Performance Objective
Upon completion of this lesson students will defend the purpose of management as it relates to efficient operation of a business. Students will discuss the relationship of interpersonal and team-building skills and how they 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.
• Students will illustrate how teams measure their results
• Students will demonstrate methods to recognize and reward team performance.
• Students will apply ethical reasoning to a variety of workplace situations in order to make ethical decision.
Terms
• Vertical organization: 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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This unit should take ten to fourteen class days to complete, including presentation days.
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.
§130.348. Practicum in Marketing Dynamics
(c) Knowledge and skills.
(5) The student knows that management is the process of achieving goals through the use of human resources, technology, and material resources. The student is expected to:
(A) differentiate among levels of management;
(B) compare and contrast management styles;
(C) identify effective recruitment, selection, training and development, and performance evaluation techniques;
(E) model techniques to use in difficult customer relations situations.
(8) The student integrates listening, reading, speaking, writing, and nonverbal communication skills effectively. The student is expected to:
(B) demonstrate rules of order in a business meeting
(9) The student knows how to use self-development techniques and interpersonal skills to accomplish marketing management objectives. The student is expected to:
(A) demonstrate effective interpersonal and team-building skills involving situations with coworkers, managers, and customers;
(B) plan leadership and career development activities; and
(C) develop employability skills for advancement.
(34) The student applies ethical reasoning to a variety of workplace situations in order to make ethical decisions. The student is expected to:
(A) weigh alternative responses to workplace situations based on legal responsibilities and employer policies;
(B) weigh alternative responses to workplace situations based on personal or professional ethical responsibilities;
(C) identify and explain personal and long-term consequences of unethical or illegal behaviors; and
(D) identify the most appropriate response to workplace situations based on legal and ethical considerations.
(35) The student knows the importance of teamwork, leadership, and organizational skills. The student is expected to:
(G) demonstrate time-management techniques to develop and maintain schedules and meet deadlines;
(H) illustrate how teams measure their results; and
(I) demonstrate methods to recognize and reward team performance.
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Interdisciplinary Correlations
§110.57. Public Speaking I, II, III
(b) Knowledge and skills.
(4) Organization. The student organizes speeches. The student is expected to:
(B) organize speeches effectively for specific topics, purposes, audiences, and occasions;
(5) Proofs and appeals. The student uses valid proofs and appeals in speeches. The student is expected to:
(A) analyze the implications of the audience, occasion, topic, and purpose as a basis for choosing proofs and appeals for speeches;
(6) Style. The student develops skills in using oral language in public speeches. The student is expected to:
(D) use informal, standard, and technical language appropriately;
(7) Delivery. The student uses appropriate strategies for rehearsing and presenting speeches. The student is expected to:
(E) interact with audiences appropriately
§110.58. Communication Applications
(b) Knowledge and skills.
(2) Interpersonal. The student uses appropriate interpersonal communication strategies in professional and social contexts. The student is expected to:
(F) participate appropriately in conversations;
(3) Group communication. The student communicates effectively in groups in professional and social contexts. The student is expected to:
(H) use effective communication strategies for solving problems, managing conflicts, and building consensus in groups; and
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
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 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, empty CD cases
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Equipment Needed
• Teacher computer and printer
• Projector (for digital presentation)
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.
• 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 as they complete the assigned project.
MI Outline
Management
I.
Terms
II.
Management Structures
A.
Vertical Organization
B.
Horizontal Organization
III.
Management Functions
A.
Planning
B.
Organizing
C.
Controlling
D.
Staffing
E.
Leading
IV.
Management Styles
A.
Autocratic
B.
Chaotic
C.
Consultative
D.
Democratic
E.
Laissez-faire
F.
Persuasive
V.
An Effective Manager
A.
Smiles
B.
Cares
C.
Considerate of Others
Instructor
Teacher will hand out student notes sheets and go over the material, using the multimedia presentation.
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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D.
Listens
E.
Encourages Interaction
F.
Fair
G.
Communicates
H.
Uses Humor Appropriately
I.
Empathetic
J.
Positive
VI.
An Effective Manager Also…
A.
Gives clear directions
B.
Trains Employees
C.
Has Vision
D.
Consistent
E.
Sets Example
F.
Delegates
G.
Fosters Initiative
Interpersonal Skills
I.
Personal Traits
• Personal Ethics
• Creativity, Initiative & Responsibility
• Attitude
• Self-Control/ Orderliness
• Self-Awareness & Willingness to Change
• Self Esteem
• Empathy
II.
Personal Ethics
• Honesty
• Integrity
• Play Fair
III.
Creativity, Initiative & Responsibility
• Find new ways to do your job (cuts boredom)
• Doing what needs to be done w/o being told
• Be accountable for your actions
IV.
Attitude
• Develop a positive attitude
• View difficult assignments as a challenge
• Positive attitude flows over into other areas
V.
Self-control/Orderliness
• Tactfulness… what does it mean?
• A must when dealing w/difficult customers
VI.
Self-awareness & Willingness to Change
• Make a list of strengths and weaknesses
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• You may think you know everything…
• The first 100 years are the hardest
• Adaptable employees are valuable
VII.
Self esteem
• The way you see your self (your value)
• Demonstrate self-esteem on the job by showing confidence in your work
• Build customers’ self-esteem, too
• Call them by name if possible
• Smile and greet them
VIII.
Empathy
• Understand another’s situation or frame of mind
• Putting oneself in another’s place
IX.
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’ll regret it!
• Sometimes “NO” is okay
X.
Goal Setting
• What do you want out of…
• Life?
• Career?
• Personal Relationships?
• Where do you plan to be in ____ years??
Existentialist
Interpersonal Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic Visual/Spatial
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Guided Practice
The teacher will present the multimedia presentations (one each for management and interpersonal skills) and will have the students complete the include assignments. It is up to the teacher’s discretion whether to assign some of the larger projects to pairs or small groups instead of to individual students.
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.
Informal Evaluation: it is up to the teacher’s discretion of how to grade the daily 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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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 _________ & 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.
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
8
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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
1. _____________ and________; _________; ______________ performance
E.
Leading
1.
_____________________ direction of business; ____________________;
_____________________________, drive
MANAGEMENT STYLES
A.
__________________:
Makes decisions with virtually no input
“_________________________________”
B.
__________________:
Allows employees to make all decisions
Can be a “circus”
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C.
_________________:
Gets ____________________ and adjusts when necessary
Can be slow; ________________________ can be helpful
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 “_______ _______”
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 __________________
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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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11

Student Notes
I.
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.
II.
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
III.
MANAGEMENT FUNCTIONS:
A.
Planning
1.
Long range
2.
Short range
B.
Organizing
1.
Arrange staff to accomplish goals
2.
Organizational chart
C.
Controlling
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1.
Performance is measured and compared with goals
2.
Setting standards ,areas of improvement
D.
Staffing
1.
Recruit and hire; evaluate performance
E.
Leading
1.
Communicate direction of business; commitment; motivation; drive
IV.
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
D.
Democratic:
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”
V.
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
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13

VI.
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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A.
Personal ethics
• _______________________
Student Notes
• _______________________
• _______________________
B.
Creativity Initiative and Responsibility
• _________________________________________
• _________________________________________
• _________________________________________
C.
Attitude
• _________________________________________ o
__________________________________ o
__________________________________
D.
Self-Control/Orderliness
• _________________________________________
• _________________________________________
E.
Self-Awareness & Willingness to Change
• _________________________________________
• _________________________________________
• _________________________________________
• _________________________________________
F.
Self-Esteem
• _________________________________________
• _________________________________________
• _________________________________________ o
___________________________________ o
___________________________________
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15

G.
Empathy
• _________________________________________
• _________________________________________
H.
Personal Skills
Assertiveness:
• _________________________________________
• _________________________________________
• _________________________________________
Time Management:
• _________________________________________
• _________________________________________
• _________________________________________
I.
Goal Setting
• _________________________________________
• _________________________________________
• __________________________________________
• __________________________________________
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16

Student Notes
A.
Personal ethics:
• Honesty
• Integrity
• Play Fair
B.
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
C.
Attitude
• Develop a positive attitude o
View difficult assignments as a challenge o
Positive attitude flows over into other areas
D.
Self-Control/Orderliness
• Tactfulness…what does it mean?
• A must when dealing with difficult customers
E.
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
F.
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
G.
Empathy
• Understand another’s situation or frame of mind
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17

• Putting oneself in another’s place
H.
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!
I.
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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18

OBJECTIVE: Students will use management decision making skills to complete all the necessary tasks of staging a tasting event.
MATERIALS NEEDED: Computers; projector; Internet; paper and printer for print items
PROCEDURE: You are the Chairperson of the “Taste of “Your County” (You supply the name of your county) Committee. Your goal is to ensure 100% occupancy by restaurants 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.
Determine your Target Market (Who you want to draw to your event)
2.
Determine how you will evaluate each team’s performance and how they will be recognized and rewarded based on performance.
3.
Selecting the restaurants which will participate (plan for variety ).
4.
Conduct a meeting of the committee using rules of order to help facilitate the meeting. (You can use http://www.portlandoregon.gov/oni/article/22969 as a guide).
5.
Decide on admission charges
6.
Plan the arrangement of the floor plan for the event.
7.
Secure the site (must be in YOUR County). Look up the location on Internet.
8.
Decide how you will promote the event to the public.
9.
What type of entertainment will participate? When? Variety? 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 “sandwich promo” walker, sky diver, etc.
10.
Design a layout and floor plan and list the participating restaurants in their booth locations. (Use word processing software.)
11.
What considerations did you take in deciding where to locate the participating restaurants within your chosen site?
19
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Presentation Title:_______________________________________________
Name: ________________________
Date of Presentation: ____________
Teacher:
Title of Work: ___________________
Criteria
1 2 3 4
Organization
Audience cannot understand presentation because there is no sequence of information.
Audience has difficulty following presentation because student jumps around.
Student presents information in logical sequence which audience can follow.
Student presents information in logical, interesting sequence which audience can follow.
Content Knowledge
Student does not have grasp of information; student cannot answer questions about subject.
Student is uncomfortable with information and is able to answer only rudimentary questions.
Student is at ease with content, but fails to elaborate.
Student demonstrates full knowledge (more than required) with explanations and elaboration.
Visuals
Mechanics
Student used no visuals.
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.
Student's presentation had four or more spelling errors and/or grammatical errors.
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.
Delivery
Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear.
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.
Total---->
Points
____
____
____
____
____
____
Teacher’s Comments
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Name: _____________________
Teacher:
Date: ______________________ Title of Work: ______________
Skills Criteria Points
0 10 15 20
Helping
None of the Time Some of the Time Most of the Time All of the Time ____
The teacher observed the students offering assistance to each other.
Listening
None of the Time Some of the Time Most of the Time All of the Time ____
The teacher observed students working from each other's ideas.
Participating:
None of the Time Some of the Time Most of the Time All of the Time ____
The teacher observed each student contributing to the project.
Persuading:
The teacher observed the students exchanging, defending, and rethinking ideas.
Sharing:
None of the Time Some of the Time Most of the Time All of the Time ____
None of the Time Some of the Time Most of the Time All of the Time ____
The teacher observed the students offering ideas and reporting their findings to each other.
____
Teacher Comments:
21
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OBJECTIVE: Now is the time to shine and create something all about you! Your job is to create and market a CD cover that represents you as you look toward life after high school.
MATERIALS NEEDED: Computer, Internet, personal pictures, blank CD cases; good quality glossy or matte paper, printer
• Select an artist or group name that represents the “real you”. This is a ‘made-up’ name, not a real band name.
• Create a personal logo & include on your CD cover
• Select a title for your that represents how others see you
• Select at least 6 song titles. These must be real songs & include the artist.
• One for the type of friend you are
• One for the types of friends you have
• One that tells where you feel most comfortable
• One that tells what you would like to accomplish
• One that tells what you do well
• One that tells what makes you feel good
• Choose a producer- your most influential family teacher
• Choose an agent – your most influential teacher or employer
• Design the front & back cover of the CD. Make sure to include your artist name, CD title & logo (size= 4.5”x 4.5”).
Written Report
• How would you market your CD? Type a summary on the following (1 page minimum)
• Product : Why these songs are a real representation of you and why you selected the songs.
Explain your choice of producer & agent.
• Price: how much you’d charge (per cd, song, etc.)
• Place: where people could get your music
• Promotion: how you will promote your CD
• Extra credit – design the inside of the CD jacket
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22

Name: _____________________ Date: ___________________
Title: ___________________________________________
Process
Has clear vision of final product
Directions were followed
2. Properly organized to complete project
3. Managed time wisely
4. Acquired needed knowledge base
5. Communicated efforts with teacher
Product (Project)
1. Format (required # of slides present)
2. Mechanics of speaking/writing
3. Organization and structure
4. Creativity
5. Demonstrates knowledge
Below Avg.
1, 2, 3
1, 2, 3
1, 2, 3
Satisfactory
4, 5, 6
4, 5, 6
4, 5, 6
Excellent
7, 8, 9
7, 8, 9
7, 8, 9
1, 2, 3 4, 5, 6 7, 8, 9
1, 2, 3
Below Avg.
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
4, 5, 6
Satisfactory
4, 5, 6
4, 5, 6
4, 5, 6
4, 5, 6
4, 5, 6
7, 8, 9
Excellent
7, 8, 9
7, 8, 9
7, 8, 9
7, 8, 9
7, 8, 9, 10
Total Score:____________________________
Teacher’s Comments:
23
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50 Things You Want to Do Before Age 65
Directions: In your “50 Things”, you will need use word processing program to devise a list of 50 things to do before you reach age 65, and include a brief (1 or 2 sentence) explanation why you would do each task/activity. You may not repeat or combine any! Your list must include:
1 challenging sport (counts as one “thing”)
1 regular activity you never tried but would like to
2 sites in the world you would like to see (each counts as 1 “thing”)
2 career options (each counts as 1 “thing”)
2 personal goals (each counts as 1 “thing”)
3 activities that includes your family members
2 things you would do for someone else (each counts as 1 “thing”)
2 activities you would do for your community
The rest are up to you!
Date Due:
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24

OBJECTIVE: Students will use management and leadership skills learned in order to successfully complete all assigned tasks in this amusement park project.
MATERIALS NEEDED: Computers; Internet; projector for presentations; printer and paper for proposal and brochure
DIRECTIONS: Amusement parks have become part of America’s pastime. In this project, your team, as part of the Department for Product Design and Development for AlphaGenX Amusement Park, is vying for your idea to be the one chosen as the NEW Park to be built in your area.
Part 1 Group Formation and Preparation
A.
Decide on a team leader and divide up all tasks.
B.
Create a survey to be given to students in your math or English class. The survey is to find out what your peers would like in an amusement park. The survey must include at least 10 QUALITY questions. Type the questions and turn them in and include the number of copies you will need.
C.
After your surveys have been completed, you are to write a final analysis of "A New Amusement Park for Your Generation," based on personal ideas and survey results.
Part 2 Research and Development
A.
Research 2 different amusement parks that are similar to yours. (They can be amusement parks anywhere.) For each of the two parks you will need to find the following information.
1.
Name of the park
2.
Location of the park
3.
Number of roller coasters
4.
Names of roller coasters
5.
Names of park areas/sections
6.
Ten other rides
(type and name)
7.
Water rides
8.
Available food and beverages
9.
Entertainment offered
10.
Services Offered
12.
13.
Surrounding cities
Any other pertinent information you discover
11.
Location of park
Part 3: Your Proposed Amusement Park Outline
A.
This is the section where YOUR design of YOUR amusement park comes to life. You CANNOT have the same exact ideas, features or themes as another park!
1.
Overall park theme 7.
Number of concession
2.
Principal Sponsor (Disney, United
Artists, MTV, etc.)
3.
Location of park
4.
Size of the park in acres
5.
Number of rides
6.
Kind of rides
8.
9.
10.
11.
stands/restaurants
What food/drink is available for sale
Other park attractions/activities
Layout of the park
How many parking spaces for cars/busses/vans/motorhomes/RVs
12.
Number of souvenir stands/stores
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Considerations…
- Define your target market, its location and population of the area. Be prepared to defend your reasoning.
- What is the name, the type of park will it be and what is the overall theme?
- Include a logo design.
- Who is your park's sponsor and are there any others?
- What types of sections/areas/divisions will your park have and what will you name these areas?
- What kind of rides will be in each section?
- How many roller coasters will you have? What will their names be?
- What other rides will you have and what are their names?
- What types of entertainment will you have? Where will it be located in the park? Will the venues have names?
- What are the general rules and guidelines will you have for the park?
- What will be your days and hours of operation?
- Will there be any special characters in the park?
- What accommodations will you make for handicapped guests to your park?
- Describe your parking facilities.
- Will you have a shuttle service?
- Describe number and location of restroom facilities and concession stands.
You must include the following:
- A typed proposal for the park (limited to 7 pages)
- A brochure for the park
- A detailed map of the park and surrounding area
The project needs to be neat and look professional.
All written information must be typed or word-processed.
Prepare a multimedia presentation or video to use as you present your project to the Board of
Directors.
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Presentation Title:_______________________________________________
Name: ________________________
Date of Presentation: ____________
Teacher:
Title of Work: ___________________
Criteria
Organization
Audience cannot understand presentation because there is no sequence of information.
Audience has difficulty following presentation because student jumps around.
Student presents information in logical sequence which audience can follow.
Student presents information in logical, interesting sequence which audience can follow.
Content Knowledge
Student does not have grasp of information; student cannot answer questions about subject.
Student is uncomfortable with information and is able to answer only rudimentary questions.
Student is at ease with content, but fails to elaborate.
Student demonstrates full knowledge (more than required) with explanations and elaboration.
Visuals
Mechanics
1 2 3 4
Student used no visuals.
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.
Student's presentation had four or more spelling errors and/or grammatical errors.
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.
Delivery
Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear.
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.
Total---->
Points
____
____
____
____
____
____
Teacher’s Comments:
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Copyright © Texas Education Agency, 2015. All rights reserved.

Divide the class into teams of two. Have each team use the case study below from the Business Law and Ethics Team Decision Making Event. Students will have 30 minutes to prepare their case, after 30 minutes students will take turns being the judge and being the participants.
CASE STUDY SITUATION
You are to assume the roles of public relations managers at the central office of BUBBA’S AUTO REPAIR
AND SERVICE. Your director of marketing (judge) has asked you to prepare a presentation about the importance of business ethics to be delivered to your employees at the local shops.
BUBBA’S AUTO REPAIR AND SERVICE is a regional company with 30 locations in four states. They have been in business for over 50 years. As the company grew the owners have grown more concerned that their focus of a customer service mindset and work performed at a fair price could be compromised.
A national news television program recently did an exposé on women customers bringing their cars to their local repair shops and being over charged for services. The focus of the news story did not include a BUBBA’S location but the owners want to ensure they are not the focus of a future story and that their customers are getting good work at a fair price. This could be an issue at BUBBA’S as the store management team and employees have the opportunity to make an annual bonus for increased sales.
The news program sent women with identical cars to locations with a simple automotive fuse repair; an easy job to diagnose and repair. This type of work at BUBBA’S would be under $20.00. The exposé found that some repair shops would be very dishonest and suggest work that was not needed at a cost of hundreds of dollars. BUBBA’S wants all of their customers, from a novice to an experienced mechanic, treated with respect and given a fair price.
The director of marketing (judge) has assigned this task to your team. First, develop an easy to understand presentation about branding that focuses on providing a full understanding of business ethics. Secondly, the company wants to hear your proposed plan on how they can evaluate their individual stores to ensure the company standards are being followed.
You will present to the proposed presentation and plan to the director of marketing (judge) in a meeting to take place in the director’s (judge’s) office. The director (judge) will begin the meeting by greeting you and asking to hear your ideas. After you have presented and have answered the director’s (judge’s) questions, the director (judge) will conclude the meeting by thanking you for your work.
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Copyright © Texas Education Agency, 2015. All rights reserved.

You are to assume the role of director of marketing at BUBBA’S AUTO REPAIR AND SERVICE. You have asked your public relations managers (participant team) to first; develop an easy to understand presentation about branding that focuses on providing a full understanding of business ethics. Secondly, a proposed plan on how they can evaluate their individual stores to ensure the company standards are being followed. The presentation will be for all employees of local BUBBA’S repair shops.
BUBBA’S AUTO REPAIR AND SERVICE is a regional company with 30 locations in four states. They have been in business for over 50 years. As the company grew the owners have grown more concerned that their focus of a customer service mindset and work performed at a fair price could be compromised.
A national news television program recently did an exposé on women customers bringing their cars to their local repair shops and being over charged for services. The focus of the news story did not include a BUBBA’S location but the owners want to ensure they are not the focus of a future story and that their customers are getting good work at a fair price. This could be an issue at BUBBA’S as the store management team and employees have the opportunity to make an annual bonus for increased sales.
The news program sent women with identical cars to locations with a simple automotive fuse repair; an easy job to diagnose and repair. This type of work at BUBBA’S would be under $20.00. The exposé found that some repair shops would be very dishonest and suggest work that was not needed at a cost of hundreds of dollars. BUBBA’S wants all of their customers, from a novice to an experienced mechanic, treated with respect and given a fair price.
The public relations managers (participant team) will present to you in a meeting to take place in your office. You will begin the meeting by greeting the public relations managers (participant team) and asking to hear their ideas.
After the public relations managers (participant team) have presented, you are to ask the following questions of each participant team:
1. How would you recommend we inform our customers about our dedication to business ethics?
2. What will we need to do as a company to ensure this project will continue for the long term?
Once the public relations managers (participant team) have answered your questions, you will conclude the meeting by thanking them for their work.
You are not to make any comments after the event is over except to thank the participants.
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Copyright © Texas Education Agency, 2015. All rights reserved.