This was originally part of my reply titled "Grammar Gremlins - Clarified"
but it became rather long and I decided to split it into a new message that
could be easily deleted, or used to expand a discussion of some of these
issues.
There is an undeniable need for clarity and focus in communication skills.
Our communication skills training sessions have always integrated the
subjects mentioned in the previous message, and a few that weren't
mentioned, into our presentations. We've neglected, along with many other
business communication training providers, to identify and offer solutions
for learners that need information about basic grammar and punctuation
skills Our clients are requesting this information because there is a need
in today's workforce for basic skills training. Expectations of English,
math, problem solving, ethics and personal management skills are all being
lowered to match the level of what's available in today's workforce.
Business skills training must meet a growing need for remedial information.
Traditionally, this information was presented by our educational system, and
then reinforced by a culture that had high expectations of performance.
This is no longer the situation. We now live in a society where our teachers
are failing Basic English tests and their students are graduating college
without receiving basic training about the structure of a sentence. It's
unreasonable to expect a business writing course to explain gerunds,
infinitive phrases, dangling participial phrases, etc. It's not
unreasonable to set an expectation of performance that exemplifies correct,
common usage of punctuation and grammar rules.
In the past, business oriented training sessions had very few resources to
customize their presentations to the learning needs of their participants,
and facilitate the use of the skills that were being presented. Courses and
workshops were, hopefully, created to address the needs of the majority with
a "spray and pray" approach of presentation methods and subjects. This
approach ignored the needs of participants that needed help with basic
skills and frustrated participants who already had performance levels that
exceeded the scope of the training session. Participants and instructors
accepted dismal retention and application rates that would have been
unacceptable as a quality assessment of any other business function.
We're changing our processes to access the expanding resources offered by
Web Based Training (WBT) environments. WBT tools offer opportunities to
design training that allows participants to determine the level of
presentation that matches their learning needs and reinforces the
application of new skills in a business environment. As an example,
business-writing skills can be offered in modules that address the full
range of skills necessary for effective communication. Different modules
can be designed for basic skills such as remedial grammar and punctuation
subjects, or advanced skills such as customizing the message for different
communication/learning styles. Business writing skills can learned,
applied, and reinforced in the same environment in which they'll be used by
applying techniques that include discussion forums and document sharing
systems.
WBT methods can also apply strategies such as spaced repetition, continuous
coaching, multi-sensory presentations and group interactions that weren't
cost effective with face-to-face implementations. Learning becomes a
facilitated process instead of a one-way information dump. Training results
can extend beyond the classroom and become involved with strategic business
processes including employee performance support systems, job aids and
employee retention. Informal training benefits include the enhancement of
leadership, coaching, team, self-management, problem solving, and
communication expertise.
Incorporating WBT resources into training presentations is not a solution
for every training challenge in today's business world. However, they do
offer trainers, coaches and facilitators an expanded set of tools to match
the increasing individualized needs of participants with effective learning
processes.
Wondering and pondering,
Christie Mason
Managers Forum
clmason@essex1.com
-----Original Message-----
From: Douglas Max <
dmax@BELLATLANTIC.NET>
To:
MG-ED-DV@MAELSTROM.STJOHNS.EDU <
MG-ED-DV@MAELSTROM.STJOHNS.EDU>
Date: Monday, December 07, 1998 8:34 AM
Subject: Grammar Gremlins
>Christie asked about the "top 10 mistakes [in grammar and writing] and
>how to avoid them."
>
>The biggest mistake we've seen in our thirty years teaching employees to
>
>improve their business writing is not a grammar error. It's failing to
>have a clear objective.
>
<snip>>
There are many others:
>
>* Writing what you want to say, not what the reader needs to hear
>* Hiding the objective somewhere other than in the first sentence
>* Failing to ask for what you want
>* Writing to many people as a group, rather than to each reader
>individually
>* Beginning every sentence with "I," or making the focus yourself,
>whether you use "I" or not
>* Using hackneyed expressions to open, close, or communicate every
>thought you have--"Per your request," "Feel free to call if you have any
>
>questions," etc.
>* Failing to proofread carefully
>* Failing to read your writing aloud
>
>Grammar, spelling, and punctuation are superficial elements that writers
>
><snip>