Assessment of Memorandum Writing in a Quantitative Business Context

Abstract

This article examines a manageable approach that provides students with significant opportunities to write and improve their writing over time in an introductory quantitative business course. The study examines six elements of written communication skills, as evidenced by assessment data from memorandum assignments administered following pedagogical interventions throughout the semester in an operations management course. Results demonstrate that student performance of audience identification, action-oriented request, and punctuation improved. Interestingly, student performance of grammar slightly decreased. A follow-up analysis indicates that some writing mistakes were related to a lack of proofreading. This article also presents original memorandum assignments and suggestions for improvement.

Making Meaningful Connections and Learning Workplace-Like Business Writing Through LinkedIn and Blogging

“…Smart et al (2012) used workplace scenarios as problems to create opportunities for the students to practice business writing. Williams et al (2019) collaborate with operations management faculty to create a quantitative context for memo writing. However, although most of these innovations and practices do not take the students' writing beyond the classroom, those innovative practices and pedagogies like service learning and client-based projects that do succeed have a limitation.…”

Developing Self-Efficacy in Public Speaking Using Video and Digital Oratory on YouTube

“…Workplace scenarios (Smart et al, 2012), service-learning pedagogy (Sharma, 2021a), and intrainstitute faculty collaborations (J. A. S. Williams et al, 2019) are also explored by BPC faculty to create a workplace-like scenario for the assessment of BPC skills. Further, social media and digital technologies are also used by various researchers to create a real sense of audience and purpose in various BPC assessments.…”

“…Writing internships (Bourelle, 2015) and revise-and-resubmit workplace practices (Garner & Shank, 2018) are used to fill the industry-academia gap and create authenticity in BPC assessments. Workplace scenarios (Smart et al, 2012), service-learning pedagogy (Sharma, 2021a), and intrainstitute faculty collaborations (J. A. S. Williams et al, 2019) are also explored by BPC faculty to create a workplace-like scenario for the assessment of BPC skills.…”

A Business Communication Assessment Tool Based on Workplace Assessment Processes and Service-Learning

“…The first method of creating an industry-inspired assessment of BPC skills is to emulate the industry’s assessment practices, tools, and adopt a workplace-like attitude toward the assessment process (Boiarsky, 2004; Garay, 1995; Knight, 2011; Schullery, 2003) Another feature of workplace communication is collaborative projects. The collaboration can happen with peers (Chen, 2008), with fellow business faculty members of other domains for assessment processes (J. A. S. Williams et al, 2019), and with industry personnel, consultants, community organizations (NGOs, hospitals, etc.).…”

“…The collaboration can happen with peers (Chen, 2008), with fellow business faculty members of other domains for assessment processes (J. A. S. Williams et al, 2019), and with industry personnel, consultants, community organizations (NGOs, hospitals, etc.). These collaborations create a workplace milieu for the students, expose them to audiences other than classmates and course instructors, and ultimately, help them in transferring the acquired skills and knowledge of BPC to the real world (Blakeslee, 2001;Rozumalski & Graves, 1995).…”