Problem/Opportunity Identification

BA 308

Writing Assignment #1: Problem/Opportunity Identification

This term, your team will be writing a proposal to an important partner, The Lundquist College of Business Executive Council on Experiential Learning & Leadership (ExCELL) to address a critical project to be implemented in Fall 2018.  For this assignment, you will write a memo that focuses on a specific constituency and a problem on which you would like to focus.  Ultimately, you will try to convince your teammates they should adopt your choice of constituency and community issue for your team’s proposal project.

 

The Executive Council on Experiential Learning & Leadership (ExCELL):

ExCEL is committed to the development of Experiential Learning & Leadership opportunities for LCB Students. They are looking for dynamic and innovative proposals that will help students develop leadership and communication skills outside of the traditional classroom setting. Their mission is to “Prepare students for the to be leaders in the workplace through experiential learning opportunities.”

Experiential learning is the process of  learning (Links to an external site.)Links to an external site.  through  experience (Links to an external site.)Links to an external site. , and is more specifically defined as "learning through reflection on doing" Experiential learning is distinct from  rote (Links to an external site.)Links to an external site.  or  didactic (Links to an external site.)Links to an external site.  learning, in which the learner plays a comparatively passive role. It is related to, but not synonymous with, other forms of  active learning (Links to an external site.)Links to an external site.  such as  action learning (Links to an external site.)Links to an external site. ,  adventure learning (Links to an external site.)Links to an external site. , free-choice learning,  cooperative learning (Links to an external site.)Links to an external site. ,  service-learning (Links to an external site.)Links to an external site. , and  situated learning (Links to an external site.)Links to an external site. .

 

Choosing a Problem/Constituency

With these criteria in mind, think creatively and broadly about leadership and experiential learning. For example, you might choose to focus on service-learning, project-based learning or outdoor education. Your task is not to come up with a solution to a problem, but rather to :

1. Describe a significant problem

2. Pick specific constituency (group of people) in the community and,

3. Provide evidence for the problem.  For example, you might provide evidence for the following problems:

· Low career-readiness, job preparedness

· Lack of experience with leadership, communication or decision-making skills

· Physical of mental health of college students

 

Note that each of these problems has many possible solutions.  That’s good. You’ll know that you have identified a problem instead of a solution when there are many possible ways to address it.  We often make the mistake of offering a “solution disguised as a problem.” For example, “not enough parking in Eugene” is not a problem but a solution in disguise (i.e., more parking).  If the problem you’ve identified has an obvious solution, then you haven’t traced the problem back far enough.

 

Note, too, that most promising opportunities identify a specific constituency with a significant problem.  You might choose to focus on, for example, youth, college students, seniors, female athletes, underrepresented populations or international student. As you conduct research and attempt to define the particular need, consider the following questions:

 

· What is the need? Why is it a problem? In other words, who is affected, how are they affected and how is the problem related to the ExCELL's mission?

· How is it a problem? What are the underlying, salient drivers/causes/features of the problem? Identify those and back them up with evidence.

· What are the current efforts in the community and how/why have they failed to sufficiently address the problem? In other words, why aren’t they working?

· What is the ultimate goal to be achieved by addressing the problem. Do not suggest a solution here but an overarching goal. Do not suggest how you would achieve the goal in this assignment.

Note that this assignment simply asks you to analyze the situation as it is, not to suggest solutions for how to make it better. ExCELL first wants to hear what the issues are in the community and will then put out a call for proposals addressing a smaller set of specific issues with specific solutions.

Formal Guidelines

Write a 1-page (maximum) single-spaced memorandum addressed to EXCELL that:

1. Creates an opening paragraph that:

1. Clearly states the specific constituency and the community problem

2. Provides a preview of what follows in your memo

2. Develops an argument that:

1. Provides sufficient credible evidence*, including numbers, to show the problem exists

2. Given limited funds, explains why EXCELL should fund a project addressing this issue

3. Closes with a wrap of the constituency, the problem, and why it’s important to focus on this issue.

1. Provides sufficient credible evidence*, including numbers, to show the problem exists

2. Given limited funds, explains why EXCEL should fund a project addressing this issue

3. Clearly states the goal any solution must achieve

 

How you organize this information in your memo is up to you based on your argument and rhetorical goals.

Please keep your memo to one page, single-spaced, 12 pt. font, 1” margins.  Follow the attached formatting guidelines to produce high skim value and clear organization..

*Cite sources used for evidence

Evaluation Criteria

I will evaluate your memo based on whether or not it effectively achieved its purpose:

· Did you highlight a community problem and a specific constituency that needs EXCELL’s support?

· Did you use clear, concise, compelling professional language that supports the persuasiveness of your memo?

This memo is an opportunity to practice professional writing with my direct feedback and a chance to make a valuable contribution to your team early in the term.

Post to Vericite and bring two hard copies of your memo to class on the due date.

 

 

 

 

[High Skim Value Example]

To: Board of Directors

From: Your Name, Vice President of Human Resources Date: September 29, 2016

Re: How to organize and format a business memo

An opening paragraph typically states why you’re writing, sets the proper tone, gives your bottom line recommendation, and previews what you’ll discuss. You do not need a heading for the opening of a short document. This document shows how to organize a memo using major sections and headings and how to break up longer sections with bullets/numbers or subsections. Obviously, your document doesn’t need to look exactly like this. Use your own judgment while following the general guidelines for high skim value.

 

Descriptive Headings and Short Paragraphs

For your major sections, use descriptive, major headings to organize your document and improve its skim value. By its major headings (which are bolded), this document clearly has two major topics. A reader should get the gist of your memo by skimming the headings alone. So avoid generic headings like “Section 1.” Include enough content to aid understanding.

Keep your paragraphs short. Avoid block text.  As a rule of thumb, paragraphs should have more than one sentence but not more than six or seven lines of text. Left justify your paragraphs and use line breaks between them. You should not indent the first line of a paragraph if you’re using line breaks.

 

Bullets and Subsections

As a rule of thumb, if you have more than three or four paragraphs under a heading, consider using bullets/numbers or subsections to improve the skim value of the major section. If you choose to use bullets or numbered items in your memo, use at least two at a time but not so many that it lowers your skim value:

· List items, sentence fragments, or short sentences in bullets

· Avoid using bullets for paragraphs

· Keep bullets “parallel,” i.e., start them with the same part of speech (e.g., verbs or nouns)

Sometimes, subsections with minor headings are more appropriate than bullets for improving improve skim value.

Subsections vs. Bullets

Whereas bullets and numbered items are useful for lists and single sentences, minor (secondary) sections are good for paragraphs. Consider indenting these.

Using Minor Heading

Use a different graphic emphasis than you use for your major heading (e.g., italics instead of bold).  Keep your formatting consistent, and avoid redundant emphasis (e.g., italics and underlining).

A closing paragraph typically summarizes benefits, reinforces the tone, and gives a call to action. You do not need a heading for the closing of a short memo.

Rubric

Writing Assignment #1 6/18

Writing Assignment #1 6/18
Criteria	Ratings	Pts
This criterion is linked to a Learning OutcomeClarity/Purpose/Main Point	5.0 pts Outstanding Writer’s purpose is clear. Document has a clear focus. 4.0 pts Effective Writer’s purpose is clear for the most part. 3.0 pts Somewhat Effective Writer often loses focus on the main point of the document 2.0 pts Ineffective Purpose of document is unclear.	5.0 pts
This criterion is linked to a Learning OutcomeEvidence	5.0 pts Outstanding Excellent use of research and sources, helping strengthen/build the argument with this detail. 4.0 pts Effective Good use of research and sources, citing well. In a few places, the document’s main point could have been strengthened with additional evidence. 3.0 pts Somewhat Effective Document would be substantially strengthened with more/better evidence, and/or the evidence presented is formatted in a sloppy, distracting manner. 2.0 pts Ineffective The document is weak because of a lack of evidence and support, and/or the evidence used is formatted so poorly that it’s difficult to tell what is cited.	5.0 pts
This criterion is linked to a Learning OutcomeAudience	5.0 pts Outstanding The writer has written for a clearly defined audience, and has addressed that audience expertly. 4.0 pts Effective The audience for the document is clear. The writer has done a good job addressing audience. 3.0 pts Somewhat Effective The document’s treatment of audience is somewhat confusing. 2.0 pts Ineffective Writer’s treatment of audience appears unprofessional and/or it is not clear who is being addressed.	5.0 pts
This criterion is linked to a Learning OutcomeOrganization	5.0 pts Outstanding Document has a clear organizational logic. Transitions between ideas are handled well. 4.0 pts Effective Document is organized effectively. Document’s organization could be refined/tightened (headings, better transitions, etc.). 3.0 pts Somewhat Effective Document could be organized more effectively, as readers will be confused or misled. 2.0 pts Ineffective Little coherent structure in this document. No clear rationale is apparent for why the document is set up the way it is. The document is confusing.	5.0 pts
This criterion is linked to a Learning OutcomeSentence Style: Flow of Writing Correctness: Grammar and Writing Mechanics	5.0 pts Outstanding The clear, concise writing in this document made it enjoyable to read. The writer uses a lot of sentence variety and strong word choices. Few errors, if any. The document is clear, and the writer shows considerable mastery of the language. 4.0 pts Effective Writing in this document is good, but perhaps the writer could have introduced a little more variety and/or written in a more concise fashion. Some grammatical and/or mechanical errors, but those errors did not interfere with the reader’s understanding of the document’s purpose. 3.0 pts Somewhat Effective Some of the writing is awkward, and/or the writer relies too heavily on the same kind of sentence structure. Numerous grammatical and/or mechanical errors, and those errors interfered at times with the reader’s understanding of the document’s purpose and/or caused the reader to question the skill and expertise of the writer. 2.0 pts Ineffective Much of the writing in this document is awkward, repetitive, and/or wordy. The writing was not engaging. Many grammatical and/or mechanical errors. The number of errors made the document difficult to understand, and the audience questioned the writer’s professionalism because of these recurrent mistakes	5.0 pts
This criterion is linked to a Learning OutcomeDocument Design/Appearance	5.0 pts Outstanding Document uses design elements (white space, titles & sub-titles etc.) expertly to create a professional-looking document. 4.0 pts Effective Document is clean, but the appearance could be improved to aid in the document’s clarity and/or organization. 3.0 pts Somewhat Effective Document has an amateurish look to it and/or is in need of a more professional appearance 2.0 pts Ineffective Document appears sloppy and unprofessional, and that sloppiness may cause confusion.	5.0 pts
Total Points: 30.0

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