Mississippi Secondary Curriculum Frameworks in Secondary Education, 2023

Title 7: Education K-12 Part 248: Mississippi Secondary Curriculum Frameworks in Secondary Education, 2023 Management Essentials 2 023 M an ag emen t Essen tials Direct inquiries to: Instructional Design Specialist Mississippi Department of Education Research and Curriculum Unit P.O. Box 771 P.O. Drawer DX Jackson, MS 39205 Mississippi State, MS 39762 601.359.3077 662.325.2510 Published by: Mississippi Department of Education Research and Curriculum Unit Jackson, MS 39205 Mississippi State University Mississippi State, MS 39762 The Research and Curriculum Unit (RCU), located in Starkville, as part of Mississippi State University (MSU), was established to foster educational enhancements and innovations. In keeping with the land-grant mission of MSU, the RCU is dedicated to improving the quality of life for Mississippians. The RCU enhances intellectual and professional development of Mississippi students and educators while applying knowledge and educational research to the lives of the people of the state. The RCU works within the contexts of curriculum development and revision, research, assessment, professional development, and industrial training. Table of Contents Acknowledgments The Management Essentials curriculum was presented to the Mississippi State Board of Education on April 19, 2023. The following persons were serving on the state board at the time: Mr. Michael D. Kent, interim state superintendent of education Mrs. Rosemary G. Aultman, chair Mr. Glen V. East, vice chair Mrs. Mary Werner Dr. Ronnie L. McGehee Dr. Wendi Barrett Mr. Matt Miller Mr. Bill Jacobs Ms. Micah Hill, student representative Mr. Charlie Fruge’, student representative The following Mississippi Department of Education (MDE) and RCU managers and specialists assisted in the development of the management essentials curriculum: Wendy Clemons, the associate state superintendent of the MDE Office of Secondary, Professional Development, and Career Technical Education, supported the RCU and teachers throughout the development of the framework and supporting materials. Betsey Smith, the director of the RCU, supported RCU staff and teachers throughout the development of this framework and supporting materials. Courtney McCubbins, the curriculum manager of the RCU, supported RCU staff and teachers throughout the development of this framework and supporting materials. Angie Davis, a project manager with the RCU, researched and coauthored this framework. helpdesk@rcu.msstate.edu Special thanks are extended to the educators who contributed teaching and assessment materials that are included in the framework and supporting materials: Jessica Beaird, Starkville High School, Starkville Shelia Cole-Johnson, Holmes County Central High School, Lexington Tina Craft, Richland High School, Richland Angela Culpepper, Northeast Jones High School, Laurel Amy Dotson, Tishomingo County High School, Iuka Dre` Helms, Florence High School, Florence Katerina Krauss, Tupelo High School, Tupelo Kim McFarling, Saltillo High School, Saltillo Arlene Monk, Forest High School, Forest Appreciation is expressed to the following professionals who provided guidance and insight throughout the development process: Selena Swartzfager, president of the Mississippi Council on Economic Education Standards Some standards and alignment crosswalks are referenced in the appendix. Depending on the curriculum, these crosswalks should identify alignment to some of the standards mentioned below, as well as possible related academic topics as required in the Subject Area Testing Program in Algebra I, Biology I, English II, and U.S. History from 1877, which could be integrated into the content of the units. Mississippi’s Management Essentials curriculum is aligned to the following standards: National Standards for Business Education The National Business Education Association (NBEA) has created standards to introduce students to the basics of personal finance, the decision-making techniques needed to be wise consumers, the economic principles of an increasingly global marketplace, and the processes by which businesses operate. In addition, these standards provide a solid educational foundation for students who successfully want to complete college programs in various business disciplines. NBEA Business Education Library (2020). nbea.org International Society for Technology in Education Standards (ISTE) Reprinted with permission from ISTE Standards for Students (2016). All rights reserved. Permission does not constitute an endorsement by ISTE. iste.org College- and Career-Readiness Standards College- and career-readiness standards emphasize critical thinking, teamwork, and problem- solving skills. Students will learn the skills and abilities demanded by the workforce of today and the future. Mississippi adopted Mississippi College- and Career-Readiness Standards (MCCRS) to provide a consistent, clear understanding of what students are expected to learn and so teachers and parents know what they need to do to help them. mdek12.org/oae/college-and-career-readiness-standards Framework for 21st Century Learning In defining 21st-century learning, the Partnership for 21st Century Skills has embraced key themes and skill areas that represent the essential knowledge for the 21st century: global awareness; financial, economic, business and entrepreneurial literacy; civic literacy; health literacy; environmental literacy; learning and innovation skills; information, media, and technology skills; and life and career skills. battelleforkids.org/networks/p21/frameworks-resources Executive Summary Course Description Management Essentials includes elements that will help contribute to student success in the business world. This course provides a broad introduction to the management industry by incorporating management functions and theories, general business organization, and personal management skills. Management strategies for human resources, operations, finance, and technology and information will be explored throughout this course. Applied Academic Credit The latest academic credit information can be found at mdek12.org/ese/approved-course-for-the-secondary-schools. Teacher Licensure The latest teacher licensure information can be found at mdek12.org/oel/apply-for-an-educator-license. Professional Learning If you have specific questions about the content of any of the training sessions provided, please contact the RCU at 662.325.2510. Course Outline One 1-Carnegie Unit Course This curriculum consists of one 1-credit course. Management Essentials—Course Code: 110710 Unit Title Hours Introduction to Management Business Organization Human Resources Management Operations Management Technology and Information Management Financial Management Personal Management Skills Total Unit 1: Introduction to Management Competencies and Suggested Objectives 1. Define the terminology and concepts of management functions. DOK1 a. Explain the management function of planning. b. Explain the management function of organizing. c. Explain the management function of leading. d. Explain the management function of controlling. 2. Identify and discuss the evolution of management theories (e.g., Maslow, Bloom, Taylor, Weber, Follett, McGregor). DOK2 3. Understand the factors of production (e.g., land, labor, capital, entrepreneurship) as it relates to management (e.g.., human resources management, operations management, technology and information management, and financial management). DOK1 4. Explore different management styles (e.g., tactical/strategic, autocratic, democratic, laissez-faire). DOK3 5. Investigate careers in the management industry. DOK3 Unit 2: Business Organization Competencies and Suggested Objectives 1. Analyze the organization of a business. DOK4 a. Identify the types of business ownership. b. Compare and contrast the basic types of business ownership (e.g., sole proprietorship, partnership, corporation, etc.). • Identify variations of basic types of business ownership (e.g., franchise, limited partnership, limited liability company, S corporation, etc.). 2. Describe the types of organizational structures. DOK2 a. Explore and create an organizational hierarchy/chart. b. Distinguish between functional, divisional, and matrix organizational structures. c. Compare and contrast various organization structures of real-world businesses. d. Identify the factors that influence an organization’s structure (e.g., size, environment, human resources, technology, strategy, etc.). 3. Identify the levels of management. DOK2 a. Describe the interaction between and among management levels. b. Describe the role of self-managed work teams. c. Identify and analyze emerging trends in organizational structure. d. Explain the skills needed and the duties performed at various management levels. Unit 3: Human Resources Management Competencies and Suggested Objectives 1. Investigate human resources management as a function of planning. DOK3 a. Define the human resources function of planning. 2. Investigate human resources management as a function of recruitment and selection. DOK3 a. Explain the recruitment function. b. Identify recruitment sources. c. Identify selection tools and explain their use (e.g., interviews, tests, reference checks, etc.). d. Identify legislation affecting the recruitment and selection processes (e.g., Title VII of the Civil Rights Act of 1964, affirmative action, the Americans with Disabilities Act, the Genetic Information Nondiscrimination Act, etc.). e. Examine how organizations use social media sites during recruitment and selection processes. f. Identify and describe measures of effectiveness (e.g., turnover, time-to-fill, cost per hire, offer acceptance rate, etc.). g. Identify the stages of the onboarding process. 3. Investigate human resources management as a function of employee development. DOK3 a. Discuss why professional development is a shared responsibility between a business and an employee. b. Explain the difference between job enlargement and job enrichment. c. Describe the relationship between lifelong learning and professional development. d. Examine the relationship between goal setting and performance expectations. e. Differentiate between training and development. f. Align a training/development plan with strategic initiatives. g. Discuss the role of human resources professionals in developing positive relationships between management and employees. 4. Investigate human resources management as a function of performance appraisal/review. DOK3 a. Identify the two main types of employee evaluations and their purpose (e.g., formal, informal). • Explore the advantages and disadvantages of each type of evaluation. b. Analyze the impact of performance appraisals on motivation and job performance. c. Analyze the evaluation process based on existing legislation. • Discuss the legal ramifications of performance evaluations. 5. Investigate human resources management as a function of compensation, promotion, benefits, and incentives. DOK3 a. Identify and describe employee compensation plans, benefits packages, and incentive programs. b. Identify non-salary issues (e.g., flextime, childcare, discounts, tuition programs, etc.) c. Assess an employee compensation package (e.g., wages/salaries, benefits, bonuses, etc.). d. Identify the newest trends in compensation and benefits and the feasibility of such decisions (e.g., unlimited paid time off, remote work, etc.). 6. Investigate human resources management as a function of workforce separation, termination, and transition. DOK3 a. Define rightsizing and discuss how internal and external factors affect rightsizing (e.g., employee productivity, economic factors, competition, government regulations). b. Explore the legal reasons for terminating employees. c. Describe the process of progressive discipline. d. Discuss considerations for downsizing, the consequences to the employees and the organization, and the techniques and procedures for downsizing. e. Identify the criteria used to make termination and transition decisions. f. Describe the legal implications and processes related to termination and transition decisions. g. Explain the role of human resource professionals when working closely with management to determine the appropriate disciplinary action for an employee. h. Explain the importance of supervisors keeping accurate employee documentation and providing consistent and timely feedback. 7. Investigate human resources management as a function of labor relations. DOK3 a. Explain the role of management in labor relations. b. Describe an employment contract. c. Define right-to-work state and at-will employment. d. Outline the procedures involved in the grievance process. e. Discuss the effectiveness of current legislation in protecting workers’ rights. Unit 4: Operations Management Competencies and Suggested Objectives 1. Explore operations management principles and procedures as they apply to product design (i.e., goods/services). DOK3 a. Compare methods and tools for designing or redesigning products. b. Evaluate a product design process. c. Explain why product design must evolve to meet the changing needs of customers. 2. Explore operations management principles and procedures as they apply to scheduling. DOK3 a. Identify factors considered in scheduling and describe the tools that assist in scheduling. b. Discuss the effectiveness and efficiency of a production schedule. c. Describe the benefits of just-in-time inventory systems. 3. Explore operations management principles and procedures as they apply to materials procurement. DOK3 a. Define supply chain management. b. Identify factors to consider when selecting suppliers (e.g., quality, price, reliable delivery, etc.). c. Describe the role of the International Standards Organization (ISO) and its impact on the quality of products. 4. Explore operations management principles and procedures as they apply to inventory management. DOK3 a. Define inventory control. b. Examine inventory control methods and the need for different inventory control systems in various industries (e.g., first in-first out, last in-first out, etc.). 5. Explore operations management principles and procedures as they apply to quality standards. DOK3 a. Explain the concept of quality control and its evolution. Unit 5: Technology and Information Management Competencies and Suggested Objectives 1. Describe how organizations use technology to access, share, and protect information. DOK2 a. Identify methods organizations use to collect and manage information. b. Evaluate methods for protecting information. 2. Differentiate between e-commerce and e-business. DOK3 a. Contrast e-commerce and e-business. b. Hypothesize how successful e-business systems depend on more than just technical expertise in website design. Unit 6: Financial Management Competencies and Suggested Objectives 1. Explore the financial statements used by management in the decision-making process. DOK3 a. Interpret the data shown on financial statements (e.g., income statement, balance sheet, cash flow statement, statement of net worth, etc.). b. Identify sources of financial information for industries and publicly held firms. 2. Identify sources of short- and long-term financing. DOK1 a. Explain when to use each type of financing in a business. 3. Analyze risks to businesses and ways to minimize and manage risks. DOK3 a. Examine the process of developing a risk management plan. Unit 7: Personal Management Skills Competencies and Suggested Objectives 1. Apply personal management skills as they relate to time management. DOK4 a. Explain the importance of time management. b. Design, implement, and evaluate a personal time management schedule. 2. Develop personal management skills as they relate to stress management. DOK4 a. Identify stressors in personal life and determine appropriate reactions. b. Identify stressors in the business environment and determine appropriate reactions. c. Recognize the benefits of motivational stress. 3. Develop personal management skills as they relate to professional growth and development. DOK4 a. Recognize the need for life-long learning and understand why it is important when managing your career. 4. Develop personal management skills as they relate to effective communication. DOK4 a. Identify effective communication skills. b. Apply active listening skills. c. Use feedback to enhance the communication process. d. Discuss nonverbal cues and what they communicate. e. Identify major problems that prevent effective communication. f. Discuss the advantages and disadvantages of written and oral communication. g. Research examples of effective and ineffective forms of communication. 5. Develop personal management skills as they relate to motivation and performance. DOK4 a. Define motivation and explain the relationship between motivation and performance. b. Identify ways managers can motivate employees. 6. Develop personal management skills as they relate to conflict management. DOK4 a. Define conflict management and distinguish between constructive and destructive approaches to conflict management. b. Describe the importance of maintaining relationships during conflicts. c. Discuss the importance of communication and its role in conflict management. d. Demonstrate the process of conflict resolution. 7. Develop personal management skills as they relate to ethics and social responsibility. DOK4 a. Describe the characteristics of a personal code of ethical behavior (e.g., honesty, integrity, personal responsibility, etc.). b. Describe ethical dilemmas faced by managers. c. Create a personal code of ethics. Appendix: National Standards for Business Education Communication NBEA-CM1 – Foundations of Communication • Listen actively, use the communication process, read and research information, and integrate technology to enhance communication effectiveness. National Standards for Business Education Crosswalk for Management Essentials Units Standards NBEA-CM1 Foundations of Communication X NBEA-CM2 Interpersonal Skills X NBEA-MG1 Management Functions X NBEA-MG2 Management Theories X NBEA-MG3 Business Organization X NBEA-MG4 Personal Management Skills X NBEA-MG5 Ethics and Social Responsibility X X NBEA-MG6 Human Resources Management X X NBEA-MG7 Organized Labor X NBEA-MG8 Employee Relations X X NBEA-MG9 Technology and Information Management X NBEA-MG10 Industry Analysis X NBEA-MG11 Financial Decision Making X NBEA-MG12 Operations Management X NBEA-CM2 – Interpersonal Skills • Apply interpersonal skills in personal and professional environments to communicate effectively. Management NBEA-MG1 – Management Functions • Analyze the management functions and their implementation and integration in a business environment. NBEA-MG2 – Management Theories • Analyze the management theories and their application in a business environment. NBEA-MG3 – Business Organization • Analyze the organization of a business. NBEA-MG4 – Personal Management Skills • Develop personal management skills to function effectively and efficiently in a business environment. NBEA-MG5 – Ethics and Social Responsibility • Examine the role of ethics and social responsibility in decision-making. NBEA-MG6 – Human Resources Management • Describe human resources functions and their importance to an organization’s successful operation and strategic congruence. NBEA-MG7 – Organized Labor • Describe the role and impact of organized labor on an organization’s operations. NBEA-MG8 – Employee Relations • Create a positive and safe work environment that allows managers and employees to have cooperative workplace interactions and conduct business legally, ethically, and effectively with civility. NBEA-MG9 – Technology and Information Management • Utilize information and technology tools to conduct business effectively and efficiently. NBEA-M10 – Industry Analysis • Analyze a business organization's competitive position within the industry. NBEA-MG11 – Financial Decision-Making • Analyze financial data influenced by internal and external factors to make short-term and long-term decisions. NBEA-MG12 – Operations Management • Apply operations management principles and procedures to the design of an operations plan. NBEA-MG13 – Global Perspective • Examine the issues of corporate culture and managing in the global environment.