Amplify Your Grant or Proposal By Including These Three Benefits

Business Acronym RFP as Request For Proposal. © [stanciuc] / Adobe Stock

Business Acronym RFP as Request For Proposal. © [stanciuc] / Adobe Stock

In this week’s post, I decided to explain how you can highlight the benefits of your plan when concluding your proposal. Johnson-Sheehan (2008) noted that “in proposals, benefits tend to take three forms: hard benefits, soft benefits, and value benefits” (p. 128).

According to Johnson-Sheehan, hard benefits are quantifiable outcomes (deliverables and results), soft benefits are intangible advantages of working with an organization (service, quality, and satisfaction), and value benefits are common values held by you and the organization (pp. 128-130).

When I think of hard benefits, I often think of organizational hard data. For example, hard benefits/data are often preferred with management because of their precision. Swanson (2001) asserted that hard data tends to have these features:

  • Easy to measure, quantitative
  • Relatively easy to assign dollar values to
  • Based on objective criteria
  • Often already being used as measures of organizational performance
  • Credible in the eyes of management. (pp. 27-28)

Swanson added that soft data, on the other hand, has these characteristics:

  • Difficult to measure or quantify directly
  • Difficult to assign dollar values to
  • Based on subjective criteria
  • Less credible as performance measures than hard data
  • Usually behaviorally oriented. (p. 27)

One might conclude that hard benefits/data are better in some way. But I tend to disagree. Soft data reveal useful information that should be carefully considered in weighing decisions and should not be underestimated in their organizational impact.

Historically, some organizational leaders have underestimated the importance of soft- and value-based benefits. In fact, I believe some soft benefits actually can be tied to hard measures, such as high-quality work that leads to cost savings. In that vein, soft data can often explain hard data. So, it is reassuring that many proposal/grant writers understand the need to stress all three benefits. They give us a fuller picture of the organization, its human resources, and its culture (observable artifacts, basic assumptions, and espoused values).

Like many people, I have strong core values or enduring personal beliefs and preferences. Formed early in life, our values have an influence on our behavior (Reece & Brandt, 1999). Sometimes our values are shared at our workplace; sometimes they are not. For example, loyalty is a personal and organizational value for some.

In my leadership experience, I would argue that employee loyalty (a value) can actually impact the bottom line (hard data) in a positive way. Thus, the outcome is likely to show increased productivity and increased profits. So, if the organization you are introducing your proposal to values loyalty above all else, it is wise to emphasize that your institution also highly values that quality in the proposal’s qualifications section and in the conclusion. By doing so, it might make all the difference in winning over a new client.

In summary,  as you highlight the innovative features of your proposal, be sure to incorporate the hard, soft, and value benefits of your plan. As you can see, they are valuable in selling your grant or proposal.

References

Johnson-Sheehan, R. (2008). Writing Proposals. (2nd ed.). New York: Pearson Education, Inc.

Reece, B., & Brandt, R. (1999). Effective human relations in in organizations. (7th ed.). Boston, MA: Houghton Mifflin Company.

Swanson, R. (2001). Assessing the financial benefits of human resources development. Cambridge, MA: Perseus Publishing.

Study of Online Learning Platform Systems and Accessibility at ASU Online

Learning Management System in the form of binary code, 3D illustration. © [profit_image] / Adobe Stock

Learning Management System in the form of binary code, 3D illustration. © [profit_image] / Adobe Stock

Summary       

My investigation of determining which eLearning platform is best for students with disabilities for Dr. Philip Regier, executive vice provost and dean of Arizona State University (ASU) Online, shows that Blackboard, Sakai, and Moodle are equally focused on accessibility and usability for all learners. Whether a university chooses a free learning management system (LMS) or an expensive one, such as Blackboard, depends on its financial and IT resources.

While adhering to The Web Content Accessibility Guidelines (WCAG) 2.0 Level and The Section 508 Standards of the Rehabilitation Act in the United States, I suggest that an online technology course be designed to train all online learners at ASU Online how to better navigate in Blackboard. I also recommend that Dr. Regier implements quarterly audits and usability/accessibility testing to ensure equal access and legal compliance at ASU Online.

ASU Online Website: http://asuonline.asu.edu/

If this topic interests you, please read my entire semi-investigative report.

Improving Web Accessibility and Usability Through DocReader

Rhetorical Situation Analysis

WHO: This tutorial was created for vision disability educators, technical communicators, and individuals age seven and above with vision impairments. These individuals have various skill levels and either need a versatile computer screen reader or want to learn about this technological tool.

WHAT: DocReader will serve as the subject of the tutorial. This is a feature of ZoomText 10, a magnification and screen reading technology for Windows 7, Windows Vista, or Windows XP (SP2 or later). DocReader reads documents, emails, applications, and the Internet through both male and female synthesized voices.

The purpose of this digital tutorial is to educate users on how to start and operate DocReader in ZoomText 10. These readers need to learn how to access information on their computers, so they can hear everything on the screen.

WHEN/WHERE/HOW: The digital tutorial (genre) has been accessible since November 15, 2015. It is available for online viewing at any time via YouTube at

The readers can access this video with audio (medium) at any location where there is a computer, laptop, or another mobile device that has an Internet connection.

WHY: The readers need this information to learn a new skill and to fix an accessibility problem. This will allow individuals with visual impairments to have access to documents, emails, applications, and the Internet. It will also provide disability educators and technical communicators greater insight into web accessibility and usability issues.

Discriminatory Language: How to Reduce Bias in Language

Words Have Power concept. © [tumsasedgars] / Adobe Stock

Words Have Power concept. © [tumsasedgars] / Adobe Stock

Discriminatory language is far too common in communication today. To reduce bias in language, one must follow some general guidelines to ensure respectful communication. Effective writers and editors must aim to be inclusive and avoid all negative stereotypes of a particular group. To assist with these goals, editors need to appropriately address outdated and discriminatory language.

Some everyday terms or phrases that are based in discriminatory perspectives, stereotypes, or prejudices, or which may be hurtful because of their alternate meanings include the following:

  • salesman
  • executives and their wives
  • sexual preference
  • homosexuals
  • cripple
  • the elderly
  • blind as a bat
  • defective child
  • borderlines
  • Oriental

As we can see, these words and phrases imply bias against people on the basis of sexual orientation, disability, gender, age, racial or ethnic group. The following terms are preferred because they are more precise and sensitive:

  • sales agent or sales associate
  • executives and their spouses
  • sexual orientation
  • lesbians or gay men
  • person who…or a person unable to walk
  • older person
  • visually impaired
  • child with a birth impairment
  • people diagnosed with borderline personality disorder
  • Asian

Online Resources for Technical and Academic Editors

Free Images: Laptop, Smartphone, Coffee, and Technology. WebSource: pxhere.com through Google Advanced Image Search.

Free Image: Laptop, Smartphone, Coffee, and Technology. WebSource: pxhere.com through Google Advanced Image Search.

My objective of this exercise was to find online resources to help technical and academic editors with their grammar, usage, punctuation, spelling, capitalization, and abbreviation questions. I selected the following reputable online resources:

1. Penn State. Style for Student’s Online. Effective Technical Writing in the Information Age. The URL is https://www.e-education.psu.edu/styleforstudents/c2_p9.html

2. Purdue University Online Writing Lab. Associated Press Style. The link is https://owl.english.purdue.edu/owl/resource/735/02/

3. APA Style. This URL is located at http://www.apastyle.org/manual/

4. Chapman University. Writing Style Guide. The link is https://www.chapman.edu/campus-services/marketing-communication/guidelines-and-resources/writing/index.aspx

5. Princeton University. Princeton Editorial Style Guide. The link is http://www.princeton.edu/communications/services/editorial/resources/style-guide/

6. MLA Style Sheet. By Abel Scribe, PhD. The link is located at https://debate.uvm.edu/dcpdf/mlacrib.pdf

7. The Chicago Manual of Style Online. The link is http://www.chicagomanualofstyle.org/16/contents.html

8. Abbreviations.com. The world’s largest and most comprehensive directory and search engine for acronyms, abbreviations and initialisms on the Internet. The link is http://www.abbreviations.com/

9. Merriam-Webster Dictionary. The URL is found at http://www.merriam-webster.com/

10. Acronym Finder. It is the world’s largest and most comprehensive dictionary of acronyms, abbreviations, and initialisms. The link is http://www.acronymfinder.com/

11. Visuwords™ online graphical dictionary. The URL is http://www.visuwords.com/

12. Grammar Girl: Quick and Dirty Tips. The link is http://www.quickanddirtytips.com/grammar-girl

13. 100 Most Often Mispelled Misspelled Words in English. The URL is http://grammar.yourdictionary.com/spelling-and-word-lists/misspelled.html

14. alphaDictionary. The Most Often Mispelled Misspelled Words in English. The link is http://www.alphadictionary.com/articles/misspelled_words.html

15. About Education. The 201 Most Commonly Misspelled Words in English. The URL is http://grammar.about.com/od/words/a/misspelled200.htm

16. GrammarBook.com. Capitalization Rules. This link can be found at http://www.grammarbook.com/punctuation/capital.asp

17. About Your Dictionary. Ten Rules of Capitalization. The URL is http://grammar.yourdictionary.com/capitalization/10-rules-of-capitalization.html

18. Grammarly Handbook by Grammarly. The site is at http://www.grammarly.com/handbook/

19. Middlebury College. Preferred Spelling and Capitalization List. The website is located at http://www.middlebury.edu/offices/administration/communications/styleguide/spelling

20. Illinois Identity Standards. University of Illinois at Urbana at Urbana-Champaign. Writing Style Guide. The URL is http://identitystandards.illinois.edu/writingstyleguide/