look for high end and peer review reference to writing protocol on case studies writing (for academia, teching and private sector)

For a robust writing protocol, treat “case study” as three distinct genres: academic research, teaching cases, and practice-facing organisational cases. They share a need for clear boundaries, credible evidence and a coherent narrative, but they differ in purpose: explanation and contribution; learning and discussion; or decision-making and implementation.

Your project’s most relevant internal playbook is S11 Literature-based argument + P1 Integrated writing protocol, using M1 for clarity and M4 for analytical rigour. For teaching cases, add S6/P5 to align the case, discussion questions and assessment with learning outcomes.

Recommended high-quality references
Use High-value reference Why it is useful
Academic case-study research Sibbald et al. (2021), “Continuing to enhance the quality of case study methodology in health services research” A peer-reviewed synthesis of Yin, Stake and Merriam. It emphasises four foundations: state the paradigmatic/theoretical position, define the case and phenomenon, justify the design, and use multiple evidence sources and analysis methods consistently.
Academic rigour and reporting Gibbert, Ruigrok & Wicki (2008) and Gibbert et al. (2019) on case-study quality Particularly helpful for management and technology research. Their quality criteria centre on transparent research design, case selection, data collection, analysis, validation, and clear presentation/interpretation of evidence.
Technology and innovation management cases “Are rigor and transparency enough? Review and future directions for case studies in technology and innovation management” Reviews 311 articles in 31 TIM journals and warns against weak transparency and inconsistent paradigms; very relevant for technology, innovation and organisational research.
Case-study protocol and audit trail Baxter & Jack-style qualitative case guidelines / Yin-derived protocol principles Use a written case-study protocol, multiple sources of evidence, a case database, and a visible chain of evidence from raw material to conclusions. This makes the work inspectable and more credible.
Teaching cases INFORMS Transactions on Education author guidance A strong, practical peer-reviewed benchmark: classroom-test the case; state whether it is based on fieldwork, secondary research or consulting; submit the case article, the case itself and a teaching note; and document classroom experience.
Pedagogical writing style Emerald/NTNU pedagogical case guidelines Advises an engaging but clear narrative, minimal jargon, full sentences rather than notes, and fully referenced text and images. It also stresses that a teaching case is written for learning, rather than as an academic article aimed at specialists.
Practice / management case reports “Recommendations for the reporting of case studies or action research in management” A management-oriented adaptation of reporting guidance. It asks authors to show the organisational concern, situational diagnosis, intervention, outcomes—including adverse effects—follow-up, rationale and transferable lessons.
A unified protocol
Below is a protocol you can use as a house standard across your academic, teaching and private-sector work. It combines the strongest recurring criteria in the literature with P1 from your Writing Protocols sheet.

1. Classify the case before writing
Write one sentence that specifies the genre and intended use.

Research case: “This qualitative case study investigates how and why X occurred in Y context.”

Teaching case: “This decision-focused case enables learners to analyse X and decide what Y should do next.”

Practice case: “This implementation case documents how organisation X addressed Y, what happened, and what others can learn.”

Do not try to write one undifferentiated document for all three audiences. Produce a master evidence base, then create targeted versions.

2. Define purpose, audience and decision
Before collecting or structuring evidence, answer:

What question, problem or decision does the case illuminate?

Who will read it: peer reviewers, students, executives, practitioners or a mixed audience?

What should the reader understand, evaluate, decide or be able to do after reading?

What is deliberately outside the boundary of the case: place, organisation, unit, stakeholders, time period and phenomenon?

For research work, this creates the unit of analysis. For teaching, it prevents a descriptive “company story” with no learning challenge. For private-sector work, it prevents a showcase narrative with no actionable insight.

3. Build an evidence architecture
Create a case evidence table before drafting prose.

Claim or episode Evidence source Source date How it was analysed Strength/limitation Where used
Stakeholder conflict emerged 8 interviews, meeting minutes 2024–2025 Thematic coding and chronology Interview accounts may be retrospective Findings / narrative
Intervention changed workflow Process map, KPI records, observation 2025 Before/after comparison No control group Outcomes
Participants valued co-design Workshop evaluations and interviews 2025 Descriptive analysis plus thematic coding Self-report bias Discussion / teaching note
This structure operationalises the “chain of evidence” principle: readers should be able to see how you moved from data to claims and then to conclusions. Multiple sources and transparent procedures are central to credible case-study research.

4. Draft the right structure
Academic research case study
Title and abstract — state the phenomenon, setting and contribution.

Problem and literature — identify the scholarly gap and develop the conceptual framing.

Research question and case rationale — explain why a case-study design is appropriate.

Case boundary and context — define the organisation, territory, actors, period and conditions.

Method — case selection, sources, access, ethics, data collection, analysis, reflexivity and quality procedures.

Findings — present evidence-led themes, mechanisms or process stages; use quotes, documents, tables and timelines carefully.

Discussion — return to theory; explain how the case extends, challenges or qualifies existing knowledge.

Conclusion — contribution, implications, limitations and future research.

A high-quality article should make its methodology appropriate and visible, adequately define the case, present contextual richness, distinguish observation from interpretation, show enough raw evidence, and avoid over-claiming.

Teaching case
Opening dilemma — place the protagonist at a credible decision point.

Context — provide only the background required to interpret the decision.

Stakeholders and constraints — competing interests, incomplete data, risks, resources and timing.

Evidence and exhibits — tables, maps, quotes, financial or operational data, policy extracts, timelines.

Decision question — end before the decision, rather than revealing the “correct” answer.

Teaching note — include audience, learning outcomes, theory links, preparation questions, discussion plan, analysis, likely student responses, board plan or activity sequence, and assessment guidance.

Classroom-test reflection — document what happened in the room and how you revised the material.

The best teaching cases are relevant, specific, current enough for their purpose, practical, and designed around active student learning rather than passive reading.

Private-sector or consulting case
Executive summary — the problem, intervention, measurable result and recommendation.

Context and baseline — operating environment, stakeholders, constraints and starting condition.

Problem diagnosis — what was happening, why it mattered, and how the diagnosis was established.

Intervention logic — actions, responsible parties, timeline, resources and assumptions.

Implementation narrative — what was done, adaptations made, barriers and enablers.

Results — intended and unintended outcomes; use indicators, testimonials and operational evidence.

Lessons and transfer conditions — what worked, what did not, where replication is plausible and what would need to change.

Next decisions — scale, stop, adapt, invest, govern or evaluate further.

For practice cases, do not use promotional language to conceal uncertainty. A strong report discloses limitations, implementation conditions and adverse or mixed outcomes, rather than implying universal success.

Quality gates before release
Use this short checklist for every case.

The case has one clear purpose and a clearly named audience.

The central question, dilemma or organisational problem appears early.

The unit of analysis and case boundary are explicit.

Context is sufficient for interpretation but does not become unfocused background.

Major claims are tied to identifiable evidence.

Facts, participant accounts, researcher interpretation and recommendations are clearly distinguished.

Evidence sources, collection process and analysis approach are transparent.

The text acknowledges limitations, contrary evidence and alternative explanations.

The narrative has a logical progression and a genuine sense of story.

The conclusion matches the evidence and does not over-generalise.

Ethical issues are addressed: consent, anonymisation, confidentiality, data permissions and potential participant risk.

The document has been adapted to its genre: research article, teaching case plus note, or practice/implementation case.

These gates closely reflect peer-reviewed assessments of case-study quality: readability, conceptual coherence, context, sufficient and well-chosen evidence, triangulation, researcher positioning, empathy for different perspectives, and an appropriate methodological design.

Practical writing principles
Apply your project’s M1 and M4 modules throughout:

Start paragraphs with the analytical point, then provide evidence and interpretation.

Use concrete subjects and verbs: “The municipal team delayed approval” rather than “There was a delay in approval.”

Keep one main idea per sentence where possible.

Separate description (“what happened”) from analysis (“why it happened and what it means”).

Use quotations only where they add perspective, tension or precision; do not let them substitute for analysis.

Use exhibits strategically. A timeline clarifies sequence; a stakeholder map clarifies power; a process map clarifies implementation; a data table substantiates outcomes.

End each section by signalling why the evidence matters for the central question.

A useful paragraph pattern is:

Claim: The governance arrangement initially accelerated coordination but later constrained local participation.
Evidence: Meeting records showed that decision time fell from six to two weeks, while community representatives attended only two of eight planning sessions.
Interpretation: The arrangement improved administrative speed by centralising authority, but this same centralisation narrowed deliberation and weakened perceived legitimacy.
Implication: Future designs should distinguish rapid operational decisions from decisions requiring representative participation.

Suggested protocol name
For your documents, I would call it:

REF-CASE-01 — Evidence-Based Case Study Writing Protocol

It can contain three annexes:

Annex A: Academic Case Study Manuscript Template.

Annex B: Teaching Case and Teaching Note Template.

Annex C: Private-Sector Implementation Case Template.

Following your workspace naming convention, an initial file could be:

[ClientArea]_CaseStudyWriting_Protocol_2026-09-07_V1.docx

If you want, I can next turn this into an audit-ready, copy-paste protocol document with scope, definitions, roles, step-by-step procedures, templates and a final quality-assurance checklist.

revire the writing protocols dataase (all tabs) and critically review if we need a new adjustment to include case study : lets start with the INDEX tab: ID
Name
Type
Main use
Notes
M1
Clear sentences (Albrighton)
Module
Sentence clarity and concision
Core for all writing
M2
Sticky messages (Made to Stick)
Module
Memorable, retellable ideas (SUCCESs)
Writing, presentations and campaigns
M3
Workshop design (Workshop Survival Guide)
Module
Workshops and trainings that work
Teaching, facilitation and learning design
M4
Advanced academic writing (New Directions)
Module
Critical reading and advanced essays
Academic writing, synthesis and rigorous reasoning
M5
Strategy Story (9-step)
Module
Structure strategic narratives
Context,Problem,Urgency,Idea,Plan for any initiative
P1
Integrated writing protocol
Protocol
Plan
draft and revise academic/pro texts
Uses M1, M2, M4
P2
Presentations with literature
Protocol
Talks presenting research and literature
Uses M1, M2, M4
P3
Workshops and trainings protocol
Protocol
Designing interactive workshops
Uses M2, M3
P4
Strategy Story protocol
Protocol
Turn any initiative into a 1-3 page strategy story
Uses M1, M2, M5
P5
Course / Program Design protocol
Protocol
Design full courses/programs (higher ed, executive, micro-courses)
Uses M1, M2, M3
P6
Official Documents protocol
Protocol
Write/review policies, protocols and ethics agreements at audit-ready standard
Uses M1, M4, M5
P7
Minto Pyramid Restructure Protocol
Protocol
Restructure texts around one main conclusion, three non-overlapping reasons and only the evidence needed to support them
Uses M1, M2, M4; specialised protocol for argument structure, executive communication and global revision

Yes. The INDEX should be adjusted to include a dedicated case-study protocol, but I do not recommend adding a new standalone module at this stage. The existing modules already cover the underlying capabilities—clarity (M1), memorable narrative (M2), learning design (M3), critical academic argument (M4), and strategic/practice storytelling (M5). What is missing is a protocol that coordinates them around the distinctive methodological, ethical, evidential and genre-specific demands of case studies.

Critical diagnosis
The current INDEX is strong for general writing, presentations, workshops, strategy stories, programmes and official documents. It has an increasingly useful structural layer with P7, which helps turn complex material into a decision-ready argument.

However, case-study work occupies a real gap because it requires decisions that P1 cannot fully govern:

Requirement Current coverage Gap
Clear prose and document flow M1 and P1 Covered
Research argument and literature integration M4, P1 and S11 Partly covered
Story, context and tension M2, M5 and P4 Partly covered
Teaching design and learning outcomes M3, P3 and P5 Partly covered
Executive communication and logical structure P7 Partly covered
Case boundary and unit of analysis No dedicated item Missing
Case selection and justification No dedicated item Missing
Evidence architecture and chain of evidence No dedicated item Missing
Triangulation across interviews, documents, observation and data No dedicated item Missing
Methodological transparency and quality criteria M4 is too general Missing
Research ethics, consent, anonymity and permissions P6 is not an appropriate substitute Missing
Separation of research, teaching and practice cases No dedicated item Missing
Teaching note, discussion questions and classroom testing P5 provides partial support Missing
Practice case results, limitations and transfer conditions P4 provides partial support Missing
P1 should remain the default drafting and revision protocol. But it is not a case-study method or genre protocol: it does not require a writer to state why this is a case study, define the case boundary, document sources, explain analysis, or distinguish evidence from inference.

Recommendation: add P8
Add a new protocol, not a new module:

ID Name Type Main use Notes
P8 Evidence-Based Case Study Protocol Protocol Plan, write, review and adapt rigorous case studies for academic research, teaching and private-sector practice Uses M1, M2, M3, M4, M5 and P7 as needed; distinguishes research, teaching and practice cases; requires case boundary, evidence architecture, ethical checks, transparent analysis and genre-specific outputs
This is preferable to a new “M6 Case Study Writing” module for four reasons:

It is an end-to-end workflow, not a discrete writing technique.
The central issue is not merely how to write a case; it is how to design, evidence, structure, validate and adapt one for a defined purpose.

It prevents duplication.
An M6 would likely repeat M1 on clarity, M2 on narrative, M3 on pedagogy, M4 on analysis and M5 on context/problem/action.

It supports all three relevant forms of case work.
One protocol can branch into an academic research manuscript, a teaching case plus teaching note, or a practice-facing implementation case.

It makes case work more defensible.
A named protocol provides a repeatable quality standard for research, consultancy deliverables, learning resources and client-facing examples.

The peer-reviewed case-study literature consistently treats transparency, clear case definition, appropriate case selection, evidence from multiple sources, explicit analysis, and proportionate claims as core markers of quality. These are procedural quality gates, making P8 the right design choice.

Revised INDEX
I recommend retaining all existing entries and adding the following row after P7.

ID Name Type Main use Notes
M1 Clear sentences (Albrighton) Module Sentence clarity and concision Core for all writing
M2 Sticky messages (Made to Stick) Module Memorable, retellable ideas (SUCCESs) Writing, presentations and campaigns
M3 Workshop design (Workshop Survival Guide) Module Workshops and trainings that work Teaching, facilitation and learning design
M4 Advanced academic writing (New Directions) Module Critical reading and advanced essays Academic writing, synthesis and rigorous reasoning
M5 Strategy Story (9-step) Module Structure strategic narratives Context, problem, urgency, idea and plan for any initiative
P1 Integrated writing protocol Protocol Plan, draft and revise academic/professional texts Uses M1, M2, M4
P2 Presentations with literature Protocol Talks presenting research and literature Uses M1, M2, M4
P3 Workshops and trainings protocol Protocol Designing interactive workshops Uses M2, M3
P4 Strategy Story protocol Protocol Turn any initiative into a 1–3-page strategy story Uses M1, M2, M5
P5 Course / Program Design protocol Protocol Design full courses/programmes for higher education, executive, professional and micro-course formats Uses M1, M2, M3
P6 Official Documents protocol Protocol Write and review policies, protocols and ethics agreements at audit-ready standard Uses M1, M4, M5
P7 Minto Pyramid Restructure Protocol Protocol Restructure texts around one main conclusion, three non-overlapping reasons, and only the evidence needed to support them Uses M1, M2, M4; specialised protocol for argument structure, executive communication and global revision
P8 Evidence-Based Case Study Protocol Protocol Plan, write, review and adapt academic, teaching and private-sector case studies Uses M1, M2, M3, M4, M5 and P7 selectively; requires case boundary, evidence architecture, ethical checks, transparent analysis and genre-specific outputs
Two small standardisation adjustments are advisable at the same time:

Change “academic/pro texts” in P1 to “academic and professional texts”. It is more explicit and consistent with the rest of the INDEX.

Use “programmes” rather than “programs” throughout English-language entries, to follow the project’s UK English rule.

Scope of P8
P8 should begin by requiring the writer to select one case type. This avoids a frequent weakness: a document that has the tone of a teaching case, the methods of an academic article, and the claims of a consulting success story.

Case type Primary purpose Required output Core quality test
Academic research case Explain, explore or theorise a bounded phenomenon Research manuscript, thesis chapter or research report Can a reader follow the route from research question through evidence and analysis to the contribution?
Teaching case Enable participants to practise analysis and make a decision Case narrative, exhibits and a separate teaching note Can a facilitator run a rigorous discussion that achieves stated learning outcomes?
Private-sector practice case Document an intervention, result, learning and decision implication Executive case report, client case or implementation learning note Can a decision-maker judge what happened, why, what evidence supports it, and whether it is transferable?
For teaching cases, recognised author guidance expects classroom testing and documentation of how the case performed in practice; it also distinguishes the case narrative from the instructor-facing discussion of learning and classroom use. For practice cases, sound reporting requires the organisational problem, diagnosis, intervention, results, limitations, follow-up and transferable learning—not merely a polished success narrative.

Proposed P8 design
The subsequent PROTOCOLS tab should include the following steps. This is not yet a request to modify the database; it is the proposed architecture for the next stage.

Step Step name Purpose Quality gate
1 Select case type and use Identify whether the output is academic, teaching or practice-facing Is one primary use explicitly selected?
2 Clarify purpose, audience and central question Define what the reader should understand, decide or learn Does the case have a specific question, dilemma or problem?
3 Define case boundary Specify the unit of analysis, setting, actors, period and exclusions Could another reader identify exactly what is—and is not—the case?
4 Justify case selection Explain why this case is illuminating, critical, typical, unusual, revelatory or instrumental Is the selection rationale stronger than “it was available”?
5 Build the evidence architecture Create a source register linking claims to interviews, documents, observation, data or secondary sources Can every major claim be traced to evidence?
6 Address ethics, permissions and confidentiality Record consent, anonymisation, attribution, data permissions, organisational risk and publication constraints Is the case safe and authorised to use in its intended form?
7 Analyse evidence and test interpretations Code, compare, triangulate, seek disconfirming evidence and distinguish data from interpretation Have plausible alternative explanations been considered?
8 Build the genre-specific structure Select the research, teaching or practice template Does the structure suit the case type rather than a generic report?
9 Draft the narrative and exhibits Use context, actors, evidence, tension, sequence and supporting displays Do exhibits clarify the argument or decision rather than decorate the document?
10 Apply module and P7 revisions Use M1 for clarity, M2 for narrative, M3 for pedagogy, M4 for analytical rigour, M5 for practice narrative, and P7 for executive restructuring when relevant Does the case remain clear, evidence-led and fit for its audience?
11 Run genre-specific validation Peer review, member checking or audit trail for research; classroom testing for teaching; stakeholder validation and outcome review for practice Has the case been tested in a way proportionate to its intended use?
12 Finalise outputs, metadata and version control Finalise title, case type, author/date, evidence references, permissions status, version and dissemination controls Is the case reproducible, usable and properly governed?
Implications for other tabs
The INDEX change should ultimately be accompanied by related entries in the other tabs. Otherwise P8 would be visible but not operational.

Tab Recommended adjustment Priority
MODULES No immediate M6. Instead, add a P8 cross-reference to existing modules and specify when each is applied High
PROTOCOLS Add the 12 P8 rows above, including step descriptions and quality-gate questions Essential
SKILLS Add at least three case-specific skills: academic case writing, teaching-case development, and practice-case development High
INDEX Add P8 now, with a precise scope note Essential
P1 Add a note: “Use P8 instead when the deliverable is a case study; use P1 within P8 for drafting and revision.” Useful
P5 Add a note: “Use P8 when learners will write, analyse or facilitate a full teaching case.” Useful
P4 Add a note: “Use P8, not P4, when claims rely on formal case evidence; P4 may support the executive/practice narrative within P8.” Useful
P7 Add a note: “Use as an optional restructuring pass for case-study executive summaries, findings and recommendations.” Useful
The most appropriate future SKILLS entries would be:

Suggested ID Skill name Main protocol Typical output
S16 Academic case-study manuscript P8 + P1 Research article section, thesis chapter or case-study report
S17 Teaching case and teaching note P8 + P5 Case narrative, exhibits, facilitator note and discussion plan
S18 Practice case / implementation learning report P8 + P4 + P7 Executive case report, intervention narrative, lessons and recommendations
S19 Case-study evidence audit P8 + P6 principles where appropriate Evidence matrix, ethics/permissions review and quality checklist
Decision
Add P8 to the INDEX now. Do not add M6 yet.

Reassess the need for a dedicated module only after P8 has been used across several cases. An M6 becomes justified only if recurring work reveals a stable, reusable body of principles that cannot be adequately handled by M1–M5—for example, a specific framework for constructing evidence-led case narratives, handling multiple embedded units, or producing ethnographically sensitive case accounts.

The next logical step is to draft the P8 rows for the PROTOCOLS tab—with concise step descriptions and testable quality-gate questions—then add S16–S19 to the SKILLS tab.

review if any change is needed here Module ID
Module name
Source
Level
One-sentence purpose
Key principles (bullets)
Checklist name
Checklist (very short)
M1
Clear sentences
Tom Albrighton – How to Write Clearly
Core
Make sentences easy to read, unambiguous and immediately useful to the reader
Cut throat-clearing; put the main point early; use subject–verb–object; keep one idea per sentence; turn -tion/-ment nouns into verbs; cut intensifiers and adverbs; remove vague terms; delete lines that do not advance the reader’s understanding or decision.
M1-Clarity
Read aloud; split long sentences; remove fillers; put the point early; check that every sentence earns its place and can only be read one way.
M2
Sticky messages
Chip and Dan Heath – Made to Stick
Core
Make ideas memorable, retellable and relevant to the audience
SUCCESs: Simple core message; Unexpected element; Concrete language; Credible evidence; Emotional hook; Stories; state the core message before the detail; use a manageable number of supporting points; make the “so what?” clear.
M2-SUCCESs
Can someone repeat the core idea, name the supporting points, remember one example and explain why the message matters?
M3
Workshop design
Rob Fitzpatrick and Devin Hunt – The Workshop Survival Guide
Intermediate
Design workshops and course sessions that change behaviour
Start with outcomes; design exercises, not lectures; align activities with outcomes; balance energy and reflection; end with commitments and follow-up; consider time, participation and constraints.
M3-Workshop
Do I have clear outcomes, active exercises, realistic timing and a concrete closing commitment or action?
M4
Advanced academic writing
Peter Barry – New Directions in Literary Studies
Advanced
Develop critical reading and explicit, well-supported arguments for reports and formal texts
Distinguish theory from description; identify the main conclusion; distinguish conclusions, reasons, evidence and examples; interrogate assumptions; test whether reasons overlap or leave gaps; compare frameworks; foreground the writer’s line of argument; support claims with appropriate evidence; apply the “so what?” test; check for hidden contradictions.
M4-Academic
Is the conclusion explicit? Are the reasons distinct and sufficient? Is each piece of evidence relevant? Are assumptions, gaps and contradictions addressed?
M5
Strategy Story (9-step)
Strategist Toolkit / internal
Core
Turn any idea into a clear, persuasive strategy narrative
1) Start with context; 2) name the real problem; 3) explain why now; 4) state the Big Idea; 5) explain value using “has X so Y get Z”; 6) choose 3–4 needle movers; 7) list initiatives for each choice; 8) sequence actions on a simple timeline; 9) close with concrete next steps.
M5-Strategy-Story
Is the problem real, the Big Idea clear, the strategic focus selective, the sequence realistic and the next action explicit?
The modules are now substantially stronger: M1 has a clearer reader-focus, M2 has an explicit “so what?”, and M4 now includes the argument architecture needed to work well alongside P7. For a future case-study protocol, only small, targeted changes are needed—principally in M4, with optional wording refinements in M2 and M5. No new case-study module is required.

Overall assessment
Your module set has a coherent division of labour:

Module Primary contribution to case-study work Assessment
M1 Clear, economical prose; distinction between claims and evidence Strong; retain as written
M2 Reader relevance, concreteness, stakes and narrative recall Strong; add a guardrail against over-dramatisation
M3 Teaching-case design, especially learning outcomes and activities Strong; retain as written
M4 Research rigour, analytical argument and evidence appraisal Strongest candidate for a small revision
M5 Practice-case and strategy narrative structure Strong; add a limited evidence-to-action safeguard
Your revised M4 also aligns well with the proposed P7 logic: conclusion first; distinct reasons; evidence that genuinely supports each reason; and checks for gaps, overlap and contradictions. This reduces a common problem in academic and professional work: a text that contains many themes but no explicit central conclusion.

Required change: M4
For case studies, M4 needs three explicit additions:

Define the object of analysis and its boundaries. A case-study writer must specify what the case is, what it is not, whose perspective is represented, and the time/place/organisational boundary.

Distinguish evidence levels. Case work often combines interviews, observation, documents, administrative data and secondary sources. The module should prompt the writer to identify the source, strength and limitation of evidence rather than treating all material as equally authoritative.

Separate empirical evidence, interpretation and implication. This is essential in academic research, teaching material and client-facing reports alike.

These are appropriate additions to M4 because they strengthen analysis and evidence use without turning M4 into a full case-study methodology module. The P8 protocol would operationalise them as steps, templates and quality gates. Case-study quality literature repeatedly emphasises defined cases, transparent data collection/analysis, multiple sources, and an inspectable link between evidence and claims.

Recommended M4 replacement
Field Recommended wording
Module ID M4
Module name Advanced academic writing and evidence-led argument
Source Peter Barry – New Directions in Literary Studies; argument-structure and case-study quality principles
Level Advanced
One-sentence purpose Develop critical reading and explicit, well-supported arguments for academic, research and formal professional texts.
Key principles (bullets) Distinguish theory from description; identify the main conclusion; distinguish conclusions, reasons, evidence and examples; define the object of analysis and its boundaries; distinguish empirical evidence, interpretation and implication; identify the source, strength and limitation of evidence; interrogate assumptions; test whether reasons overlap or leave gaps; compare frameworks; foreground the writer’s line of argument; support claims with appropriate evidence; apply the “so what?” test; check for hidden contradictions; acknowledge uncertainty and plausible alternative explanations.
Checklist name M4-Academic-Evidence
Checklist (very short) Is the conclusion explicit? Is the object of analysis clearly bounded? Are reasons distinct and sufficient? Can each claim be traced to relevant evidence? Are evidence, interpretation and implication separated? Are assumptions, limitations, alternatives, gaps and contradictions addressed?
I recommend the longer name, “Advanced academic writing and evidence-led argument”, because it reflects what M4 now actually does. The existing name understates its usefulness for research reports, evaluations, governance analysis and private-sector cases.

Optional strengthening: M2
M2 is appropriate for case work because it encourages memorable, concrete and relevant writing. However, the case-study setting needs one constraint: an engaging narrative must not distort the evidence, simplify competing perspectives unfairly, or create an artificial “hero story”.

Recommended M2 addition
Add one final principle:

Use stories and emotional stakes ethically; do not exaggerate, sensationalise, anonymise inadequately or present one stakeholder’s account as the whole case.

Then revise the checklist to:

Can someone repeat the core idea, name the supporting points, remember one example and explain why the message matters? Is the message concrete and engaging without overstating the evidence or silencing relevant perspectives?

This is especially useful for cases involving community governance, contested decisions, organisational change, sustainability claims, sensitive stakeholder relationships or asymmetries of power. A case can be compelling without being simplistic.

Optional strengthening: M5
M5 is valuable for a practice-facing case, executive report or implementation-learning document. However, its current phrasing assumes that every story ends in a strategic solution and action plan. That is not always appropriate in case research, where the outcome may be ambiguity, failure, trade-offs or unresolved tension.

Do not change the nine steps. Add a qualifying line to the key principles:

Use the Strategy Story structure when the case calls for an action-oriented narrative; retain uncertainty, trade-offs, unintended effects and unresolved tensions where the evidence requires them.

Then expand the checklist slightly:

Is the problem real, the Big Idea clear, the strategic focus selective, the sequence realistic and the next action explicit? Does the narrative state key trade-offs, evidence limits and unresolved issues where relevant?

This keeps M5 useful for clients without allowing strategic storytelling to become unsupported advocacy.

No change: M1 and M3
M1 — retain exactly as drafted
M1 is well calibrated. The new wording—“immediately useful to the reader” and “delete lines that do not advance the reader’s understanding or decision”—is especially useful for executive case reports, teaching cases and research reporting.

One editorial point only: consider consistent punctuation in the source name and preserve the en dash already used:

Tom Albrighton – How to Write Clearly

M3 — retain exactly as drafted
M3 should stay focused on workshop and session design. It will support the teaching-use branch of P8, particularly where a case becomes part of a workshop, module or executive programme. It should not be expanded into case-writing guidance, because P8 plus P5 will perform that function.

Suggested MODULES tab version
Below is the recommended post-review version. Changes are marked conceptually through the revised M2, M4 and M5 entries; M1 and M3 remain unchanged.

Module ID Module name Source Level One-sentence purpose Key principles Checklist name Checklist
M1 Clear sentences Tom Albrighton – How to Write Clearly Core Make sentences easy to read, unambiguous and immediately useful to the reader. Cut throat-clearing; put the main point early; use subject–verb–object; keep one idea per sentence; turn -tion/-ment nouns into verbs; cut intensifiers and adverbs; remove vague terms; delete lines that do not advance the reader’s understanding or decision. M1-Clarity Read aloud; split long sentences; remove fillers; put the point early; check that every sentence earns its place and can only be read one way.
M2 Sticky messages Chip and Dan Heath – Made to Stick Core Make ideas memorable, retellable and relevant to the audience. SUCCESs: Simple core message; Unexpected element; Concrete language; Credible evidence; Emotional hook; Stories; state the core message before the detail; use a manageable number of supporting points; make the “so what?” clear; use stories and emotional stakes ethically, without overstating evidence or silencing relevant perspectives. M2-SUCCESs Can someone repeat the core idea, name the supporting points, remember one example and explain why the message matters? Is the message concrete and engaging without overstating the evidence or silencing relevant perspectives?
M3 Workshop design Rob Fitzpatrick and Devin Hunt – The Workshop Survival Guide Intermediate Design workshops and course sessions that change behaviour. Start with outcomes; design exercises, not lectures; align activities with outcomes; balance energy and reflection; end with commitments and follow-up; consider time, participation and constraints. M3-Workshop Do I have clear outcomes, active exercises, realistic timing and a concrete closing commitment or action?
M4 Advanced academic writing and evidence-led argument Peter Barry – New Directions in Literary Studies; argument-structure and case-study quality principles Advanced Develop critical reading and explicit, well-supported arguments for academic, research and formal professional texts. Distinguish theory from description; identify the main conclusion; distinguish conclusions, reasons, evidence and examples; define the object of analysis and its boundaries; distinguish empirical evidence, interpretation and implication; identify the source, strength and limitation of evidence; interrogate assumptions; test whether reasons overlap or leave gaps; compare frameworks; foreground the writer’s line of argument; support claims with appropriate evidence; apply the “so what?” test; check for hidden contradictions; acknowledge uncertainty and plausible alternative explanations. M4-Academic-Evidence Is the conclusion explicit? Is the object of analysis clearly bounded? Are reasons distinct and sufficient? Can each claim be traced to relevant evidence? Are evidence, interpretation and implication separated? Are assumptions, limitations, alternatives, gaps and contradictions addressed?
M5 Strategy Story (9-step) Strategist Toolkit / internal Core Turn any idea into a clear, persuasive strategy narrative. 1) Start with context; 2) name the real problem; 3) explain why now; 4) state the Big Idea; 5) explain value using “has X so Y get Z”; 6) choose 3–4 needle movers; 7) list initiatives for each choice; 8) sequence actions on a simple timeline; 9) close with concrete next steps. Use this structure when the case calls for an action-oriented narrative; retain uncertainty, trade-offs, unintended effects and unresolved tensions where evidence requires them. M5-Strategy-Story Is the problem real, the Big Idea clear, the strategic focus selective, the sequence realistic and the next action explicit? Does the narrative state key trade-offs, evidence limits and unresolved issues where relevant?
Boundary rule for P8
When P8 is added, include this application rule in its first step:

Academic research case: Apply M1, M4 and P1 as the default; use M2 only for reader relevance and coherent narrative, never as a substitute for evidence.

Teaching case: Apply M1, M2 and M3; use M4 to ensure intellectual and evidential integrity; use P5 for learning alignment.

Private-sector practice case: Apply M1, M2, M5 and P7; use M4 to check claims, evidence, limitations, trade-offs and causal assertions.

That configuration keeps each module in its proper role and prevents the planned P8 protocol from becoming an unmanageably broad replacement for the rest of the system.

now lets critically review the protocols tabs: Protocol ID
Protocol name
Main purpose
Uses modules
Step #
Step name
Step description
Checks / questions
P1
Integrated writing protocol
Plan, draft and revise academic/pro texts
M1, M2, M4
1
Clarify purpose and audience
Ask the user about goal, audience, and where the text will be used. Summarize the purpose in 1-2 sentences.
Does the text have a clear purpose and target audience?
P1
Integrated writing protocol
Plan, draft and revise academic/pro texts
M1, M2, M4
2
Outline key points
Draft 3-7 bullet points for the main ideas or sections, in logical order.
Can someone understand the whole text just from the outline?
P1
Integrated writing protocol
Plan, draft and revise academic/pro texts
M1, M2, M4
3
Write first draft
Turn the outline into a complete draft in plain language without worrying about perfection.
Does every outline point appear clearly in the draft?
P1
Integrated writing protocol
Plan, draft and revise academic/pro texts
M1, M2, M4
4
Apply M1 Clear sentences
Rewrite to shorten sentences, remove fillers, and keep one main idea per sentence.
Are most sentences short, direct, and easy to read?
P1
Integrated writing protocol
Plan, draft and revise academic/pro texts
M1, M2, M4
5
Apply M2 Sticky messages
Sharpen the core message, add one surprising or concrete detail, and make key ideas memorable.
Can a reader easily repeat the core message in their own words?
P1
Integrated writing protocol
Plan, draft and revise academic/pro texts
M1, M2, M4
6
Apply M4 Academic checks
Strengthen argument, support claims with sources, and reduce description-only passages.
Is the main argument clear and well supported by evidence?
P1
Integrated writing protocol
Plan, draft and revise academic/pro texts
M1, M2, M4
7
Final polish
Do a last pass for coherence, tone, and formatting (headings, bullets).
Does the whole text feel consistent and ready to share?
P2
Presentations with literature
Talks presenting research and literature
M1, M2, M4
1
Clarify talk goal and audience
Ask what the talk should achieve and who will be in the room (level, background).
Is there a single, clear goal for this talk?
P2
Presentations with literature
Talks presenting research and literature
M1, M2, M4
2
Define core message
Write the one sentence the audience should remember after the talk.
Is the core message short, specific, and non-technical?
P2
Presentations with literature
Talks presenting research and literature
M1, M2, M4
3
Select key sources
Choose 3-7 essential authors or studies and note what each contributes.
Does each source clearly support part of the core message?
P2
Presentations with literature
Talks presenting research and literature
M1, M2, M4
4
Create talk structure
Design a simple structure: opening, 2-4 main sections, conclusion and Q&A.
Can the structure be explained in under 30 seconds?
P2
Presentations with literature
Talks presenting research and literature
M1, M2, M4
5
Design slides or talking points
Turn structure into slides or bullet notes, one idea per slide/point using clear language (M1).
Does each slide/point have one clear idea and simple language?
P2
Presentations with literature
Talks presenting research and literature
M1, M2, M4
6
Apply M2 Sticky messages
Add a memorable hook to the opening and one concrete example or story per main section.
Is there at least one image, example, or story people will remember?
P2
Presentations with literature
Talks presenting research and literature
M1, M2, M4
7
Rehearsal script
Write a short speaking script or notes and check flow and timing.
Can the talk be delivered comfortably within the time limit?
P3
Workshops and trainings protocol
Designing interactive workshops
M2, M3
1
Clarify learning outcomes
Define 3-5 concrete outcomes using action verbs (what participants will be able to do).
Are the outcomes specific, observable actions?
P3
Workshops and trainings protocol
Designing interactive workshops
M2, M3
2
Profile participants
Describe who the participants are, their starting level, and constraints (time, context).
Does the design take into account who is actually attending?
P3
Workshops and trainings protocol
Designing interactive workshops
M2, M3
3
Design core activities
Create 2-4 interactive exercises aligned with the outcomes (M3 principles).
Does each outcome have at least one matching activity?
P3
Workshops and trainings protocol
Designing interactive workshops
M2, M3
4
Structure agenda
Build a timed agenda (blocks, breaks, transitions) that fits the total time.
Does the agenda realistically fit in the available time?
P3
Workshops and trainings protocol
Designing interactive workshops
M2, M3
5
Plan materials and instructions
List needed materials and write clear instructions for each activity.
Could another facilitator run it just from these instructions?
P3
Workshops and trainings protocol
Designing interactive workshops
M2, M3
6
Apply M2 Sticky framing
Craft an opening story or example that makes the workshop feel relevant and urgent.
Would participants see why this matters in the first 5 minutes?
P3
Workshops and trainings protocol
Designing interactive workshops
M2, M3
7
Closure and follow-up
Design a closing reflection and define simple follow-up actions or resources.
Do participants leave knowing what to do next?
P4
Strategy Story protocol
Turn any initiative into a 1-3 page strategy story
M1, M2, M5
1
Context
List 3-6 concrete facts that set the scene (where we are now, external change, constraints).
Are the context points factual, specific, and neutral?
P4
Strategy Story protocol
Turn any initiative into a 1-3 page strategy story
M1, M2, M5
2
Real problem
Describe the core problem or tension in 1-3 sentences in plain language.
Does this feel like the real problem, not a symptom or a solution?
P4
Strategy Story protocol
Turn any initiative into a 1-3 page strategy story
M1, M2, M5
3
Why it’s urgent
Explain why the problem must be addressed now (risks, opportunities, timing).
Is there a clear sense of urgency or consequence?
P4
Strategy Story protocol
Turn any initiative into a 1-3 page strategy story
M1, M2, M5
4
Big Idea
State the central idea or strategic move in one strong sentence.
Is the Big Idea short, clear, and easy to repeat?
P4
Strategy Story protocol
Turn any initiative into a 1-3 page strategy story
M1, M2, M5
5
Value of solution
Write a 'has X so Y get Z' sentence explaining value for key stakeholders.
Is it obvious who benefits and how?
P4
Strategy Story protocol
Turn any initiative into a 1-3 page strategy story
M1, M2, M5
6
Strategic choices
List 3-5 big choices or pillars that will drive the change.
Do these choices feel like real trade-offs or focus areas?
P4
Strategy Story protocol
Turn any initiative into a 1-3 page strategy story
M1, M2, M5
7
Initiatives per choice
For each choice, list 2-4 key initiatives or projects that make it real.
Can we see how each initiative supports its choice?
P4
Strategy Story protocol
Turn any initiative into a 1-3 page strategy story
M1, M2, M5
8
Sequence actions
Roughly place initiatives into near, mid, and longer term (e.g. 0-12, 12-24, 24-36 months).
Does the sequence look realistic given capacity and dependencies?
P4
Strategy Story protocol
Turn any initiative into a 1-3 page strategy story
M1, M2, M5
9
Next steps
Spell out 2-5 concrete asks or decisions needed from the target audience.
Is it crystal clear what the audience should decide or do now?
P5
Course / Program Design protocol
Design full courses or programs (higher ed, executive, micro-courses)
M1, M2, M3
1
Clarify audience and format
Identify the target (higher education, executive, professional, micro-course) and delivery format (online, in-person, hybrid).
Is the audience and format stated in one clear sentence?
P5
Course / Program Design protocol
Design full courses or programs (higher ed, executive, micro-courses)
M1, M2, M3
2
Define learning outcomes
Write 3-8 concrete learning outcomes using action verbs (what participants will be able to do).
Are the outcomes observable and assessable?
P5
Course / Program Design protocol
Design full courses or programs (higher ed, executive, micro-courses)
M1, M2, M3
3
Structure modules or weeks
Group outcomes into 3-8 modules or weeks with short titles and a focus for each block.
Can someone see the course logic just from the module titles?
P5
Course / Program Design protocol
Design full courses or programs (higher ed, executive, micro-courses)
M1, M2, M3
4
Design core learning activities
For each module, propose 1-3 key activities (readings, cases, projects, discussions) applying M3 workshop principles.
Does each module have at least one activity that clearly supports its outcomes?
P5
Course / Program Design protocol
Design full courses or programs (higher ed, executive, micro-courses)
M1, M2, M3
5
Assessment strategy
Define how learning will be assessed (exams, projects, reflections, participation) and how this aligns with outcomes.
Is there at least one assessment clearly linked to each major outcome?
P5
Course / Program Design protocol
Design full courses or programs (higher ed, executive, micro-courses)
M1, M2, M3
6
Course narrative and value
Apply M2 to write a short course description that explains why it matters for this audience and what is unique about it.
Would the target audience feel this course is relevant and valuable?
P5
Course / Program Design protocol
Design full courses or programs (higher ed, executive, micro-courses)
M1, M2, M3
7
Logistics and workload
Estimate time per week / per module and clarify expected workload for participants.
Is the workload realistic for this type of audience and format?
P5
Course / Program Design protocol
Design full courses or programs (higher ed, executive, micro-courses)
M1, M2, M3
8
Review and alignment
Check that activities, assessments, and workload all align with outcomes and audience.
Does the full design feel coherent and feasible for the chosen audience?
P6
Official Documents protocol
Write or review policies, protocols, and ethics documents at audit-ready standard
M1, M4, M5
1
Clarify scope and audience
State what type of document this is (policy, protocol, ethics agreement) and who must follow it.
Is it obvious who this applies to and in what situations?
P6
Official Documents protocol
Write or review policies, protocols, and ethics documents at audit-ready standard
M1, M4, M5
2
State purpose and values
Explain in 2-4 sentences why the document exists and which company values it supports.
Can a reader see how this connects to the company’s values and goals?
P6
Official Documents protocol
Write or review policies, protocols, and ethics documents at audit-ready standard
M1, M4, M5
3
Definitions
List any key terms that could be ambiguous and define them in plain language.
Would two different readers interpret the key terms in the same way?
P6
Official Documents protocol
Write or review policies, protocols, and ethics documents at audit-ready standard
M1, M4, M5
4
Rights and responsibilities
Specify what people MUST do, MUST NOT do, and MAY do, using clear, direct sentences (M1).
Are obligations and prohibitions stated unambiguously?
P6
Official Documents protocol
Write or review policies, protocols, and ethics documents at audit-ready standard
M1, M4, M5
5
Procedures and steps
Describe step-by-step what to do in typical scenarios (e.g., reporting, approvals, exceptions).
Can someone follow the steps without needing extra explanation?
P6
Official Documents protocol
Write or review policies, protocols, and ethics documents at audit-ready standard
M1, M4, M5
6
Compliance
legal references and consequences
Identify relevant laws, regulations, internal codes, or standards. Summarize how this document supports compliance and explain how non-compliance is handled.
Are key legal/standard references mentioned and are consequences consistent with them?
P6
Official Documents protocol
Write or review policies, protocols, and ethics documents at audit-ready standard
M1, M4, M5
7
Governance, ownership and review
Name the document owner, approver(s), version number, effective date, and review cycle (e.g., annual).
Can an auditor see who owns it, who approved it, and when it will next be reviewed?
P6
Official Documents protocol
Write or review policies, protocols, and ethics documents at audit-ready standard
M1, M4, M5
8
Implementation and evidence
Describe how the policy is communicated (training, onboarding, intranet) and what records exist (logs, reports, attestations) to prove it is followed.
Could an auditor find evidence that the policy is known, applied, and monitored?
P6
Official Documents protocol
Write or review policies, protocols, and ethics documents at audit-ready standard
M1, M4, M5
9
Audit-ready clarity check
Apply M1 and M4 to remove ambiguous language, check for gaps or contradictions, and create a 5-10 point checklist an auditor can use to test this policy.
If you only had the checklist, could you quickly assess whether the policy is in place and working?
P7
Minto Pyramid Restructure Protocol
Restructure texts around one main conclusion, three distinct reasons and the evidence needed to support them
M1, M2, M4
1
Identify the main conclusion
Read the draft and state the one conclusion it is actually building towards in a single sentence.
Can the draft’s main conclusion be stated clearly in one sentence?
P7
Minto Pyramid Restructure Protocol
Restructure texts around one main conclusion, three distinct reasons and the evidence needed to support them
M1, M2, M4
2
Run the buried lede test
Identify where the main conclusion appears in the draft. If it is missing, explain what conclusion the draft appears to be building towards.
Is the main conclusion stated early enough for the intended audience?
P7
Minto Pyramid Restructure Protocol
Restructure texts around one main conclusion, three distinct reasons and the evidence needed to support them
M1, M2, M4
3
Define three supporting reasons
Extract or formulate exactly three reasons that support the main conclusion.
Are the three reasons relevant, distinct and collectively sufficient?
P7
Minto Pyramid Restructure Protocol
Restructure texts around one main conclusion, three distinct reasons and the evidence needed to support them
M1, M2, M4
4
Audit the three reasons
Check whether the reasons overlap, leave important gaps or merely repeat the conclusion. Flag any statement that is actually evidence, an example, background information or a recommendation rather than a reason.
Does each reason answer why the audience should accept the main conclusion?
P7
Minto Pyramid Restructure Protocol
Restructure texts around one main conclusion, three distinct reasons and the evidence needed to support them
M1, M2, M4
5
Separate reasons from evidence
Classify each statement as a conclusion, reason, evidence, example, context, qualification or action. Move each piece of evidence under the reason it directly supports.
Does every piece of evidence support one reason, and is any reason unsupported?
P7
Minto Pyramid Restructure Protocol
Restructure texts around one main conclusion, three distinct reasons and the evidence needed to support them
M1, M2, M4
6
Apply the “so what?” test
Review each line and ask what decision, implication or understanding it enables. Remove any line that cannot justify its place in the argument.
Does every surviving line help the audience understand, evaluate or act on the conclusion?
P7
Minto Pyramid Restructure Protocol
Restructure texts around one main conclusion, three distinct reasons and the evidence needed to support them
M1, M2, M4
7
Rebuild the argument
Rewrite the draft using this order: main conclusion, reason one with evidence, reason two with evidence, and reason three with evidence. Preserve useful qualifications and counterarguments where necessary.
Does the structure make the conclusion and its supporting logic visible without requiring the reader to reconstruct it?
P7
Minto Pyramid Restructure Protocol
Restructure texts around one main conclusion, three distinct reasons and the evidence needed to support them
M1, M2, M4
8
Create the email version
Compress the restructured argument into an email of fewer than 150 words using the same sequence: answer, three reasons, and only the evidence that earns its place. Preserve the writer’s voice.
Does the email state the answer first, include three clear reasons, remain under 150 words and end with a clear implication or request?
P7
Minto Pyramid Restructure Protocol
Restructure texts around one main conclusion, three distinct reasons and the evidence needed to support them
M1, M2, M4
9
Apply the final clarity check
Apply M1, M2 and M4 to check sentence clarity, message memorability, argument structure, evidence, gaps, contradictions and audience relevance.
Is the argument clear, concise, logically complete, appropriately supported and ready for the intended audience?
The protocols tab is already a strong practical system, and P7 substantially improves its capacity for executive argument and global restructuring. The main change needed is not to retrofit case-study requirements into every existing protocol; it is to clarify boundaries, make a few precision improvements, and add P8 as a dedicated protocol for case-study work.

Main diagnosis
The protocols work at different levels:

Protocol What it governs Main strength Main limitation
P1 General drafting and revision Clear workflow from purpose to polished text Does not control research design, evidence traceability, or case boundaries
P2 Research-informed talks Focused message and presentation flow Does not cover visual accessibility, evidence attribution or rehearsal conditions in enough depth
P3 Workshops and training sessions Activity-led learning design Does not fully specify assessment, inclusion/accessibility or facilitator contingency planning
P4 Strategy narrative Strong context–problem–action sequence Can imply premature certainty or solution-first thinking
P5 Course/programme design Constructive alignment between outcomes, activities and assessment Needs explicit inclusion, accessibility and case-use guidance
P6 Official/audit-ready documents Governance, duty, compliance and evidence Needs slightly stronger control of versioning, exceptions and approval
P7 Argument restructuring Clear conclusion–reasons–evidence hierarchy “Exactly three reasons” and a compulsory email output make it too rigid for all text types
P8, proposed Case-study design, writing and review Would coordinate evidence, ethics, narrative and genre Currently absent
The decisive gap is that none of P1–P7 requires a writer to define the case, establish its boundary, document evidence, address confidentiality, distinguish data from interpretation, or choose between an academic research, teaching, or private-sector case. Those are protocol-level requirements.

Cross-protocol adjustments
These changes improve the database as a reusable operating system, independently of P8.

1. Standardise English and metadata
Use the following conventions throughout:

Replace “academic/pro texts” with “academic and professional texts”.

Replace “programs” with “programmes” in the English database.

Correct the encoding error in P4 from “Why it‚Äôs urgent” to “Why it’s urgent”.

Change P6 step 6 from “Compliance legal references and consequences” to “Compliance, legal references and consequences”.

Use a consistent range style: “1–3 pages”, “3–5 outcomes”, “3–8 modules”, and “0–12 months”.

Decide whether the standard voice should be imperative (“Define…”, “Write…”, “Check…”) or descriptive (“Define…”, “Draft…”). Your protocols are already close to an imperative operating style, which I recommend retaining.

2. Add an application rule
Add a short note at the beginning of the PROTOCOLS tab or in the INDEX Notes field:

Protocol selection rule: Select the protocol according to the primary deliverable. Use P1 as the general drafting and revision workflow; use specialised protocols where the deliverable is a presentation, workshop, strategy story, programme, official document, argument restructure or case study. Protocols may be combined, but one protocol must be designated as the primary workflow.

This prevents users from stacking P1, P4, P5, P6 and P7 indiscriminately, which could generate duplicated steps and unclear outputs.

3. Add a universal evidence check
The current system is good on structure but varies in how it handles evidence. Add this question to the final step of every protocol where factual, analytical or evaluative claims appear:

Are factual claims, examples, quotations, figures and recommendations accurate, attributable where needed, proportionate to the available evidence, and clearly distinguished from interpretation?

This should apply especially to P1, P2, P4, P6, P7 and future P8. It complements M4’s proposed evidence-led argument focus.

P1: Integrated writing protocol
P1 is good but should become explicitly more useful for professional reports, research documents and consulting analysis.

Recommended changes
Step Current issue Recommended change
Main purpose “academic/pro texts” is compressed and unclear Change to: “Plan, draft and revise academic and professional texts.”
1 Does not identify the desired action or decision Add: “Identify the decision, understanding or action the text should enable.”
2 It moves from purpose directly to outline Add a brief core-message stage before outlining, or require the outline to begin with the central conclusion/message.
3 “Without worrying about perfection” is useful but risks unsupported drafting Add: “Mark evidence, assumptions, evidence gaps and source needs during drafting.”
5 M2 is not appropriate in equal strength for every formal document Add: “Apply selectively; prioritise relevance and concreteness over novelty or emotional framing in academic, legal and technical writing.”
6 “Support claims with sources” is too generic Add explicit evidence, limitation and alternative-explanation checks.
7 Formatting check should include accessibility and citation consistency Add headings, citation style, links, tables, readability and final action/request where relevant.
Recommended P1 structure
Clarify purpose, audience and intended use.

Define the core message, conclusion or decision.

Outline the argument or sections.

Build a claim-and-evidence plan.

Write the first draft.

Apply M1: clear sentences.

Apply M2 selectively: relevance, concrete detail and “so what?”.

Apply M4: argument, evidence, limitations and alternatives.

Finalise coherence, formatting, accessibility and readiness.

This is a modest expansion from seven to nine steps, but it fixes the most important weakness: the original P1 asks for a draft before requiring the writer to map claims to evidence.

P2: Presentations with literature
P2 is practical, but it should treat a presentation as a visual, spoken and evidence-based medium—not simply a short text divided into slides.

Recommended changes
Step Recommended adjustment
1 Add format, duration, delivery mode, constraints, audience accessibility needs and desired audience action.
2 Keep the core message, but require a one-sentence answer to “Why should this audience care now?”
3 Replace “3–7 essential authors or studies” with “the minimum set of credible sources required to support the message”; three to seven is helpful as guidance, not as a fixed rule.
4 Add an evidence hierarchy: conclusion first, then two to four supporting points, then evidence or examples. P7 can be used here when the presentation requires an executive argument.
5 Add source attribution on slides, visual accessibility, readable font sizes, contrast, descriptive spoken explanation of complex visuals and a limit of one main idea per slide.
6 Retain the memorable hook, but state that images and stories must be accurate, relevant, permission-cleared and not decorative.
7 Add rehearsal against time, transitions, questions, technical setup and a fallback plan if slides or internet fail.
Revised final quality gate
Can the talk be delivered within the time limit, understood without reading dense slides, and supported by traceable evidence and accessible visuals?

P3: Workshops and trainings
P3 follows strong activity-based design principles, but it needs a clearer link among outcomes, activities, assessment and practical inclusion.

Recommended changes
Step Current issue Recommended change
1 Strong as written Require both observable action and a condition/standard where appropriate: “Participants will be able to map three stakeholder risks using the provided template.”
2 Participant profile is useful but incomplete Add accessibility, language, power dynamics, prior experience, group size, psychological safety and technology constraints.
3 It assumes two to four activities are always right State “select the minimum number of activities needed”; one complex exercise may be better than four shallow ones.
4 Agenda lacks explicit learning sequence Include opening, orientation, activity, debrief, synthesis, break, transition and close.
5 Materials are covered, but facilitation guidance is incomplete Add roles, room/online setup, instructions, timing cues and contingency options.
6 “Urgent” can be inappropriate in reflective or mandatory training Change “relevant and urgent” to “relevant, concrete and worth participants’ time”.
7 Closure should measure learning as well as commitments Add an assessment or evidence-of-learning mechanism, such as demonstration, scenario response, exit ticket or short reflection.
Recommended P3 final quality gate
Do participants have a safe and accessible way to practise the intended skill, receive feedback, demonstrate learning and identify a realistic next action?

This adjustment also makes P3 more compatible with P5 and future teaching-case work under P8.

P4: Strategy Story protocol
P4 is well suited to strategic initiatives, transformation programmes and executive communications. It should remain distinct from P8 because its purpose is persuasion and alignment, not neutral case analysis.

Recommended changes
Step Recommended adjustment
1. Context Add source discipline: “List 3–6 concrete, dated and verifiable facts.”
2. Real problem Add “state whose problem it is and how it manifests”. This avoids generic formulations such as “we lack alignment”.
3. Why it’s urgent Allow urgency to be framed as a decision window, risk, opportunity or obligation; do not manufacture urgency.
4. Big Idea Require the idea to state both the strategic choice and what will deliberately not be prioritised.
5. Value Expand beyond the formula. Require material stakeholder benefits, potential costs and trade-offs.
6. Strategic choices Change “3–5” to “normally 3–5” so the tool guides rather than dictates. Test that choices are mutually distinct and collectively sufficient.
7. Initiatives Add accountable owner, key dependency and success measure for each initiative.
8. Sequence Add decision gates, resource constraints and critical dependencies.
9. Next steps Require a named decision-maker, deadline and requested decision or commitment.
Important boundary note
Add to P4:

Do not use P4 as the primary workflow for an academic case study, teaching case or evidence-led evaluation. Use P8 where formal case evidence, methodological transparency or learning-case design is required. P4 may be used within P8 for an executive or practice-facing narrative.

This preserves P4’s value while stopping strategy storytelling from replacing evidence-led case analysis.

P5: Course / Programme Design
P5 has sound constructive-alignment logic but needs stronger attention to assessment design, learner conditions and inclusion.

Recommended changes
Step Recommended adjustment
1 Add cohort size, prerequisites, accreditation/quality requirements, accessibility, language, delivery technology and timetable constraints.
2 Require outcomes to use one observable verb and a content/context statement; avoid unassessable verbs such as “understand” unless paired with an observable performance.
3 Add a progression rule: modules should move from foundation to application, analysis, synthesis and/or practice where appropriate.
4 Add planned preparation, facilitation, feedback and debrief. For a teaching case, require a discussion question, evidence/exhibit plan and teaching note.
5 Add assessment criteria/rubric, feedback timing, academic integrity and reasonable adjustments.
6 Keep M2, but state that promotional uniqueness must not displace accurate expectations, workload or prerequisites.
7 Include tutor/facilitator workload, participant workload, digital access and preparation time.
8 Expand the final alignment check to include accessibility, workload, inclusion, assessment validity and the evidence that outcomes are achieved.
P5 case-study cross-reference
Add a note:

When the programme includes a full teaching case, use P8 to develop the case narrative, exhibits, teaching note and classroom-testing plan. Use P5 to position the case within the wider curriculum, activities and assessment design.

This is the clearest connection between P5 and the new protocol.

P6: Official Documents
P6 is one of the more complete protocols. It should remain separate from P8, although it can provide useful governance principles for case-study permissions and confidentiality.

Recommended changes
Step Recommended adjustment
1 Add jurisdiction, entities covered, document status and relationship to related policies or contracts.
2 Change “company values” to “organisational values and applicable commitments”, making it usable beyond companies.
3 Add defined terms, acronyms, roles, approval authorities and cross-references.
4 Add responsibility matrices where duties cross teams, and make escalation/exception authority explicit.
5 Add process owner, inputs, outputs, record-retention requirements, service times and exception handling.
6 Correct the heading to “Compliance, legal references and consequences”; require jurisdiction-specific verification rather than generic legal statements.
7 Add document classification, controlled-copy location, superseded-version handling and a trigger-based review cycle, not only annual review.
8 Add monitoring indicators, internal audit methods, corrective action and evidence retention.
9 Include plain-language comprehension testing with intended users, not only a paper-based audit checklist.
Recommended P6 final quality gate
Could a responsible person identify the applicable rule, act correctly in a typical and exceptional situation, locate the owner and evidence of implementation, and demonstrate compliance to an auditor?

P7: Minto Pyramid Restructure Protocol
P7 is valuable, but its current wording risks turning a strong executive-thinking heuristic into a rigid rule. The required “exactly three” reasons and mandatory email version should be adjusted.

Core concern
The pyramid principle is about hierarchy, mutual exclusivity, logical order and audience-led communication. It is not inherently a rule that every argument must have three reasons, nor that every final output should be an email. In research, policy, teaching and strategy writing, the best structure may legitimately require two, four or more reasons; a forced set of three can hide important distinctions or manufacture symmetry.

Recommended changes
Step Current wording Recommended wording
Main purpose “one main conclusion, three distinct reasons” “one main conclusion, a small mutually distinct set of reasons, and the evidence needed to support them”
3 “Define three supporting reasons” “Define the smallest sufficient set of supporting reasons—normally two to four.”
4 “Audit the three reasons” “Audit the supporting reasons.”
7 “reason one… reason two… reason three” “main conclusion, each supporting reason with evidence, necessary qualification or counterargument, and resulting action or implication.”
8 “Create the email version” “Create the appropriate concise output.” Make the email version optional: use when the intended format is an email, decision note or executive message.
9 Add epistemic check Ensure the conclusion is not stronger than its evidence and that uncertainty is not removed merely to create a clean pyramid.
Proposed revised P7 steps
Identify the main conclusion.

Run the buried-lede test.

Define the smallest sufficient set of supporting reasons, normally two to four.

Audit the supporting reasons for overlap, gaps and level confusion.

Separate conclusions, reasons, evidence, examples, context, qualifications and actions.

Apply the “so what?” test.

Rebuild the argument in hierarchical order.

Create the appropriate concise output, where required.

Apply the final clarity, evidence and audience check.

This makes P7 safely usable for executive briefs, policy rationales, research summaries, recommendations, decision papers and the executive layer of a private-sector case study. It also aligns directly with your strengthened M4.

Add P8: Evidence-Based Case Study Protocol
P8 should be a new, self-contained protocol, not an amendment to P1, P4 or P5. It should sit after P7 in the PROTOCOLS tab.

Field Recommended entry
Protocol ID P8
Protocol name Evidence-Based Case Study Protocol
Main purpose Plan, write, review and adapt evidence-led case studies for academic research, teaching and private-sector practice.
Uses modules M1, M2, M3, M4 and M5; use P7 selectively for executive summaries, recommendations and argument restructuring.
Recommended P8 rows
Step # Step name Step description Checks / questions
1 Select case type and primary use Identify whether the case is an academic research case, teaching case or private-sector practice/implementation case. State its primary deliverable and intended audience. Is one primary case type selected? Does the proposed output match its purpose and audience?
2 Clarify purpose, question and intended contribution State the research question, learning dilemma or organisational decision the case will address. Explain what the reader should understand, decide, learn or do. Is there a clear question, dilemma or problem rather than a general topic?
3 Define the case and its boundary Specify the unit of analysis, setting, people or organisations involved, time period, phenomenon and exclusions. Could an independent reader identify precisely what is—and is not—the case?
4 Justify case selection and perspective Explain why this case is informative: critical, typical, unusual, revelatory, instrumental, decision-relevant or pedagogically useful. Identify whose perspectives are represented and absent. Is the selection rationale stronger than convenience? Are important viewpoints recognised?
5 Build an evidence and source plan List required evidence: interviews, documents, observation, records, metrics, artefacts, secondary sources and contextual literature. Link anticipated claims to sources. Can every material claim be traced to an identifiable source? Is more than one source used where appropriate?
6 Address ethics, permissions and confidentiality Record informed consent, permissions to use material, anonymity or attribution decisions, data storage, stakeholder risks and publication/dissemination conditions. Is the case authorised, safe and ethical for its intended use?
7 Analyse evidence and test interpretations Compare sources, construct chronology and themes, distinguish evidence from interpretation, look for disconfirming material and record limitations. Have alternative explanations, contradictory material and evidence limitations been considered?
8 Select the genre-specific structure Use the appropriate template: academic research manuscript; teaching case plus teaching note; or practice/implementation case. Does the structure fit the selected case type rather than a generic report?
9 Draft narrative, analysis and exhibits Draft an evidence-led narrative. Use only necessary context, clear actors, key tension, sequence and exhibits such as timelines, stakeholder maps, quotations, process maps or tables. Does every exhibit support analysis, learning or decision-making? Are fact, interpretation and recommendation clearly separated?
10 Apply module-led revision Apply M1 for clarity, M2 for relevant and ethical storytelling, M3 for teaching-case learning design, M4 for analytical rigour, M5 for action-oriented practice narratives and P7 where concise argument restructuring is needed. Is the document clear, evidence-led, ethically framed and appropriate for its audience?
11 Validate the case Use appropriate review: peer/methodological review, respondent or stakeholder checking where suitable, classroom testing for teaching cases, or implementation/outcome review for practice cases. Has the case been tested in a way proportionate to its purpose and risk?
12 Finalise outputs, references and governance Complete citations, source notes, permissions record, teaching note or executive summary, version information and dissemination controls. Is the case ready to use, traceable, correctly attributed and governed for its intended distribution?
P8 should not compel formal triangulation in every small teaching or practice case. Instead, it should require evidence sources and quality checks proportionate to the type, stakes and claims of the case. For an academic research case, methodological transparency should be high. For a short workshop case, evidence may be secondary research plus a clearly marked fictionalised/composite scenario. For a client-facing implementation case, the emphasis may fall on verified baseline, intervention, results, limitations and transfer conditions.

Recommended adoption order
Apply the cross-protocol standardisation edits.

Revise P7 immediately, especially the “exactly three reasons” rule and mandatory email step.

Strengthen P1 because it remains the default drafting workflow.

Add P8 with all 12 rows.

Add the P4, P5 and P7 cross-references to P8.

In the next review, update SKILLS with case-specific skills and amend the INDEX to point to P8.

This approach protects the modularity of the database: specialised protocols handle specialised work, while M1–M5 and P1 remain reusable foundations rather than becoming overloaded.

provide the full updated protocols tab in CSV if is easier
perfect lets update the full form html, just consider avoding hte mention of the 8Ps while this is useful for academic, if a non academic fills this form and dont have any prevuous marketing kwnowlege this will create confusion.

AfSMA_CaseStudyApplication_Form_2026-09-07_V2
HTML
I created the updated Contact Form 7 HTML form with the full eight-part information structure, but without referring to “the 8Ps” anywhere in the applicant-facing text.

The revised Section 5 is titled “How the Work Was Designed and Delivered” and uses plain-language questions:

What did the programme offer to help people take the intended action?

Which costs or barriers did it address?

Where, when and through which access route could people act?

How did the programme encourage action?

Which other groups had a role in making change possible?

Which organisations or groups worked together?

Which rules or system conditions helped or hindered action?

How was the work funded and what affected continuation?

The technical mapping remains intact through the field IDs:

Plain-language question Internal case-study field
What did the programme offer? product-offer
Which costs or barriers were addressed? price-barriers
Where and how could people take action? place-access
How did the programme encourage action? promotion-engagement
Which other groups had a role? publics
Which organisations worked together? partnerships
Which rules or systems mattered? policy
How was work funded and sustained? purse-strings
This gives non-academic applicants intuitive questions while preserving the structured data needed for reviewer assessment, case-study writing and later academic analysis.

1. Classification for Peer Review

The information in this section will be used to categorise the application for peer review and case-study development.

Sector *
Please select a sectorSocialEnvironmentalEconomicCross-sector or Other

Country of Implementation *

Select the African country in which the work was conducted.

Select a countryAlgeriaAngolaBeninBotswanaBurkina FasoBurundiCabo VerdeCameroonCentral African RepublicChadComorosDemocratic Republic of the CongoRepublic of the CongoDjiboutiEgyptEquatorial GuineaEritreaEswatiniEthiopiaGabonGambiaGhanaGuineaGuinea-BissauIvory CoastKenyaLesothoLiberiaLibyaMadagascarMalawiMaliMauritaniaMauritiusMoroccoMozambiqueNamibiaNigerNigeriaRwandaSao Tome and PrincipeSenegalSeychellesSierra LeoneSomaliaSouth AfricaSouth SudanSudanTanzaniaTogoTunisiaUgandaZambiaZimbabwe

Project Location *

Provide the city, district, region or other relevant location within the country. Do not include confidential locations. Maximum 80 words.

Priority Population(s) or Audience(s) *
Select all groups the work was primarily designed to reach, support or influence.

Other Priority Population or Audience *

2. Applicant and Organisation Details

Case Study Title *

Name of Person Submitting the Application *

AfSMA Membership Number *

Contact Email *

Organisation and Role
Optional

Implementing Organisation(s) *

Name the organisation or organisations that designed, led or delivered the work. Maximum 100 words.

Organisation Website or Public Programme Link

Optional. Provide only a publicly accessible website or programme link.

Primary Contact for Follow-up

Optional. Leave blank if the person submitting this application is the authorised contact.

3. Project at a Glance

Case Study Summary *

Provide a brief overview of the programme or intervention: the issue, priority audience, approach and main result or learning. Maximum 100 words.

Implementation Period *

State the month and year when the work started and ended, or write “ongoing” and give the start date. Example: March 2024–November 2025.

4. Problem, Audience and Intended Change

Issue and Context *

Describe the social, environmental or economic issue and why it mattered in this setting. Include only information you can support with local data, research, service evidence or credible sources. Maximum 200 words.

What Did You Learn About the Priority Audience? *

Describe the most important barriers, motivations, needs, social influences, access issues or competing priorities that shaped the desired behaviour. State how you learned this, where possible. Describe what you learned; do not repeat the intervention response here. Maximum 200 words.

Overall Goal *

State the broader social, environmental or economic outcome the work aimed to support. Maximum 80 words.

Specific Behavioural Objective *

State the observable action the priority audience was expected to start, stop, reduce, increase, continue or do differently. Do not describe programme activities or services here. Do not state awareness, knowledge or attitudes alone unless they are linked to a clear action. Maximum 80 words.

Supporting Objectives

List any supporting changes in awareness, capability, attitudes, service quality, policy, norms, access or enabling conditions. Maximum 120 words.

5. How the Work Was Designed and Delivered

The questions below help us understand how the work supported people to take the intended action. Please use plain language. If a question does not apply to your work, write “Not applicable” and briefly explain why. Do not leave the field blank.

What Did You Do? *

Give a short overview of the intervention, who it reached, the main activities and how it was delivered. The questions below ask for more detail, so do not repeat every element in full. Maximum 300 words.

What Did the Programme Offer to Help People Take the Intended Action? *

The intended action is recorded elsewhere. Here, describe the practical offer that helped people carry it out: for example, a service, product, support, skill, tool, incentive, safer option, information, environment or benefit. Maximum 120 words.

Which Costs or Barriers Did the Programme Address? *

The audience-insight question asks what you learned about barriers. Here, explain which costs or barriers the programme actively addressed and how. Costs may include money, time, effort, travel, inconvenience, stigma, privacy concerns, safety risks, fear, social disapproval or lost income. Maximum 120 words.

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