Communicating professionally and ethically is an essential ski

Communicating professionally and ethically is an essential skill
set we teach at
Strayer. The following guidelines ensure:
·· Your writing is professional
·· You avoid plagiarizing others
·· You give credit to others in your work
Strayer’s Academic Integrity Policy in the Student
Handbook.
Fall 2020
http://studenthandbook.strayer.edu/Student-Disciplinary-and-
Grievance-Policies-and-Procedures/Academic-Integrity-Policy
https://library.strayer.edu/sws
https://www.youtube.com/playlist?list=PLSvmYamJpLX5DN_5
6vyQqN4VzitwJU-9r
Strayer Writing Standards 2
� Include page numbers.
� Use 1-inch margins.

� Use numerals (1, 2, 3, and so on) or spell out numbers (one,
two, three, and so on).
� Double space body text in the assignment.
� Use consistent 12-point font.
� Use section headings to divide separate content areas. Center
the section headings on the
page, be consistent, and include at least two section headings in
the assignment.
� Include the assignment title, your name, course title, your
professor’s name, and the date of
submission on a separate page (first page of submission).
� Use appropriate language and be concise.
� Write in active voice when possible. Find tips here.
� Use spelling/grammar check and proofread to keep work
error free.
� Choose a point of view (first, second, or third person) as
required by assignment guidelines.
� Provide credible sources to support your ideas/work when
required. Find tips here.
� Cite sources throughout your work when you borrow
someone else’s words or ideas.
� Don’t forget: Cite and add your textbook to the Source List
if used as a source.

� Include a Sources List when the assignment requires research
or if you cite the textbook.
� Type “Sources” centered horizontally on the first line of the
Source List page.
� Record the sources that you used in your assignment in a
numbered list (see Giving Credit to
Authors and Sources section).
Essay/Paper Guidelines
Design
Title Page
Develop
Cite Credible
Sources
Build a
Sources List
Use these rules when working on an essay!
https://ask.library.strayer.edu/faq/323416
https://library.strayer.edu/research_strategies/
� Use the provided template to format the assignment.
� Generally not required. If it is required, include the
assignment title, your name, course

title, your professor’s name, and the date of submission on a
separate page (first page of
submission).
error free.
� Choose a point of view (first, second, or third person) as
required by assignment guidelines.
� Specific assignment guidelines may override these standards.
When in doubt, follow specific
assignment guidelines first.
� Complete the provided Source List when the assignment
requires research or if you cite the
textbook.
� If no specific area exists in the template, consult the
assignment and instructor guidelines for
appropriate source credit methods.
� Cite sources throughout your assignment when you borrow

� When quoting or paraphrasing a source, include the source
number in parentheses after the
body text where you quote or paraphrase.
Templated Assignment Guidelines
Design
Title Page
Develop
Cite Credible
Sources
Build a
Source List
Use these rules when working on a written assignment that is
not explicitly an essay!
� Use a background color or image on slides.
� Use Calibri, Lucida Console, Helvetica, Futura, Myriad Pro,
or Gill Sans font style.
� Use 28–32-point font size for the body of your slides (based
on your chosen font style). Avoid

font sizes below 24-point.
� Use 36–44-point font size for the titles of your slides (based
on chosen font style).
� Limit slide content (7 or fewer lines per slide and 7 or fewer
words per line).
� Number slides when the assignment requires 3 or more
slides. Place numbers wherever you
like (but be consistent).
� Include appropriate images that connect directly to the slide
content or presentation content.
� Include the assignment title, your name, course title, your
professor’s name, and the date of
submission on a separate slide (first of submission).
error free.
� Sources may be provided on a slide-by-slide basis (providing

Source List entries at
bottom of slide where source referenced) or in a comprehensive
Source List at the end of
slideshow.
� Include a Sources List slide when assignment requires
research or if you cite the textbook.
� Type “Sources” centered horizontally on the first line of the
Source List slide.
� Provide sources used in your assignment in a numbered list
(see Giving Credit to Authors and
Sources section).
PowerPoint/Slideshow Guidelines
Design
Title Page
Develop
Cite Credible
Sources
Build a
Sources List
Use these rules when working on a PowerPoint or slideshow
assignment!

� Use consistent 12-point font.
� Include appropriate images or media links that connect
directly to discussion topic/content.
error free.
� Cite sources throughout your discussion response when you
borrow someone else’s words or
ideas.
� Cite quotes and paraphrases correctly: Include the source
number in parentheses after the
body text where quotation or paraphrasing occurs.
� Don’t forget: Cite and add your textbook to the Sources List
� Type the word “Sources” at the end of your post, and bel ow
that include a list of any sources
that you cited.
� Number all sources in the order they appear.
Discussion Post Guidelines

Design
Develop
Cite Credible
Sources
Use these rules when working on a Discussion Forum post or
response!
For more information on building a Source List Entry, see
Source List section.
SAMPLE POST:
The work is the important part of any writing
assignment. According to Smith, “writing things
down is the biggest challenge” (1). This is significant
because…
Sources
1. William Smith. 2018. The Way Things Are. http://
www.samplesite.com/writing
If you pulled information from more than one source, continue
to number the additional sources in the order that they appear
in your post.
SAMPLE POST:
The work is the important part of any writing
assignment. According to Smith, “writing things
down is the biggest challenge” (1). This is significant
because…

The other side of this is also important. It is noted that
“the act of writing isn’t important as much as putting
ideas somewhere useful” (2).
Sources
1. William Smith. 2018. The Way Things Are. http://
www.samplesite.com/writing
2. Patricia Smith. 2018. The Way Things Really Are.
http://www.betterthansample.com/tiger
Credit to Authors and Sources
Option #1: Paraphrasing
Rewording Source Information in Your Own Words
· Rephrase source information in your own words. Avoid
repeating the same words of the author.
· Remember, you cannot just replace words from the original
sentence.
· Add the author’s last name and a number to the end of your
paraphrase as a citation (which will be the same on your
Source List).

ORIGINAL SOURCE
“Writing at a college level requires informed research.”
PARAPHRASING
As Harvey wrote, when writing a paper for higher
education, it is critical to research and cite sources (1).
When writing a paper for higher education, it is
imperative to research and cite sources (Harvey, 1).
Option #2: Quoting
Citing Another Person’s Work Word-for-Word
· Place quotation marks at the beginning and end of quoted
information.
· Limit quotes to two or fewer sentences (approximately 25
words) at a time.
· Do not start a sentence with a quotation.
· Introduce and explain quotes within the context of your
paper.
· Add the author’s last name and a number to the end of the
quote as a citation (which will be the same on your Source
List).
ORIGINAL SOURCE

“Writing at a college level requires informed research.”
QUOTING
Harvey wrote in his book, “Writing at a college level
requires informed research” (1).
Many authors agree, “Writing at a college level
requires informed research” (Harvey, 1).
Use these rules for using evidence and creating in-text citations!
General Credit
· Credit quoted or paraphrased sources using an in-text
citation. An in-text citation includes the primary author’s last
name and
the number of the source from the Source List.
· Before using any source, first determine its credibility. Then
decide if the source is appropriate and relevant for your project.
Find
tips here.
· Well-researched assignments have at least as many sources as
pages (see assignment instructions).
https://library.strayer.edu/research_strategies/evaluate
https://library.strayer.edu/research_strategies/evaluate
Web sources are accessed through an internet browser.

Home Pages
A home page loads when typing a standard web address. For
instance, typing Google.com into any web browser will take you
to
Google’s home page.
Cite a homepage when using information from a news thread,
image, or basic piece of information on a company’s website.
Find
Tips Here.
Specific Web Pages
If using any web page other than the home page, include the
specific page title and direct link (when possible) in the Source
List entry.
If the assignment used multiple web pages from the same
source, create separate Source List entries (if the title and/or
web address
is different).
Effective Internet Links
When sharing a link to an article with your instructor and
classmates, start with a brief summary of the article and why
you chose to
share it.
Share vs. URL Options
Cutting and pasting the URL (web address) from your browser
may not allow others to view your source. This makes it hard
for people to
engage with the content you used.
To avoid this problem, look for a “share” option and choose that
when possible. Always test your link(s) before submitting.

If you cannot properly share the link, include the article/source
as an attachment. Interested classmates and your professor can
reference
the article shared as an attachment. Find tips here.
Credit for Web Sources
Charts, images, and tables should be centered horizontally on
the page and should be followed by an in-text citation. Design
your
page and place a citation below the chart, image, or table. When
referring to the chart, image, or table in the body of the
assignment,
use the citation.
Do not include a chart, image, or table without introducing it in
the assignment and explaining why it is necessary.
On your Source List, provide the following details of the visual:
· Author’s name (if created by you, provide your name).
· Date (if created by you, provide the year).
· Type (Chart, Image, or Table).
· How to find it (link or other information; see Source List
section for additional details).
Charts, Images, and Tables

Traditional Sources
Page Numbers
When referencing multiple pages in a textbook or other print
book, consider adding page numbers to help the audience
understand where the information is found. You can do this in
three ways:
a. by including it in the body of your assignment; or
or b. by using an in-text citation;
or c. by listing page numbers in the order used in your
assignment on the Source List.
Check with your instructor or the assignment guidelines to see
if there is a preference based on your course.
IN-TEXT CITATION
(Harvey, 1, p. 16)
In the example, the author is Harvey, the source list number is
1, and the page number where this information can be found is
page 16.
Multiple Sources (Synthesizing)
Synthesizing is the use of multiple sources in one paraphrased
sentence or paragraph to make a strong point. While this is
normally done in advanced writing, it could be useful for any
writing where you use more than one source. Find tips here.

The key is clarity. If you paraphrase multiple sources in the
same sentence (or paragraph if most of the information
contained in the paragraph is paraphrased), you should
include each source in the citation. Separate sources using
semi-colons (;) and create the citation in the normal style that
you would for using only one source (Name, Source Number).
SYNTHESIZED IN-TEXT CITATION
(Harvey, 1; Buchanan, 2)
In the example, the authors Harvey and Buchanan were
paraphrased to help the student make a strong point. Harvey
is the first source on the Source List, and Buchanan is the
second source on the Source List.
Advanced Methods
Some assignments require more advanced techniques. If
necessary, these guidelines help with special
case scenarios.
Substitution and Ellipsis
Omitting unnecessary information from a direct quotation is
often required. To omit information, delete the unnecessary
information and replace it with an ellipsis inside of square
brackets, like this: […]. Find tips here.
There are times when a quality source has made a mistake,
but you still value the information that the source provides. To

solve this issue, change elements of the source (noting what
additions or changes were required). When changing elements
within a direct quotation, delete the original information and
surround the new wording or spelling with square brackets, like
this: “[W]riting”.
The bracket here shows that the original source may have
misspelled “writing” or that the “W” has been capitalized and
was lowercase in the source material.
NOTE: Ellipsis and square brackets cannot be used in
paraphrased source material.
ORIGINAL SOURCE
“Writing at a college level requires informed
research.”
ELLIPSIS
Harvey wrote that writing “at a college level
requires […] research” (1).
SUBSTITUTION
Many authors agree that “[w]riting at an [undergrad-
uate] college level requires informed research” (1).
Footnotes and Additional Content
Written assignments may benefit from including relevant
background information that is not necessarily important for the
main body of the assignment.
To include extra secondary evidence or authorial commentary,

insert a numeral superscript into the text of the assignment
and add the extra evidence or commentary in the footer of the
page as a footnote. (Note: Microsoft Word’s “Insert Footnote”
function is the preferred method.)
When writing a paper for higher education,4 it is
imperative to research and cite sources (Harvey,
1). This suggestion applies to both undergraduate
and graduate students, and it is the first thing that
beginning students must internalize.
4 Mathews has pointed out that this suggestion is appropriate
for all levels of education, even those outside of university, and
is in fact best practices for any form of professional writing
(2). However, this paper focuses specifically on writing
in college-level education.
Appendices
An assignment may require an appendix following the Source
List. The appendix is meant to declutter the assignment body or
provide relevant supplemental information for the audience.
If there is only one appendix, it is labeled, Appendix. More than
one appendix may be required. Label the first appendix
Appendix
A, the second Appendix B, and so on. Each chart, graphic, or
photograph referred to in the body of the assignment requires its
own listing in the appendices.
Use descriptive labels in the body of your written assignment to
link each chart, graphic, or photograph to its place in the
appendices. For example, when referring to a chart found in
Appendix B, a student would include (see Appendix B, Cost of
Tuition

in Secondary Education, 2010-2019) after referring to data
drawn from that chart.
https://ask.library.strayer.edu/ faq/316322
Source List
The Source List includes all sources used in your assignment. It
is a new page added at the end of your
assignment. The list gives credit to authors whose work
supported your own and should provide enough
information so that others can find the source(s) without your
help.
Build your Source List as you write.
� Type “Sources” at the top of a new page.
� Include a numbered list of the sources you used in your
paper (the numbers indicate the
order in which you used them).
1. Use the number one (1) for the first source used in the paper,
the number two (2) for the
second source, and so on.
2. Use the same number for a source if you use it multiple
times.
� Ensure each source includes five parts: author or
organization, publication date, title, page
number (if needed), and how to find it. If you have trouble
finding these details, then re-
evaluate the credibility of your source.

� Use the browser link for a public webpage.
� Use a permalink for a webpage when possible. Find tips
here.
� Instruct your readers on how to find all sources that do not
have a browser link or a permalink.
� Separate each Source List element with a period on your
Source List.
AUTHOR PUBLICATION DATE TITLE PAGE NO. HOW TO
FIND
The person(s) who published
the source. This can be a
single person, a group of
people, or an organization. If
the source has no author, use
“No author” where you would
list the author.
The date the source was
published. If the source has
no publication date, use “No
date” where you would list
the date.
The title of the
source. If the
source has no title,
use “No title” where
you would list the
title.

The page
number(s) used.
If the source has
no page numbers,
omit this section
from your Source
List Entry.
Instruct readers how to find all
sources. Keep explanations
simple and concise, but provide
enough information so the
source can be located. Note:
It is your responsibility to make
sure the source can be found.
Michael Harvey
In the case of multiple
authors, only list the first.
2013
This is not the same as
copyright date, which is
denoted by ©
The Nuts & Bolts
of College Writing
p. 1
Include p. and the
page(s) used.

http://libdatab.strayer.edu/
login?url=http://search.
ebscohost.com/login.aspx
Setting Up the
Source List Page
Creating a
Source List Entry
Source List Elements
NOTE: For the example, Harvey is the first source used in the
assignment.
1. Michael Harvey. 2013. The Nuts & Bolts of College Writing.
p. 1. http://libdatab.strayer.edu/login?url=http://
search.ebscohost.com/login.aspx?direct=true&db=nleb k&AN=5
90706&site=eds-live&scope=site
Sources
1. Michael Harvey. 2013. The Nuts & Bolts of College Writing.
p. 1.
http://libdatab.strayer.edu/login?url=http://search.ebscohost.

com/login.aspx?direct=true&db=nlebk&AN=590706&site=eds-
live&scope=site
2. William R. Stanek. 2010. Storyboarding Techniques chapter
in Effective Writing for Business, College and Life.
http://libdatab.
strayer.edu/login?url=http://search.ebscohost.com/login.aspx?di
rect=true&db=nlebk&AN=359141&site=eds-live&scope=site&e
bv=EB&ppid=pp_23
3. Zyad Hicham. 2017. Vocabulary Growth in College-Level
Students’ Narrative Writing. http://libdatab.strayer.edu/
login?url=http://search.ebscohost.com/login.aspx?direct=true&d
b=edsdoj&AN=edsdoj.9b7fad40e529462bafe3a936aaf81420
&site=eds-live&scope=site
4. Anya Kamenetz. July 10, 2015. The Writing Assignment That
Changes Lives. https://www.npr.org/sections/
ed/2015/07/10/419202925/the-writing-assignment-that-changes-
lives
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Week 6: Area of Interest Power Point Presentation
Purpose
The process for affecting positive change to improve practice
outcomes can start with either the identification of an area of
interest or the identification of a potential or existing practice
problem. Selecting an area of interest helps to define a direction
for further inquiry. The purpose of this assessment is for
students to identify and discuss an area of interest specific to
advanced practice nursing. Students will identify a common
practice problem related to the selected area of interest and
provide a recommendation to affect positive change. Students
will build on this project in later courses.
Note: The purpose of the MSN project is to translate evidence
currently found in the literature into practice within the chosen
specialty track. Due to the research complexity, time
involvement, and implications regarding human subjects, drug
studies are not acceptable areas of interest for an MSN project.
Activity Learning Outcomes
Through this assignment, the student will demonstrate the
ability to:
1. Examine roles and competencies of advanced practice nurses
essential to performing as leaders and advocates of holistic,
safe, and quality care. (CO1)
2. Analyze essential skills needed to lead within the context of
complex systems. (CO3)
3. Explore the process of scholarship engagement to improve
health and healthcare outcomes in various settings. (CO4)
Due Date:
Assignment should be submitted to the Week 6 Area of
Interest Powerpoint Presentation dropbox by Sunday 11:59 p.m.
MST at the end of Week 6. The week 6 assignment will not go
through Turnitin.
This assignment will follow the late assignment policy specified
in the course syllabus.

Students are expected to submit assignments by the time they
are due. Assignments submitted after the due date and time will
receive a deduction of 10% of the total points possible for that
assignment for each day the assignment is late. Assignments
will be accepted, with penalty as described, up to a maximum of
three days late, after which point a zero will be recorded for the
assignment.
In the event of a situation that prevents timely submission of an
assignment, students may petition their instructor for a waiver
of the late submission grade reduction. The instructor will
review the student's rationale for the request and make a
determination based on the merits of the student's appeal.
Consideration of the student's total course performance to date
will be a contributing factor in the determination. Students
should continue to attend class, actively participate, and
complete other assignments while the appeal is pending.
Total Points Possible: 175
Requirements:
Criteria for Content
For this presentation, select an area of nurse practitioner (NP)
practice that is of interest to you and in which you would like to
see a practice change occur. Conduct a review of literature to
see what is currently known about the topic and to find research
support for the practice change you are recommending.  You
may use a topic from the list at the link below or may
investigate a topic of your choice as long as it pertains to NP
practice. If you are unsure of your topic, please reach out to
your instructor. Be sure to provide speaker's notes for all slides
except the title and reference slides. 
List of Possible Topics
Creating a Professional Presentation
Create an 8-12 slide PowerPoint Presentation that includes the
following:
1. Introduction: slide should identify concepts to be addressed
and sections of the presentation. Include speaker’s notes that
explain, in more detail, what will be covered.

2. Evidence-based projects: slide should explain the general
importance of master's-prepared nurses engaging in evidence-
based projects related to nursing practice and profession.
Provide speaker’s notes with additional detail and support from
at least one outside scholarly source (not the textbook or course
lesson).
3. Conceptual Model: slide should provide an illustration of a
conceptual model that could be used to develop an evidence-
based project. Possible models include The John's Hopkins or
Advancing Research and Clinical Practice through Close
Collaboration (ARCC) Models or you may select another model
you find in the literature. In the speaker’s notes, explain how
the model would be applied to the development of an evidence-
based project. Provide support from at least one outside
scholarly source (not the textbook or course lesson).
4. Area of Interest: identify an area of interest related to NP
practice in which a practice change may be needed. Slide should
identify the area of interest and what is currently known on the
topic. Speaker’s notes more fully explain what is currently
known and should provide rationale for why the area of interest
is important to NP practice. Provide support from at least one
outside scholarly source (not the textbook or course lesson).
5. Issue/concern and recommendation for change: slide should
identify a specific concern related to your general area of
interest and your recommendation for a practice change.
Speaker’s notes should more fully explain the recommended
change and rationale for the change. Recommendation should be
supported by at least one outside scholarly source (not the
textbook or course lesson).
6. Factors Influencing Change: slide should identify at least 2
internal and external factors that could impact your ability to
implement your recommended change. Speaker’s notes should
more fully explain how the factors you’ve identified would
support or impede the implementation of your
recommendations. Factors may be based on personal experience
or on information you found in your research. If the identified

factors come from the literature, provide reference citations to
support your ideas.
7. NONPF Competencies: slide identifies at least two NONPF
Competencies that are relevant to an evidence-based project
related to your area of interest. Speaker’s notes should explain
how the competencies relate to your area of interest. Provide
support from at least one outside scholarly source (not the
8. Conclusion: slide provides summary points of presentation.
Speaker’s notes provide final comments on the topic.
Preparing the presentation
Submission Requirements
1. Application: Use Microsoft Power Point™ to create the
PowerPoint presentation. 
2. Length: The PowerPoint presentation must be 8-12 total
slides (excluding title and reference slides).  
3. Speaker notes are used and include in-text citations when
applicable.
4. A minimum of four (4) scholarly literature references must be
used.
5. Submission: Submit your file:
Last name_First initial_Wk6Assessment_Area of Interest.
Best Practices in Preparing the Project
The following are best practices in preparing this project:
1. Review directions thoroughly.
2. Follow submission requirements.
3. Make sure all elements on the grading rubric are included.
4. Rules of grammar, spelling, word usage, and punctuation are
followed and consistent with formal, scientific writing.
5. Review the Creating a Professional Presentation located
resource. 
6. Ideas and information that come from scholarly literature
must be cited and referenced correctly.
7. Abide by CCN academic integrity policy.
ASSIGNMENT CONTENT
Category

Points
%
Description
Introduction
9
5%
Slide should identify concepts to be addressed and sections of
the presentation. Include speaker’s notes that explain, in more
detail, what will be covered.
Evidence-based projects
12
7%
Slide should explain the general importance of master's-
prepared nurses engaging in evidence-based projects related to
nursing practice and profession. Provide speaker’s notes with
additional detail and support from at least one outside scholarly
source (not the textbook or course lesson).
Conceptual Model
18
10%
Slide should provide an illustration of a conceptual model that
could be used to develop an evidence-based project. Possible
models include The John's Hopkins or Advancing Research and
Clinical Practice through Close Collaboration (ARCC) Models
or you may select another model you find in the literature. In
the speaker’s notes, explain how the model would be applied to
the development of an evidence-based project. Provide support
from at least one outside scholarly source (not the textbook or
course lesson).
Area of Interest
35
20%
Identify an area of interest related to NP practice in which a
practice change may be needed. Slide should identify the area of

interest and what is currently known on the topic. Speaker’s
notes more fully explain what is currently known and should
provide rationale for why the area of interest is important to NP
practice. Provide support from at least one outside scholarly
source (not the textbook or course lesson).
Issue/concern and recommendation for change
35
20%
Slide should identify a specific concern related to your general
area of interest and your recommendation for a practice change.
Speaker’s notes should more fully explain the recommended
change and rationale for the change. Recommendation should be
supported by at least one outside scholarly source (not the
Factors Influencing Change
17
10%
Slide should identify at least 2 internal and external factors that
could impact your ability to implement your recommended
change. Speaker’s notes should more fully explain how the
factors you’ve identified would support or impede the
implementation of your recommendations. Factors may be based
on personal experience or on information you found in your
research. If the identified factors come from the literature,
provide reference citations to support your ideas.
NONPF Competencies
14
8%
Slide identifies at least two NONPF Competencies that are
relevant to an evidence-based project related to your area of
interest. Speaker’s notes should explain how the competencies
relate to your area of interest. Provide support from at least one
outside scholarly source (not the textbook or course lesson).

Conclusion
9
5%
Slide provides summary points of presentation. Speaker’s notes
provide final comments on the topic.
149
85%
Total CONTENT Points= 149 points
ASSIGNMENT FORMAT
Category
Points
%
Description
APA Formatting
8
5%
1) References on reference slide must be in APA format. May
use bullets instead of hanging indents.
2) In-text citations on slides and in speaker’s notes must be in
APA format.
Writing Mechanics
9
5%
Writing mechanics follow the rules of grammar, spelling, word
usage, punctuation, and other aspects of formal written work as
found in the current edition of the APA manual. Presentation
length meets assignment guidelines.
Slide Formatting
9
5%
1) Presentation has title slide
2) Presentation has reference slide(s)
3) Slides are professional in appearance and tone;
4) Slides are balanced spatially, including words and graphics.

26
15%
Total FORMAT Points= 26 points
175
100%
ASSIGNMENT TOTAL=175 points
1. Executing Strategies and Management Responsibilities
Overview
In this assignment, use the same company and department
(TESLA) you selected and focused on for the Getting to Know
the Organization assignment and the Addressing Organizational
Challenges as a Manager assignment.
Using the company and department (TESLA) that you have used
for the Getting to Know the Organization assignment and the
Addressing Organizational Challenges as a Manager
assignment, review and incorporate any feedback from your
professor and reference the external opportunities, threats,
internal strengths, and weakness factors that you identified. In
this assignment, you will examine your role as a manager and
how you can help the company execute an alternative strategy to
remain competitive in the marketplace.
Use any or all of the following resources to conduct research on
the company:
· The company website.
· Public filings in the Securities and Exchange
Commission EDGAR database.
· Other miscellaneous sources.
3. Note:The company’s annual report will often provide insights
that other resources may not include.
Instructions
Write a 5-page report in which you do the following:
· Develop a SWOT matrix that outlines the strengths,
weaknesses, opportunities, and threats for the company.

· Determine and describe one feasible alternative strategy from
the list below that could reasonably benefit your chosen
company. Specifically consider the benefits related to the
company’s strengths, weaknesses, external threats, and external
opportunities. Justify your response.
. Forward integration.
. Backward integration.
. Horizontal integration.
. Market penetration.
. Market development.
. Product development.
. Related diversification.
. Unrelated diversification.
. Retrenchment.
. Divestiture.
. Liquidation.
· Considering your chosen alternative strategy, outline your
strategic plan as the department manager to help your company
execute this strategy.
· Assess how you will use the four functions of management to
execute your outlined plan.
The specific course learning outcome associated with this
assignment is:
· Formulate strategies that address management responsibilities
and functions in a technical organizational setting.

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