Office Administration - General
Program Standard
The approved program standard for two-semester
Office Administration - General Programs approved by
the Ministry of Training, Colleges and Universities
(MCU Code 42313) for delivery by Ontario
Colleges of Applied Arts and Technology
Ministry of Training, Colleges and Universities
December 2000
Permission to Reproduce
Permission is hereby granted to the following institutions to reproduce this document,
in whole or in part, in print or by electronic means, for the following specific purposes,
subject to the conditions that follow:
1. By a college of applied arts and technology, Ontario, for the purposes of
implementation of the program standard within a college program, including for the
purpose of informing students, potential students, program advisory committees, or
others about programs of study.
2. By an educational institution or school, for the purpose of informing prospective
college students about programs of study at Ontario colleges of applied arts and
technology.
Conditions:
1. Every reproduction must be marked “© 2001, Ontario Ministry of Training,
Colleges and Universities” at the beginning of the document or any part of it that is
reproduced.
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
other institutions, please contact
Ministry of Training, Colleges and Universities
Colleges Branch, Program Quality Unit
9th floor, Mowat Block
900 Bay Street
Toronto, Ontario
M7A 1L2
Telephone: (416) 325-1934
Fax: (416) 325-2245
E-mail: [email protected]
Inquiries regarding specific Office Administration - General programs offered by
colleges of applied arts and technology in Ontario should be directed to the relevant
college.
This version replaces the program standard released in April 1996. Inquiries regarding
this program standard should be directed to the address noted above.
This publication is also available on the Ministry’s World Wide 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
© 2001, Ontario Ministry of Training, Colleges and Universities
ISBN 0-7794-2139-6
Ce document est aussi disponible en français.
Acknowledgments
The Ministry of Training, Colleges and Universities acknowledges with thanks the
significant contribution of the many individuals and organizations who participated in
the review of this program standard. In particular, the Ministry of Training, Colleges
and Universities would like to acknowledge the important roles of
C
Members of the Office Administration Standards Review Focus Group: Alice
Dewolf, Consultant; Margaret Dombeck, Centennial College; Beth Freuer,
Fanshawe College; Joan Macarthy, Algonquin College; Glenna Mason,
Sunnybrook Health Sciences Centre; Marcia O’Hearn, President, Ontario Division
IAAP; Sylvia Taus, Canadore College.
C
The many individuals and organizations who participated in consultations with the
project; the Project Officer who led the review of the vocational standard: Tim
Klassen, George Brown College.
C
All those involved in the work of the CSAC Generic Skills Council and the
development of the generic skills standard.
C
All those involved in the work of the CSAC General Education Council and the
development of the general education standard.
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 Accreditation of Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 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 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
III.
Generic Skills Standard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Synopsis of the Generic Skills Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . 16
The Generic Skills Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
IV.
General Education Standard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
The General Education Requirement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Goals and Broad Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
I.
Introduction
This document is the Program Standard for Office Administration - General
Programs delivered by Ontario colleges of applied arts and technology. The
program standard applies to all programs approved by the Ministry of Training,
Colleges and Universities under MCU code 42313. This version replaces the
one released in 1996.
Development of System-Wide Program Standards
In 1993, the Government of Ontario initiated program standards development with the
objectives of bringing a greater degree of consistency to college programming offered
across the province, broadening the focus of college programs to ensure graduates have
the skills to be flexible and to continue to learn and adapt, and providing public
accountability for the quality and relevance of college programs.
The Colleges Branch of the Ministry of Training, Colleges and Universities has
responsibility for the development and approval of system-wide standards for programs
at colleges of applied arts and technology of Ontario.
Program Standards
Program standards apply to all similar programs offered by colleges across the
province. Each program standard for a postsecondary program includes the following
elements:
C
Vocational standard (the vocationally specific learning outcomes which apply to
the program in question),
C
Generic skills standard (the generic skills learning outcomes which apply to
programs of similar length), and
C
General education standard (the requirement for general education courses that
applies to postsecondary programs).
Collectively, these elements outline the essential skills and knowledge that a student
must reliably demonstrate in order to graduate from the program.
Individual colleges of applied arts and technology offering the program determine the
specific program structure, delivery methods, and other curriculum matters to be used
in assisting students to achieve the outcomes articulated in the standard. Individual
colleges also determine whether additional local learning outcomes will be required to
reflect specific local needs and/or interests.
The Expression of Program Standards as Learning Outcomes
The vocational and generic skills components of program standards are expressed in
terms of 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 and
comprehension. In addition, learning outcomes are interrelated and cannot be viewed
in isolation of one another. As such, they should be viewed as a comprehensive whole.
They describe performances that demonstrate that significant integrated learning by
graduates of the program has been achieved and verified.
Expressing standards as learning outcomes ensures consistency in the outcomes for
program graduates, while leaving to the discretion of individual colleges curriculum
matters 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
and achievement that the student must reliably demonstrate before graduation.
The elements of the performance for each outcome define and clarify the level and
quality of performance necessary to meet the requirements of the learning outcome.
However, it is the performance of the learning outcome itself on which students are
evaluated. The elements are indicators of the means by which the student may proceed
to satisfactory performance of the learning outcome. The elements do not stand alone
but rather in reference to the learning outcome of which they form a part.
In some cases, in order to ensure clarity, an explanation of the outcome is also
provided.
The Accreditation of Programs
The Ministry of Training, Colleges and Universities will establish a process to accredit
college programs, with the objective of determining whether program graduates have
achieved the learning outcomes and general education requirement established in a
program standard.
The Development of a Program Standard
In establishing the standards development initiative, the Government determined that
all postsecondary programs should include vocational skills coupled with a broader set
of essential skills. This combination is considered critical to ensuring that college
graduates have the skills required to be successful both upon graduation from the
college program and throughout their working and personal lives.
2
I Introduction
A program standard is developed through a broad consultation process involving a
range of stakeholders with a direct interest in the program area, including employers,
professional associations, universities, secondary schools, and program graduates
working in 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 all program graduates should have achieved.
Updating the Program Standard
The Ministry of Training, Colleges and Universities will undertake regular reviews of
the vocational learning outcomes for this program, as well as a review of the generic
skills learning outcomes and the general education requirement, to ensure that the
Office Administration - General Program Standard remains appropriate and relevant to
the needs of students and employers 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 address or telephone number noted on the inside cover page.
I Introduction
3
II.
Vocational Standard
All graduates of Office Administration - General Programs must have achieved
the nine vocational learning outcomes listed in the following pages, in addition
to achieving the generic skills learning outcomes and meeting the general
education requirement.
Preamble
The colleges of applied arts and technology in Ontario offer a variety of postsecondary
programs in Office Administration. Concurrent with vocational standard development
for Office Administration - General, vocational standards have been written for
•
Office Administration - Executive
•
Office Administration - Legal
•
Office Administration - Medical
A program standard document is available for each of these programs.
The Office Administration - General program provides a broad foundation for
employment in a wide variety of settings. Graduates receive a certificate. Office
Administration - General studies may also form the foundation for enhanced and
specialized learning leading to an Office Administration - Executive, Legal, or Medical
Diploma.
The workplace role of the office administration graduate is to support the management
of an organization by carrying out three key and interdependent functions: organizing
work, workspaces, and workplace environments; processing information; and,
communicating. Although these same functions are carried out by all graduates,
performance by diploma graduates is at a more advanced and complex level. The broad
term "workplace environment" has been used throughout these vocational learning
outcomes to reflect the wide spectrum of employment settings in which these functions
may be performed by Office Administration - General graduates.
4
II Vocational Standard
Synopsis of the Vocational Learning Outcomes
Office Administration - General Programs
The graduate has reliably demonstrated the ability to
1.
apply scheduling, task coordination, and organizational skills
to facilitate the completion of tasks and to meet deadlines in
the workplace.
2.
locate and manage data and information from a variety of
electronic and paper sources.
3.
organize and process electronic and paper communications to
assist the flow of information in the workplace.
4.
record financial information for the workplace within a
specified time frame using appropriate document formats,
procedures, and software.
5.
produce accurate business documents by a specified deadline
using available computer technology.
6.
use effective interpersonal skills in the workplace to assist the
completion of individual and team tasks and to promote the
image of the organization.
7.
research, develop, and prepare draft reports substantiating
the resources or services for the workplace using written and
oral presentation techniques and appropriate technology.
8.
use the Internet and its tools to conduct research.
9.
demonstrate administrative skills to enhance the effective
operation of the workplace.
Note:
The learning outcomes have been numbered as a point of reference; numbering does not imply
prioritization, sequencing, nor weighting of significance.
II Vocational Standard
5
The Vocational Learning Outcomes
1.
The graduate has reliably demonstrated the ability to
apply scheduling, task coordination, and organizational skills
to facilitate the completion of tasks and to meet deadlines in
the workplace.
Elements of the Performance
6
C
Prioritize tasks
C
Prepare and follow a work plan
C
Accept responsibility for assigned tasks within a team
C
Negotiate and meet deadlines
C
Use manual and electronic calendar and reminder systems
C
Organize appropriate facilities, equipment, services, and supplies to support
meetings and related activities according to a full understanding of the roles and
responsibilities assigned
C
Co-ordinate arrangements for appointments and meetings effectively and
efficiently
C
Organize a workspace
C
Apply knowledge of ergonomics to health and safety concerns
II Vocational Standard
2.
The graduate has reliably demonstrated the ability to
locate and manage data and information from a variety of
electronic and paper sources.
Elements of the Performance
C
Identify equipment and supplies required for data and information systems
•
Follow procedures which ensure compliance with statutes and regulations
governing the privacy of information and retention of records
•
File and retrieve electronic and paper records
•
Maintain organized, current electronic and paper records
•
Use introductory database management software
II Vocational Standard
7
3.
The graduate has reliably demonstrated the ability to
organize and process electronic and paper communications to
assist the flow of information in the workplace.
Elements of the Performance
8
•
Listen effectively
•
Follow oral and written instructions
•
Make notes to record communications including minutes of meetings as
required
•
Apply knowledge of telephone, electronic-mail, and voice-mail systems to the
workplace
•
Use appropriate language and style for oral and electronic conversations in the
workplace
•
Use correct business terminology
•
Analyze written communications received through electronic and paper
communication systems to determine appropriate action
•
Complete a variety of forms to record communications and support the flow of
information in the workplace
•
Determine appropriate electronic and paper distribution methods for a variety of
internal and external communications
•
Prepare internal and external communications for distribution
II Vocational Standard
4.
The graduate has reliably demonstrated the ability to
record financial information for the workplace within a
specified time frame using appropriate document formats,
procedures, and software.
Elements of the Performance
•
Interpret and follow written and oral instructions
•
Use reference materials
•
Use correct business terminology
•
Maintain a system for handling petty cash expenditures in the workplace
•
Process forms to record financial transactions for an organization as appropriate
and required
•
Make calculations
•
Verify the accuracy of calculations
•
Apply proofreading skills
•
Key and format draft information to produce financial documents
•
Meet deadlines
•
Use appropriate software packages
•
Design and manage spreadsheets and other electronic calculations to complete
tasks as required
•
Remain current with the changing needs and resources related to hardware and
software use in the workplace
II Vocational Standard
9
5.
The graduate has reliably demonstrated the ability to
produce accurate business documents by a specified deadline
using available computer technology.
Elements of the Performance
10
•
Interpret and follow written and oral instructions
•
Use correct business terminology
•
Use reference materials
•
Access application software through a computer operating system
•
Utilize information processing software, including word processing and
spreadsheet applications
•
Apply editing skills
•
Proofread using a variety of techniques, including computer software
•
Use correct grammar, spelling, and punctuation
•
Organize a work space
•
Produce correspondence, reports, and documents for meetings by processing
written, oral, and numeric information
•
Convert draft information from electronic and paper sources into final-form
documents
•
Meet deadlines
•
Use introductory database management software
•
Use integrated software for advanced document production
II Vocational Standard
6.
The graduate has reliably demonstrated the ability to
use effective interpersonal skills in the workplace to assist the
completion of individual and team tasks and to promote the
image of the organization.
Elements of the Performance
•
Use appropriate verbal, written, electronic, and nonverbal communications for
a variety of workplace situations
•
Apply ethical principles to workplace situations, including the handling of
confidential information
•
Apply the principles of customer service
•
Recognize the impact of personal image on the image of an organization
•
Analyze organizational structures to determine working and reporting
relationships
•
Choose appropriate behaviors for interacting with management, co-workers,
and the public in a variety of workplace situations
•
Work independently
•
Contribute effectively to team projects
•
Identify her or his role within the structure of a workplace organization
II Vocational Standard
11
7.
The graduate has reliably demonstrated the ability to
research, develop, and prepare draft reports substantiating
the resources or services for the workplace using written and
oral presentation techniques and appropriate technology.
Elements of the Performance
12
C
Apply a variety of electronic research techniques
C
Research, compare, and contrast resources or services
C
Compile and organize information
C
Apply composing and proof-reading techniques
C
Prepare appropriate recommendations for the selection of resources or services
C
Identify the variety, format, and location of information required
II Vocational Standard
8.
The graduate has reliably demonstrated the ability to
use the Internet and its tools to conduct research.
Elements of the Performance
•
Communicate with others (intra-office and inter-office) via e-mail
•
Apply business ethics to computer software use and Internet communications
•
Select appropriate search engine for the information required
•
Carry out research effectively and efficiently using the Internet
•
Work comfortably with a variety of workplace-related software packages
•
Remain current with the changing needs and resources related to software use in
the workplace
II Vocational Standard
13
9.
The graduate has reliably demonstrated the ability to
demonstrate administrative skills to enhance operations of the
workplace.
Elements of the Performance
14
C
Manage the flow of paper, data, and information within the workplace
C
Use time and other resources effectively and efficiently
C
Provide direction and follow-up related to usual events and occurrences within
the workplace
C
Communicate effectively with co-workers and management
C
Build and maintain working relationships with others
C
Produce clear, comprehensive, and error-free documentation
II Vocational Standard
III. Generic Skills Standard
All graduates of Office Administration - General Programs must have achieved
the eleven generic skills learning outcomes listed on the following pages, in
addition to achieving the vocational learning outcomes and meeting the general
education requirement. 1
1
The generic skills learning outcomes listed in this program standard form part of the program standard for each
one- year postsecondary college program, excluding post-diploma programs. Additional information about these
generic skills learning outcomes is contained in the Generic Skills Learning Outcomes for One-Year College
Programs in Ontario’s Colleges of Applied Arts and Technology. CSAC: 1996.
III Generic Skills Standard
15
Synopsis of the Generic Skills Learning Outcomes
Office Administration - General Programs
The graduate has reliably demonstrated the ability to
16
1.
communicate clearly and coherently using written and spoken
formats which fulfil the purpose and meet the needs of
audiences.
2.
locate and select the current, relevant, and useful information
required to complete tasks.
3.
interpret information, instructions, claims, and ideas with the
accuracy required to complete tasks.
4.
execute mathematical operations with the accuracy required
to solve routine problems.
5.
use computers and other technological tools to perform
routine tasks.
6.
manage the use of time and other resources to complete tasks
and attain goals.
7.
solve problems, using a variety of strategies.
8.
interact with others in groups or teams in ways that contribute
to effective working relationships.
9.
take responsibility for his or her own actions.
10.
analyze and present his or her skills, knowledge, attributes,
and experience for personal development and employment
purposes.
11.
adapt his or her current skills and knowledge to new
situations.
III Generic Skills Standard
The Generic Skills Learning Outcomes
1.
The graduate has reliably demonstrated the ability to
communicate clearly and coherently using written and spoken
formats which fulfil the purpose and meet the needs of
audiences.
Explanation
Communicating in a clear and coherent manner requires producing the spoken and
written material that best suits the situation. Graduates will have developed their
ability to recognize the differing needs of their audiences, to identify what is required,
and to match those needs with the message that is most appropriate. They will
communicate using the style and conventions required, and they will check their
communication for accuracy and clarity, making adjustments where necessary.
Elements of the Performance
C
Plan and organize communications according to the purpose and audiences
C
Incorporate content that is meaningful and necessary
C
Ensure that the message conforms to the conventions of a format (e.g., memo,
e-mail, weekly report, care plan, daily log, formal presentation)
C
Use language and style suitable to the audiences and purposes
C
Revise the message, adjusting for errors in content and mechanics (e.g.,
spelling, punctuation, usage, sentence structure)
C
Use tone, volume, and pace suitable to the audiences and purposes
C
Employ effective listening and reading skills to gather feedback to
communication
C
Respond to verbal and nonverbal feedback
III Generic Skills Standard
17
2.
The graduate has reliably demonstrated the ability to
locate and select the current, relevant, and useful information
required to complete tasks.
Explanation
Completing tasks often requires information that can be used as support. Graduates,
therefore, must be able to access current, relevant, and useful information and to make
effective use of that information. Graduates will have developed and used strategies to
locate an appropriate range of information. They will have learned how to select
pertinent information and to sort it. This information can then be used to support
decisions and to assist in the completion of tasks.
Elements of the Performance
18
C
Determine the nature of the information required
C
Consult a variety of information sources (e.g., people, text, databases, electronic
and non-electronic libraries and networks)
C
Gather information from appropriate sources
C
Examine the information and select what is relevant, important, and useful
C
Use typical formats to record information
C
Use information ethically
C
Acknowledge and credit the source of material in both written and oral reports
III Generic Skills Standard
3.
The graduate has reliably demonstrated the ability to
interpret information, instructions, claims, and ideas with the
accuracy required to complete tasks.
Explanation
Responding to messages from many sources requires the ability to receive messages
and to comprehend what has been received. Graduates will have developed the skills
to receive messages through listening, reading, and observation. The important role of
information in personal and workplace situations requires graduates to be able to
understand material produced by others. Graduates will have demonstrated their
understanding of the messages they receive through accurate reports (in a variety of
formats) or through completing tasks related to the messages.
Elements of the Performance
C
Use strategies to read, listen, and observe effectively (e.g., note-taking
techniques, skimming, concept maps, concentration tools, asking for
clarification)
C
Clarify what has been read, heard, and observed
C
Present an accurate spoken or written report of what has been read, heard, and
observed
C
Outline the arguments used to support claims
C
Examine the material used to support claims distinguishing between fact and
opinion
C
Acknowledge and credit the source of information, ideas, and concepts
C
Follow instructions
C
Complete tasks making use of the messages received
III Generic Skills Standard
19
4.
The graduate has reliably demonstrated the ability to
execute mathematical operations with the accuracy required
to solve routine problems.
Explanation
Completing regular personal and workplace tasks requires the ability to use
mathematical techniques to arrive at accurate solutions. Graduates will have developed
their ability to identify tasks and problems which require mathematics, to apply
mathematical techniques (concepts, conventions, strategies, and operations), and to
check the results of their applications.
Elements of the Performance
20
C
Recognize situations that require mathematics
C
Estimate probable answers
C
Apply mathematical principles
C
Execute routine mathematical operations
C
Check for errors in numerical answers and the appropriate fit between problems
and answers
III Generic Skills Standard
5.
The graduate has reliably demonstrated the ability to
use computers and other technological tools to perform
routine tasks.
Explanation
Using computers and other technologies to increase productivity and to expedite
everyday tasks requires graduates to have the confidence and ability to recognize when
computers and other technologies contribute to completing routine tasks and solving
problems. They will have demonstrated the ability to make use of the technological
tools appropriate to typical daily tasks in personal and in working life.
Elements of the Performance
C
Use basic operating system functions (e.g., load, save, retrieve)
C
Choose the most appropriate available technology to complete the task
C
Use the software, equipment, and tools correctly and ethically to complete
routine tasks
C
Use common technological tools effectively (e.g., calculators, fax machines,
voice mail systems, VCR’s)
III Generic Skills Standard
21
6.
The graduate has reliably demonstrated the ability to
manage the use of time and other resources to complete tasks
and attain goals.
Explanation
Achieving task-related goals in their personal and professional lives requires graduates
to use time, money, space, and other – often limited – resources as efficiently as
possible. Graduates will have developed their ability to plan and predict efficient ways
of achieving goals. They will use tools designed to assist in the process.
Elements of the Performance
22
C
Set reasonable and realistic goals
C
Prioritize tasks
C
Use appropriate planning tools (e.g., budgets, schedules) to achieve goals
C
Use resources (e.g., time, equipment, materials, money, information, support
systems) efficiently to accomplish tasks
C
Monitor the process and expectations, and make necessary adjustments
III Generic Skills Standard
7.
The graduate has reliably demonstrated the ability to
solve problems, using a variety of strategies.
Explanation
Solving a range of problems and dealing with a variety of tasks require the thinking
skills and strategies that will allow graduates to identify what has to be done and to
select and implement a suitable approach. Graduates will also be able to develop their
creative thinking skills as they find alternative ways to address a situation.
Elements of the Performance
C
Recognize when there is a problem to be solved
C
Analyze the problem
C
Select the thinking skills and strategies (e.g., inductive and deductive thinking,
brainstorming, clustering) which could be used to solve the problem
C
Develop solutions using selected skills and strategies
C
Implement the preferred solution
C
Evaluate the effectiveness of the strategies and the solution
III Generic Skills Standard
23
8.
The graduate has reliably demonstrated the ability to
interact with others in groups or teams in ways that contribute
to effective working relationships.
Explanation
Working in teams or groups in either a work or a social context requires interacting
effectively with the members of the group. Graduates will have demonstrated their
ability to identify and complete the various tasks required of them as individuals and as
group members. They will also have demonstrated their ability to consider and respond
to others.
Elements of the Performance
24
C
Work with the group or team to clarify tasks, roles, and responsibilities
C
Clarify one’s own roles and fulfill them in a timely fashion
C
Contribute one’s own ideas, opinions, and information while demonstrating
respect for those of others
C
Treat other members of the group or team equitably and fairly
C
Contribute to a group’s evaluation of its progress and interactions
III Generic Skills Standard
9.
The graduate has reliably demonstrated the ability to
take responsibility for his or her own actions.
Explanation
Taking positions and completing tasks require graduates to be accountable for actions
taken. Graduates will have demonstrated their ability to explain what they do and why
they do it. They will acknowledge the consequences of their actions and examine
feedback on their actions.
Elements of the Performance
C
Acknowledge one’s actions
C
Acknowledge one’s role in group activities
C
Review the results of one’s actions
C
Identify the successes resulting from one’s actions
C
Identify any problems resulting from one’s actions and make adaptations
C
Evaluate and act upon feedback
III Generic Skills Standard
25
10.
The graduate has reliably demonstrated the ability to
analyze and present his or her skills, knowledge, attributes,
and experience for personal development and employment
purposes.
Explanation
Preparing for changes in their personal and professional lives requires graduates to
assess and present their accomplishments and abilities. Graduates will have developed
their ability to identify and reflect on what they have done and learned. They will have
summarized their abilities in ways that are attractive and useful to potential recipients
and to themselves.
Elements of the Performance
26
C
Summarize one’s own skills, knowledge, attributes and experience fully and
realistically
C
Present oneself using a format which best identifies skills, knowledge,
attributes, and experience (e.g., resume, portfolio, interview, web page)
C
Analyze feedback to presentations of oneself
III Generic Skills Standard
11.
The graduate has reliably demonstrated the ability to
adapt his or her current skills and knowledge to new
situations.
Explanation
Graduates will have developed the confidence to know that their current skills are
applicable to a range of changing, novel, and unexpected situations. They will have
demonstrated their ability to reflect on what they can do, match those skills to the new
demands, and identify additional skills which will make them effective in new
situations. They will be able to plan for further learning opportunities to help them
develop the new skills and knowledge.
Elements of the Performance
C
Assess current skills and knowledge
C
Recognize situations which require adaptation of skills and knowledge
C
Identify skills and knowledge required for new personal and workplace
situations and make plans to acquire them
C
Set goals for continued broadening of skills, knowledge, attitudes, and
experience to respond to changes in personal and working life
III Generic Skills Standard
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IV. General Education Standard
All graduates of Office Administration - General Programs must have met the
general education requirement described on the following pages, in addition to
achieving the vocational and generic skills learning outcomes.
The General Education Requirement
The Government of Ontario has established that each college postsecondary
program shall include a minimum of one three-hour-per-week general education
course of approximately 45 instructional hours per semester. Learners should
experience a breadth of goals through their general education studies; and,
wherever possible, they should have the opportunity to exercise choice in the
selection of their general education courses.
This general education requirement is an integral component of the Office
Administration - General Program Standard, along with the vocational and generic
skills learning outcomes.
The general education requirement shall be met consistent with the following
guiding principles:
1. General education in the colleges shall identify and deal with issues of societal
concern in a manner relevant to the lives of students. General education courses
shall be structured in such a way as to guide students through the historical context
of such issues, their theoretical bases, and application to contemporary life.
2. All general education courses offered in the colleges shall be designed to provide
benefits to one or more of the three areas: learners’ personal growth and
enrichment, informed citizenship, and working life.
3. An essential component of the mission of Ontario’s colleges is the encouragement
and support of continuous learning. This commitment to lifelong learning shall be
reflected in each of the general education courses offered in the colleges.
General education appropriate for Ontario colleges is defined as those postsecondary
learning experiences that enable learners to meet more effectively the societal
challenges which they face in their community, family, and working life. General
education in the colleges provides learners with insight into the enduring nature of the
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IV General Education Standard
issues being addressed and into their particular relevance to today and the future. It is
intended to encourage and support continuous learning. It is delivered as discrete
courses which are designed to address one or more of the following goals and
associated broad objectives established for general education:
Goals and Broad Objectives
1. Aesthetic Appreciation
understand beauty, form, taste, and the role of the arts in society
Broad Objectives
C develop critical awareness of arts in society
C perceive and evaluate the role of the arts
C heighten critical appreciation through development and application of personal
and formal judgment factors
2. Civic Life
understand the meaning of freedoms, rights, and participation in
community and public life
Broad Objectives
C develop knowledge of the structure and function of governments in Canada:
legislative, judicial, and administrative arms; roles of elected officials and
public servants; and a personal awareness of citizen responsibility
C develop historical understanding of major issues affecting Canadian politics and
a critical awareness of related public policy
C develop awareness of international issues and their effects, and the place of
Canada in international communities
C develop awareness of the history, significance, and organization of the
voluntary sector in community life
IV General Education Standard
29
3. Cultural Understanding
understand the cultural, social, ethnic, and linguistic diversity of Canada
and the world
Broad Objectives
C develop an understanding of cultural identity by linking personal history to
broader cultural study
C develop an understanding of the diversity of cultures and subcultures
represented in Canadian society and of their interactions within the Canadian
society
C develop intercultural understanding through reasoned reflection on various
cultures’ responses to universal human issues
4. Personal Development
gain greater self-awareness, intellectual growth, well-being, and
understanding of others
Broad Objectives
C consider one’s expectations and values and analyze their impact on personal
goals
C apply an understanding of the individual and human development to personal
life and relationships
C integrate the concept of well-being into one’s lifestyle
C understand oneself as a learner and articulate one’s own learning style
5. Social Understanding
understand relationships among individuals and society
Broad Objectives
C develop informed understanding of social organization and institutions and of
ongoing issues in relationships between individuals, groups, and societies
C develop informed understanding of social trends, social change, and social
problems and of implications for social and personal response
C develop informed understanding of contemporary social problems and issues
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IV General Education Standard
6. Understanding Science
appreciate the contribution of science to the development of civilization,
human understanding, and potential
Broad Objectives
C develop an understanding of the history, philosophy, contributions,
perspectives, and limitations of the sciences
C develop an understanding of the scientific method and its uses in measuring
quantifiable entities and confirming laws of nature
7. Understanding Technology
understand the interrelationship between the development and use of
technology and society and the ecosystem
Broad Objectives
C relate implications of current transformations in technological knowledge and
development to our physical and biological world
C develop awareness of ethical positions on enduring issues regarding the place of
the human species in the physical and biological world
8. Work and the Economy
understand the meaning, history, and organization of work; and working
life challenges to the individual and society
Broad Objectives
C set personal expectations for efficiency, effectiveness, ethics, and rewards and
reconcile them with the changing work environment
C apply knowledge of the organization and structure of work, its institutions, and
history; and of social and cultural attitudes to work
C develop an understanding of the changing nature of work and the economy
IV General Education Standard
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