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

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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 Communiqu Assignment #3
7. The Knowledge Worker Communiqu 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

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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 companys 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 Notes to Instructor

I. Management Definition the process of Use presentation as

accomplishing the goals of an organization aid.
through the effective use of people and other
resources Ask students for a
A. Manager vs. Leader are they different or show of hands on
the same? whether a manager is
B. Why management? what would happen if the same as a leader.
there was no management? Then lead into a
discussion of the
differences. Direct
students to the
following website:
http://www.csun.e
du/~jlg70068/busi
ness/manager-vs-
leader.html
Provide students with
examples in real
businesses where the
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 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 Discuss with students

A. Pyramids took many years to complete, some of the major
had thousands of workers to build them innovations in history,
B. Railroad required a vision of how to such as the Seven
improve transportation, logistics of the best Wonders of the World,
east-west route and equipment involved for the Trans-Continental
trans-continental railroad Railroad, and the
C. Industrial Revolution improved assembly line. What
mechanization of production processes were the impacts of
through the invention of the assembly line these inventions? Did
D. Management Theories Identified they happen
1. Taylor overnight, in a
a. Scientific Management- designed to vacuum, or was
increase efficiency there some planning
b. specialization of tasks involved? How were
c. monetary reward important these early workers
2. Mayo teamwork important motivated to do their
3. Maslow motivation increases as one jobs? Explain that
moves up the hierarchy of needs although centuries
4. McClelland achievement, affiliation, ago there were not
and power needs affect motivation textbooks that
5. Herzberg hygiene factors and explained motivational
motivators either made employees theories, some of the
happy or unhappy concepts probably
6. McGregor Theory X and Y played a part in early
E. Drucker and the knowledge worker when management.
workers know more about their product than Another lesson details
do their managers, thus a concern of the various theories,
modern management but mention the main
points of each theory.
Record on the board
the name of each
theory and track
student responses as
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 to which one would
better motivate each
one of them.
III. Management Pyramid The management
A. Supervisor performs many non-managerial pyramid was not
functions identified as such
B. Mid-manager spends most time on one centuries ago.
management function However, by
C. Executive spends almost all of the time on identifying specific
management functions 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 Management at the
A. Changing nature of business, from primarily time of the building of
industrial and manufacturing to service and the great pyramids
information businesses was probably not as
B. Entrepreneurship, which has increased the clearly defined as it is
number of small businesses to over 90% of today. In addition,
all businesses times were so
C. Social considerations, such as how societal completely different
values have been changing which then that long ago that
changes how employees are motivated to do there were different
their jobs influences on
D. Ethical considerations, which concerns not management at the
only protecting the environment but also time. This unit
promoting what is considered right and elaborates on many of
wrong as it relates to business the issues that have
E. Human resource issues, concerning our shaped management
population and how it has grown, changed, over time into what it
and moved over the years, as well as is today.
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

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 V. Management Functions Managers in ancient
A. Planning times as well as early
1. Setting goals American history
2. Analyzing information probably performed
B. Organizing some management
1. Accomplishing plans functions out of
2. Arranging resources, such as human necessity of
resources completing projects.
C. Implementing But the functions most
1. Communicating likely were not clearly
2. motivating identified or organized
D. Controlling in any way. With the
1. Establishing standards sheer volume of
2. Evaluating performance 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 pairs 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
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 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 Communiqu Assignment #3 Students will research Peter
Druckers concept that he coined as knowledge worker and create a bulletin, or
communiqu, including the following components: 1) a definition of the term in the students
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.

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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 Communiqu Assignment #3 Students will research
Peter Druckers concept that he coined as knowledge worker and create a
bulletin, or communiqu, including the following components: 1) a definition of
the term in the students 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.

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 The Evolution of Management
Management Timeline Document Assignment #1

Student Name: ______________________

CATEGORY 20 10 5 1
Content/Facts Facts were accurate Facts were accurate Facts were accurate Facts were often
for all events for almost all events for most (~75%) of inaccurate for events
reported on the reported on the the events reported reported on the
timeline. timeline. on the timeline. timeline.

Dates An accurate, An accurate, An accurate date Dates are inaccurate

complete date has complete date has has been included and/or missing for
been included for been included for for almost every several events.
each event. almost every event. event.

Readability The overall The overall The timeline is The timeline is

appearance of the appearance of the relatively readable. difficult to read.
timeline is pleasing timeline is somewhat
and easy to read. pleasing and easy to
read.

Spelling and Spelling and Spelling and Spelling and There were many
Capitalization capitalization were capitalization were capitalization were spelling and
checked by another checked by another mostly correct, but capitalization errors.
student and are student and were were not checked by
correct throughout. mostly correct . another student.

Graphics All graphics are All graphics are Some graphics are Several graphics are
effective and effective, but there effective and their not effective.
balanced with text appear to be too few use is balanced with
use. or too many. text use.

Total Score _____________

Maximum 100 Points

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 The Evolution of Management
Business and Community Report Assignment #2

Student Name: ______________________

CATEGORY 20 10 5 1
Organization Information is very Information is Information is The information
organized with well- organized with well- organized, but appears to be
constructed constructed paragraphs are not disorganized.
paragraphs. paragraphs. well-constructed.

Amount of All topics are All topics are All topics are One or more topics
Information addressed and all addressed and most addressed, and most were not addressed.
questions answered questions answered questions answered
with at least 2 with at least 2 with 1 sentence
sentences about sentences about about each.
each. each.

Quality of Information clearly Information clearly Information clearly Information has little
Information relates to the main relates to the main relates to the main or nothing to do with
topic. It includes topic. It provides 1-2 topic. No details the main topic.
several supporting supporting details and/or examples are
details and/or and/or examples. given.
examples.

Mechanics No grammatical, Almost no A few grammatical Many grammatical,

spelling or grammatical, spelling spelling, or spelling, or
punctuation errors. or punctuation errors punctuation errors. punctuation errors.

Paragraph All paragraphs Most paragraphs Paragraphs included Paragraphing

Construction include introductory include introductory related information structure was not
sentence, sentence, but were typically not clear and sentences
explanations or explanations or constructed well. were not typically
details, and details, and related within the
concluding sentence. concluding sentence. paragraphs.

Total Score _____________

Maximum 100 Points

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0
 The Evolution of Management
The Knowledge Worker Communiqu Assignment #3

Student Name: ______________________

CATEGORY 25 15 8 1
Amount of All topics are All topics are All topics are One or more topics
Information addressed and all addressed and most addressed, and most were not addressed.
questions answered questions answered questions answered
with at least 2 with at least 2 with 1 sentence
sentences about sentences about about each.
each. each.

Organization Information is very Information is Information is The information

organized with well- organized with well- organized, but appears to be
constructed constructed paragraphs are not disorganized.
paragraphs. paragraphs. well-constructed.

Mechanics No grammatical, Almost no A few grammatical Many grammatical,

spelling or grammatical, spelling spelling, or spelling, or
punctuation errors. or punctuation errors punctuation errors. punctuation errors.

Paragraph All paragraphs Most paragraphs Paragraphs included Paragraphing

Construction include introductory include introductory related information structure was not
sentence, sentence, but were typically not clear and sentences
explanations or explanations or constructed well. were not typically
details, and details, and related within the
concluding sentence. concluding sentence. paragraphs.

Total Score _____________

Maximum 100 Points

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1
 The Evolution of Management
Management Functions Applied Diagram Assignment #4

Student Name: ______________________

CATEGORY 20 10 5 1
Graphics - All graphics are All graphics are All graphics relate to Graphics do not
Relevance related to the topic related to the topic the topic. Most relate to the topic
and make it easier to and most make it borrowed graphics OR several
understand. All easier to have a source borrowed graphics
borrowed graphics understand. All citation. do not have a source
have a source borrowed graphics citation.
citation. have a source
citation.
Required The diagram All required All but 1 of the Several required
Elements includes all required elements are required elements elements were
elements as well as included on the are included on the missing.
additional diagram. diagram.
information.

Grammar There are no There is 1 There are 2 There are more than
grammatical grammatical mistake grammatical 2 grammatical
mistakes on the on the diagram. mistakes on the mistakes on the
diagram. diagram. diagram.

Attractiveness The diagram is The diagram is The diagram is The diagram is

exceptionally attractive in terms of acceptably attractive distractingly messy
attractive in terms of design, layout and though it may be a or very poorly
design, layout, and neatness. bit messy. designed. It is not
neatness. attractive.

Knowledge Student can Student can Student can Student appears to

Gained accurately answer all accurately answer accurately answer have insufficient
questions related to most questions about 75% of knowledge about the
facts in the diagram related to facts in the questions related to facts or processes
and processes used diagram and facts in the diagram used in the diagram.
to create the poster. processes used to and processes used
create the poster. to create the poster.

Total Score _____________

Maximum 100 Points

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