Project Management
Business Management
Business Management and Administration
Lesson Plan
Performance Objective
Students will understand the necessity for effective project management.
Specific Objectives
 Understand the phases of project management.
 Develop a project plan.
 Apply project‐management tools
Terms
 Project – A business activity that has a beginning and end date, is temporary, and has a specific goal
in mind.
 Stakeholders – Anyone who will be affected by the completion of a project including the project team,
customers, and community members.
 PERT diagram – Program Evaluation Review Technique; a diagram showing progression of tasks in a
project.
 GANTT chart – A diagram developed by Henry Gantt, showing tasks in a project.
Time
When taught as written, this lesson should take approximately five to six days to teach.
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.
130.121 (c) Knowledge and Skills
(8) The student demonstrates project‐management skills to improve workflow and minimize costs. The
student is expected to:
(A) identify resources needed for a project;
(B) develop a project plan; and
(C) apply project‐management tools to monitor progress.
Interdisciplinary Correlations
English‐English I
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1

110.31(b)(1) Reading/Vocabulary Development. Students understand new vocabulary and use it when
reading and writing.
 110.3(b)(11) Reading/Comprehension of informational text/procedural texts. Students understand
how to glean and use information in procedural texts and documents.
Math‐Algebra I
 111.32(b)(1)(C) Interpret and make decisions, predictions, and critical judgments from functional
relationships.
Social Studies‐World Geography
113.34(c)(20)(A) Describe the impact of new technologies, new markets, and revised perceptions of
resources.
Occupational Correlation (O*Net – www.onetonline.org/)
Job Title: Information Technology Project Manager
O*Net Number: 15‐1199.09
Reported Job Titles: Project Manager/Team Coach, Senior Lead Project Manager, Senior Project Leader/Team
Lead
Tasks
 Manage project execution to ensure adherence to budget, schedule, and scope.
 Develop or update project plans for information technology projects including information such as
project objectives, technologies, systems, information specifications, schedules, funding, and staffing.
 Monitor or track project milestones and deliverables.
Soft Skills: Monitoring, Time Management, Systems Analysis
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.
Preparation
 Review and familiarize yourself with the terminology and website links.
 Have materials and websites ready prior to the start of the lesson.
References
 http://www.vita.virginia.gov/oversight/projects/default.aspx?id=567
 http://www.usability.gov/what‐and‐why/project‐management.html
 http://www2.cit.cornell.edu/computer/robohelp/cpmm/Project_Roles_and_Responsibilities.htm
 https://engineering.purdue.edu/EPICSHS/Teachers/Teaching Students Project Management.pptx (no
underscore between Teaching Students Project Management, only spaces)
 http://www.umsl.edu/~sauterv/analysis/488_f02_papers/ProjMgmt.html
 Business Principles and Management, South‐Western Publishing, 2001
 Business Management, South‐Western Publishing, 2013
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Instructional Aids
 Textbook
 Lesson Presentation
 Instructor Computer/Projection Unit
 Websites
Introduction
The main purposes of this lesson are to help students understand the following concepts:
 the steps involved in managing a project;
 the importance of evaluating a project to see if changes should be made; and
 the roles of a project manager.
Ask students if they have worked on a project in class.
Ask students if they have gone through steps to complete a project.
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Outline
I.
Examples of Business Projects
A. Research projects
B. Strategic planning
C. Employee training
1. New employees
2. Creating employee manuals
3. Change in procedures
D. Event planning
E. Introduction of a new product
Ask students what is involved in
preparing college applications, such as
the Texas Common Application. Have a
student volunteer list all of the
responses. Ask students what would
happen if they left off one of the tasks.
II.
Characteristics of a Project
A. Has a beginning and end date
B. Is temporary, not ongoing
C. Has a specific goal in mind
III.
The Role of the Project Manager
A. Guides the development of the
project plan
B. Monitors the progress of the project
C. Responsible for the communication
plan and communicates with
stakeholders
D. Responsible for the risk management
plan
IV.
Ask students what they would need to
do to complete another application. Is it
as detailed as the first one? Explain that
this is the difference between
something that is and is not a project.
The first time it is done, it is a project. A
repeat of the same type of thing is not
considered a project because the details
have already been implemented.
Ask students if they can think of any
consequences that can result from
leaving out a project detail when
determining the scope of the project.
Project Phase Flowchart
A. Initial
B. Planning
C. Execution
D. Closing
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
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Visual/Spatial
V.
Phase One – The Initial Phase
A. Define the project
B. Determine end results or the goals to be
accomplished by the end of the project,
also called the project scope
1. Should be specific
2. Should be measurable
C. Assemble a project team
VI.
Phase Two – The Planning Phase
A. Obtaining resources as needed
B. Develop a budget
C. Establish a timeline or schedule with
major interval dates to keep the project on
schedule
D. Develop communication plan
E. Develop a risk management plan to cover
any contingencies
VII.
Phase Three – The Execution Phase
A. Identify all tasks required to complete the
project
B. Accomplishing the specific tasks of the
project
C. Keeping in mind the interval dates for
completion of major parts of the project
D. Making changes to the plan as needed
E. Task tracking methods
1. PERT – Program Evaluation Review
Technique, a critical path diagram
developed by the Navy in the 1950’s
2. GANTT – a type of task‐
Ask students to volunteer an example of
a project that they were involved with
or they that are familiar with at school.
Often times school projects involve
event planning. Ask if the event was
merely thrown together or if there
would seem to be a process. Ask for
volunteers to answer what “phase one”
activities might be for a fundraiser for
storm victims in a nearby community
(for example, raising a certain amount
of money by the end of the event).
Record the responses.
Then have students volunteer phase
two ideas. Be sure to have students
record the information to post in the
room somewhere.
Have students do the same for phase
three. As tasks are listed on the board,
usually students will discover a task that
has been left out. Explain that this is
one reason projects are usually
completed in teams. A fresh set of eyes
can often come up with details that may
have been missed.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Copyright © Texas Education Agency, 2014. All rights reserved.
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Visual/Spatial
scheduling bar graph
developed by Henry Gantt in
1910
VIII.
PERT Diagram Example
A. The numbers indicate the order
of the tasks to be completed
B. The arrows show the
relationship between the tasks,
and the task duration is below
the arrows
IX. GANTT Chart Example
A. List the tasks required to
complete the project, their start
dates, and how long it will take
to complete the tasks
B. Look for online tutorials on how
to prepare a GANTT chart in a
spreadsheet software
application
X.
Phase Four – The Closing Phase
A. Completion of the project
B. Evaluation of project successes
and weaknesses
C. Questions to ask
1. On time?
2. On budget?
3. Results met?
Explain to the students how
important it is to estimate the
time it will take per task as this
will be included in a GANTT chart
or PERT diagram.
On a projector or document
camera, show students
examples of finished products of
PERT diagrams and GANTT
charts so they get an idea of the
process.
After they have listed all the
tasks involved, demonstrate how
to create a PERT or GANTT chart.
You may also use an online video
to show the students.
Once the chart or diagram is
completed, students can visually
see the estimated completion
time for each task. If this project
were actually being completed,
changes may need to be made
to adjust for any time delays.
Also, stress to students that
either a PERT diagram or a
GANTT chart should be done,
but there is no need for both.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
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Visual/Spatial
D. Evaluation methods
1. Discussion
2. Online survey
3. Paper survey
4. Phone calls
5. Data reflecting the level of
customer or client satisfaction
(if project is external)
XI.
Communication Plan
A. Who will receive project plan
updates?
B. What information will they
receive?
C. When will they receive updates?
D. Location of team members
1. If local, face‐to‐face, or digital
2. If distant, consider online
application sharing and online
scheduling to coordinate
activities
XII.
Communication Plan Specifics
A. Who (stakeholders)?
1. Project team members
2. Customers or clients
3. Community members
B. When (frequency)?
1. Weekly
2. Periodically as needed
C. How (medium)?
1. Meetings
2. Monthly newsletter
3. Website updates
When a project is completed, it is
important for follow‐up
discussions to take place to gauge
the level of success. Ask students
how a cell phone company, for
example, knows if its new model
is successful. Does the company
send a follow‐up email with a
survey? Are there possibly
internal memos or emails that
circulate regarding their new
product’s successes or failures?
During the project, all parties
involved will need to be informed
as to the status of the project. In
groups, have students discuss
who needs information, how
often they need it, and what kind
of information is needed.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
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7
Visual/Spatial
XIII. Status Report
A. Can be included as part of a
communication plan
B. Verifying progress compared to
schedule
1. On‐track in what areas
2. Behind in what areas
3. Ahead in what areas
C. Unexpected delays or other issues
XIV. Project Risk
A. Identify potential risks
B. Develop a risk checklist
C. Estimate likelihood of risk (risk
assessment)
D. Determine impact in each area, (for
example, time, budget, end results)
E. Develop a risk management plan
1. Allow for delays when
scheduling
2. Keep amounts on hand for
unanticipated budget overage
3. Enforce conditions of contracts
to lessen risk
XV.
Project Management Tools
A. Brainstorming tools
B. PERT chart tools
C. GANTT chart tools
D. Scheduling system
E. Computer
As the project progresses, changes may
need to be made. As an example (you
may search for others on the Internet),
discuss the following situation with
students. If a new cell phone is coming
out but there is a strike at one of their
suppliers, or if parts are coming from a
foreign country and they cannot leave
the country for some reason, what is the
company’s contingency plan?
This also leads to the concept of risk.
Have students choose a recent product
and ask them to share what risks could
be associated with the project of
developing that product.
Projects can actually be planned
manually, but the tools at the left can
aid in the project plan. Ask students if
they would prefer to use digital tools or
complete the project documents
manually.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
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Visual/Spatial
Application
Guided Practice
Have the students decide on a project idea as a class. It could be one that may have been done already or that
one or more of the students were involved with, which may help clarify the steps that were involved in the
project. Then place signs around the room with the names of the four phases of a project. Have students, in
pairs, write down the activities that were involved with each phase and place them under the appropriate
phase. When they are done, go through each phase and discuss what the students suggested, making
adjustments as necessary.
Independent Practice
Have students conduct research on actual business projects to see how the phases apply to real‐world
projects. They may take notes on the activities that are performed during each phase as they may need to
refer to them later on when they plan projects.
Summary
Review
Ask students the following questions on exit tickets:
Question #1:
What are three specific characteristics of a project?
Answer #1:
A project has a beginning and end date, is temporary, and has a specific result or goal in mind.
Question #2:
Answer #2:
What are the four phases of a project?
The four phases are the initial, planning, execution, and closing phases.
Question #3:
Answer #3:
In which phase are the majority of the project tasks done?
The execution phase is when most of the tasks are done.
Question #4:
Answer #4:
What are two types of charts that track task progress?
Two types of charts are PERT and GANTT charts.
Question #5:
Answer #5:
What is the purpose of a communication plan?
Communication plans inform all parties involved about the status of a project.
Evaluation
Informal Assessment
Any and all of the following can be used as informal assessments.
 Exit tickets with vocabulary
 Pair‐share activities
 Class discussion and participation
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Formal Assessment
The following can be considered a formal evaluation:
 Communication Plan Table Assignment #1 – Present students with a project scenario, such as the
project examples at the beginning of the presentation (or any other project idea) and have students
create a Communication Plan table for that project plan. The table should have column headings
stating Stakeholders, Types of Information, How Often, and Type of Communication.
 Project Mind Map Assignment #3 – Individually, students will create a mind map for a project idea of
their choice. They may use software that creates mind maps, create one in a word processing
document that uses shapes (such as in a flowchart), or create one manually. In the center will be the
project idea, and the project phases will stem from the center. Be sure to include the tasks that will be
involved. PERT diagrams or GANTT charts do not need to be included in the mind map. The mind map
is to serve as a project guideline.
 Planning a Field Trip Project Assignment #2 – Have students in groups plan a project such as a field
trip or other school or community event. They will create a presentation, whether using presentation
software or an online presentation website, that includes slides with each phase of the project and
appropriate graphics and graphs as necessary.
Enrichment
Extension
Have students interview an employee or employer of a business and ask them about projects they have
conducted. Inquire about how the work was divided, how they scheduled the required tasks, and how they
evaluated the project’s success when it was completed. Report your findings to the class.
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Project Management
Communication Plan Table Assignment #1
Student Name: _____________________________
CATEGORY
20
14
7
1
Attractiveness & The table has
Organization
exceptionally
attractive
formatting and
well‐organized
information.
The table has
attractive
formatting and
well‐organized
information.
The table has
well‐organized
information.
The table's
formatting and
organization of
material are
confusing to the
reader.
Writing ‐
Grammar
There are no
grammatical
mistakes in the
table.
There are one to
two grammatical
mistakes in the
table.
There are three
grammatical
mistakes in the
table.
There are several
grammatical
mistakes in the
table.
Content ‐
Accuracy
All facts in the
table are
accurate.
99‐90% of the
89‐80% of the
Fewer than 80%
facts in the table facts in the table of the facts in the
are accurate.
are accurate.
table are
accurate.
Knowledge
Gained
Student can
accurately
explain all of the
communication
plan components
in the table.
Student can
accurately
explain most of
the
communication
plan components
in the table.
Student can
adequately
explain some of
the
communication
plan components
in the table.
Student has little,
if any, knowledge
of any of the
communication
plan components
in the table.
Writing ‐
Organization
Each column
contains
appropriate
information.
Almost all
columns contain
appropriate
information.
Some columns
contain
appropriate
information.
Less than half of
the columns
contain
appropriate
information.
Maximum Points Possible: 100
Student Points: ___________
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Project Management
Project Mind Map Assignment #2
Student Name: _____________________________
CATEGORY
20
14
7
1
Content
All steps in the
mind map are
accurate.
99‐90% of the
steps in the mind
map are
accurate.
89‐80% of the
steps in the mind
map are
accurate.
Fewer than 80%
of the steps in
the mind map
are accurate.
Spelling &
Proofreading
No spelling
errors.
No more than
one spelling
error.
No more than
three spelling
errors.
Several spelling
errors.
Attractiveness & The mind map
Organization
has exceptionally
attractive
formatting and
well‐organized
information.
The mind map
has attractive
formatting and
well‐organized
information.
The mind map
has well‐
organized
information.
The mind map's
formatting and
organization of
material are
confusing to the
reader.
Knowledge
Gained
The student can
accurately
answer all
questions related
to facts in the
mind map.
The student can
accurately
answer most
questions
related to facts
in the mind map.
The student can
accurately
answer some
questions
related to facts
in the mind map.
The student can
answer few
questions
related to facts
in the mind map.
Writing ‐
Grammar
There are no
grammatical
mistakes in the
mind map.
There are one to
two grammatical
mistakes in the
mind map.
There are three
grammatical
mistakes in the
mind map.
There are several
grammatical
mistakes in the
mind map.
Maximum Points Possible: 100
Student Points: ___________
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Project Management
Planning a Field Trip Project Assignment #3
Student Name: _____________________________
CATEGORY
20
14
7
1
Use of Graphics All graphics are
attractive (size
and colors) and
support the
theme/content
of the
presentation.
A few graphics
are not attractive
but all support
the
theme/content
of the
presentation.
All graphics are
attractive but a
few do not seem
to support the
theme/content
of the
presentation.
Several graphics
are unattractive
AND detract
from the content
of the
presentation.
Originality
Presentation
shows
considerable
originality and
inventiveness.
The content and
ideas are
presented in a
unique and
interesting way.
Presentation
shows some
originality and
inventiveness.
The content and
ideas are
presented in an
interesting way.
Presentation
shows an
attempt at
originality and
inventiveness on
one to two cards.
Presentation is a
rehash of other
people's ideas
and/or graphics
show very little
attempt at
original thought.
Cooperation
Group delegates
tasks and shares
responsibility
effectively all of
the time.
Group delegates
tasks and shares
responsibility
effectively most
of the time.
Group delegates
tasks and shares
responsibility
effectively some
of the time.
Group often is
not effective in
delegating tasks
and/or sharing
responsibility.
Sequencing of
Information
Information is
Most information Some
organized in a
is organized in a information is
clear, logical way. clear, logical way. logically
sequenced.
There is no clear
plan for the
organization of
information.
Spelling and
Grammar
Presentation has
no misspellings
or grammatical
errors.
Presentation has
more than two
grammatical
and/or spelling
errors.
Presentation has
one to two
misspellings, but
no grammatical
errors.
Presentation has
one to two
grammatical
errors but no
misspellings.
Maximum Points Possible: 100
Student Points: ___________
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13