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Practice Writing 3: Formatting and Designing Workplace Correspondence

The directions to this assigment is attached below in the documt called Writing 3 Memo. 

This assigment is quite easy. You do NOT need to write, at the bottom is the text you need to convert into a memo. Please read each instruction carefully. The youtube video attached and the other 2 documents are examples.

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Practice Writing 3: Formatting and Designing Workplace Correspondence

Format and design are equally important in professional correspondence as it encourages the audience to want to read, and it helps the audience navigate the document, helping them scan and easily locate information.

What is format and design?

Format and design are two aspects of a document you will need to address in every major assignment you complete in this course. This practice writing will help you better understand how to accomplish these goals. Every assignment will have a format you must follow such as memo, letter, email, etc…, and every assignment will need to include design features such as headings, subheadings, steps, lists, images, etc…

What do I need to do to complete this assignment?

Please look at the text below and put it in memo format. Then include design features for optimal readability; use what you learned from this week’s readings and videos to help you do this. For your reference, this text is taken from our course syllabus. While you may look at the syllabus as an example for format and design, please come up with your own headings and design features to format and design your memo.  

You do not need to rewrite any of the text provided. You only need to add design and formatting features to make it easier to follow along. The memo is from you, and your audience is students enrolled in this course.

Submission Guidelines

After you have formatted and designed the text, save the changes, and submit to the assignment dropbox.

Text to Format and Design

This is a fully online course which means that all the course work will be conducted online. While the expectations for performance in an online course are the same as a traditional face to face course, an online course requires a degree of self-motivation, self-discipline, and technology skills that can make them more demanding for some students. You will need intermediate computer skills and a computer with internet access to be able to engage in this course, and you must be able to work independently and manage your time with some guidance. This course will introduce you to the expectations of writing in the professional workplace and help you explore the ways in which technology and media help shape professional communication. You will further develop your verbal and written communication skills by learning about how to address different audiences, using various persuasion strategies to connect with specific audiences, making ethical workplace decisions, using transformative leadership skills to lead and guide others to accomplish a common goal in a collaborative work environment, and using reflection to learn from your leadership experiences. The goal is to become a more effective communicator while leading and motivating others to use good judgment and make sound decisions that yield meaningful results. To help you accomplish these goals, you will be introduced to the concept of transformative leadership, a leadership style which includes the following qualities: “understanding of what needs to change; the ability to stimulate the intellect; a knack for encouraging participation, a talent for genuine communication, loyalty — within reason; a sense of the bigger picture; personal integrity; and an inspiring bearing [presence]” (www.forbes.com/entrepreneurs), qualities that are critical in the professional arena. You will be challenged to use creative and critical thinking to analyze the needs of workplace audiences and to deliver essential information to those audiences in a variety of ways such as instructing, persuading, and informing; you will also use visuals and page design within various modes of communication, written and orally, to attain your rhetorical goals. You will be encouraged to tailor the assignments to the issues and challenges in your major, future career, and or interests. Methods of instruction: Readings, discussion posts, weekly writing assignments, peer review, full class workshops. Upon successful completion of this course, you will be able to: Produce documents in common professional genres. Respond to the needs of multiple audiences, including international/global audiences. Develop document designs that maximize effectiveness for the audience and purpose. Develop and deliver effective oral presentations using multi-media content. Conduct and incorporate primary and secondary research to support rhetorical goals. Write clearly and concisely with grammar and usage appropriate to the rhetorical situation. Transformative Leadership Objectives. In addition to developing the learning objectives, you will also be able to: Define Transformative Leadership, understand the benefits of this approach, and develop your own philosophy of this leadership role. Engage in reflection to identify your own leadership qualities and challenge assumptions about leadership. Explain how a respectful and empathetic collaborative environment where you listen to your peers’ point of view in an effort to negotiate and make collective decisions may yield a better work environment. Engage in reflection to analyze how you might recreate your leadership role to create a better work environment. Describe how Transformative Leadership enhances workplace communication practices.

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MEMORANDUM

DATE: TO: All Employees FROM: Your Name, Director of Human Resources SUBJECT: Journey to Excellence Over the course of the year, the Senior Leadership team has performed various surveys throughout the company to assess the needs of individuals as well as all departments. These surveys have provided an abundance of information that would benefit our organization. The purpose of this memo is to bring everyone up to date on current opportunities for improvement, the introduction of a new style of leadership, and expectations of all employees. Current Opportunities for Improvement Our Senior Leadership team has discovered various concerns throughout the company over special treatment or favoritism of certain employees resulting in unfair advantages for some but not for others. The Senior Leadership team stands behind discouraging these types of behaviors. After extensive research and consideration, it’s believed that implementing an alternate leadership approach will be highly beneficial to assist with deterring favoritism and will in turn aid in promoting the future moral growth of the company. As a result, the Senior Leadership team encourages all employees to participate in removing this bias towards one another by helping to support the company’s decision to implement a new leadership style. Our New Leadership Style The best type of leadership style to address our current opportunities for improvement is the transformative leadership style. According to the article “Transformational and Transformative Leadership in a Research-Informed Leadership Preparation Program” written by Hewitt, Davis and Lashley, transformative leadership “practices and offers the promise not only of greater individual achievement but of a better life lived in common with others” where leaders are encouraged to disrupt inequities (229). This article supports the idea that implementing a transformative leadership style throughout a community or in our case, the company, will be beneficial in resolving our current opportunities for improvement. This type of leadership doesn’t only benefit those who suffer from unequal treatment; it also benefits the entire population involved. Although it seems that this change in leadership style only applies to individuals holding positions that are typically considered as a leadership role, it is very important for you all to remember that being a leader does not mean you have to fill the role of CEO, Director or even Manager. Leaders can be found at all job levels, whether you are an intern or CEO, you can help support your fellow colleagues in achieving their goals. As we transition into adapting this new style of leadership, it’s important to remember that this is an improvement that’s meant to facilitate a more comfortable work environment for all employees within the entire company.

Maheba Pedroso
This is how a memo should be formatted. Please not the alignment and spacing throughout.
Maheba Pedroso
This student does a good job of providing background information and leads into a clear purpose, which lets the audience know exactly what they can expect from the memo.
Maheba Pedroso
There are headings throughout which guide the audience through the memo. Notice how the headings are formatted like a title–each major word is capitalized.
Maheba Pedroso
This is how research is presented in a meaningful way. We know where and who the information came from and why this research/evidence is important and meaningful to the purpose of the memo.

Expectations of All Employees This journey towards fully adapting a transformative leadership style may have some difficulties along the way, but throughout this journey, ethical standards within the company will have a deep influence on all employees and will have outstanding outcomes according to the journal “Transformative Leadership: Achieving Unparalleled Excellence” written by Caldwell, Dixson, and Floyd (184). This article demonstrates how successful transformative leadership will be once all employees aim to become leaders within their current roles. Hopefully this gives you all some inspiration and motivation to begin this process as a team and support each other in upholding moral standards. We appreciate your cooperation with this change as we will all endure some adversities throughout this new journey. Please contact me at 305-222-3333 or [email protected] with questions or concerns regarding this new approach or throughout this journey to excellence.

Maheba Pedroso
There is a clear closing.

Works Cited

Caldwell, Dixon, R. D., Floyd, L. A., Chaudoin, J., Post, J., & Cheokas, G. (2012). Transformative Leadership: Achieving Unparalleled Excellence. Journal of Business Ethics, 109(2), 175–187. https://doi.org/10.1007/s10551-011-1116-2

Hewitt, K. K., Davis, A. W., & Lashley, C. (2014). Transformational and Transformative Leadership in a Research-Informed Leadership Preparation Program. Journal of Research on Leadership Education, 9(3), 225–253. https://doi.org/10.1177/1942775114552329

Accessibility Report

Filename:
Sample Workplace Memo.pdf
Report created by:
Yanira Leon
Organization:

[Personal and organization information from the Preferences > Identity dialog.]

Summary

The checker found no problems in this document.

  • Needs manual check: 1
  • Passed manually: 1
  • Failed manually: 0
  • Skipped: 9
  • Passed: 21
  • Failed: 0

Detailed Report

Document

Rule Name Status Description
Accessibility permission flag Passed Accessibility permission flag must be set
Image-only PDF Passed Document is not image-only PDF
Tagged PDF Passed Document is tagged PDF
Logical Reading Order Passed manually Document structure provides a logical reading order
Primary language Passed Text language is specified
Title Passed Document title is showing in title bar
Bookmarks Passed Bookmarks are present in large documents
Color contrast Needs manual check Document has appropriate color contrast

Page Content

Rule Name Status Description
Tagged content Skipped All page content is tagged
Tagged annotations Skipped All annotations are tagged
Tab order Passed Tab order is consistent with structure order
Character encoding Skipped Reliable character encoding is provided
Tagged multimedia Passed All multimedia objects are tagged
Screen flicker Passed Page will not cause screen flicker
Scripts Passed No inaccessible scripts
Timed responses Passed Page does not require timed responses
Navigation links Passed Navigation links are not repetitive

Forms

Rule Name Status Description
Tagged form fields Passed All form fields are tagged
Field descriptions Passed All form fields have description

Alternate Text

Rule Name Status Description
Figures alternate text Skipped Figures require alternate text
Nested alternate text Passed Alternate text that will never be read
Associated with content Passed Alternate text must be associated with some content
Hides annotation Passed Alternate text should not hide annotation
Other elements alternate text Skipped Other elements that require alternate text

Tables

Rule Name Status Description
Rows Passed TR must be a child of Table, THead, TBody, or TFoot
TH and TD Passed TH and TD must be children of TR
Headers Skipped Tables should have headers
Regularity Passed Tables must contain the same number of columns in each row and rows in each column
Summary Skipped Tables must have a summary

Lists

Rule Name Status Description
List items Skipped LI must be a child of L
Lbl and LBody Passed Lbl and LBody must be children of LI

Headings

Rule Name Status Description
Appropriate nesting Skipped Appropriate nesting

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MEMORANDUM DATE: TO: Tundra Medical System Surgeon and Anesthesia Champions FROM: Name, Director of Strategic Initiatives SUBJECT: Improving the Surgical Quality Journey with an ERAS Program Surgeons, anesthesiologists, and health care systems strive for excellence in surgical care. This is a time when the Surgical Quality Journey needs to collaborate and implement the most current evidence-based surgical quality initiatives. There is overwhelming literature to support that the use of an Enhanced Recovery After Surgery (ERAS) program significantly improves outcomes, reducing morbidity and decreasing costs. This memo requests that Tundra Medical System Surgeon and Anesthesia Champions support the use of the ERAS program to improve the surgical care and recovery care of patients. Current Surgical Care Model Observation of the process for surgical preparedness in the offices of 15 surgeons of varying specialties was completed for 6 months. In short, it was observed that patients receive limited examination and discussion with surgeons preoperatively. There was no program that addressed patient education, optimization, and assessment for surgical readiness. Patients were not provided with information of what to expect before, during, and after surgery regarding their pain management, mobility expectations, nutritional requirements to optimize healing and other measures they could engage in to prevent complications. Anesthesia care in the medical center was similarly observed. Like the surgeons, the time spent preparing a patient for anesthesia and review of what to expect before, during and after procedure was very limited. Outdated processes such as patient fasting for six to eight hours prior to procedure and heavy intra-operative use of intravenous fluids to maintain perfusion was noted. Pain management included early and often use of narcotics and opioids to manage surgical pain. Changes in care are driven by objective matrix that are measured over time and represent quality of care outcomes. In review of these matrix, data such as length of stay, surgical site infections, length of time for return of bowel function, narcotic and opioid pain medication usage, and overall patient satisfaction have had little movement in the last 3 years. Enhanced Recovery After Surgery (ERAS) Model Enhanced Recovery After Surgery is not a new idea. Melnyk, Megan, et alia found that ERAS has been around since the 1990s and was developed to change the way patients physiologically respond to the stressors of surgical procedures (Melnyk, Megan, et al. 343). It has since been

Commented [MP1]: Purpose of memo is clear

Commented [MP2]: While the current situation is presented here, it must be cited. The student is referencing data in this whole section and it must be cited.

Commented [MP3]: The research is cited effectively with an attributive tag to start and closes with a parenthetical reference, but we, as readers don’t know who the authors are and why we should trust them.

found to have the added benefits including reduced complications, decrease in hospital stay, and improvement in cardiovascular and bowel function as well as a quicker return to baseline status (Melnyk, Megan, et al. 343). The modern approach to ERAS encompasses many aspects of the three stages of surgical care: pre, intra, and post procedure. Preoperatively, ideas such as comprehensive education, patient optimization including evaluation of baseline nutritional status and prior pain management routines, carbohydrate loading, and bowel preparation are addressed. Intraoperatively, care that includes restrictive use of intravenous fluids, maintenance of normothermia, and use of regional anesthesia versus general anesthesia is done. Postoperatively, care including prophylactic management of nausea and vomiting with early alimentation, early mobility, restricted use of narcotics in favor of NSAIDS, and early removal of catheters and drains is employed (Melnyk, Megan, et al., par. 343). The Impact of the Changes The ERAS processes are a paradigm shift in the way elective surgical patients are prepared and cared for. Fitzgerald, in referencing the thoracic surgery program at University of Virginia Health System (UVA), wrote that the challenge was to get the buy-in of the clinicians (Fitzgerald, par. 10). These professionals were very invested in the care they provided to their patients and truly believed they were doing very well (Fitzgerald, par. 10). Per Melnyk, Megan, et alia, even minor changes that are simple to implement, represented what was thought to be fundamental care and thus was difficult to achieve (Melnyk, Megan, et al. 348). Joliat, Gaetan-Romain et alia, also noted that to start to change the way care is delivered, there had to be some challenging to the usual care surgical care trends (Joliat, Gaëtan-Romain, et al., par. 1). They go on the further say that the success of improving care and embracing new challenges and way of thinking depended of the leadership of the clinicians and their willingness to apply evidence-based interventions (Joliat, Gaëtan-Romain, et al., par. 1). Data Analysis At Tundra Medical Center, once there is commitment to embrace the literature and embark upon changes, data collection and assessment will drive sustainability. Fitzgerald noted that at UVA, ERAS resulted in better educated patients both before and after surgery, which in turn proved to result in decreased pain and shorter lengths of stay (Fitzgerald, par. 7). The ERAS program at UVA diminished the use of morphine related medications by 74% in one group and 59% in another, shortened length of stay by two days and saved over $1.3 million for a group of 139 patients (Fitzgerald, par. 22). Joliat, Gaetan-Romain et alia state that ERAS and associated pathways do two th

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