lesson plan the evolution of management -...

1 Copyright © Texas Education Agency, 2012. All rights reserved.

Lesson Plan – The Evolution of Management Course Title: Business Management

Session Title: The Evolution of Management

Performance Objective:

Upon completion of this lesson, the student will understand the concepts of management and how/why management has evolved over time to where it is today.

Approximate Time: When taught as written, this lesson should take 4-5 days to complete.

Specific Objectives:

Students will be able to recreate a management timeline

Students will understand the management pyramid.

Students will understand the factors that influence management.

Students will understand the functions of management.

Preparation

TEKS Correlations: This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result in the elimination of any or all of the TEKS listed. The student demonstrates an understanding of the management concept. The student is expected to:

130.121(c)(1)(A) define the term management;

130.121(c)(1)(B) explain management functions, including planning, organizing, staffing, direct lending, and controlling;

130.121(c)(1)(C) define the management pyramid;

130.121(c)(1)(D) define the role of management;

130.121(c)(1)(E) explain the history and evolution of management;

130.121(c)(1)(F) identify the external and internal environmental factors that influence management

Interdisciplinary Correlations: English: 110.33(b)(1)(A) – Reading/Vocabulary Development …determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek or other linguistic roots and affixes. 110.33(b)(1)(C) – Reading/Vocabulary Development …infer word meanings through the identification and analysis of analogies and other word relationships. 110.33(b)(12)(B) – Reading/Media Literacy …evaluate the interactions of different techniques (e.g., layout, pictures, typeface in print media, images, text, sound in electronic journalism) used in multi-layered media. 110.33(b)(12)(C) – Reading/Media Literacy


…evaluate the objectivity of coverage of the same event in various types of media. 110.33(b)(12)(D) – Reading/Media Literacy …evaluate changes in formality and tone across various media for different audiences and purposes.

Occupational Correlation (O*Net – http://www.onetonline.org/) 11-9021.00 - Construction Managers Similar Job Titles: Project Manager, Project Superintendent, General Contractor Tasks: Plan, organize, or direct activities concerned with the construction or maintenance of structures, facilities, or systems. Interpret and explain plans and contract terms to administrative staff, workers, and clients, representing the owner or developer. Study job specifications to determine appropriate construction methods. Soft Skills: Written comprehension, information ordering, complex problem solving, coordination

Accommodations for Learning Differences: It is important that lessons accommodate the needs of every learner. These lessons may be modified to accommodate your students with learning differences by referring to the files found on the Special Populations page of this website.

Teacher Preparation:

References: 1. Business Principles and Management, Everard Burrow, South-Western Thompson Learning 2. http://www.csun.edu/~jlg70068/business/manager-vs-leader.html 3. http://www.andrews.edu/~jimjeff/EDAD570/TheoryX.htm 4. http://worksite.econ.usyd.edu.au/knowles_history.html 5. www.globaled.uconn.edu/teachers_water/writing_resources4.html

Instructional Aids: 1. “The Evolution of Management” Presentation 2. “Management Timeline Document” Assignment #1 3. “Management Timeline Document” Assignment #1 Rubric 4. “Business and Community Report” Assignment #2 5. “Business and Community Report” Assignment #2 Rubric 6. “The Knowledge Worker Communiqué” Assignment #3 7. “The Knowledge Worker Communiqué” Assignment #3 Rubric 8. “Management Functions Applied Diagram” Assignment #4 9. “Management Functions Applied Diagram” Assignment #4 Rubric

Materials Needed: 1. Posterboard or flipchart paper 2. Markers

http://www.onetonline.org/

http://cte.unt.edu/home/special.html

http://www.csun.edu/~jlg70068/business/manager-vs-leader.html

http://www.andrews.edu/~jimjeff/EDAD570/TheoryX.htm

http://worksite.econ.usyd.edu.au/knowles_history.html


Equipment Needed: 1. Computers for students to complete projects 2. Projector for presentation

Learner Preparation:

1. Ask students what they think managers do as part of their jobs. Record their responses. 2. Discuss with students whether or not they think businesses would be successful if there

were no managers, for example, if employees were all on the same level.

Lesson Plan

Introduction (LSI Quadrant I) 1. Discuss with students how far back in time they think that there were managers, or

businesses for that matter. Give them an example of the ancient pyramids. Ask students how they think the multi-year projects of building pyramids may have been organized. Provide them with flipchart paper to detail their thoughts in pairs.

2. Ask students to think of a product of today and have them repeat the process from #1. 3. Discuss the similarities and differences between the pyramids and the product of today.

Important Terms for this Lesson:

Management – the process of accomplishing goals of an organization through the effective use of people and other resources

Mid-manager –a manager who completes all of the management functions but spends more time on one of the functions or is responsible for a specific part of the company’s operations

Supervisor – a manager whose main job is to direct the work of employees

Executive - a top-level manager who spends almost all of his or her time on management functions

Knowledge worker – people who work with information as opposed to the direct production of goods

Outline

Outline (LSI Quadrant II) Instructors can use the presentation, slides, handouts, and the Internet in conjunction with the following outline.

MI

Outline I. Management Definition – the process of accomplishing the goals of an organization through the effective use of people and other resources A. Manager vs. Leader – are they different or the same? B. Why management? – what would happen if there was no management?

Notes to Instructor

Use presentation as aid. Ask students for a show of hands on whether a manager is the same as a leader. Then lead into a discussion of the differences. Direct students to the following website:


Provide students with examples in real businesses where the






differences between managers and leaders can be demonstrated. Review the definition of management with students. Ask them for consequences if there were no managers. What would result? Possible responses may include chaos, conflicts, incomplete projects, among others.

II. Early Management A. Pyramids – took many years to complete, had thousands of workers to build them B. Railroad – required a vision of how to improve transportation, logistics of the best east-west route and equipment involved for trans-continental railroad C. Industrial Revolution – improved mechanization of production processes through the invention of the assembly line D. Management Theories Identified 1. Taylor – a. Scientific Management- designed to increase efficiency b. specialization of tasks c. monetary reward important 2. Mayo – teamwork important 3. Maslow – motivation increases as one moves up the hierarchy of needs 4. McClelland – achievement, affiliation, and power needs affect motivation 5. Herzberg – hygiene factors and motivators either made employees happy or unhappy 6. McGregor – Theory X and Y E. Drucker and the “knowledge worker” – when workers know more about their product than do their managers, thus a concern of modern management

Discuss with students some of the major innovations in history, such as the Seven Wonders of the World, the Trans-Continental Railroad, and the assembly line. What were the impacts of these inventions? Did they happen overnight, in a “vacuum”, or was there some planning involved? How were these early workers motivated to do their jobs? Explain that although centuries ago there were not textbooks that explained motivational theories, some of the concepts probably played a part in early management. Another lesson details the various theories, but mention the main points of each theory. Record on the board the name of each theory and track student responses as


to which one would better motivate each one of them.

III. Management Pyramid A. Supervisor – performs many non-managerial functions B. Mid-manager – spends most time on one management function C. Executive – spends almost all of the time on management functions

The management pyramid was not identified as such centuries ago. However, by identifying specific responsibilities at each level of the pyramid, employees can be more motivated for advancement opportunities and job duties can be more clearly described.

IV. Influences on Management A. Changing nature of business, from primarily industrial and manufacturing to service and information businesses B. Entrepreneurship, which has increased the number of small businesses to over 90% of all businesses C. Social considerations, such as how societal values have been changing which then changes how employees are motivated to do their jobs D. Ethical considerations, which concerns not only protecting the environment but also promoting what is considered right and wrong as it relates to business E. Human resource issues, concerning our population and how it has grown, changed, and moved over the years, as well as employment laws being enacted in recent decades F. Economic environment, an important influence, considering the change in our wants and needs due to increased competition among products and services G. Global competition , due in large part to advances in technology that have created a “small world”, as well as firms forming subsidiaries in foreign countries and trading blocs encouraging trade

Management at the time of the building of the great pyramids was probably not as clearly defined as it is today. In addition, times were so completely different that long ago that there were different influences on management at the time. This unit elaborates on many of the issues that have shaped management over time into what it is today.


V. Management Functions A. Planning 1. Setting goals 2. Analyzing information B. Organizing 1. Accomplishing plans 2. Arranging resources, such as human resources C. Implementing 1. Communicating 2. motivating D. Controlling 1. Establishing standards 2. Evaluating performance

Managers in ancient times as well as early American history probably performed some management functions out of necessity of completing projects. But the functions most likely were not clearly identified or organized in any way. With the sheer volume of business conducted today, clearly defined management functions are essential to the success of any business.

Copy and Paste Multiple Intelligences Graphic in appropriate place in left column.

Application

Guided Practice (LSI Quadrant III):

Ask students in pairs to think of a social problem (such as poverty or pollution) and write it on a piece of paper. Place each pair’s named problem in a hat (or box) and then have each pair draw a paper. Ask each pair to record a list of people who are affected by that particular problem and possibly solutions that management of businesses can implement to help alleviate these problems. Each pair can then report their findings to the class.

Discuss with students the concepts of the different political systems in different countries. Have students research in a textbook or on the Internet a country they have selected randomly. They should identify on a flip chart the name of the country, the type of economic-political system, and how they think business would be conducted in that country regarding how decisions would be made regarding prices, production, and other pertinent factors. Include an example of a product. They should then present their information.

Independent Practice (LSI Quadrant III):

Management Timeline Document Assignment #1– Students will use information from the presentation as well as information they discover after conducting Internet research to create a timeline covering at least 10 different decades. The goal of this research is to identify milestones in history, such as inventions, and explain the importance and possible management structure utilized in that situation, as well as the particular management movement popular during the time period and how it applies to that invention.

Business and Community Report Assignment #2- A local business is about to be bought by a competitor who will then close the local business. Ask students to write a one-page, well-written report addressing the following questions: 1) who will be affected in the


community, 2) how will these individuals be affected, and 3) your opinion of whether or not the business that is closing and/or the competitor business has any responsibility to the community.

The Knowledge Worker Communiqué Assignment #3– Students will research Peter Drucker’s concept that he coined as “knowledge worker” and create a bulletin, or communiqué, including the following components: 1) a definition of the term in the student’s own words, 2) a specific business scenario or job where this situation can be observed, that is, where an employee may have more technical knowledge and information than their supervisor or manager, 3) the possible conflicts that can arise as a result, and 4) possible resolutions of the conflicts as well as ways to prevent the conflicts from occurring. The document should be free of grammatical errors and have clearly identified sections that address each component.

Management Functions Applied Diagram Assignment #4– Students will select an important invention in history and create a diagram showing how that product has evolved or improved over time. Part of the diagram will also be an explanation at each step of how any of the management functions has had to adapt to make the evolution of the product possible to what it is today.

Summary

Review (LSI Quadrants I and IV): Q: Who was a pioneer in Scientific Management Theory and what was its significance? A: Frederick Taylor. This type of management focused on efficiency and specialization of tasks where monetary rewards are important. Q: What is importance of the management pyramid? A: It identifies the different levels of management, supervisors, middle managers, and executives, and explains the tasks they usually perform at each level. Q: What is a major difference in management over time? A: Management has evolved from a productivity emphasis to a focus on the humanistic aspect of conducting business and dealing with employees. Q: Name two of the many influences on business. A: Social considerations and global competition. Q: What are three human resource issues affecting business in recent decades? A: Growing immigration population, moving population to the sunbelt and the suburbs, and employment laws.

Evaluation

Informal Assessment (LSI Quadrant III): 1. Instructor will observe students during Independent Practice. 2. Instructor will assist students as needed.

Formal Assessment (LSI Quadrants III and IV): Use the assigned rubrics to evaluate the two Independent Practice Assignments (LSI Quadrant III).

Extension

Extension/Enrichment (LSI Quadrant IV): 1. Students will interview a manager of a business who has been in management for at least

15-20 years. Ask if they have seen changes in management over the years. Also ask which of the management functions they spend the most time on and which ones they delegate to their employees. Prepare a report summarizing the findings.


The Evolution of Management Independent Practice Assignment Sheet

• Management Timeline Document Assignment #1– Students will use information from the presentation as well as information they discover after conducting Internet research to create a timeline covering at least 10 different decades. The goal of this research is to identify milestones in history, such as inventions, and explain the importance and possible management structure utilized in that situation, as well as the particular management movement popular during the time period and how it applies to that invention.

• Business and Community Report Assignment #2- A local business is about to be bought by a competitor who will then close the local business. Ask students to write a one-page, well-written report addressing the following questions: 1) who will be affected in the community, 2) how will these individuals be affected, and 3) your opinion of whether or not the business that is closing and/or the competitor business has any responsibility to the community.

• The Knowledge Worker Communiqué Assignment #3– Students will research Peter Drucker’s concept that he coined as “knowledge worker” and create a bulletin, or communiqué, including the following components: 1) a definition of the term in the student’s own words, 2) a specific business scenario or job where this situation can be observed, that is, where an employee may have more technical knowledge and information than their supervisor or manager, 3) the possible conflicts that can arise as a result, and 4) possible resolutions of the conflicts as well as ways to prevent the conflicts from occurring. The document should be free of grammatical errors and have clearly identified sections that address each component.

• Management Functions Applied Diagram Assignment #4– Students will select an important invention in history and create a diagram showing how that product has evolved or improved over time. Part of the diagram will also be an explanation at each step of how any of the management functions has had to adapt to make the evolution of the product possible to what it is today.


The Evolution of Management

Management Timeline Document Assignment #1

Student Name: ______________________

CATEGORY 20 10 5 1

Content/Facts Facts were accurate for all events reported on the timeline.

Facts were accurate for almost all events reported on the timeline.

Facts were accurate for most (~75%) of the events reported on the timeline.

Facts were often inaccurate for events reported on the timeline.

Dates An accurate, complete date has been included for each event.

An accurate, complete date has been included for almost every event.

An accurate date has been included for almost every event.

Dates are inaccurate and/or missing for several events.

Readability The overall appearance of the timeline is pleasing and easy to read.

The overall appearance of the timeline is somewhat pleasing and easy to read.

The timeline is relatively readable.

The timeline is difficult to read.

Spelling and Capitalization

Spelling and capitalization were checked by another student and are correct throughout.

Spelling and capitalization were checked by another student and were mostly correct .

Spelling and capitalization were mostly correct, but were not checked by another student.

There were many spelling and capitalization errors.

Graphics All graphics are effective and balanced with text use.

All graphics are effective, but there appear to be too few or too many.

Some graphics are effective and their use is balanced with text use.

Several graphics are not effective.

Total Score _____________ Maximum 100 Points

10

Copyright © Texas Education Agency, 2012. All rights reserved.


Business and Community Report Assignment #2

Student Name: ______________________

CATEGORY 20 10 5 1

Organization Information is very organized with well-constructed paragraphs.

Information is organized with well-constructed paragraphs.

Information is organized, but paragraphs are not well-constructed.

The information appears to be disorganized.

Amount of Information

All topics are addressed and all questions answered with at least 2 sentences about each.

All topics are addressed and most questions answered with at least 2 sentences about each.

All topics are addressed, and most questions answered with 1 sentence about each.

One or more topics were not addressed.

Quality of Information

Information clearly relates to the main topic. It includes several supporting details and/or examples.

Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.

Information clearly relates to the main topic. No details and/or examples are given.

Information has little or nothing to do with the main topic.

Mechanics No grammatical, spelling or punctuation errors.

Almost no grammatical, spelling or punctuation errors

A few grammatical spelling, or punctuation errors.

Many grammatical, spelling, or punctuation errors.

Paragraph Construction

All paragraphs include introductory sentence, explanations or details, and concluding sentence.

Most paragraphs include introductory sentence, explanations or details, and concluding sentence.

Paragraphs included related information but were typically not constructed well.

Paragraphing structure was not clear and sentences were not typically related within the paragraphs.


11



The Knowledge Worker Communiqué Assignment #3

Student Name: ______________________

CATEGORY 25 15 8 1

Amount of Information

All topics are addressed and all questions answered with at least 2 sentences about each.

All topics are addressed and most questions answered with at least 2 sentences about each.

All topics are addressed, and most questions answered with 1 sentence about each.

One or more topics were not addressed.

Organization Information is very organized with well-constructed paragraphs.

Information is organized with well-constructed paragraphs.

Information is organized, but paragraphs are not well-constructed.

The information appears to be disorganized.

Mechanics No grammatical, spelling or punctuation errors.

Almost no grammatical, spelling or punctuation errors

A few grammatical spelling, or punctuation errors.

Many grammatical, spelling, or punctuation errors.

Paragraph Construction

All paragraphs include introductory sentence, explanations or details, and concluding sentence.

Most paragraphs include introductory sentence, explanations or details, and concluding sentence.

Paragraphs included related information but were typically not constructed well.

Paragraphing structure was not clear and sentences were not typically related within the paragraphs.


12



Management Functions Applied Diagram Assignment #4

Student Name: ______________________

CATEGORY 20 10 5 1

Graphics - Relevance

All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation.

All graphics are related to the topic and most make it easier to understand. All borrowed graphics have a source citation.

All graphics relate to the topic. Most borrowed graphics have a source citation.

Graphics do not relate to the topic OR several borrowed graphics do not have a source citation.

Required Elements

The diagram includes all required elements as well as additional information.

All required elements are included on the diagram.

All but 1 of the required elements are included on the diagram.

Several required elements were missing.

Grammar There are no grammatical mistakes on the diagram.

There is 1 grammatical mistake on the diagram.

There are 2 grammatical mistakes on the diagram.

There are more than 2 grammatical mistakes on the diagram.

Attractiveness The diagram is exceptionally attractive in terms of design, layout, and neatness.

The diagram is attractive in terms of design, layout and neatness.

The diagram is acceptably attractive though it may be a bit messy.

The diagram is distractingly messy or very poorly designed. It is not attractive.

Knowledge Gained

Student can accurately answer all questions related to facts in the diagram and processes used to create the poster.

Student can accurately answer most questions related to facts in the diagram and processes used to create the poster.

Student can accurately answer about 75% of questions related to facts in the diagram and processes used to create the poster.

Student appears to have insufficient knowledge about the facts or processes used in the diagram.


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