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Advertising Program Standard
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The approved program standard for six-semester Advertising Programs approved by the Ministry of Education and Training (MCU Code 62100) for delivery by Ontario Colleges of Applied Arts and Technology
Ministry of Education and Training, August 1998
© 1998, Ontario Ministry of Education and Training
ISBN 0-7778-7663-9
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The Ministry of Education and Training 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 Education and Training would like to acknowledge the important roles of:
- Members of the Advertising Program Standards Committee: Brent Bernie, Harris Media Systems; Sunni Boot, Optimedia Canada; Harvie Brydon, Loyalist College; Jack Daley, BBDO Canada; Ian Fisher, Sheridan College; Paul Gilbert, La Cité collégiale; Cathy Kirkpatrick, Mediaplus Advertising; Nicole Loreto, Souris and Petitti; Elizabeth MacLennan, Seneca College; Joy Thorne-Enright, Centennial College; Coralee Young, Georgian 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 Advertising Programs (six-semester) delivered by Ontario colleges of applied arts and technology. The program standard applies to all programs approved by the Ministry of Education and Training under MCU code 62100.
Development of System-Wide Program Standards
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.
This mandate was initially carried out as the work of the College Standards and Accreditation Council (CSAC), established in 1993.
Effective September 1, 1996, CSAC was disbanded as a government agency and its standards-setting and accreditation functions were integrated into the Ministry of Education and Training. The Colleges Branch of the Ministry of Education and Training has now assumed 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 Education and Training 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 Education and Training 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 Advertising 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 Education and Training 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 Advertising Programs (six-semester) must have achieved the sixteen vocational learning outcomes listed in the following pages, in addition to achieving the generic skills learning outcomes and meeting the general education requirement.
Preamble
Graduates of Advertising Programs are prepared to enter the ever growing field of advertising – a critical component of many organizations' communications mix. Graduates have demonstrated achievement of vocational learning outcomes which relate to the role of advertising as a persuasive form of marketing communications.
Organizations use advertising to promote ideas, services, and products. Therefore, achievement of the vocational learning outcomes will prepare graduates of six-semester Advertising Programs to apply marketing principles in determining the advertising needs of clients. Graduates will be able to apply research skills in order to develop advertising and media plans, present the plans, and produce creative marketing communication materials using industry-standard technology. Also, graduates will apply evaluation techniques to measure the effectiveness of advertising campaigns. In addition, graduates of six-semester Advertising Programs have demonstrated the ability to conduct a major research project as well as play a specific role in the development of complete advertising campaigns. Finally, graduates will complete work applying advertising standards and practices in accordance with relevant law and established business practices in Canada.
Since the nature of advertising is growing and is so diverse, graduates can work in a wide variety of sectors, industry groups or support groups and associations within the advertising field. Employment opportunities can be found with advertisers (client) and full-service or specialist advertising agencies, media organizations, in the areas of creative services, media planning and buying, sales, account management, marketing, production, public relations, and sales promotion.
There are opportunities for graduates to pursue further educational qualifications. Graduates of Advertising Programs are encouraged to continue their lifelong learning and professional development. Colleges of Applied Arts and Technology and professional associations offer many professional development opportunities within the field of advertising.
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Table of Contents |
Synopsis of the Vocational Learning Outcomes
Advertising Programs (six-semester)
Please see the Glossary of Terms for definitions of words marked with an asterisk (*) in the sections below.
The graduate has reliably demonstrated the ability to
- apply marketing principles to complex marketing problems to meet the advertising needs of clients.
- apply research skills to gather, evaluate, interpret, and analyze information to gain an understanding of market segmentation* and strategic insights into consumer behaviour.
- develop and present an advertising plan.
- evaluate the effectiveness of an advertising initiative.
- develop and present a media plan by applying planning, buying, and negotiation skills.
- conceive, write, design, edit, and produce marketing communication* materials using industry-standard technology.
- evaluate and select the appropriate integration of techniques such as media advertising, sales promotion, direct response*, event marketing, and public relations to support marketing communication* objectives.
- determine advertising production requirements.
- apply creative problem solving skills to address complex advertising challenges.
- use persuasive presentation skills.
- manage a project.
- use current industry hardware and software.
- conduct a major research project.
- develop complete integrated promotional campaigns as a member of a team to solve complex marketing problems with short deadlines, utilizing a realistic budget.
- work in a professional and ethical manner, maintain professional relationships, and communicate effectively with clients, coworkers, supervisors, and others.
- apply advertising standards and practices in accordance with relevant law and established business practices in Canada.
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
apply marketing principles to complex marketing problems to meet the advertising needs of clients.
Elements of the Performance
- Assess marketing problem(s)
- Formulate conclusions that assist in the evaluation of alternatives and the recommendation of a valid course of action
- Take into account the integration of the marketing mix (product, price, place, and promotion)
- Perform a SWOT analysis (strengths, weaknesses, opportunities, and threats)
- Prepare and support promotional recommendations to address the problem(s)
2. The graduate has reliably demonstrated the ability to
apply research skills to gather, evaluate, interpret, and analyze information to gain an understanding of market segmentation* and strategic insights into consumer behaviour.
Elements of the Performance
- Determine, use, and analyze types of research information available to understand consumer behaviour in response to a specific challenge
- Access relevant data resources, media measurement and planning tools (e.g., BBM*, Nielsen, PMB*, Harries, proprietary research*)
- Use research gathering and analysis software
* See glossary
3. The graduate has reliably demonstrated the ability to
develop and present an advertising plan.
Elements of the Performance
- Define the role of advertising to achieve specific marketing objectives
- Use consumer profiles that have been developed and enhanced from information gained through relevant research such as demographics,* psychographics,* geodemographics,* audience values and attitudes
- Apply strategic thinking and planning skills
- Analyze product and brand information (e.g., differentiation, positioning, brand equity, brand loyalty, product, life cycle, competition)
- Establish measurable objectives, strategies, and tactics
- Develop creative and media strategies
- Prepare a creative brief*
- Manage information throughout the planning process
- Develop budget and timelines
- Develop an evaluation component including measurement
* See glossary
4. The graduate has reliably demonstrated the ability to
evaluate the effectiveness of an advertising initiative.
Elements of the Performance
- Establish criteria for evaluation
- Select appropriate tools to measure effectiveness
- Analyze and report on results
- Prepare recommendations for future efforts
5. The graduate has reliably demonstrated the ability to
develop and present a media plan by applying planning, buying, and negotiation skills.
Elements of the Performance
- Assess strengths, limitations, costs, and communications potential of various media
- Establish measurable media objectives, strategies, and tactics
- Apply media planning and buying knowledge and skills
- Develop budget and media schedules
- Use relevant media research data (e.g., CARD,* BBM,* PMB,* Nielsen)
- Prepare and present a pre-buy analysis* using appropriate technical data and terminology
- Negotiate purchase of media units*
* See glossary
6. The graduate has reliably demonstrated the ability to
conceive, write, design, edit, and produce marketing communication* materials using industry-standard technology.
Elements of the Performance
- Generate advertising ideas based on clients' briefing documents or a creative brief*
- Apply knowledge of the creative development process
- Create marketing communication* materials
- Use industry-standard desktop publishing tools efficiently and effectively
- Employ creative techniques in advertising (e.g., copywriting, brainstorming, concept development)
- Write creative/persuasive copy
- Utilize persuasive visual communication (e.g., basic graphic design, visual fundamentals, layout)
* See glossary
7. The graduate has reliably demonstrated the ability to
evaluate and select the appropriate integration of techniques such as media advertising, sales promotion, direct response,* event marketing, and public relations to support marketing communication* objectives.
Elements of the Performance
- Assess the strengths and limitations of a variety of techniques
- Determine appropriate technique(s) to most effectively reach target audience*
- Use creative approaches to develop tactics to meet clients' needs
* See glossary
8. The graduate has reliably demonstrated the ability to
determine advertising production requirements.
Elements of the Performance
- Evaluate and select appropriate production materials and techniques (e.g., print, broadcast, new media,* other developing technologies)
- Estimate costs and determine production schedule
- Plan for the distribution of production materials
* See glossary
9. The graduate has reliably demonstrated the ability to
apply creative problem solving skills to address complex advertising challenges.
Elements of the Performance
- Generate innovative alternatives, considering all aspects of the advertising process (e.g., concept development, execution, implementation)
- Analyze and evaluate chosen alternatives
- Select and present a logical rationale for that choice
- Extend an effective campaign strategy through a variety of media
10. The graduate has reliably demonstrated the ability to
use persuasive presentation skills.
Elements of the Performance
- Follow organizational planning procedures and directions
- Plan and prepare marketing communication* presentations using industry-standard technology
- Use professional communication and presentation skills when making oral and written presentations for a variety of purposes and audiences
- Sell in appropriate situations
- Use effective interpersonal skills when communicating and presenting
- Use strong written and oral skills in various forms
* See glossary
11. The graduate has reliably demonstrated the ability to
manage a project.
Elements of the Performance
- Apply knowledge of budget methods, costing, and controls
- Apply basic accounting principles when conducting business practices such as billing, invoicing, production estimates, and dockets
- Maintain and monitor a budget
- Assess work flow control
- Communicate effectively with internal and external contacts
- Organize and function effectively in a variety of team roles
- Meet deadlines applying time management skills
12. The graduate has reliably demonstrated the ability to
use current industry hardware and software.
Elements of the Performance
- Keep current on changing technology applications
- Use a variety of software applications
- Incorporate new technology in advertising and marketing (e.g., presentation, design, research, communication)
13. The graduate has reliably demonstrated the ability to
conduct a major research project.
Elements of the Performance
- Define a research opportunity relating to marketing/advertising
- Identify the research objectives and develop a research strategy which may include primary and secondary sources*
- Select a sampling technique and sample size
- Prepare a valid and unbiased questionnaire
- Conduct interviews
- Tabulate data
- Analyze data
- Draw valid conclusions
* See glossary
14. The graduate has reliably demonstrated the ability to
develop complete integrated promotional campaigns as a member of a team to solve complex marketing problems with short deadlines, utilizing a realistic budget.
Elements of the Performance
- Use an in-depth understanding of products, target markets* and target audiences*
- Assume a specific role (e.g., copywriter, art director, account manager, media manager) and fulfil the responsibility of that role within the context of the project
- Address key issues regarding the promotional plan, including the development of objectives, strategy, and tactics
- Determine what facts are relevant to the development of the plan
- Use advanced copywriting and design tools in a variety of media
- Recognize the key requirements necessary for the different project components to constitute an integrated campaign
- Prepare and present marketing, media, and comprehensive creative concepts
* See glossary
15. The graduate has reliably demonstrated the ability to
work in a professional and ethical manner, maintain professional relationships, and communicate effectively with clients, coworkers, supervisors, and others.
Elements of the Performance
- Build on learning and experience gained from every client project
- Adapt to changes in the way of doing business
- Demonstrate commitment from planning through to execution
- Contribute to team output
- Develop strategies to promote personal and professional growth
- Apply entrepreneurial principles to the advertising environment
- Communicate in a clear and concise manner
- Create and maintain a professional portfolio (e.g., work samples, resumé)
16. The graduate has reliably demonstrated the ability to
apply advertising standards and practices in accordance with relevant law and established business practices in Canada.
Elements of the Performance
- Take into account issues in Canadian advertising such as ethics, fair practice, and censorship
- Follow Canadian advertising standards fulfilling social and ethical responsibilities
- Adhere to legislation and regulations effecting the advertising industry
- Comply with the Canadian Code of Advertising Standards and Gender Portrayal Guidelines
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- BBM
- Bureau of Broadcast Measurement
- CARD
- Canadian Advertising Rates and Data
- Creative brief
- a document, usually a summary of a client's marketing and advertising situation, given to a creative team to use as the basis for developing creative. It can include a definition of the problem advertising must solve, target market descriptions, results of any research, the benefit of the product or service, "reason why", and brand character.
- Demographics
- the statistical representation of various social and economic characteristics of people, including age, sex, income, occupation, education, race, religion, and family size. Demographic segmentation is the most popular basis for dividing groups, primarily because consumer usage and wants or needs match demographic categories.
- Direct response
- advertising through any medium (mail, television, telephone, Internet, website, or fax) designed to generate a response that is measurable.
- Geodemographics
- division of the market on the assumption that people with similar economic and cultural backgrounds and perspectives tend to live in certain geographic regions, areas, or neighbourhoods.
- Market segmentation
- the process of dividing a large market into smaller homogeneous markets (segments) according to common needs and/or similar lifestyles.
- Marketing communication
- all of the messages that a company sends to its target market and/or publics and include advertising, public relations, sales promotion, direct marketing, and personal selling. In an integrated system, marketing communications also includes packaging and distribution channels.
- Media units
- the specific length of time slots (e.g., 30-second) or size of ad space in a particular media vehicle.
- New media
- developing technology and various applications in advertising such as Internet, websites, and interactive multimedia.
- PMB
- Print Measurement Bureau
- Pre-buy analysis
- a thorough analysis of media choices, including pros and cons, prior to finalizing a specific media plan or schedule.
- Primary and secondary sources
- primary refers to data observed, recorded, and collected on a first-time basis with a view to resolving a specific problem. Secondary refers to the compiling and publishing of data by disinterested sources; the data are used by companies for purposes other than resolving a specific problem.
- Proprietary research
- research commissioned by and/or conducted for a particular company. The company owns exclusive rights to it.
- Psychographics
- all the psychological variables that combine to shape our inner selves, including activities, interests, opinions, needs, values, attitudes, personality traits, decision processes, and buying behaviour.
- Target audience
- a specific group of individuals who will likely buy a product or use a service.
- Target market
- a specific group of individuals at whom an advertising message is directed.
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All graduates of Advertising 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.
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.
Synopsis of the Generic Skills Learning Outcomes
Advertising 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
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All graduates of Advertising 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 Advertising 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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