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Authoring
/ Writing Services
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People who produce a product
/ service often grow so close to it, they can't write effectively for readers lacking their in-depth perspective.
Why? When they write, they take certain things for granted and can't identify what may
confuse readers, new to the subject. Here's one example:
ELECTRONIC
PRODUCT USER MANUAL.
Problem.
The Managing Partner of a manufacturing
company that makes electronic devices contacted T-21 and asked
for help. He started by admitting that their user manuals were not all
that they should be. His T-21 Team Manager (TM) suggested a
revision of one of their manuals - having a
T-21 Authoring Team test an actual product against its current user manual, then write a revised
version and re-test the product against the new version.
Action.
One-half of the
Team tested the device, using the current manual, and
constructed a new, preliminary user manual from their notes.
Next, the other-half of the
Team tested the device, using the new preliminary manual.
From their test notes, a final draft of a revised manual was produced by
the full Team and sent to the company.
Since
T-21's Team members were not a part of the product development,
their perspective was like that of any consumer, new to
it; they took nothing for
granted as they revised the manual. When questions
occurred to them during testing, they ensured that explanations
were included in the new document.
Result.
When the new manual was issued with the company's product a
few months later, it was met with customer accolades.
From customer comments, the Manager noted that it was evident that
word-of-mouth about the new
documentation had actually gained them more
in sales.
T-21
has since revised the company's other manuals and will produce all
manuals for the company's future products.
Our Teams have
done this for a wide range of products from many different types of
vendors.
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Finding just the
right words to convey your message can spell the difference between success
and failure.
An example follows:
BOARD
PRESENTATION.
Problem.
The Plant Manager of a Recreational Vehicle manufacturer contacted his T-21
Team Manager (TM) for help with a presentation to his Board of
Directors. Though he had been in his current
position for less
than 60 days, he was scheduled to outline his plans for
production changes in just three weeks. He said, "I know what my plans are and I have a wastebasket full of presentations
that I've started, but I can't seem to get it right. It's either too technical and boring
or it's superficial."
Action.
While the manager sent some copies of texts he had written,
his
TM assembled a small Writing Team for the work. The Team
outlined a simplified presentation plan in a "Problem -
Solution" format for each planned change with a concise
summary at the end. They sharpened the text for each section
to be easily understood, short, and compelling.
With the
Manager's approval, T-21's Graphics
Division produced illustrative diagrams and charts to
support the text. The manager then reviewed and
commented on T-21's document draft before production of
the final presentation.
Result. The Plant
Manager later confided that he was nervous before giving the
presentation,
since he didn't know anyone on the Board, personally.
"But,"
he said, "the Board Members were attentive and asked
questions." He added, "After I was through, the
Chairman thanked me and said it was well-done. Most of the
other Board Members nodded in agreement. I felt my
pulse slow down right then."
After some discussion, the Board
scheduled their next meeting to make a decision on the Plant
Manager's proposal; in that meeting, they unanimously approved
his plans for change.
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Motivating a
group with a speech is difficult. The audience must
identify with its tone and message, and it must move at a pace that keeps everyone actively
involved and loses no one. It must
convey confidence, yet avoid clichés and stilted language.
Here's one instance of this:
SPEECH.
Problem.
The Director of a large non-profit, charitable organization
was scheduled to give the Keynote address at a conference.
He told his T-21 Team Manager (TM) that he was uncomfortable with
this, but felt that he had to do it. He explained that, when nervous, he often used stiff and formal language, and said he especially wanted to avoid that in this speech.
Action.
While his
TM assembled an Authoring Team to help him, the Director faxed notes on what he wanted to
say. After reviewing the Director's style, the Team designed a simple presentation format and wrote text for it, including quotes from notable people, and
coined several 'catch phrases' for him to present.
To hone the
speech, one Team
member presented a draft to the rest, who listened with backs turned,
while making notes. After several repetitions with different speakers, the
Team consolidated their revisions into a draft and
submitted it to the Director.
He approved
it with only a few changes.
He practiced the
speech
over the next few days, until it became familiar
and natural, even reading it over the telephone to his TM, who offered several suggestions for pauses and voice
inflections.
Result.
After the speech was delivered, the Director contacted his TM
and said,
"I even surprised myself. When I finished, they actually applauded
enthusiastically. For the first time in my life, public speaking
was a good experience. I really appreciate what you
all did here."
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It takes an
outside perspective to see difficulties
with end-user product
assembly. When you
manufacture a product and know it inside and out, you can't
identify with those who have no knowledge or experience with
it. An example:
TOY ASSEMBLY MANUAL.
Problem.
A toy manufacturer was receiving complaints
from retail buyers who were unable to assemble the company's
toys using
only the
instructions supplied with the them. The company tried
providing a toll-free telephone number to technicians for help, but
found this often
added to the confusion and came at a very high cost.
Test.
The T-21 Team Manager (TM) formed a Team
to write new
instructions. It comprised people of
varying ages, with a wide variety of backgrounds, experience, interests, and
education. Half of them assembled the toy - alone - aided only by the
manufacturer's instructions, proper tools, and a tape recorder.
They read the instructions aloud and recorded their comments and questions as they
went along. Assembly times and problem areas were
noted.
Problems were matched with the original instructions and solutions were
agreed upon.
The original instructions
were then revised to clarify the problem
areas.
Using the revised
instructions, the remaining half of the Team Members each
assembled the toy in the same manner as did the first half
of the group. These Team members experienced few problems and
requested only minor clarifications.
The assembly time by
the second group was reduced by 56% from the first group.
When the revisions were finished, the completed instructions were sent to the manufacturer and
included in the next production run.
Result.
In a follow-up call, the company's General Manager said,
"Questions and complaints have dropped to almost zero.
The few we've gotten recently were out on the fringe - sort of
where a screwdriver was too much for them. This
saved us money and will, no doubt, translate to higher sales."
The
company plans to have T-21 repeat
the process on all the other toys that they manufacture
and on future offerings.
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