Lesson Plan-Analyzing and Evaluating a Business ProjectPart 3
Course Title: Business Information Management II
Session Title: Analyzing and Evaluating a Business Project
Performance Objective:
 Upon completion of this lesson, the student will understand how to analyze and
evaluate a business project
Specific Objectives:
 Students will understand the process of completing a SWOT analysis to evaluate the
progress of a business project
 Students will understand how to reflect upon the effectiveness of a business project
by evaluating the project itself and its team.
 Students will understand how to conduct a cost-benefit analysis as another measure
of a project‟s success
Preparation
TEKS:
 130.115.c.1.A-D – implement a project; manage a project team; monitor a business
project; minimize a business project‟s errors;
 130.115.c.2.B-D – demonstrate use of content, technical concepts, and vocabulary
when analyzing information and following directions; record information needed to
present a report on a given topic or problem; write internal and external business
correspondence that conveys information effectively using correct grammar,
spelling, punctuation, and capitalization
 130.115(c)(3)(B) – organize information to use in written and oral communication
 130.115(c)(4)(A) – Use informational texts, Internet websites, and technical
materials to review and apply information sources for occupational tasks
 130.115.c.5.A-C – prepare oral presentations to provide information for specific
purposes and audiences; identify support materials that will enhance an oral
presentation; prepare support materials that will enhance an oral presentation
 130.115.c.7.B – employ verbal skills when obtaining and conveying information
 130.115.c.7.E – Use academic skills to facilitate effective written and oral
communication
English:
 110.33.b.1.A – 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 – infer word meanings through the identification and analysis of
analogies and other word relationships.
 110.33.b.12.B – 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 – evaluate the objectivity of coverage of the same event in various
types of media.
 110.33.b.12.D –evaluate changes in formality and tone across various media for
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
different audiences and purposes.
110.31.b.15.B – organized and accurately conveyed information, and reader-friendly
formatting techniques.
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. http://www.businessballs.com/project.htm
2. http://www.hp.com/hpinfo/socialinnovation/us/education/mission_proj_mgmt.html?ju
mpid=reg_R1002_USEN
Instructional Aids:
1. “Analyzing and Evaluating a Business Project” PowerPoint presentation
2. Analyzing and Evaluating a Business Project Assignment Sheet
3. Project Retrospective Sheet (at end of lesson plan)
4. Personal Retrospective Sheet (at end of lesson plan)
5. SWOT Analysis Assignment #1
6. SWOT Analysis Rubric
7. Project Retrospective Assignment #2
8. Project Retrospective Rubric
9. Personal Retrospective Assignment #3
10. Personal Retrospective Rubric
11. Cost-Benefit Analysis Assignment #4
12. Cost-Benefit Analysis Rubric
13. Internet
Materials Needed:
1. Poster Board or binder in which to place project documents.
Equipment Needed:
1. Computers for students to complete projects
2. Projector for PowerPoint
3. Document camera or board
Learner Preparation:
1. Ask students how they know if a project was successful or not. Listen to their
answers and write them down on the board or document camera.
2. Give them example of specific projects that have been done in their school and ask
them to list ways that they would think indicate that those projects were successful
or not.
3. Discuss whether conducting an evaluation in this way is effective or if there are more
specific ways to analyze and evaluate a project.
Lesson Plan
Introduction (LSI Quadrant I)
1. Using the lists that students created, identify which items could be classified as
strengths, weaknesses, opportunities, or threats.
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2. Have students conduct Internet research for SWOT templates and sample company
SWOT analyses.
Important Terms for this Lesson:
 SWOT analysis - a decision-making tool; the acronym stands for strengths,
weaknesses, opportunities, and threats
 Retrospective - looking backward to reflect upon past actions
 Cost-benefit analysis – a method of comparing the tangible/intangible costs of a
project to the tangible/intangible benefits of the project
Outline
Outline (LSI Quadrant II)
Instructors can use the PowerPoint presentation, slides, handouts, and the internet in
conjunction with the following outline.
MI
Outline
I. Why Evaluate?
A. To determine if changes
were made
B. To determine why changes
were made
C. To assess if changes could
be improved with better
planning
D. To assess individual and
team performance
E. To ensure success of future
projects
Notes to Instructor
Discuss with students different
types of projects, whether they are
school or business projects. For
specific projects, ask students how
they know the project is
completed. Point out that just
because a project is completed
does not necessarily mean that
the project was successful.
A project‟s success or failure can
II. Determining a Project‟s
be measured in many ways. Write
Success
down on a document camera or
A. Was enough money
board student suggestions on how
raised?
they know a project is complete
B. Did the volunteers show
and successful. They should have
up?
answers similar to: a specific
C. Did the people involved
amount of money was raised (if it
seem satisfied with the results? was a fundraiser), people seemed
happy at the event (if the project
was to plan an event), or a sales
goal was reached or exceeded (if
the project was a new product
demo).
III. What is SWOT?
A. An analysis of strengths,
weaknesses, opportunities,
and threats
B. An objective process to
Explain the concept of a SWOT
analysis and, as a class, agree on
a project and perform a sample
SWOT analysis together. Record
student responses on the board or
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determine specific aspects of a
project‟s results
document camera.
IV. Retrospectives
A. Project
1. Did your project stay on
schedule?
2. Were all tasks
completed?
B. Personal
1. Individual contributions
2. Improvements or
suggestions
Retrospectives are another way of
saying that a reflection must be
made to review why a project may
or may not have remained on
schedule as well as whether or not
individual tasks were done on
time. Also, team members must
examine their own contributions to
a project as well as their group
members.
V. Cost-Benefit Analysis
A. Tangible and Intangible
costs
B. Tangible and Intangible
benefits
Another measure of success is a
cost-benefit analysis which
compares costs of a project to the
benefits. Ask students if they are
familiar with what tangible and
intangible mean and give
examples. Then give them a list of
projects, and have student pairs
select a project, list all costs and
benefits and present to the class.
Copy and Paste Multiple Intelligences Graphic in appropriate place in left column.
Application
Guided Practice (LSI Quadrant III): Using the PowerPoint presentation, the teacher
will explain how to analyze a project using a SWOT analysis.
The teacher will explain and provide example of strengths, weaknesses, opportunities,
and threats associated with different types of projects.
The teacher will provide an example of a business project and display a SWOT
template. Students will be assigned an „S‟, „W‟, ‟O‟, or „T‟. The teacher will ask each
student to volunteer a criterion according to their assigned letter and the teacher will
write or type it on the template. The teacher will leave this analysis on the board or
document camera so students may refer to it when they complete their assignments.
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Independent Practice (LSI Quadrant III):
 SWOT Analysis Assignment #1
Create a SWOT analysis using the business project idea created in the last lesson.
You may use a template at http://businessballs.com/project.htm or you may create a
table in Microsoft Word. You must list at least 5 each of strengths, weaknesses,
opportunities, and threats as they apply to your project. This assignment will be
evaluated using the assigned rubric.
 Project Retrospective Form Assignment #2
Students will complete the Project Retrospective form designed by HP included in
this lesson. The teacher may either use this template or have students create their
own form using the Developer Tab (if using Office 2007 or 2010). This assignment
will be evaluated using the assigned rubric.
 Personal Retrospective Form Assignment #3
Students will complete the Personal Retrospective form designed by HP included in
this lesson. The teacher may either use this template or have students create their
own form using the Developer Tab (if using Office 2007 or 2010). This assignment
will be evaluated using the assigned rubric.
 Cost-Benefit Analysis Assignment #4
Each student will complete his own Cost-Benefit Analysis of the project. This can be
done in the form of a short, one-page report, an Excel spreadsheet, an outline, a
table, or any other format that the student is comfortable using. . The paper should
be separated into the following 4 sections: the costs of the project, tangible and
intangible, compared to the benefits of the project, also tangible and intangible. The
project name and team member names should be in the middle of the paper (poster
or flipchart) using a Publisher flyer or artistic Word document. The results will be
evaluated using the assigned rubric.
Summary
Review (LSI Quadrants I and IV):
Q: How can you know if a business project is proceeding successfully and on track?
A: By performing a SWOT analysis.
Q: What is a SWOT analysis?
A: A decision-making tool consisting of determining the project‟s strengths,
weaknesses, opportunities, and threats.
Q: Why should a Project Retrospective be conducted?
A: To determine the changes that have been made to the overall project as well as
improvements that could be made for future implementations of this project.
Q: What is a Personal Retrospective?
A: An individual team member‟s reflection on his/her own contributions to the project as
well as how the other team members contributed to the project.
Q: Why conduct a cost-benefit analysis of a project?
A: A cost-benefit analysis compares the costs and benefits of a project. Ideally, the
benefits will outweigh the costs, thus making a project successful.
Evaluation
Informal Assessment (LSI Quadrant III):
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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 three Independent Practice Assignments (LSI
Quadrant III).
Extension/Enrichment (LSI Quadrant IV):
1. Ask a parent or other adult about a business project idea with which they have been
involved. Conduct your own SWOT analysis and ask for their input as to the
accuracy of your analysis.
2. Conduct an actual business or school project and complete a SWOT analysis. Have
an administrator sign off on its completion and make comments as necessary.
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Business Information Management II - Completing and Evaluating a Business
Project – Part 3
Independent Practice Assignments
SWOT Analysis Assignment #1
Create a SWOT analysis using the business project idea created in the last
lesson. You may use a template at http://businessballs.com/project.htm or you
may create a table in Microsoft Word. You must list at least 5 each of strengths,
weaknesses, opportunities, and threats as they apply to your project. This
assignment will be evaluated using the assigned rubric.
Project Retrospective Form Assignment #2
Students will complete the Project Retrospective form designed by HP included
in this lesson. The teacher may either use this template or have students create
their own form using the Developer Tab (if using Office 2007 or 2010). This
assignment will be evaluated using the assigned rubric.
Personal Retrospective Form Assignment #3
Students will complete the Personal Retrospective form designed by HP included
in this lesson. The teacher may either use this template or have students create
their own form using the Developer Tab (if using Office 2007 or 2010). This
assignment will be evaluated using the assigned rubric.
Cost-Benefit Analysis Assignment #4
Each student will complete his own Cost-Benefit Analysis of the project. The
format of this analysis will be computer-generated documents that will be placed
on a poster board or Post-It® Flipchart page to display in the classroom. The
paper should be separated into the following 4 sections: the costs of the project,
tangible and intangible, compared to the benefits of the project, also tangible and
intangible. The project name and team member names should be in the middle
of the paper (poster or flipchart) using a Publisher flyer or artistic Word
document. The results will be evaluated using the assigned rubric.
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Business Information Management II – Completing and Evaluating a
Business Project
SWOT Analysis Rubric
Assignment #1
Student Name: _____________________________________________
CATEGORY
Required Elements
20
SWOT analysis
document
contains at
least 5 of each
of the SWOT
elements.
15
One of the 4
SWOT
elements
contains less
than 5 criteria
10
Two of the 4
SWOT
elements
contain less
than 5 criteria.
5 or less
More than 2 of
the 4 SWOT
elements
contain less
than 5 criteria
Mechanics
No
grammatical,
spelling or
punctuation
errors.
Group worked
exceptionally
well together to
develop all
details of the
SWOT
analysis.
Every element
very specific to
the project.
1-2
grammatical,
spelling or
punctuation
errors.
Group worked
well together to
develop
adequate
details of the
SWOT
analysis.
1-2 elements
too general and
not specific to
project.
3-4
grammatical,
spelling or
punctuation
errors.
Group had
some difficulty
working
together and
produced less
than adequate
results.
3-4 elements
not project
related.
More than 4
grammatical,
spelling or
punctuation
errors.
Group did not
work well
together which
contributed to
many missing
elements.
All criteria
under each
SWOT element
demonstrate
clear
understanding
of SWOT.
1-2 criteria are
not correctly
classified as
S,W,O,or T.
3-4 criteria are
not correctly
classified as
S,W,O,or T.
More than 4
criteria are not
correctly
classified as
S,W,O,or T.
Cooperative effort
Project-related
SWOT elements
Grasp of SWOT
Total Score ________
Maximum 100 Points
10
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More than 4
elements not
project related.
Business Information Management II – Completing and Evaluating a
Business Project
Project Retrospective Rubric
Assignment #2
Student Name: _____________________________________________
CATEGORY
Required
Elements
Mechanics
Form re-creation
Content
Time and Effort
20
Form includes
all required
information as
well as
additional
information
No
grammatical or
punctuation
errors on form
Form recreated as
shown with
additional
elements
Responses on
form
demonstrate
excellent
understanding
of topic.
Excellent use
of class time,
additional use
of time to
create
additional
elements
15
All required
elements are
completed.
10
Form is
complete with
the exception
of one blank
component.
5 or less
More than one
element is
missing from
the form.
1 grammatical
or punctuation
error.
2-3 grammar
or punctuation
errors.
Form re1 element
created exactly missing from
as shown.
re-created
form.
More than 3
grammar or
punctuation
errors.
Several
elements
missing in recreated form.
Reponses
demonstrate
adequate
understanding
of topic.
Responses
show spotty
understanding
of topic.
Responses
indicate a
clear lack of
understanding
of topic.
Adequate use
of time in class
Did not make
good use of
class time,
little effort
shown.
Very
distracted in
class, little
work
completed
Total Score ________
Maximum 100 Points
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Business Information Management II – Completing and Evaluating a
Business Project
Personal Retrospective Rubric
Assignment #3
Student Name: _____________________________________________
CATEGORY
Required
Elements
Mechanics
Form re-creation
Content
Time and Effort
20
Form includes
all required
information as
well as
additional
information
No
grammatical or
punctuation
errors on form
Form recreated as
shown with
additional
elements
Responses on
form
demonstrate
excellent
understanding
of topic.
Excellent use
of class time,
additional use
of time to
create
additional
elements
15
All required
elements are
completed.
10
Form is
complete with
the exception
of one blank
component.
5 or less
More than one
element is
missing from
the form.
1 grammatical
or punctuation
error.
2-3 grammar
or punctuation
errors.
Form re1 element
created exactly missing from
as shown.
re-created
form.
More than 3
grammar or
punctuation
errors.
Several
elements
missing in recreated form.
Reponses
demonstrate
adequate
understanding
of topic.
Responses
show spotty
understanding
of topic.
Responses
indicate a
clear lack of
understanding
of topic.
Adequate use
of time in class
Did not make
good use of
class time,
little effort
shown.
Very
distracted in
class, little
work
completed
Total Score ________
Maximum 100 Points
12
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Business Information Management II – Completing and Evaluating a Business
Project
Cost-Benefit Analysis Rubric
Assignment #4
Student Name: _____________________________________________
CATEGORY
Required
Elements
20
Poster or flipchart
contains many
costs and benefits
as well as project
name/member
names in the
center with
additional creative
items.
The poster is
exceptionally welldesigned in terms
of layout and
professional
appearance.
No grammatical or
punctuation errors.
15
Poster or
flipchart
contains a few
costs/benefits
and project
name/member
names in the
center.
10
Poster or
flipchart
displays very
little in the way
of costs or
benefits.
5 or less
Poster or
flipchart
contains
approximately
one each of
costs or
benefits.
The poster is
attractive and
neat.
The poster has
creative
elements, but
looks slightly
unprofessional.
The poster is
unattractive and
has an
unprofessional
appearance.
1 grammatical
or punctuation
error.
2-3 grammar or
punctuation
error.
Cooperative effort
Group worked
exceptionally well
together to
develop a
significant number
costs and benefits.
Group worked
well together but
lacking some
costs/benefits.
Identification of
Costs/benefits
All costs/benefits
correctly identified
as tangible or
intangible
1-2
costs/benefits
incorrectly
identified as
tangible or
intangible
Group had
some difficulty
working
together and
produced a less
than average
amount of
costs/benefits.
3-4
costs/benefits
incorrectly
identified as
tangible or
intangible
More than 3
grammar or
punctuation
errors.
Group did not
work well
together thus
resulting in very
little product.
Appearance
Mechanics
Total Score ________
Maximum 100 Points
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5 or more
costs/benefits
incorrectly
identified as
tangible or
intangible