Lesson Plan - Planning and Decision-Making in an Organizationdata.cteunt.org/.../1.02-planning-decisions.pdf · Lesson Plan - Planning and Decision-Making in an Organization ... Planning

Copyright © Texas Education Agency, 2012. All rights reserved. 1

Lesson Plan - Planning and Decision-Making in an Organization Course Title: Business Management

Session Title: Planning and Decision-Making in an Organization

Performance Objective:

Upon completion of this lesson, the student will understand planning as an important management function.

Upon completion of this lesson, the student will understand the decision-making process.

Approximate Time: When taught as written, this lesson should take 5-6 days to complete.

Specific Objectives:

Students will define types of planning in an organization.

Students will analyze the steps involved in decision-making.

Students will apply the decision-making process to a variety of situations.

Students will learn goal-setting using the S.M.A.R.T. goal process.

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)(2)(A) define the term planning

130.121(c)(2)(B) explain the necessity of proper planning

130.121(c)(2)(C) define types of planning

130.121(c)(2)(D) Identify steps of the management decision-making process, including (i) identify the problem or opportunity; (ii) gather relevant information or data; (iii) determine alternative courses of action; (iv) evaluate each alternative; (v) compute an optimal decision; (vi) implement the chosen course of action; (vii) evaluate the decision feedback and determine if any changes are necessary

Interdisciplinary Correlations: English:

110.31 (b)(21)(B) organize information gathered from multiple sources to create a variety of

graphics and forms (e.g., notes, learning logs)

110.31 (b)(22)(B) evaluate the relevance of information to the topic and determine the

reliability, validity, and accuracy of sources (including Internet sources) by examining their authority and objectivity

110.31 (b)(23)(C) uses graphics and illustrations to help explain concepts where appropriate

110.31 (b)(23)(D) uses a variety of evaluative tools (e.g., self-made rubrics, peer reviews,

teacher and expert evaluations) to examine the quality of the research

110.33(b)(1)(A) – Reading/Vocabulary Development


…determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek or other linguistic roots and affixes.

110.33(b)(1)(C) – Reading/Vocabulary Development …infer word meanings through the identification and analysis of analogies and other word relationships.

110.33(b)(12)(B) – Reading/Media Literacy …evaluate the interactions of different techniques (e.g., layout, pictures, typeface in print media, images, text, sound in electronic journalism) used in multi-layered media.

110.33(b)(12)(C) – Reading/Media Literacy …evaluate the objectivity of coverage of the same event in various types of media.

110.33(b)(12)(D) – Reading/Media Literacy …evaluate changes in formality and tone across various media for different audiences and purposes.

Occupational Correlation (O*Net – http://www.onetonline.org/)

Administrative Services Manager 11-3011.00

Similar Job Titles: Administrative Manager, Business Manager, Director of Operations

Tasks: Set goals and deadlines for the department.

Plan, administer and control budgets for contracts, equipment and supplies.

Direct or coordinate the supportive services department of a business, agency, or organization.

(Soft) Skills: Problem sensitivity, written expression, judgment and decision making

Accommodations for Learning Differences: It is important that lessons accommodate the needs of every learner. These lessons may be modified to accommodate your students with learning differences by referring to the files found on the Special Populations page of this website.

Teacher Preparation:

References: 1. Business Principles and Management, Everard Burrow, South-Western Thompson Learning

Instructional Aids: 1. “Planning and Decision-Making” PowerPoint Presentation 2. Decision Tree Assignment #1 3. Decision Tree Assignment #1 Rubric 4. SWOT Analysis Assignment #2 5. SWOT Analysis Assignment #2 Rubric 6. Cost/Benefit Analysis Assignment #3 7. Cost/Benefit Analysis Assignment #3 Rubric 8. Business Scenario Report Assignment #4

http://www.onetonline.org/

http://cte.unt.edu/home/special.html


9. Business Scenario Report Assignment #4 Rubric

Materials Needed: 1. Poster board 2. Flip chart paper 3. Markers

Equipment Needed: 1. Computers for students to complete projects 2. Projector for presentation

Learner Preparation:

1. Brainstorm with students what their ideas of management are. You can get them started by naming a specific company with which they are familiar. Record their responses on the board, flipchart, or a document camera. Ask for a student to volunteer to be the recorder for this activity. Have a list of the five management functions posted somewhere in the classroom so students can refer back to the list during this activity.

2. Now, going through the list of management functions that students have brainstormed, identify each as the appropriate management function and have the student volunteer write the function next to the task. Generally when this is done there are many tasks which involve planning and decision-making. Explain to the students that this is where management begins, with goals and planning for the organization.

Lesson Plan

Introduction (LSI Quadrant I) 1. Ask students to write a list of all the decisions they make in an average, ordinary day. Give

them a 5-minute time limit. Ask each student for an item from their list and record either on the board or document camera. Discuss with students that we actually make hundreds, even thousands, of decisions in a day.

2. Then discuss the process we use to make those decisions. Some are made in an instant. Some require much more time. Review with students the types of decisions that require more thought and the steps involved in reaching the final decision.

3. Next, have students get in pairs and have them write down the types of decisions a business may have to make. Choose a student to be a recorder and write down one decision for each pair on the board. Go through the list one by one and ask students if each is a long-term or a short-term decision.

Important Terms for this Lesson:

Management – setting forth goals for an organization and the processing for accomplishing them

Planning – setting goals, reviewing information, and making decisions

Organizing – coordinating resources needed to achieve goals

Staffing – actions necessary for hiring, training, and compensating employees

Implementing – carrying out leadership activities in an organization

Controlling – determining the status of whether or not goals from the planning stage have been met

Opportunity costs – what is given up to make a choice

Strategic planning – long term planning with broad goals for a company as a whole

Operational planning – short term planning with more specific goals for departments or groups within a company

SWOT analysis – an analysis of the strengths, weaknesses, opportunities, and threats affecting an organization internally and externally


Outline

Outline (LSI Quadrant II) Instructors can use the presentation slides, handouts, and the Internet in conjunction with the following outline.

MI

Outline I. Management Functions A. Planning B. Organizing C. Staffing D. Implementing E. Controlling II. Reasons for Decision-Making A. Routine, daily activities 1. Making coffee 2. Checking email 3. Returning business calls B. When problems arise 1. Finding someone to repair an appliance 2. An order of inventory is out of stock 3. Dissatisfied customer C. When change is anticipated 1. Selling a home or selling a business 2. Introducing a new product 3. A need to create a new department or layoff staff

Notes to Instructor

Use presentation as an aid. Discuss with students the many reasons we have to make decisions. Point out that the more routine the decision, the less thought given to the process. For example, whether or not to make coffee in the morning or check your email requires little thought. When a change is imminent, such as selling your home or business, much thought and planning is required. Have students compose a list of at least 10 decisions they make in an average day. Then, in pairs, have them make a list of 10 decisions that are made by employees in a day.

III. Types of Planning A. Strategic 1. Long-term 2. Broad goals 3. Company as a whole B. Operational 1. Short-term 2. Specific goals 3. Departments or groups within a company

Using the presentation, explain to students the differences between strategic and operational planning. Give some examples for them to relate to personally such as how planning for college or a career would be strategic planning and what to wear to school is operational planning. Provide examples of each for business as well such as: strategic-building a new factory, expanding the business, or introducing a new product; operational-planning a budget, ordering inventory, or


preparing work schedules. Using the lists from above, have students volunteer their decisions and identify them as either strategic or operational. Afterward, discuss that, because strategic planning involves more time and details, careful analysis must be done.

IV. Strategic Planning-SWOT Analysis A. S-Strengths - internal B. W-Weaknesses - internal C. O-Opportunities - external D. T-Threats - external

As a class decide on an event that requires strategic planning, such as a pancake breakfast fundraiser. Then ask students what strengths are there going into this decision that can affect the success of the event. Responses may be things like: plenty of volunteers and a large kitchen to work with. Weaknesses could be that most volunteers are students and may not know how to cook the pancakes. Opportunities could include the timing of the event-if it is near the holidays, maybe Santa could attend and have pictures taken with the children who come to the breakfast with their parents. Threats can be the possibility of running out of food if not enough is purchased, or not enough customers so profit cannot be made. Next, from a business standpoint, take suggestions from students to conduct a SWOT analysis for a business event they may have heard about in the news.

V. Decision-Making Process A. Identify the problem 1. Ask questions 2. Gather information B. Determine the possible solutions 1. Brainstorm

Using the business event that was agreed upon in the previous step, provide students with a blank decision tree diagram (diagram templates can be found online and printed) and proceed through each step. Students should be following along and complete the diagram.


2. Make a list C. Analyze the possible solutions 1. SWOT 2. Cost-benefit analysis D. Select the best solution 1. Implement the solution 2. Analyze the results E. Evaluate feedback 1. Make changes as necessary

Next, show students how a SWOT analysis can also help evaluate the alternatives. Use the web site listed to review examples with students. To help narrow down the choices, a cost-benefit analysis should also be conducted as part of the evaluation. List out the tangible and intangible costs and benefits of the narrowed-down alternatives.

VI. Importance of Planning A. Planning for products/services B. Planning for marketing C. Planning for human resources D. Planning for financial issues E. Planning for legal business considerations

Planning is necessary for all aspects of the business to ensure success at all levels of the business.

Copy and Paste Multiple Intelligences Graphic in appropriate place in left column.

Application

Guided Practice (LSI Quadrant III):

Give the students the “Connect the Numbers” handout. With no instruction tell them to connect the numbers from 1-60 in 1 minute. Ask if any of them completed the job. Now give them 1 minute but this time tell them to fold the paper in half. The top half has 1-6; bottom has 7-12, 13-18 on the top, etc. If they fold their paper again but lengthwise, odd numbers are on the left and even on the right. This time they should be more successful. Explain that this can represent the difference between planning and not planning. This is why planning is so important to any decision.

Ask students the reasons that we make decisions. Listen to and record their responses. Then explain that, in the business world, decisions can be made on a daily basis without much preparation (such as grabbing the morning coffee and returning emails or phone calls), when there is a problem that arises (such as a delay in a shipment or a dissatisfied customer), or when a change of some sort is anticipated (new product planning or change in distribution channel).

Using a corporate name familiar to students, demonstrate the use of a decision-making grid as well as a decision tree using the information found within any website you deem appropriate. Ask students to suggest an event that may require the process of decision-making so they can see how the grid or tree can be useful tools to assist in the decision. After the teacher demonstrates the process, students can decide on a decision that would require one of these models. Distribute a sample form or show one on the computer projector so they can create a model in their pairs. They will then present their model to the


class.

Explain that another tool of decision-making is the SWOT analysis. Using the web site listed in the reference, go through an example with the students so they understand the process.

Independent Practice (LSI Quadrant III):

Decision-Making Model Assignment #1 – Students are to analyze the purchase of a computer and use either a decision-tree model or a grid to demonstrate their decision-making process. Students must compare at least 3 different alternatives (brands) on at least 4 different criteria (cost, RAM, etc.). Pictures of the comparables are also to be included. The end result of the student’s analysis must also be clearly identified. They are to place this decision tree or grid on either a poster board or on a word processing document if the class has lab access.

SWOT Analysis Assignment #2 – Students are to select a company with which they are familiar. If there is computer lab access, students are to conduct Internet research for news articles related to the company they have selected and locate an event this is currently occurring with that company or that is mentioned to be happening in the future. If no computer access, the teacher can bring in newspapers, students can be required to bring in a paper, or the class may need to schedule library time to research using newspapers. Then students will conduct their own SWOT analysis, strengths, weaknesses, opportunities, and threats of that particular event. They may draw the diagram and place on a flipchart (if available) or poster or they may complete on a Microsoft Word document if there is lab access. Then they will identify their opinion of the decision to conduct that event based on their analysis.

Cost/Benefit Analysis Assignment #3 – Using the business event that the student created a SWOT analysis for, the students are to prepare a cost/benefit analysis using the form in this lesson plan. Students may estimate or research costs, trying to list three tangible as well as intangible costs and benefits, keeping in mind opportunity costs involved in decision-making.

Business Scenario Report Assignment #4 - Individually students will choose between 2 decision-making scenarios and create a thorough report covering all aspects of the decision-making process. The first scenario is that you are given a budget of $1000 to use toward a charity event (hosting a dinner, donating and delivering clothes, adopting a family, etc.). The second scenario is that you own a video store but your sales have decreased drastically this year. You must decide from several options what actions you can take to increase your sales and keep up with the competition. Select your scenario. You have narrowed down your choices for your chosen scenario to 2 alternatives. Now your task is to write (or type) a report introducing your task, discussing your alternatives, and how your choice was finally determined. You may include online graphics and/or a table displaying any form of analysis that you choose such as a decision tree, grid, SWOT, or Cost/Benefit.

Summary

Review (LSI Quadrants I and IV): Q: Short-term goals are characteristic of what type of planning? A: Operational planning is made up of short-term goals. Q: What are characteristics of strategic planning? A: Strategic planning involves long-term planning and broad goals for a company. Q: What is the first function of management that must take place before objectives are met and includes decision-making? A: Planning is the first function of management and includes decision-making. Q: What is a SWOT analysis? A: A method of evaluating alternatives using their strengths, weaknesses, opportunities, and


threats.

Evaluation

Informal Assessment (LSI Quadrant III): 1. Instructor will observe students during Independent Practice. 2. Instructor will assist students as needed.

Formal Assessment (LSI Quadrants III and IV): Use the assigned rubrics to evaluate the two Independent Practice Assignments (LSI Quadrant III).

Extension

Extension/Enrichment (LSI Quadrant IV): 1. Have students talk to a local retail or restaurant manager and ask if they have undergone a

change in their business, such as a new marketing campaign, remodeling the store, changing to a new menu, or opening a new restaurant. The student will then create a decision tree that hopefully includes the components of the decision-making process that was done by that business to implement change. Students should ask the manager to review and sign off on the decision tree.

2. Students can use the same situation as in #1 but create a SWOT analysis instead of a decision tree.

3. Tell students they have come in to some money - $10,000 – and now they have to decide how to spend, or save, the money. Have them conduct a thorough decision-making analysis using any tools necessary. They should have at least 3 alternatives to analyze.



COST/BENEFIT ANALYSIS

Alternative #1:

COSTS BENEFITS

Tangible Costs:

1.

2.

3.

Tangible Benefits:

1.

2.

3.

Intangible Costs:

1.

2.

3.

Intangible Benefits:

1.

2.

3.

Alternative #2:

COSTS BENEFITS

Tangible Costs:

1.

2.

3.

Tangible Benefits:

1.

2.

3.

Intangible Costs:

1.

2.

3.


1.

2.

3.

Alternative #3:

COSTS BENEFITS

Tangible Costs:

1.

2.

3.

Tangible Benefits:

1.

2.

3.

Intangible Costs:

1.

2.

3.


1.

2.

3.


Planning and Decision-Making Independent Practice Assignment Sheet

Decision-Making Model Assignment #1– Students are to analyze the purchase of a computer and use either a decision-tree model or a grid to demonstrate their decision-making process. Students must compare at least 3 different alternatives (brands) on at least 4 different criteria (cost, RAM, etc.). Pictures of the comparables are also to be included. The end result of the student’s analysis must also be clearly identified. They are to place this decision tree or grid on either a poster board or on a word processing document if the class has lab access.

SWOT Analysis Assignment #2– Students are to select a company with which they are familiar. If there is computer lab access, students are to conduct Internet research for news articles related to the company they have selected and locate an event this is currently occurring with that company or that is mentioned to be happening in the future. If no computer access, the teacher can bring in newspapers, students can be required to bring in a paper, or the class may need to schedule library time to research using newspapers. Then students will conduct their own SWOT analysis - strengths, weaknesses, opportunities, and threats of that particular event. They may draw the diagram and place on a flipchart (if available) or poster or they may complete on a word processing document if there is lab access. Then they will identify their opinion of the decision to conduct that event based on their analysis.

Cost/Benefit Analysis Assignment #3– Using the business event that the student created a SWOT analysis for, the students are to prepare a cost/benefit analysis using the form in this lesson plan. Students may estimate or research costs, trying to list three tangible as well as intangible costs and benefits, keeping in mind opportunity costs involved in decision-making.

Business Scenario Report Assignment #4 - Individually students will choose between 2 decision-making scenarios and create a thorough report covering all aspects of the decision-making process. The first scenario is that you are given a budget of $1000 to use toward a charity event (hosting a dinner, donating and delivering clothes, adopting a family, etc.). The second scenario is that you own a video store but your sales have decreased drastically this year. You must decide from several options what actions you can take to increase your sales and keep up with the competition. Select your scenario. You have narrowed down your choices for your chosen scenario to 2 alternatives. Now your task is to write (or type) a report introducing your task, discussing your alternatives, and how your choice was finally determined. You may include online graphics graphic and/or a table displaying any form of analysis that you choose such as a decision tree, grid, SWOT, or Cost/Benefit.


Planning and Decision-Making

Decision-Making Model Assignment #1

Student Name: ________________________________________

CATEGORY 20 10 5 1

Required Elements

The decision tree or grid includes all required elements as well as additional information.

All required elements are included on the decision tree or grid.

All but 1 of the required elements is included on the decision tree or grid.

Several required elements were missing.

Attractiveness The decision tree or grid is exceptionally attractive in terms of design, layout, and neatness.

The decision tree or grid is attractive in terms of design, layout and neatness.

The decision tree or grid is acceptably attractive though it may be a bit messy.

The decision tree or grid is distractingly messy or very poorly designed. It is not attractive.

Graphics - Relevance

All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation.

All graphics are related to the topic and most make it easier to understand. All borrowed graphics have a source citation.

All graphics relate to the topic. Most borrowed graphics have a source citation.

Graphics do not relate to the topic OR several borrowed graphics do not have a source citation.

Grammar There are no grammatical mistakes on the decision tree or grid.

There is 1 grammatical mistake on the decision tree or grid.

There are 2 grammatical mistakes on the decision tree or grid.

There are more than 2 grammatical mistakes on the decision tree or grid.

Organization Content is well-organized using labels where necessary and process is easy to understand.

Content is organized with appropriate labels but flow is somewhat flawed.

Ideas are present but flow of information is confusing.

There was no organization to ideas and labels were missing from decision tree or grid.

Total Score _____________ Maximum 100 Points



SWOT Analysis Assignment #2

Student Name: ________________________________________

CATEGORY 20 10 5 1

Labels Every item that needs to be identified has a label (SWOT). It is clear which label goes with which structure.

Almost all items (75%) that need to be identified have labels. It is clear which label goes with which structure.

Most items (50%) that need to be identified have labels. It is clear which label goes with which structure.

Less than 50% of the items that need to be identified have labels OR it is not clear which label goes with item.

Label Details All assigned details have been added. The details are clear and easy to identify.

Almost all assigned details (at least 75%) have been added. The details are clear and easy to identify.

Almost all assigned details (at least 50%) have been added. A few details are difficult to identify.

Fewer than 50% of the assigned details are present OR most details are difficult to identify.

Accuracy Each component is accurately categorized as S, W, O, or T

3 of 4 components are accurately categorized as S, W, O, or T

Only 2 of 4 components are accurately categorized as S, W, O, or T

Less than 2 components are accurately categorized as S, W, O, or T

Spelling All words are spelled correctly in the title, labels and details.

All common words are spelled correctly in the title, labels and detail. 1-2 words may be misspelled.

75% of the words are spelled correctly in the title, labels, and details.

Fewer than 75% of the words are spelled correctly in the title, labels, and details.

Content Covers topic in-depth in each component with a great deal of information.

Covers topic adequately in each component.

1-2 components covered adequately.

More than 2 components are inadequately covered.




Cost/Benefit Analysis Assignment #3

Student Name: ________________________________________

CATEGORY 20 10 5 1

Spelling and Capitalization

Spelling and capitalization were checked by another student and are correct throughout.

Spelling and capitalization were checked by another student and were mostly correct.

Spelling and capitalization were mostly correct, but were not checked by another student.

There were many spelling and capitalization errors.

Content/Facts Facts were accurate for all items on the analysis.

Facts were accurate for almost all events reported on the analysis.

Facts were accurate for most (75%) of the events reported on the analysis.

Facts were often inaccurate for events reported on the analysis.

Learning of Content

The student can accurately describe 75% (or more) of the activities on the analysis without referring to it.

The student can accurately describe 50% of the activities on the analysis without referring to it.

The student can describe any activity on the analysis if allowed to refer to it.

The student cannot use the analysis effectively to describe activities.

Time Use Classroom time was used to work on the project.

Classroom time was used to work on the project the majority of the time.

Student did not use much of the classroom time effectively.

Student did not use classroom time to work on the project.

Amount of Information

Every blank on form was thoroughly completed.

At least 75% of the items were completed on the form.

50-75% of the items on the form were completed.

Less than 50% of the blanks were completed on the form.




Business Scenario Report Assignment #4

Student Name: ________________________________________

CATEGORY 20 10 5 1

Amount of Information

All topics are addressed fully.

All topics are addressed adequately.

Most topics addressed.

One or more topics were not addressed.

Mechanics No grammatical, spelling or punctuation errors.

Almost no grammatical, spelling or punctuation errors.

A few grammatical, spelling, or punctuation errors.

Many grammatical, spelling, or punctuation errors.

Paragraph Construction

All paragraphs include introductory sentence, explanations or details, and concluding sentence.

Most paragraphs include introductory sentence, explanations or details, and concluding sentence.

Paragraphs included related information but were typically not constructed well.

Paragraphing structure was not clear and sentences were not typically related within the paragraphs.

Illustrations Illustrations are neat, accurate and add to the reader's understanding of the topic.

Illustrations are accurate and add to the reader's understanding of the topic.

Illustrations are neat and accurate and sometimes add to the reader's understanding of the topic.

Illustrations are not accurate OR do not add to the reader's understanding of the topic.

Quality of Information

Information clearly relates to the main topic. It includes several supporting details and/or examples.

Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.

Information clearly relates to the main topic. No details and/or examples are given.

Information has little or nothing to do with the main topic.

Required Elements

Report includes all required elements as well as additional information.

All required elements are included in the report.

All but 1 of the required elements is included in the report.

Several required elements were missing.


Documents

Lesson Plan - Planning and Decision-Making in an Organizationdata.cteunt.org/.../1.02-planning-decisions.pdf · Lesson Plan - Planning and Decision-Making in an Organization ... Planning