Training Station Orientation Lesson Plan Business Management and Administration Practicum

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Training Station Orientation
Business Management and Administration Practicum
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will demonstrate thorough knowledge of his or
her work place.
Specific Objectives
 Students will learn and/or reinforce basic knowledge of their respective training
stations.
 Students will demonstrate an understanding of what is expected from their training
sponsors.
 Students will compile information and will build a multi-media presentation.
 Students will communicate their knowledge orally to their peers.
This lesson should take 12 class days to complete.
Preparation
TEKS Correlations
This lesson, as published, correlates to the TEKS listed immediately below. Any
changes/alterations to the activities may result in the elimination of any or all of the TEKS listed.
Interdisciplinary Correlations
Reading I, II, III
 110.47(b)
o (1) The student uses the following word recognition strategies. The student is
expected to:
(A) Apply knowledge of letter-sound correspondences, language
structure, and context to recognize words;
(B) Use reference guides such as dictionaries, glossaries, and available
technology to determine pronunciations of unfamiliar words;
o (2) The student acquires an extensive vocabulary through reading and systemic
word study. The student is expected to:
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(A) Expand vocabulary by reading, viewing, listening, and discussing;
(B) Determine word meanings through the study of their relationships to
other words and concepts such as content, synonyms, antonyms, and
analogies;
o (4) The student comprehends text using effective strategies. The student is
expected to:
(A) Use prior knowledge and experience to comprehend;
(B) Determine and adjust purpose for reading; and
(D) Summarize texts by identifying main ideas and relevant details.
Public Speaking I, II, III
 110.57 (b)
o (4) Organization. The student organizes speeches. The student is expected to:
(B) Organize speeches effectively for specific topics, purposes, audiences,
and occasions.
o (7) Delivery. The student uses appropriate strategies for rehearsing and
presenting speeches. The student is expect to:
(C) Develop verbal, vocal, and physical skills to enhance presentations.
Tasks
 Students will interview employer or owner to obtain necessary information.

Students will obtain company information from employee handbooks or trade journals.
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 (cte.unt.edu).
Preparation
 Secure the computer lab if you do not have immediate access to one in your classroom.
 Copy the handout sheets and rubric for the students
Instructional Aids
 Student handouts
 Grading rubric
 Internet
Materials Needed
 Paper for essay
 Camera or phone with camera
 Flash drive
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Equipment Needed
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
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Computers (for students to complete project)
Projector (for digital presentation)
Scanner to scan pictures or materials brought to class
Outline
OUTLINE
MI
I.
II.
III.
IV.
Directions:
A. The packet of information
must be completed by
interview, website, or
handbook.
B. Minimum of 12 digital
photos
C. Floor plan may be scanned
Grading:
A. Completion of packet
B. Multi-media presentation
C. Pictures
D. Professionalism during
presentation
Presentation must have:
A. Name and logo
B. Floor plan
C. Policies/procedures
D. Company history
E. Supervisor’s or owner’s
previous experience
F. Site of company
G. Organizational chart
H. Inclusion: 3,2,1
Layout format must be
followed
***Handout the Portfolio
Guidelines
NOTES TO TEACHER
Copy the instructions and
grading rubric and make into a packet.
Tell the class about some of
the things you learned at previous
jobs. Explain how those skills helped
you to become a teacher.
Explain the necessity of
learning as much as possible about a
job because some of the skills learned
will help with future employment.
Explain to the class that
customers see a business much
differently than the employees see it.
Ask the class if they ever
wanted to work at a place where they
shopped. Have them give reasons
why they wanted to work there.
Go over all the criteria in the
assignment and check for
understanding.
Explain the guidelines.
Students can set it up while working
on the Training Station Orientation
project.
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Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/Bodily
Logical/Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
Using the digital presentation, the teacher will go over the requirements of this project. The
student will follow along and make notes on their hard copy. Students will be strongly
encouraged to take the assignment packet to their job sites so employers will know about the
activity.


Ask students to “map” out their plan, using a Mapping Tool from the Appendix of this
document.
Give some ideas to students during the brainstorming session before the end of the first
class period.
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Employer Project
Directions
You are to complete this packet of information by conducting interviews with employers and/or
co-workers. If you have an employee-training manual, you may use it as a source. You can
even try obtaining information from your company’s website.
In addition to the packet, you will include a minimum of 12 digital photos, in your presentation.
You may bring the pictures to class on a flash drive, a memory card, or CD to import into your
project.
All information will be compiled to prepare a multi-media presentation which will be shown to
the class when you present your project.
You will be graded on:
 Completion of the packet
 Multi-media presentation
 Use of pictures (as specified)
 Professionalism during presentation, including professional dress
**Bonus credit will be given if your employer attends your presentation!
Presentation must have:
 Name and logo of company
 Floor Plan
 Policies and Procedures
 History of the company
 Supervisor’s (or owner’s) previous experience
 Site of company (including number of employees)
 Organizational chart
 Miscellaneous supplemental information
Photos (either interspersed within presentation or at the end of the presentation)
If you were in charge, explain:
 Three things you like about the training station
 Two things you would change
 One thing you have learned that will help you in your career choice
This project is due on: ___________________________
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Layout Format:
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

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Student’s name
Company’s name, address
Type of company
In a minimum of 75 words, (typed and turned in separately) state what your first day on
the job was like.
Procedures for reporting to work
Procedures for calling in sick or calling in late
Procedures for asking for time off
What types of benefits are available
Length of time manager/owner has been with company
What prior training did manager/owner have?
What type of education is needed for a managerial position with the company?
Procedure for handling cash or legal documents(beginning and ending shifts), OR
Procedure for accessing or handling clients files
Names of competitors and their locations
Organizational chart
Floor plan
Names of vendors and suppliers
Procedures for handling returns, issuing credit and keeping clients happy
What types of jobs/careers will your current training station prepare you for?
What is the procedure for handling theft (by employees or clients)?
What is the strangest thing that has happened to you on the job?
Independent Practice
 Students will work at their own paces to complete this activity.
 All work is to be done in class, so the teacher can check for understanding.
 Students are strongly encouraged to take ownership of this activity and to establish a
workable pace in order to complete it on time.
 Students will be prepared to present their projects to the class.
Summary
Review
 Why do customers see a different perspective of a business operation than that of the
employees?
 Why is it important to learn as much as possible about the business establishment?
 Why are procedures established and expected to be followed?
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Evaluation
Informal Assessment
 Instructor will observe students during Independent Practice.
 Instructor will assist students as needed.
Formal Assessment
 Use the Individual Presentation Rubric to evaluate.
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Individual Presentation Rubric
Presentation Title:
______________________________________________________________________________________
Name:____________________________________ Teacher: ____________________________________
ID#:___________________________________ Date of Presentation:_____________________________
Criteria
Organization
Visuals
Mechanics
Content Knowledge
Delivery
Points
0-5
6-10
11-15
16-20
Audience cannot
understand
presentation
because there is no
sequence of
information.
Student used no
visuals.
Audience has
difficulty following
presentation
because student
jumps around.
Student presents
information in
logical sequence
that audience can
follow.
Student
occasionally used
visuals that rarely
support text and
presentation.
Presentation had
three misspellings
and/or grammatical
errors.
Visuals related to
text and
presentation.
Student presents
information in
logical, interesting
sequence which
audience can
follow.
Student used
visuals to reinforce
screen text and
presentation.
Presentation had
no more than two
misspellings and/or
grammatical errors.
Presentation had
no misspellings or
grammatical errors.
Student is
uncomfortable with
information and is
able only to answer
rudimentary
questions.
Student incorrectly
pronounces terms.
Audience members
have difficulty
hearing
presentation.
Student is at ease
with content, but
fails to elaborate.
Student
demonstrates full
knowledge (more
than required) with
explanations and
elaboration.
Student used clear
voice and correct,
precise
pronunciation of
terms.
Student’s
presentation had
four or more
spelling errors
and/or grammatical
errors.
Student does not
have grasp of
information;
student cannot
answer questions
about subject.
Student mumbles,
incorrectly
pronounces terms
and speaks too
quietly for students
in the back of the
class to hear
Student’s voice is
clear. Student
pronounces most
words correctly.
Total
Teacher Comments:
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