Lesson Plan- What Makes Employees Tick?
Course Title: Business Management
Session Title: What Makes Employees Tick?
Performance Objective:
 Upon completion of this lesson, the student will understand the concepts behind motivating
employees to create a pleasant and productive workforce.
 Upon completion of this lesson, the student will understand the importance of motivational
theories as they relate to implementing the work in an organization.
Approximate Time:
When taught as written, this lesson should take 4-5 days to complete.
Specific Objectives:
 Students will explain the differences between motivational theories.
 Students will understand the different types of power that managers have which influence
employees.
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 the qualities of leadership. The student is expected to:





130.121(c)(5)(A)
define motivation
130.121(c)(5)(B)
distinguish between extrinsic and intrinsic rewards
130.121(c)(5)(D)
define the Expectancy Theory
130.121(c)(5)(E)
explain how rewards and goals affect motivation
130.121(c)(5)(F)
compare a leader to a manager
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
1
Copyright © Texas Education Agency, 2012. All rights reserved.
purposes.
Occupational Correlation (O*Net – http://www.onetonline.org/)
25-9031.00 - Instructional Coordinators
Similar Job Titles: Program Administrator, Curriculum and Instruction Director, Curriculum
Specialist
Tasks:
Plan and conduct teacher training programs and conferences dealing with new classroom
procedures, instructional materials and equipment, and teaching aids.
Observe work of teaching staff to evaluate performance, and to recommend changes that could
strengthen teaching skills.
Advise and teach students.
Soft Skills:
Oral expression, active listening, problem sensitivity
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.andrews.edu/~jimjeff/EDAD570/TheoryX.htm
3. http://faculty.babson.edu/krollag/org_site/encyclop/theory_xy.html
4. https://wikispaces.psu.edu/display/PSYCH484/4.+Expectancy+Theory
Instructional Aids:
1. “What Makes Employees Tick” Presentation
2. “Motivational Theory Brochure” Assignment #1
3. “Motivational Theory Brochure” Assignment #1 Rubric
4. “M-O-T-I-V-A-T-I-O-N Acronym” Assignment #2
5. “M-O-T-I-V-A-T-I-O-N Acronym” Assignment #2 Rubric
6. “Comic Strip” Assignment #3
7. “Comic Strip” Assignment #3 Rubric
8. “Applied Motivational Theory Flyer” Assignment #4
9. “Applied Motivational Theory Flyer” Assignment #4 Rubric
Materials Needed:
1. Posterboard or flip chart paper
2. Markers
Equipment Needed:
1. Computers for students to complete projects
2
Copyright © Texas Education Agency, 2012. All rights reserved.
2. Projector for Presentation
Learner Preparation:
1. Ask students who they consider to be leaders in their lives. They may name a parent,
teacher, coach, or a boss at work. Have students write down the class responses. Then, in
pairs, have them write down a brief explanation of why each of these individuals can
motivate them to do their jobs every day, whether it be getting up, going to school and doing
their chores, taking care of business at school or at their jobs, or practicing for sports or
extra-curricular activities.
Lesson Plan
Introduction (LSI Quadrant I)
1. Ask students what they think would motivate them on a job. Would it be to make money? If
they tend to be late, would they be more motivated if they had an incentive to be on time or
have perfect attendance? Discuss whether they think that employees should just be on time
and do a good job because it’s the right thing to do, or if employees today are always going
to need external motivators.
Important Terms for this Lesson:
 Motivation – factors that influence an individual’s actions toward accomplishing a goal
 Work team – group of individuals who work together to achieve a common goal
 Process improvement – the efforts to increase the effectiveness and efficiency of business
operations
 Maslow’s hierarchy of needs - progressive levels of needs of all people including
physiological, security, social, esteem, and self-actualization
 Mcclelland’s achievement motivation – theory of motivation based on the needs of
achievement, affiliation, and power
 Herzberg’s two factor theory – motivational theory based on the factors of hygiene and
motivators
 Motivation – a set of factors that influence an individual’s actions toward accomplishing a
goal
 Mayo – theory was the beginning of the human relations movement and shifted from
efficiency to concern for employees as a motivating factor
 Intrinsic – internal motivator which include a person’s beliefs, feelings, and attitudes
 Extrinsic – external motivator which includes rewards and punishments
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.
3
What is Motivation? It is . . .
A. What makes us do things, factors that
influence an individual’s actions toward
accomplishing a goal
B. Intrinsic – internal factors including a
person’s beliefs, feelings, and attitudes
C. Extrinsic – external factors that include
rewards and punishments
Use Presentation as
aid.
Motivation is basically
what makes us do
things. Some of us
are motivated by that
little voice we have
that says something is
just the right thing to
do, like doing your
best on the job and
Copyright © Texas Education Agency, 2012. All rights reserved.
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II.
Types of Influence and Power
A. Position – related to the position the
manager holds in the company
B. Reward – the ability to control rewards and
punishments
C. Expert – power because of a manager’s
superior knowledge about the work
D. Identity – power given because people
identify with and want to be accepted by the
person
III.
Motivation Theories
A. Herzberg – Two Factors
1. Hygiene factors – examples are pay and
benefits; if absent, employees can be
dissatisfied
2. Motivators – examples are recognition
and challenging work; motivates workers
to achieve
B. Maslow – Hierarchy of Needs
1. As needs are met, motivation increases.
2. Needs are:
a. physiological – food, shelter
b. security - safety
c. social – interaction with others
d. esteem – recognition, respect from
others
e. self-actualization – creativity, to
reach full potential
C. Mayo – Human Relations
1. Communication
2. Teamwork
D. McClelland – Achievement Theory
1. People are influenced by 3 needs:
a. Achievement – take responsibility for
their work and want feedback
making ethical
decisions. Some of
us are motivated by
external factors such
as money,
recognition, or other
reward.
While motivation can
generally be a
corporate philosophy
as much as an
individual manager’s
philosophy, the type
of power that an
individual manager
has can also influence
an employee’s
behavior. Ask
students which power
they are influenced
most by when it
comes to some of
their teachers,
coaches, or
employers.
Most of us do not
really do things “just
because”. There is
probably an
underlying motive that
we may have not
consciously thought
about as being the
reasons why we do
things. Take time to
go through each
theory and provide
examples, either how
the theory would
apply to things
students do in school
or in extracurricular
activities, or how the
theory applies to
students who may
have part-time jobs.
As an example, many
teenagers may work
strictly for monetary
reasons which could
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E.
F.
G.
b. Affiliation – concerned about
relationships with others
c. Power – want to influence and
control others
McGregor – Theory X and Theory Y
1. Theory X – management should control
employees because they dislike work
2. Theory Y – work is a natural part of life
and management should tap the
employee’s potential
Taylor – Monetary Rewards
1. Scientific management movement
2. Focused on monetary rewards for
production efficiency
3. Specialization and division of labor
Vroom – Expectancy Theory – three
components
1. Expectancy – more effort yields better
performance
2. Instrumentality – better performance
yields a higher reward
3. Valence – what kind of value does the
higher reward or higher outcome mean
to the employee
apply to Taylor’s
Scientific
Management theory.
Students may
participate in
volunteer work or
student organizations
as part of the
realization of
Maslow’s Hierarchy of
Needs theory.
After reviewing the
various motivation
theories, have
students draw the
name of a theory out
of a hat and have
them write a 140character “tweet” that
summarized their
learning of the theory
that they picked, or
they can simply select
a theory on their own.
Copy and Paste Multiple Intelligences Graphic in appropriate place in left column.
Application
Guided Practice (LSI Quadrant III):
1. Explain to the students the concept of power that people have over each other that can
influence others’ actions, behaviors, and decisions. These include position power, reward
power, expert power, and identity power. Using the list they created above, in pairs, have
them write down which type of power matches the individuals they named as being a leader.
Explain that these types of power are what make individuals influence each other.
2. Introduce the various motivation theories from the Presentation. Many corporations use
these theories when creating programs to motivate their employees. Have students in pairs
conduct Internet research of different companies and create a presentation using
presentation management software illustrating how these programs could relate to one or
more of the motivation theories that were explained. They can present these to the class
when completed.
Independent Practice (LSI Quadrant III):
 Motivation Theory Brochure Assignment #1– The students have been asked by the
area’s Chamber of Commerce to create an informational brochure that can be distributed to
business owners who are new to the area. The goal of the brochure is to provide new
5
Copyright © Texas Education Agency, 2012. All rights reserved.
business owners with ideas using the various motivational theories that will help them to
create a happy, enthusiastic workplace due to highly motivated employees. The brochure
can be created with any type of software, all 6 panels should be used, and each theory
studied in this lesson should have an example with it of a policy a store owner could use in
its business. Students may use the guide at the end of this lesson for how the panels can be
utilized.
 M-O-T-I-V-A-T-I-O-N Acronym Assignment #2– Students are to create a document using
flipchart paper or other medium that displays an “acronym” of Motivation. Each letter will be
the beginning of a sentence or phrase that describes the basic concepts of as many
motivation theories as possible. Creativity counts as well.
 Comic Strip Assignment #3 – Students are to create a comic strip using one of many
websites that are available to create online comic strips (some also allow you to print the
frames of the completed comic strip). The frames should contain dialogue between a
manager (or managers) and an employee (or employees) discussing a situation at work and
how it would be handled taking into consideration any one of the motivation theories
discussed in this lesson. There should be an ample number of frames to be able to
determine which theory is being demonstrated without it actually being stated in the comic
strip.
 Applied Motivational Theory Flyer Assignment #4– Students will research companies on
the Internet to discover how different real-world companies actually motivate their
employees. They will create an information flyer using any software that either displays
three companies and one motivational practice from each company, or they may choose
one company and show three motivational techniques from the same company. The
document should be creative and interesting to read. A benefit of this is that students can
determine what could potentially be a good company to work for in the future, based on how
they treat their employees.
Summary
Review (LSI Quadrants I and IV):
Q: What does intrinsic motivation mean?
A: Intrinsic motivation is when a person is motivated to do something based upon their own
beliefs, feelings, and attitudes.
Q: What is extrinsic motivation?
A: Extrinsic motivation is being motivated by external factors such as rewards or punishments, or
as it relates to business, money or the risk of being fired.
Q: How does Maslow’s Hierarchy of Needs affect motivation?
A: At each level of the hierarchy, once that need is met, the individual’s needs and motivation
move up to higher levels of the hierarchy.
Q: What is Vroom’s Expectancy Theory?
A: The harder one works, the better the performance will be, then the higher the reward is, but
there is value in what that reward may actually be.
Q: What is the difference between Human Relations theories and Scientific Management
theories?
A: Human Relations is centered around people working together to achieve success and
Scientific Management focuses on efficiency and very little on human interaction to motivate
people.
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):
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Copyright © Texas Education Agency, 2012. All rights reserved.
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 local business owner or manager and ask them how they motivate
their employees, whether it is motivating them to be at work on time, to sell products, or to
provide quality customer service. Prepare a one-page report with your findings.
2. Students will interview an employee and ask them what motivates them to do a good job.
Ask them if their company provides incentives for them to have perfect attendance on the
job, meet sales quotas, or receive positive customer comments. Prepare a one-page report
detailing your results.
7
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Brochure Description
8
Copyright © Texas Education Agency, 2012. All rights reserved.
What Makes Employees Tick
Independent Practice Assignments




Motivation Theory Brochure Assignment #1– The students have been asked by the
area’s Chamber of Commerce to create an informational brochure that can be
distributed to business owners who are new to the area. The goal of the brochure is to
provide new business owners with ideas using the various motivational theories that will
help them to create a happy, enthusiastic workplace due to highly motivated employees.
The brochure can be created with any type of software, all 6 panels should be used, and
each theory studied in this lesson should have an example with it of a policy a store
owner could use in its business. Students may use the guide at the end of this lesson for
how the panels can be utilized.
M-O-T-I-V-A-T-I-O-N Acronym Assignment #2– Students are to create a document
using flipchart paper or other medium that displays an “acronym” of Motivation. Each
letter will be the beginning of a sentence or phrase that describes the basic concepts of
as many motivation theories as possible. Creativity counts as well.
Comic Strip Assignment #3 – Students are to create a comic strip using one of many
websites that are available to create online comic strips (some also allow you to print the
frames of the completed comic strip). The frames should contain dialogue between a
manager (or managers) and an employee (or employees) discussing a situation at work
and how it would be handled taking into consideration any one of the motivation theories
discussed in this lesson. There should be an ample number of frames to be able to
determine which theory is being demonstrated without it actually being stated in the
comic strip.
Applied Motivational Theory Flyer Assignment #4– Students will research companies
on the Internet to discover how different real-world companies actually motivate their
employees. They will create an information flyer using any software that either displays
three companies and one motivational practice from each company, or they may choose
one company and show three motivational techniques from the same company. The
document should be creative and interesting to read. A benefit of this is that students
can determine what could potentially be a good company to work for in the future, based
on how they treat their employees.
9
Copyright © Texas Education Agency, 2012. All rights reserved.
What Makes Employees Tick
Motivation Theory Brochure Assignment #1
Student Name:
________________________________________
CATEGORY
Content Accuracy
20
10
5
1
All facts in the
brochure are
accurate.
99-90% of the facts
in the brochure are
accurate.
89-80% of the facts
in the brochure are
accurate.
Fewer than 80% of
the facts in the
brochure are
accurate.
Graphics go well
with the text, but
there are too few
and the brochure
seems \"textheavy\".
Graphics do not go
with the
accompanying text
or appear to be
randomly chosen.
Graphics/Pictures Graphics go well
Graphics go well
with the text and
with the text, but
there is a good mix there are so many
of text and graphics. that they distract
from the text.
The brochure has
Attractiveness
and Organization exceptionally
The brochure has
The brochure has
attractive formatting well-organized
attractive formatting and well-organized information.
and well-organized information.
information.
The brochure's
formatting and
organization of
material are
confusing to the
reader.
Writing Mechanics
Capitalization and
punctuation are
correct throughout
the brochure.
Capitalization and
punctuation are
correct throughout
the brochure after
feedback from an
adult.
There are 1-2
capitalization and/or
punctuation errors in
the brochure even
after feedback from
an adult.
There are several
capitalization or
punctuation errors in
the brochure even
after feedback from
an adult.
Writing Organization
Each section in the
brochure has a clear
beginning, middle,
and end.
Almost all sections
of the brochure have
a clear beginning,
middle and end.
Most sections of the
brochure have a
clear beginning,
middle and end.
Less than half of the
sections of the
brochure have a
clear beginning,
middle and end.
Total Score _____________
Maximum 100 Points
10
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What Makes Employees Tick
M-O-T-I-V-A-T-I-O-N Acronym Assignment #2
Student Name:
________________________________________
20
10
5
1
Required
Elements
The acronym
includes all required
elements as well as
additional
information.
All required
elements are
included in the
acronym.
All but 1 of the
required elements
are included in the
acronym.
Several required
elements were
missing.
Graphics Relevance
All graphics are
related to the topic
and make it easier to
understand.
All graphics are
related to the topic
and most make it
easier to
understand.
Not all graphics
relate to the topic.
Graphics do not
relate to the topic.
Mechanics
Capitalization and
punctuation are
correct throughout
the acronym.
There is 1 error in
capitalization or
punctuation.
There are 2 errors in There are more than
capitalization or
2 errors in
punctuation.
capitalization or
punctuation.
Attractiveness
The acronym is
exceptionally
attractive in terms of
design, layout, and
neatness.
The acronym is
attractive in terms of
design, layout and
neatness.
The acronym is
acceptably attractive
though it may be a
bit messy.
Content Accuracy
All facts are accurate Only 75% of the
Only 50% of the
Less than 50% of
in the acronym.
facts are accurate in facts are accurate in the facts are
the acronym.
the acronym.
accurate in the
acronym.
CATEGORY
The acronym is
distractingly messy
or very poorly
designed. It is not
attractive.
Total Score _____________
Maximum 100 Points
11
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What Makes Employees Tick
Comic Strip Assignment #3
Student Name:
________________________________________
20
10
Required
Elements
Comic strip included
all required elements
as well as a few
additional elements.
Comic strip included Comic strip included
all required elements all required
and one additional
elements.
element.
One or more
required elements
was missing from the
comic strip.
Clarity and
Neatness
Comic strip is easy
to read and all
elements are so
clearly written,
labeled, or drawn
that another student
could create the
presentation if
necessary.
Comic strip is easy
to read and most
elements are clearly
written, labeled, or
drawn. Another
person might be able
to create the
presentation after
asking one or two
questions.
Comic strip is hard to
read with rough
drawings and labels.
It would be hard for
another person to
create this
presentation without
asking lots of
questions.
Comic strip is hard to
read and one cannot
tell what goes where.
It would be
impossible for
another person to
create this
presentation without
asking lots of
questions.
Content
All content is in the
Almost all content is
student’s own words in the student’s own
and is accurate.
words and is
accurate.
At least half of the
content is in the
student’s own words
and is accurate.
Less than half of the
content is in the
student’s own words
and/or is accurate.
Spelling and
Grammar
No spelling or
grammatical
mistakes on the
comic strip with lots
of text.
No spelling or
grammatical
mistakes on the
comic strip with little
text.
One spelling or
grammatical error in
the comic strip.
Several spelling
and/or grammatical
errors in the comic
strip.
Appearance
Comic strip is
enlightening and
entertaining to read.
Comic strip is
interesting to read.
Comic strip is
somewhat
interesting to read.
Comic strip is not at
all interesting or
appealing to read.
CATEGORY
5
1
Total Score _____________
Maximum 100 Points
12
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What Makes Employees Tick
Applied Motivational Theory Flyer Assignment #4
Student Name:
________________________________________
20
10
5
1
Attractiveness
Makes excellent use
of font, color,
graphics, effects,
etc. to enhance the
flyer.
Makes good use of
font, color, graphics,
effects, etc. to
enhance the flyer.
Makes use of font,
color, graphics,
effects, etc. but
occasionally these
detract from the flyer
content.
Use of font, color,
graphics, effects, etc.
but these often
distract from the flyer
content.
Mechanics
No misspellings or
grammatical errors.
Three or fewer
misspellings and/or
mechanical errors.
Four misspellings
and/or grammatical
errors.
More than 4 errors in
spelling or grammar.
Requirements
All requirements are All requirements are One requirement
met and exceeded. met.
was not completely
met.
More than one
requirement was not
completely met.
Organization
Content is well
organized using
headings or bulleted
lists to group related
material.
Uses headings or
bulleted lists to
organize, but the
overall organization
of topics appears
flawed.
Content is logically
organized for the
most part.
There was no clear
or logical
organizational
structure, just lots of
facts.
Content
Covers topic indepth with details
and examples.
Subject knowledge
is excellent.
Includes essential
knowledge about the
topic. Subject
knowledge appears
to be good.
Includes essential
information about
the topic but there
are 1-2 factual
errors.
Content is minimal
OR there are several
factual errors.
CATEGORY
Total Score _____________
Maximum 100 Points
13
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