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Journal of Education for Business

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Developing Problem Solving and Communication Skills Through Memo Assignments in a Management Science Course
Julie Ann Stuart Williams & Randall C. Reid
a a a

University of West Florida, Pensacola, Florida, USA

Available online: 13 Feb 2011

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

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JOURNAL OF EDUCATION FOR BUSINESS, 85: 323329, 2010 Copyright C Taylor & Francis Group, LLC 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
University of West Florida, Pensacola, Florida, USA

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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. Specically, in short word problems that require quantitative analysis, we dene 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 benets from reading the memo assignment and

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

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

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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. Specically, we propose ve student learning objectives. 1. Identication 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. Identication of the decision makers and their perspectives: Students may nd 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 briey 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 denes 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-makers 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 prot coefcients, 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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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 denes the variables in terms of the number of package types manufactured and sold. Because the objective is to maximize prot, 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 departments 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 rst 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

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 ctitious 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] nd 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 identication of decisions improved. After grading over 1000 assignments with the memo structure over the six semesters, we perceived that students more often dened 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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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 prot. The class discussion of homework assignments was signicantly 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 our rises by $1/kg or what if there is a shortage of brown rice our 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 inuences.

REFERENCES
Aiken, M. W., Martin, J. S., & Paolillo, J. G. P. (1994). Requisite skills of business school graduates: Perceptions of senior corporate executives. Journal of Education for Business, 69, 159162. 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, 287318. Boatwright, E. W., & Stamps, M. B. (1988). Employers importance ratings of student characteristics: A conjoint analysis approach. Journal of Marketing Education, 10, 7478. Carrithers, D., & Bean, J. C. (2008). Using a client memo to assess critical thinking of nance majors. Business Communication Quarterly, 71(1), 1026. Cummins, D. D. (1991). Childrens interpretations of arithmetic word problems. Cognition and Instruction, 8, 261289. Cummins, D. D., Kintsch, W., Reusser, K., & Weimer, R. (1988). The role of understanding in solving word problems. Cognitive Psychology, 20, 405438. Debnath, S. C., Tandon, S., & Pointer, L. V. (2007). Designing business school courses to promote student motivation: An application of the job characteristics model. Journal of Management Education, 31, 812831. 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 Transactions on Education, 4(1), 2336. Hall, R., Kibler, D., Wenger, E., & Truxaw, C. (1989). Exploring the episodic structure of algebra story problem solving. Cognition and Instruction, 6, 223283. Harrison-Walker, L. J. (2000). A comprehensive pedagogy for dialectic team-based marketing management case analysis. Journal of Education for Business, 75, 241245. Jenkins, E. K. (1998). The signicant role of critical thinking in predicting auditing students performance. Journal of Education for Business, 73, 274279. Kimball, B. (1998). Practitioner methodology for entry-level hiring assessment: Issues for academic outcomes assessment. Journal of Education for Business, 73, 168171. Kintsch, W., & Greeno, J. G. (1985). Understanding and solving word arithmetic problems. Psychological Review, 92, 109129. Koedinger, K. R., & Nathan, M. J. (2004). The real story behind story problems: Effects of representations on quantitative reasoning. Journal of the Learning Sciences, 13, 129164. Lewis, A. B., & Mayer, R. E. (1987). Students miscomprehension of relational statements in arithmetic word problems. Journal of Educational Psychology, 79, 363371. Lohman, M. C. (2002). Cultivating problem-solving skills through problembased approaches to professional development. Human Resource Development Quarterly, 13, 243261. Marcal, L. E., Hennessey, J. E., Curren, M. T., & Roberts, W. W. (2005). Do business communication courses improve student performance in introductory marketing? Journal of Education for Business, 80, 289294. Mayer, R. E. (1982). Memory for algebra story problems. Journal of Educational Psychology, 74, 199216. Mayer, R. E. (2002). Invited reaction: Cultivating problem-solving skills through problem-based approaches to professional development. Human Resource Development Quarterly, 3, 269. Peach, B. E., Mukherjee, A., & Hornyak, M. (2007). Assessing critical thinking: A colleges journey and lessons learned. Journal of Education for Business, 82, 313320. Polya, G. (1985). How to solve it: A new aspect of mathematical method (2nd ed.). Princeton, NJ: Princeton University Press.

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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 difculties with problem solving and how they understand the context of business decisions. Dening 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).

MEMO ASSIGNMENTS IN A MANAGEMENT COURSE Pomykalski, J. J. (2006). Constructing integrated writing assignments for the IS curriculum. Journal of Information Systems Education, 17, 171183. Prater, E., & Rhee, H. (2003). The impact of coordination methods on the enhancement of business writing. Decision Sciences Journal of Innovative Education, 1(1), 5771. Rittle-Johnson, B., & Koedinger, K. R. (2005). Designing knowledge scaffolds to support mathematical problem solving. Cognition and Instruction, 23, 313349. Sankowsky, D. A. (2001). Expert strategies for poor-performing students in technical courses. Journal of Management Education, 25, 379393.

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Stevens, S. P., & Palocsay, S. W. (2004). A translation approach to teaching linear program formulation. INFORMS Transactions on Education, 4(3), 3854. Stuart, J. A. (1997, November). A Method for teaching problem assessment. Proceedings of the IEEE/ASEE Frontiers in Education Conference (CD Format), Pittsburgh, PA. Young, M. R., & Murphy, J. W. (2003). Integrating communications skills into the marketing curriculum: A case study. Journal of Marketing Education, 25(1), 5770.

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 Heading: MEMO To: Recipients 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 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) How many packages of each type should we produce each week in order to maximize prot 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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1. 2. 3. 4. 5. 6. 7. 8.

Level 2 Levels 1, 2

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J. A. S. WILLIAMS AND R. C. REID The prot for product 1 is $35.00/package while the prot for product 2 is $25.00/package. Two raw materials, millet our and brown rice our, are required for products 1 and 2. Only 1500 kg of millet our is available while only 1600 kg of brown rice our is available. Product 1 requires 20 kg of millet our and 40 kg of brown rice our. Product 2 requires 30 kg of millet our and only 25 kg of brown rice our. 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 1,2

Accounting Procurement

Marketing

Level 2

Create a memo briey 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 (isoprot line) Graph with labeled constraints Identify feasible region on graph Identify optimal solution on graph Objective function value Excel software setup and output

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Appendix C Example Response Memo

Level 2 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 prot, I investigated the accounting prots, available supplies for millet our and brown rice our, and marketing promotions. Assuming that each package manufactured is sold, I recommend the following product mix:

Levels 1, 2

15 type 1 packages (20 kg millet our mixed with 40 kg brown rice our) 40 type 2 packages (30 kg millet our mixed with 25 kg brown rice our)

Level 2

Selling this mix of packages each week will generate $1525 in prot. I based my recommendation on a linear programming model that is dened in the attached appendix and solved it using the graphical solution method as well as by using the solver in Excel (Microsoft Ofce), as shown in the attached appendix. If you have any questions, please contact me.

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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

MODEL: Objective function: MAX 35X1+25X2 Constraints: 1) 20X1 + 30X2 1500 2) 40X1 + 25X2 1600 3) 1X2 35 4) X1, X2 0

Maximize prot Millet our supply (kg) Brown rice our supply (kg) Promotion pkge 2 min (package type 2) Non-negativity constraint

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