Management and Interpersonal Skills
Computer Technician Practicum
Lesson Plan
Performance Objective
Upon completion of this lesson, students will defend the purpose of management as it relates to efficient
operation of an information technology project. Students will discuss the relationship of interpersonal and
team-building skills and how these skills are used by effective managers.
Specific Objectives
 Students will identify the three levels of management.
 Students will theorize how a self-managing team functions.
 Students will evaluate the five functions of management.
 Students will discuss the difference between traditional and horizontal organizations.
 Students will explain how interpersonal and team-building skills are vital to employee, management,
and customer interaction.
 Students will demonstrate effective interpersonal and team building skills by working together to
complete various IT projects.
This unit should take 25 class days to complete, including presentation days.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes or alterations to the activities may
result in the elimination of any or all of the TEKS listed.
130.275. Computer Technician Practicum (c) Knowledge and skills.
(1) The student demonstrates professional standards/employability skills as required by business and
industry. The student is expected to:
(B) identify and demonstrate positive personal qualities such as flexibility, open-mindedness, initiative,
listening attentively to speakers, and willingness to learn new knowledge and skills;
(C) employ effective reading and writing skills;
(D) employ effective verbal and nonverbal communication skills;
(E) solve problems and think critically;
(F) demonstrate leadership skills and function effectively as a team member;
(I) demonstrate planning and time-management skills such as project management and storyboarding.
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(3) The student applies academic knowledge and skills to research and develop projects. The student is
expected to:
(A) demonstrate effective use of written, verbal, and visual communication techniques consistent with
information technology industry standards;
(B) complete work orders and related paperwork for repair and installation;
(C) estimate supplies, materials, and labor costs for installation, maintenance, and repair work orders;
and
(D) read and interpret technical documentation such as schematics, drawings, charts, diagrams,
technical manuals, and bulletins.
(4) The student applies communication, mathematics, English, and science knowledge and skills to
research and develop projects. The student is expected to:
(A) demonstrate proper use of written, verbal, and visual communication techniques consistent with
information technology industry standards;
(B) demonstrate proper use of mathematics concepts as they apply to the development of products or
services; and
(C) demonstrate proper use of science principles to the development of products or services.
(5) The student creates a technological solution for a problem in the field of information technology. The
student is expected to:
(F) describe the architecture of various computer systems;
(G) describe the function of central processing units, storage devices, peripheral devices, and
microprocessor units; and
(H) explain computer system environmental requirements and related control devices.
(6) The student designs, creates, and implements a product or service that addresses a problem in the field
of information technology and incorporates the solution. The student is expected to:
(B) employ available reference tools, materials, and Internet sources to access information as needed;
(7) The student applies the essential knowledge and skills for computer technologies to career
preparation, job shadowing, mentoring, or apprenticeship training in simulated and actual work
situations. The student is expected to:
(A) identify a problem relating to information technology;
(B) develop a solution using appropriate technologies, information technology concepts, and
information technology industry standards;
(C) explain how the proposed technological solution will resolve the problem and the methodologies
involved;
(D) apply decision-making techniques to the selection of technological solutions;
(E) identify areas where quality, reliability, and safety can be designed into a product or service;
(F) apply critical-thinking strategies to the analysis and evaluation of the proposed technological
solution;
(G) develop a sustainability plan for the product or service;
(H) select and use the appropriate technological resources to conduct research, design, and
development activities;
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(I) develop the documentation of the research and development process; and
(J) present the solution to a panel of professionals using formal presentation skills.
(8) The student employs project management knowledge to oversee information technology projects. The
student is expected to:
(A) implement project methodologies to manage information system projects;
(B) define the scope of work to achieve individual and group goals;
(C) develop time and activity plans to achieve objectives;
(D) implement or participate with cross-functional teams to achieve information technology project
goals;
(E) develop and implement quality assurance test plans; and
(F) create a contingency plan.
(9) The student recognizes and analyzes potential information technology security threats to develop and
maintain security requirements. The student is expected to:
(A) describe potential security threats to information systems;
(B) identify the range of security needs and the problems that can occur due to security lapses;
(C) develop and implement plans to address security threats;
(D) document security procedures; and
(E) describe the use of computer forensics in countering security threats such as information technology
crimes and security breaches.
(12) The student provides support to computer users to maintain service. The student is expected to:
(A) develop a written disaster recovery plan; and
(B) develop a written preventive maintenance plan.
Interdisciplinary Correlations
English
110.42(b) Knowledge and skills.
(6) Reading/word identification/vocabulary development. The student uses a variety of strategies to read
unfamiliar words and to build vocabulary. The student is expected to:
(A) expand vocabulary through wide reading, listening, and discussing; and
(B) rely on context to determine meanings of words and phrases such as figurative language, idioms,
multiple meaning words, and technical vocabulary.
(7) Reading/comprehension. The student comprehends selections using a variety of strategies. The student
is expected to:
(F) identify main ideas and their supporting details;
(G) summarize texts; and
(J) read silently with comprehension for a sustained period of time.
Speech
110.56 (b) Knowledge and skills.
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(1)(A) explain the importance of communication in daily interaction;
(2)(E) participate appropriately in conversations for a variety of purposes;
(3)(A) The student uses appropriate communication in group settings;
(E) use appropriate verbal, non-verbal, and listening strategies to communicate effectively in groups;
(5)(B) use language clearly and appropriately;
Tasks
 Students will take notes, as directed by the teacher.
 Students will complete individual and group assignments.
 Students will present their projects to the class.
Accommodations for Learning Differences
Lessons must 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 a computer lab, if none is readily available in the classroom.
 Copy the handouts and assignments.
Instructional Aids
 Student handouts and multi-media presentations
Materials Needed
 Copies of assignments, computer with lab access
Equipment Needed
 Teacher computer and printer
 Projector (for digital presentation)
 Computers for internet research
Introduction
Learner Preparation
 Ask what makes management effective.
 Ask what character traits are common in “good” managers.
 Explain how interpersonal skills are important in the work place.
Lesson Introduction
 Ask the class if anyone has ever had to “manage” other people.
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

Explain how effective interpersonal skills are necessary for managers to function in business.
Tell students the information they will learn in this lesson will be important to them in their chosen
career fields.
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Outline
MI
OUTLINE
Management
I.
II.
III.
IV.
V.
VI.
Management: Another
piece of the puzzle
Terminology
Management Structures
Management Functions
Management Styles
An Effective Manager…
Interpersonal Skills
I.
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
X.
XI.
Interpersonal Skills
Personal Traits
Personal Ethics
Creativity, Initiative,
Responsibility
Attitude
Self-control or Orderliness
Self-awareness and
Willingness to Change
Self esteem
Empathy
Personal Skills
Goal Setting
NOTES TO TEACHER
Teacher will hand out student
notes sheets and go over the
material, using the multi-media
presentation.
Teacher will lead the discussion
of material, using multimedia
presentations for management
and interpersonal skills.
Students will complete all
activities, whether individually
or in pairs or groups at the
discretion of the teacher.
This unit will easily take 25 class
days due to the length of the
projects assigned.
Teacher will move about the
classroom and will monitor the
students’ progress while the
students assume the role of
self-director.
It is suggested that the students
present all projects to the class.
Option: The teacher may want
to set up a competition among
the students and offer a small
prize. Counselors or school
administrators could serve as
judges.
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Multiple Intelligence Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/
Rhythmic
Naturalist
Verbal/
Linguistic
Visual/
Spatial
Application
Guided Practice
The teacher will present the multimedia presentations (one each for management and interpersonal skills)
and have students complete the included assignments. The teacher has discretion whether to assign some of
the larger projects to pairs or small groups instead of individual students.
Independent Practice
 Students will research and plan a Taste of Technology program within their community.
 Students will research and develop a bid for the purchase and installation of a computer network.
Summary
Review
 We all possess personal traits that make us unique.
 Everyone has a set of personal ethics; however, the degree to which we use them is an individual
choice.
 Developing and using effective interpersonal skills is necessary for successful managers.
Evaluation
Informal Evaluation
The teacher has discretion how to grade the daily work and desk assignments. The teacher will
monitor the students’ work to check for understanding.
Formal Evaluation
Students will complete extensive projects to demonstrate knowledge of material covered in this
unit. Rubrics have been provided.
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Management: Another Piece of the Puzzle
Student Notes
TERMINOLOGY:
VERTICAL INTEGRATION:
______ to __________ management structure of an organization (consists of ____________, ____________,
and __________________levels).
TOP MANAGEMENT:
Makes _______________ affecting ____________; decisions have _______________ effect on the company.
MIDDLE MANAGEMENT:
_________________ the _________________ of ________ management; plan ways to implement
___________; communicate with __________________ level management.
SUPERVISORY LEVEL MANAGEMENT:
_________________ the activities of employees; _________________the instructions of Middle and Top
management; _____________tasks and __________________ performance of employees.
HORIZONTAL ORGANIZATION:
_______________________teams set their own _________ and make their own ______________.
Organized by _____________ instead of ______________.
EMPOWERMENT:
__________________ team members’ _____________________ and willingness to take _________________.
MANAGING:
______________________ the___________ of an organization through its __________ and_______________.
ORGANIZING:
Bringing people, activities, and resources together for the _____________ of the company.
STAFFING:
______________ _______________ with the __________ to be done.
CONTROLLING:
__________________ performance; ___________________performance with company __________________
and goals for effective outcome.
LONG-RANGE PLANNING:
Information is ____________ and _________, serving goals ranging from one to five years; or five to ten years.
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SHORT-TERM PLANNING:
Specific objectives are identified for implementation of _______ year or _______.
Usually evaluated on ________________ or _________________ basis.
MANAGEMENT STRUCTURES:
A. Vertical Organization
1. ________________ performs ___________department function
2. _____ management
3. _______________ management
4. __________________-level
B. Horizontal Organization
1. Became ______________ due to _______________ in the _______ and __________.
2. __________ set own __________ and make own ________________.
3. ________________ oriented
4. Adopted by most _______ manufacturers
MANAGEMENT FUNCTIONS:
A. Planning
1. __________________
2. __________________
B. Organizing
1. _________________________________
2. _________________________________
C. Controlling
1. Performance is __________________ and _________________ with goals
2. ________________ standards ,areas of improvement
D. Staffing
G. _____________ and________; _________; ______________ performance
E. Leading
1. _____________________ direction of business; ____________________;
_____________________________, drive
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MANAGEMENT STYLES
A. __________________:
Makes decisions with virtually no input
“_________________________________”
B. __________________:
Allows employees to make all decisions
Can be a “circus”
C. _________________:
Gets ____________________ and adjusts
when necessary
Can be slow; ___________ can be helpful
AN EFFECTIVE MANAGER
 Shows a __________ __________
o It’s ok to smile! It’s contagious!
 Cares about ___________
o Encourages and looks for the
_______ in others
o Says “________________”
 Is considerate
o Takes ___________
o Calls people by their __________
o ____________________
birthdays, anniversaries, etc.
 Listens
o _______ questions
o __________ information
 Encourages ________________
o Does not ____________
o Treats everyone ____________
o Is a _________ player
o Is __________________
 Handles ______________ quickly and
fairly
o Resolves ___________
D. ______________________:
Allows majority rule; sometimes slow
process,
but it’s easier to get employee’s approval
E. ______________________:
Manager acts as a mentor; allows employees
________ _________
Focus on results, not how work gets done
F. ______________________:
Makes decision, then takes time to convince
employees it was good
Spend time getting people to “_______”




Communicates
o
o
Appreciates ___________ at appropriate
times
o _________ alleviates stress
o Timing must be _____________
Is ______________
o Walks in “_____________” easily
Isn’t ___________ and doesn’t
__________
o Sets a good ____________
o Isn’t a “________”
AN EFFECTIVE MANAGER also:
A. Is able to give _________ directions
B. Has skills to ___________ employees
adequately
C. Has ____________
D. Is consistent and _______, and
_________
E. Acts as a good _________________
F. Delegates __________________
G. Fosters ________________
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Management: Another Piece of the Puzzle
Student Notes
TERMINOLOGY:
VERTICAL INTEGRATION:
Top to bottom management structure of an organization (consists of Top, Middle, and Supervisory levels).
TOP MANAGEMENT:
Makes decisions affecting entire company; decisions have broadest effect on the company.
MIDDLE MANAGEMENT:
Implements the decisions of Top management; plan ways to implement goals; communicate with Supervisory
level management.
SUPERVISORY LEVEL MANAGEMENT:
Supervise the activities of employees; carry out the instructions of Middle and Top management; assign tasks
and evaluate performance of employees.
HORIZONTAL ORGANIZATION:
Self-managing teams set their own goals & make their own decisions. Organized by process instead of
function.
EMPOWERMENT:
Encourages team members’ contributions and willingness to take responsibility.
MANAGING:
Completing the work of an organization through its people and resources.
ORGANIZING:
Bringing people, activities, and resources together for the benefit of the company.
STAFFING:
Matching workers with the tasks to be done.
CONTROLLING:
Measuring performance; comparing performance with company objectives and goals for effective outcome.
LONG-RANGE PLANNING:
Information is gathered and analyzed, serving goals ranging from one to five years; or five to ten years.
SHORT-TERM PLANNING:
Specific objectives are identified for implementation of one year or less. Usually evaluated on quarterly or
semi-annual basis.
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MANAGEMENT STRUCTURES:
A. Vertical Organization
1. Manager performs particular department function well.
2. Top management
3. Middle management
4. Supervisory-level
B. Horizontal Organization
1. Became popular due to downsizing in the 1980’s and 1990’s.
Self-managing teams set own goals and make own decisions.
2. Customer oriented
3. Adopted by most car manufacturers
MANAGEMENT FUNCTIONS:
A. Planning
1. Long range
2. Short range
B. Organizing
1. Arrange staff to accomplish goals
2. Organizational chart
C. Controlling
1. Performance is measured and compared with goals
2. Setting standards ,areas of improvement
D. Staffing
G. Recruit and hire; evaluate performance
E. Leading
G. Communicate direction of business; commitment; motivation; drive
MANAGEMENT STYLES
A. Autocratic:
Makes decisions with virtually no input
“My way or the highway”
B.
Chaotic:
Allows employees to make all decisions
Can be a “circus”
C. Consultative:
Gets feedback and adjusts when necessary
Can be slow; Advisory Board can be helpful
Allows majority rule; sometimes slow
process, but it’s easier to get employee’s
approval
E. Laissez-faire:
Manager acts as a mentor; allows employees
some control;
Focus on results, not how work gets done
F.
Persuasive:
Makes decision, then takes time to convince
employees it was good. Spend time getting
people to “buy in”
D. Democratic:
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AN EFFECTIVE MANAGER
 Shows a happy face
o It’s ok to smile! It’s contagious!
 Cares about others
o Encourages and looks for the good in others
o Says “thank you”
 Is considerate
o Takes interest
o Calls people by their names
o Recognizes birthdays, anniversaries, etc.
 Listens
o Asks questions
o Recalls information
 Encourages interaction
o Does not gossip
o Treats everyone equally
o Is a team player
o Is trustworthy
 Handles disagreements quickly and fairly
o Resolves conflict
 Communicates clearly
o Written
o Oral
 Appreciates humor at appropriate times
o Humor alleviates stress
o Timing must be appropriate
 Is empathetic
o Walks in “others shoes” easily
 Isn’t negative and doesn’t whine
o Sets a good example
o Isn’t a “cry baby”
AN EFFECTIVE MANAGER also
A. Is able to give clear directions
B. Has skills to train employees adequately
C. Has vision
D. Is consistent and fair and firm
E. Acts as a good example
F. Delegates responsibilities
G. Fosters initiative
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Interpersonal Skills
Student Notes
I.
Personal Traits
Personal ethics
Creativity, initiative and responsibility
Attitude
Self-control or orderliness
Self-awareness and willingness to change
Self esteem
Empathy
Personal ethics:
 _______________________
 _______________________
 _______________________
Creativity initiative and responsibility
 _______________________
 _______________________
 _______________________
Attitude
 _______________________
o _______________________
o _______________________
Self-control or orderliness
 _______________________
 _______________________
Self-awareness and willingness to change
 _______________________
 _______________________
 _______________________

Self-esteem
 _______________________
 _______________________
 _______________________
o
o
Empathy
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

I.
_______________________
_______________________
Personal Skills
Assertiveness:



Time Management:



Goal Setting:




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Interpersonal Skills KEY
Student Notes
I.
Personal Traits
Personal Ethics
Creativity, Initiative and Responsibility
Attitude
Self-Control/Orderliness
Self-Awareness & Willingness to Change
Self Esteem
Empathy
Personal ethics:
 Honesty
 Integrity
 Play Fair
Creativity Initiative and Responsibility
 Find new ways to do your job (cuts boredom)
 Doing what needs to be done without being told
 Be accountable for your actions
Attitude
 Develop a positive attitude
o View difficult assignments as a challenge
o Positive attitude flows over into other areas
Self-Control/Orderliness
 Tactfulness…what does it mean?
 A must when dealing with difficult customers
Self-Awareness & Willingness to Change
 Make a list of strengths & weaknesses
 You may think you know everything!
 The first 100 years are the hardest!
 Adaptable employees are valuable
Self-Esteem
 The way you see yourself---your value
 Demonstrate self-esteem on the job by showing confidence in your work
 Build Customers’ self-esteem too
o Call them by name
o Smile and greet them
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Empathy
 Understand another’s situation or frame of mind
 Putting oneself in another’s place
II.
Personal Skills
Assertiveness:
 Stand up for yourself, but don’t be pushy
 Don’t boss others
 Make sure you know what you’re talking about
Time Management:
 Budget your time
 Don’t over-commit yourself or you will regret it
 Sometimes “NO” is okay!
Goal Setting:
 What do you want out of:
o Life
o Career?
o Personal Relationships?
 Where do you plan to be in ______ years?
o Continue to ask yourself this question!
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“Taste of Technology in ________ County”
OBJECTIVE
Students will use management decision-making skills to complete all the necessary tasks of
staging a technology event.
MATERIALS NEEDED:
 Computers;
 projector;
 Internet access;
 paper and
 printer for print items
PROCEDURE:
You are the Chairperson of the “Taste of Technology in “Your County” (You supply the name of
your county) Committee. Your goal is to ensure 100% occupancy by IT solutions providers
located within YOUR County. You have space for 45 booths. The event will take place on PICK A
DATE. Your duties are as follows:
1.
2.
3.
4.
5.
6.
7.
8.
Determine your target market (Who you want to draw to your event).
Select the IT solutions providers who will participate (plan for variety).
Decide on admission charges.
Plan the arrangement, or the floor plan for the event.
Secure the site (must be in YOUR County). Look up the location on Internet.
Decide how you will promote the event to the public.
What type of entertainment will be provided? When? Variety?
Advertising:
a. 1 direct mail (postcard or flyer)
b. 1 press release (story that tells who, what, where, when, why) and you must include
at least 2 quotes from someone who has participated in the past;
c. 1 TV commercial (use multimedia software or a video production software)
d. 1 Non-traditional promotion such as an airplane trailer, a 3-D printer demonstration,
etc.
9. Design a layout, or floor plan, and list the participating IT solutions providers in their
booth locations. (Use word processing software.)
10. What considerations did you take in deciding where to locate the participating IT
solutions providers within your chosen site?
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Taste of Technology Presentation Rubric
Presentation Title
Name
Teacher
Date of Presentation
Title of Work
Criteria
Organization
Content
Knowledge
0–5
6 – 10
11 – 15
16 - 20
Audience cannot
understand
presentation because
there is no sequence
of information.
Audience has
difficulty following
presentation
because student
jumps around.
Student is
uncomfortable with
information and is
able only to answer
rudimentary
questions.
Student occasionally
used visuals that
rarely support text
and presentation.
Student presents
information in
logical sequence
which audience
can follow.
Student presents
information in
logical, interesting
sequence which
audience can follow.
Student
demonstrates full
knowledge (more
than required) with
explanations and
elaboration.
Student used visuals
to reinforce screen
text and
presentation.
Student does not have
grasp of information;
student cannot
answer questions
about subject.
Student used no
Visuals visuals.
Mechanics
Delivery
Points
Student is at
ease with
content, but fails
to elaborate.
Visuals related
to text and
presentation.
Student’s
presentation had four
or more spelling
errors and or
grammatical errors.
Presentation had
three misspellings
and or grammatical
errors.
Presentation had
no more than
two misspellings
and or
grammatical
errors.
Presentation had no
misspellings or
grammatical errors.
Student mumbles,
incorrectly
pronounces terms and
speaks too quietly for
students in the back of
the class to hear.
Student incorrectly
pronounces terms.
Audience members
have difficultly
hearing
presentation.
Student’s voice
is clear. Student
pronounces
most words
correctly.
Student used clear
voice and correct,
precise
pronunciation of
terms.
Total
Teacher Comments:
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Computer Firm Challenge Part I
You will build on this assignment in the next lesson, so please plan accordingly.
Objective
Students will use management and leadership skills learned in order to successfully complete all
assigned tasks in this computer network development project.
Materials Needed:
 Computers
 Internet access
 printer, and
 paper for proposal and brochure
First rule of thumb…Be sure to read the through the whole project before
beginning.
Orulux Information:
Your team works for Forward Thinking Solutions. You have been asked to submit a contract bid
by Orulux industries. Your manager has tasked you with the project. You are to design a stable
secure network for Orulux.
Part I: Group Formation and Preparation
A. Decide on a team leader and divide all tasks.
B. Determine the responsibilities of each team member. Some suggestions include:
1. Project lead – responsible for entire project and maintaining timelines
2. Accounting – responsible for purchasing and finances of project
3. Lead Computer Technician – responsible for hardware and software selection
and installation
4. Network Technician – responsible for all network aspects of the project including
network mapping, server installation and network setup
5. Network Security Technician – responsible for all security aspects of the project
including hardware and software
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Part 2: Development, Research, and Implementation
Your team must create a final plan for the proposed network. Orulux is a mid-sized firm
currently consisting of 100 computers and 5 departments. Each department is currently running
their own peer-to-peer configuration. They need to upgrade their existing system according to
the following specifications.
 Each department must be set up with computers appropriate to their usage.
 Each department requires constant and reliable network communication.
 Because of the nature of their work, Orulux is requesting strong security measures.
 You are to add to the current inventory the following hardware:
o Research and Development – 130 computers that do intensive calculations and
3D CAD work
o Accounting – 20 computers that primarily use inventory tracking, purchasing,
and sales
o Maintenance – 15 computers that control environmental systems and equiment
tracking
o Management – 20 computers used primarily for correspondance, reports, and
presentations
o IT – 8 computers and 2 servers used for IT inventory tracking, IT purchasing,
network control, and file sharing
 Switch from peer-to-peer network configuration to a client/server network.
 User names
 Strong password requirements
Things to consider:
1. What type of network are you going to implement?
2. Security is of utmost concern to Orulux, as they are designing highly classified
components.
3. Disaster recovery must be implemented.
4. How will you handle staff training?
5. What is the timeline for implementation of your network proposal?
i. Did you build in time for unforseen problems?
Written Report
Type a summary on the following (1 page minimum)
 What types of computers did you choose and how many of each?
 What software did you recommend and why?
 What type of security did you choose to implement and why (hardware or software)?
 What is the total cost of your proposed network?
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Computer Firm Challenge Part II
Objective
Students will use the information they gathered in the previous assignment to create a formal
bid proposal for presentation to industry representatives.
Materials Needed:
 Computers,
 Internet access,
 projector for presentations,
 printer, and
 paper for proposal and brochure
Student Directions:
Using the information you researched and developed in Computer Firm Challenge Part I, you
are to create a formal bid and presentation for Orulux.
Address the following in your proposal and presentation:
 Current network operation
 Current inventory of computers
 Software requirements and recommendations
 Security implementation
 Disaster recovery
 Proposed network design
 Timeline of implementation
 Staff training
 Service plan
o Will you offer it and what does it cover?
 What is the total bid for your contract?
You must include the following:
 A typed proposal for the bid (limited to 7 pages)
 A storyboard describing the work breakdown structure
The project must be neat and look professional.
All written information must be typed, formatted, and documented using a word processing
program.
Prepare a multimedia presentation or video to present your proposal to the Orulux Board of
Directors.
22
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Computer Firm Challenge I Project Rubric
Presentation Title:
Name
Teacher
Below
Average
Satisfactory
Excellent
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
Managed time wisely
1, 2, 3
1, 2, 3
1, 2, 3
Acquired needed knowledge base
1, 2, 3
1, 2, 3
1, 2, 3
Communicated efforts with teacher
1, 2, 3
1, 2, 3
1, 2, 3
Below
Average
Satisfactory
Excellent
Format (required # if slides present)
1, 2, 3
1, 2, 3
1, 2, 3
Mechanics of speaking and or writing
1, 2, 3
1, 2, 3
1, 2, 3
Organization and structure
1, 2, 3
1, 2, 3
1, 2, 3
Creativity
1, 2, 3
1, 2, 3
1, 2, 3
Demonstrated knowledge
1, 2, 3
1, 2, 3
1, 2, 3
Process
Has clear vision of final product.
Directions were followed
Properly organized to complete project
Product (Project)
Total:
Total Score:
Teacher Comments:
23
Copyright © Texas Education Agency, 2015. All Rights Reserved.
Computer Firm Challenge Part II Rubric
Presentation Title:
Name:
Date of Presentation:
Criteria
Organization
Content
Knowledge
Visuals
Mechanics
Delivery
1
Audience cannot
understand
presentation
because there is
no sequence of
information.
Student does not
have grasp of
information;
student cannot
answer questions
about subject.
Student used no
visuals.
Student's
presentation had
four or more
spelling errors and
or grammatical
errors.
Student mumbles,
incorrectly
pronounces terms,
and speaks too
quietly for
students in the
back of class to
hear.
2
Teacher:
Title of Work:
Points
3
Audience has
difficulty following
presentation
because student
jumps around.
Student is
uncomfortable
with information
and is able to
answer only
rudimentary
questions.
Student presents
information in
logical sequence
which audience
can follow.
4
Student presents
information in
logical, interesting
sequence which
audience can
follow.
Student is at ease
with content, but
fails to elaborate.
Student
demonstrates full
knowledge (more
than required)
with explanations
and elaboration.
Student occasional
used visuals that
rarely support text
and presentation
Visuals related to
text and
presentation.
Student used
visuals to
reinforce screen
text and
presentation.
Presentation had
three misspellings
and or
grammatical
errors.
Presentation has
no more than two
misspellings and
or grammatical
errors.
Presentation has
no misspellings or
grammatical
errors.
Student
incorrectly
pronounces terms.
Audience
members have
difficulty hearing
presentation.
Student's voice is
clear. Student
pronounces most
words correctly.
Student used a
clear voice and
correct, precise
pronunciation of
terms.
Points Earned
Total Points
Teacher Notes:
24
Copyright © Texas Education Agency, 2015. All Rights Reserved.