Introduction
As I help to develop people in a variety of situations, organisations and settings I find that time and time again their efforts to achieve results founder on two key aspects. They find it difficult to:
- determine what the real problem or issue is
- communicate the key issues
- develop a way of dealing with the key issue
To assist them I have fallen back on a mnemonic that I picked up in the early 1980’s for writing business letters: SCRAP
Writing a business letter |
 ituation
|
What is the context of our discussion, letter, memo etc. This is equivalent to the reference in a business letter. |
 omplication
|
What is the key stumbling block, piece of information or issue that is preventing progress? |
 esolution
|
What is a suggested approach to this problem |
 ction
|
If, acceptable what is the next action |
 oliteness
|
Address the reader to engage his/her goodwill, support or interest |
Memo, Motivation, Submission (Government Department)
The key skill that I focus on is to try and reduce each step down to one sentence. It’s this discipline that focuses attention on the real issue. This an example:
 ituation
|
We are changing our teaching and assessment methods to conform to the requirements of outcomes-based education and NQF accreditation requirements.
The final outcome within such an outcomes-based assessment system is competent/not yet competent. This judgment is based on an integrated assessment of theory and practice. |
 omplication
|
This form of assessment conflicts with the Technikon requirement to supply marks in the form of a percentage based largely on a final exam. |
 esolution
|
The change to outcomes –based assessment will require a shift in thinking from staff, students and the Technikon administration. We would like to phase this new assessment system and would like to begin by giving equal weight to both the practical and theory |
 ction
|
We require Council permission to institute this change. A detailed proposal and an outline of the assessment process is contained in Annexe A |
 oliteness
|
Since lecturers and students are beginning to adjust to these new requirements we would be grateful if the Technikon authorities could make the necessary adjustments to the administrative system |
Minutes of meetings
For minutes of meetings I have adjusted the outline slightly:
- Progress
- Issues
- Resolution
- Action (Who, by when)
Situation, progress
|
- We’ve had press items reporting the implementation of learnerships
- Learners are now phoning in asking to be placed in learnership programmes
|
Problems, issues |
- There is no policy in place for dealing with these enquiries.
- We don’t have the resources to actively become involved in placing learners
|
Resolution |
- The names of those phoning in need to be recorded in a database
- We need to make arrangements with the Department of Labour offices for assisting these learners
|
Action |
- Learnership Division will develop a plan for dealing with these requests
- RE will set up an appointment with the Johannesburg South Labour Centre to brief them and create the necessary linkages.
- The CEO, the divisional manager and the IT manager will attend the meeting
|
Action planning
For purpose of planning work, delegating tasks, creating priorities SCRAP has been adapted in this way
- Project name (situation)
- Outcome to be achieved (resolution)
- Results/Deliverables/Milestones
- Next action (action)
- Priority
- Context of the action
(Agenda item at meeting, communication, computer task, errand, planning, read & review…)+ who + by when
See Wenzani
Policy and procedure formulation
Situation |
The process, situation or activity we are engaged in |
Concept |
Complication |
The issues, problems, need we need to address |
Issues |
Resolution |
The statement of policy |
Principles and the key implementation activities required to implement the policy |
Action |
The procedures needed to implement the policy |
The detailed steps required to implement each procedure |
|
