Memorandum 

Using the same scenario from the attached assignment, as the Vice President of
Human Resources, you must create a memorandum to the CEO on the issues you
discovered from the research. This memorandum serves as your communication to share
the discovered problems and request permission to continue researching future
solutions.

Write a one to two (1-2) page memorandum in which you:
1.  Identify the issue(s) you discovered in the
organization’s mystification from individual learning to the organizational
learning using the examples that you provided in Assignment 1.
2.  Elaborate on the significant barriers that you
discovered impact the process of learning within the organization’s culture.
Provide a brief description of the selected OLM (e.g., Off-line/Internal,
On-line/Internal, Off-line/External or On-line/External) that will be most
suitable for this transition. Justify the selection.
3.  Suggest two (2) actions that management can
take in order to raise the level of trust as part of their strategy to create
psychological safety. Justify your suggestions.
4.  Use Microsoft Word or other equivalent
software to select a memorandum template for this supporting document, or use
the template attached.

Your assignment must follow these formatting requirements:
· 
Be typed, double
spaced, using Times New Roman font (size 12), with one-inch margins on all
sides. Check with your professor for any additional instructions.
· 
Include a cover page
containing the title of the assignment, the student’s name, the professor’s
name, the course title, and the date. The cover page is not included in the
required assignment page length.
The specific course
learning outcomes associated with this assignment are:
· 
Examine the processes
of how organizations learn and organizational barriers that impact the process.
· 
Examine the concepts
of personal mastery and mental models and their related importance in a
learning organization.
· 
Use technology and
information resources to research issues in developing a learning organization.
· 
Write clearly and
concisely about developing a learning organization using proper writing
mechanic.

Majority of the Work is already done for Case 3. Calculations and some of questions 1 and 2 will uploaded. Just please add 3 sources for each assignment and the finishing touches to make it better for case study. Use at least one source from Background.

For SLP, it needs to be minimum of 3 pages

Module 3 – Case

MARKET STRUCTURE AND GAME THEORY

Assignment Overview

As always, make sure to thoroughly review the required background materials before starting the assignments. The assignment questions will require you to do some calculations and also apply the concepts from the module. Question 3 differs from previous assignments in that you have to use an online simulation tool; but this activity should be a fun break from the standard numerical problems you have been doing.

Case Assignment

1. 1. For this problem use the Herfindahl Index to compute market concentration:
      1. Suppose Apple has 45% of the U.S. market share for smartphones, followed by Samsung with 30%, LG with 9%, Motorola with 8%, HTC with 6%, and Nokia with 2%. What is the Herfindahl Index for the smartphone industry based on these numbers? Based on the Herfindahl Index, do you think the government would be willing to approve a merger between Apple and Samsung?
      2. Now suppose Nokia and Motorola come out with a new smartphone that takes away a huge chunk of market share from Apple and Samsung. The new market shares are 25% for Apple, 20% for Samsung, 20% for Motorola, 20% for Nokia, 10% for LG, and 5% for HTC.
   2. Use what you learned about perfect competition, monopoly, and oligopoly to answer these questions:
      1. In the table below is the quantity produced, the price, the fixed costs, and variable costs for a perfectly competitive firm that faces a constant price of $150 for its product regardless of the quantity it sells. Use the information in the first four columns to calculate the number for the last four columns. At what quantity should they produce based on what you find with your results?
      2. How do you think your answer might change if it became a monopolist with all of its competitors leaving the market? Or if it became an oligopoly with only one or two competitors?
         

Quantity	Price	Fixed Cost	Variable Cost	Total Cost	Marginal Cost	Total Revenue	Profit/ Loss
0	150	200	–		–
1	150	200	$140
2	150	200	$240
3	150	200	$320
4	150	200	$410
5	150	200	$520
6	150	200	$650
7	150	200	$810
8	150	200	$1,010
9	150	200	$1,310
10	150	200	$1,710

1. 1. You’ve read about the prisoner’s dilemma in the background readings. Suppose you are a business owner with just one main competitor. If neither you nor your competitor cut your prices, you will both be more profitable. However, if your competitor lowers its prices and you keep your prices high, then you will lose all of your sales to your competitor. Every month you and your competitor place advertisements in the local newspaper with your price – so you need to decide each month whether or not to keep prices high, or lower them based on what you think your competitor might do.

      Go to the following webpage and test out some of your potential price strategies:
      http://www.gametheory.net/Mike/applets/PDilemma/Pdilemma.html

      The strategy “defect” indicates lowering your prices. The strategy “cooperate” means keep prices the same. Try out different strategies, such as cooperating all the time or defecting sometimes. There are five different rounds of this game, each with a competitor with different personalities and different strategies. Play all five rounds and experiment with different strategic approaches. Report your scores for each round, and discuss which strategies seemed to work the best for you.

Assignment Expectations

• Answer the assignment questions directly.
• Stay focused on the precise assignment questions. Do not go off on tangents or devote a lot of space to summarizing general background materials.
• For computational problems, make sure to show your work and explain your steps.
• For short answer/short essay questions make sure to reference your sources of information with both a bibliography and in-text citations. See the Student Guide to Writing a High-Quality Academic Paper, including pages 11-14 on in-text citations. Another resource is the “Writing Style Guide,” which is found under “My Resources” in the TLC Portal.

Rubric Name: MBA/MSHRM/MSL Case Grading Rubric for Quantitative Business Courses -Timeliness v1

Criteria	Level 4 – Excellent	Level 3 – Proficient	Level 2 – Developing	Level 1 – Emerging
Assignment-Driven Criteria	19 points Demonstrates mastery covering all key elements of the assignment in a substantive way.	18 points Demonstrates considerable proficiency covering all key elements of the assignment.	17 points Demonstrates partial proficiency covering all key elements of the assignment.	16 points Demonstrates limited or poor proficiency covering all key elements of the assignment.
Presentation, Computation, and Relevance of Quantitative Information	10 points Demonstrates mastery in presenting quantitative information in a format appropriate for the discipline. Supporting computations are relevant and accurate.	9 points Demonstrates considerable proficiency in presenting quantitative information in a format appropriate for the discipline. Supporting computations are mostly relevant and accurate.	8 points Demonstrate partial proficiency in presenting quantitative information in a format appropriate for the discipline. Supporting computations are not necessarily relevant and somewhat misleading.	7 points Demonstrates limited or poor proficiency in presenting quantitative information in a format appropriate for the discipline. Supporting computations are not relevant, misleading or absent.
Critical Thinking	10 points Analyzes quantitative and qualitative information as the basis for deep and thoughtful discussion, drawing insightful, carefully qualified conclusions from this work.	9 points Analyzes quantitative and qualitative information as the basis for competent and thoughtful discussion, drawing reasonable and appropriately qualified conclusions from this work.	8 points Analyzes quantitative and qualitative information as the basis for workmanlike (without inspiration or nuance, ordinary) discussion, drawing plausible conclusions from this work.	7 points Analyzes quantitative and qualitative information as the basis for tentative or limited discussion; and is hesitant or uncertain about drawing conclusions from this work.
Business Writing	6 points Demonstrates mastery and proficiency in written communication to an appropriately specialized audience.	5 points Demonstrates considerable proficiency in written communication to an appropriately specialized audience.	4 points Demonstrate partial proficiency in written communication to an appropriately specialized audience.	3 points Demonstrates limited or poor proficiency in written communication to an appropriately specialized audience.
Timeliness	5 points Assignment submitted on time or collaborated with professor for an approved extension on due date.	3 points Assignment submitted 1-2 days after module due date.	2 points Assignment submitted 3-4 days after module due date.	0 points Assignment submitted 5 or more days after module due date.
Overall Score	Level 4 45 or more	Level 3 40 or more	Level 2 35 or more	Level 1 0 or more

Module 3 – Background

MARKET STRUCTURE AND GAME THEORY

Required Reading

To start with, take a look at this short animated video that will introduce you to the basics of market structure:

McGlasson, M. (2009). Episode 25: Market structures. https://www.youtube.com/watch?v=9Hxy-TuX9fs&list=PLr6g_xbkz_0u_cINHBVW1ZuEpozKk2XGx

Now read Chapters 9 and 10 from the following book for more detail on these topics. In particular, pay attention to the numerical examples and the “Self-Check Questions” at the end of each section.

Taylor, T. (2014) Microeconomics. OpenStax College. http://cnx.org/contents/6i8iXmBj@10.174:WXgRcPaN@10/Introduction-to-a-Monopoly

Finally, read this slightly more advanced chapter. Pay special attention to the sections at the end on game theory and the “Policy Response to Oligopoly” section that covers the Herfindahl index:

Beveridge, T. M. (2013). Chapter 8: Between perfect competition and monopoly. A Primer on Microeconomics. [New York, N.Y.] [222 East 46th Street, New York, NY 10017]: Business Expert Press.

Module 3 – SLP

MARKET STRUCTURE AND GAME THEORY

For this assignment, you will be building upon your Module 2 SLP by continuing to examine other businesses in your chosen industry. Remember that the other businesses you wrote about in your Module 2 SLP will be your future competitors if you decide to open your own business. So it is important to get an idea of the competitive landscape of your chosen business. After reviewing the required background readings and doing some more research on your chosen industry, write a three-page paper discussing the following issues:

1. What market structure is there for this line of business in your home town? Is this a monopoly, oligopoly, monopolistic competition, or perfect competition? Justify your answer using both your own research on this type of business in your home town, and by referencing some of the required background readings on different types of market structures.
2. Now that you have examined market structure of your chosen industry in your home town, do some research on IBIS World on market structure in this industry nationwide. You can access IBIS World by going to the main TLC Portal and clicking on “Additional Library Resources”. A link to IBIS World will come up. This direct link might also work if you are already logged onto the Trident online library. What information could you find regarding how concentrated or how competitive this industry is?
3. Based on the information you found for Question 2, what market structure do you think best describes this industry nationwide? Is this a monopoly, oligopoly, monopolistic competition, or perfect competition? Explain your answer using both information from IBIS World and the concepts from the required background readings.

SLP Assignment Expectations

• Answer the assignment questions directly.
• Stay focused on the precise assignment questions. Do not go off on tangents or devote a lot of space to summarizing general background materials.
• Make sure to use reliable and credible sources as your references. Articles published in established newspapers or business journals/magazines are preferred. If you find articles on the Internet, make sure they are from a credible source.
• Reference your sources of information with both a bibliography and in-text citations. See the Student Guide to Writing a High-Quality Academic Paper, including pages 11- 14 on in-text citations. Another resource is the “Writing Style Guide,” which is found under “My Resources” in the TLC Portal.

Rubric Name: MBA/MSHRM/MSL SLP Grading Rubric for Quantitative Business Courses -Timeliness v1

Criteria	Level 4 – Excellent	Level 3 – Proficient	Level 2 – Developing	Level 1 – Emerging
Assignment-Driven Criteria	9 points Demonstrates mastery covering all key elements of the assignment in a substantive way.	8 points Demonstrates considerable proficiency covering all key elements of the assignment.	7 points Demonstrates partial proficiency covering all key elements of the assignment.	6 points Demonstrates limited or poor proficiency covering all key elements of the assignment.
Presentation, Computation, and Relevance of Quantitative Information	7 points Demonstrates mastery in presenting quantitative information in a format appropriate for the discipline. Supporting computations are relevant and accurate.	6 points Demonstrates considerable proficiency in presenting quantitative information in a format appropriate for the discipline. Supporting computations are mostly relevant and accurate.	5 points Demonstrate partial proficiency in presenting quantitative information in a format appropriate for the discipline. Supporting computations are not necessarily relevant and somewhat misleading.	4 points Demonstrates limited or poor proficiency in presenting quantitative information in a format appropriate for the discipline. Supporting computations are not relevant, misleading or absent.
Critical Thinking	6 points Analyzes quantitative and qualitative information as the basis for deep and thoughtful discussion, drawing insightful, carefully qualified conclusions from this work.	5 points Analyzes quantitative and qualitative information as the basis for competent and thoughtful discussion, drawing reasonable and appropriately qualified conclusions from this work.	4 points Analyzes quantitative and qualitative information as the basis for workmanlike (without inspiration or nuance, ordinary) discussion, drawing plausible conclusions from this work.	3 points Analyzes quantitative and qualitative information as the basis for tentative or limited discussion; and is hesitant or uncertain about drawing conclusions from this work.
Business Writing	5 points Demonstrates mastery and proficiency in written communication to an appropriately specialized audience.	4 points Demonstrates considerable proficiency in written communication to an appropriately specialized audience.	2 points Demonstrate partial proficiency in written communication to an appropriately specialized audience.	0 points Demonstrates limited or poor proficiency in written communication to an appropriately specialized audience.
Timeliness	3 points Assignment submitted on time or collaborated with professor for an approved extension on due date.	2 points Assignment submitted 1-2 days after module due date.	1 point Assignment submitted 3-4 days after module due date.	0 points Assignment submitted 5 or more days after module due date.
Overall Score	Level 4 27 or more	Level 3 24 or more	Level 2 21 or more	Level 1 0 or more

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Discussion: Social Observational Learning

For the Discussion this week, you will apply these concepts to the demonstration of observational learning in your own life.

To prepare for this Discussion:

• Read Chapter 10 of your course text.
• Think of times in your life where you learned something through social observational learning. Consider factors such as the characteristics of the models (attractive, likeable, skilled or unskilled, etc.), and the difficulty level of the tasks, etc.
• Think of one example of a behavior that you have learned through vicarious reinforcement.
• Think of one example of a behavior that you have learned through vicarious punishment.
• Consider how you could use social observational procedures to create a fad or trend among your friends, or how you might use social observational procedures to motivate a family member or coworker.

With these thoughts in mind:

Post

1. In the subject line of your post add the name of one of the behaviors that is the focus of your Discussion (e.g., learned work behavior through vicarious reinforcement).
2. In the body of your post, explain one example of a behavior that you learned through vicarious reinforcement. Discuss the characteristics of the observer(you), model(s), difficulty level of the tasks and the outcome.
3. Explain one example of a behavior that you learned through vicarious punishment. Discuss the characteristics of observer(you), the model(s) and the outcome.
4. Provide one idea for how you could use social observational procedures to create a fad or trend among your friends, OR how you might use social observational procedures to motivate a family member or coworker. Explain the process using observational learning concepts.

Assignment: Generalization and Maintenance of Behavior

“A behavioral change may be said to have generality if it proves durable over time, if it appears in a wide variety of possible environments, or if it spreads to a wide variety of related behaviors” (Baer, Wolf, & Risley, 1968, p. 96).

Generalization and discrimination and stimulus control add tremendously to the survival value of learning because environments are always changing. Generalization is the tendency for the effects of learning to spread. In a classic study, Baer, Wolf, and Risley (1968) identified terminology for the ways a behavior may show generality:

1. Across settings and situations known as stimulus generalization, and occurs when responses that have been reinforced in the presence of a specific stimulus occur in the presence of different, but similar stimuli (also referred to as a stimulus class). An example: When your cell phone rings (the stimuli) you have learned to answer the phone by saying “Hello.” At work, the phone on your desk has a different ring tone and when it rings you also pick up the receiver to answer and say “Hello.” The different types of ring tones all belong to the same stimulus class.
2. Across behaviors known as response generalization, and occurs when a similar but different response generalizes and spreads across environments or behaviors. For example, you learn to play and navigate a video game with a joystick controller at an arcade. Later you learn to play the same game on your computer at home, but instead of using a joystick controller to navigate you use your computer keyboard and mouse.
3. Over time known as response maintenance, which is the process of continuing to exhibit a behavior. This is essentially the opposite of forgetting (the focus of Chapter 12).

To prepare for this Assignment:

• Read Chapter 11 of your course textbook. Consider the relations between generalization, discrimination, and stimulus control.
• Read the assigned Steeg and Sullivan (2009) article.https://eds-a-ebscohost-com.ezp.waldenulibrary.org/eds/pdfviewer/pdfviewer?vid=1&sid=3a4e2a08-dcf7-4eea-8e42-b5d3124bfd71%40sdc-v-sessmgr02
• Examine your own experiences from when you were a high school student and identify factors that worked well for you in maintaining academic behaviors.
• Read the following scenario:
  Hazel, a 16-year old high school student, is given plenty of time in her English Composition class to work on writing. However, she usually does not complete her writing assignment within the time allotted during the class period. She rarely completes her English composition homework either.
• Engaging your knowledge of principles of reinforcement and punishment, consider the concepts of generalization, discrimination, and stimulus control, and propose procedures that could increase Hazel’s English composition classwork completion and homework completion behaviors.
• Once Hazel increases her English composition classwork completion and homework completion, consider how Hazel will maintain the positive behavior changes, and how the changes could be applied to other subjects, such as math.

Post: Drawing on your reading of the Steege and Sullivan (2009) article and textbook, complete the following two questions:

1. Explain the procedures you devised that could increase Hazel’s English composition classwork and homework completion.
2. Explain how Hazel will maintain the positive behavior changes, and how the changes could be applied to other subjects, such as math.

Purpose:

The purpose of this project is to gain self-knowledge and apply that knowledge in an application for a leadership position.

Skill Building:

You are also completing this project to help you develop the skills of self-analysis, research, critical thinking, and writing a report intended for executive review. Writing is critical because in business it is important to convey information clearly and concisely and to develop a personal brand. Developing a personal brand is important because it is the ongoing process of establishing an image or impression in the minds of others especially those in positions above you. Having a strong personal brand can lead to opportunities that include promotions.

Skills: Research, Writing, Critical Thinking, Developing a Personal Brand, Self-Analysis, Writing a Report.

Outcomes Met With This Project:

• Use leadership theories, assessment tools, and an understanding of the role of ethics, values, and attitudes to evaluate and enhance personal leadership skills
• Assess the interactions between the external environment and the organization to foster responsible and effective leadership and organizational practices
• Develop individual awareness, style, and communication skills that enhances leadership skills
• Integrate and apply analytical principles and skills to make strategic decisions

Background:

You have completed your role on the Succession Plan Committee. You and your Group identified leadership competencies for five internal positions and your group also recommended some internal candidates for consideration of those positions.

As you are putting away your notes from the Succession Plan Committee meetings, you come across this statement “These positions will need to be filled over the next 12-24 months. There is not an immediate need for any of them currently, but vacancies will be imminent. The preference is to fill these internally…”

You cannot help but wonder, “why not me”? The more you read the description of the open positions, the more you are convinced that you should put yourself forward as a candidate for one of these leadership positions.

Instructions:

Step 1: Course Material

For this project, you are required to use the case scenario facts and the course material. External sources are not permitted. You are not researching on the Internet or using resources from outside the course. You are expected to answer the requirements identified below showing the connection between the case scenario facts and the course material. Using course material goes beyond defining terms and are used to explain the ‘why and how’ of a situation. Avoid merely making statements but close the loop of the discussion by explaining how something happens or why something happens, which focuses on importance and impact. In closing the loop, you will demonstrate the ability to think clearly and rationally showing an understanding of the logical connections between the ideas presented in a case scenario, the course material and the question(s) being asked. Using one or two in-text citations from the course material throughout the entire paper will not earn many points on an assignment. The use of a variety of course material is expected consistently supporting what is presented. The support must be relevant and applicable to the topic being discussed. Points are not earned for mentioning a term or concept but by clearly and thoroughly explaining or discussing the question at hand.

Step 2: Leadership Competencies Table

Review the Leadership Competencies Table completed in Week Two to accompany the Job Announcement. (You may also wish to review any feedback received from your Instructor about your Table.)

Step 3: Upcoming Open Positions at Biotech

Position #1: Sales Director, Middle East

Location: Saudi Arabia

Answers to: Executive Director, Asia Division

Biotech’s Asia Division will be opening its first Middle East location in Saudi Arabia in the next 12 months. A Sales Director will be needed to head up this new division. A team of local salespeople will need to be recruited, hired, and trained by this leader. It is expected that this sales team may be largely men.

Two sources that are recommended for more information about doing business in Saudi Arabia are:

Guide to Saudi Arabia Etiquette, Customs, Culture, and Business

Saudi Arabia Management Guide

Position #2: Director of Research and Development (R&D)

Location: Headquarters, Yonkers, NY

Answers to: VP of Headquarter Operations

R&D is at the heart of Biotech’s success and, indeed, its future. The leader of Research and Development will lead a group of scientists and innovators, but does not need to be a scientist himself/herself. R&D is located centrally at Biotech Headquarters because R&D coordinates with all other departments and divisions. This is a high profile position.

Position #3: VP of Headquarter Operations

Location: Headquarters, Yonkers, NY

Answers to: President and CEO

The Headquarters houses R&D, HR, IT, Purchasing, and Finance. Each of these departments has its own “subculture”, and each department is fairly distinct from each other. The young, youthful subculture of IT often clashes with the conservative subculture of the Finance department, for example. Many of the members of the Finance and HR teams are baby boomers and are near retirement. This leader oversees the smooth operation of all of these departments and ensures the coordination of these departments with each other and with each of the four geographic divisions across the world.

Position #4: Executive Director, North American Division

Location: Chicago, Illinois

Answers to: President and CEO

This leader will head up the largest and most profitable division of Biotech. This division is seen as the “flagship” by the other divisions, since Biotech’s roots are in the United States. This Executive Director has the “ear” of the CEO, and spends a lot of time with the Barney family. This leader is faced with spearheading the future direction of Biotech in North America and is challenged with filling openings throughout the United States and Canada caused by fast growth and a retiring Baby Boomer population.

Position #5: Director of Finance

Location: Headquarters, Yonkers, NY

Answers to: Chief Financial Officer

This leader oversees the day to day operations of the finance department. This leader is expected to aid in strategic planning with the executive team of Biotech. Although a finance background is not required, this person is expected to bring a conservative approach to the strategic planning table, to balance out the high risk tolerance of the rest of the leadership at Biotech. A “big picture” perspective is definitely needed here.

Step 4: Review

Review the Succession Planning Table-Part One that your Group used to outline leadership competencies for each of the five positions. (You may also wish to review any feedback received from your Instructor about this Table.)

Step 5: Self-Assessment Tests

Complete the following Self-Assessment tests (also found under Week Five Content). Save the results of each test, as they will need to be included in the Appendix.

• Jung Personality Typology Test

• Communication Skills Self-Assessment Inventory

• Self Esteem Test

• Leadership Skills Test

• Leadership Style Test

• Cultural Intelligence Test

• Emotional Intelligence Test (A technical issue may occur in which the web page cannot be viewed when accessed from a direct link. If you encounter this issue, please copy and paste the following web address into the address bar to access the web page: https://globalleadershipfoundation.com/geit/eitest.html )

• Ultimate Ethics Quiz

Step 6: Choose One

Based upon the results of these tests, and your review of the leadership competencies required for each position, choose ONE of the five positions for which you wish to put yourself forward.

Step 7: Write a Memo

Write a memo to President and CEO, Maximillan Barney using the format outlined below:

Your Memo will be addressed to Mr. Maximillian Barney, the CEO and President of Biotech. The Memo should be single-spaced. The Memo should include the following structural elements:

To:

From:

Date:

Subject:

The report should contain the following sections, with each section supported by course materials. Label each section using Roman Numerals I through X.

• Introduction: Briefly introduce yourself to Mr. Barney and describe the purpose of your memo.

• Identify the position you wish to be considered:

• Briefly review the leadership competencies identified as important for the person that occupies this position.

• Summarize the leadership competencies that you feel you have that make you a qualified candidate for this position. This should be a summary, as you will get into more detail in upcoming sections.

• Identify the outcomes of your Jung Personality Test and Self-Esteem Test, and describe why your personality is suited to the position.

• Identify the outcomes of the Communications Skills Test, and describe why you have the communication skills suited to this position.

• Identify the outcomes of the Leadership Skills Test and the Leadership Style Test, and describe why you have the leadership skills and appropriate leadership style for this position.

• Identify the outcomes of the Cultural Intelligence Test and Emotional Intelligence Test and describe why you have the CQ and the EQ suited to this position.

• Identify the outcomes of the Ultimate Ethics Quiz, and describe why you have the moral compass suited to this position.

• Conclusion – briefly summarize for Mr. Barney why you should be considered for this position.

• Reference Page (in APA format)

• Appendix – to include the results of all self-assessment tests described in the memo in sections III through VII.

Step 8: Submit the completed Report in the Assignment Folder.

Submitting the project to the Assignment Folder is considered the student’s final product and therefore ready for grading by the instructor. It is incumbent upon the student to verify the assignment is the correct submission. No exceptions will be considered by the instructor.

Other Required Elements:

• This is a memo to Mr. Barney, the CEO. There is a fine line between stating your case, and taking up too much of Mr. Barney’s time. There is not a strict page limit to this memo, but you should attempt to keep it to no more than 4 pages, single spaced (not including cover page, reference page, and appendix).

• Read the grading rubric for the project. Use the grading rubric while completing the project to ensure all requirements are met that will lead to the highest possible grade.

• Contractions are not used in business memos, so do not use them.

• Paraphrase and do not use direct quotation marks. This means you do not use more than four consecutive words from a source document, but put a passage from a source document into your own words and attribute the passage to the source document, using in-text citations in APA format.

• In-text citations should be included in ALL SECTIONS of the memo, and should demonstrate application of the course material. Note that a reference within a reference list cannot exist without an associated in-text citation and vice versa.

• You may only use the course material from the classroom. You may not use books or any resource from the Internet.

• Provide the page or paragraph number, where applicable.