Project Report

On

Difficulties in Business Writing and ways to Avoid Them

Submitted in partial fulfillment of the requirements for the award of the
Degree of
Post Graduate Diploma in Management
To
Institute of Management Studies, GHAZIABAD
Guide Name:
Dr. Shalini Agarwal
(Associate Professor)

Submitted By Team:
Kiran
Kirti Prakash Pathak
Komal Shukla
Kavisha Birla
Kriti Agarwal

G.T. Road, Lal Quan,

Ghaziabad-201 009, National Capital Region, INDIA
2015-17

BM-015121
BM-015122
BM-015123
BM-015124
BM-015125

ACKNOWLEDGEMENT
This Project Work titled Difficulties in Business Writing and ways to
Avoid Them is a successful outcome of our hard work with the help and
guidance of our respectable mam. We consider this as our privilege to express
a few words of gratitude and respect to all those who contributed for the
completion of our project.

we acknowledge our sincere thanks to our guide Dr. Shalini Agarwal for
her kind co-operation and encouragement and for the valuable guidance and
assistance for the successful accomplishment of the project work. It gives us
immense pleasure to take the opportunity to thank for the contribution of the
suggestions given by her without which this project could never be
accomplished. Last but not least we acknowledge all of our teammates who
gave us suggestion and full support by heart.

INTRODUCTION

Kiran
Kirti Prakash Pathak
Komal Shukla
Kavisha Birla
Kriti Agarwal

BM-015121
BM-015122
BM-015123
BM-015124
BM-015125

Writing an effective business report is a

necessary skill for communicating ideas
in the business environment. Reports
usually address a specific issue or problem, and are often commissioned when a
decision needs to be made. They present the authors findings in relation to the issue
or problem and then recommend a course of action for the organization to take. The
key to a good report is in-depth analysis. Good writers will show their reader how
they have interpreted their findings. The reader will understand the basis on which the
conclusions are drawn as well as the rationale for the recommendations.

Why write?
In business, in the workplace, and in our personal lives, we all stand to benefit from
more effective communication skills. Writing is essential to communicate your
message clearly and professionally and to incite action in those who you supervise,
work with and require action from.
Many in the workforce today struggle with the basics of writing including grammar,
spelling and punctuation and this is what can hold them back and reduce their
confidence when it comes to business documents. The style and skills required for
formal business writing are best developed by practice and experience, but with the
right tools and know-how it is not hard to improve.

What is Business Writing?

Business writing is used to create written documents that provide information about
the credit union or con-duct business for the credit union. Business writing is more
than just words on a page; it is a communication tool. Within the credit union,
business writing may be used to inform members of changes to their accounts,
document the status of the organization, request information, or any number of other
things.
To be effective, business writing must clearly and succinctly state the purpose for the
message and let the reader know what to do in response. If your intent is unclear to
the reader, your efforts at business writing are futile. The reader must be able to
understand the message.
Finally, business writing must be polite and professional. Documents or letters that are
too formal or too casual present the wrong image to the reader. Therefore, business
writing must avoid these extremes and find a balance somewhere in the middle.

1. PLANNING YOUR BUSINESS REPORT

As in all writing, planning is vitally important. The key questions to ask yourself
when planning a business report are:

what is the purpose of this report

who are the readers of this report

what are the reports main messages

how will the report be structured?

1.1 What is the purpose of this report?

Keep in mind that the purpose of a business report is generally to assist in decision
making. Be sure you are clear on what decision is to be made and the role the
report plays in this decision. It might be useful to consider the purpose in this way:
As a result of this report, my reader/s will
For example:
As a result of this report, my reader/s will know:
-

how well our recycling programme is doing

how to increase participation in it.

1.2 Who are the readers of this report?

Consider the main reader/s, but also secondary readers. The main reader for the
recycling report alluded to above is the director of the recycling programme.
Secondary readers might be the facilities management team on campus, the finance
team, etc.
Try to understand what the readers already know, what they need to know, and how
they will use this report. You will need to give enough information to satisfy all
these potential readers. You will need to use headings carefully so that different
readers can use the report in different ways.

1.3 What are the reports main messages?

Taking into account the information above, think carefully about the main
message/s you need to convey, and therefore what information is required.
Ask yourself: What are the required pieces of information I need to include?

What are the additional pieces of information I need to include?

1.4 How will the messages be structured?

The modern business approach is direct (or deductive, to use a more sophisticated
term). This approach presents the conclusions or recommendations near the
beginning of the report, and the report provides justification for these
recommendations.
It should be noted, however, that there is sometimes a place for the indirect
(inductive) approach. This approach leads the reader through the discussion first
and reveals the conclusions and recommendations at the end of the report. This
approach might be used if the recommendations are likely to be controversial or
unpopular.
The next step is to construct an outline, or structure, for your report. Check for a
logical flow, and check your outline against your purpose, your reader/s, and the
reports relevant information requirements.

2. STRUCTURING YOUR BUSINESS REPORT

A business report may contain:

a covering letter or memorandum

a title page

an executive summary

a table of contents

an introduction

conclusions

recommendations

findings and discussion

a list of references

appendices.

2.1 Covering letter/memorandum

Often a letter is attached to a report to officially introduce the report to the recipient.
If the recipient is outside the organisation, a letter format is appropriate; if the
recipient is inside the organisation, a memorandum/memo is appropriate.

The covering letter or memorandum should:

remind the reader of their request for the report

state the purpose of the report

acknowledge any assistance

indicate future actions to be taken.

2.2 Title Page

The title page should be brief but descriptive of the project. It should also include the
date of completion/submission of the report, the author/s, and their
association/organisation.

2.3 Executive Summary

The executive summary follows the title page, and should make sense on its own. The
executive summary helps the reader quickly grasp the reports purpose, conclusions, and
key recommendations. You may think of this as something the busy executive might read
to get a feel for your report and its final conclusions. The executive summary should be
no longer than one page.

The executive summary differs from an abstract in that it provides the key
recommendations and conclusions, rather than a summary of the document.

2.4 Table of Contents

The table of contents follows the executive summary on a new page. It states the pages
for various sections. The reader receives a clear orientation to the report as the table of
contents lists all the headings and sub-headings in the report. These headings and subheadings should be descriptive of the content they relate.

2.5 Introduction
The introduction sets the stage for the reader. It gives the context for the report and
generates the readers interest. It orients the reader to the purpose of the report and gives
them a clear indication of what they can expect.

The introduction should:

briefly describe the context

identify the general subject matter

describe the issue or problem to be reported on

state the specific questions the report answers

outline the scope of the report (extent of investigation)

preview the report structure

comment on the limitations of the report and any

assumptions made.

2.6 Conclusions/recommendations
A business report usually needs both conclusions and recommendations. The difference
between conclusions and recommendations in a report lies in the orientation to time.
Conclusions typically relate to the present or past situation.
When writing conclusions:

interpret and summarise the findings; say what they mean

relate the conclusions to the report issue/problem

limit the conclusions to the data presented; do not introduce new

material

number the conclusions and present them in parallel form

be objective: avoid exaggerating or manipulating the data.

Recommendations are oriented to the future: what changes are recommended, or what
actions are recommended for the future? They are specific, action-oriented
suggestions to solve the report problem.
When writing recommendations:

make specific suggestions for actions to solve the report problem

avoid conditional words such as maybe and perhaps

present each suggestion separately and begin with a verb

number the recommendations

describe how the recommendations may be implemented (if you were

requested to do this)

arrange the recommendations in an announced order, such as most

important to least important.

Although the conclusions and recommendations are presented before the discussion,
they need to logically flow from the discussion. Taking a deductive approach allows the
reader insight into your conclusions/recommendations early on. When your reader
reads the discussion afterwards, they will follow it more easily. Here are some
examples of conclusions and recommendations:

Conclusions

Recommendations

Home and family responsibilities directly

affect job attendance and performance.

Provide managers with training in working

with personal and family matters.

Time is the crucial issue to balancing

work and family income.

Institute a flexitime policy that allows

employees to adapt their work schedule
to home responsibilities.

A manager supportive of family and

personal concerns is central to a good
work environment.

Publish a quarterly employee newsletter

devoted to family and child-care issues.

2.7 Findings and discussion

The discussion is the main part of your report and should present and discuss your
findings. It should give enough information, analysis, and evidence to support your
conclusions, and it should provide justification for your recommendations. Its
organisation will depend on your purpose, scope, and requirements, but it should
follow a logical and systematic organisation. The discussion should be subdivided
into logical sections, each with informative, descriptive headings and a number.
Where your reports purpose is to recommend the best solution to a problem, you
should show clear analysis of all options. You should explain any analytical
framework you used, such as SWOT or cost benefit analysis. This analysis of
options can often be presented effectively in tables.
2.8 References
Whenever you use information from other sources, references must be provided intext and in a list of references. The style of referencing may be dictated by your
faculty or organisation.

2.9 Appendices
If material is important to your discussion and is directly referred to, then it should be
included in your discussion proper. However, you might want to use appendices to include
supplementary material that enhances understanding for the reader. You might use
appendices to provide details on the process or analysis you underwent (or which was
required by your supervisor or lecturer). When you choose to include information in
appendices, you should refer to it clearly in your text (refer Appendix A). A single appendix
should be titled

APPENDIX. Multiple appendices are titled APPENDIX A, APPENDIX B, etc.

Appendices appear in the order that they are mentioned in the text of the report.
Appendices should:

provide detailed explanation serving the needs of

specific readers

be clearly and neatly set out

be numbered/lettered

be given a descriptive title

be arranged in the order they are mentioned in the text

be related to the reports purposenot just tacked on.

A checklist of elements of a good business report is provided in Appendix

3. WRITING YOUR BUSINESS REPORT

Now that you have organized your thoughts, you need to put them into writing.
Ensure your writing demonstrates clarity and logic. You should think constantly
about your readers and make your report easy for them to read. To achieve good
readability, you should:

use effective headings and subheadings

structure your paragraphs well

write clear sentences with plain language

keep your writing professional

use white space and well-chosen fonts

number your pages

use footnotes, tables, figures, and appendices appropriately

3.1 Use effective headings and subheadings

Headings and subheadings are useful tools in business writing. Ensure they are
descriptive of the content to follow. In other words, rather than labelling a section
Section 2.5, it would be better to describe it as 2.5 Justification for the high risk
scenario. It is also essential that the hierarchy of headings and subheadings is clear.
Use formatting (font size, bold, etc.) to show headings versus subheadings.
Headings/subheadings at the same level should use parallel form (the same
grammatical construction). The following examples illustrate this principle.

Ineffective headings with nonparallel construction

Effective headings with parallel

Construction

Establishing formal sales

organisation

Establish formal sales organisation

Production department
responsibilities

Define responsibilities within the

production department

Improve cost-accounting

Improve cost accounting

Use sentence case for headings. This means that your first word should have a
capital letter, but subsequent words have small letters, unless, of course, they are
proper nouns (Write Limited, 2013). Remember to ensure that all material placed
underneath a heading serves that heading.

It is easy to go off on a tangent that does not relate to a heading. Remember

also that all content must relate to your purpose. Every time you write a new
section of your report, check that it fulfils the purpose of the report.
3.2 Structure your paragraphs well

Your headings will help create logical flow for your reader, but under each heading,
you should create a series of paragraphs that are also logically ordered and
structured. Paragraphs should be ordered in a logical sequence beginning with the
most important material first. Within your paragraphs you should also use a
structure that helps your reader. Each paragraph should begin with a topic sentence
that states the main idea or topic of the paragraph. Typically a paragraph will have
between 100 and 200 words and will have the following structure.

Topic sentence (states main idea of paragraph)

Explanation sentence (explains or expands on the topic sentence)

Support sentences (give evidence for the idea in the topic sentence and
include statistics, examples, and citations)

Concluding sentence (optional final sentence that answers the question

so what?; this is your opportunity to show your critical thinking ability)

Remember to link your paragraphs well. The first sentence (usually the topic sentence) is
a good place to make a link between paragraphs. One of the most common ways to link
paragraphs is to use the principle, something old, something new. This means you will
include a word or phrase that contrasts. The topic of the previous paragraph with the

topic of your new paragraph. Take a look at the topic sentence at the beginning of this
section 3.2. You will see that this topic sentence links to the material before it. For an
example showing how to link ideas in a paragraph using the something old,
something new principle, see Appendix B.

3.3 Write clear sentences with plain language

Academic and business writing should be clear. You want to clearly communicate
your understanding of the topic and the strength of your argument. In order to do this,
keep your sentences short and use plain language where you can (Write Limited,
2013). Sentences that are too long and complicated are difficult to understand. A good
average length is 1520 words (roughly 1.5 lines). Try not to go over 2 lines.
Sometimes students try to use big words in order to sound academic. This is not
always a good idea. If you need a big (sometimes technical) word, fine. However, if a
shorter one does the job, use it. For example, use is better than utilise, and change is
better than modification.

Look at the following example.

Phase one of the project included the collection of a range of data and research
material completed during 2011, which was utilised in the creation of a range of soon
to be finalised analyst personas, and input into the planning of a new enhanced
information architecture for the businesss online channel, particularly resources for
current analysts.

Now look at a plainer version.

In 2011, the team undertook phase one of the project. They collected a range of data
and research material. Using this collected material, they created analyst personas.
They also began to plan an enhanced information architecture for the businesss
online channel. Current analysts can use some of the resources the team have
created.
You will notice some of the sophisticated words have changed to plainer ones.
You will also notice that the sentences are shorter and easier to understand. Another
change relates to active voice. You will notice that the first example uses some
passive voice: which was utilised. Passive voice enables writers to omit the people
(or doers) from their sentences. However, readers often appreciate knowing who
does something. You will notice in the second example, the writer adds a doer: team.
This means the writer can now use the active voice: In 2011, the team completed
All of these techniquesshort sentences, plainer language, and active voicewill

help your reader understand your message in one reading. This is especially
important in business writing where readers have busy working days.

3.4 Keep your writing professional

Ensure you use an appropriate tone for your readers. Where possible, use personal
pronouns we and you: We recommend you check the buildings foundations. Personal
pronouns create a friendly tone that is appropriate for New Zealand business and
government. They also help the writer avoid the passive voice. And, as stated above,
readers like to know who will do something. However, sometimes you might want a
more formal tone where personal pronouns are not appropriate. In these cases, you can
use words like research or report as your sentence subject: This report discusses, This
research has found that . Another way of ensuring appropriate tone is to avoid terms
that may be interpreted as offensive to ethnic or other groups. Be careful to use genderneutral terms. For example, use plural pronouns (they when referring to clients) rather
than gender-specific pronouns (he or he/she). Another aspect of tone relates to the use of
contractions. Contractions are words like weve or its. They are informal. For many
business reports and for all academic reports, you will need to avoid them and write we
have or it is.
Other important characteristics of professional writing are editing and proofreading. You
should leave 24 hours between writing your draft and editing it. You should also leave
another 24 hours between editing and proofreading. Leaving time between these stages of
the writing process allows you to detach yourself from your writing and put yourself in

your readers shoes. When editing, check for:

illogical structure

missing headings

irrelevant or missing content

unnecessary content

redundant phrases or words.

When proofreading, check for:

grammar

punctuation

spelling

formatting

consistency.

Remember to leave enough time for these last two stages. Thorough editing and
proofreading will make a big difference to the readability of your report (as well as to
your marks!), and it is a courtesy to the reader.
3.5 Use white space and well-chosen fonts
White space refers to the empty space on the page. Business reports which have a
more balanced use of white space and text are easier to read and more effectively
communicate main points and subordinate ideas. Create white space by:

using lots of headings and subheadings

creating large margins along all edges (usually 2.53cm)

breaking up your page with tables, charts, and graphs where possible

using bulleted lists.

3.6 Number your pages

Your title page has no number. Use Roman numerals for the executive
summary and table of contents (i, ii, iii), and Arabic numbers for the
remainder of the report
(1, 2, 3 ).

3.7 Use footnotes, tables, figures, and appendices appropriately

Footnotes should be used sparingly. Points that are important can usually be
integrated into the text. Footnotes or endnotes should not be used for
referencing (see References above).
In business reports, tables and figures are often used to represent data,
processes, etc. Tables and figures should be inserted in the text of the

document, close to the discussion of the table/figure. If the information is

something which the reader could refer to rather than should refer to, then it
may go in the appendices. Tables and figures have different purposes. A table
contains an array of numbers or text (such as a SWOT table). A figure is
something that contains graphical content, such as graphs created in Excel,
organisational charts, or flow charts.
Insert each table/figure one-and-a-half or two lines below the text. The
table/figure should be identified with a label and title which describes
the content, for example, Table 1. GDP of New Zealand, 19882002.
If a table, figure, or appendix is included in a document, then there must
be text that refers to it! The text should refer to it by name (As Table 1
shows .). The text should explain the highlights of the table or figure, not
every detail. Do not leave it to the reader to try to figure out why you
included the table or figure in your document. At the same time, ensure that
your tables/figures supplement and clarify the text but do not completely
duplicate it. Also ensure that there is sufficient information in the table or
figure so that the reader can understand it without having to consult the text.
Footnotes immediately underneath the table or figure should be used to explain all
abbreviations and symbols used. Do not forget to add the source of your material.

4. Key points to remember

Use of language
Appropriate
Jargon
Plain English
Content
Simple sentences and or
statements
Use of dot points
Everything to the point
This is job specific use experts in the area, as a trainer I
have no idea.
Living Documents
Must be written to be changed
Open mind required
What triggers change?
Every time the document is used it is tested.
Constant continuous improvement
What triggers change
Change in procedure
Change in equipment
Better way to do the same job
Organizational change
Wanting to deliver Best practice
Writing the documents
What to write
How long to write
Start point and finish point
Answer the who what when questions
What to do with the finished draft
Test the document using someone else to red pen it
dont be precious open mind
Discuss the suggested changes and include the
agreed changes Final quality check

Implement the document

Sign off Who? How? Where?

Document control how where electronic or hard
copy?
Storage and use
Archiving of old documents using S drive?
Review documents
Who? When? How?
What triggers review?
Is there a set time or ongoing?

Effects of Poor Writing

As stated earlier, business writing must be clear. Your reader must be able
understand your message and pro-vide an appropriate response. So what happens
when business writing is unclear? Consider this poorly writ-ten letter:
John,
Thank you for being a faithful Credit Union member since 2008. Our members are
our first priority, to
Serve you with all of our products. This letter is to let you know that your access to
our online banking sys-tem is currently suspended. We will provide you with an
update when you are able to access your accounts online. If you need to access
your accounts, you can call the credit union at 1-800-555-0837 or visit your local
branch at 776 N. Main St.
Pine Valley Credit Union
This letter is meant to inform credit union members about a problem with the online
banking system, but it was written so poorly that this message is not accurately
portrayed to the reader. Consider each problem:
First, the most important information in this letterthat the member cannot access
his accounts onlineis buried in the middle of the paragraph. In addition, the
sentence is structured to imply that the problem is with the members account, not
the credit unions system. Based on this, the reader is likely to become angry over
his restricted access.
Second, the letter begins with information unrelated to the main point. Most
members will read the first two sentences, which look like marketing copy, and stop
there. If this happens, members will miss important information about their account access.
Third, the letter is vague about when the problem will be resolved. We will
provide you with an up-date does not give a timeframe for how long access will be
restricted or provide information about how the credit union is solving the problem.
This leaves the reader unsure of when he will have on-line access to his accounts.
Fourth, the grammar and spelling throughout the letter are incorrect. The second
sentence is structured poorly, and currently is misspelled. Letters with
grammatical and spelling errors make the writer appear lazy or unintelligent and
give the reader a negative image of the credit union.
Finally, the opening salutation and closing signature give conflicting information
about the tone of the message. The salutation is very informal, but the signature is
formal and vague. Neither of these are appropriate for a business letter.
As this example shows, poor business writing manifests in a number of ways and
can cause problems for the credit union. In this example, poor writing opens the
door for member confusion and anger.

Similarly, poor communication between credit union employees is likely to cause

confusion; this confusion may result in a loss of productivity as the recipient seeks
clarification from the writer. In the long term, this can negatively impact employee
moral.

References
APA. (2002). Publication manual of the American Psychological Association (5th
ed.). Washington, DC: American Psychological Association.
Emerson, L. (Ed.) (1995). Writing guidelines for business students.
Palmerston North: The Dunmore Press.
Guffey, M. E., Rhodes, K., & Rogin, P. (2001). Business communication: Process
rd

and product (3 Canadian ed.). Scarborough, Ontario: Nelson Thomson

Learning.
Munter, M. (1997). Guide to managerial communication: Effective business writing
th

and speaking (4 ed.). Upper Saddle River, NJ: Prentice Hall.

Write Limited, (2013). The Write Style Guide for New Zealanders: A manual for
business editing. Wellington, New Zealand: Write Limited.

Appendix A: Checklist of a business report

The report fulfils its purpose

The report is oriented to the intended reader/s

The report contains all appropriate elements (executive summary, table of

contents )

The discussion has descriptive and appropriately formatted headings and

subheadings

The discussion contains thorough analysis of findings as well as logical flow

The report has been edited for section cohesiveness and good
paragraph structure

The report has been proofread for sentence structure, spelling,

punctuation, and consistency

Tables and figures are formatted correctly and labelled

Tables, figures, and appendices are referred to within the text /

discussion

Quotations from other sources are referenced

Thoughts and ideas paraphrased from other sources are referenced

The reference list is formatted properly

The cover page has all necessary details

Appendices are used to support the discussion, but tables / figures which
are essential to the discussion are included within the text

Appendix B: Linking ideas within sentences and paragraphs

When structuring sentences, the subject and verb should occur as closely
together as possible. For example, The PLC is important, not The PLC, which
has been around a long time, and has seen wide use, in many contexts,
continents, industries, product categories, and so forth, is important.

Place the material you want to emphasize at the stress position in the sentence. In
a short sentence, the stress position is usually at the end of the sentence. You
want to emphasize new material. For example, assuming you have already
introduced the PLC, and the point you want to make next is that it is important,
you would write, The PLC is important, rather than, An important concept is the
PLC.

In the above illustration, when you start the paragraph with the sentence, The
PLC is important, you have accomplished two things. First, you have made the
point that the purpose of the paragraph is to argue that the PLC is important.
Second, the notion that it is important is no longer new information. Subsequent
sentences should provide new information that supports that point.

The next sentence, for example, might be:

It is important because it explains why firms must develop new products; or:
It is important for three reasons. The first reason is .....; or: It is
important for many reasons. One important reason is .....
Note that the stressed part of the previous sentence is no longer new and has
been moved to the front of the current sentence. The new information in the
current sentence is a reason why the PLC is important. The reason is placed in
the stress position.

The same pattern applies to the following sentences: The PLC is important. It is
important because it explains why firms must develop new products. New
products must be developed because competitors enter the firms markets,
offerings become more homogeneous, prices decrease, and margins are reduced.

Appendix C: Specific report requirements

For all reports, be sure that you adhere to the requirements of your particular
organisation. A style guide is a handbook telling writers which conventions of
grammar, punctuation, and tone to follow. It also tells writers how to format their
documents.

Specific requirements for most reports submitted in the School for

Marketing & International Business (SMIB)

1. Answer the question

The most important requirement is to answer the question! Be sure to read your
assignment question very carefully.

2. Structure your report effectively

[Title of your report/project]

Use this handbook to guide your structure.

The key parts of your reports will be:
title page (follow the template)

executive summary

table of contents

body of the report

[Name/Code of your course]

Lecturer: [Lecturers Name]

Submitted by:

references

[Your name]

appendices.

[Your student number]

Tutor: [Tutors Name]
Tutorial Number: [#]
21

3. Give careful consideration to your page layout and presentation

Use:

12-point font

either Times New Roman or Arial (or similar) consistently throughout the
report, including in tables and figures

2.5 centimetre (one inch) margins at the top, bottom, and both sides of the
document

1.5 spacing between lines

an additional line space between paragraphs, or indent the first line of each
paragraph.

4. Reference in APA
Ensure you reference consistently in APA style. You should use in-text referencing
for each citation (material that you have taken from other sources). This material will
be either quotes or paraphrases. Include a reference list at the end of your report,
again paying careful attention to APA style for different types of references. Your
reference list will include the sources that showed up in your in-text referencing. It is
not a list of everything you read, just of the material you actually included in your
report.

Appendix D: An example of a finished report

This example report has been adapted from a model report in Guffey, M.E., Rhodes,
K., Rogin, P. (2001). Business communication: Process and Product, 3rd Canadian
Edition. Scarborough: Nelson Thomson Learning. Pp. 461-473.
While the content follows Guffey et al (2001), the formatting has been changed to match
the style. Formatting has also been updated in line with current usage, and section
numbering added. The commentary provided in side annotations are in the main taken
from Guffey et al (2001), and further annotations can be found in the original.

Memorandum
DATE:

19 January, 2010

TO:

Cheryl Bryant, Director

Recycling Programme
Office of Associated Students

FROM:

Alan Christopher, OAS Business Senator

SUBJECT:

Increasing participation in West Coast Colleges

recycling programme

Here is the report you requested on 11 December 2009. It relates to the

status of West Coast Colleges recycling programme. This report gives
recommendations for increasing awareness and use of the recycling
programme. It incorporates both primary and secondary research. The
primary research focused on a survey of members of the West Coast
College campus community.
Although the campus recycling programme is progressing well, the
information gathered shows that with more effort we should be able to
increase participation and achieve our goal of setting an excellent example
for both students and the local community. Recommendations for increasing
campus participation in the programme include educating potential users
about the programme and making recycling on campus easy.
I am grateful to my business communication class for helping me develop a
questionnaire, for pilot testing it, and for distributing it to the campus
community. Their enthusiasm and support contributed greatly to the success
of this OAS research project.
Please telephone me if you would like additional information. I would be
happy to implement some of the recommendations in this report by
developing promotional materials for the recycling campaign.

Give purpose of
the report

Indicate future
actions

Acknowledge any
assistance

Cover Page
Include all
relevant details.
Check
requirements.

Analysis of the West Coast College

Campus Recycling Program

Presented to
Cheryl Bryant
Recycling Director
Office of Associated Students
West Coast College

Prepared by
Alan Christopher
Business Senator
Office of Associated Students

19 January, 2010
No page
number

Executive summary
Purpose and method of this report
West Coasts recycling programme was created to fulfil the Colleges social
responsibility as an educational institution as well as to meet the demand of
legislation requiring individuals and organisations to recycle. The purposes of this
report are to:

determine the amount of awareness of the campus recycling

programme

recommend ways to increase participation in the programme.

We conducted a questionnaire survey to learn about the campus communitys
recycling habits and to assess participation in the current recycling programme. A
total of 220 individuals responded to the survey. Since West Coast Colleges
recycling programme includes only aluminium, glass, paper, and plastic, these were
the only materials considered in this study.

Tell purpose of the

report and briefly
describe the
research

Findings and conclusions

Most survey respondents recognised the importance of recycling and stated that they
recycle aluminium, glass, paper, and plastic on a regular basis either at home or work.
However, most respondents displayed a low level of awareness of the on-campus
programme. Many of the respondents were unfamiliar with the location of the bins
around campus and, therefore, had not participated in the recycling programme.
Other responses indicated that the bins were not conveniently located.
The results of this study show that more effort is needed to increase
participation in the campus recycling programme.

Recommendations for increasing recycling participation

Give conclusion/s
of report

Recommendations for increasing participation in the programme include:

relocating the recycling bins for greater visibility

developing incentive programmes to gain the participation of

individuals and on-campus student groups

training student volunteers to give on-campus presentations explaining the

need for recycling and the benefits of using the recycling programme
increasing advertising about the programme.

Give report
recommendations

Table of Contents
1
1.1
1.2
1.3
1.4

Introduction......................................................... 1
West Coasts Recycling Programme ...................................2
Purpose of study...........................................................2
Scope of the study......................................................... 2
Sources and methods......................................................3

Conclusions............................................................4

Recommendations.................................................5

Findings and discussion........................................6

4.1 Recycling habits of respondents........................................6

4.2 Participation in recycling on campus ..................................7
4.2.1 Student awareness and the use of bins...................................8
4.2.2 Reasons for not participating.............................................. 9
4.2.3 Location of recycling bins................................................. 9

References..................................................................10
Appendix

West Coast Recycling Programme Survey................................... 11

ii

Use leaders to
guide eye from
heading to page
number

Introduction

North American society is often criticised as being a throw away society, and
perhaps that criticism is accurate (Cahan, 2008). We discard 11 to 14 billion tons
of waste each year, according to the US Environmental Protection Agency. Of this
sum, 180 million tons comes from households and businesses, areas where
recycling efforts could make a difference (Hollusha, 2010). According to a survey
conducted by Decima Research, 73 percent of North American companies have
waste reduction programmes (Schneider, 2008). Although some progress has been
made, there is still a problem. For example, the annual volume of discarded plastic
packaging in North America is eight billion tonsenough to produce 118 million
plastic park benches yearly (Joldine, 2009). Despite many recycling programmes
and initiatives, most of our rubbish finds its way to landfill sites. With an everincreasing volume of waste, estimates show that 80 percent of North Americas
landfills will be full by the year 2015 (de Blanc, 2009).
To combat the growing waste disposal problem, some states and provinces are
trying to pass legislation aimed at increasing recycling. Many North American
communities have enacted regulations requiring residents to separate bottles, c ans,
and newspapers so that they may be recycled (Schneider, 1999). Other means
considered to reduce waste include tax incentives, packaging mandates, and
outright product bans (Hollusha, 2010). All levels of government are trying both
voluntary and mandatory means of reducing rubbish sent to landfills.

Give context
and general
subject
matter
Use APA
referencing
style

1.1

West Coast Recycling Programme

In order to do its part in reducing rubbish and to meet the requirements

of legislation, West Coast College began operating a recycling
programme one year ago. Aluminium cans, glass, office and computer
paper, and plastic containers are currently being recycled through the
programme. Recycling bins are located at various sites around campus,
outside buildings, and in department and administrative offices to
facilitate the collection of materials. The Office of Associated Students
(OAS) oversees the operation of the programme. The programme relies
on promotions, advertisements, and word of mouth to encourage its use
by the campus community.
1.2

Purpose of this study

The OAS had projected higher levels of participation in the recycling

programme than those achieved to date. Experts say that recycling
programmes generally must operate at least a year before results become
apparent (de Blanc, 2009). The OAS programme has been in operation one
year, yet gains are disappointing. Therefore, the OAS authorised this study to
determine the campus communitys awareness and use of the programme.
Recommendations for increasing participation in the campus recycling
programme will be made to the OAS based on the results of this study.
1.3

Give
background
to issue/
problem

Describe the
issue to be
reported on

State the
specific
questions the
report answers

Scope of this study

This study investigates:

potential participants attitudes towards recycling in

general

participants awareness of the campus recycling

programme

participants willingness to recycle on campus

the perceived convenience of the recycling bins.

Only aluminium, glass, paper, and plastic are considered in this study as they are
the only materials being recycled on campus at this time.

The costs involved in the programme were not considered in this study as
we did not consider them relevant. Steelman, Desmond, and Johnson (2008)
state that a recycling programme generally does not begin to pay for itself
during the first year. After the first year, the financial benefit is usually
realised in reduced disposal costs (Steelman, Desmond, and Johnson 2008).

Discuss the
scope (or
extent) of the
investigation

1.4

Sources and methods

We consulted current business periodicals and newspapers for background

information and to learn how other organisations are encouraging use of inhouse recycling programmes. We used these findings to formulate a
questionnaire on recycling habits. This questionnaire (shown in the
appendix) was then used to survey administrators, faculty, staff, and
students at West Coast College campus. In all, a sample of 220 individuals
responded to the self-administered questionnaire. The composition of the
sample closely resembled the makeup of the campus population. Figure 1
shows the percentage of students, faculty, staff, and administrators who
participated in the survey.
Figure 1. Composition of survey sample

Faculty, 23%

Staff, 10%
Students, 60%
Administrators, 7%

Note:
If you use figures or tables, be sure to introduce them in the text. Although it is not always
possible, try to place them close to the spot where they are first mentioned.

Discuss how
the study was
conducted

Conclusions

Based on the findings of the recycling survey of members of the West

Coast College campus community, we draw the following
conclusions:
1.

Most members of the campus community are already

recycling at home or at work.

2.

Over half of the respondents recycle aluminium and paper on a

regular basis; most recycle glass and plastic to some degree.

3.

Most of the surveyed individuals expressed a willingness to

participate in a recycling programme. Many, however, seem
unwilling to travel very far to participate; 42 percent would like
more recycling bins to be located inside the cafeteria.

4.

Awareness and use of the current campus recycling programme

are low. Only a little over a third of the respondents knew of any
recycling bin locations on campus, and only a fifth had actually
used them.

5.

Respondents considered the locations of the campus bins

inconvenient. This perceived inconvenience was given as the
principal reason for not participating in the campus recycling
programme.

Recommendations

After considering the findings and conclusions of this study, we offer

the following recommendations in an effort to improve the operations
and success of the West Coast recycling programme:
1.

Increase on-campus awareness and visibility by designing an eyecatching logo for use in promotions.

2.

Enhance comprehension of recycling procedures by teaching users how

to recycle. Use posters to explain the recycling programme and to
inform users of recycling bin locations. Label each bin clearly as to what
materials may be deposited.

3.

Add bins in several new locations, and particularly more in the food
service and vending machine areas.

4.

Recruit student leaders to promote participation in the recycling

programme. These students should give educational talks to classes
and other campus groups.

5.

Develop an incentive programme for student organisations. Offer

incentives for meeting OAS recycling goals. On-campus groups
could compete in recycling drives designed to raise money for the
group, the college, or a charity. Money from the proceeds of the
recycling programme could be used to fund the incentive
programme.

Note:
Report recommendations are most helpful to readers when they not only make
suggestions to solve the original research problem but also describe specific actions to
be taken. Notice that this report goes beyond merely listing ideas. Instead, it makes
practical suggestions for ways to implement the recommendations.

Findings and discussion

The findings of the study will be presented in two categories:

4.1

Recycling habits of the respondents

Participation in the West Coast College recycling programme.

In this section
you will
present,
interpret,
discuss, and
analyse
findings.

Recycling habits of respondents

A major finding of the survey reveals that most respondents are willing to recycle even
when not required to do so. Data tabulation shows that 72 percent of the respondents live in
an area where neither the city nor the region requires separation of rubbish. Yet 80 percent
of these individuals indicated that they recycle aluminium on a regular basis. Although the
percentages are somewhat smaller, many of the respondents also regularly recycle glass (46
percent) and plastic (45 percent). These results, summarised in Figure 2, clearly show that
campus respondents are accustomed to recycling the four major materials targeted in the
West Coast recycling programme.
Figure 2. Respondents who regularly recycle at home or at work

Material

Percentages

Aluminium
Paper
Glass
Plastic

80%
55%
46%
45%

Respondents were asked to rank the importance of recycling the materials collected in the
West Coast programme. Figure 3 shows that respondents felt aluminium was most
important, although most also ranked the other materials (glass, paper, and plastic) as
either extremely important or somewhat important to recycle. Respondents were also
asked what materials they actually recycled most frequently, and aluminium again ranked
first.

Use tables
and graphs
where
possible to
present/
summarise
findings

Figure 3. Materials considered most important to recycle

70%
60%
50%
Extremely important
40%

Somew hat important

Somew hat unimportant

30%

Extremely unimportant
20%

10%
0%

Aluminium

Paper

Glass

Plastic

When asked how likely they would be to go out of their way to deposit an
item in a recycling bin, 29 percent of the respondents said very likely,
and 55 percent said somewhat likely. Thus, respondents showed
willingnessat least on paperto recycle even if it means making a
special effort to locate a recycling bin.

4.2

Participation in recycling on campus

De Blanc (2009) gives factors important to any recycling

programme. She states that:

recycling centres must be in convenient locations

participants must be aware of these locations
participants must be trained to use recycling centres.

We incorporated de Blancs factors in our survey and included

questions assessing awareness and use of the current bins. The survey
also investigated reasons for not participating in the programme as
well as reasons for the perceived convenience of current bin locations.

Include theory
in discussion of
findings

4.2.1 Student awareness and the use of bins

Two of the most significant questions in the survey asked whether
respondents were aware of the OAS recycling bins on campus and
whether they had used the bins. Responses to both questions were
disappointing, as Figure 4 illustrates.
Figure 4. Awareness and use of recycling bins on campus
Awareness of
bins at this
location

Use of bins at
location

Cafeteria

38%

21%

Bookstore

29%

12%

Administration building

28%

12%

Computer Labs

16%

11%

Library

15%

7%

Student union

9%

5%

Classrooms

8%

6%

Department and
Administrative offices

6%

3%

Athletic centre

5%

3%

20%

7%

Location

Unaware of any bins;

have not used any bins

Figure 4 shows that only 38 percent of the respondents were aware

of the bins located outside the cafeteria. Even fewer were aware of
the bins outside the bookstore (29 percent) and outside the
administration building (28 percent). Equally dissatisfying, only 21
percent of the respondents had used the most visible recycling bins
outside the cafeteria.
Other recycling bin locations were even less familiar to the survey
respondents and, of course, were little used. These responses plainly
show that the majority of the respondents in the West Coast campus
community have a low awareness of the recycling programme and
an even lower record of participation.

Clearly interpret your

findings so that your
reader can see the basis
for your conclusions
and recommendations

4.2.2 Reasons for not participating

Respondents offered several reasons for not participating in the
campus recycling programme. Forty-five percent said that the bins
were not convenient to use. Thirty percent said that they did not know
where the bins were located. Another 25 percent said that they were
not in the habit of recycling. Although many reasons for not
participating were listed, the primary reason appears to be
inconvenience of bin locations.
4.2.3 Location of recycling bins
When asked specifically how they would rate the location of the bins
currently in use, only 13 percent of the respondents felt that the bins
were extremely convenient. Another 36 percent rated the bins as
somewhat convenient. Over half the respondents felt that the locations
of the bins were either somewhat inconvenient or extremely
inconvenient. Recycling bins are currently located outside nearly all
the major campus rooms or buildings, but respondents clearly
considered these locations inconvenient or inadequate.
In indicating where they would like recycling bins placed (see Figure
5), 42 percent of the respondents felt that the most convenient locations
would be inside the cafeteria. Placing more recycling bins near the
student union seemed most convenient to another 33 percent of those
questioned, while 15 percent stated that they would like to see the bins
placed near the vending machines. Ten percent of the individuals
responding to the survey did not seem to think that the locations of bins
would matter to them.
Figure 5. Preference for placement of recycling bins

Inside the cafeteria

42%

More in the student union

33%

Near vending machines

15%

Does not matter

10%

5 References
Cahan, V. (2008, July 17). Waste not, want not? Not
necessarily. Business Week, p.116.

magazine

de Blanc, S. (2009, December). Paper recycling: How to

make it effective. The Office, 32-33.

journal

Hollusha, J. (2010, July 26). Mixed benefits from recycling. The

New York Times, D2. http://www.nytimes.com

Joldine, L. (2009). The environment and Canadas future. In J.

Davis (Ed.), Spirit of the world (pp.42-49). Waterloo,
Ontario: Turnaround Decade Ecological
Communications.

online
newspaper

author in an
edited book

Schneider, K. (2008, January 20). As recycling becomes a

growth industry, its paradoxes also multiply. The New
York Times, p. A5.

printed

Steelman, J.W., Desmond, S., and Johnson, L. (2008).

Facing Global Limitations. New York, NY: Rockford
Press.

book

10

newspaper

Appendix

West Coast College recycling programme survey

West Coast College recently implemented a recycling programme on campus.
Please take a few minutes to answer the following questions so that we can make
this programme as convenient as possible for you to use.
1.

Please indicate which items you recycle on a regular basis at home or

at work. (Tick all that apply.)
Aluminium
Glass
Paper
Plastic

2.

Do you live in an area where the city / municipality requires separation

of waste?
Yes No

3.

How important is it to you to recycle each of the following:

Extremely
Important

Somewhat
Important

Somewhat
Unimportant

Extremely
Unimportant

Aluminium
Glass
Paper
Plastic
4.

How likely would it be for you to go out of your way to put something in
a recycling bin?
Very Likely
Somewhat Likely
Somewhat
Very Unlikely
Unlikely
5.

Which of the following items do you recycle most often? (Choose one
item only.)
Aluminium
Glass
Paper
Plastic
Other

6.

Listed below are locations of the recycling bins on campus.

(Check all those of which you are aware.)
Administration Building
Bookstore
Student union
Department and administrative offices
Cafeteria
11

Note:
The appendix continues the reports page numbering.

Library
Athletic centre
Computer labs
Im unaware of any of
these recycling bins.

Appendices can
Include
questionnaires and
other material used
in
assembling the
report.