Tag Archives: Workshops

Example PIPPIN Sentences that describe my Workshop

One reason that so many of the posts in this blog are about key sentences is that participants in my grant-writing workshops find it very difficult to write a set of key sentences. The structure of the key sentences and the relationships between the sentences are critical for my approach to writing a case for support, so I am always on the look-out for ways to help people write sets of PIPPIN sentences. As an exercise, I have written a set of PIPPIN sentences that summarise the grant-writing workshops. Here it is.

The workshop teaches a systematic approach to research grant-writing that  won the presenter continuous funding throughout his research career and that is informed by his participation in committee decisions on thousands of grant applications. A systematic approach to grant writing makes research grant applications easier to write and more likely to be successful; there are  three elements it must include.

  1. It must include an effective strategy to maximise success and reduce wasted effort, so that it is clear when to write grant  applications and  how to prepare.
  2. It must include a specification for an effective grant application, so that it is clear what to write.
  3. It must include a step by step recipe for producing effective grant applications, so that it becomes easy to  write.

The workshop consists of lectures and exercises to teach participants the three elements of a systematic approach to grant writing.

  1. The presenter will explain how the uncertainty of funding decisions can be ameliorated by an effective strategy to maximise success and reduce wasted effort.
  2. The presenter will analyse how funding decisions are made and derive a specification for an effective grant application.
  3. The workshop will include writing exercises to help participants follow the presenter’s step by step recipe for producing effective grant applications.

The presenter explains how the approach is based on real-world experience of applying for and awarding research grants, so that participants can use the workshop to develop a funding strategy tailored to their own experience and ambitions.

There are exactly ten key sentences in the set and they conform to the pippin specification –

  • Promise sentence, a single sentence description of the workshop
  • Importance sentence, stating the value of the workshop
  • 3 Problem sentences, each stating and justifying a problem.
  • Project sentence (in this case a summary of the workshop activities)
  • 3 implementation sentences, each of which describes a part of the workshop and then uses exactly the same words as the corresponding problem sentence to describe the outcome of that part of the workshop.
  • A sentence that wraps up the description of the workshop and says what happens next.

Eagle-eyed readers will have noticed that these sentences were originally published at the end of my PIPPIN post. I decided to pull them out and make them a stand-alone post because of the need for examples of pippin sentences. Expect more short posts with examples.

We had the workshop: where are the grants?

16630702_sAt Parker Derrington Ltd we often encounter rather fixed ideas about how to improve grant-writing outcomes. ” A workshop is what we need….. Can you manage 100 participants? Can you tell them how to get bigger grants? Can you do it any cheaper? What can you do in half a day?”  Obviously, to survive in business we have to allow the customer to be right, so we find ourselves giving rather a lot of grant-writing workshops.

Of course we think our workshops are the best in the business and we get excellent feedback.  However, a workshop can only do so much. Even academics who have good ideas, a good track record of publications and who can design a fundable research project need more than a workshop can provide. Let me explain. There are three problems that tend to prevent such academics from writing good research-grant applications:-

  • They don’t appreciate the unwritten constraints on the case for support.
  • They don’t have an efficient way of writing a grant-application.
  • They don’t usually get high quality help and encouragement from other academics.

Let’s take these one by one.

The unwritten constraints on the case for support

There are two constraints that push people in opposite directions.

  • It must be speed-readable. Research councils don’t tell you that most of the committee members who take the decision on your research-grant application probably  haven’t read the case for support properly. Worse,  even if committee members did read the case for support properly, most of them wouldn’t understand it.  Obviously your case for support must enable speed-readers to understand and remember what you expect to discover, why it is important, how you will do it, and what you will do with the results.
  • It must be easy to find the detail. Your case for support will also be read by expert referees who will want to assess the detail of what you will do and why it is worth doing. However, few people appreciate that referees will do a much better job and will feel happier about doing it if you make the job easy. So your case for support should  guide referees to the specific content that supports each element of the case. And your summary should make it absolutely clear what arguments the case is making, so that referees know before they begin reading the case for support, what arguments they want to test.

In our workshops we explain how these constraints arise and how to design a case for support that meets them.

An efficient grant-writing process

It should be possible to write a research-grant-application in a week. Most people take months. Some take years.

We find two common factors that make writing inefficient. Probably the commonest is starting to write the grant proposal before designing the research project. Remember, the grant application is a marketing document that is trying to secure investment in the project. It can take a very long time to write it if  you start before you define the project because you don’t know what you are marketing.  Moreover, applications that are not based on a defined project usually fail to convince the reader that they are marketing anything at all: we call them zombie grants. A second factor that makes writing inefficient is not having a guide that tells you what to write in each part of the case for support.

We teach a 2-stage approach to writing in which the first stage is to write a summary that consists of 10 key sentences. That summary is enough to check whether the writer has a viable project. In the second stage, the summary is a guide that tells you what to write in each part of the case for support. Each of the key sentences  forms the first sentence of a major sub-section of the case for support and defines what the rest of the sub-section must convince the reader to be true, either with evidence or with detail about proposed research activities.

How to help a grant-writer.

It’s harder to help a grant-writer than you might think. It should be easy to give clear feedback that will tell them exactly what they have done wrong. Actually, it’s quite hard to do that unless your heart is made of stone, because accurate feedback is crushingly demotivating. Telling a colleague what is wrong with a grant-application that has taken them six months to write can completely destroy their motivation.

To write a grant quickly and well, a writer needs encouragement and feedback, delivered as directly and as quickly as possible.  Our 2-stage approach to writing makes it easier to give constructive feedback, partly because it breaks the writing task down into smaller chunks but also because it makes it easier to define what is expected at each stage, so it combines feedforward with feedback. We offer workshops for coaches to help academics coach their colleagues it but we also offer coaching directly to writers, either as a stand-alone service or as a follow-up to a workshop.  If you are interested, get in touch.