| This
information has been taken directly from the Accelerate
U - Standards and Resource Guides (with approval) from the K-12
Education, NEW YORK STATE EDUCATION DEPARTMENT site. No information
in this document has been changed.
LEARNING STANDARDS FOR:
CAREER DEVELOPMENT AND OCCUPATIONAL
STUDIES
AT THREE LEVELS
Standard 3b: Career
Majors
Students who choose a career major
will acquire the career-specific technical knowledge/skills necessary
to progress toward gainful employment, career advancement, and success
in post-secondary programs.
Specialized
Students who choose a career
major will acquire the career-specific technical knowledge/skills
necessary to progress toward gainful employment, career advancement,
and success in post-secondary programs.
BUSINESS/INFORMATION SYSTEMS
1. Basic Business Understanding
Students:
- demonstrate an understanding of business,
marketing, and multinational economic concepts, perform business-related
mathematical computations, and analyze/interpret business-related
numerical information.
This is evident, for example, when students:
- explain and interpret advanced business
and economics terms associated with their occupational cluster
of study (e.g., reading and interpreting articles in business
publications)
- develop a viable solution(s) for a case
problem in a business simulation
- conduct a research project and make a presentation
illustrating how the "law of supply and demand" applies to the
local community
- use accounting or spreadsheet software to
prepare an income statement and balance sheet for a simulated
service business
- use appropriate software to produce several
types of graphs (e.g., bar, pie) of the operating budget for the
school district, the school store, or a local business for each
of the past five years and provide an analysis of the financial
trends
- describe the impact of international business
activities on the local, regional, national, and international
economies.
2. Business-Related Technology
Students:
- select, apply, and troubleshoot hardware
and software used in the processing of business transactions.
This is evident, for example, when students:
- use advanced touch keyboarding techniques
to produce complex business documents pertinent to the occupational
cluster of study (e.g., purchase orders, newsletters)
- apply user manuals to set up and troubleshoot
hardware devices and software programs
- integrate applications and files from various
technologies/operating systems (hardware and software) to produce
complex, business-quality products and documents (e.g., Apple
OS files to MS-DOS files; integrating
graphics into a newsletter)
- conduct a research project and provide a
report about the various technologies used at a variety of local
businesses
- evaluate which telecommunications technologies/methods
are most appropriate for various given international business
situations.
3. Information Management/Communication
Students:
- prepare, maintain, interpret/analyze, and
transmit/distribute information in a variety of formats while
demonstrating the oral, nonverbal, and written communication skills
essential for working in today's international service-/information-/technological-based
economy.
This is evident, for example, when students:
- compose/produce a multipage, complex business
memorandum or business sales letter
- prepare and deliver a persuasive sales presentation
and effectively handle customer questions and objections in a
simulated situation
- use specialized communication tools, such
as voice and electronic mail systems, at typical business productivity
standards
- participate in a panel discussion on a business
topic which will be critiqued for communication effectiveness
- analyze the effectiveness of individuals
communicating in an international business environment, given
a specific situation.
4. Business Systems
Students:
- demonstrate an understanding of the interrelatedness
of business, social, and economic systems/subsystems.
This is evident, for example, when students:
- analyze the effects that changes in internal
and external influences (e.g., human resources, suppliers, government,
technology, customs/traditions) have on various business systems
- identify, describe, and diagram systems
and subsystems associated with typical businesses in the occupational
cluster of study
- plan, implement, analyze, and modify systems
and subsystems for a student-operated school store or business
in which students are employed
- describe the international monetary system,
including the International Monetary Fund, World Bank, and Eurocurrencies.
5. Resource Management
Students:
- identify, organize, plan, and allocate resources
(e.g., financial, materials/facilities, human, time) in demonstrating
the ability to manage their lives as learners, contributing family
members, globally competitive workers, and self-sufficient individuals.
This is evident, for example, when students:
- participate on a team to develop a mission
statement, goals, objectives, and an annual work plan for a DECA
or Future Business Leaders of America (FBLA) chapter
- demonstrate through simulation how an individual
business raises capital by selling stock
- visit a bank and meet with a business loan
officer to discuss the process involved in applying for a small
business start-up loan
- develop a simple budget proposal to refurnish
and/or remodel an office or small retail business
- diagram and explain an organizational chart
of a small corporation
- identify organizations, government agencies,
and other resources that a small or medium-sized business might
use to investigate international trade opportunities.
6. Interpersonal Dynamics
Students:
- exhibit interpersonal skills essential for
success in the multinational business world, demonstrate basic
leadership abilities/skills, and function effectively as members
of a work group or team.
This is evident, for example, when students:
- interact congenially, harmoniously, and
effectively with co-members of a school club, community youth
leadership organization, or business in which they are employed
- plan and implement a meeting between class
representatives and the principal to discuss concerns/needs of
the class
- survey the personnel policies of a business
and develop a report on employer requirements/guidelines
- interview students for positions in a simulated
business
- teach a ninth-grade class how to read the
stock page
- serve as a negotiator on behalf of the vice
principal and students in the handling of student code-of-conduct
violations
identify potential human relations problems/conflict
areas in a company with a multinational workforce.
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