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Public Relations Program Standard
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The approved program standard for six-semester Public
Relations Programs approved by the Ministry of Training, Colleges and
Universities (MCU Code 60243) for delivery by Ontario Colleges of Applied
Arts and Technology
Ministry of Training, Colleges and Universities, December 1998
© 1999, Ontario
Ministry of Training, Colleges and Universities
ISBN 0-7778-8261-2
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The Ministry of Training, Colleges and Universities acknowledges
with thanks the significant contribution of the many individuals and
organizations who participated in the development of this program
standard. In particular, the Ministry of Training, Colleges and Universities
would like to acknowledge the important roles of
- Members of the Public Relations Program Standards
Committee: Stephanie Bolton, The Canadian Public Relations Society;
Joan Campbell, Cambrian College; Ginny Colling, Durham College;
Lucie Coté, Regional Municipality of Ottawa-Carleton; Rosalind
Franklin, The United Way; Jeff Martin, Quorum Communications; Dana
Morningstar, Fanshawe College; Glenn Pothier, GLPi; Patricia Robertson,
Bell Canada; Nancy Rodrigues, Humber College; Margaret Scott, Durham
College; Pat Shaw, Noranda Forest; Christine Smith, Centennial College;
Claudine Wilson, Algonquin College.
- The many individuals and organizations who participated
in consultations with the pilot project; the writer/editor, Brian
Provini, Conestoga College; and the secondee who led the development
of the vocational standard: Michael Pimento, Centennial College.
- All those involved in the work of the CSAC Generic
Skills Council and the development of the generic skills standard.
- All those involved in the work of the CSAC General
Education Council and the development of the general education standard.
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This document is the Program Standard for Programs (six-semester)
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 60243.
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:
- Vocational standard (the vocationally
specific learning outcomes which apply to the program in question),
- Generic skills standard (the generic
skills learning outcomes which apply to programs of similar
length), and
- 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 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.
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 Public Relations
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 document entitled
College Program Standards – Introduction
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Table of Contents |
All graduates of Public Relations Programs (six-semester) must
have achieved the thirteen vocational learning outcomes listed in
the following pages, in addition to achieving the generic skills
learning outcomes and meeting the general education requirement.
Please see the Glossary of Terms for
definitions of words marked with an asterisk (*) in the sections
below.
Preamble
Graduates of Public Relations Programs enter an increasingly
diverse profession which deals with the growing communication
needs of a wide variety of organizations and their publics*. Graduates
have demonstrated achievement of vocational learning outcomes
which relate to communications* in general and public relations*
in particular.
Many organizations use public relations* strategies and tactics
to inform, motivate, and gain support from their publics*. Public
relations* is a process which relies on a variety of abilities
with writing and planning being the most essential skills for
the public relations* practitioner.
Therefore, achievement of the vocational learning outcomes will
prepare the graduate of six-semester Public Relations Programs
to write clear, targeted communication materials and develop and
execute public relations* plans applying skills in coordinating,
budgeting, and preparing professional print, graphic, and electronic
communications*. In addition, graduates conduct and coordinate
research with a strong emphasis on analysis, strategic implications,
and evaluation. They are able to adapt to, work within, and influence
organizational policies and procedures. Also, graduates will adhere
to public relations* codes of professional ethics, standards,
and practices.
During their college experience, graduates must come to understand
public relations* as a profession, its relationship to organizational
and community dynamics, and the variety of roles of its practitioners.
Typically, graduates of six-semester Public Relations programs
have completed a field practicum which provides first hand experience
of the public relations* profession.
It is also critical for the graduate to recognize the importance
of lifelong learning by identifying opportunities for professional
development to keep abreast of current issues, trends, and practices
in public relations*. Promoting the development of the profession
through membership in national and member societies is also important
for the graduate. These organizations strive to set professional
standards and to establish and maintain professional accreditation.
Since the field of public relations* is growing and is so diverse,
graduates can work in a broad range of corporate, government,
and not-for-profit employment settings as well as agencies which
serve all three sectors. Graduates' roles may encompass a variety
of activities including publicity and promotion, research, media
relations, employee relations, community relations, government
affairs, fund-raising, and event planning.
There are opportunities for graduates to pursue further educational
or professional qualifications. Through articulation agreements
between colleges, universities, and professional organizations,
graduates may be granted credits towards relevant degrees and
certification. Students should contact individual colleges for
further details of a college's articulation agreements with other
institutions or professional associations.
* See glossary
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Table of Contents |
Synopsis of the Vocational Learning Outcomes
Public Relations Programs (six-semester)
The graduate has reliably demonstrated the ability to
- write clear, targeted communication materials.
- apply knowledge of public relations* and organizational
theories, and public relations* practices, strategies, and
history to develop and execute public relations* plans.
- complete all work in accordance public relations*
codes of professional ethics, standards, and practices; and
relevant law.
- apply creative approaches to complex communications*
planning, execution, and problem solving.
- conduct and coordinate research to develop
communication strategies to meet information needs of internal
and external publics*.
- develop clear and measurable communication
objectives* and identify techniques to evaluate the achievement
of these objectives.
- adapt to, work within, and influence organizational
policies and procedures.
- develop, deliver, and coordinate a variety
of presentations.
- develop a project or tactical budget.
- build and maintain professional relationships
with internal and external publics*.
- use computer hardware and software relevant
to public relations*.
- coordinate the production of, and produce,
visually effective print, graphic, and electronic communications*.
- develop ongoing strategies and plans to enhance
personal and professional development and to promote the development
of the public relations* profession.
Note: The learning outcomes have been numbered as a point
of reference; numbering does not imply prioritization, sequencing,
nor weighting of significance.
* See glossary
The Vocational Learning Outcomes
1. The graduate has reliably demonstrated the ability to
write clear, targeted communication materials.
Elements of the Performance
- Write various public relations* materials (e.g.,
articles, media releases, media alerts, proposals, plans)
- Adhere to formal style guides (e.g., Canadian
Press, Broadcast News)
- Use diverse writing styles matching tone and
level of language to the message and internal/external publics*
- Use writing and editing skills when reviewing
all written communications* for grammar, syntax, diction, punctuation,
style, and clarity
- Communicate appropriately for selected media/channels
- Disseminate timely and accurate information to
achieve communication goals and objectives
- Meet deadlines
* See glossary
2. The graduate has reliably demonstrated the ability to
apply knowledge of public relations* and organizational theories,
and public relations* practices, strategies, and history to develop
and execute public relations* plans.
Elements of the Performance
- Apply knowledge of contemporary public relations*
and organizational theories
- Consider public relations* projects within the
context of the evolution and history of the public relations*
profession
- Use strategic thinking to develop and execute
communications* plans incorporating research, analysis, communication,
and evaluation
- Execute a complex communications* plan using
appropriate strategies and tactics
- Take into account the influence of organizational
and community dynamics on a public relations* plan
- Use accurate public relations* terminology
- Use a variety of public relations* tools
* See glossary
3. The graduate has reliably demonstrated the ability to
complete all work in accordance with public relations* codes of
professional ethics, standards, and practices; and relevant law.
Elements of the Performance
- Adhere to public relations* codes of professional standards
- Conduct oneself within established professional codes of
conduct
- Recognize the significance and implications of relevant law
(e.g., libel, privacy assurance, defamation, copyright, intellectual property, investor relations)
* See glossary
4. The graduate has reliably demonstrated the ability to
apply creative approaches to complex communications* planning,
execution, and problem solving.
Elements of the Performance
- Choose and apply thinking skills and strategies
(e.g., creative and intuitive thinking, inquiry, critical thinking,
strategic thinking)
- Analyze ideas, concepts, and programs to determine
influencing factors
- Solve problems systematically and address opportunities
- Generate creative ideas for strategies and solutions
considering organizational dynamics, concepts, themes, and opportunities
- Use a variety of techniques to address problems
and opportunities
* See glossary
5. The graduate has reliably demonstrated the ability to
conduct and coordinate research to develop communication strategies
to meet information needs of internal and external publics*.
Elements of the Performance
- Assist in the analysis of needs to determine
information objectives*
- Use and coordinate a variety of research techniques
(e.g., primary, secondary, formal, informal, qualitative, quantitative,
formative, summative)
- Select appropriate data collection strategies
(e.g., surveys, focus groups, interviews, Internet, library)
- Draw conclusions about how the information can
be used
- Derive strategic implications from research
and make recommendations on how the information can be used
- Use research results to formulate alternatives
for presentation to internal and external publics*
- Incorporate the research results into communications*
planning and execution
* See glossary
6. The graduate has reliably demonstrated the ability to
develop clear and measurable communication objectives* and identify
techniques to evaluate the achievement of these objectives.
Elements of the Performance
- Define objectives based on needs and criteria of
projects/plans in consultation with internal and external publics*
- Develop communications* plans to deal with needs of
internal and external publics* based on a thorough analysis of research
- Evaluate strategies and tactics against objectives
- Monitor results of communications* plans on an ongoing
basis
* See glossary
7. The graduate has reliably demonstrated the ability to
adapt to, work within, and influence organizational policies and
procedures.
Elements of the Performance
- Adapt to organizational and/or sector culture
and protocols (e.g., corporate, agency, government, not-for-profit)
- Work within established organizational roles
for a variety of public relations* functions (e.g., fundraising,
strategic planning, event planning, media relations) considering
organizational policies, procedures, and structures
- Contribute to the integration of the functional
areas of an organization
- Develop strategies to enhance communications*
within corporate or organizational structures
- Take into account organizational history and
its impact on organizational culture and the organization's
changing needs
- Follow correct organizational procedures and
directions when preparing and submitting work
- Facilitate completion of work according to organizational
guidelines
- Recognize the impact of corporate culture on
the communications* process
- Recognize how organizational behaviour theories
may be used to influence organizational culture
* See glossary
8. The graduate has reliably demonstrated the ability to
develop, deliver, and coordinate a variety of presentations.
Elements of the Performance
- Give and receive a briefing*
- Conduct an interview
- Assist others in preparing oral, written, and
electronic presentations
- Prepare and deliver oral and written presentations
for a variety of purposes and audiences
- Use technology appropriate to public relations*
activities (e.g., audio-visual, multi-media, electronic, computer)
to enhance presentations
- Manage logistics of public relations* events
* See glossary
9. The graduate has reliably demonstrated the ability to
develop a project or tactical budget.
Elements of the Performance
- Apply financial and organizational knowledge
when developing a budget
- Apply introductory business finance principles
(e.g., ROE, ROI, cashflow)
- Work within the planned budget
- Use resources efficiently to accomplish tasks
- Identify alternate sources of funding
10. The graduate has reliably demonstrated the ability to
build and maintain professional relationships with internal and
external publics*.
Elements of the Performance
- Contribute to productive interaction among those
involved in the design and implementation of public relations*
projects
- Apply effective communication skills to meetings
and presentations
- Communicate effectively in oral and nonverbal
forms to enhance the quality of service
- Use effective interpersonal skills in completing
individual and team tasks
- Conduct all business in an ethical, responsible,
and legal manner
- Take into account a variety of input when preparing
work
- Formulate responses to questions about or critiques
of one's work
* See glossary
11. The graduate has reliably demonstrated the ability to
use computer hardware and software relevant to public relations*.
Elements of the Performance
- Apply knowledge of technologies used in public
relations* functions (e.g., electronic publishing and presentation
software, industry platforms, database management, Internet)
- Adapt to different organizational and industry
computer platforms
- Select suitable software, equipment, and tools
for the task
- Use software, equipment, and tools effectively,
corrently, and ethically
- Keep abreast of trends in emerging information
technology
* See glossary
12. The graduate has reliably demonstrated the ability to
coordinate the production of, and produce, visually effective print,
graphic, and electronic communications*.
Elements of the Performance
- Apply knowledge of basic design principles to
enhance both print and electronic communications*
- Oversee print production and processes for various
media
- Identify and use appropriate technology (e.g.,
electronic publishing, web pages, CD ROM, multimedia)
- Develop schedules and critical paths and manage
logistics
- Provide communications* briefing
* See glossary
13. The graduate has reliably demonstrated the ability to
develop ongoing strategies and plans to enhance personal and
professional development and to promote the development of the public relations*
profession.
Elements of the Performance
- Take into account public relations* as a profession
and the variety of roles of its practitioners
- Adapt to organizational and/or sector culture
and protocols (e.g., corporate, agency, government, not-for-profit)
- Work within established organizational roles
for a variety of public relations* functions (e.g., fundraising,
strategic planning, event planning, media relations)
- Recognize the importance of lifelong learning
- Recognize the value of membership in professional
associations
- Identify various methods of increasing professional
knowledge and skills
- Keep abreast of current issues, trends, and practices
in public relations*
* See glossary
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Glossary of Terms
- Briefing
- giving or receiving information in an oral, written, or combined style.
- Communications
- the vehicles with which information is transmitted ensuring two-way communication and the exchange of information.
- Communication objectives
- intended results or desired outcomes when the process of communication is
undertaken with an organization's public(s).
- Information objectives
- a statement of the measurable results that must be achieved with each
audience/public to reach a specific goal.
- Public Relations
- the management function which evaluates public attitudes, identifies the policies and procedures of an individual or an organization with the public interest, and plans and executes a program of action to earn public understanding and acceptance (CPRS).
The management of communication between an organization and its
publics (IABC).
- Publics
- individuals, group or groups (organized and unorganized) that have a direct or indirect relationship with an organization; for example, employees, shareholders, government, media, clients, competitors, or consumers.
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All graduates of Public Relations Programs must have achieved the
thirteen generic skills learning outcomes listed on the following pages,
in addition to achieving the vocational learning outcomes and
meeting the general education requirement.(1)
Synopsis of the Generic Skills Learning
Outcomes
Public Relations Programs
The graduate has reliably demonstrated the ability to
- communicate clearly, concisely, and correctly
in the written, spoken, and visual form that fulfills the purpose
and meets the needs of audiences.
- reframe information, ideas, and concepts using
the narrative, visual, numerical, and symbolic representations
which demonstrate understanding.
- apply a wide variety of mathematical techniques
with the degree of accuracy required to solve problems and make
decisions.
- use a variety of computer hardware and software
and other technological tools appropriate and necessary to the
performance of tasks.
- interact with others in groups or teams in ways
that contribute to effective working relationships and the achievement
of goals.
- evaluate her or his own thinking throughout the
steps and processes used in problem solving and decision making.
- collect, analyze, and organize relevant and necessary
information from a variety of sources.
- evaluate the validity of arguments based on qualitative
and quantitative information in order to accept or challenge
the findings of others.
- create innovative strategies and/or products
that meet identified needs.
- manage the use of time and other resources to
attain personal and/or project-related goals.
- take responsibility for her or his own actions
and decisions.
- adapt to new situations and demands by applying
and/or updating her or his knowledge and skills.
- represent her or his skills, knowledge, and experience
realistically for personal and employment purposes.
The Generic Skills Learning Outcomes
1. The graduate has reliably demonstrated the ability to
communicate clearly, concisely, and correctly in the written, spoken,
and visual form that fulfills the purpose and meets the needs of
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 developed their ability to
analyze their audiences to identify what is required and to match
those needs with the means that is most appropriate. They will
have produced material according to the style and conventions
required, and they will have checked their products for accuracy
and clarity. Finally, graduates will have used the tools available
to them to create and correct their written, spoken, and visual
messages.
Elements of the Performance
- Plan and organize communications according to
the purpose and audiences
- Choose the format (e.g., memo, illustration, video,
multimedia presentation, diagram) appropriate to the purpose
- Incorporate the 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
2. The graduate has reliably demonstrated the ability to
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 to comprehend what has been received. One way to
demonstrate that comprehension is to reframe, or restate in other
forms, the original message. This requires graduates to have developed
the skills to read, listen to, and observe messages contained
within narrative and visual forms. It also requires the ability
to construct unique narrative and visual representations that
are consistent with the original messages.
Elements of the Performance
- 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 or signs)
- 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
3. The graduate has reliably demonstrated the ability to
apply a wide variety of mathematical techniques with the degree
of accuracy required to solve problems and make decisions.
Explanation
Using mathematics effectively in everyday situations requires
the ability to apply a wide variety of mathematical skills accurately.
Graduates will have demonstrated their ability to apply the concepts
of number and space to situations which include quantities, magnitudes,
measurements, and ratios. They will have developed their ability
to identify the need for mathematics, to apply mathematical techniques
(concepts, conventions, strategies, and operations) and to check
the results of their applications. This will require graduates
to be flexible and creative and to be confident in their mathematical
skills and abilities.
Elements of the Performance
- Recognize situations that require mathematics
- Assess potential mathematical strategies (including
models, geometric representations or formulas, elementary algebraic
equations, descriptive statistical methods, and mathematical
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
4. The graduate has reliably demonstrated the ability to
use a variety of computer hardware and software and other
technological tools appropriate and necessary to the performance of tasks.
Explanation
Using computers and other technologies as tools to increase productivity
and to enhance tasks requires graduates to have the confidence
and ability to use the tools well. Graduates will have demonstrated
the ability to recognize when computers and other technologies
contribute to completing tasks, solving problems, performing research,
and creating products. They will use the technological tool most
appropriate to the task and use it accurately. Finally, they will
have gained confidence in continuing to learn about and cope with
new technologies in the future.
Elements of the Performance
- Use basic operating system functions competently
(e.g., load software, store, and retrieve 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
5. The graduate has reliably demonstrated the ability to
interact with others in groups or teams in ways that contribute
to effective working relationships and the achievement of goals.
Explanation
Working in teams or groups in either a work or personal context
requires the ability to assume responsibility for collective duties
and decisions. It also requires interacting effectively with the
members of the group. Therefore, in achieving this outcome, graduates
will have demonstrated their ability to understand and complete
the various tasks required of them as group members. They will
also have demonstrated their ability to understand and respond
to others.
Elements of the Performance
- 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
6. The graduate has reliably demonstrated the ability to
evaluate her or his own thinking throughout the steps and processes
used in problem solving and decision making.
Explanation
Solving a range of complex 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 the most suitable approach. In applying thinking
skills and strategies, graduates will have understood the limits
as well as the potential of their own thought processes. As well,
in attempting various strategies, they will have explored styles
of thinking that may be new to them. This will allow graduates
to understand the way they think and how they approach decisions
and problems.
Elements of the Performance
- 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
7. The graduate has reliably demonstrated the ability to
collect, analyze, and organize relevant and necessary information
from a variety of sources.
Explanation
Making decisions and 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 organize
that information in understandable ways. In achieving this outcome,
graduates will have developed and used strategies to locate and
gather a wide range of information, most particularly through
technological means. They will have learned how to select pertinent
information and to sort it so that it can be displayed in useful
formats like databases and spreadsheets. This information can
then be used to support decisions and to assist in the completion
of tasks.
Elements of the Performance
- Identify the nature of the 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, and charts)
- Draw conclusions about how the information can
be used
- Evaluate the processes used
- Cite sources according to the conventions of
the medium used
8. The graduate has reliably demonstrated the ability to
evaluate the validity of arguments based on qualitative and
quantitative information in order to accept or challenge the findings of others.
Explanation
With the wealth of numerical and non-numerical information available,
graduates must be able to interpret, understand, and draw conclusions
about what others have produced. Graduates will have used their
mathematical abilities to question the validity of statistics
and other numerical claims. Graduates also will have used their
language and critical thinking skills to analyze the assumptions
and evidence that others use to support more qualitative arguments
and conclusions. As a result, graduates will have developed the
ability to question and make decisions about what they read, hear,
and observe.
Elements of the Performance
- 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
9. The graduate has reliably demonstrated the ability to
create innovative strategies and/or products that meet identified
needs.
Explanation
Creating strategies and products that are original and innovative
will require graduates to develop 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 see unique relationships; and to practice the lateral, divergent,
and intuitive thinking that will yield new approaches.
Elements of the Performance
- 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
10. The graduate has reliably demonstrated the ability to
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 to use 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, they will have attempted to
follow their plans and use the tools, assessing regularly how
realistic the goals, plans, and processes are and adapting when
it is necessary.
Elements of the Performance
- Define reasonable and realistic goals
- Use planning tools (e.g., budgets and schedules)
to achieve goals
- Monitor the process and goals and respond to
changes
- Use resources (e.g., money, space, and time)
efficiently to accomplish tasks
- Reevaluate goals and the use of resources and
make appropriate adjustments
11. The graduate has reliably demonstrated the ability to
take responsibility for her or his own actions and decisions.
Explanation
Making decisions, taking positions, and completing tasks require
graduates to be accountable for actions taken and to defend their
convictions. Graduates will have demonstrated their ability to
evaluate what they do and why they do it. They will have taken
into consideration their individual values, beliefs, and opinions
and the effects these have on their actions. Not only will graduates
be able to justify their decisions, they will be able to advocate
positively on behalf of themselves.
Elements of the Performance
- 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
12. The graduate has reliably demonstrated the ability to
adapt to new situations and demands by applying and/or updating
her or his knowledge 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 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 apply previous skills or develop the additional
ones that will make them as effective in the new situations.
Elements of the Performance
- 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
13. The graduate has reliably demonstrated the ability to
represent her or his skills, knowledge, and experience realistically
for personal and employment purposes.
Explanation
Preparing for changes in their personal and professional lives
requires graduates to assess and present their accomplishments
and abilities. In achieving this outcome, graduates will have
developed their ability to reflect on what they have done and
learned. They will also have summarized their abilities in ways
that are attractive and useful to potential recipients. These
ways may include portfolios and resumes. Finally, graduates will
have developed the skills to present themselves and their accomplishments
personally and with confidence.
Elements of the Performance
- Summarize one's own skills, knowledge, and experience
realistically
- Choose formats (e.g., resume, portfolio, and
interview) which best display skills, knowledge, and experiences
according to the situations
- Evaluate responses to the representations and
make any adjustments
(1) The generic skills learning outcomes listed in
this program standard form part of the program standard for each two-
and three-year college program. Additional information about these
generic skills learning outcomes is contained in the Generic Skills
Learning Outcomes for Two and Three Year College Programs in Ontario's
Colleges of Applied Arts and Technology. CSAC: 1995.
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All graduates of Public Relations 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 Public Relations Program Standard, along with the vocational
and generic skills learning outcomes.
The general education requirement shall be met consistent with
the following guiding principles:
- 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.
- 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.
- 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 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
- develop critical awareness of the arts in society
- perceive and evaluate the role of the arts
- 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
- 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
- develop historical understanding of major issues
affecting Canadian politics and a critical awareness of related
public policy
- develop awareness of international issues and
their effects, and the place of Canada in international communities
- develop awareness of the history, significance,
and organization of the voluntary sector in community life
3. Cultural Understanding
understand the cultural, social, ethnic, and linguistic diversity
of Canada and the world
Broad Objectives
- develop an understanding of cultural identity
by linking personal history to broader cultural study
- develop an understanding of the diversity of
cultures and subcultures represented in Canadian society and
of their interactions within the Canadian society
- 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
- 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 of ongoing issues in relationships between
individuals, groups, and societies
- develop informed understanding of social trends,
social change, and social problems and of implications for social
and personal response
- develop informed understanding of contemporary
social problems and issues
6. Understanding Science
appreciate the contribution of science to the development of
civilization, 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 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
- relate implications of current transformations
in technological knowledge and development to our physical and
biological world
- 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
- set personal expectations for efficiency, effectiveness,
ethics, and rewards and reconcile them with the changing work
environment
- apply knowledge of the organization and structure
of work, its institutions, and history; and of social and cultural
attitudes to work
- develop an understanding of the changing nature
of work and the economy
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