|
|
Business Administration – Human Resources Program Standard
| |
The approved program standard for six-semester
Business Administration – Human Resources Programs approved
by the Ministry of Education and Training (MCU Code 60223) for delivery
by Ontario Colleges of Applied Arts and Technology
Ministry of Education and Training, June 1997
© 1997, Ontario
Ministry of Education and Training
ISBN 0-7778-6697-8 |
Acknowledgments
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 Human Resources Program Standards
Committee: Marilyn Abraham, Human Resources Professionals Association
of Ontario; Christine Bates, City of Thunder Bay; Barbara Buchanan,
Sprint Canada; Iris Cieslar, Lambton College; Desiree Fulton, T.
Eaton Company; Janic Gauthier, Government of Canada; Steve Graves,
St. Lawrence College; Sandro Iannica, Hay Management Consultants;
Nelson Lacroix, Niagara College; Doug Law, Sheridan College; Jim
McSheffrey, 3M Canada; Lou Newell, Fanshawe College; Beth Posen,
Sprint Canada; Carolin Rekar, Durham College; Paul Tambeau, Conestoga
College; Jennifer Van Sickle, Toronto Hospital.
- The many individuals and organizations who participated
in consultations with the committee; the writer/editor, Brian Provini,
Conestoga College; and the secondee 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.
|
This document is the Program Standard for Business Administration –
Human Resources 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 60223.
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 – Human Resources 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 for this program, contact the Ministry
of Education and Training at the address or telephone number noted
in the document entitled College Program
Standards – Introduction.
|
Table of Contents |
All graduates of Business Administration – Human Resources
Programs must have achieved the seventeen 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 – Human Resources
Programs carry out human resources functions within the Canadian
business environment. Graduates have therefore demonstrated achievement
of vocational learning outcomes which relate to both business
in general and human resources in particular.
Graduates of the three-year Business Administration –
Human Resources Programs are prepared to perform staffing, appraisal,
training, employee relations, health and safety, and benefits
and compensation administration functions. They are also able
to apply communication, information technology, teamwork, change
management, and research skills to support the human resources
activities of an organization. In addition, graduates are able
to perform a number of more complex functions including applying
principles of financial analysis and control to support a variety
of management functions, collaborating in the design of an organization's
human resources plan, and participating in the preparation of
an organization's business plan.
Graduates of Business Administration – Human Resources
Programs work in a broad range of employment settings in all sectors
of business and industry, both domestic and international, including
manufacturers, retailers, banks and other financial institutions,
medical facilities, government offices, human resources consulting
firms, and other large and small businesses.
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.
The Vocational Learning Outcomes
1. The graduate has reliably demonstrated the ability to
contribute to human resources planning and the recruitment,
selection, and orientation of employees.
Elements of the Performance
- Assume a proactive role in human resources
planning
- Identify skill sets required for the position(s)
- Determine potential sources for qualified applicants
- Use appropriate outreach, access, and advertising
strategies to attract qualified applicants
- Incorporate Internet and other evolving technologies
into the recruitment strategy
- Provide potential employees with all necessary
information about the organization
- Use valid assessment tools to determine suitability
of prospective employees in accordance with relevant labour
and human rights laws, policies, and regulations
- Identify systems and processes that link the
career plans and employee skill sets with the current and
future needs of the organization
- Ensure new employee orientations explain the
culture of the organization and the roles of the employee
and employer
- Ensure orientation programs meet employee
and employer needs by evaluating their effectiveness and modifying
appropriately
- Use human resources information systems to
facilitate human resources planning
- Assist in the integration of human resources
planning with the strategic initiatives of the organization
- Use human resources forecasting techniques
to deal with projected staffing shortages and surpluses and
develop strategies to address them
2. The graduate has reliably demonstrated the ability to
participate in the performance appraisal process.
Elements of the Performance
- Confirm skill sets required for the position(s)
- Ensure that job-related performance indicators
are relevant, reliable, and accurately reflect the individual’s
range of responsibilities
- Ensure that quantifiable standards for performance
are valid
- Communicate performance appraisal format to
all involved in the process
- Ensure that performance appraisals are administered
in accordance with relevant law and company policy
- Plan and communicate performance interview
format(s)
- Identify appropriate personnel to be involved
in the performance appraisal process
- Develop strategies to improve individual employee
performance, where appropriate
- Complete documentation necessary for the performance
appraisal process
- Identify and communicate appropriate follow-up
(e.g., wage increase, promotion, training, bonus)
- Incorporate performance appraisals into human
resources information system
- Facilitate the appropriate appeals procedure
- Participate in ongoing review of the performance
appraisal process
3. The graduate has reliably demonstrated the ability to
contribute to the preparation and delivery of employee
training and development programs.
Elements of the Performance
- Identify skill sets required for the position(s)
- Participate in a training needs assessment
- Use specified evaluation to determine individual
employee's skills and abilities
- Ensure that job-related performance indicators
are relevant, reliable, and accurately reflect the individual’s
range of responsibilities
- Facilitate training sessions
- Identify internal and external training and
development resources
- Recognize the importance of adult learning
principles within training programs
- Evaluate the effectiveness of training initiatives
- Use effective coaching skills
- Approach all training situations with flexibility,
tact, and good judgment
- Plan ways to instruct others in human resources
management functions and practices
- Recognize the role of training within a change
strategy
- Consider the integration of training initiatives
and organizational strategic plans
- Incorporate training information into human
resources information system
- Identify external funding sources for training
and development
4. The graduate has reliably demonstrated the ability to
develop strategies to contribute to an organization's
success through effective employee and labour relations in both
non-union and union environments.
Elements of the Performance
- Identify those issues and situations which
require referral
- Apply the principles of conflict resolution,
performance management, and team building
- Use effective coaching skills
- Approach all interpersonal situations with
reliability, flexibility, tact, and good judgment
- Treat confidential information in an ethical
manner
- Recognize “expatriate” issues, such
as cultural differences, lack of contact with the home office
and reduced career mobility
- Assimilate information quickly by asking appropriate
questions
- Use problem-solving strategies to assess perceived
grievances and resolve problems quickly
- Apply knowledge of employee behaviour in the
design of a plan or strategy
- Develop strategies to manage both favourable
and unfavourable reactions to a particular approach
- Act in a fair and impartial manner
- Assist in resolving disputes involving contract
and policy interpretation
- Use diplomacy in interviews, counseling sessions,
and termination meetings
- Support equality and diversity in the workplace
- Describe the process of union certification
and decertification
- Identify clauses of a collective agreement
relevant to particular situations
- Act in accordance with a collective agreement
(e.g., grievance procedures and arbitration)
- Assist the negotiating team in the collective
bargaining process
- Mediate internal disputes fairly and effectively
5. The graduate has reliably demonstrated the ability to
prepare, maintain, and communicate accurate information
related to compensation and benefits administration.
Elements of the Performance
- Maintain all employee records in a confidential
manner
- Administer wages and benefits in accordance
with the organization’s policies and procedures
- Where appropriate, collect and summarize salary
survey data
- Ensure all wages and benefits are administered
in accordance with relevant employment law
- Provide relevant compensation and benefits
information (e.g., Employee Assistance, Workers' Compensation,
Pay for Performance) to employees and employer, as needed
- Provide information to employees on available
benefits
- Use various tools to assist in job evaluation
6. The graduate has reliably demonstrated the ability to
monitor an organization's work environment for compliance
with current health and safety legislation, policies, and procedures.
Elements of the Performance
- Develop strategies to communicate health and
safety information in accordance with the Occupational Health
and Safety Act and the Workplace Hazardous Materials Information
System
- Maintain all necessary safety-related record
- Contribute to the organization's compliance
with the Workers' Compensation Act
- Identify health and safety issues and trends
that may indicate a deficiency and recommend possible improvements
- Recognize the health and safety responsibilities
of employers, supervisors, and employees
- Recognize the importance of membership in safety
organizations
7. The graduate has reliably demonstrated the ability to
complete all human resources work in compliance with all
relevant employment legislation, law, policies, and procedures.
Elements of the Performance
- Participate in a human resources audit
- Comply with the organization's disciplinary
policies and procedures
- Apply knowledge of acts, legislation, and arbitration
(e.g., recent decisions, pending changes, sources of information)
to relevant areas of human resources, such as staffing, performance
management, and compensation
- Recognize the value of human resources-related
periodicals to remain abreast of recent legal decisions
- Act and consult with clients in accordance
with human rights, privacy, and health and safety laws
- Comply with the organization's policies and
procedures regarding termination of employment
- Distinguish among types of contracts (e.g.,
collective agreements, individual employment contracts)
- Differentiate between areas of provincial
and federal jurisdiction
- Interpret information from contracts, agreements,
and legislation
- Conduct all activities in a legal and ethical
manner
8. The graduate has reliably demonstrated the ability to
apply computer skills and knowledge of Human Resources Information
Systems (H.R.I.S.) to support the human resources function.
Elements of the Performance
- Use appropriate software to record and compile
human resources information (e.g., staffing, performance ratings,
wage information)
- Select and use appropriate software to produce
necessary human resources reports and other documents
- Use computerized spreadsheets to prepare necessary
human resources information
- Adapt to various and changing technological
systems and computer applications for human resources management
- Apply computer concepts to human resources
applications using manuals and aids relating to a specific
software program
- Keep abreast of changes in information technology
- Access the Internet and E-mail to supplement
human resources activities, including recruitment and training
- Ensure the appropriate protection of information
9. The graduate has reliably demonstrated the ability to
conduct research in human resources management.
Elements of the Performance
- Apply the principles of research methodology
to human resources problems, such as needs analysis procedures
- Apply basic statistical methodology to human
resources problems
- Locate information and resources needed for
research
- Complete the steps of a human resources audit
- Participate in the administration of surveys
(e.g., opinion, climate, salary)
10. The graduate has reliably demonstrated the ability to
contribute to the development of the human resources component
of a business plan.
Elements of the Performance
- Identify the changing role of human resources
in policy formulation and future planning
- Act as a resource for all functional areas
of a business or organization
- Recognize the role of the human resources
function in the strategic business plan of an organization
- Plan and forecast based on supply-and-demand
issues
- Apply entrepreneurial skills such as risk-taking,
resourcefulness, and generating innovative solutions
11. The graduate has reliably demonstrated the ability to
apply knowledge of the areas of accounting, finance, and economics
to human resources activities.
Elements of the Performance
- Prepare cost-benefit analyses to support proposals
- Understand financial management including budgets,
income statements, and the basics of statistics
- Take into account the relationship between
financial management and other key areas of the business,
such as marketing, human resources and operations
- Recognize the changing role of human resources
in an organization
- Apply entrepreneurial skills such as risk-taking,
resourcefulness, and generating innovative solutions
- Contribute to the maintenance of relevant financial
records
12. The graduate has reliably demonstrated the ability to
take into account the interrelation among the functional areas
of the organization (e.g., operations, human resources, accounting,
marketing).
Elements of the Performance
- Plan ways to instruct others on the impact
of human resources management functions and practices
- Recognize the changing role of human resources
in meeting the needs and goals of the organization
- Apply knowledge of functional areas to small
and large business environments
- Consider the impact of other functional areas
on the human resources function
- Support information sharing among the functional
areas of an organization
- Increase the organization's awareness of the
benefits of human resources initiatives
13. The graduate has reliably demonstrated the ability to
apply knowledge of organizational change and development
to organizational structure, behaviour, and dynamics.
Elements of the Performance
- Develop techniques to change behaviours within
an organization consistent with the organization’s desired
direction
- Contribute to strategies to manage morale during
the change process
- Ensure that policies and practices are consistent
with organizational culture (for example, individual incentives
may conflict with a team-based culture)
- Apply the principles of conflict resolution,
performance management, and team building
- In organizational politics, serve as the
“conscience”, advocating that action taken is fair and ethical
- Recognize the need to influence organizational
politics in an appropriate manner
- Support equality and diversity in the workplace
- Recognize the differences between individual
and group behaviour
- Recognize the impact of internal and external
culture on employees
- Apply theoretical knowledge to practical business
situations
14. The graduate has reliably demonstrated the ability to
develop customer-service strategies to meet the needs
of all internal and external customers.
Elements of the Performance
- Contribute to needs analyses of customers
to enhance human resources service
- Take into account the role of human resources
as a customer service
- Use human resources activities to support all
areas of a business or organization
- Recognize how human resources activities affect
the client group, both internal and external
- Resolve customer complaints fairly and effectively
- Use creative solutions to meet customer-service
needs
- Apply theoretical knowledge to practical business
situations
- Promote human resources as a customer service
15. The graduate has reliably demonstrated the ability to
communicate human resources management information accurately
and credibly in oral, written, and graphic form.
Elements of the Performance
- Speak clearly and confidently
- Make effective oral presentations
- Understand and prepare written business communication;
write and use memos, agreements, reports, policies and procedures
appropriately
- Write policy and procedure documents in a clear
and understandable manner
- Document information precisely and accurately
- Use presentation skills to effectively convey
statistical information
- Use graphic presentation and statistical package
software where available and appropriate
- Use diplomacy and tact in all communication
- Listen actively and effectively
16. The graduate has reliably demonstrated the ability to
apply leadership knowledge and skills when working with
co-workers, supervisors, and others.
Elements of the Performance
- Display leadership in one-on-one and group
settings
- Use team-building skills
- Take into account the concept of interdependence
- Use effective coaching skills
- Influence the behaviour of others using skills
such as interpersonal, counseling, mediation, and alternate
conflict resolution
- Display empathy when dealing with others
- Approach all interpersonal situations with
reliability, flexibility, tact, and good judgment
- Model ethical behaviour
- Motivate others to achieve organizational
goals and objectives
- Motivate others to achieve their personal
goals and objectives
17. The graduate has reliably demonstrated the ability to
plan personal professional development to enhance knowledge
of current issues, trends, and practices in the human resources
profession.
Elements of the Performance
- Recognize own strengths and weaknesses
- Recognize the value of continuous learning
- Identify professional development opportunities
- Keep abreast of changes to legislation, practices,
and case law through human resources periodicals and other
literature
- Recognize the value of maintaining contact
with others in the field through active participation in professional
organizations
- Maintain a global perspective on cultures and
customs
- Recognize the value of developing foreign-language
skills
|
Table of Contents |
Synopsis of the Vocational Learning Outcomes
The graduate has reliably demonstrated the ability to
- contribute to human resources planning and the recruitment,
selection, and orientation of employees.
- participate in the performance appraisal process.
- contribute to the preparation and delivery of employee
training and development programs.
- develop strategies to contribute to an organization's
success through effective employee and labour relations in both
non-union and union environments.
- prepare, maintain, and communicate accurate information
related to compensation and benefits administration.
- monitor an organization's work environment for compliance
with current health and safety legislation, policies, and procedures.
- complete all human resources work in compliance with
all relevant employment legislation, law, policies, and procedures.
- apply computer skills and knowledge of Human Resources
Information Systems (H.R.I.S.) to support the human resources function.
- conduct research in human resources management.
- contribute to the development of the human resources
component of a business plan.
- apply knowledge of the areas of accounting, finance,
and economics to human resources activities.
- take into account the interrelation among the functional
areas of the organization (e.g., operations, human resources, accounting,
marketing).
- apply knowledge of organizational change and development
to organizational structure, behaviour, and dynamics.
- develop customer-service strategies to meet the needs
of all internal and external customers.
- communicate human resources management information
accurately and credibly in oral, written, and graphic form.
- apply leadership knowledge and skills when working
with coworkers, supervisors, and others.
- plan personal professional development to enhance
knowledge of current issues, trends, and practices in the human
resources profession.
Note: The learning outcomes have been numbered as a point
of reference; numbering does not imply prioritization, sequencing,
nor weighting of significance.
|
Table of Contents |
All graduates of Business Administration – Human Resources
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.
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
|
Table of Contents |
Synopsis of the Generic Skills Learning Outcomes
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.
|
Table of Contents |
All graduates of Business Administration – Human Resources
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 – Human Resources 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
5 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
|
|
