Lesson Plan

• Describe the key principles of Maslow’s Hierarchy of Needs, Taylor’s Scientific Management, and Herzberg’s Two‑Factor Theory.
• Explain how each theory can be applied to improve employee motivation in a business setting.
• Evaluate the strengths and limitations of each theory when designing a balanced reward system.
• Analyse employee motivation data to identify which motivational factors need improvement.

• Projector and laptop for slides
• Whiteboard and markers
• Printed handouts summarising each theory
• Case‑study worksheets
• Motivation survey template
• Sticky notes for the opening poll
• Poster paper and coloured pens for the reward‑plan activity

Start with a quick poll: “What motivates you to do your best at school?” Students write their answer on a sticky note and share briefly. This activates prior knowledge of personal motivators and links it to business contexts. Explain that today’s lesson will explore three classic motivation theories and that success will be measured by students’ ability to describe, apply, and evaluate each theory.

1. Do‑now (5’) – Students note one personal motivator on a sticky note and discuss in pairs.
2. Mini‑lecture (10’) – Teacher presents slides covering Maslow, Taylor, and Herzberg, including a pyramid diagram.
3. Guided analysis (12’) – Pairs receive a short case study and identify which theory components are evident; complete worksheet.
4. Whole‑class discussion (8’) – Groups share findings; teacher highlights connections and critiques.
5. Designing a reward system (10’) – Teams create a balanced reward plan that addresses hygiene factors and motivators; record on poster paper.
6. Exit ticket (5’) – Students answer: “Which theory would you use most in a future business and why?”

Recap the three theories and emphasise the need to balance basic hygiene factors with intrinsic motivators. Collect the exit tickets to gauge understanding, and assign homework: research a real company’s motivation strategy and write a brief reflection on which theory it aligns with.