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Business Administration Program Standard
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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:
- Participants in a series of regional focus groups.
- The many individuals and organizations who participated
in consultations during the project; the writer/editor, Brian Provini,
Conestoga College; and the project officer who led the development
of the vocational standard: Ken Reynolds, St. Clair 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.
* Please note:
This document replaces the previous Business Administration Program
Standard, dated July 1998. The document has been reissued due to typographical
errors.
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This document is the Program Standard for Business Administration
Programs 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 60200.
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 Business
Administration 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 Business Administration Programs must have achieved
the nineteen 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 Business Administration Programs carry out a variety
of administrative functions within Canadian and international
business settings. Students will have demonstrated a practical
comprehension of key principles and practices necessary for success
in the field of business.
While the Business Administration Program addresses a number
of the skill areas in the business field, such as finance, marketing,
operations, and human resources, there is emphasis on the overall
function of the organization and how its success is the result
of the contribution of all areas and departments. Graduates of
the program are able to apply leadership planning, presentation,
communication, customer-service, information technology, research,
teamwork, problem-solving, and task-management skills to support
the business activities of an organization. As well, graduates
will be exposed to the key roles of professional ethics, demeanor,
and other standards and practices that contribute to an individual's
success in business.
Graduates of Business Administrative Programs work in a broad
range of employment settings in all sectors of business and industry,
both domestic and international, including manufacturers, retailers,
medical facilities, financial institutions, government offices,
consulting firms, and other large and small businesses. As this
program is general in nature, it is designed to offer the widest
possible choice of career opportunities upon graduation. There
is a diversity of programs across the college system, using a
variety of styles and delivery formats. Like all standards documents,
these standards describe the culminating knowledge, skills and
attitudes of graduates of all programs and are not reflective
of program structure or intended to dictate specific curriculum.
There are opportunities for graduates to pursue further educational
qualifications; through articulation agreements between the colleges
and universities, graduates may be granted credits towards a degree.
Students should contact individual colleges for further details
of a college's articulation agreements with universities.
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Table of Contents |
Synopsis of the Vocational Learning
Outcomes
Business Administration Programs
The graduate has reliably demonstrated the ability to
- communicate business-related information persuasively
and accurately in oral, written, and graphic formats.
- work in a manner consistent with law and professional
standards, practices, and protocols.
- develop customer-service strategies to meet
the needs of internal and external customers.
- apply strategies to creatively organize, lead,
and assume the risks of an organization.
- apply knowledge of the human resources function
to the management of an organization.
- apply knowledge of the marketing function to
the management of an organization.
- apply accounting and financial knowledge to the
management of an organization.
- apply knowledge of operations management to the
management of an organization.
- apply computer skills and knowledge of information
technology to support the management of an organization.
- take into account the interrelationship among
the functional areas of a business.
- work effectively with co-workers, supervisors,
and others.
- apply research skills to gather, interpret,
analyze, and evaluate data from primary and secondary sources.
- apply creative problem-solving skills to address
business problems and opportunities.
- develop strategies for personal and professional
development to manage job stress, enhance work performance,
and maximize career opportunities.
- apply time management and organizational skills
to facilitate the completion of tasks and to meet deadlines
in a business environment.
- take into account the impact of the economic,
social, political, and cultural variables which affect a business
operation.
- apply leadership and management knowledge and
skills to assist in the planning, directing, and controlling
of an organization.
- plan, prepare, and deliver a variety of presentations.
- develop a business plan in collaboration with
others.
Note: The learning outcomes have been numbered as a point
of reference; numbering does not imply prioritization, sequencing,
nor weighting of significance.
The Vocational Learning Outcomes
1. The graduate has reliably demonstrated the ability to
communicate business-related information persuasively and accurately
in oral, written, and graphic formats.
Elements of the Performance
- Present and defend ideas to promote the successful
operation of an enterprise
- Write and speak clearly, concisely, and logically
- Use presentation technology, where appropriate,
to improve the clarity and impact of a presentation
- Prepare oral and written reports in an appropriate
manner
- Use E-mail and other electronic media appropriately
to communicate effectively
- Communicate information in a manner appropriate
to the content and the audience
- Use business terminology appropriately
- Participate effectively in meetings
- Develop negotiation strategies to achieve mutually
beneficial results
2. The graduate has reliably demonstrated the ability to
work in a manner consistent with law and professional standards,
practices, and protocols.
Elements of the Performance
- Approach situations with reliability, flexibility,
tact, and good judgment
- Conduct oneself in accordance with accepted ethical
standards in business situations
- Participate appropriately in meetings
- Take into account the impact of mishandling confidential
information
- Use appropriate methods for handling confidential
information in the business environment
- Recognize the impact of personal image on the image
of an organization
- Conduct business in accordance with public policy
- Take into account the potential legal liability
for the individual and organization
- Discuss the effects on business operations of a
number of significant factors such as legal issues and ethical
issues (e.g., human rights, health and safety, employment standards,
confidentiality of information)
- Take into account the need for seeking legal advice
when appropriate
3. The graduate has reliably demonstrated the ability to
develop customer-service strategies to meet the needs of internal
and external customers.
Elements of the Performance
- Resolve customer complaints fairly, promptly, and
effectively
- Use effective solutions to meet customer-service needs
- Recognize how each individual within an organization
affects the client group, both internal and external
- Ensure commitments made to customers can be met
- Use a customer-centred approach when developing
business strategies
- Take into account the demands of "just in
time" delivery systems
- Take into account the role of quality control
and quality assurance procedures, systems, and standards in satisfying
customer needs
4. The graduate has reliably demonstrated the ability to
develop strategies to creatively organize, lead, and assume
the risks of an organization.
Elements of the Performance
- Prepare a cost/benefit analysis for all initiatives
- Apply entrepreneurial skills and characteristics
such as risk taking, resourcefulness, contingency planning, and
the development of innovative solutions
- Develop innovative marketing strategies
- Identify the business advantages of corporate social
responsibility
- Conduct all business in an ethical, responsible,
and legal manner
- Recommend appropriate strategies to solve business-related
problems
- Take into account the forces at work in the economy
and their effects on business
5. The graduate has reliably demonstrated the ability to
apply knowledge of the human resources function to the management
of an organization.
Elements of the Performance
- Recognize the role of the human resources function
in the strategic business plan of an organization
- Identify the changing role of human resources in
policy formulation and future planning
- Take into account the role of human resources to
provide support to all functional areas of a business or organization
- Plan and forecast human resource needs
- Apply principles of human resources related to
recruitment, selection, hiring, dismissal, compensation, and benefits
- Develop plans for orientation and training programs
- Comply with current human rights and employment
legislation
6. The graduate has reliably demonstrated the ability to
apply knowledge of the marketing function to the management
of an organization.
Elements of the Performance
- Assess a marketing situation and develop appropriate
recommendations
- Consider the marketing environment, market segmentation,
and the roles of product, price, place, and promotion
- Apply the fundamental concepts of marketing for
a variety of products or services
- Apply knowledge of client behaviour in the design
of a marketing plan or strategy
- Take into account the impact of economic, technological,
competitive, environmental, social, political, and cultural aspects
of society on marketing initiatives
- Demonstrate knowledge of Canadian market segments
- Participate in the development of an environmental
scan
- Select the appropriate medium or media for the
marketing of a particular product or service
- Participate in the development of a customer satisfaction
survey
7. The graduate has reliably demonstrated the ability to
apply accounting and financial knowledge to the management
of an organization.
Elements of the Performance
- Assess a firm's performance by analyzing its financial
statements
- Assess the financial environment within which a
business enterprise functions
- Apply financial concepts, including risk-return
relationship and determination of the firm's value, to financial
management issues
- Use appropriate mathematical operations (e.g.,
percentages, compound interest, cost/benefit calculations) to
solve business problems
- Collect, organize, and use statistical information
in relation to practical business situations
- Identify and analyze various sources of financing
including leasing, debt, or equity
- Identify trends and measure performance by analyzing
financial statements
- Assess the effects of managerial decisions and
environmental factors on the financial performance of a firm
- Apply the principles of cash budgeting
8. The graduate has reliably demonstrated the ability to
apply knowledge of operations management to the management
of an organization.
Elements of the Performance
- Take into account the relationship between current
operational priorities and the organization's strategic plan
- Develop strategies to ensure that inventory control
supports the operational requirements of the organization
- Take into account the importance of ongoing maintenance
of the physical plant, facilities, and equipment
- Develop strategies for the scheduling of production
and staff which support the most productive operation of a facility
- Take into account the role of production design
in employee satisfaction and productivity
- Apply knowledge of quality control and assurance
systems and programs
- Take into account the roles of purchasing and material
requirements planning
9. The graduate has reliably demonstrated the ability to
apply computer skills and knowledge of information technology
to support the management of an organization.
Elements of the Performance
- Select and use appropriate software to produce
business documents
- Use computerized spreadsheets to prepare necessary
business information
- Adapt to various and changing technological systems
and computer applications for business
- Apply computer concepts to business applications
using manuals and aids relating to a specific software program
- Keep abreast of changes in information technology
- Utilize the Internet and E-mail to supplement
business activities
- Ensure the appropriate protection of information
- Use presentation software effectively and appropriately
- Communicate user requirements to information technology
personnel
- Support information sharing among the functional
areas of an organization
10. The graduate has reliably demonstrated the ability to
take into account the interrelationship among the functional
areas of a business.
Elements of the Performance
- Identify organizational structures and explain
the relationship between the various departments or functions
within an organization
- Apply knowledge of functional areas to small and
large business environments
- Consider the impact of individual functional areas
on other areas of the organization
- Consider the role of loyalties, factions, and alliances
within an organization and their impact on how individuals and
departments function
- Support information sharing among the functional
areas of an organization
- Participate effectively in multi-functional teams
11. The graduate has reliably demonstrated the ability to
work effectively with co-workers, supervisors, and others.
Elements of the Performance
- Assume responsibility for group results
- Display leadership skills in one-on-one and group
settings
- Use team-building skills (e.g., active listening,
encouraging candor, maintaining a cooperative and collaborative
environment)
- Recognize and manage sensitive interpersonal situations
- Identify and implement strategies for increasing
motivation
- Take into account differences in personality types
and how motivators may differ
- Develop strategies to manage conflict
- Motivate others to achieve personal goals and objectives
- Motivate others to achieve organizational goals
and objectives
12. The graduate has reliably demonstrated the ability to
apply research skills to gather, interpret, analyze, and evaluate
data from primary and secondary sources.
Elements of the Performance
- Identify the data required
- Select the appropriate data collection strategies
- Use all available paper-based and electronic sources
to access information
- Prepare, compile, and analyze information based
on primary research
- Ensure the accurate comparison of data
- Take into account the variables which affect the
integrity of the data when making comparisons
- Remain current on information technology to access
all available information
13. The graduate has reliably demonstrated the ability to
apply creative problem-solving skills to address business problems
and opportunities.
Elements of the Performance
- Apply a methodical approach to decision making
- Recognize the value of gathering information from
a wide variety of sources
- Collect, analyze, and synthesize information through
observation, research, and consultation
- Develop strategies to deal with unexpected events
- Use appropriate mathematical and statistical tools
to solve business problems
14. The graduate has reliably demonstrated the ability to
develop strategies for personal and professional development
to manage job stress, enhance work performance, and maximize career
opportunities.
Elements of the Performance
- Take a proactive approach to career growth by
preparing a career plan which includes goals and strategies for
accomplishing them
- Use appropriate self-management strategies
- Recognize the value of lateral career moves
- Recognize the value of own role and roles of others
in the success of the organization
- Consider the role of loyalties, factions, and alliances
within an organization and their impact on individual career growth
- Recognize the value of active participation in
business associations and the acquisition of professional accreditation
- Recognize the role of mentors and mentor models
in chosen field
- Appreciate the value of local, national, and international
networking
15. The graduate has reliably demonstrated the ability to
apply time management and organizational skills to facilitate
the completion of tasks and to meet deadlines in a business environment.
Elements of the Performance
- Recognize the need to proactively manage change
- Prioritize tasks
- Design and implement a workplan
- Cooperatively plan team tasks and responsibilities
- Negotiate and meet deadlines
- Use calendar and reminder systems to manage tasks
and projects
- Organize a workspace
- Organize appropriate facilities, equipment, services,
and suppliers to support meetings and related activities
- Plan and conduct a meeting
16. The graduate has reliably demonstrated the ability to
take into account the impact of the economic, social, political,
and cultural variables which affect a business operation.
Elements of the Performance
- Analyze the effect on business of significant domestic
and international economic factors
- Discuss the effects on business operations of
a number of significant factors such as legal issues and ethical
issues (e.g., human rights, health and safety, employment standards,
confidentiality of information)
- Take into account the need for seeking legal advice
when appropriate
- Keep abreast of and comply with current rules
and laws regarding ethics in business
17. The graduate has reliably demonstrated the ability to
apply leadership and management knowledge and skills to assist
in the planning, directing, and controlling of an organization.
Elements of the Performance
- Assume responsibility for results
- Use a variety of planning, implementing, and evaluating
strategies and techniques
- Recognize the importance of patience, flexibility,
and the need to proactively manage change
- Plan and run a meeting
- Display leadership in one-on-one and group settings
- Use team-building skills (e.g., active listening,
encouraging candor, maintaining a cooperative and collaborative
environment)
- Use effective coaching skills
- Influence the behaviour of others using skills
such as interpersonal, counseling, mediation, and alternate conflict
resolution
- Approach all interpersonal situations with reliability,
flexibility, tact, and good judgment
- Motivate others to achieve organizational goals
and objectives
- Motivate others to achieve personal goals and
objectives
- Model ethical behaviour
- Develop strategies to improve performance
18. The graduate has reliably demonstrated the ability to
plan, prepare, and deliver a variety of presentations.
Elements of the Performance
- Research, analyze, and summarize business information
- Use all available resources (presentation software,
samples, visual aids, etc.) to improve the clarity and impact
of a presentation
- Organize appropriate facilities, equipment, services,
and suppliers to support meetings and related activities
19. The graduate has reliably demonstrated the ability to
develop a business plan in collaboration with others.
Elements of the Performance
- Identify the key components of a business plan
- Utilize sales forecasting techniques
- Demonstrate an understanding of various strategies
and their effects on sales and profits and be able to recommend
appropriate strategies to solve problems
- Prepare basic pro-forma financial statements using
standard financial accounting practices
- Understand and discuss the major forces at work
in the marketplace and how they affect business
- Prepare a cost/benefit analysis for all business
initiatives
- Calculate a return on investment
- Present the plan, with recommendations, in a cohesive,
coherent, and concise manner
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All graduates of Business Administration 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
Business Administration 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 Business Administration 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
Business Administration 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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