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.
3
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.
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 name@hrwork.org 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
https://doi.org/10.1007/s10551-011-1116-2
https://doi.org/10.1177/1942775114552329
Accessibility Report
Filename:
Sample Workplace Memo
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 | ||
| Accessibility permission flag | Accessibility permission flag must be set | |
| Image-only PDF | Document is not image-only PDF | |
| Tagged PDF | Document is tagged PDF | |
| Logical Reading Order | Passed manually | Document structure provides a logical reading order |
| Primary language | Text language is specified | |
| Title | Document title is showing in title bar | |
| Bookmarks | Bookmarks are present in large documents | |
| Color contrast | Document has appropriate color contrast | |
| Page Content | ||
| Tagged content | All page content is tagged | |
| Tagged annotations | All annotations are tagged | |
| Tab order | Tab order is consistent with structure order | |
| Character encoding | Reliable character encoding is provided | |
| Tagged multimedia | All multimedia objects are tagged | |
| Screen flicker | Page will not cause screen flicker | |
| Scripts | No inaccessible scripts | |
| Timed responses | Page does not require timed responses | |
| Navigation links | Navigation links are not repetitive | |
| Forms | ||
| Tagged form fields | All form fields are tagged | |
| Field descriptions | All form fields have description | |
| Alternate Text | ||
| Figures alternate text | Figures require alternate text | |
| Nested alternate text | Alternate text that will never be read | |
| Associated with content | Alternate text must be associated with some content | |
| Hides annotation | Alternate text should not hide annotation | |
| Other elements alternate text | Other elements that require alternate text | |
| Tables | ||
| Rows | TR must be a child of Table, THead, TBody, or TFoot | |
| TH and TD | TH and TD must be children of TR | |
| Headers | Tables should have headers | |
| Regularity | Tables must contain the same number of columns in each row and rows in each column | |
| Summary | Tables must have a summary | |
| Lists | ||
| List items | LI must be a child of L | |
| Lbl and LBody | Lbl and LBody must be children of LI | |
| Headings | ||
| Appropriate nesting |
Back to Top
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 things: improve patient outcomes and decrease costs (Joliat, Gaëtan-Romain,
et al., par. 4). In review of several studies, there was a 40% reduction in morbidity for colorectal
cases and for liver specific procedures, surgery complications were reduced by 30-50% (Joliat,
Gaëtan-Romain, et al., par. 4). In those same studies, there was a cost savings realized of $1
million for 198 cases (Joliat, Gaëtan-Romain, et al., par. 5).
Commented [MP4]: It’s not enough to cite at the end of a
para—the research must be presented in a meaningful way.
Commented [MP5]: We need to know the author’s title
in order to be able to trust what he/she is saying
Commented [MP6]: Excellent job of using support in this
section, but it must be presented in a meaningful way.
Commented [MP7]: What data? Headings should be
specific, they’re like a summary to the text that follows.
The Road to Change and Success
There are many examples of successful programs in the volumes of evidence-based
literature. Available to help Tundra Medical Center is Improving Surgical Care and Recovery
(ISCR). Wick, Elizabeth, et alia reports ISCR is a program partnership of well-respected
organizations including with the American College of Surgeons (ACS), Johns Hopkins Medicine
Armstrong Institute for Patient Safety and Quality as well as the Agency for Healthcare Research
and Quality (AHRQ) Safety Program (Wick, Elizabeth, et al., par. 1). ISCR is an effective program,
offering support of the ERAS process that starts from the initial roll out including coaching calls,
webinars and a nurse consultant with vast experience in establishing ERAS programs (Wick,
Elizabeth, et al., par. 6-7). ISCR program is free, funded by AHRQ and is comprehensive,
providing evidence-based literature with the pathways to model helping organizations
implement their own unique ERAS programs.
Please consider partnering the Executive Team and the Office of Strategic Initiatives to
implement an ERAS program to improve the surgical care and recovery care of patients. Your
support and engagement in this initiative is appreciated. Please let me know if you have any
questions and or if I can help in implementing this change. I look forward to improving the care
we provide to our patients.
Works Cited
Fitzgerald, Andrea. “Enhanced Recovery Program Reduces Opioid Use and Costs, Benefits
Patients at UVA.” A Press Ganey Publication, August 2018. INDUSTRY EDGE,
https://www.pressganey.com/docs/default-source/default-document-library/enhanced-
recovery-program-reduces-opioid-use-and-costs-benefits-patients-at-uva .
Joliat, Gaëtan-Romain, et al. “Beyond surgery: clinical and economic impact of Enhanced
Recovery After Surgery programs.” BMC Health Services Research, vol. 18, no. 1, 29
December 2018, doi:10.1186/s12913-018-3824-0.
Melnyk, Megan, et al. “Enhanced recovery after surgery (ERAS) protocols: Time to change
practice?” Canadian Urological Association Journal, vol. 5, no. 5, October 2011, p. 342-
348, doi:10.5489/cuaj.11002.
Wick, Elizabeth C., et al. “AHRQ Safety Program for ISCR expands scope in 2019.” Bulletin of
American College of Surgeons, vol. 103, no. 12, 4 December 2018, pp. 16-20,
http://bulletin.facs.org/2018/12/ahrq-safety-program-for-iscr-expands-scope-in-2019/#.
https://www.pressganey.com/docs/default-source/default-document-library/enhanced-recovery-program-reduces-opioid-use-and-costs-benefits-patients-at-uva
https://www.pressganey.com/docs/default-source/default-document-library/enhanced-recovery-program-reduces-opioid-use-and-costs-benefits-patients-at-uva
http://bulletin.facs.org/2018/12/ahrq-safety-program-for-iscr-expands-scope-in-2019/
Accessibility Report
Filename:
Sample Persuasive Memo_2019-1
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 | ||
| Accessibility permission flag | Accessibility permission flag must be set | |
| Image-only PDF | Document is not image-only PDF | |
| Tagged PDF | Document is tagged PDF | |
| Logical Reading Order | Passed manually | Document structure provides a logical reading order |
| Primary language | Text language is specified | |
| Title | Document title is showing in title bar | |
| Bookmarks | Bookmarks are present in large documents | |
| Color contrast | Document has appropriate color contrast | |
| Page Content | ||
| Tagged content | All page content is tagged | |
| Tagged annotations | All annotations are tagged | |
| Tab order | Tab order is consistent with structure order | |
| Character encoding | Reliable character encoding is provided | |
| Tagged multimedia | All multimedia objects are tagged | |
| Screen flicker | Page will not cause screen flicker | |
| Scripts | No inaccessible scripts | |
| Timed responses | Page does not require timed responses | |
| Navigation links | Navigation links are not repetitive | |
| Forms | ||
| Tagged form fields | All form fields are tagged | |
| Field descriptions | All form fields have description | |
| Alternate Text | ||
| Figures alternate text | Figures require alternate text | |
| Nested alternate text | Alternate text that will never be read | |
| Associated with content | Alternate text must be associated with some content | |
| Hides annotation | Alternate text should not hide annotation | |
| Other elements alternate text | Other elements that require alternate text | |
| Tables | ||
| Rows | TR must be a child of Table, THead, TBody, or TFoot | |
| TH and TD | TH and TD must be children of TR | |
| Headers | Tables should have headers | |
| Regularity | Tables must contain the same number of columns in each row and rows in each column | |
| Summary | Tables must have a summary | |
| Lists | ||
| List items | LI must be a child of L | |
| Lbl and LBody | Lbl and LBody must be children of LI | |
| Headings | ||
| Appropriate nesting |
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