Business-Marketing Program Standard · Business-Marketing Program Standard The approved program...

Business-MarketingProgram Standard

The approved program standard for all Business-Marketing programs of instructionleading to an Ontario College Diplomadelivered by Ontario Colleges of Applied Artsand Technology(MTCU funding code 52900)

Ministry of Training, Colleges and UniversitiesMarch 2005

Permission to Reproduce

Permission is hereby granted to the following institutions to reproduce this document, inwhole or in part, in print or by electronic means, for the following specific purposes,subject to the conditions that follow:

1. By an Ontario college of applied arts and technology for the purposes ofimplementation of the program standard within a college program, including forthe purpose of informing students, potential students, program advisorycommittees, or others about programs of study.

2. By an educational institution or school, for the purpose of informing prospectivecollege students about programs of study at Ontario colleges of applied arts andtechnology.

Conditions:1. Every reproduction must be marked “© 2005, Ontario Ministry of Training,

Colleges and Universities” at the beginning of the document or any part of it that isreproduced.

2. No other uses may be made of the document.3. The document may not be reproduced for sale.4. The Ministry may revoke the permission to reproduce at any time.

For permission to copy this document, in whole or in part, for other purposes or by otherinstitutions, please contact

Ministry of Training, Colleges and UniversitiesColleges Branch, Program Quality Unit9th floor, Mowat Block900 Bay StreetToronto, OntarioM7A 1L2

Telephone: (416) 325-1934Fax: (416) 327-1853E-mail: [email protected]

Inquiries regarding specific Business-Marketing programs offered by colleges of appliedarts and technology in Ontario should be directed to the relevant college.

This version replaces the program standard released in June 1997. Inquiries regarding thisprogram standard should be directed to the address noted above.

This publication is available on the Ministry’s Web site at http://www.edu.gov.on.ca

Cette publication est également disponible sur le site Web du ministère:http://www.edu.gov.on.ca

© 2005, Ontario Ministry of Training, Colleges and Universities

ISBN 0-7794-8394-4

Ce document est aussi disponible en français.

Acknowledgements

The Ministry of Training, Colleges and Universities acknowledges with thanks thesignificant contribution of the many individuals and organizations who participated in thereview of this program standard. In particular, the Ministry of Training, Colleges andUniversities would like to acknowledge the important roles of

• All those who participated in the focus groups in Sudbury, Thunder Bay, Toronto,Kingston and Kitchener, and to the many individuals and organizations whoparticipated in the mail-based consultations.

• The coordinators of Business Administration and Business-Marketing Programsfor their assistance throughout the project and the project officer who led thereview of the vocational standard: Brian Provini, Conestoga College and DevonGalway, Algonquin College.

Table of Contents

I. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Development of System-Wide Program Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Program Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

The Expression of Program Standards as Learning Outcomes . . . . . . . . . . . . . . . . . . . . . 2

The Presentation of the Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

The Development of a Program Standard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Updating the Program Standard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

II. Vocational Standard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Preamble . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Synopsis of the Vocational Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

The Vocational Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Glossary of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

III. Generic Employability Skills Standard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Synopsis of the Generic Employability Skills Learning Outcomes . . . . . . . . . . . . . . . . . 26

The Generic Employability Skills Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . 27

IV. General Education Standard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

The General Education Requirement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Goals and Broad Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

I. Introduction

This document is the Program Standard for all Business-Marketing programs ofinstruction leading to an Ontario College Diploma delivered by Ontario colleges ofapplied arts and technology (MTCU funding code 52900). This version replaces the onereleased in June 1997.

Development of System-Wide Program Standards

In 1993, the Government of Ontario initiated program standards development with theobjectives of bringing a greater degree of consistency to college programming offeredacross the province, broadening the focus of college programs to ensure graduates havethe skills to be flexible and to continue to learn and adapt, and providing publicaccountability for the quality and relevance of college programs.

The Colleges Branch of the Ministry of Training, Colleges and Universities hasresponsibility for the development, review, and approval of system-wide standards forprograms of instruction at Ontario colleges of applied arts and technology.

Program Standards

Program standards apply to all similar programs of instruction offered by colleges acrossthe province. Each program standard for a postsecondary program includes the followingelements:

• Vocational standard (the vocationally specific learning outcomes which apply to theprogram of instruction in question),

• Generic employability skills standard (the generic skills learning outcomes whichapply to all programs of instruction offering similar credentials), and

• General education standard (the requirement for general education in postsecondaryprograms of instruction).

Collectively, these elements outline the essential skills and knowledge that a student mustreliably demonstrate in order to graduate from the program.

Individual colleges of applied arts and technology offering the program of instructiondetermine the specific program structure, delivery methods, and other curriculum mattersto be used in assisting students to achieve the outcomes articulated in the standard. Individual colleges also determine whether additional local learning outcomes will berequired to reflect specific local needs and/or interests.

2 I Introduction

The Expression of Program Standards as Learning Outcomes

Learning outcomes represent culminating demonstrations of learning and achievement. They are not simply a listing of discrete skills, nor broad statements of knowledge andcomprehension. In addition, learning outcomes are interrelated and cannot be viewed inisolation of one another. As such, they should be viewed as a comprehensive whole. They describe performances that demonstrate that significant integrated learning bygraduates of the program has been achieved and verified.

Expressing standards as learning outcomes ensures consistency in the outcomes forprogram graduates, while leaving to the discretion of individual colleges curriculummatters such as the specific program structure and delivery methods.

The Presentation of the Learning Outcomes

The learning outcome statement sets out the culminating demonstration of learning andachievement that the student must reliably demonstrate before graduation.

The elements of the performance for each outcome define and clarify the level andquality of performance necessary to meet the requirements of the learning outcome. However, it is the performance of the learning outcome itself on which students areevaluated. The elements are indicators of the means by which the student may proceed tosatisfactory performance of the learning outcome. The elements do not stand alone butrather in reference to the learning outcome of which they form a part.

The Development of a Program Standard

In establishing the standards development initiative, the Government determined that allpostsecondary programs of instruction should include vocational skills coupled with abroader set of essential skills. This combination is considered critical to ensuring thatcollege graduates have the skills required to be successful both upon graduation from thecollege program and throughout their working and personal lives.

A program standard is developed through a broad consultation process involving a rangeof stakeholders with a direct interest in the program area, including employers,professional associations, universities, secondary schools, and program graduates workingin the field, in addition to students, faculty, and administrators at the colleges themselves. It represents a consensus of participating stakeholders on the essential learning that allprogram graduates should have achieved.

3I Introduction

Updating the Program Standard

The Ministry of Training, Colleges and Universities will undertake regular reviews of thevocational learning outcomes for this program to ensure that the Business-MarketingProgram Standard remains appropriate and relevant to the needs of students andemployers across the Province of Ontario. To confirm that this document is the most up-to-date release, contact the Ministry of Training, Colleges and Universities at the addressor telephone number noted on the inside cover page.

4 II Vocational Standard

II. Vocational Standard

All graduates of Business-Marketing programs of instruction must have achieved thefifteen vocational learning outcomes listed in the following pages, in addition toachieving the generic employability skills learning outcome and meeting the generaleducation standard.

Preamble

Graduates of Business – Marketing Programs carry out marketing functions within theCanadian and global business environment. Graduates have therefore demonstratedachievement of vocational learning outcomes which relate to both business in general andmarketing in particular.

Graduates of programs leading to an Ontario College Diploma in Business – Marketingare able to apply planning, assessment, analysis, communication, sales, teamwork,research, and mathematics skills and employ other techniques to support the marketingactivities of an organization. In addition, graduates are able to participate in the design ofan organization's marketing plan and the preparation of its business plan.

Graduates of Business – Marketing Programs work in a broad range of employmentsettings in all sectors of business and industry, both domestic and international, includingretailers, banks and other financial institutions, government offices, marketing consultingfirms, advertising agencies, market research firms, service-based industries,manufacturers, non-profit organizations, self-employment, and small businesses.

There are opportunities for graduates to pursue further educational qualifications; througharticulation agreements between the colleges and universities, graduates may be grantedcredits towards a degree. Students should contact individual colleges for further details ofa college's articulation agreements with universities. In addition, graduates may alsopursue professional designations and certifications within the industry.

* Please see Glossary of Terms

5II Vocational Standard

Synopsis of the Vocational Learning Outcomes

Business-Marketing Programs

The graduate has reliably demonstrated the ability to

1. contribute to the development of an integrated marketing communicationstrategy* for marketing* products*, concepts, goods, or services based on anidentified target market.

2. contribute to the development of pricing strategies which take into accountperceived value, competitive pressures, corporate objectives, and cost analysis*.

3. contribute to the development of strategies for the efficient and effectivedistribution of products*, concepts, goods, and services.

4. determine strategies for developing new and modified products*, concepts,goods, and services that respond to evolving market needs.

5. analyze results of marketing* activities using criteria related to budgeted sales,costs, profits, and other appropriate criteria.

6. contribute to the development of a marketing* plan including marketing*objectives, marketing mix*, marketing strategies*, budgetary considerations, andevaluation criteria.

7. develop strategies to establish effective working relationships with clients,customers*, consumers*, co-workers, supervisors, and others.

8. communicate marketing* information persuasively and accurately in oral,written, and graphic* formats.

9. analyze the viability of marketing* products*, concepts, goods, or services in aninternational market or markets.

10. participate in conducting market research* to provide information needed tomake marketing* decisions.

11. develop personal professional development strategies and plans to enhanceleadership, management skills, and marketing* expertise.

12. participate in the development of a business plan.

13. apply the principles of business ethics and corporate social responsibility.



14. use professional sales techniques to make a sale.

15. adapt to and apply various and changing technologies, systems, and computerapplications used in marketing* environments.

Note: The learning outcomes have been numbered as a point of reference; numbering does not imply prioritization,sequencing, nor weighting of significance.



The Vocational Learning Outcomes

1. The graduate has reliably demonstrated the ability to

contribute to the development of an integrated marketing communicationstrategy* for marketing* products*, concepts, goods, or services based on anidentified target market.

Elements of the Performance

• Select the appropriate promotional tools, methods, and elements for the marketing* ofparticular products*, concepts, goods, or services

• Employ a variety of creative strategies in marketing* projects and contribute to theintegration of all communications efforts

• Use data from such areas as past sales, buying habits, consumer* preferences,competitors' products*, and market segmentation

• Apply the concepts of promotion* for a variety of products*, concepts, goods, orservices

• Take into account segmentation in targeting customers• Incorporate evolving technologies (e.g., Internet, multimedia) into the promotional

plan• Recognize the diversity of the market place and the impact of ethnicity• Recognize the importance of brand identity, brand equity, and brand management• Apply knowledge of sponsorships, events, and social marketing*• Recognize the breadth of the appropriate merchandising strategies for a product*




contribute to the development of pricing strategies which take into accountperceived value, competitive pressures, corporate objectives, and cost analysis*.


• Consider the prices of competing products*, cost analysis*, and the nature of thecompetitive environment when establishing a price

• Identify supply and demand as elements in price setting• Use quantitative data in such areas as past sales, buying habits, consumer*

preferences, competitors' products*, and market segmentation to develop pricingpolicies and strategies

• Recognize how demographics and psychographics affect pricing• Apply the fundamental concepts of pricing for a variety of products*, goods, or

services• Calculate break-even points, markups, margins, discounts, payback*, and return on

investment• Identify the functions of a distribution channel* and the impact on setting prices for a

variety of products*, goods, and services• Recognize the interrelationship between pricing decisions and organizational

objectives and goals• Consider legal, social, and ethical issues when setting and managing prices




contribute to the development of strategies for the efficient and effectivedistribution of products*, concepts, goods, and services.


• Identify distribution channels* and recognize alternative approaches to distribution• Identify product* availability as a source of competitive advantage• Recognize the role of internal and external partnerships within traditional and

emerging channels of distribution• Apply appropriate strategies to manage ongoing logistical problems and opportunities• Recognize the impact of technology on distribution channels (e.g., e-commerce,

etailing)• Consider the role and objectives of supply chain management and its effect on

distribution, supply, and customer value and satisfaction




determine strategies for developing new and modified products*, concepts,goods, and services that respond to evolving market needs.


• Identify how the nature of products*, concepts, goods, or services affects and isaffected by their lifecycles*

• Employ knowledge of segmentation in targeting customers• Identify how new product development* and product modification affect an

organization’s ability to remain competitive• Apply research techniques to the new product development* process• Contribute to new product development* and product modification • Recognize the impact of the changing marketing environment* including

demographics and psychographics on the development of new products and services• Assess the impact of new technology on consumers’* need for new products*,

concepts, goods, and services• Conduct market assessments, both qualitative and quantitative, and identify market

opportunities




analyse results of marketing* activities using criteria related to budgeted sales,costs, profits, and other appropriate criteria.


• Identify types of budgets and their uses• Participate in the calculations of key financial indicators such as sales volume, market

share, profit, return on investment, and payback*• Determine customer* and consumer* attitude and behavioural change• Take into account organizational goals• Compare actual results to all stated marketing* objectives




contribute to the development of a marketing* plan including marketing*objectives, marketing mix*, marketing strategies*, budgetary considerations, andevaluation criteria.


• Assist in the preparation of an environmental scan* (e.g., SWOT [strengths,weaknesses, opportunities, threats] analysis)

• Use primary and secondary data* in the preparation of a marketing* plan• Evaluate the marketing environment*, market segmentation, and other variables• Apply knowledge of customer*/client behaviour in the design of a marketing* plan or

strategy• Analyze the impact of economic, technological, competitive, environmental, social,

political, and cultural* aspects of society on marketing* initiatives• Select the appropriate promotion mix* for the marketing* of particular products*,

concepts, goods, or services• Recognize that a marketing* plan should be based on an integration of product*, price,

place, promotion*, process, physical environment, and people• Recognize the importance of supply chain management as it relates to marketing goals• Apply the principles of risk management in contributing to the development of a

marketing* plan• Assist in forecasting sales and projecting results• Identify how a marketing* plan fits into a business plan




develop strategies to establish effective working relationships with clients,customers*, consumers*, co-workers, supervisors, and others.


• Assess consumer*, customer*, and client needs• Determine ways to improve the organization's ability to meet consumer*, customer*,

and client needs• Use appropriate information technologies to maintain accurate and timely information

on all clients, customers*, and consumers*• Conduct all business in an ethical, responsible, and legal manner• Recommend strategies to enhance organizational loyalty• Recognize the importance and characteristics of excellent customer* service• Contribute to the development of a customer relationship management (CRM) strategy• Apply mentoring, coaching, networking, and team building skills• Collaborate with co-workers and supervisors• Use effective interpersonal skills in dealing with others.• Facilitate cooperative interaction among those involved in the design and

implementation of marketing* projects




communicate marketing* information persuasively and accurately in oral,written, and graphic* formats.


• Use presentation software, where appropriate, to improve the clarity and impact of apresentation

• Present and defend marketing* plans to promote the successful operation of anenterprise

• Speak and write clearly, concisely, persuasively, and logically• Use technology such as email, voice mail, and text messaging appropriately to

communicate effectively• Prepare and present written and oral formal and informal reports to enhance the

quality of service• Participate in the development of graphics, such as storyboards, desktop publishing,

illustrations, art work, clip art, and web sites• Use professional and industry specific terminology effectively• Recognize the role of the marketing* communications department and marketing

communications within an organization• Participate efficiently and effectively in meetings using professional protocols




analyze the viability of marketing* products*, concepts, goods, or services in aninternational market or markets.


• Recognize the impact of cultural* differences, political environments, technologicaldevelopments, population demographics, and economic environments on internationalmarketing* decisions

• Apply the principles of marketing management* to issues of the international market• Identify distribution opportunities within the international market• Consider the impact of economic, technological, competitive, environmental, social,

political, geographic, and cultural* elements of society on marketing* initiatives• Identify the elements of an international marketing* plan• Recognize the various methods of entering the international market, such as exporting,

importing, licensing, joint venturing, direct investing, franchising, or managementcontracting

• List potential product* adaptation to meet the needs of international markets• Recognize the impact of emerging technologies on international marketing* initiatives• Identify the impact of international trade agreements and organizations (e.g., North

American Free Trade Agreement [NAFTA], World Trade Organization [WTO])




participate in conducting market research* to provide information needed tomake marketing* decisions.


• Identify the decision(s) to be made• Identify the primary data* and the secondary data* required• Suggest appropriate primary and secondary data* collection strategies (e.g., focus

groups, surveys, industry publications, Internet search engines)• Participate in the collection of the primary and the secondary data• Assist in the analysis of the information based on primary and secondary market

research• Recognize the use of technology in conducting market research• Identify appropriate courses of action based on the market research* information• Identify problems and opportunities• Recognize the application and usage of qualitative and quantitative techniques




develop personal professional development strategies and plans to enhanceleadership, management skills, and marketing* expertise.


• Solicit and use constructive feedback in the evaluation of personal knowledge andskills

• Identify areas for ongoing growth and development• Incorporate various methods of increasing professional knowledge and skills into a

professional development plan• Recognize the value of membership in professional associations and the importance of

professional certifications and designations• Promote the importance of a commitment to life-long learning• Present oneself using a format which best identifies skills, knowledge, attributes, and

experience (e.g., resume, portfolio, interview, web page)• Remain current and up-to-date on trends and issues impacting on marketing*• Recognize the importance of entrepreneurial* initiative to career advancement




participate in the development of a business plan.


• Identify the key components of a business plan• Determine if marketing* objectives are aligned with overall objectives• Utilize sales forecasting techniques• Identify appropriate sales and marketing strategies* to solve problems• Recognize the major forces at work in the marketing environment* and how they

affect business• Prepare a cost/benefit analysis for all marketing* initiatives• Calculate a return on investment




apply the principles of business ethics and corporate social responsibility.


• Develop strategies which adhere to ethical principles and laws relating to businesspractices in general and to marketing* in particular

• Establish professional and personal relationships which adhere to legal and ethicalstandards

• Consider potential consequences to the environment* from all marketing* activities• Apply knowledge of conflict of interest• Develop policies and strategies to address ethical, moral, and legal issues• Identify the marketing* advantages of corporate social responsibility• Apply the principles of accepted business etiquette (e.g., cultural*, regional,

international)• Conduct all business in an ethical, responsible, and legal manner• Consider confidentiality, privacy, and risk issues




use professional sales techniques to make a sale.


• Preplan, prepare, assess, and deliver a professional sales presentation• Use all available resources (e.g., presentation technology, samples, hand outs, visuals)

to improve the clarity and impact of a sales presentation• Qualify and approach the customer*• Clarify and analyze the customer*’s need or problem and establish a trust relationship• Present products*, concepts, goods, or services which address the need or problem of

the customer*• Manage sales resistance• Close the sale and follow up after the sale• Foster an ongoing relationship with the customer* by applying the principles of

relationship marketing*• Apply professional sales techniques to business-to-business and business-to-

customer* situations• Recognize the importance of customer* satisfaction measurement




adapt to and apply various and changing technologies, systems, and computerapplications used in marketing environments.


• Apply computer skills to support the performance of a variety of functions in amarketing environment

• Use appropriate software to record and compile financial information• Prepare correspondence, reports, presentations, and other print and electronic

documents for marketing using appropriate software (e.g., spread sheet, wordprocessing, database, presentation, desktop publishing, web design)

• Keep abreast of evolving technology and its application to marketing• Recognize the impact of technological changes on customer* and consumer* needs

and demands • Apply knowledge of the application of technology to business (e.g., e-commerce,

etailing)



Glossary of Terms

Consumer – the person buying a product or service for individual consumption.

Cost Analysis - the process of determining the true cost of a marketing plan or campaign,usually determined in cost per person reached or cost per sale (taken fromwww.fluidcommunications.biz/marketing/marketing_definitions.htm on April 22, 2004).

Cultural – relating to the set of shared values and behaviours within a society.

Customer – an internal or external person, department or organization that purchases orreceives products, concepts, goods and services (adapted fromwww.bridgefieldgroup.com/glos2.htm on February 25, 2004).

Direct Marketing – the interactive relationship between the marketer and the end user.

Distribution Channel – individuals or organizations that participate in the flow of goodsor services from the producer to the consumer.

Entrepreneurial – relating to identifying opportunities and organizing resources to takeadvantage of opportunities while recognizing and assuming the financial risks (adaptedfrom http://www.onlinewbc.gov/docs/starting/glossary.html#e on January 21, 2004).

Environment – the physical, psychological, and social surroundings.

Environmental Scan – a study of the forces close to a company that affect its ability toserve its customers, as well as the larger demographic, economic, natural, technological,cultural, and political forces.

Graphic – depicted using drawings, photographs, or other visual illustrations.

Integrated Marketing Communication Strategy – a strategy that is designed to makeall aspects of marketing communication such as advertising, sales promotion, publicrelations, and direct marketing work together as a unified force, rather than permittingeach to work in isolation (adapted fromhttp://marketing.about.com/library/glossary/Marketing_Terms/bldef-imc.htm on January9, 2004).

Lifecycle – the stages of a product's sales and profits over its lifetime, consisting ofdevelopment, introduction, growth, maturity, and decline.


Marketing – the act of directing need-satisfying goods and services from a producer to acustomer or client by anticipating and reacting to consumer needs.

Marketing Environment – external changing forces within the business environmentincluding laws, regulations, political activities, societal pressures, economic conditions,and technological advances (adapted fromusers.wbs.warwick.ac.uk/dibb_simkin/student/glossary/ch01.html on February 27, 2004).

Marketing Management – the process of planning and executing the conception, pricing,promotion, and distribution of products, concepts, goods, and services to create mutuallybeneficial exchanges (adapted from highered.mcgraw-hill.com/sites/0070894345/student_view0/chapter15/key_terms___glossary.html onFebruary 26, 2004).

Marketing Mix – the set of marketing variables that an organization uses to achieve thedesired results.

Marketing Research – the design, collection, analysis, and communication ofinformation related to the marketing function of an organization.

Marketing Strategy – the specific methods to be used by an organization to meet itsmarketing objectives. It may include target markets, product mix, and budgets.

Payback - the length of time it takes to recover the initial cost of a project, without regardto the time value of money (taken from biz.yahoo.com/glossary/bfglosp.html on February24, 2004).

Primary Data – information collected specifically for a particular application or situationby surveying potential customers regarding preferences, knowledge, and buying habits.

Product – something which can be offered to satisfy a want or need.

Product Development – the development of new products and modifications to existingproducts resulting from the organization's research and development activities.

Promotion – the element of the marketing mix that an organization uses (1) to informconsumers about its products, the prices of its products, and how to obtain its products, (2)to persuade consumers to purchase its products, and (3) to remind consumers about thebenefits associated with transacting business with the organization (taken fromwww.healthadvantage-hmo.com/customer_service/terms.asp on Feb. 20, 2004).

Promotion Mix – the mix of public relations, advertising, personal selling, directmarketing, and promotion a company uses to meet its marketing goals.


Relationship Marketing - the process of creating, maintaining, and enhancing strong,mutually beneficial relationships with customers (taken fromhttp://www.karg.com/gas%20dereg.%20glossary.htm on May 20, 2004).

Secondary Data – information that has already been gathered for another purpose.

Social Marketing – the planning and implementation of programs designed to bringabout social change using concepts from commercial marketing (taken fromhttp://www.social-marketing.org/sm.html on January 9, 2004).

25III Generic Employability Skills Standard

III. Generic Employability Skills Standard

All graduates of Business-Marketing programs of instruction must have achieved thethirteen generic employability skills learning outcomes listed on the following pages, inaddition to achieving the vocational learning outcomes and meeting the generaleducation standard. In the generic employability skills learning outcomes, anexplanation of the outcome is also provided to help ensure clarity.

26 III Generic Employability Skills Standard

Synopsis of the Generic Employability Skills Learning Outcomes

Business-Marketing Programs

The graduate has reliably demonstrated the ability to

1. communicate clearly, concisely, and correctly in the written, spoken, and visualform that fulfills the purpose and meets the needs of the audiences.

2. reframe information, ideas, and concepts using the narrative, visual, numerical,and symbolic representations which demonstrate understanding.

3. apply a wide variety of mathematical techniques with the degree of accuracyrequired to solve problems and make decisions.

4. use a variety of computer hardware and software and other technological toolsappropriate and necessary to the performance of tasks.

5. interact with others in groups or teams in ways that contribute to effectiveworking relationships and the achievement of goals.

6. evaluate her or his own thinking throughout the steps and processes used inproblem solving and decision making.

7. collect, analyze, and organize relevant and necessary information from a varietyof sources.

8. evaluate the validity of arguments based on qualitative and quantitativeinformation in order to accept or challenge the findings of others.

9. create innovative strategies and/or products that meet identified needs.

10. manage the use of time and other resources to attain personal and/or project-related goals.

11. take responsibility for her or his own actions and decisions.

12. adapt to new situations and demands by applying and/or updating her or hisknowledge and skills.

13. represent her or his skills, knowledge, and experience realistically for personaland employment purposes.


The Generic Employability Skills Learning Outcomes


communicate clearly, concisely, and correctly in the written, spoken, and visualform that fulfills the purpose and meets the needs of the audiences.

Explanation

Communicating in a clear, concise, and correct manner requires producing the written,spoken, or visual material that best suits the situation. Graduates will have developedtheir ability to analyze their audiences to identify what is required and to match thoseneeds with the means that is most appropriate. They will have produced materialaccording to the style and conventions required, and they will have checked their productsfor accuracy and clarity. Finally, graduates will have used the tools available to them tocreate and correct their written, spoken, and visual messages.


• Plan and organize communications according to the purpose and the audiences• Choose the format (e.g., memo, illustration, video, multimedia presentation, diagram)

appropriate to the purpose• Incorporate content that is meaningful and necessary• Produce material that conforms to the conventions of the chosen format• Use language and style suitable to the audience and purpose• Ensure that the material is free from mechanical errors• Use the computer technology that will enhance the production of materials• Evaluate communications and adjust for any errors in content, structure, style, and

mechanics



reframe information, ideas, and concepts using the narrative, visual, numerical,and symbolic representations which demonstrate understanding.

Explanation

Responding to messages from many sources requires the ability to receive and tocomprehend what has been received. One way to demonstrate that comprehension is toreframe, or restate in other forms, the original message. This requires graduates to havedeveloped the skills to read, listen to, and observe messages contained within narrativeand visual form. It also requires the ability to construct unique narrative and visualrepresentations that are consistent with the original messages.


• Develop and use strategies to read, listen, and observe effectively• Clarify what has been read, heard, and observed• Reproduce original information in other formats (e.g., written and spoken summaries;

tables, figures, charts, diagrams, maps, drawings, photographs, and computer-generated graphics; terms represented by numbers; and values represented by letters orsigns)

• Use technology, where appropriate, to aid in reframing• Evaluate the representation for consistency of meaning with the original• Acknowledge the use of material from other sources according to the conventions of

the medium used



apply a wide variety of mathematical techniques with the degree of accuracyrequired to solve problems and make decisions.

Explanation

Using mathematics effectively in everyday situations requires the ability to apply a widevariety of mathematical skills accurately. Graduates will have demonstrated their abilityto apply the concepts of number and space to situations which include quantities,magnitudes, measurements, and ratios. They will have developed their ability to identifythe need for mathematics, to apply mathematical techniques (concepts, conventions,strategies, and operations) and to check the results of their applications. This will requiregraduates to be flexible and creative and to be confident in their mathematical skills andabilities.


• Recognize situations that require mathematics• Assess potential mathematical strategies (including models, geometric representations

or formulas, elementary algebraic equations, descriptive statistical methods, andmathematical reasoning) for suitability and effectiveness

• Decide on the degree of accuracy required for answers• Estimate probable answers• Execute mathematical operations necessary to implement selected strategies• Use calculators or appropriate technological tools to perform mathematical operations

accurately• Check for errors in numerical answers and the appropriate fit between problems and

answers• Express answers clearly• Transfer the use of mathematical strategies from one situation to another



use a variety of computer hardware and software and other technological toolsappropriate and necessary to the performance of tasks.

Explanation

Using computers and other technologies as tools to increase productivity and to enhancetasks requires graduates to have the confidence and ability to use the tools well. Graduates will have demonstrated the ability to recognize when computers and othertechnologies contribute to completing tasks, solving problems, performing research, andcreating products. They will use the technological tool most appropriate to the task anduse it accurately. Finally, they will have gained confidence in continuing to learn aboutand cope with new technologies in the future.


• Use basic operating system functions competently (e.g., load software, store andretrieve data)

• Determine which tasks can best be handled by computers and other technology• Select suitable software, equipment, and tools for the task• Use the software, equipment, and tools effectively, correctly, and ethically• Deal with equipment and software problems and errors in a logical and systematic

manner• Transfer concepts, knowledge, and skills from one technology to another• Evaluate one’s own use of hardware, software, and technological tools



interact with others in groups or teams in ways that contribute to effectiveworking relationships and the achievement of goals.

Explanation

Working in teams or groups in either a work or personal context requires the ability toassume responsibility for collective duties and decisions. It also requires interactingeffectively with the members of the group. Therefore, in achieving this outcome,graduates will have demonstrated their ability to understand and complete the varioustasks required of them as group members. They will also have demonstrated their abilityto understand and respond to others.


• Identify the tasks to be completed• Establish strategies to accomplish the tasks• Identify roles for members of the team/group• Clarify one’s own roles and fulfill them in a timely fashion• Treat other members of the group equitably and fairly• Contribute one’s own ideas, opinions, and information while demonstrating respect

for those of others• Employ techniques intended to bring about the resolution of any conflicts• Regularly assess the group’s progress and interactions and make adjustments when

necessary



evaluate her or his own thinking throughout the steps and processes used inproblem solving and decision making.

Explanation

Solving a range of complex problems and dealing with a variety of tasks require thethinking skills and strategies that will allow graduates to identify what has to be done andto select and implement the most suitable approach. In applying thinking skills andstrategies, graduates will have understood the limits as well as the potential of their ownthought processes. As well, in attempting various strategies, they will have exploredstyles of thinking that may be new to them. This will allow graduates to understand theway they think and how they approach decisions and problems.


• Clarify the nature and extent of problems or required directions• Explore various thinking skills and strategies that could be used• Identify limits as well as the potential of one’s own thought processes• Choose and apply thinking skills and strategies (e.g., inductive and deductive thinking;

creative and intuitive thinking; inquiry; critical thinking; and reflection)• Evaluate results of the thinking skills and strategies used in problem solving and

decision making• Appreciate the benefits of the use of alternative types of thinking



collect, analyze, and organize relevant and necessary information from a varietyof sources.

Explanation

Making decisions and completing tasks often requires information that can be used assupport. Graduates, therefore, must be able to access current, relevant, and usefulinformation and to organize that information in understandable ways. In achieving thisoutcome, graduates will have developed and used strategies to locate and gather a widerange of information, most particularly through technological means. They will havelearned how to select pertinent information and to sort it so that it can be displayed inuseful formats like databases and spreadsheets. This information can then be used tosupport decisions and to assist in the completion of tasks.


• Identify the nature of information required• Investigate sources of information (including people, text, databases, and the Internet)• Gather information from the most appropriate sources using various data collection

techniques, including technology• Examine the information and select what is relevant, important, and useful• Employ a variety of techniques to organize the information (e.g., spreadsheets,

databases, graphs, charts)• Draw conclusions about how the information can be used• Evaluate the processes used• Cite sources according to the conventions of the medium used



evaluate the validity of arguments based on qualitative and quantitativeinformation in order to accept or challenge the findings of others.

Explanation

With the wealth of numerical and non-numerical information available, graduates must beable to interpret, understand, and draw conclusions about what others have produced. Graduates will have used their mathematical abilities to question the validity of statisticsand other numerical claims. Graduates also will have used their language and criticalthinking skills to analyze the assumptions and evidence that others use to support morequalitative arguments and conclusions. As a result, graduates will have developed theability to question and make decisions about what they read, hear, and observe.


• Identify conclusions and claims made by others• Detect any fallacies, biases, misrepresentations, and assumptions and judge their

relevance to supporting arguments• Check for accuracy and credibility of claims or arguments• Be prepared to defend acceptance or rejection of claims or arguments



create innovative strategies and/or products that meet identified needs.

Explanation

Creating strategies and products that are original and innovative will require graduates todevelop their creative thinking skills to find alternative ways to address situations. Graduates will have developed the confidence to use old information in new ways; to seeunique relationships; and to practice the lateral, divergent, and intuitive thinking that willyield new approaches.


• Analyze needs• Generate creative ideas for strategies and products that will meet needs• Choose alternatives to pursue based on needs and criteria of projects/plans• Create strategies/products• Evaluate strategies/products according to meeting needs



manage the use of time and other resources to attain personal and/or project-related goals.

Explanation

Achieving task-related goals in their personal and professional lives requires graduates touse their time, money, space, and other, often limited, resources as efficiently as possible. Graduates will have developed their ability to plan and predict ways of achieving goals. They will have developed and used tools intended to assist in the process. Finally, theywill have attempted to follow their plans and use the tools, assessing regularly howrealistic the goals, plans, and processes are and adapting when it is necessary.


• Define reasonable and realistic goals• Use planning tools (e.g., budgets, schedules) to achieve goals• Monitor the process and goals and respond to changes• Use resources (e.g., money, space, time) efficiently to accomplish tasks• Re-evaluate goals and the use of resources and make appropriate adjustments



take responsibility for her or his own actions and decisions.

Explanation

Making decisions, taking positions, and completing tasks require graduates to beaccountable for actions taken and to defend their convictions. Graduates will havedemonstrated their ability to evaluate what they do and why they do it. They will havetaken into consideration their individual values, beliefs, and opinions and the effects thesehave on their actions. Not only will graduates be able to justify their decisions, they willbe able to advocate positively on behalf of themselves.


• Review the results of one’s actions and decisions• Reflect on the processes and practices used• Identify any errors and make corrections• Identify successes for adaptation to other situations• Account for how one’s own values and beliefs affect actions and decisions• Evaluate and act upon constructive feedback• Be prepared to defend decisions made and actions taken



adapt to new situations and demands by applying and/or updating her or hisknowledge and skills.

Explanation

Transferring skills from one context to another enables graduates to be lifelong learners. Graduates will have developed the confidence to know that their current skills areapplicable to a range of changing, novel, and unexpected situations. They will havedemonstrated their ability to reflect on what they can do, match those skills to the newdemands, and apply previous skills or develop the additional ones that will make them aseffective in the new situations.


• Assess current skills, knowledge, and learning styles• Identify skills and knowledge required for new situations• Adapt current skills and knowledge to new situations• Identify new skills and knowledge required• Choose the most appropriate learning and working styles to acquire new skills and

knowledge• Evaluate success of the processes and actual adaptations



represent her or his skills, knowledge, and experience realistically for personaland employment purposes.

Explanation

Preparing for changes in their personal and professional lives requires graduates to assessand present their accomplishments and abilities. In achieving this outcome, graduates willhave developed their ability to reflect on what they have done and learned. They will alsohave summarized their abilities in ways that are attractive and useful to potentialrecipients. These ways may include portfolios and resumes. Finally, graduates will havedeveloped the skills to present themselves and their accomplishments personally and withconfidence.


• Summarize one’s own skills, knowledge, and experience realistically• Choose formats (e.g., resume, portfolio, interview) which best display skills,

knowledge, and experiences according to the situations• Evaluate responses to the representations and make any adjustments

40 IV General Education Standard

IV. General Education Standard

All graduates of Business-Marketing programs of instruction must have met the generaleducation requirement described on the following pages, in addition to achieving thevocational and generic employability skills learning outcomes.

The General Education Requirement for Ontario College Diploma and

Ontario College Advanced Diploma Programs

Graduates will have been engaged in learning that exposes them to at least onediscipline outside their main field of study and increases their awareness of thesociety and culture in which they live and work. This will typically involve studentstaking three to five courses (or the equivalent) designed discretely from vocationallearning opportunities. This learning would normally be delivered using acombination of required and elective processes.

The general education requirement is an integral component of the Business-MarketingProgram Standard, along with the vocational and generic employability skills learningoutcomes.

The general education requirement is to be met consistent with the following guidingprinciples:

1. General education in the colleges shall identify and deal with issues of societalconcern in a manner relevant to the lives of students. General education courses are tobe structured in such a way as to guide students through the historical context of suchissues, their theoretical bases, and application to contemporary life.

2. All general education courses offered in the colleges are to be designed to benefit oneor more of the three aims: learners’ personal growth and enrichment, informedcitizenship, and working life.

3. An essential component of the mission of Ontario’s colleges is the encouragement andsupport of continuous learning. This commitment to lifelong learning is to bereflected in each of the general education courses offered in the colleges.

41IV General Education Standard

General education appropriate for Ontario colleges is defined as those postsecondarylearning experiences that enable learners to meet more effectively the societal challengeswhich they face in their community, family, and working life. General education in thecolleges provides learners with insight into the enduring nature of the issues beingaddressed and into their particular relevance to today and the future. This education isintended to encourage and support continuous learning and is designed to address one ormore of the following goals and associated broad objectives established for generaleducation.

Goals and Broad Objectives

1. Aesthetic Appreciation

understand beauty, form, taste, and the role of the arts in society

Broad Objectives

• develop critical awareness of arts in society• perceive and evaluate the role of the arts• heighten critical appreciation through development and application of personal and

formal judgement factors

2. Civic Life

understand the meaning of freedoms, rights, and participation incommunity and public life

Broad Objectives

• develop knowledge of the structure and function of governments in Canada:legislative, judicial, and administrative arms; roles of elected officials and publicservants; and a personal awareness of citizen responsibility

• develop historical understanding of major issues affecting Canadian politics and acritical awareness of related public policy

• develop awareness of international issues and their effects, and the place ofCanada in international communities

• develop awareness of the history, significance, and organization of the voluntarysector in community life

42 IV General Education Standard

3. Cultural Understanding

understand the cultural, social, ethnic, and linguistic diversity ofCanada and the world

Broad Objectives

• develop an understanding of cultural identity by linking personal history to broadercultural study

• develop an understanding of the diversity of cultures and subcultures representedin Canadian society and of their interactions within the Canadian society

• develop intercultural understanding through reasoned reflection on variouscultures’ responses to universal human issues

4. Personal Development

gain greater self-awareness, intellectual growth, well-being, andunderstanding of others

Broad objectives

• consider one’s expectations and values and analyze their impact on personal goals• apply an understanding of the individual and human development to personal life

and relationships• integrate the concept of well-being into one’s lifestyle• understand oneself as a learner and articulate one’s own learning style

5. Social Understanding

understand relationships among individuals and society

Broad Objectives

• develop informed understanding of social organization and institutions and ofongoing issues in relationships between individuals, groups, and societies

• develop informed understanding of social trends, social change, and socialproblems and of implications for social and personal response

• develop informed understanding of contemporary social problems and issues

43IV General Education Standard

6. Understanding Science

appreciate the contribution of science to the development ofcivilization, human understanding, and potential

Broad Objectives

• develop an understanding of the history, philosophy, contributions, perspectives,and limitations of the sciences

• develop an understanding of the scientific method and its uses in measuringquantifiable entities and confirming laws of nature

7. Understanding Technology

understand the interrelationship between the development and use oftechnology and society and the ecosystem

Broad Objectives

• relate implications of current transformations in technological knowledge anddevelopment to our physical and biological world

• develop awareness of ethical positions on enduring issues regarding the place ofthe human species in the physical and biological world

8. Work and the Economy

understand the meaning, history, and organization of work; andworking life challenges to the individual and society

Broad Objectives

• set personal expectations for efficiency, effectiveness, ethics, and rewards andreconcile them with the changing work environment

• apply knowledge of the organization and structure of work, its institutions, andhistory; and of social and cultural attitudes to work

• develop an understanding of the changing nature of work and the economy

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