ED 367 844 TITLE Business Technology Curriculum Guide.

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DOCUMENT RESUMEED 367 844TITLEINSTITUTIONPUB DATENOTEAVAILABLE FROMPUB TYPEEDRS PRICEDESCRIPTORSIDENTIFIERSCE 065 907Business Technology Curriculum Guide. Vo. Ed. 270.Revised 2/94.Idaho State Div. of Vocational Education, Boise.Jan 94118p.Idaho Vocational Curriculum Dissemination Center,University of Idaho, Moscow, ID 83844-3083 ( 10).GuidesClassroom UseTeaching Guides (ForTeacher) (052)MF01/PC05 Plus Postage.Accounting; *Articulation (Education); BehavioralObjectives; Business Communication; *BusinessEducation; *Business Skills; Career Awareness;Classroom Techniques; *Competency Based Education;*Computer Oriented Programs; Entrepreneurship; HumanRelations; Job Search Methods; Keyboarding (DataEntry); Learning Activities; Marketing;Microcomputers; Notetaking; *Office Automation;Secondary Education; State Curriculum GuidesBusiness Law; Business MathematicsABSTRACTThis guide, which combines business and marketingconcepts with microcomputer applications, is intended to be used indesigning a 2-semester course in business technology and to serve asthe main component for articulation activities in the event thatstudents completing the course decide to pursue additional trainingor education. The course incorporates reading, writing, composition,speaking, keyboarding, calculating, proofreading, and microcomputerskills into units of study on the following topics: accounting,business communications, business law, business math, careerawareness, entrepreneurship, general business, human relations, jobsearch skills, keyboarding, marketing, microcomputer applications,salesmanship, and abbreviated writing (notetaking). The course isdesigned to be contemporary and relevant and to provide basicinformation about careers, the economy and factors affecting it,educational opportunities, and training in industry. Included in eachunit are some or all of the following: one or more tasks along withlists of related performance objectives, source materials, suggestedactivities, and enabling objectives; learning activities toaccomplish each of the objectives; suggested evaluation methods;instructional text; suggested teaching strategies; unit suggestions;and a list of optional resource materials. *************************Reproductions supplied by EDRS are the best that can be madefrom the original ******************************

ll S DEPARIMENI OF EDUC11014Otir.e ot Ear ahonal Ctesea,ch aad trhetovementteptochlf ed as/lths 60Curheht nas Deer.EDOCAIIONAt cRNSIOErtalt,t0ORMAIION,eteved Item the DecSch e otpanrahonOngosatog tC 7.A,no, cnanges nave veer tr ade ir trnpldvePERMISSION TOREPRODUCE THISMATERIAL HAS BEENGRANTED BY,ennaavc non auann.PoMad, v,e. eteopmsaohns,staelve,cte:e7stf:,.,.--. ------------------------,hal.c.,TO THEEDUCATIONALINFORMATIONRESOURCESCENTER (ERIC)awe onoli a1i Mtt

Idaho State Board for Vocational EducationKeith Hinckley, PresidentBlackfootKarl ShurtliffBoiseRoberta L. FieldsNew MeadowsCurtis EatonTwin FallsJoe ParkinsonBoiseDiane BilyeuPocatelloRoy E MosmanMoscowJerry L EvansBoiseTrudy Anderson, State AdministratorDivision of Vocational EducationThe Idaho Division of Vocational Education is an equal opportunity employer anddoes not discriminate or deny services on the basis of age, race, religion, color,national origin, sex and/or disability.'Coate wotsci Meipubtestios are available from SCAM I*611. el Vocational Fehnitieeaccoriaact wick &edam (4-20. Idaho Cann111)14/VE2702alifilfOr3STttP.An:

TABLE OF CONTENTSIntroductioniiAcknowledgementsiiiBusiness Technology Introduction1Abbreviated Writing6Accounting12Business Communications18Business Law34Business Math39Career Awareness50Entrepreneurship58General Business68Human Relations78Job Seeking Skills81Keyboarding86Marketing87Microcomputer Applications94104Salesmanshipi

INTRODUCTIONThe curriculum development process undertaken by the Idaho Division of Vocational Educationinvolves the active use of industry personnel who prepare a State Task List for each programarea. Instructional personnel are selected to develop the Statewide Curriculum Guide. Theseinstructors write Performance Objectives for each Task and the subsequent Enabling Objectivesfor each Performance Objective. The committee members prepare all material in a competency-based format so as to "nave an effective and efficient methodology for determining studentprogress. The Statewide Guides are designed as the prime determiner of program content. Allprograms must follow the established Guide in order to be approved for operation. Anydeviation from this Guide requires written approval from the respective program supervisor atthe Division of Vocational Education. It is not the intent of the Division that all programs bedesigned to be exactly the same, but assurance is needed to ensure that the program meets theminimum standards for operation, based on the community needs, equipment, and facilitiesavailable to the local school or institution.The Task List developed for any program represents the entire occupational field. Schools andInstitutions determine what skills can be taught and what depth of instruction can be provided.They must choose the Tasks to be taught from the state publication but are free to determinehow many or which ones can be incorporated into their program. Advisory committees are usedin this step to reflect local industry training and employability trends.The Task List is also used as the primary list for generating Student Profiles. These Profilesare used as a cumulative record of each student's progress. They are printed in a folder formatand have levels of performance scales for each Task so that student competence can be recordedfor individual skills or tasks. This document will become the main component for Articulationactivities in the event that the student desires to go on for additional training or education.

ACKNOWLEDGEMENTSThis document was prepared by a group of Business Education and Marketing Educationinstructors under a contract with the Division of Vocational Education. We want to express ourthanks to the members of the committee listed below and to Darrell Muck and Rhonda Joneswho assisted in the development/revision process.Their contributions are greatly appreciated by the Division and the administrators of programsstatewide. A Competency Profile has been developed using the competencies identified in thispublication. The Profile is to be used as a method of documenting student progress and masteryof competencies in the occupational field. The Profiles are also to be used in measuringknowledge gained for purposes of meeting the first component of the Standards and Measuresrequiremmt in the Carl Perkins Act.PARTICIPANTSBruce Allbright, State Supervisor, Marketing Education 1990-91Pat Bennett, Moscow High School, Business InstructorTerry Herr, Coeur D'Alene High School, Marketing InstructorJohn Holup, University of Idaho, Project DirectorMike Hovey, American Falls High School, Business and Marketing InstructorLavon Kingsford, Nampa High School, Business InstructorDe'tiby LeBlanc, Troy High School, Business InstructorPatty Kelpin, Caldwell High School, Marketing InstructorDenny LuVaas, Boise High School, Marketing InstructorDarrell Muck, Gooding High School, Business InstructorBrian Powell, Clark Fork High School, Business and Marketing InstructorRay Roark, Boise Cascade CorporationLynn Schwindel, Post Falls High School, Business InstructorMarty Yopp, University of Idaho, Project DirectorDick Winn. SupervisorMarketing EducationDan Petersen, SupervisorBusiness and Office EducationDon EshclbyDirector of Program Services

BUSINESS TECHNOLOGYINTRODUCTIONThis Business Technology Curriculum Guide combines business and marketing concepts withmicrocomputer applications into one course. The Business Technology curriculum has beendesigned for all secondary students who have completed at least one semester of typing orkeyboarding or can type accurately using the correct fingers at 20-25 wpm. The course can beused as an introduction to business and marketing concepts or as a "capstone" course for seniorstudents.The Guide contains material for two semesters of instruction. Instructors are able to design thecontent of each semester by selecting units of instruction from the guide. Students should beencouraged to take both semesters. The course incorporates reading, writing, composition,speaking, keyboarding, calculating, proofreading, and microcomputer skills into activities whichteach business and marketing principles and concepts as well as human relations, career skills,work attitudes, productivity, and self-esteem. It is also eligible for reimbursement from statevocational funds.The course requires that all "written" assignments be prepared using a micro computer. Thus,rough di-afts can be submitted for feedback, and incomplete or incorrect assignments can becorrected and resubmitted. Students learn from their mistakes and are encouraged to keep tryinguntil they get the assignment correct. Activities involving calculations and decision-makingincorporate the use of ten-key calculators or computer ten-key pads.Students will complete realistic assignments using technology. Brief oral reports and an oralpresentation are recommended or required. Current events are used to keep the content relevant.Students relate all activities to modern business practices. The course is contemporary, relatedto careers the economy, inflation, interest rates, unemployment, educational opportunities,training in industry, and more.The Business Technology curriculum includes the following units of study:AccountingBusiness CommunicationsBusiness LawBusiness MathCareer AwarenessEntrepreneurshipGeneral BusinessHuman RelationsJob Seeking SkillsKeyboardingMarketingMicrocomputer ApplicationsSalesmanshipAbbreviated Writing (Notetaking)The primary rationale behind the business technology course is that business and marketingeducators in Idaho strongly agree that all secondary students need some exposure to business andmarketing concepts at the secondary level.

One of the most vital purposes of public education is to prepare youth for a successful transitionto the world of work and/or to pursue post-secondary education. Secondary education mustprovide all students with the academic knowledge base and the skills necessary to be able toenter the workforce upon graduation. Even students who "plan" to attend college should beprepared for full or part-time employment.Content of the Business Technology Guide responds to neeub identified in national reports suchas Workplace Basics (1989) and Scans: What Work Requires of School (1991). Positionannouncements in newspapers and job services agencies reveal a high demand for competentoffice workers and marketers. Most of these jobs do not require post-secondary training; theydo require entry-level competencies and employability skills. School districts should developcurriculums to meet the unique needs of students and the business community. Businesseducation and marketing education programs have people and programs ready to prepare studentsto meet the emerging needs of business and industry.For our nation to survive and prosper in the 1990's and into the year 2000, there must be a jointeffort between education and industry. Business education and marketing education programsneed to promote cooperation and the sharing of common resources in order to be able to identifyand concentrate on the demands of society and the workplace. Business and industry leadersadvocate that students graduating from high school should possess the following competencies:A.B.C.D.E.Human Resource CompetenciesBusiness and Economic CompetenciesMarketing Principles and FunctionsMicrocomputer Applications CompetenciesManagement Principles and PracticesThe 1989 national report, Workplace Basics: The Skills Employers Want identify the followingcompetencies as skills employers want their employees to possess. These include the following:1.LEARNING TO LEARN: The ability to absorb, process, and apply nevsinformation quickly and easily.2.LISTENING AND SPEAKING SKILLS:Moreinstructioninoralcommunications and listening.3.COMPETENCY IN READING, WRITING, AND COMPUTATIONS:Summarizing information, monitoring one's own work, using analytical andcritical thinking skills.4.ADAPTABILITY, CREATIVE THINKING, PROBLEM SOLVING: Creativethinking to solve problems and overcome barriers.2(

SELF-ESTEEM, GOAL SETTING,MOTIVATION, PERSONAL CAREER DEVELOPMENT: Take pride in workaccomplished, setting goals and meeting them, and enhancing job skills.5.PERSONAL MANAGEMENT,6.GROUP EFFECTIVENESS, INTERPERSONAL SKILLS, NEGOTIATION,AND TEAMWORK: The ability to work cooperatively in teams.7.ORGANIZATIONAL EFFECTIVENESS AND LEADERSHIP: Have a senseof where the organization is headed and what they must do to contribute. Whoassumes the responsibility for keeping employees motivated?The 1991 SCANS report, conducted by the US Department of Labor, surveyed business owners,public employers, union leaders, employee supervisors, and workers. One message was clear:"good jobs will increasingly depend on people who can put knowledge to work." What isdisturbing is the realization that more than half of our young people leave school without theknowledge or foundation required to find and hold a good job. "These young people will paya very high price. They face the bleak prospects of dead-end work interrupted only by periodsof unemnloyment."Schools need to do a better job and so do employers. Students and workers must learn to worksmarter. The SCANS research verifies the necessity for all workers to possess fivecompetencies and a three-part foundation of skills and personal qualities. These include:1.RESOURCES: Identifies, organizes, plans, and allocates resources such as time,money, materials and facilities, and human resources.2.INTERPERSONAL SKILLS: Works well with others as a team member, leader,teacherhrainer, negotiator, provider of customer service. Interacts with peoplefrom diverse backgrounds.3.INFORMATION: Acquires and uses information, interprets and communicatesinformation, organizes and maintains information, and uses computers to processinformation.4.SYSTEMS: Understands systems, monitors, corrects performance, and improvesor designs new or existing systems.5.TECHNOLOGY: Selects technology, applies technology to tasks, maintains andsolves problems with equipment or software.3; )

The three-part foundation of personal characteristics necessary to compete effectively in theworkplace include:Mastery in reading, writing, mathematics, listening, and1.BASIC SKILLS:thinking.2.Ability to think creatively, make decisions, solveTHINKING SKILLS:problems, visualize the future, knowing how to learn new things, and reasoningskills.3.PERSONAL QUAIITIES: Demonstrates responsibility, self-esteem, sociability,self-management, iotegrity, and honesty.These eight requirements are essential preparation for all students. The competencies differfrom a person's technical knowledge but they are at least as important as techMcal expertise andthey are applicable from "the shop floor to the executive suite." These competencies representthe attributeg that high-performance employers seek in tomorrow's employee. (SCANS)The Business Technology curriculum addresses each of these. Business Technology providesa variety of essential business competencies to students who have not followed a standardsequence of business courses. The course can vary in length, but two semesters divided intospecific but mutually exclusive modules seems to produce the best results.Teacher educators, students, business and marketing state supervisors, classroom teachers, andadministrators are looking at asiness Technology as a course which is timely and which chartsthe path toward future integration of academic and applied instruction. For additionalinformation please contact Marty Yopp, ED 217-B, University of Idaho, Moscow, ID 83843,208-885-7364, FAX: 208-885-6869.4;

References CitedCarnevale, A.P. Gainer, L.J., & Meltzer, A.S. (1989). Workplace Basics:The SkillsEmployers Want, Washington, D.C.: US Department of Labor and American Societyfor Training and Development.What Work Requires of Schools. A SCANS Report for American 2000 Executive Summary(1991), Washington D.C.: US Department of Labor.Yopp, Martha C., Business Technology Curriculum Guide (1991), Moscow, ID: Division ofVocational Teacher & Adult Education.GOALS:1.2.3.Offer Business and Marketing concepts.Incorporate current technology.Provide a flexible course where schools can tailor curriculum to meet students'needs.4.5.6.7.Increase students' awareness about the changing world of work.Foster students' interest in Business and Marketing curriculum.Foster students' interest in business careers.Inspire students to continue with a Business and/or Marketing course of study.NOTE: A Very Valuable ResourceSend To:THE WALL STREET JOURNAL.-CLASSROOM EDITIONSchool Order FormNameSchool NameReturn this card today or call 1-800-62S-9320, ext. 2172DisciplineYES! I want my class to receive The Wail Street JournalClassroom Edition. Please send me one class set (30 copies).School AddressO Academic year (Sept. to May/9 issues) 150D Fall semester (Sept. to Jcl. /5O Spring semester (Jarz. to May15 iss:.cs;City, State, ZipSf.?0Classroom sets of larger thanVIDEO30 are available. The cost is:O 15 for each add'l 5 per semester 0. Academic year (8 videos) 120O 25 for each add.] 5 per year0 Fail semester (4 videos) 60o I needaddl sets of 510 Spring semester (4 videos) 63Saks tax may apply Pnces gmd in the Cont:nenta: L' S ordyIf using a purchase orar- pkose at;;;;;-. to th:s order cardBill To:NameAddressState, Z:p598EM

ABBREVIATED WRITINGThe Abbreviated Writing section of the Business Technology class will take approximately threeweeks to complete; this three week period would not be taught in one designated section, butrather integrated with other sections (Keyboarding, Business Communications, General Business,etc.). Abbreviated Writing is an optional unit designed to introduce students to generic orcopyright principles of alphabetic shorthand. Students will use the principles to increase theirhandwriting speed. Applications include notetaking, minutes at meetings, and instructions, aswell as possible dictation and transcription.I.TASK: Master the principles of Abbreviated WritingPERFORMANCE OBJECTIVE: Given oral and/or written notes the student willaccurately transcribe the information using a keyboard.SOURCE MATERIALS:Handout on Abbreviated WritingSUGGESTED ACTIVITIES:1.2.Read and complete Objectives 1, 2, and 3.Evaluate learning with drills in listening, reading and writing of abbreviatedwriting form.ENABLLNG OBJECTIVES:1.2.3.ILDemonstrate the ability to read abbreviated writing.Demonstrate the ability to learn rules and techniques of abbreviated writing.Demonstrate the ability to listen for and write the sounds being dictated.TASK: Use correct spelling, grammar, punctuation, proofreading and business formats.PERFORMANCE OBJECTIVE: Given student developed notes the student willaccurately transcribe the information in mailable business format using a keyboard.SUGGESTED ACTIVITIES:1.Read and complete Objectives 4, 5, 6.ENABLLNG OBJECTIVES:I.2.3.4.Use correct grammar and punctuation rules.Use correct spelling and proofreading carefully.Use correct business vocabulary.Use correct letter/memo/minute/outline formats.612

ABBREVIATED WRITINGOBJECTIVE I: Learn rules and techniques of abbreviated writing.A.Streamline letters as you write. Every time you lift your pen to cross a t or dotan i, you loose valuable time and reduce your speed. Speedwriting shorthandeliminates extra strokes by avoiding loops, dots, and crosses whenever possible.B.Write what you hear, never write a silent letter.C.D.feetiefreetrayviewateknew

ED 367 844 TITLE INSTITUTION PUB DATE NOTE AVAILABLE FROM. PUB TYPE. EDRS PRICE DESCRIPTORS. IDENTIFIERS. ABSTRACT. DOCUMENT RESUME. CE 065 90

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