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
1
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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 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
2
Copyright © Texas Education Agency, 2012. All rights reserved.
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
Notes to Instructor
I.
3
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?
Copyright © Texas Education Agency, 2012. All rights reserved.
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:
http://www.csun.e
du/~jlg70068/busi
ness/manager-vsleader.html
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.
4
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
Copyright © Texas Education Agency, 2012. All rights reserved.
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
5
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
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
Copyright © Texas Education Agency, 2012. All rights reserved.
to which one would
better motivate each
one of them.
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.
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):


6
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
Copyright © Texas Education Agency, 2012. All rights reserved.


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.
7
Copyright © Texas Education Agency, 2012. All rights reserved.
The Evolution of Management
Independent Practice Assignment Sheet
•
•
•
•
8
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.
Copyright © Texas Education Agency, 2012. All rights reserved.
The Evolution of Management
Management Timeline Document Assignment #1
Student Name: ______________________
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
The timeline is
appearance of the
relatively readable.
timeline is somewhat
pleasing and easy 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
There were many
capitalization were
spelling and
mostly correct, but
capitalization errors.
were not checked by
another student.
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
Several graphics are
effective and their
not effective.
use is balanced with
text use.
CATEGORY
The timeline is
difficult to read.
Total Score _____________
Maximum 100 Points
9
Copyright © Texas Education Agency, 2012. All rights reserved.
The Evolution of Management
Business and Community Report Assignment #2
Student Name: ______________________
20
10
5
1
Organization
Information is very
organized with wellconstructed
paragraphs.
Information is
organized with wellconstructed
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
One or more topics
addressed, and most were not addressed.
questions answered
with 1 sentence
about each.
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
Information has little
relates to the main
or nothing to do with
topic. No details
the main topic.
and/or examples are
given.
Mechanics
No grammatical,
spelling or
punctuation errors.
Almost no
A few grammatical
grammatical, spelling spelling, or
or punctuation errors 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.
Paragraphing
structure was not
clear and sentences
were not typically
related within the
paragraphs.
CATEGORY
Paragraphs included
related information
but were typically not
constructed well.
Total Score _____________
Maximum 100 Points
1
0
Copyright © Texas Education Agency, 2012. All rights reserved.
The Evolution of Management
The Knowledge Worker Communiqué Assignment #3
Student Name: ______________________
25
15
8
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
One or more topics
addressed, and most were not addressed.
questions answered
with 1 sentence
about each.
Organization
Information is very
organized with wellconstructed
paragraphs.
Information is
organized with wellconstructed
paragraphs.
Information is
organized, but
paragraphs are not
well-constructed.
Mechanics
No grammatical,
spelling or
punctuation errors.
Almost no
A few grammatical
grammatical, spelling spelling, or
or punctuation errors 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.
Paragraphing
structure was not
clear and sentences
were not typically
related within the
paragraphs.
CATEGORY
Paragraphs included
related information
but were typically not
constructed well.
1
The information
appears to be
disorganized.
Total Score _____________
Maximum 100 Points
1
1
Copyright © Texas Education Agency, 2012. All rights reserved.
The Evolution of Management
Management Functions Applied Diagram Assignment #4
Student Name: ______________________
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
There are 2
grammatical mistake grammatical
on the diagram.
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.
CATEGORY
Total Score _____________
Maximum 100 Points
1
2
Copyright © Texas Education Agency, 2012. All rights reserved.