Class:

Management

Unit Topic:

The Making of a Manager

Sequence:

(2) - following Basics of Management

(Unit 1 will cover an overview of management and management theories.)

Unit Objectives:
From NBEA
Develop personal management skills to function effectively and efficiently in a
business environment.
From Iowa Core:
Essential Concept and/or Skill: Communicate and work productively with others,
incorporating different perspectives and cross-cultural understanding, to increase
innovation and the quality of work. 21.912.ES.1
Essential Concept and/or Skill: Adapt to various roles and responsibilities and work
flexibly in climates of ambiguity and changing priorities. 21.912.ES.2
Essential Concept and/or Skill: Demonstrate leadership skills, integrity, ethical
behavior, and social responsibility while collaborating to achieve common goals
21.912.ES.3
Essential Concept and/or Skill: Demonstrate initiative and selfdirection through high
achievement and lifelong learning while exploring the ways individual talents and
skills can be used for productive outcomes in personal and professional life. 21.9
12.ES.4
Unit Goals:
By the end of this unit, students will be able to
o Articulate what aspects a good manager is comprised of
o Demonstrate how to exude good management
o Develop a personal philosophy of management based on the principles they
have learned in class
o Make connections to the business world and what management looks like in
the business place
Rationale:
In this class, students will be working toward better understanding themselves so that they can be
managers that are more effective. This unit will shed light on what management is comprised of
as well as how to apply these concepts to better themselves in the workplace.

Lesson 1 Roles of Managers

Objectives
o Understand how the roles of managers fit into particular categories
o Classify actual managers depending on their role for the company
Standards
o From 21.912.ES.1
Use different perspectives to increase innovation and the quality of
work
o NBEA: Analyze the management functions and their implementation and
integration within the business environment.
Lesson Rationale
o Students will see what the roles of managers look like in the workplace and
how they are categorized. It is important to understand the roles of managers
because they are not all the same.
Procedures

Introduction Students will be asked to brainstorm a list of qualities that they think that effective
managers need to possess. Have students jot these down on a sheet of paper. Tell them the list
does not need to be exhaustive, but to think of as many as possible. After time has been allotted,
ask students to star the quality that they think is most important.
Instruction - Going around the room, ask students to share one of the qualities they chose, trying
not to have students repeat qualities. Document these qualities on the board. Without the students
knowing, as you are recording these on the board separate the qualities into two sections
knowledge-based skills (like level of education, or proficiency in topic) and personal qualities
(handles conflict, organized, personable, etc.). After a collective list is displayed on the board,
ask students to infer what the separation of the board may mean. The board should have more
qualities on the personal side. This is because management goes above and beyond what the
person knows, but how they can apply the knowledge in an ever-changing environment and
adapt to those changes with ease. Hone in on this concept that employees value these types of
skills in managers much higher than degree of knowledge.
Transition into the content portion of the lesson at this point by discussing the roles that
managers portray in the work place. These ten roles fit into three categories that make it easier to
conceptualize. (See graphic below) While all are important, particular roles fill into categories
that require a particular type of manager.
Students will investigate real-world examples of managers that fill particular roles. On the
computers (or technology available), have students find an example of three managers that fit

each category and which role they believe the manager is filling for the company. In many of
these roles, the categories pertain to where the manager lies in the chain of command first line,
middle, or top managers.

Timeframe 1 class period

Evaluation
o Students will make a diagram similar to the graphic shown above. In each
rectangle, they will fill in the manager of a company, the role they fit, and
how this leads to overall success and workflow of the company. The why is
important for students to grasp because the function of management is to keep
things moving smoothly. Upon completion of this diagram, students will be
asked to share their results (trying to have all 10 roles represented in class
discussion). Students will also be encouraged to take notes about the managers
that students found. This will be a formative assessment and a check for
understanding that students

Lesson 2 Management Skills

Objectives
o Understand managerial skills and interpret when their uses are
applicable.
o Apply and reflect upon a managerial skill they have the most strength in
and which managerial skill they need to work on developing in relation
to their lifestyle
Standards
o From 21.912.ES.1
Work appropriately and productively with others
Use different perspectives to increase innovation and the quality of
work
Use all the appropriate principles of communication effectively
Lesson Rationale
o Students will be working toward better understanding themselves so that they
can be managers that are more effective. Starting with skills that are critical
for managers, students can engage in what they can do to enhance these skills
or bring them to light when the setting calls for it.
Procedures

Bell Ringer (5 10 minutes)

Upon the start of class, students will receive the self-assessment exercise to measure their own
management skills. Allot students 5 minutes to complete this exercise and tally their results at the
bottom of their page. Once students are finished, ask them to put the paper to the side, as we will
come back to it later on in the lesson.
Activate students prior knowledge from the previous lesson. Review the three categories of
roles of managers interpersonal, informational, and decision-making along with some
examples of each. Be sure to highlight that interpersonal roles pertain to the manager relating to
others, informational roles involve processing information, and decision-making roles involve
action-oriented happenings in the workplace. Transition this into the new material by discussing
that managers often times possess particular skills in order fill the role that is needed.
Instructions Student Centered Activity State the objectives of the lesson for the day
JigSaw: Provide each student with a slip of paper containing one of the four critical skills
that managers should possess. Ask students to read over this slip silently, and jot down some
notes along the way. Once students have completed reading, students will fill out a quadrant of a
paper containing the key information of that particular skill as well as a picture of what that skill

means or represents to them. Students may use technology to help them find additional
information as needed. (5 minutes)
Social Learning: Students will split off into groups of 4 having one student from each of the
four initial groups represented. Students will share their skill with their three other group
members so that all of the students will have a clear understanding of the four skills, and all four
quadrants completed. (10 minutes)
Referring back to the self-assessment that the students completed at the beginning of class,
provide students with the information as to what it means. The four boxes at the bottom represent
their reflection of the skills just discussed. In order, the skills students will encounter are
technical, interpersonal, conceptual, and diagnostic (1-15, 15 being the highest).
Ask students to reflect on their scores and based on the information that they have just
obtained from their group members. Have students share their skill that was the highest with
their group. Moving toward having respectful conversation, ask students to share their score that
was the lowest of the group and provide a reason as to why he or she may think this is so. The
group members can offer feedback to develop this student develop or increase this skill for the
future. Do this for all members of the group. (15-20 minutes)
Monitor the class while they are working an discussing. Be sure that productive and
insightful conversations are being had and direct students away from harsh judgments as needed.
Closure: As students begin to complete their group discussions, provide them with the next
step (their assessment). As time permits, students can work on their homework during class.
(Last 5 minutes).
Timeframe 1 class period
Evaluation
o Students will complete at least a one-page reflection focusing on the skills in
the exercise and the conversations that they had in their groups. Students will
have to incorporate a strength and a weakness and provide explanations based
on why this is so. Students will also be asked to incorporate feedback that they
received from their groups as well. Students will complete this for homework
and turn it in the following class period, as we will build on it to create their
personal management statement.

Lesson 3 Management and Leadership

Objectives
o Students will differentiate between leaders and managers.
o Students will apply examples from their life for leaders and managers
o Students will make connections between their involvements in school now
and managers in the work force
Standards
o From 21.912.ES.1
Work appropriately and productively with others
Use different perspectives to increase innovation and the quality of
work
o From NBEA Develop personal management skills to function effectively
and efficiently in a business environment.
Lesson Rationale
o It is important for students to see the connection between leadership and
management. Students may think that they are far off from being managers
with where they are at in life, but they may actually be managers on their
teams, in their groups, or in classes for particular projects.
Procedures

Think, Pair, Share: Students will enter class with the statement, Management and
leadership are synonymous, displayed for them to see. Ask students to consider this statement
and decide if they agree or disagree and why. Have students record their responses in their notes.
After students have taken a stance on the statement, have students pair up and discuss each
others thought processes. Ask student groups to share out what they decided.
Leaders and managers are not the same thing, but managers can certainty be leaders and
vice versa. Develop this idea with students and make connections back to what they are involved
in sports, organizations, clubs, activities, etc. Have students write down an example of a leader
who is NOT a manager, and a leader who IS a manager in their notes. This concept is important
for students to make connections between their student groups as well. While they are not
managers per se quite yet, they probably have developed or assumes roles of managers
(connect to first lesson) in their activities.

Timeframe 1 class period

Evaluation
o Students will be asked to write down three groups that they are a part of and if
they have a positon in those groups. They will also be asked to consider if any
of these positions are managing or leading positions. Making connections to
what they have learned so far, students will provide an explanation as to how
these positions incorporate and roles and skills of managers as well.

Lesson 4 Inspiring Action

Objectives
o Students will develop the importance of understanding why people do things
before the what as stated in Sineks research and incorporate examples of
Sineks model on a real-world context and evaluate each others work.
Standards
o Adapt to varied roles, responsibilities, and expectations 21.912.ES.2
o Use interpersonal skills to influence and guide others toward a goal 21.9
12.ES.3
Lesson Rationale
o By understanding what drives people toward success, students will develop
their own why, how, what to apply to their management philosophy.
Procedures

Students will watch the following video (approximately 20 minutes) based on Simon Sineks
theory of the golden circle. They will learn the key ideas of what it means to see the big picture
in management and how this notion lends managers to be more successful and overall see their
company prosper. Students will complete a graphic organizer made for Ted Talks (found online,
attached). http://www.ted.com/talks/simon_sinek_how_great_leaders_inspire_action#t-740430
Upon completion of the video, students will be asked to form groups of three or four students to
debrief on the video and share their takeaways that they noted on their organizers. After the
groups are finished debriefing, ask the class to share out some of their findings, key takeaways,
and concepts that they see managers being able to incorporate in the work place. Also, address an
questions that students have about the video at this time.
Using their organizations and incorporating the conversations they just had with their peers,
student groups will select a business or company to encircle. By this, I mean that students will
create provide a why, how, what model for the company of their choice. They will provide a
rationale for their statements. Monitoring the class, press to ensure that students understand these
concepts.

Timeframe 1 class period

Evaluation
o Assign students the task to encircle themselves in Sineks why, how, what
model. Tell students that this will apply to what they will be learning
tomorrow. It is important for people in the workforce to understand why they
are doing something. It gives them purpose and makes work more fulfilling.
Students should come prepared to class with their self-assessment circles the
following class period.

Lesson 5 Its You: Personal Branding

Objectives
o Students will classify themselves in terms of a personal brand
o Students will incorporate the content they have been acquiring to compose a
synthesized project stating their management philosophy.
Standards
o From NBEA
Develop personal management skills to function effectively and
efficiently in a business environment.
o From Iowa Core:
Communicate and work productively with others, incorporating
different perspectives and cross-cultural understanding, to increase
innovation and the quality of work. 21.912.ES.1
Adapt to various roles and responsibilities and work flexibly in
climates of ambiguity and changing priorities. 21.912.ES.2
Demonstrate leadership skills, integrity, ethical behavior, and social
responsibility while collaborating to achieve common goals 21.9
12.ES.3
Demonstrate initiative and selfdirection through high achievement
and lifelong learning while exploring the ways individual talents and
skills can be used for productive outcomes in personal and
professional life. 21.912.ES.4
Lesson Rationale
o Students need to think of themselves as a personal brand because in a
managers line of work, they need buy in from their employees to create a
healthy work atmosphere. Managers need to connect with employees and
understanding where they are at as well as what traits they value in leaders
and managers in life can be a great point of reference.
Procedures

Students will pull out their self-circle assignment from the previous class period. Ask students to
partner up and share with each other. As them to provide feedback and constructive criticism
based on the principles of the video and ideas discussed in class yesterday.
People do not often think of themselves as a brand. However, in the workforce, how you present
yourself and what people see you as is your brand. For managers this is especially important
because they are in constant communication with people, be that their employees or bosses they
have a huge interpersonal component they need to bring along to work everyday

Once students have finished this, segway into todays topic by providing students with the
articles. Students will read the following articles pertaining to personal branding and take notes
in the margins or in their notes as they read.
http://www.forbes.com/sites/shamahyder/2014/08/18/7-things-you-can-do-to-build-an-awesomepersonal-brand/
http://www.forbes.com/sites/glennllopis/2013/04/08/personal-branding-is-a-leadershiprequirement-not-a-self-promotion-campaign/
Ask students to consider themselves as a brand just like a product they would find in a store.
Have them brainstorm characteristics or qualities that they want their future employees to
recognize them by. This could connect back to the qualities that students mentioned at the start
of the unit, roles we discussed, leadership traits, their self-assessment and self-circle, etc.
Allow students computer time to begin to organize their thoughts and begin to work on the
development of their personal brand. Students will be asked write 10-20 clues as how people
would describe or characterize them. At random, we will trade these with the class and see if
students can decipher whose personal brand they are reading. Students will provide feedback and
encourage each other to add other strengths or qualities that may not be included in their initial
paper.
Upon completion of this, students will get their final assignment of the unit. There will be a
workday built into this unit to ensure that all students have adequate time to complete the project
regardless of the resources they have at home.

Timeframe 2-3 class periods.

Evaluation
o Students will work on their management philosophy projects and present them
as described in the unit assessment section. At the completion of this lesson,
students will also be completing the unit. Although there is not a formal test
for students to take, the project-based assessment will score them based on the
concepts they have incorporated in their paper and presentation as well as
their professionalism.

Whiteboard
Markers
Paper
Self-assessment exercise
Graphic organizer of managerial skills
Slips of paper with skills on them
Laptops/iPads
Articles printed or accessed via web
Ted Talk graphic organizer
Materials for students to construct their visual representation (arts and crafts supplies)

Strategies for students of differing ability

Students with IEPs (tests/quizzes in an alternate room)
o With this unit, students will not be quizzed or tested formally on the information.
Therefore, the student will not need to leave the room. If the student does request
for some reason that they need to leave the room during independent work time
for focusing issues or what have you, I will keep in mind my cooperative teachers
that have plan period during their class and prearrange with them to work
independently in their class. However, I do not foresee this being an issue.
Low Vision
o For this student, I would make sure that he or she could always view the board. If
this means that the student needs to sit in the front row, when I have students
work in groups I will ensure that students in this group stay toward the front just
in case anything is written on the board again. The thing that I really like about
this lesson is that it is primary student driven and that I dont plan to display a ton
of information on the board. If the student needs, I can provide him/her copies of
the tasks or concepts discussed during class (which I hope to be able to provide to
all my students in the future, be it just a quick summary on google classroom or
email).
Gifted and Talented
o With the project-based assessment, this type of assignment can really allow this
student to take what they know to another level and express their creativity. The
exciting thing about business content knowledge is that you can always learn
something new and you can always learn from others. Students in this situation
have time for self-reflection and to see how they can continue to shine and excel.
Forward thinking is great for gifted students because they can place themselves in
a positon beyond the high school classroom, which is appealing.

Assessment is not only a time for teachers to gauge where students are at with the
content, concepts, and course material, but also an opportunity for students to grow. In this unit
students are not completing worksheets of matching definitions or filling out multiple choice
tests, but rather synthesizing information that they are obtaining, analyzing how to put it into
context, and providing real-world examples. I feel for this unit, this type of assessment fits best
because it will make the most sense for students learning in the long run because the concepts
will resonate with them.
Aside from the formative assessments noted in the individual assessments, the summative
assessment for this unit will be a personal management philosophy that students compose. This
will be presented in a variety of formats based on student choice. Students will write a paper
incorporating the concepts and skills that were discussed throughout the unit and use them to
describe what their management philosophy is.
Incorporating roles, skills, theories, leadership characteristics, and personal branding
students will be able to articulate what they find as being key concepts for what type of manager
they see themselves as.
Because self-reflection is a key component in being a successful person in the work
place, students will use this assessment as a means of growth opportunity and provide an action
plan to work on areas of improvement and ways to play on their strengths. Students will also
create a visual representation of their management philosophy to present to the class. This can be
in the form of digital media, poster, song, video, etc. (Rubric attached)
In total, the final assignment is worth 200 points. It is heavily weighted because it is a
summative assessment that ties in all of the concepts that were discussed in the unit. The unit in
total will be worth 300 points. 50 of the total points will be allocated to all of the informal
assessments that were assigned to students (for example the reflection on the strength and
weaknesses of the self-assessment) as well as participation in the activities and checks for
understanding along the way. Each lesson, students have the opportunity to earn 20 points for
complete in informal assessments.

Rubric Management Philosophy Project (200 points)

This assignment will be graded on your written assignment, visual representation, presentation,
and integration of topics.

Written Assignment
Professional
writing (free
from
grammatical
error)
Provides the
WHY and
reasoning
Visual Representation
organized
neatness
clearly
articulated
well-developed

40
Fully explained
(subcategories
are identified
and explained)

30
Mostly
explained
(subcategories
are identified
but not fully
explained)

20
Somewhat
complete
(not all
subcategories
are identified or
explained)

10
Lacking
completion
(an attempt to
identify and
explain)

Presented neat
and organized.
Clearly
articulated, well
developed

Mostly
organized and
neat. Mostly
articulated and
developed.

Somewhat
organized and
neat. Unclear
about
articulation and
development

Lacking
organization and
neatness,
articulation and
development

Presentation
professional
clarity

Professional and
Clear

Mostly
professional and
clear

Somewhat
professional and
clear

Unprofessional
and unclear

Fully explained
(subcategories
are identified
and explained)

Mostly
explained
(subcategories
are identified
but not fully
explained)

Somewhat
complete
(not all
subcategories
are identified or
explained)

Lacking
completion
(an attempt to
identify and
explain)

Integration of topics
(weighted x2)
uses unit topics
in paper
applies them to
oneself

*Students know what is meant by fully, mostly, somewhat, lacking (etc.) based on in-class
discussion and examples.
*Answers that span achievement levels will result in an averaged grade.

Self-Assessment Exercise

Name _______________________

Answer each question by choosing a value from 1 to 5 that best reflects your feelings.
5: Strongly Agree

4: Agree

3: Neither Agree
nor Disagree

2: Disagree

1: Strongly
Disagree

1. I generally do well in quantitative courses like math, statistics, accounting,

and finance.
2. I get along well with most people.
3. It is usually easy for me to see how material in one of my classes relates to
material in other classes.
4. I can usually figure out why a problem occurred.
5. When I am asked to perform a task or to do some work, I usually know
how to do it or else can figure it out pretty quickly.
6. I can usually understand why people behave as they do.
7. I enjoy classes that deal with theories and concepts.
8. I usually understand why things happen as they do.
9. I like classes that require me to do things write papers, solve problems,
research new areas, and so forth.
10. Whenever I work in a group, I can usually get others to accept my opinions
and ideas.
11. I am much more interested in understanding the big picture than in
dealing with narrow, focused issues.
12. When I know what I am supposed to do, I can usually figure out how to do
it.

Add up your point values for the following questions:

1 ____
2 ____
5 ____
6 ____
9 ____
10 ____

3 ____
7 ____
11 ____

4 ____
8 ____
12 ____

Totals:

*Survey from
Organizational Behavior, Managing People and Organizations, Griffin & Moorehead, 10th Edition,
pp 26-27

Self-Assessment Exercise

Name _______________________

Assignment:
Write a one page minimum paper synthesizing the information you learned in class today pertaining to
managerial skills. Include a description of one skill that you have a high rating in and reasons as to why
this might be so, one skill that you have a low rating in and reasons as to why this may be so.
Incorporate the feedback you received from your group members in your response and provide
strategies for how you could increase a skill that you have a lower confidence in.
Due next class period.