Download Procedure slide deck - IWCC Training In Communications

Tips & Techniques
for Writing Effective
Procedures
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Table of Contents
Orientation
Five Steps to Effective Procedure
Writing: Steps 1-3
High Impact Writing
Five Steps to Effective Procedure
Writing: Steps 4-5
Click on any colored bullet found on the Content pages to jump to a specific section.
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Orientation
This material was developed to help you write effective procedures that
clearly define the standards, processes and desired results in your
workplace. You will gain tips and techniques to help you write more
effectively, clarify your thinking and communicate information clearly.
The Benefits of Writing an Effective Procedure
Avoid 8 Common Mistakes
Help Your Reader
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The Benefits of Writing an
Effective Procedure
When you adopt effective procedure writing practices, you reap a
host of benefits:
•
•
•
•
Accuracy: tasks completed correctly.
Efficiency: errors minimized; tasks completed first time.
Consistency: desired level of quality maintained.
Higher Standards: work completed quickly and safely;
regulatory compliance maintained.
• Effective Training: training is faster, easier, smoother.
• Personal Credibility: you gain a sense of accomplishment;
recognition for your ability to communicate effectively.
In short, by improving your procedure writing skills, you can give
yourself and your company a competitive edge.
Orientation
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Avoid 8 Common Mistakes
To improve your writing skills, avoid the eight most common
mistakes procedure writers make:
1. The message is writer focused (not reader focused).
2. The purpose is not clearly stated.
3. Information is poorly organized.
4. Headings are vague or missing altogether.
5. There is too much or not enough detail.
6. Technical terms/jargon are not explained.
7. The message is written in a complicated style.
8. The message is poorly laid out/presented.
Orientation
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Help Your Reader
Use these eight tips to help your reader grasp your message:
1. Focus on what your reader needs to know
– not what you want to say.
2. State the purpose of the procedure explicitly and early.
3. Identify the intended reader/user.
4. Include only the necessary/accurate information the reader needs
to successfully complete the procedure.
5. Organize information so the procedure is easy to skim.
6. Reduce detours in your procedure.
7. Sequence steps logically/separately.
8. Write in a clear, concise, easy-to-read style.
Orientation
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Five Steps to Effective
Procedure Writing
In this section, you will explore the first three steps to an easy-touse system for planning, writing and editing your procedures.
Step 1: Analyze Your Topic & Your Reader
Step 2: Clarify Your Objective
Step 3: Plan & Organize Content
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Step 1: Analyze Your Topic
& Your Reader
When a procedure is poorly organized and information is scattered
and disjointed, the reader wastes time taking too many detours or
is unable to complete the task.
Before writing a procedure, analyze your topic and your reader to
ensure your procedure is user-focused. Ask yourself:
1. What do I need to know about the topic?
2. What do I need to know about the reader/user?
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Procedures are generally written for two groups or people: initiated
and uninitiated readers. Let’s compare the two groups.
Initiated Readers
Uninitiated Readers
• Comfortable performing the job
• Performing the job for first time
• Merely use the set of written
procedures as a memory aid that
explains "how" to do the job or
task
• Require written explanations
around the equipment they need,
the steps they must take, the
reasons for the steps and the
expected results
• Require few explanations and
visuals to support the steps in the • Want helpful visuals supporting
task
key ideas or tasks
• Since they have little to no
training, they need you to write
so that they are able to pick up
the procedure and follow the
instructions without help
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Step 2: Clarify Your
Objective
Have a clear understanding of what you want to achieve in writing
your procedure. First, identify your General Objective.
Your General Objective as a
procedure writer is to:
INSTRUCT or TEACH
a process
Five Steps to Effective Procedure Writing
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Second, you must clarify your Specific Objective and write the
Objective Sentence. Here is an example:
Example
Specific Objective:
I want my reader to be able to successfully recover lost data after
his/her PDA crashes.
Objective Sentence:
This procedure explains how to recover lost data after a PDA
crashes.
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Step 3: Plan & Organize
Content
In this step, you will learn techniques to help you decide what to
include in your procedure. You will gain tips for developing your
ideas and structure your procedure. And, you will explore how to
write the Opening (or Introduction), the Overview, and the Body of
your procedure.
Why writing a procedure is different...
In grade school, you learned that every document has an Opening,
a Body and a Close. Procedures are an exception to the rule...they
only have two parts: an Opening and a Body.
IWCC's Four Cs Procedure Writing Template on the next slide will
give you additional guidance for writing procedures.
Five Steps to Effective Procedure Writing
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IWCC’s Four Cs
Procedure Writing Template
Opening:
Capture (Title)
Clarify
(Objective)
- State purpose
Connect (Overview)
- Explain who the procedure is for
- Explain why the user needs to follow it
- Explain the tools and equipment needed
- Explain what they will and will not find
Body:
Convey
(Instructions)
- Describe how and when to do steps
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Use the
Reader Questions Technique
As an effective procedure writer, you need to focus on your
reader’s needs. Rather than asking yourself, “What do I want to tell
the reader/user?” give the reader the specific information he or she
needs.
Use the Reader Questions (RQs) Technique to determine what
information to include in your procedure. Ask yourself:
“What does my reader need to know to be able to
do / feel / know what I want them to do / feel / know?”
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Brainstorm your RQs. Then, sort, group and sequence them in
the order your reader wants the information.
On the next slide, you will find an example of RQs that have been
brainstormed and sorted into Instruction (I) and Overview (O)
questions.
Note: As you work through this process, keep your reader in mind. Initiated and
uninitiated readers ask different questions for each step in a procedure.
Initiated readers ask...
• How do I do the task?
Uninitiated readers ask...
• How do I do the task?
• Why am I doing this step?
• What will happen when I do this
step?
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Example: Brainstormed & Sorted RQs
Preparing to Paint a Room
O How much will prep cost?
I How do I protect floors
& fabric?
O Why should I tape
anything?
O What safety precautions
should I take?
I How do I clean walls?
I How do I remove wallpaper?
O How much time will it take?
I How do I repair wall dents? O What tools & supplies do
I How much furniture must
I need?
I remove?
Instruction (I) | Overview (O)
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After brainstorming and sorting your RQs, you need to group your
Overview questions into major and minor questions. Then
sequence them in the order the reader wants the information.
Next, you need to group your Instruction questions into major and
minor questions; then sequence them.
On the next two slides, you will find an example of the Overview
and Instruction questions for Preparing to Paint a Room. You will
see that the RQs are grouped into major and minor questions
then sequenced for the reader. You will also notice that
we have identified the overriding objective question
for this procedure.
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Example: Grouped & Sequenced Major & Minor RQs
Preparing to Paint a Room
Objective: This procedure explains how to prepare a room
for painting.
Overview: 1. Who is this procedure written for?

Can I do this task alone?

How can I find help?
2. Why do all this prep work?

Why do I need to tape anything?
3. What safety precautions should I take?
4. How much time and cost is involved?
5. What tools and supplies do I need?
Major RQs (Bold) | Minor RQs (Italics)
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Instructions: 1. How do I get the room ready?
 How much furniture do I need to move?
 How do I protect remaining furniture?
 How do I protect the floors and fabrics?
2. How do I clean the room and remove
the wallpaper?
 What do I need to clean?
 How do I clean walls?
 How do I remove wallpaper?
3. How do I tape and repair the room?
 What do I tape?
 How do I apply the tape?
 How do I repair the wall dents?
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High Impact Writing
In this section, you will learn to write sentences that are clear and easy
to understand. You will also learn techniques to help your reader find
information easily.
High Impact Style
High Impact Sentence Techniques
(picture nouns, active/linking verbs, sentence cores, voice)
Packaging & Labeling Techniques
(label sentences, bridging words/phrases, bullet points, headings,
visuals, special formats)
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Two Styles of Writing
Only one of these two styles meets the needs of the business reader
– High Impact. The characteristics of both low and high impact styles
are compared below. Which style do you prefer?
Low Impact
vague
muddy
bureaucratic
difficult
High Impact Writing
High Impact
concise
to-the-point
clear
easy
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High Impact Style
Effective procedure writers write in a High Impact Style. To make
your written messages understandable, use the High Impact
Writing Strategies below:
1. High Impact Sentence Techniques
2. Packaging & Labeling Techniques
High Impact Writing
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High Impact Sentence
Techniques
The first step to writing in a High Impact Style is to use High Impact
Sentence Techniques. When you craft High Impact sentences, you
write procedures that are clear and easy to understand.
Let’s look at four High Impact Sentence Techniques that will help
you to write procedures using High Impact sentences.
#1. Picture Nouns
#2. Active/Linking Verbs
#3. Sentence Cores
#4. Appropriate Voice
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#1: Picture Nouns
By using picture nouns in your writing, you will write sentences that
are clear and easy for the reader to read.
The next few slides will provide you with examples of helpful and
less helpful nouns and pronouns.
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Helpful Nouns
High Impact picture nouns and pronouns create pictures in the mind
of your reader.
Picture Nouns
management
department
procedure
I, we, you
equipment
High Impact Writing
policy
money
computer
he, she, they
software
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Less Helpful Nouns
Low Impact nouns and pronouns force your reader to analyze an
abstract concept or idea.
Vague Nouns
involvement
viability
optimization
development
modification
High Impact Writing
this, it
aspect
probability
renewal
illustration
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Vague Pronouns
When you use a vague pronoun as the subject of your sentence,
you completely confuse your reader. As well, vague pronouns can
make you sound old-fashioned or pompous.
Rather than: It has been noted...
Try:
We have noticed… I have seen… We reported…
Rather than: There is only one reason why the policy will not be accepted.
Try:
Management will not accept the policy because…
Rather than: The side effects are minimal. This means patients will not suffer.
Try:
Patients will not suffer because the side effects are minimal.
Or:
The side effects are minimal; therefore patients will not suffer.
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Verb Nouns
Some nouns are really verbs masquerading as nouns. High Impact
writers take care to replace the verb noun with a picture noun and
use the verb noun as – guess what – a verb!
The following examples show you how you can transform verb nouns
back to the verbs they were derived from.
Rather than: The introduction of the speaker will be made by the Chairman.
Try:
The Chairman will introduce the speaker.
Rather than: The utilization of the new financial reporting process is
mandatory for everyone.
Try:
Everyone must use the new financial reporting process.
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Describer Nouns
Some nouns are really adjectives masquerading as nouns. High
Impact writers take care to replace a describer noun with a picture
noun and use the describer noun as an adjective.
The following examples show you how you can transform describer
nouns back to the adjectives they were derived from.
Rather than: The effectiveness of the testing was an area of doubt for the
manager.
Try:
The manager doubted that the testing was effective.
Rather than: The viability of the procedure’s timely completion is
questionable.
Try:
We are not sure if the procedure’s completion date is viable.
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#2: Active/Linking Verbs
Some verbs work harder than others; that is, they give the reader
information in the natural order of: Actor » Action » Acted-Upon.
By using active/linking verbs and the Actor » Action » Acted-Upon
format in your writing, you will write sentences that will help your
reader grasp the message easily and quickly.
The next few slides provide you with examples
of active/passive/linking verbs while introducing
you to the Actor » Action » Acted-Upon format.
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Active Verbs
Use active verbs when the subject or actor in the sentence is
taking/going to take/or took action. Sentences with active verbs have
High Impact because the actor comes before the verb.
Actor
Action
(Subject)
(Active Verb)
Acted-Upon
(Object)
The manager
is writing
the procedure.
The controller
will prepare
the statements. (future tense)
The doctor
prescribed
the drug.
High Impact Writing
(present tense)
(past tense)
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Passive Verbs
When you use passive verbs to show an action is being/will be/has
been done to the subject of a sentence, you make the sentence more
difficult to read. Sentences with passive verbs have less impact
because they stray from the natural order of Actor » Action » ActedUpon…and sometimes the Actor is completely absent.
Acted-Upon
Action
(Subject)
(Verb)
Actor
The project
is being carried out by the consultant. (present tense)
The procedure
will be completed
The drug
has been approved.
by the manager.
(future tense)
(past tense)
(Studies show that people read sentences with passive verbs 14-17% more slowly than they read sentences with active verbs.)
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Linking Verbs
Use linking verbs in a sentence where no action is taking place. They
are called linking verbs because they simply link the Actor (Subject)
and the Acted-Upon (Completer).
Actor
Action
Acted-Upon
(Subject)
(Linking Verb)
(Completer)
The procedure
is
long.
Management
seems to be
satisfied.
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#3: Sentence Cores
High Impact writers put the primary information
or main idea in the sentence core. Then they
use adjectives, adverbs and prepositional
phrases to add the secondary-level information
the reader needs to clearly understand the
message.
Once you have put the most important
information in the core of your sentence, you
can build on it. You will find an example on the
next page.
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Example: Building on the Core
Sentence core contains primary information only.
The pump is running.
Adjectives, adverbs and prepositional phrases add secondary-level
information that tells the reader more about the actor and the action.
The auxiliary pump in the boiler is still running.
Adjectives, adverbs and prepositional phrases tell the reader
more about the whole sentence.
After three days, the auxiliary pump in the boiler
is still running at full capacity.
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#4. Appropriate Voice
The voice you choose to write in determines how you relate to your
reader. The word you choose for the subject of your sentence
controls the voice you create.
Voice
Subject
Pros
Cons
Personal
I
Creates connection between one
human and another.
Focuses on the writer rather
than the reader.
Organizational
we
Same as above.
Focuses on the organization
rather than the customer.
Impersonal
it
Very specific and focused, good
for discussing objects (ex.
equipment, systems, hardware,
etc.).
Loses personal connection
with reader, writers can fall
into low impact writing with
vague nouns.
“You”
you
Used for persuasive writing/sales
and to involve the reader (ex.
Statement of Work, user guides,
recommendations).
Can seem informal.
Imperative
(implied “you”)
Great for giving directions/
commands and sometimes
Recommendations.
Can sound dictatorial.
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Use Positive Tone
Your writing can affect your credibility either positively or negatively.
What you say…but more importantly…how you say it can affect the
outcome of your procedure, customer relationships, and sometimes,
your career.
Positive tone is more than just being nice. It can:
•
•
•
•
•
Help you get things done.
Encourage people to buy your ideas.
Establish a good relationship for the future.
Enhance your personal credibility.
Make you sound professional.
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You can choose to
sound like this…
• We hope you will choose to renew your contract with our
company. In order to process the renewal, we will need to hear
from you by November 30.
• Our team has identified some serious problems. Nevertheless,
we believe you will be able to quickly resolve them.

Positive
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Or like this…
• If a response is not received by November 30, the assumption
will be made that no contract renewal is desired.
• There are some obstacles standing in the way of a resolution to
the problems identified.

Negative
High Impact Writing
Negative tone leaves a “bad taste”. It can:
• Detract from your professional image.
• Make your reader angry or defensive.
• Lead to compliance…but rarely cooperation.
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Or like this…
• We need to know by November 30, if you are renewing your
contract.
• Our team has identified some serious problems and we need to
remove some barriers to solve the problems.

Neutral
High Impact Writing
Neutral tone has no feeling, just facts. It can:
• Make you sound like a “cold fish”.
• Send a chilling message.
• Be interpreted as negative.
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Apply IWCC’s
P-Touch Technique
You can project a positive, professional image in your writing by
using IWCC’s Personal Touch (P-Touch) Technique.
Please be polite.
Talk person-to-person.
Offer specifics.
Use reader-friendly language.
Cut out clichés and legal language.
Handle things constructively.
High Impact Writing
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Packaging & Labeling
Techniques
The second step to writing in a High Impact Style is to use these
Packaging & Labeling Techniques. When you apply these techniques,
you present information in a way that helps the reader grasp the key
points quickly and easily, and you lower the possibility of
miscommunication.
#1. Label sentences
#2. Bridging words & phrases
#3. Bullet points (Point Form)
#4. Active/descriptive headings
#5. Visuals to support text
#6. Typical formats
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#1. Label Sentences
The human brain likes to receive information in
chunks. By using Label Sentences, you will easily
organize information into coherent paragraphs
or packages of related information.
Label sentences also help you guide a busy reader to key
information as they skim through a long message or document.
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Packaging Information
Think of your document as a series of packages of information; for
example, these moving boxes:
silverware
drinking
glasses
kitchen
appliances
Each package begins with a label that tells the reader what is inside
the package. Then, when you look inside the package you find out
more (ex. cutlery or platters; kitchen or bar glasses; blender or
microwave oven).
You will find an example on the next two slides showing how one writer
planned then wrote a paragraph using this technique.
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Example: Label Sentence in Action
RQ:
How will this type of system benefit my company?
Label:
By introducing our innovative software system, you will
see immediate benefits in three areas.
Supporting Detail:
• improved employee morale
• lower wage costs
• less absenteeism
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Example: Finished Paragraph
By introducing our innovative system, you will see immediate
benefits in three areas. First, because the job will be easier, job
stress will be reduced and employees will have improved morale.
Second, your employees will be more productive and will take fewer
sick days, so absenteeism will be reduced. Finally, with less
absenteeism, you will see the cost of wages decrease as you will
need fewer temporary employees.
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Using Label Sentences for
Instructions
When writing instructions, use a label sentence and supporting
information to introduce a new package or group of steps.
Your initiated reader needs little elaboration – a descriptive heading
with or without a label sentence could be enough explanation at the
beginning of a group of steps.
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Your uninitiated reader, however, needs more detail. You may find
that an active/descriptive heading, label and supporting paragraph
are necessary at the beginning of each group to explain the “why”
and “what”.
Example: Label sentence followed by steps
For quick reimbursement following a business trip, employees need to
complete the following three steps to submit their expenses:
1. Organize original receipts into related groups, scan and save as
PDF or jpg files.
2. Complete an electronic expense form (remember to total all
sections).
3. E-mail your completed form and scanned receipts to
[email protected].
High Impact Writing
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Example: Low Impact Instructions
THE GLASS BEING SHATTERED OR
DESTROYED SHOULD BE RESERVED
FOR SUCH OCCASIONS THAT THE
DETECTION AND IDENTIFICATION OF
FIRE OR FIRE-LIKE EVENTS INCLUDING
BUT NOT LIMITED TO SMOKE AND
HEAT AND FOR YOUR SAFETY
SHOULD BE ACCOMPLISHED BY USE
OF ATTACHED HAMMER OR MALLET
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Example: High Impact Instructions
IN CASE OF FIRE,
BREAK GLASS!
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#2. Bridging Words & Phrases
When your writing sounds choppy, or when ideas are simply set
down one after another with no apparent connection, your reader
has to work harder to get the message. You can help your reader
connect ideas and information by using bridging words and phrases.
Bridging words and phrases help your writing
flow cohesively for your reader. They add variety
and build meaning; and, they connect one
thought or idea to the next.
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Example: Bridging Words & Phrases
Connect Ideas
Get Specific
Present Results
Also
For instance
Therefore
In addition
To explain
So
And
For example
Consequently
Compare Ideas
Emphasize Ideas
Show Timing
In comparison
In addition
First, Second, Third
In contrast
Moreover
Before
In the same way
Furthermore
Then
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#3. Bullet Points
You can help your reader by using bullet points to:
•
•
•
•
•
•
List things.
Describe a series of ideas.
Write instructions.
Highlight important points.
Describe short sequences/processes.
Create variety on a page.
Keep in mind that bullet points are not helpful to your reader when
you list more than seven items, or when you are trying to persuade
or build an argument.
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Tips for
Effective Bullet Points
When you decide to use bullet points, please use these five simple
guidelines:
1.
Begin each group of points with a descriptive label sentence
or heading.
2.
Cluster points into groups of seven or fewer.
3.
Begin each point with the same kind of word (e.g. a verb
or noun).
4.
Use a number (1, 2, 3) or letter (a, b, c) if you want to show
sequence or refer to a specific point later.
5.
Use a symbol to differentiate each point in a list that does
not have a specific sequence.
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#4. Active/Descriptive Headings
Today’s procedure reader is busy and often overloaded with
information. Well-written headings are therefore essential. When you
use active/descriptive headings, you:
• Help the reader find key information easily.
• Signal to the reader what information they can
expect to find under each heading.
• Help the reader follow the structure of the
document (major sections, sub-sections, subsubsections).
• Express information clearly.
You will find some tips to help you write active/descriptive headings on the
next three slides.
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Heading Tip #1
Do your headings lack impact? Include an action verb to make
your heading more descriptive. For example:
Generic/Static
Active/Descriptive
• Objective
What We Will Achieve
• Instructions
Finding Help
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Heading Tip #2
Are you forced to use a template with generic/static heading? Add a
subheading to make your heading more descriptive. For example:
Generic/Static
Subheading
• Overview
The procedure objective
• Assumptions
Key information you need
to know
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Heading Tip #3
Do you find writing headings to be difficult? Try pulling key words
from your reader’s questions. For example:
Reader’s Question
Heading
• How can I be sure that
Why this Solution will Work
your solution will work?
• How should I proceed? How You Should Proceed
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#5. Visuals to Support Text
You may choose from a wide range of visuals – including charts,
tables, graphs, drawings, photos, screen capture, PDF snapshots,
and video – to support your procedure.
However, be sure to plan your procedure content from your Reader
Questions; then plan to add visual material, if appropriate, to support
your content. Do not be tempted to design your visuals then build
your content around them.
Include visuals only if they will help your reader
understand important information.
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Some tips for using visuals effectively:
• Keep visuals simple and clear.
• If complicated, add words to interpret for reader.
• Place visuals close to descriptive text.
• Describe relationship between visual and text.
• Use callouts, highlights or colour to draw reader’s
•
•
attention to important information.
Fill in forms; use lifelike size.
Only use visuals if they will help the reader.
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Some common flowchart symbols you may find
helpful:
Start/stop
Decision point (yes/no)
Activity
Document
Connect to another page or
part of diagram
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#6. Typical Formats
Procedure writers have designed some specialized formats that
help their readers grasp the important facts easily. Examine your
procedure closely before deciding on a format.
Ask yourself the following questions:
• Are your procedure steps long & detailed or short & simple?
• Are they full of complicated data or more general in nature?
• Are there different formats that would suit different steps?
Matching your material to reader needs will help you determine the
best format, or combination of formats to use. You will find a
summary of different formats on the next slide.
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The table below gives you a quick summary of the different types of
formats you can use.
Type of Format
Narrative
Purpose
• Paragraph style used primarily in procedure overviews to
explain concepts.
Outline
• Point form style used to show steps at a glance.
List
• A group of related points that support a thought or action.
Playscript
• Two-column style showing who is responsible for what.
Flowchart
• Diagram style using different symbols to illustrate procedure
steps.
Matrix Table
• A table that illustrates a process and its conditions.
FAQs
• A narrative or table format used to address reader concerns
and questions.
Troubleshooting
• Quick reference table that explains exceptions or breakdowns
that may occur.
High Impact Writing
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Five Steps to Effective
Procedure Writing
In this section, you will explore the last two steps to an easy-touse system for planning, writing and editing your procedures.
Step 4: Write Your Procedure
Step 5: Refine Your Procedure
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Step 4: Write Your
Procedure
You are now ready to answer your Reader Questions and write
your procedure. Use your grouped and sequenced RQs as your
guide (see Slides 18-19). Be sure to apply the Four Cs (below) and
the High Impact Writing strategies (summarized on next slide).
Opening:
Capture (Title)
- Title your procedure
Clarify (Objective)
- State the purpose
Connect (Overview) - Explain who the procedure is for
- Explain why the user needs to follow it
- Explain the tools and equipment needed
- Explain what they will and will not find
Body:
Convey (Instructions) - Describe how and when to do steps
Five Steps to Effective Procedure Writing
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High Impact Sentence Techniques
1. Use the ACTOR » ACTION » ACTED UPON format.
2. Use picture nouns.
3. Use active or linking verbs.
4. Put the primary information in the core.
5. Use an appropriate voice.
Packaging & Labeling Techniques
1. Make your point in each paragraph with a label
sentence; then support it.
2. Use bridging words and phrases.
3. Use bullet points purposefully.
4. Use active/descriptive headings.
5. Use visuals to support text.
6. Use formats to clearly present information.
Five Steps to Effective Procedure Writing
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Step 5: Refine Your
Procedure
The final step is to ensure your procedure is complete, accurate and
error free. You will need to complete four levels of review.
Level 1. VETTING
Vet the procedure to ensure the steps are correct and following
them results in success. Ask someone who is unfamiliar with the
procedure to work through the document to test its readability,
completeness and comprehension. If you find steps are missing,
incomplete or difficult to understand, revisit the procedure and
make appropriate changes.
Level 2. EDITING
Edit the procedure to ensure that the content is
accurate and you have answered all of your
Reader Questions in a High Impact writing style.
Five Steps to Effective Procedure Writing
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Level 3. FORMATTING
Format the procedure to ensure the reader can read and follow the
information/instructions easily and perform the tasks safely and
accurately. Review to ensure your procedure format is appropriate;
it is easy-to-read and follow; and you have used appropriate visuals.
Level 4. PROOFREADING
Proofread the procedure. Look for:
a. Errors and typos.
b. Consistency of text standards.
Good proofreading practices – as well as knowing
what to look for – will increase your hit rate at spotting
errors in your documents.
Five Steps to Effective Procedure Writing
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By applying the tips and
techniques you have learned in
this slideshow, you will be well
on your way to writing
procedures that:
• are useful, professional and
inviting; and
• clearly define the standards,
processes and desired
results in your workplace.