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Journal of Education for Business
ISSN: 0883-2323 (Print) 1940-3356 (Online) Journal homepage: http://www.tandfonline.com/loi/vjeb20
Developing Problem Solving and Communication
Skills Through Memo Assignments in a
Management Science Course
Julie Ann Stuart Williams & Randall C. Reid
To cite this article: Julie Ann Stuart Williams & Randall C. Reid (2010) Developing Problem
Solving and Communication Skills Through Memo Assignments in a Management Science
Course, Journal of Education for Business, 85:6, 323-329
To link to this article: http://dx.doi.org/10.1080/08832320903449493
Published online: 13 Feb 2011.
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Date: 11 January 2016, At: 22:38
JOURNAL OF EDUCATION FOR BUSINESS, 85: 323–329, 2010
C Taylor & Francis Group, LLC
Copyright
ISSN: 0883-2323
DOI: 10.1080/08832320903449493
Developing Problem Solving and Communication
Skills Through Memo Assignments in a
Management Science Course
Julie Ann Stuart Williams and Randall C. Reid
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University of West Florida, Pensacola, Florida, USA
The authors describe how to structure a memo format for homework assignments in which a
manager requests analysis of a particular issue from the student. The student must respond
with a memo stating a recommendation and describing the solution approach. The results from
using the memo format include improved student performance and professional writing on
word-problem assignments.
Keywords: business writing, critical thinking, word problem
After implementing a memo assignment format, we have
been encouraged by the way students have summarized what
they gained from building a model and, when successful,
their description of their solutions and recommendations in
managerial terms. Why has a change in homework assignment structure helped to motivate students faced with problem solving in a quantitative business course? We begin with
our observations. Specifically, in short word problems that
require quantitative analysis, we define two different formats
or levels of problem description:
Level 1: Numerical representation with or without a paragraph containing a brief normative description
Level 2: Highly structured memo presentation with a relevant
business context.
For a Level 1 formatted problem description, the word
problem provides some information about the decisions and
the resource constraints, but it often omits the decisionmaker, the sources of data, and those impacted by the decisions. The Level 2 memo word problem includes more
business context to provide the students with opportunities
to identify the decision-maker, objective, and resource constraints and to assume the role of a business analyst.
In the remainder of this article, we discuss the literature in
cognitive science that helps us understand our observations
of student benefits from reading the memo assignment and
Correspondence should be addressed to Julie Ann Stuart Williams, University of West Florida, Department of Management/MIS, 11000 University
Parkway, Pensacola, FL 32514-5752, USA. E-mail: jawilliams@uwf.edu
writing a memo response. Additionally, we state the student
learning objectives, describe the instruction required for the
memo assignment, and provide a detailed example. Although
our discussion uses a management-science assignment for
exposition, we have applied the memo assignment format
to other management courses including operations management, decision support systems, and data communications.
We illustrate the contrast between the two levels of problem description. Then, we conclude with student reactions
followed by research directions.
Teaching Problem Solving
Cognitive science researchers often describe problem solving as a multiphase process that requires understanding the
problem and its context (Evans, 1995; Hall, Kibler, Wenger,
& Truxaw, 1989; Mayer, 1982). Yet traditional Level 1 wordproblem assignments often neglect requiring students to carefully restate the problem and understand its context through
business communications (Lewis & Mayer, 1987; Mayer,
1982; Stuart, 1997). Teaching problem solving that encourages students to use relevant contexts while conversely helping students link real problems to concepts learned in school
is necessary (Baranes, Perry, & Stigler, 1989; Grinde & Kammermeyer, 2003; Koedinger & Nathan, 2004; Rittle-Johnson
& Koedinger, 2005).
In order to teach comprehension and translation, business educators could suggest students read the problem
several times for general understanding, search for details,
rephrase the problem by identifying the objective and known
measurable quantities, determine the unknowns, and then
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324
J. A. S. WILLIAMS AND R. C. REID
write out the conditions and categories of constraints before any computations (Cummins, 1991; Cummins, Kintsch,
Reusser, & Weimer, 1988; Debnath, Tandon, & Pointer,
2007; Grinde & Kammermeyer, 2003; Kintsch & Greeno,
1985; Polya, 1985; Pomykalski, 2006; Sankowsky, 2001;
Stevens & Palocsay, 2004). Rephrasing the problem for a
memo assignment requires the students to write about the
problem, describe its context, and identify the decisions to be
analyzed.
Although many business programs require a prerequisite
business communications course, the potential to integrate
business writing with a relevant context into core business
curriculum is also essential to student learning (Marcal, Hennessey, Curren, & Roberts, 2005; Prater & Rhee, 2003; Young
& Murphy, 2003). Because successful business writing requires students to identify their audience (Anderson, 1991),
the Level 2 memo word problem helps students to identify
their decision maker and interested constituents. Next, we
present the student learning objectives for the Level 2 memo
exercise.
Student Learning Objectives for Level 2 Memo
Assignments
The goals of the proposed assignment problem format are
to provide relevant context and to integrate business communication into business problem solving. Specifically, we
propose five student learning objectives.
1. Identification of data information sources: The proposed memo word-problem format categorizes data
according to source so that students gain insights
into the data sources in common business problems. In the proposed assignment format, students
describe the data and its source in their memo
response.
2. Identification of the decision makers and their perspectives: Students may find the decision-maker(s) in the
“From” section at the top of the memo assignment as
well as in the “cc” and “body” of the assignment. In the
proposed assignment format, students write a response
to the decision-makers and respond to their concerns.
3. Statement of the problem: The students briefly state
the problem in business terms along with their assumptions.
4. Formulation of a numerical representation of the problem: In order to answer the problem, students formulate a business model and then solve it by a graphical
solution method, algorithmic method using computer
software, or both.
5. Interpretation of solution output and recommendation:
In answering business questions, students interpret the
solution to their model, analyze the sensitivity of their
solution to changes in data, and state their recommendation.
Instruction Required
Step 1. Describe how to write a business memo before
giving students the assignment. Give students the “Business
Writing” handout illustrated in Appendix A to explain the
required format and structure. Remind students that making
a good impression on the reader includes good grammar and
spelling as well as a professional format.
Explain that although most memos do not have appendices, for grading purposes the students are required to attach an appendix to the response memos. Then ask students
to construct their appendix to include their legend, objective
function, model with constraint descriptions, and software
output so that the instructor can provide detailed feedback
about their modeling approach. Following the description of
a memo, give students two complete example assignments
and keys that consist of both a memo word problem and a
memo response. Each of these components is described next
in Steps 2 and 3 and illustrated in Appendixes B, C, and D.
Step 2. Distribute the assignment memo. Each assignment begins with a memo containing the assigned word problem. At the bottom of each assignment memo is a doubleoutlined box with traditional assignment instructions that
include a brief reminder of memo format requirements, anticipated assumptions, due date, and the grading scale that
defines the point values. Appendix B shows an example of
an assignment memo and grading scale. In the assignment
memo, the word problem is presented in a memo format
from decision-makers. Information such as processing times,
regulatory limits, and marketing estimates are categorized
from different departments in the business organization such
as production, environmental, and marketing. For example,
marketing may provide demand forecasts with trend predictions. In addition to identifying the source of information
and other department perspectives, the memo format may
also more directly communicate the decision-maker’s perspectives. An example of an assignment memo is shown in
Appendix B. Beginning with Appendix B and continuing
in Appendix C, we point out the problem description levels
described previously.
The proposed assignment structure in Appendix B provides information concerning which managers want to know
the product mix for the production schedule. It also provides information about the sources of information for profit
coefficients, material supply constraints, and a promotional
constraint. Although, in practice students would have to do
more investigative work developing questions and identifying which departments and coworkers have which information, the memo format provides insights regarding where they
might seek this information in the future.
Step 3. After students have turned in their assignments
at the beginning of class, give students a key with a response
memo and appendix showing a detailed modeling approach
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MEMO ASSIGNMENTS IN A MANAGEMENT COURSE
as shown in Appendixes C and D, and discuss it with students. Each response memo includes not only the purpose of
the problem, background (including data sources), assumptions, constraints considered, and objective, but also the recommendations stated in business terms and answers to any
follow-up questions. Additionally, the memo should indicate
what method was used to develop the recommendation with a
reference to the model in the attached appendix. The response
memo format encourages students to write about a problem
in order to facilitate their understanding of the problem attributes. Furthermore, it provides an opportunity to develop
business writing skills by communicating what problem they
analyzed and the value of their recommended solution.
In the response memo appendix shown in Appendix D,
the students show what solution approach they used, the definitions of their decision variables, the expression for their
objective, and the constraints. They also show their solution
method, which may include a graphical method for problems with only a few decision variables or an algorithmic
method using computer software for more complex decisions. In Appendix D, both a graphical solution method and
an algorithmic method using the Excel solver are shown.
The memo structure helps students to identify, evaluate,
and communicate assumptions. For example, the marketing department in Appendix B communicated that “demand
continues to be strong for both products.” Consequently, the
legend in Appendix D defines the variables in terms of the
number of package types manufactured and sold. Because
the objective is to maximize profit, the model assumes that
products manufactured are also sold so that revenues are
generated. When students are asked to evaluate whether assuming that all products manufactured are sold is reasonable,
they can reference the marketing department’s recent comment about strong demand. We observed that students were
more likely to describe their assumptions, such as the one
just discussed, when they used the memo format. Additional
observations are discussed next.
STUDENT EXPERIENCE AND OUTCOMES
We first used the memo assignment format for the four assignments in Fall 2006 in the Management Science course
with two sections totaling 56 junior- and senior-level undergraduate students, most of whom were Management or
Management Information Systems majors. We continued to
use the memo structure in eight subsequent sections of Management Science from Spring 2007 through Summer 2008
that enrolled an additional 209 students. Students worked
over 80 different word problems with the memo format during the six semesters from Fall 2006 to Summer 2008. Out of
the 10 total sections of 265 students, two were taught at a remote campus whereas eight were taught on the main campus.
The student population in the 10 sections included both traditional and nontraditional students. Comments from many of
325
the students with industry experience indicated the high degree of relevancy of the memo assignment structure. Students
with less experience were able to visualize how communications work within a business environment. In writing their
memos, a number of students wrote from the perspective of
an assumed role within the business. For example, some students even added to the story line of the word problems, an
indication that they understood the fictitious roles posed in
the memo assignment.
Two different students in different sections asked about
applying the business logic discussed in class to staff scheduling problems at their present jobs. Several students also commented about the use of the class concepts in their future jobs.
In one instance, a student e-mailed that he was enthusiastic
about accepting a job offer at a transportation company and
continued with “I know I will be able to utilize the skills
learned in your course during my career with” the transportation company. Another student wrote on the university
course evaluation, “homework assignments offered me the
opportunity to experience to [sic] find solutions to real-world
problems.”
To ensure consistency, assignments were coordinated between the instructors and the same grading scales were used
for each assignment. As instructors, we made several observations after implementing the new format. First, the appearance of student homework improved due to the professional format requirement. The responses changed from
hand-written spiral-bound notepaper to word-processed documents. Second, we found that the memo homework assignments were actually easier to grade, in part due to the
more organized structure. Third, the turn-in rate for homework assignments remained the same despite the added time
requirement for students to use the professional memo structure. With the memo response requirement, students were
more likely to seek guidance from us so that they could then
construct a model that generated a solution. Although no
data was collected on number of student queries following
introduction of the memo structure, both of us perceived that
these increased and the questions asked were less trivial. We
believe that students sought our help when they realized that
they could not make a recommendation in their response
memo until their solution approach generated a recommendation.
Another impact we observed is that student comprehension of the problems and identification of decisions improved.
After grading over 1000 assignments with the memo structure
over the six semesters, we perceived that students more often defined their decision variables correctly. Modeling also
improved as evidenced by improved constraint formulation
and improved constraint descriptions. In addition, because
students had to describe their solution in business terms,
their understanding of the word problem and its context improved. This was evident from their response memos. In
traditional Level 1 assignments, the students tended to discuss their recommendation only in terms of X1 and X2 . By
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J. A. S. WILLIAMS AND R. C. REID
using the memo format in Appendixes B and C, students were
much more likely to discuss their recommendation in business terms as shown in the Appendix C response memo. The
response memo helped students describe the objective, the
material supplies constraining the decision, and the promotional production requirement, as well as the recommended
product mix and its potential profit.
The class discussion of homework assignments was significantly enhanced by the memo format. Discussion included how to build the model and how to interpret the
output. We also asked scenario questions, such as what if
the price of millet flour rises by $1/kg or what if there is a
shortage of brown rice flour such that only 1200 kg is available? These types of questions provided opportunities for the
students to identify how the model and subsequent solution
were impacted by common market influences.
RESEARCH DIRECTIONS
We see the potential for research of a more formal nature
to determine how memo writing improves student learning.
The grading scale shown in Appendix B may be further
developed into a formal grading rubric by identifying how
each point total is distributed and assigned. Data collected
on the student performance with a formal rubric in future
courses will provide further insights. For example, it would
be interesting to compare the student performances on the
memo format, legend, and other modeling requirements of
the assignment.
Future research may include examining how students can
overcome common difficulties with problem solving and how
they understand the context of business decisions. Defining
problem-based approaches (i.e., short word-problem assignment vs. case study) is helpful in distinguishing among different types of educational strategies and their dimensions
(Harrison-Walker, 2000; Lohman, 2002; Mayer, 2002). The
intersection of cognitive science and business word problems
provides a rich area for further research.
Because problem solving and professional writing experience may be critical elements in hiring assessment and
career advancement for business students, common business
school goals are to increase problem solving and business
writing opportunities for students (Aiken, Martin, & Paolillo, 1994; Boatwright & Stamps, 1988; Kimball, 1998).
The memo format assists with these goals. Student memos
may also provide more information for faculty to assess student problem-solving and writing skills (Carrithers & Bean,
2008). Assessing critical thinking and business writing in
policy analysis could be used to evaluate how well students
bring their problem-solving and memo-writing experiences
to a capstone course. For example, assessing critical thinking
and communication skills could provide insights into the impact of our assignment format in the future (Jenkins, 1998;
Peach, Mukherjee, & Hornyak, 2007).
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of business school graduates: Perceptions of senior corporate executives.
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Anderson, P. V. (1991). Technical writing: A reader-centered approach (2nd
ed.) San Diego, CA: Harcourt Brace Jovanovich.
Baranes, R., Perry, M., & Stigler, J. W. (1989). Activation of real-world
knowledge in the solution of word problems. Cognition and Learning, 6,
287–318.
Boatwright, E. W., & Stamps, M. B. (1988). Employers’ importance ratings of student characteristics: A conjoint analysis approach. Journal of
Marketing Education, 10, 74–78.
Carrithers, D., & Bean, J. C. (2008). Using a client memo to assess critical
thinking of finance majors. Business Communication Quarterly, 71(1),
10–26.
Cummins, D. D. (1991). Children’s interpretations of arithmetic word problems. Cognition and Instruction, 8, 261–289.
Cummins, D. D., Kintsch, W., Reusser, K., & Weimer, R. (1988). The role
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405–438.
Debnath, S. C., Tandon, S., & Pointer, L. V. (2007). Designing business school courses to promote student motivation: An application of
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Evans, J. R. (1995). Introduction to creativity in MS/OR. Interfaces, 25, 81.
Grinde, R. B., & Kammermeyer, J. A. (2003). Experiences using thematic
assignments in an undergraduate management science course. INFORMS
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Hall, R., Kibler, D., Wenger, E., & Truxaw, C. (1989). Exploring the episodic
structure of algebra story problem solving. Cognition and Instruction, 6,
223–283.
Harrison-Walker, L. J. (2000). A comprehensive pedagogy for dialectic
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for Business, 75, 241–245.
Jenkins, E. K. (1998). The significant role of critical thinking in predicting
auditing students’ performance. Journal of Education for Business, 73,
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Kimball, B. (1998). Practitioner methodology for entry-level hiring assessment: Issues for academic outcomes assessment. Journal of Education
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MEMO ASSIGNMENTS IN A MANAGEMENT COURSE
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Appendix A “Business Writing” Handout That Describes the Components in a Memo
One of the most common forms of writing is the business memo. In this course, you will have the opportunity to practice
writing memos for your homework assignments. Memos provide structure and organization and require succinct communication.
A memo should summarize the recommendations in one page. A memo is not a report. Assume very busy readers.
A memo is composed of the following components
1.
2.
3.
4.
5.
6.
7.
8.
Heading: MEMO
To: Recipient’s name(s)
Date of memo
From: Your name
CC: Folks copied on your memo
RE: Subject of the memo (In your memo include assignment #, problem #, and topic)
Purpose of the problem described in the memo (1 - 2 sentences)
Important background information about the problem which includes the data sources, constraints, and assumptions (1
or more sentences)
9. Summary of work completed (what you have learned) to date on the problem and your recommendations to date. (1 or
more sentences)
10. The following three items will not be required for your homework assignments but are included in this description for
future reference:
a) A memo may discuss a weekly update of a problem which would also include a comparison of planned work
with work accomplished to date (1 or more sentences and a table summarizing the comparison)
b) A memo may include any questions you may have for the recipient regarding the problem (1 or more questions)
c) A memo may include your plans for future work activities (1 or more sentences)
Appendix B Example Assignment Memo With Word Problem and Grading Scale
Level 2
Levels 1, 2
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MEMO
DATE: January 10, 2008
TO: MAN 3550 Business Student
FROM: Prod Jackson, Production Manager; Gluten Free Mixes, Inc.
CC: Michelle Count, Controller
Bill Spender, Procurement Manager
Melanie Show, Marketing Manager
RE: Product Mix for Gluten Free Mixes, Inc. (HW 1, Problem 2)
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⎨
How many packages of each type should we produce each week in order to
maximize profit subject to any constraints our company faces? Please
submit your recommendation by 2:30pm on January 24th.
The following departments responded with information.
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Level 2
328
J. A. S. WILLIAMS AND R. C. REID
Accounting
The profit for product 1 is $35.00/package while the profit for product 2 is $25.00/package.
Procurement
Two raw materials, millet flour and brown rice flour, are required for products 1 and 2. Only 1500 kg of millet flour is
available while only 1600 kg of brown rice flour is available. Product 1 requires 20 kg of millet flour and 40 kg of brown
rice flour. Product 2 requires 30 kg of millet flour and only 25 kg of brown rice flour.
Marketing
A promotion for product 2 requires that at least 35 of product 2 must be produced each week. Demand continues to be
strong for both products.
Level 2
Level 1,2
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Create a memo briefly describing the problem, formulate the problem, solve the problem using graphical analysis, solve the problem
using Excel, and add your recommendation to your memo, all in your own words. Assignments are due at the BEGINNING of class.
Maximum Points
2
2
2
2
2
2
2
1
1
2
Feature Evaluated
Memo format
Legend
Objective function
Constraints with labels
Graph with labeled objective function (isoprofit line)
Graph with labeled constraints
Identify feasible region on graph
Identify optimal solution on graph
Objective function value
Excel software setup and output
Appendix C Example Response Memo
Level 2
Levels 1, 2
Level 2
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MEMO
DATE: January 10, 2008
TO: Prod Jackson, Production Manager; Gluten Free Mixes, Inc.
FROM: MAN 3550 Business Student
CC: Michelle Count, Controller
Bill Spender, Procurement Manager
Melanie Show, Marketing Manager
RE: Product Mix for Gluten Free Mixes, Inc. (HW Assignment 1, Problem 2)
In response to your request to determine the number of packages of each type
to produce each week in order to maximize profit, I investigated the
accounting profits, available supplies for millet flour and brown rice flour, and
marketing promotions. Assuming that each package manufactured is sold, I
recommend the following product mix:
15 type 1 packages (20 kg millet flour mixed with 40 kg brown rice flour)
40 type 2 packages (30 kg millet flour mixed with 25 kg brown rice flour)
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Selling this mix of packages each week will generate $1525 in profit. I based
my recommendation on a linear programming model that is defined in the
attached appendix and solved it using the graphical solution method as well as
by using the solver in Excel (Microsoft Office), as shown in the attached
appendix. If you have any questions, please contact me.
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MEMO ASSIGNMENTS IN A MANAGEMENT COURSE
Appendix D Example Response Memo Appendix for Response Memo in Appendix C
APPENDIX 1: Product Mix for Gluten Free Mixes, Inc. (HW Assignment 1, Problem 2)
LEGEND:
X1 = number of package type 1 manufactured and sold
X2 = number of package type 2 manufactured and sold
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MODEL:
Objective function: MAX 35X1+25X2
Constraints: 1) 20X1 + 30X2 ≤ 1500
2) 40X1 + 25X2 ≤ 1600
3) 1X2 ≥ 35
4) X1, X2 ≥ 0
Maximize profit
Millet flour supply (kg)
Brown rice flour supply (kg)
Promotion pkge 2 min (package type 2)
Non-negativity constraint
329
ISSN: 0883-2323 (Print) 1940-3356 (Online) Journal homepage: http://www.tandfonline.com/loi/vjeb20
Developing Problem Solving and Communication
Skills Through Memo Assignments in a
Management Science Course
Julie Ann Stuart Williams & Randall C. Reid
To cite this article: Julie Ann Stuart Williams & Randall C. Reid (2010) Developing Problem
Solving and Communication Skills Through Memo Assignments in a Management Science
Course, Journal of Education for Business, 85:6, 323-329
To link to this article: http://dx.doi.org/10.1080/08832320903449493
Published online: 13 Feb 2011.
Submit your article to this journal
Article views: 305
View related articles
Citing articles: 3 View citing articles
Full Terms & Conditions of access and use can be found at
http://www.tandfonline.com/action/journalInformation?journalCode=vjeb20
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Date: 11 January 2016, At: 22:38
JOURNAL OF EDUCATION FOR BUSINESS, 85: 323–329, 2010
C Taylor & Francis Group, LLC
Copyright
ISSN: 0883-2323
DOI: 10.1080/08832320903449493
Developing Problem Solving and Communication
Skills Through Memo Assignments in a
Management Science Course
Julie Ann Stuart Williams and Randall C. Reid
Downloaded by [Universitas Maritim Raja Ali Haji] at 22:38 11 January 2016
University of West Florida, Pensacola, Florida, USA
The authors describe how to structure a memo format for homework assignments in which a
manager requests analysis of a particular issue from the student. The student must respond
with a memo stating a recommendation and describing the solution approach. The results from
using the memo format include improved student performance and professional writing on
word-problem assignments.
Keywords: business writing, critical thinking, word problem
After implementing a memo assignment format, we have
been encouraged by the way students have summarized what
they gained from building a model and, when successful,
their description of their solutions and recommendations in
managerial terms. Why has a change in homework assignment structure helped to motivate students faced with problem solving in a quantitative business course? We begin with
our observations. Specifically, in short word problems that
require quantitative analysis, we define two different formats
or levels of problem description:
Level 1: Numerical representation with or without a paragraph containing a brief normative description
Level 2: Highly structured memo presentation with a relevant
business context.
For a Level 1 formatted problem description, the word
problem provides some information about the decisions and
the resource constraints, but it often omits the decisionmaker, the sources of data, and those impacted by the decisions. The Level 2 memo word problem includes more
business context to provide the students with opportunities
to identify the decision-maker, objective, and resource constraints and to assume the role of a business analyst.
In the remainder of this article, we discuss the literature in
cognitive science that helps us understand our observations
of student benefits from reading the memo assignment and
Correspondence should be addressed to Julie Ann Stuart Williams, University of West Florida, Department of Management/MIS, 11000 University
Parkway, Pensacola, FL 32514-5752, USA. E-mail: jawilliams@uwf.edu
writing a memo response. Additionally, we state the student
learning objectives, describe the instruction required for the
memo assignment, and provide a detailed example. Although
our discussion uses a management-science assignment for
exposition, we have applied the memo assignment format
to other management courses including operations management, decision support systems, and data communications.
We illustrate the contrast between the two levels of problem description. Then, we conclude with student reactions
followed by research directions.
Teaching Problem Solving
Cognitive science researchers often describe problem solving as a multiphase process that requires understanding the
problem and its context (Evans, 1995; Hall, Kibler, Wenger,
& Truxaw, 1989; Mayer, 1982). Yet traditional Level 1 wordproblem assignments often neglect requiring students to carefully restate the problem and understand its context through
business communications (Lewis & Mayer, 1987; Mayer,
1982; Stuart, 1997). Teaching problem solving that encourages students to use relevant contexts while conversely helping students link real problems to concepts learned in school
is necessary (Baranes, Perry, & Stigler, 1989; Grinde & Kammermeyer, 2003; Koedinger & Nathan, 2004; Rittle-Johnson
& Koedinger, 2005).
In order to teach comprehension and translation, business educators could suggest students read the problem
several times for general understanding, search for details,
rephrase the problem by identifying the objective and known
measurable quantities, determine the unknowns, and then
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J. A. S. WILLIAMS AND R. C. REID
write out the conditions and categories of constraints before any computations (Cummins, 1991; Cummins, Kintsch,
Reusser, & Weimer, 1988; Debnath, Tandon, & Pointer,
2007; Grinde & Kammermeyer, 2003; Kintsch & Greeno,
1985; Polya, 1985; Pomykalski, 2006; Sankowsky, 2001;
Stevens & Palocsay, 2004). Rephrasing the problem for a
memo assignment requires the students to write about the
problem, describe its context, and identify the decisions to be
analyzed.
Although many business programs require a prerequisite
business communications course, the potential to integrate
business writing with a relevant context into core business
curriculum is also essential to student learning (Marcal, Hennessey, Curren, & Roberts, 2005; Prater & Rhee, 2003; Young
& Murphy, 2003). Because successful business writing requires students to identify their audience (Anderson, 1991),
the Level 2 memo word problem helps students to identify
their decision maker and interested constituents. Next, we
present the student learning objectives for the Level 2 memo
exercise.
Student Learning Objectives for Level 2 Memo
Assignments
The goals of the proposed assignment problem format are
to provide relevant context and to integrate business communication into business problem solving. Specifically, we
propose five student learning objectives.
1. Identification of data information sources: The proposed memo word-problem format categorizes data
according to source so that students gain insights
into the data sources in common business problems. In the proposed assignment format, students
describe the data and its source in their memo
response.
2. Identification of the decision makers and their perspectives: Students may find the decision-maker(s) in the
“From” section at the top of the memo assignment as
well as in the “cc” and “body” of the assignment. In the
proposed assignment format, students write a response
to the decision-makers and respond to their concerns.
3. Statement of the problem: The students briefly state
the problem in business terms along with their assumptions.
4. Formulation of a numerical representation of the problem: In order to answer the problem, students formulate a business model and then solve it by a graphical
solution method, algorithmic method using computer
software, or both.
5. Interpretation of solution output and recommendation:
In answering business questions, students interpret the
solution to their model, analyze the sensitivity of their
solution to changes in data, and state their recommendation.
Instruction Required
Step 1. Describe how to write a business memo before
giving students the assignment. Give students the “Business
Writing” handout illustrated in Appendix A to explain the
required format and structure. Remind students that making
a good impression on the reader includes good grammar and
spelling as well as a professional format.
Explain that although most memos do not have appendices, for grading purposes the students are required to attach an appendix to the response memos. Then ask students
to construct their appendix to include their legend, objective
function, model with constraint descriptions, and software
output so that the instructor can provide detailed feedback
about their modeling approach. Following the description of
a memo, give students two complete example assignments
and keys that consist of both a memo word problem and a
memo response. Each of these components is described next
in Steps 2 and 3 and illustrated in Appendixes B, C, and D.
Step 2. Distribute the assignment memo. Each assignment begins with a memo containing the assigned word problem. At the bottom of each assignment memo is a doubleoutlined box with traditional assignment instructions that
include a brief reminder of memo format requirements, anticipated assumptions, due date, and the grading scale that
defines the point values. Appendix B shows an example of
an assignment memo and grading scale. In the assignment
memo, the word problem is presented in a memo format
from decision-makers. Information such as processing times,
regulatory limits, and marketing estimates are categorized
from different departments in the business organization such
as production, environmental, and marketing. For example,
marketing may provide demand forecasts with trend predictions. In addition to identifying the source of information
and other department perspectives, the memo format may
also more directly communicate the decision-maker’s perspectives. An example of an assignment memo is shown in
Appendix B. Beginning with Appendix B and continuing
in Appendix C, we point out the problem description levels
described previously.
The proposed assignment structure in Appendix B provides information concerning which managers want to know
the product mix for the production schedule. It also provides information about the sources of information for profit
coefficients, material supply constraints, and a promotional
constraint. Although, in practice students would have to do
more investigative work developing questions and identifying which departments and coworkers have which information, the memo format provides insights regarding where they
might seek this information in the future.
Step 3. After students have turned in their assignments
at the beginning of class, give students a key with a response
memo and appendix showing a detailed modeling approach
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MEMO ASSIGNMENTS IN A MANAGEMENT COURSE
as shown in Appendixes C and D, and discuss it with students. Each response memo includes not only the purpose of
the problem, background (including data sources), assumptions, constraints considered, and objective, but also the recommendations stated in business terms and answers to any
follow-up questions. Additionally, the memo should indicate
what method was used to develop the recommendation with a
reference to the model in the attached appendix. The response
memo format encourages students to write about a problem
in order to facilitate their understanding of the problem attributes. Furthermore, it provides an opportunity to develop
business writing skills by communicating what problem they
analyzed and the value of their recommended solution.
In the response memo appendix shown in Appendix D,
the students show what solution approach they used, the definitions of their decision variables, the expression for their
objective, and the constraints. They also show their solution
method, which may include a graphical method for problems with only a few decision variables or an algorithmic
method using computer software for more complex decisions. In Appendix D, both a graphical solution method and
an algorithmic method using the Excel solver are shown.
The memo structure helps students to identify, evaluate,
and communicate assumptions. For example, the marketing department in Appendix B communicated that “demand
continues to be strong for both products.” Consequently, the
legend in Appendix D defines the variables in terms of the
number of package types manufactured and sold. Because
the objective is to maximize profit, the model assumes that
products manufactured are also sold so that revenues are
generated. When students are asked to evaluate whether assuming that all products manufactured are sold is reasonable,
they can reference the marketing department’s recent comment about strong demand. We observed that students were
more likely to describe their assumptions, such as the one
just discussed, when they used the memo format. Additional
observations are discussed next.
STUDENT EXPERIENCE AND OUTCOMES
We first used the memo assignment format for the four assignments in Fall 2006 in the Management Science course
with two sections totaling 56 junior- and senior-level undergraduate students, most of whom were Management or
Management Information Systems majors. We continued to
use the memo structure in eight subsequent sections of Management Science from Spring 2007 through Summer 2008
that enrolled an additional 209 students. Students worked
over 80 different word problems with the memo format during the six semesters from Fall 2006 to Summer 2008. Out of
the 10 total sections of 265 students, two were taught at a remote campus whereas eight were taught on the main campus.
The student population in the 10 sections included both traditional and nontraditional students. Comments from many of
325
the students with industry experience indicated the high degree of relevancy of the memo assignment structure. Students
with less experience were able to visualize how communications work within a business environment. In writing their
memos, a number of students wrote from the perspective of
an assumed role within the business. For example, some students even added to the story line of the word problems, an
indication that they understood the fictitious roles posed in
the memo assignment.
Two different students in different sections asked about
applying the business logic discussed in class to staff scheduling problems at their present jobs. Several students also commented about the use of the class concepts in their future jobs.
In one instance, a student e-mailed that he was enthusiastic
about accepting a job offer at a transportation company and
continued with “I know I will be able to utilize the skills
learned in your course during my career with” the transportation company. Another student wrote on the university
course evaluation, “homework assignments offered me the
opportunity to experience to [sic] find solutions to real-world
problems.”
To ensure consistency, assignments were coordinated between the instructors and the same grading scales were used
for each assignment. As instructors, we made several observations after implementing the new format. First, the appearance of student homework improved due to the professional format requirement. The responses changed from
hand-written spiral-bound notepaper to word-processed documents. Second, we found that the memo homework assignments were actually easier to grade, in part due to the
more organized structure. Third, the turn-in rate for homework assignments remained the same despite the added time
requirement for students to use the professional memo structure. With the memo response requirement, students were
more likely to seek guidance from us so that they could then
construct a model that generated a solution. Although no
data was collected on number of student queries following
introduction of the memo structure, both of us perceived that
these increased and the questions asked were less trivial. We
believe that students sought our help when they realized that
they could not make a recommendation in their response
memo until their solution approach generated a recommendation.
Another impact we observed is that student comprehension of the problems and identification of decisions improved.
After grading over 1000 assignments with the memo structure
over the six semesters, we perceived that students more often defined their decision variables correctly. Modeling also
improved as evidenced by improved constraint formulation
and improved constraint descriptions. In addition, because
students had to describe their solution in business terms,
their understanding of the word problem and its context improved. This was evident from their response memos. In
traditional Level 1 assignments, the students tended to discuss their recommendation only in terms of X1 and X2 . By
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J. A. S. WILLIAMS AND R. C. REID
using the memo format in Appendixes B and C, students were
much more likely to discuss their recommendation in business terms as shown in the Appendix C response memo. The
response memo helped students describe the objective, the
material supplies constraining the decision, and the promotional production requirement, as well as the recommended
product mix and its potential profit.
The class discussion of homework assignments was significantly enhanced by the memo format. Discussion included how to build the model and how to interpret the
output. We also asked scenario questions, such as what if
the price of millet flour rises by $1/kg or what if there is a
shortage of brown rice flour such that only 1200 kg is available? These types of questions provided opportunities for the
students to identify how the model and subsequent solution
were impacted by common market influences.
RESEARCH DIRECTIONS
We see the potential for research of a more formal nature
to determine how memo writing improves student learning.
The grading scale shown in Appendix B may be further
developed into a formal grading rubric by identifying how
each point total is distributed and assigned. Data collected
on the student performance with a formal rubric in future
courses will provide further insights. For example, it would
be interesting to compare the student performances on the
memo format, legend, and other modeling requirements of
the assignment.
Future research may include examining how students can
overcome common difficulties with problem solving and how
they understand the context of business decisions. Defining
problem-based approaches (i.e., short word-problem assignment vs. case study) is helpful in distinguishing among different types of educational strategies and their dimensions
(Harrison-Walker, 2000; Lohman, 2002; Mayer, 2002). The
intersection of cognitive science and business word problems
provides a rich area for further research.
Because problem solving and professional writing experience may be critical elements in hiring assessment and
career advancement for business students, common business
school goals are to increase problem solving and business
writing opportunities for students (Aiken, Martin, & Paolillo, 1994; Boatwright & Stamps, 1988; Kimball, 1998).
The memo format assists with these goals. Student memos
may also provide more information for faculty to assess student problem-solving and writing skills (Carrithers & Bean,
2008). Assessing critical thinking and business writing in
policy analysis could be used to evaluate how well students
bring their problem-solving and memo-writing experiences
to a capstone course. For example, assessing critical thinking
and communication skills could provide insights into the impact of our assignment format in the future (Jenkins, 1998;
Peach, Mukherjee, & Hornyak, 2007).
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MEMO ASSIGNMENTS IN A MANAGEMENT COURSE
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Appendix A “Business Writing” Handout That Describes the Components in a Memo
One of the most common forms of writing is the business memo. In this course, you will have the opportunity to practice
writing memos for your homework assignments. Memos provide structure and organization and require succinct communication.
A memo should summarize the recommendations in one page. A memo is not a report. Assume very busy readers.
A memo is composed of the following components
1.
2.
3.
4.
5.
6.
7.
8.
Heading: MEMO
To: Recipient’s name(s)
Date of memo
From: Your name
CC: Folks copied on your memo
RE: Subject of the memo (In your memo include assignment #, problem #, and topic)
Purpose of the problem described in the memo (1 - 2 sentences)
Important background information about the problem which includes the data sources, constraints, and assumptions (1
or more sentences)
9. Summary of work completed (what you have learned) to date on the problem and your recommendations to date. (1 or
more sentences)
10. The following three items will not be required for your homework assignments but are included in this description for
future reference:
a) A memo may discuss a weekly update of a problem which would also include a comparison of planned work
with work accomplished to date (1 or more sentences and a table summarizing the comparison)
b) A memo may include any questions you may have for the recipient regarding the problem (1 or more questions)
c) A memo may include your plans for future work activities (1 or more sentences)
Appendix B Example Assignment Memo With Word Problem and Grading Scale
Level 2
Levels 1, 2
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MEMO
DATE: January 10, 2008
TO: MAN 3550 Business Student
FROM: Prod Jackson, Production Manager; Gluten Free Mixes, Inc.
CC: Michelle Count, Controller
Bill Spender, Procurement Manager
Melanie Show, Marketing Manager
RE: Product Mix for Gluten Free Mixes, Inc. (HW 1, Problem 2)
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How many packages of each type should we produce each week in order to
maximize profit subject to any constraints our company faces? Please
submit your recommendation by 2:30pm on January 24th.
The following departments responded with information.
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Level 2
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J. A. S. WILLIAMS AND R. C. REID
Accounting
The profit for product 1 is $35.00/package while the profit for product 2 is $25.00/package.
Procurement
Two raw materials, millet flour and brown rice flour, are required for products 1 and 2. Only 1500 kg of millet flour is
available while only 1600 kg of brown rice flour is available. Product 1 requires 20 kg of millet flour and 40 kg of brown
rice flour. Product 2 requires 30 kg of millet flour and only 25 kg of brown rice flour.
Marketing
A promotion for product 2 requires that at least 35 of product 2 must be produced each week. Demand continues to be
strong for both products.
Level 2
Level 1,2
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Create a memo briefly describing the problem, formulate the problem, solve the problem using graphical analysis, solve the problem
using Excel, and add your recommendation to your memo, all in your own words. Assignments are due at the BEGINNING of class.
Maximum Points
2
2
2
2
2
2
2
1
1
2
Feature Evaluated
Memo format
Legend
Objective function
Constraints with labels
Graph with labeled objective function (isoprofit line)
Graph with labeled constraints
Identify feasible region on graph
Identify optimal solution on graph
Objective function value
Excel software setup and output
Appendix C Example Response Memo
Level 2
Levels 1, 2
Level 2
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MEMO
DATE: January 10, 2008
TO: Prod Jackson, Production Manager; Gluten Free Mixes, Inc.
FROM: MAN 3550 Business Student
CC: Michelle Count, Controller
Bill Spender, Procurement Manager
Melanie Show, Marketing Manager
RE: Product Mix for Gluten Free Mixes, Inc. (HW Assignment 1, Problem 2)
In response to your request to determine the number of packages of each type
to produce each week in order to maximize profit, I investigated the
accounting profits, available supplies for millet flour and brown rice flour, and
marketing promotions. Assuming that each package manufactured is sold, I
recommend the following product mix:
15 type 1 packages (20 kg millet flour mixed with 40 kg brown rice flour)
40 type 2 packages (30 kg millet flour mixed with 25 kg brown rice flour)
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Selling this mix of packages each week will generate $1525 in profit. I based
my recommendation on a linear programming model that is defined in the
attached appendix and solved it using the graphical solution method as well as
by using the solver in Excel (Microsoft Office), as shown in the attached
appendix. If you have any questions, please contact me.
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MEMO ASSIGNMENTS IN A MANAGEMENT COURSE
Appendix D Example Response Memo Appendix for Response Memo in Appendix C
APPENDIX 1: Product Mix for Gluten Free Mixes, Inc. (HW Assignment 1, Problem 2)
LEGEND:
X1 = number of package type 1 manufactured and sold
X2 = number of package type 2 manufactured and sold
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MODEL:
Objective function: MAX 35X1+25X2
Constraints: 1) 20X1 + 30X2 ≤ 1500
2) 40X1 + 25X2 ≤ 1600
3) 1X2 ≥ 35
4) X1, X2 ≥ 0
Maximize profit
Millet flour supply (kg)
Brown rice flour supply (kg)
Promotion pkge 2 min (package type 2)
Non-negativity constraint
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