always be improved
in some way.
1.5
Writing for a purpose
Every business message has a specific purpose. The purpose and context of a
message will decide the content and style in which it is written. We write, for example,
to inform, apologise, complain, enquire, market a product or publicise a service:
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1.5.1 Writing to apologise
Correspondence containing an apology is written when an error must be corrected.
Explain the facts clearly and briefly. The style should be formal, and the tone should
be polite and conciliatory. A correction may serve as an apology: it is not necessary to
apologise profusely, since the reader is more interested in having the matter put right
than in the fact that you are sorry.
1.5.2 Writing to complain
Complaints are often written when people are angry. An important skill to learn is to
write in such a way that your reader will help you rather than ignore your request for
assistance. Complain, but do not say you are complaining, as this may create
resistance. As far as possible, let the facts speak for themselves. You should avoid
using “Letter of Complaint” as the heading or subject line, as this only shows the type
of purpose and will not encourage a positive response. Rather use the heading to
indicate what your complaint is about, e.g. “Error in Municipal Account No.
7381456441”.
1.5.3 Writing to enquire
In business, we often need to enquire about something: new product ranges, types
and costs of services, and so on. You need to be polite but assertive and should write
as though you expect a response. In the example that follows, note that the
heading informs, and that the first paragraph establishes the situation surrounding
the enquiry.
Dear Sir / Madam
New Business English Course
According to an advertisement placed in the Sunday Scandal of 4 July 2012, your training
company is presenting a new course on business etiquette. I represent a new company called
IT Realities that employs 25 people, 5 of whom are front office workers in need of training.
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You can then go on to ask about details – which often include time frames, level of
involvement, costs and so on. Conclude the letter in a way that shows you expect
a positive response. Do not write as if the recipient is going to be doing you a favour
– remember that your enquiry is probably going to mean business for the recipient.
On the other hand, avoid aggressive demands and do not be too ‘pushy’. A
concluding remark such as “I look forward to your immediate response”
suggests that you expect the reader to drop what they are doing and jump to
your aid. The word “urgent” will be less offensive than “immediate”, but consider
giving the reason for your need to have the response by a certain date instead. Try
to strike the right balance.
1.5.4 Messages of goodwill
Messages of goodwill are designed to establish and maintain good working
relationships. Replying to these is not always expected and is often a matter of
courtesy. An example is a message congratulating someone on obtaining a
qualification. The recipient might choose to respond by thanking them for the kind
thought, but this is not essential.
Messages of goodwill, like advertising messages, usually have a friendlier, less
formal tone than most other types of correspondence. In some cases, they
deceptively offer free gifts as a marketing strategy, with little chance of real benefit
to the receiver: these are unsolicited (unasked for and unwanted) “spam”.
1.5.5 Writing to market a product and publicise an event
When you need to market a product or business, or to publicise an event or service
provided by an organisation, you need to be creative. If you read advertising
messages carefully, you will see that they try to persuade the reader that the sender
can supply something the receiver wants or needs. The whole idea is to make the
reader want to buy the marketed product.
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Marketing texts often adopt a conventional structure:
A–
Attention: attract the reader’s attention – use
questions and persuasive words.
I–
Interest: persuasion is done by reasoning about facts in an interesting
way.
D–
Desire: persuasion is done by creating a positive emotional
response.
A–
Action: the reader is prompted to buy the product or service.
The language in these texts is usually informal; superlatives are used as well as
popular colloquial (informal; conversational) expressions. The language is meant to
create ‘hype’ or enthusiasm without being too familiar or making the persuasion
strategy too obvious. However, not all marketing is designed to manipulate the
receiver. Good marketing often presents useful information and appeals to good
judgement. You probably receive a fair number of marketing texts – subject them
to careful critique to avoid falling victim to clever persuasion.
Self-assessment activity 1.5
Click on the link below to learn more about the AIDA model and then write a
reflection on how understanding and applying the AIDA principle of advertising can
help a company effectively communicate its message to potential customers. Share
your answers with your tutor group on myUnisa.
https://study.com/academy/lesson/video/what-is-the-aida-model-inmarketing-examples-concept.html
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Feedback:
The AIDA principle is a fundamental concept in marketing and advertising that
outlines the stages a consumer goes through when engaging with an
advertisement or marketing message. The acronym stands for Attention, Interest,
Desire and Action. Let us break down each stage:
Attention:
This is the first stage of the AIDA model, where the goal is to grab the audience’s
attention. Reflect on how different advertisements you have seen successfully
captured your attention. What elements or strategies were used to make you stop
and take notice of the ad?
Interest:
After capturing attention, the next step is to generate interest in the product or
service being advertised. Think about an advertisement that not only caught your
eye, but also made you want to learn more about what was being offered. What
specific techniques were used to pique your interest?
Desire:
Once interest is established, effective advertising aims to create desire or a sense
of need for the product or service. Consider a successful ad campaign that made
you feel like you wanted or needed what was being promoted. How did the
advertisement evoke this desire in you?
Action:
The final stage of the AIDA model is to prompt action from the consumer, such as
making a purchase, signing up for a service or visiting a website. Reflect on an
advertisement that motivated you to act. What call-to-action strategies were
employed in that ad that influenced your decision to act?
By reflecting on these questions and understanding how each stage of the AIDA
model works together, students can gain insights into how effective advertising
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campaigns are designed and executed to engage consumers and drive desired
outcomes.
Points to remember about business documents:
•
In South Africa, we usually use British English spelling. Be consistent in using
this throughout your text.
•
Use the same formulation of dates (12 January 2012, for example) and
times (09:00 - 21:00, for example) throughout the document. Note that
Universal Time (the 24-hour clock) does not require a.m. or p.m.
•
Avoid the opening statement: “The above matter refers,” as this adds nothing
at all to what you have already indicated in your subject line.
•
When writing letters or emails, “Dear Sir/Madam” should end with “Yours
faithfully”. We have to be more formal when communicating with an unknown
recipient.
•
“Dear Mrs Ntuli” should end with “Yours sincerely”. We use the recipient’s
name to make the ending a little less formal.
•
Avoid using expressions like “Yours in solidarity”, or servile (begging) or
meaningless conclusions such as “I hope my application will be considered”.
•
Avoid using words like “Hoping…” and “highly…” (It will be highly appreciated
if …). Also, do not “Hope for an immediate response”, as this implies that the
receiver should stop whatever they are busy with to attend to you.
•
Avoid “Thanking you in advance”, as you should rather make the effort to
express thanks when the good deed has been done. You may use the more
natural “Thank you,” or consider whether you really need any of these
concluding remarks at all.
1.6
Conclusion
In this unit, we have dealt with a variety of business documents. It is important to
understand that, with minor adjustments, the principles of one kind of business
document can be applied to another. For example, the style and tone of a complaint
will remain the same in all forms of correspondence, whether it is written as a letter,
memorandum or email. We recommend that you revisit the criteria associated with
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good business writing from time to time, and practice the skills that will enable you to
achieve more in your professional writing.
40
Study unit 2:
Meetings in the workplace
LEARNING OUTCOMES
By the end of the lesson, you should be able to:
•
identify the different purposes of meetings
•
write meeting procedures such as meeting notice and agenda
•
take minutes of meetings in table form and linear format.
2.1 INTRODUCTION
Before delving into the detailed information about meetings, click on the link below to
watch an introduction to a meeting and its different types. After watching the video below,
complete a self-assessment activity:
Types of meetings
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Self-assessment activity 2.1
Pair work activity.
Think about a meeting that you once attended either physically or online. Identify the type
of the meeting and its purpose. List at least three agenda items discussed at the meeting.
After the pair has completed the activity, go to the Discussion Forum Selfassessment activity 2.1 on myUnisa and share your ideas.
Feedback
Types of meetings: Annual general meeting
Purpose of the meeting: To discuss planning for the year-end activities.
Agenda items
1. End-of-the-year financial report
2. Selection of new board members
3. Review of rules and regulations of the estate
2.2
Purpose of meetings
Meetings are a management tool used to consult, plan and organise, and to delegate
tasks so that the business of an organisation runs well. Meetings follow conventional
decision-making procedures and provide formal documents for easy reference and
accurate record keeping.
There are different purposes that general meetings are planned for. Some of these
purposes are the following:
•
Information – this is an instance where information is shared at meetings for
various purposes.
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•
Problem-solving – meeting assists with solutions to problems encountered or
foreseen. For example, it could focus on developing a business strategy to improve
sales, or on the purchase of new uniforms for staff.
•
Decision-making – often more than one choice is possible, and attendees decide
on which solutions would be most suitable. Where a meeting does not have the
authority to take final decisions, it may agree on recommendations that can be
conveyed to relevant line managers.
•
Delegating tasks – tasks are delegated to attendees based on the solutions
decided upon. The persons responsible are identified and recorded in the minutes.
The attendees may also resolve to form sub-committees or project teams if it is
necessary.
•
Time management – each task allocated to attendees is given a time frame for
completion.
•
Teamwork – because meetings encourage participative management, employees
are empowered and the business gains the insight, creative input and information
of a greater portion of its employees.
2.3
Format and style of meetings
The nature and style of meetings may differ, depending on the circumstances. Meetings
and documentation in the financial sector are likely to be more formal than those in the
creative entertainment industry. The way in which meetings are conducted and
documented will be formal at senior management level, and less so at lower levels of the
organisational structure. When many people attend a meeting, rules are followed more
strictly to control the proceedings, while small groups tend to be more manageable and
may therefore require less formal proceedings. The frequency of meetings can also
influence the style. Weekly office meetings tend to be less formal than annual general
meetings.
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2.4
Procedures of meetings
Rules and conventions that regulate behaviour create quality services and products. The
purpose of set guidelines for meetings is to ensure order and appropriate behaviour, and
to avoid confusion so that goals can be achieved with minimal effort and time. One
procedure, for example, is that a quorum (the minimum number of members as specified
in the constitution of the meeting) must be present for any decision to be valid.
2.5
Roles of office-bearers and attendees
There are various activities that should be done before, during and after each meeting
by the chairperson, secretary and members. Some duties might be performed by
different office-bearers in meetings. For instance, the chairperson decides on tasks
he/she can assign to the secretary despite his/her daily activities. Usually, it is the
chairperson who draws up an agenda and decides when the meeting should be held,
but the secretary arranges the venue and makes sure that everyone involved is given
adequate notice of the meeting.
2.5.1 Roles of the chairperson
During the meeting, the chairperson regulates and manages proceedings. Other roles
to perform include the following:
•
controlling time and attendees’ behaviour in a diplomatic way
•
ensuring full discussion of all items on the agenda
•
managing meetings with impartiality and being reasonable
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•
informing members about the names of participants
•
ensuring that everyone present has the opportunity to contribute, although some
may choose not to do this.
Overall, it is imperative that the chairperson should not dominate the discussions or
exclude conflicting views and should not allow anyone else to do the same. Additionally,
the roles of the chairperson are also outlined in the video below. Watch the video and
complete the self-assessment activity.
Self-assessment activity 2.2
Group work activity.
Watch the video below and compare the chairperson’s roles with those listed above.
Then identify a list of the chairperson’s roles that are not included in the list above.
After the group has completed the activity, go to the Discussion Forum Selfassessment activity 2.2 on myUnisa and share your ideas.
Roles of chairperson in meetings
Feedback
•
Ensures that expectations are clearly set and the process is understood.
•
Summarises conclusions, decisions and records information.
•
Assesses progress and invites feedback about the process.
•
Summarise next steps and action items when the meeting ends.
The paragraph below summarises roles of the secretary.
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2.5.2 Role of the secretary
In the previous section you learnt about the roles of the chairperson. Now, watch the
recording below about the roles of the secretary and complete the self-assessment
activity.
Duties of the secretary in meetings
Self-assessment activity 2.3
Group work activity.
After watching the role play from the video above, list the duties of the secretary before
and during the meeting.
After the group has competed the activity, go to the Discussion Forum Selfassessment activity 2.3 on myUnisa and share your ideas.
Feedback
•
Discusses the purpose, date and time of the meeting with the chairperson.
•
Prepares the agenda in consultation with the chairperson.
•
Makes a call to remind all members about the meeting.
•
Prepares the reports, handouts, agenda and printouts for distribution during the
meeting.
•
Takes minutes during a meeting.
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The points below present additional responsibilities of the secretary during and after the
meeting.
•
During the meeting, the secretary takes notes that will be used to create the
minutes as soon as possible after the meeting. A recording may be made of the
minutes, but in case of technical failure, it is essential that the secretary writes
notes as well.
•
The secretary files, records and distributes all documents, including the minutes
once the chairperson has approved them. However, the chair signs the minutes
only after the next meeting has accepted them.
•
The secretary is responsible for all written documentation, in consultation with the
chairperson.
•
Extra pens, batteries and other equipment must be handy.
•
In the instance where discussions become unclear, the secretary can get
clarification from the person concerned after the meeting.
2.5.3 Role of attendees
Attendees have a significant role to play during and after the meeting, like office-bearers.
Below is a video about the role of attendees that outlines the duties and common
challenges of meeting attendees.
Business meeting: The role of attendee
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Self-assessment activity 2.4
Group work activity.
After watching the video above, identify the following: roles of the attendees and common
challenges they face.
After the group has completed the activity, go to the Discussion Forum Selfassessment activity 2.4 on myUnisa and share your ideas.
Feedback
Roles of attendees
•
Preparation: Before a meeting, an attendee should review any provided materials
and come ready with relevant questions or feedback.
•
Active participation: Attendees should listen attentively, engage in discussions and
provide input when necessary.
•
Respect for time: It is crucial to arrive punctually and avoid derailing the meeting’s
agenda.
•
Positive etiquette: This includes avoiding interruption, keeping mobile phones
silent and staying focused on the topic at hand.
•
Taking notes: While not mandatory, jotting down key points can be beneficial for
later reference.
•
Follow up: If an attendee is assigned a task or needs clarification, they should
follow up after the meeting to ensure everything is on track.
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Common challenges attendees face
•
Over participation: Dominating the
conversation or going off-topic can
distract from the meeting’s objectives.
•
Passivity: On the other side, not
contributing at all can be just as
detrimental.
•
Multitasking: It might be tempting to
check emails or work on other tasks,
but
this
can
lead
to
missed
information or lack of engagement.
It is up to participants to follow procedures and behave considerately to ensure successful
outcomes. Members should speak clearly and loud enough so that minute-taking is
facilitated.
It is customary that a pro forma attendance register be ready to circulate for members to
sign. Members are responsible for signing the register that the secretary provides. The
chairperson conveys any apologies that have been received and accepted by the
secretary. A pro forma register (with names already typed) saves time, ensures accurate
information and correct spelling of names.
Click on the link below and watch how to create an attendance register on an Excel
spreadsheet. After watching the video, respond to the self-assessment activity.
How to create attendance register on excel spreadsheet
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ENG1504 – Practising Workplace English
Self-assessment activity 2.5
Pair work activity.
Now that you have watched a video above, design a draft attendance register of the
members of the meeting.
After completing the activity, go to the Discussion Forum Self-assessment activity
2.5 on myUnisa and compare your answer with that of your friend.
Feedback
MEETING ATTENDANCE REGISTER
Home is my Home
Meeting: Annual General Meeting
Date: 22 April 2025
Place: Bush-Kraal Auditorium
1
Name and surname
Company
Contact details
2
3
4
5
6
7
In the section below, we address the three kinds of documents used for regulating,
informing and recording meetings: notices, agendas and minutes. All documents must be
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ENG1504 – Practising Workplace English
sent to every person who attends the meeting, or the process may be deemed irregular
and cause conflict, especially in formal circumstances.
2.6
Meeting documentation: notice, agenda and minutes
The notice of a meeting informs all who should attend the meeting of the venue, date
and time. The agenda gives information on what will be discussed. The main purpose
of the minutes is to record decisions made as to who has been delegated, what task
must be completed and by when must this task be completed. They also record who
attended the meeting, who chaired it and the main points made during the discussions.
The minutes are often referred to by those who need to do the work, or by managers
who need to ensure that it is done.
Below we provide detailed information of each meeting documentation.
2.6.1 Notice of meeting
Meetings that are scheduled well in advance are likely to have better attendance than
those scheduled at short notice. You will be guided by your organisation’s usual practices.
Sending out the notice is the responsibility of the secretary, acting on instructions of the
chairperson. Notices contain essential information about where and when a meeting will
be held, and who should attend.
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ENG1504 – Practising Workplace English
The link below presents a video on a notice of meeting and agenda. Click on the link to
learn more about these concepts:
Writing a notice and agenda meeting
Self-assessment activity 2.6
Group work activity.
Now that you have watched the video above, design your own notice of a meeting and
the proposed agenda.
After the group has completed the activity, go to the Discussion Forum Selfassessment activity 2.6 on myUnisa and share your ideas. Feedback
Home is my Home
Notice of the Annual General Meeting: Agenda
Beverly Hills Estate
1. Welcome and apologies
You are cordially invited to attend the
2. Reading of minutes of the previous
Annual General Meeting scheduled as
meeting
follows:
3. Matters arising from the minutes
Venue: Bush-Kraal Auditorium
4. New matters
Date: 22 March 2025
4.1. End-of-the-year financial report
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Time: 10h00
4.2. Selection of new board members
RSVP: Rev Nhlonipho at 012 428 6120/
4.3. Review of rules and regulations of the
nhlonipho@beverlyhills@gmail.com
estate
5. Date of the next meeting
6. Vote of thanks and closure
2.6.2 Agenda of a meeting
An agenda lists matters in the order to be discussed at a meeting. Members may be
invited to submit items in a notice before the agenda is finalised. Some organisations
send draft agendas to members so they can see what possible agenda items to add.
The chairperson usually controls the agenda but would have to provide good reason for
excluding an agenda point.
Click on the link below to watch a video about the importance of an agenda.
Importance of agenda in a meeting
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ENG1504 – Practising Workplace English
Self-assessment activity 2.7
Group work activity.
Imagine yourself as the secretary of the house committee of the Lady-Bee Residence at
Kapama Central University. The Students’ Representative Council has planned to hold a
meeting with the newly registered students. Write down the proposed agenda for the
meeting.
After the group has completed the activity, go to the Discussion Forum Selfassessment activity 2.7 on myUnisa and share your ideas.
Feedback
kapama central university
Students’ Representative Council meeting
Venue: Lady-Bee Residence
Date: 7 May 2025
Agenda
1. Welcome
2. Apologies and attendance register
3. New matters
3.1 Introduction of faculty and departmental representatives
3.2 Rules and regulations
3.3 Class attendance
4. Date of the next meeting
5. Vote of thanks and closure
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ENG1504 – Practising Workplace English
As with all meeting documentation, an agenda must be sent in good time so that
members can prepare to present their points of view. Where possible, a draft agenda is
sent out with the notice, and participants are invited to suggest additional items for the
chairperson to consider.
The advantages of an agenda are the following:
•
Items of business are not overlooked.
•
Confusion is avoided.
•
Focus is maintained by excluding matters that do not require immediate
attention.
Information is given to members so they can prepare for informed discussion and
decision-making.
Agendas, like notices and minutes, are influenced by the conventions customary to
the organisation. Your experience in this course will help you to improve your writing
skills and your organisation’s documentation.
For informal meetings, it may not be necessary to give many details, as members are
usually in close communication with each other and are well informed. In contrast,
formal meetings generally require a detailed agenda: Matters arising from the minutes
of the previous meeting and new matters sections will probably have several
subheadings.
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ENG1504 – Practising Workplace English
2.6.1.1
Examples of agenda items of a general meeting
Table 2.1: Agenda items
Agenda Item
Description
Opening and welcome
•
Attendance register
•
Apologies
•
Minutes of the previous meeting
•
Matters arising from the meeting
•
New matters
•
General
•
Next meeting
•
Closing/closure
•
2.6.1.2 Annual general meetings
17
The chairperson opens the meeting
and welcomes members present.
Attendance register is circulated
and attendees sign.
Names of persons who could not
attend the meeting.
Attendees approve the minutes of
the previous meeting as correct and
binding.
Attendees discuss matters from the
meeting or correct any information
incorrectly captured.
Items that should be discussed on
the day of the meeting.
Any other matters that attendees
wish to discuss during the meeting.
Proposed date for another meeting
to held.
This is the end of a designated
meeting. Both terms are correct and
may be used.
ENG1504 – Practising Workplace English
The annual general meeting (AGM) conventions are mentioned here so that you may
know the differences in the documentation at different levels in organisations. An AGM is
a very specific type of meeting for senior management, stockholders or members of big
societies (for example, a medical aid society). An AGM is held once a year to report on
and discuss organisational needs such as: what must be done in terms of strategic
planning and policy making?
An AGM will not normally deal with routine matters and therefore agendas will look
different from those that are commonly used.
Examples of items in an AGM agenda would be:
•
Chairperson’s report
•
Financial report
•
Election of office-bearers
Now that you have learnt about the different types of agenda items for a general meeting
and AGM, below we present how you can write minutes of a meeting for your organisation.
2.6.2 Minutes of a meeting
The minutes of a meeting is an official record that can be used to manage information,
accountability, tasks and time in an organisation. Furthermore, minutes of a meeting is a
list of required actions and responsibilities or an accurate record of the event.
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ENG1504 – Practising Workplace English
When recording minutes, your goal is to use language successfully to provide an
instrument for management to ensure the quality of the product or service provided. Click
on the link below to watch a video about minutes of a meeting:
Minutes of a meeting
Self-assessment activity 2.8
Individual work activity.
Answer the following questions from the video you watched:
•
In your own words, explain what is meant by minutes of a meeting?
•
What are the three points to be written down by the secretary during a meeting?
•
Why should minutes of a meeting be recorded?
Feedback
•
Definition: Minutes of a meeting is a summary of points discussed and agreed upon
during a meeting.
•
Two key points: motions proposed and actions list.
Reasons for recording minutes:
•
Accountability – members should be held accountable for all decisions taken
during a meeting.
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ENG1504 – Practising Workplace English
•
Ready reference – members refer to minutes of a meeting for points agreed upon.
•
Historical records – minutes are used for future records of the institution.
Minutes are not a record of general discussions, but a record that acts as a memory tool
to manage the following:
•
The task to be performed.
•
The name of the person who must perform the task.
•
The date by which the task must be completed.
As the secretary of an organisation, it is significant to know the dos and don’ts of minutes
of a meeting. The link below presents a video about the dos and don’ts of minutes of a
meeting. Click on the link and complete the group activity below after watching the video.
Meeting Minutes Do's and Don'ts
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ENG1504 – Practising Workplace English
Self-assessment activity 2.9
Group work activity.
Write down the dos and don’ts that a secretary should know.
After the group has completed the activity, go to the Discussion Forum Selfassessment activity 2.9 on myUnisa and share your ideas.
Feedback
1. Dos
•
Use agenda as a guide.
•
Record the exact wording as finally adopted.
•
Record all counted votes.
2. Don’ts
•
Do not include opinions or debate content.
•
Do not waste time approving the minutes.
2.6.3.1 Procedure of minutes of a meeting
Minutes are recorded by the secretary who will summarise them for distribution to
members within reasonable time, usually within three days of the meeting or as stipulated
by the organisation’s rules regarding meeting procedure. It is the responsibility of every
member who attended the meeting to ensure that the minutes are correct. The secretary
ensures that some of the essential elements of meeting minutes such as time, date,
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ENG1504 – Practising Workplace English
location, attendees, approval of previous minutes, action items and announcements, next
meeting details, and sign-off signature.
Time, date
and location
Sign-off
signature
Attendees
Essential
elements of
meeting
minutes
Approval of
previous
minutes
Next
meeting
Action items and
announcements
Figure 2.1: Essential elements of meeting minutes
Following this, the minutes should be tabled at the next meeting for correction, adoption
by members and signing by the chairperson.
Once all members have agreed that the minutes are a true reflection of what transpired
at the previous meeting, they are accepted (adopted) as such, and may not be altered or
amended in any manner whatsoever. Amended copies, duly signed by the chairperson,
may then be delivered, or emailed to members as is the organisation’s administrative
practice.
2.6.3.2 Language and layout of the minutes
Now that we have gone through the practices, procedures and general duties of the
primary role players, we will focus on the appropriate language for minutes. Minutes can
be formulated from tape recordings or notes made by the secretary while listening to
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ENG1504 – Practising Workplace English
the conversations. Usually, the secretary should concentrate on taking notes based on
the gist of the discussion, i.e. select and summarise the main points made.
Meetings follow the points on the agenda, so the same subheadings can generally be
used. The following proforma is a useful tool.
Table 2.2: Example of a template to summarise minutes of meeting
Name of Organisation:
Purpose of Meeting:
Date/Time:
Chair:
Topic
Discussion
1.
Action
Person Responsible
2.
3.
Note that, while a secretary may use point form to take notes during the meeting, full
sentences should be used in the minutes.
Here are fundamental points to follow when writing minutes of a meeting:
•
Minutes are written in the past tense because the meeting has already taken
place.
•
For example: The chairperson of the student support committee, Mr Dube,
introduced item 3.5: drug abuse issues and student support to the meeting. He
explained how drug addiction was rife at Malusi University and neighbouring
communities. Minutes use reported speech, also known as indirect speech,
to record a member’s direct statement.
For example: Ms Botha said that she was a former drug addict who decided to
turn her three-bedroomed house into a rehabilitation centre, and open her heart
to local poor people who were battling with substance abuse but could not afford
to pay for their recovery.
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ENG1504 – Practising Workplace English
•
Headings do not end in full stops, but all sentences below them do. For more
information, refer to agenda items 1-4 below.
Table 2.3: Agenda items without full stop
1. Welcome
The chairperson opened the meeting and welcomed everyone present.
2. Present
Mr N Semunya (Chairperson) Ms AJAsmal (Secretary)
Mr H Ramaphosa (Human Resources)
17 staff members as per attached attendance register.
3. Apologies
Mr S Ramsurap
4. Minutes of the previous meeting
Minutes of the meeting of 5 January 2025 had been circulated and were
taken as read. The minutes were approved subject to the following
correction: Item 2: Attendance: The spelling of Mr Semunya’s surname
was corrected.
•
Dates are written in full as follows:
On 14 July 20 …
On the 14th of July 20 …
Any other date convention is incorrect. Use the same format
throughout your text.
•
In South African English, titles such as Mr, Ms, Mrs and Dr are not followed
by full stops; however, Prof. and Adv. etc. are.
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ENG1504 – Practising Workplace English
Important information
Rule: If the word and the abbreviation end on the same letter, there is no full
stop (Mister – Mr). If the abbreviation and the word do not end with the
same letter, there is a full stop (Professor - Prof.).
•
Resolutions passed in the meeting may be written as follows: RESOLVED:
That an amount of R12 000 should be transferred…
•
Changing verbatim records (i.e. conversation; spoken English) into minutes
of a meeting.
The table below provides different examples on how to change verbatim records into
minutes of a meeting.
Table 2.4: Writing verbatim records in reported speech
Verbatim records in direct speech
Minutes in direct (reported) speech
Simple present
I am responsible for gathering quotes…
Simple past
Mr James said that he was responsible for
gathering quotes…
Present continuous
Past continuous
The staff are travelling by bus…
Staff were travelling by bus…
Simple present perfect
Simple past perfect
I have been to five meetings.
The CEO said that he had been to five
meetings.
The CEO had been to five meetings.
Present perfect continuous
Past perfect
Mr Zulu said, “The secretary has been Mr Zulu said that the secretary had been
working very hard to get the minutes out working very hard to get the minutes out
on time…”
on time…
Past simple
Past perfect
I wrote the minutes.
Sha said that she had written the minutes.
Past continuous
Past perfect continuous
I was waiting for the email…
He said that he had been waiting for the
email…
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ENG1504 – Practising Workplace English
Past perfect
The meeting had started when I arrived…
Past prefect
The meeting had started when Mr
Mabusela arrived (No further change of
tense is possible).
Past perfect continuous
Past perfect continuous
Julia Sithole said, “I had already been Julia had already been researching for the
researching for the new product at new product at the CSIR… (No further
CSIR…”
change of tense is possible).
Important information
Avoid writing “He/She/They (etc.) said….” throughout the minutes, i.e. do not record
what every person said in turn. Remember that minutes are about what members
decide must be done, by whom and by when – and not a full record of the
conversation.
Table 2.5: Expressions of time if reported on a different day
Meeting
Minutes
Yesterday
The day before
Tomorrow
The next day
Now
Then
Last week
The week before
Last
Previous
The next
The following
This
That
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ENG1504 – Practising Workplace English
Here
There
These
Those
In the sections above, you learnt about procedures, language and layout of minutes. Below
is a self-assessment activity that will determine if you understood the aspects of writing
minutes of a meeting.
Self-assessment activity 2.10
Rewrite the following sentences in the reported speech.
(Questions adapted from ENN1504 Workbook, 2016).
•
Ms Jones said: "We need to get quotes for a new printer".
•
Ms Smith said: "I have requested the minutes of last week's meeting".
•
He asked: "W hat is the first item on the agenda?"
•
Mr Nkosi said: "We have identified three suitable candidates for the position".
Feedback
•
Ms Jones said they needed to get quotes for a new printer.
•
Ms Smith said that she had requested the previous week's meeting.
•
He asked what the first item on the agenda was.
•
Mr Nkosi said that they had identified three suitable candidates for the position.
The section below outlines terminology used in a meeting.
•
Meeting terminology
Meetings are a significant part of any institution for information to be appropriately
communicated among the attendees. However, if attendees are not familiar with the
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ENG1504 – Practising Workplace English
meeting terminology, it is frustrating and can lead to misunderstandings of any information
to be conveyed. To eliminate misunderstandings and increase participation during the
meeting, attendees should familiarise themselves with some of the most common
terminologies. The link below presents examples of business meeting terminologies. Click
on the link to watch the recording.
Business meeting terminologies
Now that you have watched a recording on meeting terminologies, answer the following
question:
Self-assessment activity 2.11
Group work activity.
From the video above, identify any five meeting terminologies and explain each of them.
After the group has completed the activity, go to the Discussion Forum Selfassessment activity 2.11 on myUnisa and share your ideas.
Feedback
•
Designate – select a member and him/her a task. For instance, a secretary is
assigned to take minutes of a meeting.
•
Deliberations – is the discussion of motions by all members in the meeting.
•
Motion – is a proposed idea that can be voted for or against.
•
Consensus – at least most of the members agreed on a particular idea.
•
Proxy – basically means a substitute, or somebody who will go in your place to
vote in your name.
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ENG1504 – Practising Workplace English
The following are additional meeting terminologies for you to learn.
Table 2.6: English terminologies used in meetings
TERM
DEFINITION
AGENDA
List of items to be discussed at the
meeting, sometimes called an order
paper; the programme that will be
followed.
BALLOT
A vote or procedure for secret voting, such
as writing on a piece of paper that is put in
a box so that no one can identify the voter.
CASTING VOTE
Deciding vote; a second vote given to the
chairperson when equal numbers of
people are for and against a proposal. The
casting vote will decide the outcome.
CHAIRPERSON
The person who is in charge of the
meeting. Note that the terms ‘Chairman’
and ‘Madam Chair’ are outdated – the
person chairing a meeting is either called
the ‘Chair’ or the ‘Chairperson’.
CLOSE
When a meeting has ended it is said to
have ‘closed’. To adjourn a meeting
means to stop and start again later at a
given time.
CONSENSUS
A general agreement on a matter or point
of discussion.
CO-OPTED MEMBER
Someone selected by a vote of the
members to assume a specific office (e.g.
treasurer) or membership.
DISSENTING VOTE
A vote against a proposal.
HELD OVER
The matter will be discussed at a later
meeting; sometimes the phrase ‘carried
forward to the next meeting’ is used.
MINUTES
A record of what transpired at a meeting,
what was said and decided. Note that we
treat this word as plural: ‘The minutes
were…’ We can use the word as a verb
e.g. ‘This was not minuted accurately…’
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ENG1504 – Practising Workplace English
MOTION
A formal statement of what is proposed; it
becomes a resolution once the meeting
has agreed to it.
NOTED
Usually at the direction of the chairperson,
an opinion or point of fact is acknowledged
to be important and may require further
thought, debate or action. At this stage, it
is not discussed further, but is recorded for
information purposes.
PRECEDENT
A decision about an issue that was taken
before that can influence later decisions
about similar cases: a decision that sets
an example for subsequent decisions on
similar matters.
RESOLUTION
Once a motion or proposal is accepted, it
is called a resolution. Usually, the precise
wording is important.
RESOLVED
Decided / agreed.
STATED
Remarked, gave an opinion or point of
information.
TREASURER
The person who controls the finances.
UNANIMOUS
Everyone agrees to a proposal / all are in
complete agreement.
POINT OF ORDER
Someone can ask the chairperson to rule
on something that might be considered
improper conduct at the meeting, i.e. not
following proper procedure.
AMENDMENT
Change or correction made to the
documentation or to a resolution.
Table 2.7: Latin terms used in meetings
TERM
DEFINITION
QUORUM
The minimum number of people required
to make binding decisions at a meeting.
AD HOC MEETING
A special meeting called for one particular
purpose and for no other.
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ENG1504 – Practising Workplace English
ADDENDUM
Appendix; annexure.
EX OFFICIO
By virtue of one’s office, e.g. the head of
department, whoever that might be at the
time, is automatically a member of a
committee.
IN CAMERA
In private; confidential.
ADJOURNMENT
Postponement (to ‘adjourn’ a meeting
means to stop or suspend it for a period of
time and return to it at a later time).
VERBATIM
In the exact words that were used.
The section below presents two examples of the format of minutes of meeting.
2.6.4 Format of minutes
There are two main formats in which minutes of a meeting can be written, namely
the linear and the table form. Both are acceptable depending on the preference of the
organisation. Below is an example of minutes written in a linear format (in sentences
and paragraphs).
Table 2.8: Linear format – minutes of a meeting
Minutes of a meeting of technical staff supervisors held in the
Mkondeni
Boardroom, on 2 February 2025 from 08:00 –
11:00
1. Welcome
The chairperson opened the meeting and welcomed everyone present.
2. Present
Mr N Semunya (Chairperson) Ms AJ Asmal (Secretary) Mr H Ramaphosa (Human
Resources)
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ENG1504 – Practising Workplace English
17 staff members as per attached attendance register.
3. Apologies
Mr S Ramsurap
4. Minutes of the previous meeting
Minutes of the meeting of 5 January 2025 had been circulated and were taken as
read. The minutes were approved subject to the following correction: Item 2
Attendance: The spelling of Mr Semunya’s surname was corrected.
5. Matters arising from the previous meeting
5.1 New computers (point 6.1 of the meeting of 14 June)
Mr Smith reported that the 20 new computers had been purchased and would
be installed by 22 July 2025.
6. New matters
6.1 Low productivity
Mr Breytenbach reported that the department was experiencing a lower level of
productivity, as employees were taking time off to attend to private affairs during
work hours. Members agreed that staff could work in the hours they took off for
private affairs. Mr Ramaphosa of Human Resources would attend to the
administration by 31 August 2025. This motion was passed.
6.2 Inefficiency in the department
Ms Naidoo said that a poor technical standard was lowering productivity in the
department. Members agreed that staff would be evaluated for further training. Mr
Ramaphosa would report back training outcome by November 2025.
General
7.1 Personnel meetings
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ENG1504 – Practising Workplace English
As far as possible, personnel meetings would be held on the last Friday of every
month.
7.2 Casual Day
Mr Semunya reminded staff members of Casual Day on 25 August 2025 and that
R10, for charity and the privilege of wearing casual clothes, was payable to the
secretary Ms Asmal. Staff members were encouraged to participate.
8. Next meeting
30 March 2025
9. Closure
The meeting closed at 11:00.
N Semunya
N Semunya
Chairperson
Date:
Now that you have learnt about minutes of a meeting in a linear meeting format, below is
an example of minutes in a table format.
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ENG1504 – Practising Workplace English
Table 2.9: Table format – minutes of a meeting
ESKOM
Minutes of a meeting of technical staff supervisors held in the
Mkondeni Boardroom on 2 February 2025 from 08:00 – 11:00
AGENDA
ITEM
RECORD OF DISCUSSION AND
PERSON
ACTIONS
RESPONSIBLE
1. Welcome
The chairperson opened the meeting
and welcomed everyone present.
2. Present
Mr N Semunya (Chairperson) Ms AJ
Asmal (Secretary)
Mr H Ramaphosa (Human Resources)
DATE DUE
17 staff members as per attached
attendance register.
3. Apologies
4. Minutes of
the previous
meeting
Mr S Ramsurap
Minutes of the meeting of 5 January Ms Asmal
2025 had been circulated and were
taken as read. The minutes were
approved subject to the following
correction: Item 2: The spelling of Mr
Semunya’s surname was corrected.
5. Matters arising from the previous meeting
5.1 New
Mr Smith reported that the 20 new Mr Smith
computers
computers had been purchased and
(6.1 22 July
would be installed by 22 July 2025.
2025).
22 July 2025
6. New matters
6.1 Low
Mr Breytenbach reported that the Mr Ramaphosa 31
August
2025
productivity department was experiencing a lower
level of productivity, as employees were
taking time off to attend to private affairs
during work hours. Members agreed that
staff could work in the hours they took off
for private affairs. Mr Ramaphosa of
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ENG1504 – Practising Workplace English
Human Resources would attend to the
administration by 31 August 2025.This
motion was passed.
6.2
Inefficiency
in the
department
7. General
7.1
Personnel
meetings
7.2 Casual
Day
8. Next
meeting
9. Closure
•
•
•
Ms Naidoo said that a poor technical
November
2025
standard was lowering productivity in the
department.
Members agreed that staff would be
Mr Ramaphosa
evaluated for further training. Mr
Ramaphosa would report back on
training outcomes by November 2025.
As far as possible, personnel meetings
would be held on the last Friday of every
month
Mr Semunye reminded staff members of Ms Asmal
Casual Day on 25 August 2025 and R10,
for charity and the privilege of wearing
casual clothes, was payable to the
secretary, Ms Asmal. Staff members were
encouraged to participate
30 March 2025
Ms Asmal
25
August
2025
30
March
2025
The meeting closed at 11:00
Clearly designate who is responsible for the task and the due date.
If large groups are responsible, their line manager should be designated as the
responsible person.
Record in this order: Venue, Day, Date and Time.
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ENG1504 – Practising Workplace English
A good summary based on your notes or any verbatim recording identifies the main
ideas (action required, main reasons, person responsible and deadline) that were
discussed under each agenda point.
Self-assessment activity 2.12
Group work activity.
The activity below will teach you the significance of editing and proofreading minutes
of a meeting before sending them to the chairperson and meeting attendees.
Review the extract from minutes taken at a meeting to discuss employees smoking in
offices. Revise and correct the language and spelling errors, keeping in mind the
language conventions for minutes of meetings.
After the group has completed the activity, go to the Discussion Forum Selfassessment activity 2.12 on myUnisa and share your ideas.
1.1
MINUTES: Ms Barnes, chief operations officer of WriteRight Publishers stated
that management have noted that there have been complaints about some of the
staff members who are smoking in their offices. She said though the matter was
dealt with before, they are still getting more complaints about the matter. Ms
Barnes mention that the organisation has a policy on smoking which stipulated
very clearly that smoking in offices is prohibited.
1.2
MINUTES: Ms Smith suggested that the person who does not adhere to this policy
should be dismissed, but the suggestion was defeated.
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ENG1504 – Practising Workplace English
1.3
MINUTES: Mr Caine proposed to post notices at the entrances to corridors
reminding people not to smoke in their offices. The secretary was asked to
organise the notices. Ms Barnes stated that she will talk to each of the staff
members who smoke in their offices, with representation from HR and the
discussion will be recorded. It was decided that the outcome of the discussion will
be reported at the next meeting.
(Questions adapted from ENN1504 Workbook, 2016).
Feedback
1.1
Ms Barnes stated that management had noted that there had been complaints about
some of the staff members who are smoking in their offices.
She said that although the matter had been dealt with previously, they were still
getting complaints.
1.2
Ms Smith suggested that the people who do not adhere to this policy should be
dismissed but the suggestion was rejected.
1.3
Mr Caine proposed posting notices at the entrances to corridors reminding people
not to smoke in their offices. The secretary was asked to organise the notices. Ms
Barnes stated that she would talk to each of the staff members who smoke in their
offices; with representation from HR and that the discussions would be recorded. It
was decided that the outcome of the discussion would be reported at the next
meeting.
Self-assessment activity 2.13
Pair work activity.
In the activity below, you are expected to write down minutes of meeting. Read the
transcript and instructions to complete the activity.
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After completing the activity, go to the Discussion Forum Self-assessment activity
2.13 on myUnisa and share your ideas with a friend.
Below is a transcript (exact words written down) of what was said during part of this
meeting, presented in the form of a dialogue. Write the minutes of this discussion, which
covers only one agenda item, and not the whole meeting. NOTE THAT THE COMPLETE
FORMAT FOR MINUTES IS NOT REQUIRED.
Minute the discussion under the following subheading:
5.1 Negative image caused by Hadeda Park
Your answer should be approximately half-a-page in length.
Remember that in taking minutes, we carefully select and summarise information,
and make changes to style and grammar. It is usually not necessary to record what
each person said in turn.
Transcript of the meeting
Mr Naidoo (Chair): Right colleagues, now that we’ve all had our coffee break – and
thanks to Jane for organising cookies – let’s move on to item 5.1 of
the agenda: Negative Image caused by Hadeda Park. I’m sure you’ve
all noticed that our park, which until this point, has been an asset to
the area, has undergone some very serious changes in the last four
months. This has most definitely impacted negatively on our image,
our brand and on staff morale. I’ve had a whole lot of complaints from
staff members about beggars moving about in the car park, and staff
are scared that their cars will be stolen or that they could be beaten
up or mugged.
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Mr Shezi:
I’ve noticed washing strung up in the park, and the litter problem is
really bad now. The other day, I saw a rat the size of a small dog
running along the telephone wire behind our building.
Ms Malebo:
Yes colleagues, I am very much aware that people have made
Hadeda Park their place of residence. But colleagues, let us
remember, these poor, disadvantaged souls have nowhere else to
go, and let us be merciful. I have been taking them sandwiches and
fruit every now and then – I see this as part of my Christian duty.
Ms Jacobs:
Oh, come on now – what next! Maybe we should invite them into the
building for their daily shower? You really are being very silly, Ma’am,
encouraging them like this. Of course, they won’t leave if they get a
hearty meal once a day.
Ms Malebo:
And what, may I ask, do you do as part of your duty to your
neighbour?
I’ve never seen you ….
Mr Green:
Really colleagues, this is not the place to nitpick….
Mr Naidoo:
Order please people. Bickering among ourselves won’t solve
anything.
Mr De Wet:
I agree with you, Charles. We must address the issue at hand. Mr
Naidoo, can we get back on track and focus please. I suggest we
contact the local counsellor for the area and ask him or her to have
the vagrants removed. Shall I explore this avenue?
Mr Naidoo:
If you would, please Peter. This could be a great help.
Ms Malebo:
But where will the poor people go?
Mr Jacobs:
Really Ms Malebo, that is not our problem. They have no right to be
here. This is a public park where children have a right to play, and
their safety comes first.
Mr Shezi:
We could also approach the local police and the community forum.
They will be able to advise us on what the correct procedure is.
Mr de Wet:
Don’t be too sure – I’ve never yet had any joy from that lot at the local
community forum – what a bunch of idiots!
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Mr Shezi:
I live just down the road from the local cop shop – shall I go via there
on my way home and ask for advice? Mr Naidoo, sir?
Mr Naidoo:
Not a bad idea, Shets – and I’ll email the community forum. And Ms
Malebo, good Samaritan that you are, won’t you see what you can
find out about shelters for the homeless in this area?
Mr Green:
What are the chances of 5-Star purchasing the park? Then we could
develop it into a restful place to spend our lunchtimes, and maybe
even develop a recreational area for use by staff.
Mr de Wet:
Good idea, but much too ambitious I’m afraid. We’re still a young
company, and our current budget won’t allow it. Maybe in a few
years’ time if our current upward trend continues. I reckon that
municipalities don’t sell parks anyway…
Dr Sinha:
I see a very nice opportunity to turn negative publicity into a positive
image booster for the company. We could show how much the
company cares by re-establishing these homeless people in
shelters, and we could even make this a community project. It will
also be much cheaper than developing a park, and we as a company
could get a lot of mileage from being seen to do good.
Mr Naidoo:
Excellent – excellent! Will you meet with the sales and marketing
divisions, and come up with a proposal, Dr Sinha? I can just see how
a project like this could greatly benefit 5-Star. Anything else on this
one? No? Then I suggest we all do our investigations, and report
back here at the next meeting in two weeks’ time. Thank you for your
excellent suggestions – I knew if we put our heads together, we’d be
successful. Thank you, colleagues. Now let’s move on to the next
item...
(Extract adapted from ENN1504 Workbook, 2016)
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Feedback
5.1 Negative image caused by Hadeda Park
The chairperson tabled the issue of homeless people who had recently invaded Hadeda
Park, not far from the office premises. It was observed that this had a negative impact on
the image of the organisation. In addition, it had resulted in security and health risks for
the staff and users of the facility.
After discussion, the meeting agreed that the homeless people needed to be moved to a
shelter. It was further agreed that this would be done as part of the corporate responsibility
of the organisation, as it would also help build the company image.
In moving forward, the following action points were agreed upon:
Mr De Wet should contact the counsellor for the area to obtain information on procedures
for evicting the homeless people. A consultation with the local police would be done by
Mr Shezi while Mr Naidoo would email the community forum to get advice on the
procedures. To ensure that the homeless have shelter Ms Malebo would explore other
alternatives to resolve this challenge. Furthermore, Mr Sinha should consult the Sales
and Marketing Department and develop a proposal on turning the relocation of the
homeless people into the organisation’s community project. Finally, it was agreed that
these members would report back on the action points in the next meeting.
2.7
CONCLUSION
This unit presented the importance of minutes for good decision- making, with wider
participation in management. You also gained a sense of how to plan for a meeting; for
instance, drafting a meeting notice, agenda and taking minutes during a meeting. It is
significant that you continue practising these skills so that you develop and utilise them
in your workplace.
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Study unit 3:
Report writing in the workplace
Learning Outcomes
At the end if this unit you should be able to:
3.1
•
demonstrate knowledge of the importance of writing reports in the workplace
•
compile an investigative report with all its tenets
•
record an incident report accurately and completely.
Introduction
In study unit 2, you learnt about meetings. You will expand your knowledge about the
purpose and context further with special reference to report writing. You will now learn
how to compile an investigative report and an incident report.
Click on the link below to learn about what questions you should be asking before crafting
a report.
https://youtu.be/NX0fdjmi5aU?si=7hRngx1YYTzBKqdM.
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3.2
Purpose of report writing
There are many types of reports, reflecting differences in the purpose and context of
the particular reporting task. A report may be a stand-alone document for a specific
situation or may be part of a larger reporting system in which a number of reports
from various sections of an organisation are collated to cover the organisation as a
whole.
Click on the click below to learn about the structural elements of different reports.
https://youtu.be/T3CZe5Rj_bI?si=rLQiRhhcXNFz61uj
What follows below are the different types of reports and the purposes that
differentiate them. A report can have more than one purpose.
3.2.1
Evaluation reports – assess facts to establish whether, for example,
money was spent well on a particular project such as a training course, the
introduction of new technology or specific policies and procedures.
Recommendations may involve scrapping the project or implementing
small changes.
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3.2.2
Feasibility
study
reports
–
evaluate
whether
a
proposal
or
recommendation should be implemented, considering the available
resources.
3.2.3
Incident reports – record exactly what happened. These often describe
accidents or misconduct in the workplace as accurately as possible.
3.2.4
Information reports – serve to inform about events, people and
circumstances. A manager may want to be informed about a conference that
one of his staff members attended. Committees, departments and project
teams are often required to report regularly on the activities they have been
engaged in.
3.2.5
Investigative reports – systematically investigate a specific problem and
recommend a course of action to deal with it.
3.2.6
Performance reports – evaluate productivity and recommend courses of
action to improve employee productivity. Most organisations have their own
performance evaluation systems and formats. Sometimes these reports are
linked to bonus or other reward systems.
3.2.7
Progress or Interim reports – these present the objectives, achievements
to date and challenges relating to a task or project that is still under way. A
number of these reports could be written before a final report is written.
3.2.8
Productivity reports – undertake a cost-benefit analysis using information
on actual production. This is similar to a feasibility study, but here, the
‘production’ has already been done. For example, you could weigh up the
cost of making a product against the income it has generated, or you could
find out whether there has been an increase or decrease in the number and
quality of whatever is produced.
3.2.9
Corporate research project reports – experts within or external to the
organisation are sometimes commissioned by management to find
information that is not already available. For example, a consultant may be
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contracted to research the extent to which a company’s public image
has been damaged by pollution caused by the company.
3.2.10 Sales reports – these are similar to productivity reports but are limited
to information about sales of a product or service.
3.2.11 Technical reports – usually evaluate and present data in scientific
formats such as statistical tables and graphs in order to support
recommendations for improving business. An example would be a technical
report on a new car that is being prepared for market release.
Self-assessment activity 3.1
Match the type of report in column A with its purpose in column B.
3.1.1 Sales reports
A. Serve to inform about events, people and
circumstances.
3.1.2 Performance reports
B. Experts within or external to the organisation
are sometimes commissioned by management to
find information that is not already available.
3.1.3 Information reports
C.
Evaluate
recommendation
whether
a
proposal
or
should
be
implemented,
considering the available resources.
3.1.4 Technical reports
D. Assess facts to establish whether, for
example, money was well spent on a particular
project such as a training course, the introduction
of new technology or specific policies and
procedures.
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3.1.5 Investigative reports
E. Undertake a cost-benefit analysis using
information on actual production.
3.1.6
Corporate
research
project reports
F. These are similar to productivity reports but
are limited to information about sales of a product
or service.
3.1.7 Feasibility study reports
G. Record exactly what happened, and these
often describe accidents or misconduct in the
workplace as accurately as possible.
3.1.8 Progress
or
Interim
reports
H. Usually evaluate and present data in scientific
formats such as statistical tables and graphs in
order to support recommendations for improving
business.
3.1.9 Evaluation reports
I. Evaluate productivity and recommend courses
of action to improve employee productivity.
3.1.10 Incident reports
J. These present the objectives, achievements to
date and challenges relating to a task or project
that is still under way. A number of these reports
could be written before a final report is written.
3.1.11 Productivity reports
K. Systematically investigate a specific problem
and recommend a course of action to deal with it.
Self-assessment activity 3.2
Draw a web chart (also called a spider diagram) listing six reasons why report writing
skills in the workplace are important. Discuss your answers with peers in the
Discussion Forum.
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Feedback for self-assessment activity 3.1 and 3.2
3.1.1(F); 3.1.2 (I); 3.1.3 (A); 3.1.4 (H); 3.1.5 (K); 3.1.6 (B); 3.1.7 (C); 3.1.8 (J); 3.1.9 (D);
3.1.10 (G) and 3.1.11 (E).
3.2. On your web chart or spider diagram, you may include the following reasons, among
others: presents and discusses research findings that will help to effect changes in the
workplace, acts as an internal communication tool, facilitates decision-making, provides
reliable data about issues that affect the workplace, helps solve current problems,
discloses previously unknown information to staff members, etc.
3.3
The short formal reports
The degree of formality and the length of reports can vary greatly, from single-page
memoranda to several bound volumes. This study unit focuses on two types of short
formal reports: the investigative report and the incident report.
3.3.1 The investigative report
Investigative reports are a management tool used to identify problems, gather
information, explore the circumstances, present possible solutions, draw conclusions
and, in the end, recommend the best course of action.
In the professional world, the pace of operations seldom permits those in authority
sufficient time to gather the information they need. Managers frequently ask their
staff to collect the information they require to make decisions and to solve problems.
Insufficient or inaccurate information may have an adverse impact on the quality of
managerial decision-making. It is important that a report should be based on facts,
documentation and other evidence, and that it should include a section on the methods
of investigation, as this will confirm the reliability of the information provided.
Usually, the person tasked with the report not only collects the information, but also
analyses it and suggests solutions to problems. Managers generally value the views of
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the person who has been directly involved in the investigation of a problem but reserve
the right to make the final decisions themselves.
3.3.1.1 Formal structure of an investigative report
•
Title – Should encapsulate the purpose of the report.
•
Terms of reference – a statement of the problem to be investigated, the name/s
of person(s) commissioning the report, the scope and time frame of the
investigation. Accordingly, this section shows who authorised the investigation,
and what the person is authorised to investigate.
•
Procedures – steps taken to investigate the problem, methods and sources of
information. This section shows what aspects of a problem were covered by your
investigation and shows whether the information you provide is accurate and
reliable.
•
Findings – what factual information was found when you conducted each
procedure?
•
Conclusions – discuss, comment, interpret and analyse the factual information
in your findings. (Do not suggest any action, as that comes in the next section).
•
Recommendations – suggested actions to improve the situation, based on your
conclusions. (Suggestions are not instructions or commands, so formulate them
carefully – without using ‘must’).
• Compiler’s details – includes the following information about the compiler of
the report: signature; title, name and surname; position in the organisation and
date of submission.
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3.3.1.2 An example of how to compile an investigative report
Tumi Lephalala visited a traditional healer, complaining of a sore throat and cough.
(This is the problem to be investigated, and Tumi has authorised the investigation by
making the appointment on a fixed date. These give us the Terms of reference).
The traditional healer examined Ms Lephalala. He checked her temperature, looked at
her throat and listened to her chest. (These are the Procedures followed to collect
information).
The traditional healer discovered that Tumi’s throat was inflamed, she had a high
temperature and her lungs were making characteristic rattling noises. (These are the
traditional healer’s Findings).
The traditional healer decided that Tumi had bronchitis. (This diagnosis is his
Conclusion).
The traditional healer gave Tumi some ointment to rub on her chest, a mixture of herbal
medicines and advised her to get some rest (these are his Recommendations).
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Self-assessment activity 3.3.
Indicate whether each one of the following sentences is a Recommendation or a
Conclusion. Write your answers in the Discussion Forum and compare your answers
with those of your peers.
3.2.1 Wi-Fi should be installed in all
buildings as soon as possible.
3.2.2 Offices should be rearranged to
accommodate the new technology to
capitalise on the time- and space-saving
measures.
3.2.3 The use of cable, as opposed to
Wi-Fi,
causes
frustrations
among
members of staff, is not cost-effective
and accounts for many wasted manhours.
3.2.4 Acquiring the latest technology
results in financial cost savings and in
the emotional well-being of members of
staff at all levels within the organisation.
3.2.5 Members of staff should be trained
to maximise the benefits of reliable
internet access for quality customer
service.
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Feedback for self-assessment activity 3.3
3.3.1 (Recommendation); 3.3.2
(Recommendation); 3.3.3
(Conclusion); 3.3.4
(Conclusion) and 3.3.5 (Recommendation)
Self-assessment activity 3.4.
BACKGROUND
You are employed as chief operations officer at the Jabulani Institute of Learning. The
campus is situated in an area where there is currently only one café, Chisanyama Palace,
within walking distance. The campus itself has no cafeteria. This means that Chisanyama
Palace has a monopoly on selling food and drinks, and the owner abuses this to the
fullest.
Students and staff members complain regularly about the poor value for money, the lack
of cleanliness and the unfriendly service they receive at Chisanyama Palace.
Management has requested that you investigate this issue and make recommendations
as to whether the Jabulani Institute of Learning should start its own cafeteria. Your
investigation should include the state of Chisanyama Palace and whether there are
grounds for the complaints; student and staff needs and dietary preferences (your college
caters for an intercultural community); the practicability of starting up an own cafeteria;
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and well-considered recommendations. Your report is to be submitted to the management
council by 30 September 2024.
INSTRUCTIONS
Write a short investigative report. Your report should be about 2-3 pages in length. Use
the following headings and subheadings:
TITLE
Information to be included in the title should relate to what the investigation is about,
where it is taking place and why it is to be conducted.
1. TERMS OF REFERENCE
The following information should be included: date on which you were commissioned to
conduct the investigation, the name and position of the person who commissioned you,
your name and position, the essence of the report, date for the submission of the report
and recommendations.
2. PROCEDURES
Identify at least four (4) methods/steps/procedures followed to collect information from
various sources. It is imperative that each method/step/procedure is numbered and
mentions the purpose.
2.1
2.2
2.3
2.4
3. FINDINGS
Present the factual information found during the investigation under each
method/step/procedure used above to collect information. This means four (4) findings
are expected as per your procedures identified above.
3.1
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ENG1504 – Practising Workplace English
3.2
3.3
3.4
4. CONCLUSIONS
Comment, analyse and interpret the factual information (findings) above. Do not provide
more than three (3) conclusions.
4.1
4.2
4.3
5. RECOMMENDATIONS
Provide possible options or actions in relation to the purpose of the investigation. Do not
instruct, but make suggestions that you think can be followed to resolve the issue. Do
not provide more than three (3) recommendations.
5.1
5.2
5.3
COMPILER’S DETAILS
This is the ending of your investigative report. Provide your signature, title, name and
surname, followed by your position in the organisation. Finally, write the date.
TOTAL: 100 MARKS
Feedback for self-assessment activity 3.4.
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REPORT ON AN INVESTIGATION INTO POSSIBLE BENEFITS OF INTRODUCING
A CAFETERIA ON THE PREMISES OF JABULANI INSTITUTE OF LEARNING
1. Terms of reference
On 1 September 2025, Dr M Govender, chief executive officer, requested an
investigation into the possibility of installing a campus-run cafeteria on the premises of
the Jabulani Institute of Learning. A recommendation to be submitted to the
management council by 30 September 2024.
2. Procedures
The procedures followed to collect the necessary information were:
2.1
A staff and student count was conducted using the current registers to identify the
number of potential customers that may visit an on-site cafeteria.
2.2
A questionnaire measuring staff and student satisfaction regarding the current
available food outlet, Chisanyama Palace, was distributed to students and staff for
completion. This questionnaire included dietary requirements plus comments on
preferred meals.
2.3
A task team consisting of six staff members and students visited Chisanyama
Palace to observe the state of the café; in the process also taking note of prices of
goods sold.
2.4 A meeting and site visit were held with the Mkhonto Learning Centre, Randburg
campus cafeteria, to gather information on how they run their on-site cafeteria.
3. Findings
Based on the procedures listed above, the following were found:
3.1 The total staff and student count was 2 500 people and, based on 50% support, it
was expected that a minimum of 1 250 meals per day would be sold.
3.2
From the completed questionnaires received, 85% expressed total dissatisfaction
with the Chisanyama Palace café, 10% indicated that they were “ok” with the level
of service and food prepared and 5 % indicated they were undecided/not interested.
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Almost all the Muslim students and staff who completed the questionnaire indicated
that they were dissatisfied with the meals prepared.
3.3
The task team observed that the kitchen area, which was in full view of the serving
counters, was untidy, and kitchen staff were not using hair caps when preparing
meals. During lunch hour, there were too few staff, and this resulted in counter staff
being rude and rushing customers along without taking proper orders. The prices of
the basic sandwiches and cold drinks were estimated to be about 20% higher than
those of an ordinary supermarket.
3.4
Mkhonto City Learning Centre, with a total of 2 100 students and staff, had an onsite cafeteria managed and run efficiently by the Super Group Catering Services.
The on-site cafeteria also allowed safe access to a food outlet for students who
often attended evening classes.
4. Conclusions
From the findings above, the following conclusions were reached:
4.1
Based on student and staff count and the on-site meeting with colleagues from
Mkhonto City Campus, there is sufficient demand and need for Jabulani Institute
of Learning to consider installing its own cafeteria.
4.2
Employing the services of an on-site food services management and catering
company will result in a more efficient, reliable and cost-effective cafeteria service.
4.3
Installing an on-site cafeteria will also mean that students who study late in the
evening have access to refreshments without having to leave the campus property,
thereby creating a safer learning environment.
5.
Recommendations
It is recommended that:
5.1
Jabulani Institute of Learning should send out an invitation to tender for an on-site
cafeteria
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5.2 bidding companies should include in their proposals for the costs of renovating and
installing necessary furniture and fittings in the current recreation hall.
JH Khumalo
JH Khumalo
Chief Operations Officer
30 September 2024
3.3.2 Incident report
The main purpose here is to record an event as accurately and completely as possible.
Examples include reports about events surrounding intruders, theft, violence, prison
fights and accidents that need to be recorded in detail. An incident report may form a
part of documentation in a disciplinary procedure when misconduct is being
investigated. Some organisations provide templates to ensure that critical information is
not forgotten. Where no template is available, deciding on a suitable format is part of
the writing task. The subheadings will depend on the specific situation.
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Click on the link below to learn more about the incident report.
https://youtu.be/tAI2z8jjDzw?si=kdWyjDy1F91bHiZu
3.3.2.1
Ask yourself the following questions and make sure that these have
answers in your account of events:
•
Who
was involved?
•
What
happened?
•
Where
did this happen?
•
When
did it happen?
•
Why
what was the cause or motive?
•
How
did this happen?
•
How many
were there?
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3.3.2.2 Examples of templates
A. Template from a correctional facility
B.
Incident Report
Name of inmate(s)
Register number(s)
Quarters
Date of Incident
Time
Place
Incident
Witnesses
Description of Incident
--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Signature of reporting employee
Name and designation
Date of report_
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C. Template from a protection services company in the private sector
Incident report
Reported by:
CB No:
Date reported:
Time:
Place of incident:
Incident:
Signature:
Action taken:
Signature:
Date:
Findings/Decision/Resolution:
Signature:
Date:
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Self-assessment activity 3.6.
In this activity, you are requested to write an incident report. Remember, if there is
no template, use your own suitable headings based on the examples you have seen.
However, in this example, we provide you with subheadings to guide your writing.
Topic: You are a principal of a school. A parent has requested an investigation into
an incident where two learners were involved in a fight. One learner was severely
bruised in the face. The incident occurred after school and was as a result of the one
boy calling the other boy “stupid” because he received a bad mark for a test. The
parents of the boy with the most injuries laid a charge at the police station and
requested that the school expel the boy in question.
• Date, time and place of incident
• Description of incident
• Action taken
• Findings/Decision/Resolution
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Feedback self-assessment activity 3.6.
INCIDENT REPORT
DATE:
20 August 2024
PLACE:
Progress Primary School, Bok Avenue, Polokwane.
TIME:
14h05
REPORTED BY:
J BLOGGS
DESCRIPTION OF INCIDENT
Two eyewitnesses, namely Tyrelle Johnson and Suhail Ssali, reported that the following
occurred: During the last lesson on Tuesday, 20 August 2024, Thato Moledi called
Karabo Musi “stupid” after he received a low mark for the test. Karabo Musi did report
this to the teacher (Ms Nxumalo). Ms Nxumalo responded by saying that it was not a
very nice thing to say and asked Thato Moledi to apologise. He did, but Karabo Musi
muttered under his breath that he would get Thato Moledi after school. The bell rang
and as soon as the learners were out of sight of any teachers, Karabo Musi pushed
Thato Moledi and asked him whom he was calling stupid. Thato Moledi responded by
pushing him back and called him “an idiot”. Karabo Musi completely lost his temper and
started kicking and punching him. Once Thato Moledi was on the ground, Karabo Musi
kicked him in the head numerous times. A crowd started to gather, which alerted nearby
teachers. Ms Jones and Ms Padiachy rushed to the scene and managed to separate
the two boys. Karabo Musi was escorted off the property and Thato Moledi’s parents
were called, and it was recommended that he be taken to a medical practitioner to
determine if he had incurred any serious injury.
Signature
J Bloggs
ACTION TAKEN
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The following morning, 21 August 2024, Karabo Musi’s father, Mr Thabo Musi, was
called to attend a meeting with the school principal (Mrs R Rambau) and myself (Ms J
Bloggs – Deputy Principal). Mr Musi gave us insight into Karabo Musi’s background.
He had only joined our school this year and came from Seaforth Primary School where
he had been the victim of constant bullying. His mother and father were divorced, and
he had previously been living with his mother and her new boyfriend. There was lot of
violence in the home and the mother’s new boyfriend had constantly physically abused
Karabo and often referred to him as a “moron” and a “nuisance”. His mother requested
that he move in with his biological father, Mr Thabo Musi, in order to be removed from
the volatile situation and for her and her new boyfriend to have some space. Mr Thabo
Musi requested that understanding be shown with respect to Karabo’s home
background and circumstances. It was agreed that while Karabo Musi needed to be
punished for his action, leniency would be shown and that his latent anger should be
addressed through psychological counselling. It was also decided that expulsion would
not be in his best interests. Mr Thabo Musi requested that understanding be shown
with respect to Karabo’s home background and circumstances. It was agreed that while
Karabo Musi needed to be punished for his action, leniency would be shown and that
his latent anger should be addressed through psychological counselling. It was also
decided that expulsion would not be in his best interests. Mr Thabo Musi was requested
to make a formal apology on behalf of Karabo Musi to Thato Moledi and his parents.
Thato Moledi is also not without blame and should also be counselled with respect to
the negative consequences of name calling and teasing. He would also be reprimanded
for his part in the fight.
Final decision or resolution
An appointment and recommendation were made for Karabo Musi to see Dr Saunders
(school educational psychologist) for counselling and anger management. Expulsion is
not recommended as it would not be in Karabo’s best interests. Thato Moledi and
Karabo Musi must both complete four weeks of community service on Friday
afternoons. A formal request was made to the parents of Thato Moledi to drop the
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charges laid at the police station after a lengthy explanation was given of his home
circumstances and the background to the incident.
Signature
J Bloggs
Date: 1 September 2024
3.4
CONCLUSION
In unit 3, you have considered the writing of various types of reports. While most
businesses and government departments might have different ways of writing and
presenting reports, the basic principles outlined and discussed in this unit are
applicable.
3.5
Glossary of terms
•
Report – A concise piece of writing that uses facts and evidence to look at
issues, situations, events or findings.
•
Investigative report – A report that identifies problems, gathers information,
explores the circumstances, presents possible solutions, draws conclusions
and recommends the best possible course of action.
•
Procedures – Steps taken to investigate the problem; methods and sources
of information.
•
Findings – Information found after conducting each procedure.
•
Recommendations – Suggested actions to improve a situation, based on
conclusions reached.
•
Incident report – A tool that documents any event that may or may not have
caused injuries to a person or damage to employment assets.
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3.6
Outcomes checklist
Questions
Demonstrate knowledge of the importance of writing
reports in the workplace.
Compile an investigative report with all its tenets.
Record
an
incident
report
accurately
completely.
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and
I can do
I cannot
this!
do this
ENG1504 – Practising Workplace English
Study Unit 4:
Proposals and presentations
LEARNING OUTCOMES
At the end of this unit, you should be able to:
•
present different forms of business proposals
•
develop formal and systematic proposals in work environments
•
present oral presentations to a live audience
•
use visual presentations like videos and podcasts in the place of written
presentations or to complement written proposals.
4.1
INTRODUCTION
The aim of this unit is to show you how to write business proposals as well as showcase
some useful oral presentation skills to be used in the workplace. In addition, you will be
shown how proposals could be used for different purposes in different contexts. You will
also be exposed to different kinds of examples that could be used in the workplace. Pay
attention to structure, format and nuances that underline these different types of
proposals. The following guideline will help you on your way:
Self-assessment activity.
Answer the following questions before delving into the unit on proposals and
presentations:
i.
Explain what is meant by the following business writing concepts; provide a
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short paragraph explanation each of them:
•
Clarity
•
Completeness
•
Conciseness
•
Appropriateness
•
Correctness
(20 Marks)
Discuss in five to ten lines how THREE of these above-mentioned principles
ii.
could assist you in putting together a sound business proposal. (20 Marks)
4.2
Proposal structure and format
It usually makes sense to consider the following as a guide to the structure of a
proposal:
S - situation, context
P - problem, need
S - solution, action
E - evaluation, monitoring, benefits
However, the structure and format of a proposal may vary, depending on the
circumstances. Here we present a general layout you can adapt to suit specific needs.
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Guide to
structure
Subheadings that may be used
Executive summary
(Optional)
Used only in formal and lengthy proposals. It sums up all
sections of the proposal as a whole.
Introduction
Describe the context so that it is clear why you are submitting
Situation, context the proposal. Within this context, identify the problem or need.
If you are submitting a proposal to another organisation, include
background information on your own organisation to show that
you have the capacity and expertise to get the job done.
Motivation
Give a more detailed needs analysis, showing causes of the
Problem and
Solution
problem, background on how the situation developed, and/or
the consequences of the current situation.
On this basis, state why the proposed intervention is necessary.
State the objectives of the project. Describe the expected
benefits.
Implementation plan
Solution
Describe your action plan in detail, including the time frame. If
the project is complex, describe each phase or aspect under a
suitable subheading, or represent the plan in a table, chart or
diagram.
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The following examples indicate how this format can be used. The first is conveyed as
a letter; the second as a memorandum. As a stand-alone document you could
simply begin with the main heading: PROPOSAL FOR…
Example
1
(Letterhead)
SCADAC
(details and reference numbers)
Mr M Ramaphosa Manager: Grants Tshwane Municipality
(details) (date)
PROPOSAL FOR ADDITIONAL FUNDING FOR ABANDONED DOMESTIC ANIMAL
CENTRES
1. Introduction and background
The Special Care of Abandoned Domestic Animals Centre (SCADAC) specialises in
the care and rehabilitation of abandoned domestic animals. SCADAC has grown
significantly over the past two years due to an increase in the number of abandoned
animals across the Tshwane region. Consequently, more funding is requested to
care for animals in disadvantaged communities.
We have had a sound ten-year relationship with our communities and with the
municipality, where SCADAC’s documents are lodged.
2. Objectives
The main objective is to create sufficient capacity to accommodate 500 abandoned
animals. Currently, the SCADAC’s resources limit assistance to only 200 animals.
Extended facilities and additional staff members are needed. Medical supplies and
equipment need to be upgraded to care for 500 animals:
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2.1 Floor space
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An increase of 300 square meters is essential: See plans and three quotations
(Annexures A 1 – 4).
2.2 Staff
An increase of nine positions is necessary, from 16 to 25 members (Human Resources
report: Annexure A5).
2.3 Medical supplies for malnutrition, disease and sterilisation are needed
See the list of requirements provided by the Faculty of Veterinary Science, University
of Pretoria; Onderstepoort and three quotations (Annexures A6 – 8).
3. Benefits of additional funding
Health and safety of communities become more manageable when facilities are
adequate. A report on district health, issued by the Department of Health, concerning
tick bite fever, flea infestations and bacterial infections resulting from rotting carcasses
of abandoned animals, is attached (Annexure B).
An increase in funds and resources will directly impact the efficiency of the SCADAC,
which will bring about a decrease in the number of abandoned animals in the Gauteng
area and concomitant health threats.
4. Plan of action
4.1 Floor space
The new building can be up and running within (date) from the date of funding received.
See Annexure C for plans and timeline provided by (contractors’ names).
4.2 Staff
Staff will be recruited over a six-month period starting from date of funding received
(Annexure D).
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4.3 Medical supplies
Priority will be given to extension of mobile sterilisation facilities and emergency clinics
(Annexure E).
5. Budget
The SCADAC’s budget for 2013 will not cover the estimated cost of increase in animal
care required by our communities. Costs amount to:
5.1 Floor space: R1 million
5.2 Staff: R500 000 per annum
5.3 Medical supplies: R1 million per annum
Total funding of R2 500 000 will be required for 2013 (Annexure F).
The District Health Report 2012 (Annexure G) of the Department of Health indicates
that infant mortality and children’s
diseases will cost the state far in excess of
R2 500 000 should conditions not improve.
6. Conclusion
The SCADAC will continue to honour its commitment to our communities who benefit
in terms of physical, emotional and spiritual well-being when the animals in the area
are cared for.
Our community training programmes in animal care and husbandry will continue.
The success of these programmes has led to greater enlightenment and relief in
communities (References are in Annexure H).
We will continue to comply with your administrative and legal requirements as we
have done for the past ten years.
We request an increase in funding of R2 500 000 for 2013.
Yours faithfully,
Anita MongwaneManager: SCADAC
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Example 2
MEMORANDUM
To: Dennis Roman, Chair: Regional Management Committee
From: Michael Moses, Regional Director: Physical Resources
Date: 16 October 2012
PROPOSAL FOR DEVELOPMENT OF A CAFETERIA FACILITY AT THE SOUTH
AFRICAN MINT (PTY) LTD
1. Introduction
The South African Mint (Pty) Ltd is investigating the benefits and costs associated with
a proposed in-house cafeteria to ensure the company promotes a culture of
teamwork that will generate professional services to our clients, and maximum
productivity.
This proposal serves to inform the Regional Management Committee of options and
factors that need to be considered to develop and maintain an in-house cafeteria.
2. Background
Good business requires that employees respond to clients within a reasonable time to
ensure that our value proposition is maintained. However, the current records indicate
that many employees are taking advantage of lunch breaks off premises and do not
return to work in accordance with their conditions of service. Client services and
productivity are compromised.
The physical and psychological stress on staff and management needs to be alleviated.
Security staff and managers are finding it increasingly difficult to cope with staff
movement in and out of the building, as well as staff discipline. These factors are
indicators of declining morale.
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The rising cost of the lost productivity as well as the intangible loss of the clients’
confidence is resulting in loss of sales, and this is impacting on the company’s longterm sustainability (Human Resources Report: Annexure A1).
3. Objectives and benefits
The objectives of the company are:
• Quality and reliable services
• Maximum productivity
This is aligned to the company’s philosophy that requires line management and staff to
demonstrate:
• Leadership
• Teamwork
• Productivity
It should be noted that the advantages and disadvantages below mention intangible
factors that cannot be measured reliably in the short-term. However, the negative
effects on sales and service have become apparent (Sales Department: Annexures A1
and Human Resources: A2)
3.1 Advantages of in-house cafeteria
• Improved management
• Improved staff morale and teamwork
• Improved productivity
• Improved client services
• Improved general discipline
• Improved security and safety
3.2 Disadvantages of an in-house cafeteria
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• A cafeteria does not form part of the company’s core operations
• Increased maintenance and supply costs
• Increased legislative and regulatory requirements
• Increased health risk to the company
In view of the disadvantages, it is proposed that cafeteria operations be outsourced.
The company will remain accountable in terms of legal requirements.
4. Implementation plan
A cost-benefit analysis utilised a detailed resource and activity plan, spanning a period
of seven months (Finance Department: Annexure B). The development of the in-house
cafeteria should be managed by a project steering committee (Executive Committee:
Annexure C).
The plan involves the following stages and timeline:
Project planning will entail assembling a project team and developing a project
charter and plan defining roles and responsibilities.
Proposed members: (Names)
Proposed contractors for Phase 1: (Names)
Proposed contractors for Phase 2: (Names)
Proposed contractors for Phase 3: (Names)
Date of end of Project Planning: (Date)
Project execution will involve executing the project plan in accordance with the
charter, and proactive monitoring of the budget and the project activities against preestablished goals.
Phase 1
Building of kitchen, dining room and undercover al fresco dining area.
Date of end of building: (date)
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Phase 2
Installation of moveable equipment.
Date of end of installation: (date)
Phase 3
Service provider begins operations.
Opening date of in-house cafeteria: (date)
Project reporting will be on progress development of the in-house cafeteria as well as
post-project outcome until (date), whereafter the Human Resources Department will
manage the monitoring.
5. Budget
A Budget has been prepared on the basis of the resource and activity plan.
Maintenance costs fall within budgets for (year/s: ) and XYZ Bank has authorised
finance for construction (Finance Department: Annexures D1 and D2).
The budget is based on two aspects: the initial construction costs; and the continued
maintenance of the cafeteria.
The costs will be covered in time (Annexure E).
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6 Conclusion
The real value of establishing an in-house cafeteria will be realised in time, as
evident in the case histories of many organisations (Annexure F). There is no doubt
that this facility has become essential in terms of safety and productivity
management.
Operations can begin on (date) following acceptance of this proposal.
Kind regards
Michael
Moses
RD: Physical Resources
Structural conventions such as subheadings assist the reader. The inclusion of
annexures containing reports, minutes, technical details and so on, is a useful way of
managing information to avoid overload for the writer and reader.
A proposal may
•
be a stand-alone written document
•
be a written document that leads to a presentation
•
take the form of a presentation that uses various media such as posters,
brochures, film, video, computer applications or physical demonstration of
new equipment or technology.
4.3.EXAMPLES OF ONLINE BUSINESS PROPOSALSs
4.4
Presentations
Oral presentations can take a variety of forms. You may have to:
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ENG1504 – Practising Workplace English
•
give a sales or marketing presentation to support a proposal
•
defend a suggestion that you made at an informal staff meeting
•
appear before a formal board of enquiry
•
give a speech at a school governing board meeting
•
address a conference of international experts in a certain field.
Self-image
The image you project will make an impression on your audience. You may note the
following general guidelines:
•
Dress
It is best to dress so that your appearance does not detract from what you
want to present. The dress code for a financial presentation may differ
somewhat from that of an advertising or marketing presentation, depending on
the subject of the presentation. The former may require a conservative neutralcoloured suit, whereas the latter may gain value when the dress suits the
theme, which may be flamboyant! Consider what will be the best style for the
circumstances.
•
Confidence
Addressing an audience makes many people nervous. Whatever the reality, a
presenter needs to appear to be confident.
•
Body language
Your audience will read your body language. You should therefore adopt a
relaxed and confident body posture. Slouching or hunching your shoulders
and chest suggests negativity, whereas standing tall and straight with your
shoulders back and your head held upright suggests a positive attitude that
will attract your audience to pay attention to your message.
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Also, to appear calm, relaxed and positive, avoid jerky and too many
movements. Make hand gestures only when necessary and keep your hands
from fidgeting.
•
Eye contact
Some cultures avoid direct eye contact, but in the business world, direct eye
contact shows positive awareness and confidence. Direct eye contact is
essential when you want to engage your audience. Let your gaze rest calmly
for a moment on any one audience member before you move on to another.
You may Google for sources of information on this subject.
•
Voice
o
Tone – Keep your voice conversational. Avoid a monotonous level
of sound.
o
Volume – Ensure that everyone can hear you without discomfort.
o
Pitch – Ensure your pitch is not too high, which is irritating, and not
too low, which is difficult to hear.
o
Speed – Nervousness leads to too fast talking so it is probably best to
speak slower than your normal speed. If you are a naturally fast
speaker, slow to a reasonable speed that will give your audience time
to digest your words.
The idea is to give a presentation that will inspire acceptance of your proposed
objectives.
Visual presentations
Plan and create your presentation in writing as you would a proposal, and then add
your visual material and sound. The shorter the presentation the better, provided that
all essential information is included. Visual presentation formats include flip charts,
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posters, brochures, slide shows, podcasts, DVDs and computer-generated
presentations using, for example, Microsoft Office PowerPoint (MSOPP).
PowerPoint and comparable programs enable the user to create slideshows that
can add value to oral presentations. The slides are stored in a file on the computer,
mobile phone or tablet to be connected to a data projector. The images of the slides
are then projected onto a screen behind or next to the speaker. This allows the
speaker to maintain eye contact with the audience while changing the images with
the click of a button. For information on how to create PowerPoint slides, here are a
few websites you might find useful:
http://office.microsoft.com/en-b/powerpoint/default.aspx?ofcresset=1
http://docs.google.com/templates?type=presentations
http://www.pppst.com/
These visual aids work best if they are kept short and simple. Do not show a slide
that has to be read slowly, or that has too much detail or activity, as you want your
audience to focus on and communicate with you, not with the screen. Use only
essential information to guide your spoken presentation.
4.5
Conclusion
In this unit, we considered general and essential aspects to do with writing proposals,
followed by a very brief overview of presentations. Remember that the qualities of good
business writing identified in unit 1 of this module are relevant to documents such as
reports and proposals. As you work on your drafts, ask yourself questions about these
aspects of your writing:
(Explain what the concepts mean from unit 1)
•
Clarity
•
Completeness
•
Conciseness
•
Appropriateness
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ENG1504 – Practising Workplace English
•
Correctness
ACTIVITY
Imagine you are a manager of a business company, i.e. Furkan Furniture Designs and
that you are in charge of computer of training for your staff. Write to the Human Resources
Department of your company asking them for funding to make these training sessions
possible.
Ask yourself a set of questions entailing what a proposal structure needs. This will help
you formulate the proposal. The following are the questions we have identified to create
a proposal structure, although yours may vary:
Try answering these questions we have identified to help formulate the structure of your
proposal.
1. Why do you want this training?
Model Answer:
This training is necessary so that staff can be computer
literate. The company is moving towards a lot of online
interaction with clients as there is a growing need for
this.
Feedback:
2.
This can make up your motivation.
What will you do?
Model Answer:
I plan to set up a special computer lab with state-of-the-art
computers and professional trainers to train staff. I would
also like to ensure that employees have adequate
computers with easy internet access.
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Feedback:
The answer to the following questions should make up the
description of the project.
3.
How will you do it?
Model Answer:
With the funding from the Finance Department, a team of
staff will work under supervision to fulfil my desired plan.
Feedback:
4.
This forms part of the description of the project.
Where will it be done?
Model Answer:
The training sessions will be done in the labs that will be on
the premises.
Feedback:
5.
This forms part of the description of the project.
How long will it take?
Model Answer:
I hope to have the desired project running within a month.
The training sessions will be indefinite since the computer
field is dynamic and there will always be new avenues that
our staff will need to learn about.
Feedback:
This forms part of the description of the project.
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6. How much will it cost?
Model Answer:
I estimate the project will cost – R254 000
•
Computer lab – R70 000
•
New computers for lab – R30 000
•
Fine-tuning of staff computers – R10 000
•
Fast internet access – R20 000
•
Employing computer trainers – R104 000 (per annum)
•
Computer maintenance – R20 000 (per annum)
Feedback:
This is your budget.
Once you are done answering the questions 1 to 6, draw up a skeleton proposal with the
relevant subheadings and just a brief description of what you would add under these
headings. Remember, this proposal should be submitted to the Human Resources
Department of Furkan Furniture Design to get funding to start computer training sessions
for employees.
In questions 7 to 13, you will be given the subheadings that make up the proposal
structure, and you can brainstorm under the headings using the notes you have from the
previous activity. Remember that this exercise is open-ended and that the Model Answer
is just a guide.
7.
Executive summary
Model Answer:
We aim to establish a training lab that constantly keeps staff
abreast of the latest online needs of the company. Funding is
needed to develop this project. It will be money well spent,
since it will help the company grow exponentially because it
will reach a larger client base.
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Feedback:
Executive summaries are used only in formal and lengthy
proposals. It sums up all sections of the proposal as a whole.
8.
Background
Model Answer:
The staff has always pushed themselves to achieve their
best at Furkan Turkish Designs. They specialise in making
custom-made, handcrafted Turkish furniture as clients
desire. Since the company is growing, it aims to reach a
global clientele, instead of catering for Africa alone. Online
interaction with clients makes this possible, since the staff
meet with clients to draw up their desired designs.
Feedback:
Background to the project; some information about the
proposer; motivation why the proposer is the right person
for the job.
9.
Motivation
Model Answer:
Training is necessary for staff to ensure they are computer
literate. The company is moving towards a lot of online
interaction with clients, as there is a growing need for this.
Feedback:
Give a more detailed needs analysis, showing causes of the
problem, background on how the situation developed and/or the
consequences of the current situation. On this basis, state why
the proposed intervention is necessary. State the objectives of
the project. Describe the expected benefits.
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10.
Description of project
Model Answer:
I plan to set up a special computer lab with state-of-the-art
computers and professional trainers to train staff. I would also
like to ensure that employees have adequate computers with
easy internet access. With the funding from the Finance
Department, a team of staff will work under supervision to
fulfil my desired plan. The training sessions will be done in
the labs, which will be built on company premises. We will
interact with staff via the email and internet, so they are
constantly training and keeping abreast of what is required of
them. I hope to have this project running within a month. The
training sessions will be indefinite since the computer field is
dynamic and there will always be new avenues that our staff
will need to learn about.
Feedback:
Describe your action plan in detail, including the time frame.
If the project is complex, describe each phase or aspect
under a suitable subheading, or represent the plan in a table,
chart or diagram.
11.
Budget
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Model Answer:
I estimate the project will be R254 000
The funding is broken down as follows:
Feedback:
•
Computer lab – R70 000
•
New computers for lab – R30 000
•
Fine-tune staff computers – R10 000
•
Fast internet access – R20 000
•
Employing computer trainers – R104 000 (per annum)
•
Computer maintenance – R20 000 (per annum)
A project usually involves funding. You need to estimate what
the costs will be, and include resources such as people,
materials and infrastructure.
12.
Additional resources
Model Answer:
Computer maintenance should cover the topic of Additional
Resources. There will be constant upgrades of software,
and computer hardware, including internet connections and
printing hardware.
Feedback:
This section should show what resources are available and
what is still needed. Resource categories such as human,
material and infrastructure may be included, as well as
projected costs in the form of a budget. Main costs should
be listed in the document, with reference to more detail or
the full budget attached as an annexure. In the same way,
include quotations for goods and services from other
providers.
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ENG1504 – Practising Workplace English
13.
Conclusion
Model Answer:
This funding will help the company grow beyond Africa to reach
new frontiers. The rewards of this funding will go a long way.
Feedback:
You may comment on the long-term sustainability of the project
and indicate arrangements to monitor progress and ensure
quality. Propose that funding and other resources be made
available to begin the project on a chosen date. Briefly re-state
the benefits.
References for orientation to the module
Department of English Studies. 2016. Practising Workplace English workbook for
ENN1504. Pretoria: University of South Africa.
Isda, I. D., Imran, I., Purwati, P. & Rahmiati, R. 2021. “The effectiveness of Google
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in English and Language Leaning, 2 (1) 202-208.
Mardiah, H. 2020. “The use of e-learning to teach English in the time of COVID-19
pandemic.” English Teaching and Linguistics Journal, 1 (2) 49-55.
Nelson, K. J., Kift, S. & Clarke, J. N. 2008. “Expectations and realities for first year
students at an Australian university.” Paper presented at the 11th Pacific Rim First Year in
Higher
Education
Conference.
Hobart,
Tasmania.
http://www.fyhe.qut.edu.au/past_papers/papers08/FYHE2008/content/pdfs/6apdf.
Shange, T. C. 2021. “Fostering symbiosis between e-tutors and lecturers of an English
studies module at an open distance learning university in South Africa.” Open Praxis,
13(3): X, 1-11. https://doi.org/10.5944/openpraxis.13.3.135.
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REFERENCES FOR STUDY UNIT 1
Boylan, K. 2018. What is the writing process? Let’s get writing. Available at:
https://viva.pressbooks.pub/letsgetwriting/chapter/what-is-the-writing-process/
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Carpineanu, S. 2023. Mind mapping software for writers: Empower your writing process,
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Forrester, A. 2011. Workplace emails – writing to your boss, YouTube. Available at:
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Gregg,
U.
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What
is
a
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Available
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Kemp, D. 2023. The 5-step writing process: How you can enhance your writing, Book
Creator app. Available at: https://bookcreator.com/2023/09/the-writing-process-unlockyour-inner-author-with-the-5-step-writing-process/ (Accessed: 8 July 2023).
Newton, K. 2024. Types of business documents. Available at: Business Documents |
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YouTube. 2023. The aida model explained | A model for sales and marketing. Available
at: https://www.youtube.com/watch?v=Ym1AQyIDdgg (Accessed: 1 July 2024).
Zunenshine, D. 2024. 25 formal email writing format Examples & best practices,
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REFERENCES FOR STUDY UNIT 2
Barret-Whyte, D.A. 2021. Online video. Writing a notice and agenda meeting.
https://www.youtube.com/watch?v=cxfbFuZ2ITc [Accessed: 20 April 2024].
Leah,
S.
2022.
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ENG1504 – Practising Workplace English
REFERENCES FOR STUDY UNIT 3
Atkinson, D. & Corbitt, S. 2021. Mindful technical writing: An introduction to the
fundamentals. Oakhurst, California: Trails.
Forsyth, P. 2022. How to write proposals. London & New York: P CPI Group (UK) Ltd,
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REFERENCES FOR STUDY UNIT 4
Department of English Studies. 2016. Practising Workplace English workbook for
ENN1504. Pretoria: University of South Africa.
Department of English Studies. 2016. Practising Workplace English Study Guide for
ENN1504. Pretoria: University of South Africa.
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