Business Management and Administration ClusterGeneral Management PathwayKnowledge and Skill StatementsThe Pathway Knowledge and Skills Chart describes what all/most learners/workers need to knowand be able to do to demonstrate competence within a career pathway. Following the pathwaydescription, there are four sets of knowledge and skill expectations:A. Foundational Academic ExpectationsB. Essential Knowledge and SkillsC. Cluster (Foundation) Knowledge and SkillsD. Pathway Knowledge and SkillsPATHWAY DESCRIPTIONGeneral Management: General Management focuses on careers that plan, organize, direct, andevaluate all or part of a business organization through the allocation and use of financial, human,and material resources.A. FOUNDATIONAL ACADEMIC EXPECTATIONSAll secondary students should meet their state’s academic standards. All Essential Cluster andPathway Knowledge and Skills are predicated on the assumption that foundational academic skillshave been attained. Some knowledge and skill statements will further define critical linkages andapplications of academics in the cluster and/or pathway.A. Foundational Academic ExpectationsB. Essential Knowledge and SkillsC. Cluster (Foundation) Knowledge and SkillsD. Pathway Knowledge and SkillsB. ESSENTIAL KNOWLEDGE AND SKILLSThe following Essential Knowledge and Skill statements apply to careers in all clusters andpathways. Persons preparing for careers in this pathway should be able to demonstrate theseskills in the context of this cluster and pathway.A. Foundational Academic ExpectationsB. Essential Knowledge and SkillsC. Cluster (Foundation) Knowledge and SkillsD. Pathway Knowledge and SkillsEssential Topic ACADEMIC FOUNDATIONS: Achieve additional academic knowledge andskills required to pursue the full range of career and postsecondary educationESS01opportunities within a career cluster.ESS01.01Complete required training, education, and certification to preparefor employment in a particular career field.Copyright 2008, States' Career Clusters Initiative. All Rights Reserved.Page 1 of 28
Business Management and Administration ClusterGeneral Management PathwayKnowledge and Skill tify training, education and certification requirements for occupationalchoice.Participate in career-related training and/or degree programs.Pass certification tests to qualify for licensure and/or certification in chosenoccupational area.Demonstrate language arts knowledge and skills required topursue the full range of post-secondary education and careeropportunities.Model behaviors that demonstrate active listening.Adapt language for audience, purpose, situation. (i.e. diction/structure,style).Organize oral and written information.Compose focused copy for a variety of written documents such asagendas, audio-visuals, bibliographies, drafts, forms/documents, notes,oral presentations, reports, and technical terminology.Edit copy to create focused written documents such as agendas, audiovisuals, bibliographies, drafts, forms/documents, notes, oral presentations,reports, and technical terminology.Comprehend key elements of oral and written information such ascause/effect, comparisons/contrasts, conclusions, context, purpose,charts/tables/graphs, evaluation/critiques, mood, persuasive text,sequence, summaries, and technical subject matter.Evaluate oral and written information for accuracy, adequacy/sufficiency,appropriateness, clarity, conclusions/solutions, fact/opinion, propaganda,relevancy, validity, and relationship of ideas.Identify assumptions, purpose, outcomes/solutions, and propagandatechniques.Predict potential outcomes and/or solutions based on oral and writteninformation regarding trends.Present formal and informal speeches including discussion, informationrequests, interpretation, and persuasive arguments.Demonstrate mathematics knowledge and skills required topursue the full range of post-secondary education and careeropportunities.Identify whole numbers, decimals, and fractions.Demonstrate knowledge of basic arithmetic operations such as: addition,subtraction, multiplication, and division.Demonstrate use of relational expressions such as equal to, not equal,greater than, less than, etc.Apply data and measurements to solve a problem.Analyze mathematical problem statements for missing and/or irrelevantdata.Construct charts/tables/graphs from functions and data.Analyze data when interpreting operational documents.Copyright 2008, States' Career Clusters Initiative. All Rights Reserved.Page 2 of 28
Business Management and Administration ClusterGeneral Management PathwayKnowledge and Skill e science knowledge and skills required to pursue thefull range of post-secondary and career education opportunities.Evaluate scientific constructs including conclusions, conflicting data,controls, data, inferences, limitations, questions, sources of errors, andvariables.Apply scientific methods in qualitative and quantitative analysis, datagathering, direct and indirect observation, predictions, and problemidentification.Essential Topic COMMUNICATIONS: Use oral and written communication skills in creating,expressing and interpreting information and ideas including technicalESS02terminology and SS02.03Select and employ appropriate reading and communicationstrategies to learn and use technical concepts and vocabulary inpractice.Determine the most appropriate reading strategy for identifying theoverarching purpose of a text (i.e. skimming, reading for detail, reading formeaning or critical analysis).Demonstrate use of content, technical concepts and vocabulary whenanalyzing information and following directions.Select the reading strategy or strategies needed to fully comprehend thecontent within a written document (i.e., skimming, reading for detail,reading for meaning or critical analysis).Interpret information, data, and observations to apply information learnedfrom reading to actual practice.Transcribe information, data, and observations to apply informationlearned from reading to actual practice.Communicate information, data, and observations to apply informationlearned from reading to actual practice.Demonstrate use of the concepts, strategies, and systems forobtaining and conveying ideas and information to enhancecommunication in the workplace.Employ verbal skills when obtaining and conveying information.Record information needed to present a report on a given topic orproblem.Write internal and external business correspondence that conveys and/orobtains information effectively.Communicate with other employees to clarify workplace objectives.Communicate effectively with customers and employees to foster positiverelationships.Locate, organize and reference written information from varioussources to communicate with co-workers and clients/participants.Copyright 2008, States' Career Clusters Initiative. All Rights Reserved.Page 3 of 28
Business Management and Administration ClusterGeneral Management PathwayKnowledge and Skill 4ESS02.04.01ESS02.04.02ESS02.05Locate written information used to communicate with co-workers andcustomers.Organize information to use in written and oral communications.Reference the sources of information.Evaluate and use information resources to accomplish specificoccupational tasks.Use informational texts, Internet web sites, and/or technical materials toreview and apply information sources for occupational tasks.Evaluate the reliability of information from informational texts, InternetWeb sites, and/or technical materials and resources.Use correct grammar, punctuation and terminology to write andedit documents.ESS02.05.01Compose multi-paragraph documents clearly, succinctly, and accurately.ESS02.05.02Use descriptions of audience and purpose when preparing and editingwritten documents.Use correct grammar, spelling, punctuation, and capitalization whenpreparing written documents.ESS02.05.03ESS02.06ESS02.06.01Develop and deliver formal and informal presentations usingappropriate media to engage and inform audiences.ESS02.06.02ESS02.06.03ESS02.06.04Prepare oral presentations to provide information for specific purposesand audiences.Identify support materials that will enhance an oral presentation.Prepare support materials that will enhance an oral presentation.Deliver an oral presentation that sustains listeners' attention and interest.ESS02.06.05ESS02.06.06Align presentation strategies to the intended audience.Implement multi-media strategies for 9.02Interpret verbal and nonverbal cues/behaviors to enhancecommunication with co-workers and clients/participants.Interpret verbal behaviors when communicating with clients and coworkers.Interpret nonverbal behaviors when communicating with clients and coworkers.Apply active listening skills to obtain and clarify information.Interpret a given verbal message/information.Respond with restatement and clarification techniques to clarifyinformation.Develop and interpret tables, charts, and figures to support writtenand oral communications.Create tables, charts, and figures to support written and oralcommunications.Interpret tables, charts, and figures used to support written and oralcommunication.Copyright 2008, States' Career Clusters Initiative. All Rights Reserved.Page 4 of 28
Business Management and Administration ClusterGeneral Management PathwayKnowledge and Skill StatementsESS02.10Listen to and speak with diverse individuals to enhancecommunication skills.ESS02.10.01Apply factors and strategies for communicating with a diverse workforce.ESS02.10.02Demonstrate ability to communicate and resolve conflicts within a diverseworkforce.ESS02.11ESS02.11.01Exhibit public relations skills to increase internal and externalcustomer/client satisfaction.Communicate effectively when developing positive customer/clientrelationships.PROBLEM-SOLVING AND CRITICAL THINKING: Solve problems usingEssential Topiccritical thinking skills (analyze, synthesize, and evaluate) independently and inESS03teams. Solve problems using creativity and .05Employ critical thinking skills independently and in teams to solveproblems and make decisions (e.g., analyze, synthesize andevaluate).Identify common tasks that require employees to use problem-solvingskills.Analyze elements of a problem to develop creative solutions.Describe the value of using problem-solving and critical thinking skills toimprove a situation or process.Create ideas, proposals, and solutions to problems.Evaluate ideas, proposals, and solutions to problems.Use structured problem-solving methods when developing proposals andsolutions.Generate new and creative ideas to solve problems by brainstormingpossible solutions.Critically analyze information to determine value to the problem-solvingtask.Guide individuals through the process of recognizing concerns and makinginformed decisions.Identify alternatives using a variety of problem-solving and critical thinkingskills.Evaluate alternatives using a variety of problem-solving and criticalthinking skills.Employ critical thinking and interpersonal skills to resolveconflicts with staff and/or customers.Analyze situations and behaviors that affect conflict management.Determine best options/outcomes for conflict resolution using criticalthinking skills.Identify with others’ feelings, needs, and concerns.Implement stress management techniques.Resolve conflicts with/for customers using conflict resolution skills.Copyright 2008, States' Career Clusters Initiative. All Rights Reserved.Page 5 of 28
Business Management and Administration ClusterGeneral Management PathwayKnowledge and Skill .02ESS03.04.03ESS03.04.04Implement conflict resolution skills to address staff issues/problems.Identify, write and monitor workplace performance goals to guideprogress in assigned areas of responsibility and accountability.Write realistic performance goals, objectives and action plans.Monitor performance goals and adjust as necessary.Recognize goal achievement using appropriate rewards in the workplace.Communicate goal achievement with managers and co-workers.Conduct technical research to gather information necessary fordecision-making.Align the information gathered to the needs of the audience.Gather technical information and data using a variety of resources.Analyze information and data for value to the research objectives.Evaluate information and data to determine value to research objectives.INFORMATION TECHNOLOGY APPLICATIONS: Use informationEssential Topictechnology tools specific to the career cluster to access, manage, integrate,ESS04and create .01Use Personal Information Management (PIM) applications toincrease workplace efficiency.Manage personal schedules and contact information.Create memos and notes.Employ technological tools to expedite workflow.Use information technology tools to manage and perform workresponsibilities.Operate electronic mail applications to communicate within aworkplace.Use email to share files and documents.Identify the functions and purpose of email systems.Use email to communicate within and across organizations.Operate Internet applications to perform workplace tasks.Access and navigate Internet (e.g., use a web browser).Search for information and resources.Evaluate Internet resources for reliability and validity.Operate writing and publishing applications to prepare businesscommunications.Prepare simple documents and other business communications.Prepare reports and other business communications by integratinggraphics and other non-text elements.Prepare complex multi-media publications.Operate presentation applications to prepare presentations.Prepare presentations for training, sales and information sharing.Copyright 2008, States' Career Clusters Initiative. All Rights Reserved.Page 6 of 28
Business Management and Administration ClusterGeneral Management PathwayKnowledge and Skill 1.01ESS04.11.02ESS04.11.03ESS04.11.04Deliver presentations with supporting materials.Employ spreadsheet applications to organize and manipulate data.Create a spreadsheet.Perform calculations and analyses on data using a spreadsheet.Employ database applications to manage data.Manipulate data elements.Manage interrelated data elements.Analyze interrelated data elements.Generate reports showing interrelated data elements.Employ collaborative/groupware applications to facilitate groupwork.Facilitate group work through management of shared schedule andcontact information.Facilitate group work through management of shared files and onlineinformation.Facilitate group work through instant messaging or virtual meetings.Employ computer operations applications to manage work tasks.Manage computer operations.Manage file storage.Compress or alter files.Use computer-based equipment (containing embedded computersor processors) to control devices.Operate computer driven equipment and machines.Use installation and operation manuals.Troubleshoot computer driven equipment and machines.Access support as needed to maintain operation of computer drivenequipment and machines.SYSTEMS: Understand roles within teams, work units, departments,Essential Topic organizations, inter-organizational systems, and the larger environment.Identify how key organizational systems affect organizational performance andESS05the quality of products and services. Understand global context of industriesand SS05.02ESS05.02.01Describe the nature and types of business organizations to buildan understanding of the scope of organizations.List the types and functions of businesses.Describe the types and functions of businesses.Explain the functions and interactions of common departments within abusiness.Implement quality control systems and practices to ensure qualityproducts and services.Describe quality control standards and practices common to theworkplace.Copyright 2008, States' Career Clusters Initiative. All Rights Reserved.Page 7 of 28
Business Management and Administration ClusterGeneral Management PathwayKnowledge and Skill StatementsEssential 6.04.01ESS06.04.02SAFETY, HEALTH AND ENVIRONMENTAL: Understand the importanceof health, safety, and environmental management systems in organizations andtheir importance to organizational performance and regulatory compliance.Follow organizational policies and procedures and contribute to continuousimprovement in performance and compliance.Implement personal and jobsite safety rules and regulations tomaintain safe and healthful working conditions and environments.Assess workplace conditions with regard to safety and health.Align safety issues with appropriate safety standards to ensure a safeworkplace/jobsite.Identify safety hazards common to workplaces.Identify safety precautions to maintain a safe worksite.Select appropriate personal protective equipment as needed for a safeworkplace/jobsite.Inspect personal protective equipment commonly used for selected careerpathway.Use personal protective equipment according to manufacturer rules andregulations.Employ a safety hierarchy and communication system within theworkplace/jobsite.Implement safety precautions to maintain a safe worksite.Complete work tasks in accordance with employee rights andresponsibilities and employers obligations to maintain workplacesafety and health.Identify rules and laws designed to promote safety and health in theworkplace.State the rationale of rules and laws designed to promote safety andhealth.Employ emergency procedures as necessary to provide aid inworkplace accidents.Use knowledge of First Aid procedures as necessary.Use knowledge of CPR procedures as necessary.Use safety equipment as necessary.Employ knowledge of response techniques to create a disasterand/or emergency response plan.Complete an assessment of an emergency and/or disaster situation.Create an emergency and/or disaster plan.Essential Topic LEADERSHIP AND TEAMWORK: Use leadership and teamwork skills incollaborating with others to accomplish organizational goals and objectives.ESS07ESS07.01Employ leadership skills to accomplish organizational goals andobjectives.Copyright 2008, States' Career Clusters Initiative. All Rights Reserved.Page 8 of 28
Business Management and Administration ClusterGeneral Management PathwayKnowledge and Skill 02.08ESS07.02.09ESS07.03ESS07.03.01ESS07.03
pathways. Persons preparing for careers in this pathway should be able to demonstrate these skills in the context of this cluster and pathway. The Pathway Knowledge and Skills Chart describes what all/most learners/workers need to know and be able to do to demonstrate competence within a career
The Five Mile Pathway is Meridian's longest multi- use bike and pedestrian route, with almost 5 miles of connected pathway. The pathway provides connection, recreation, and transportation for the City. Citizens walk, bike, run, and exercise on the path. For the most part, the pathway runs near the Five Mile Creek.
firm grounding in the foundational skills of reading serves as the essential building block for ensuring that these goals are met. This requires a well-defined and rigorous focus on such important components of the foundational skills as Phonemic Awareness, Phonics, High-Frequency Words, and Decoding. These foundational skills serve as the building blocks for focusing on building knowledge .
Foundational Skills Observation Tool Depending on the grade level and time of school year, lessons could emphasize a variety of foundational skills. For all uses, refer to the Common Core State Standards for Reading: Foundational Skills. During each observed lesson, it will be important to n
HP NonStop Pathway/iTS System Management Manual—426748-005 ii 1. Introduction to Pathway/iTS System Management (continued) 1. Introduction to Pathway/iTS System Management (continued) SNA Devices 1-17 Unsupported or Special-Function I/O Devices 1-17 The LINKMON Process 1-18 Requester-Server Communicat
Successful development of a new clinical pathway, or adaptation of a currently existing clinical pathway, requires the formation of a group that will develop, implement and evaluate the proposed Clinical Pathway. Figure 1 illustrates the clinical pathway management workflow at UPM
Marine Pathway Management Plan . In 2012 an amendment to the Biosecurity Act 1993 added Pathway Management Plans as a legislative option to control the spread of pests in New Zealand. This operational plan includes both the Marine Pathway Management Pl
Management Pathway International Business Pathway Financial Services Pathway California Career Technical Education Model Curriculum Standards. Table of Contents . pathway standard would enhance, reinforce, or provid
The Pathway Program Director (PPD) serves as the organization’s primary contact person. The PPD will coordinate the internal payment process and communicate with the Pathway office. To ensure applicant confidentiality, the Pathway office will on
The 18-month pathway equips pharmacy professionals with the necessary knowledge, skills and experience to work within the primary care setting as part of a multidisciplinary team in a patient-facing role. The pathway includes a range of different study methods to suit a varie
THIS PATHWAY SERVES AS A GUIDE AND DOES NOT REPLACE CLINICAL JUDGMENT. CLINICAL PATHWAY: Inpatient Asthma Appendix A: Simplified Controller Flowchart Assessing Asthma Severity and Treatment Recommendations : Ages 5 and Up Symptom Frequency 2 days/week 2 days/week but
the Wnt/β-catenin pathway may be involved in the pathophysiology of endometriosis. This is a review of the literature focused on the aberrant activation of the Wnt/β-catenin pathway in patients with endometriosis, and on how targeting the Wnt/targeting pathway may be a potentially effecti
the Wnt/β-catenin signaling pathway lacks druggable molecular targets, which has hampered the development of therapeutic drugs targeting this pathway. It is un-known whether NAMPT regulates colorectal cancer proliferation through Wnt/β-catenin signaling pathway. If NAMPT could regulate
Wnt/β-catenin signaling pathway, the non canonical planar cell polarity (PCP) pathway, and the Wnt/Ca2 pathway . A critical and most studied Wnt pathway is canonical Wnt signaling and is the primary subject of this review. Many reports have suggested that over expressed of
FIGURE 1. Cholesterol biosynthesis pathway. Cholesterolis the predominant sterol invertebrates, and in eukaryotes, the mevalonate pathway is the main synthesis pathway for cholesterol. Acetyl CoA and acetoacetyl CoA are converted via the isoprenoids (e.g., FPP and GGPP) to squalene. Three of the key enzymes in this pathway are HMGCR, FDPS, and .
Our study suggests that pathway breaches occur regularly and that the PHPA app may improve pathway compliance. A February launch date has been agreed with NWAS for all GM pre-hospital vehicles & clinicians to have access. Measure the assessment of impact on launch. Prospectively evaluate the effect on pathway breaches.
3 Principles and Values of Acute Mental Health Care 8-9 4 Key Service Areas of the Acute Care Pathway 10-11 5 Acute Mental Health Care Pathway Standards 12 . Through the development and implementation of this Pathway we are confident that it will help to promote a genuine partnership approach in mental health services.
3.2 Service description/care pathway . The following list summarises the service description: 1. Inpatient management and pathway of care for babies within each type of neonatal unit and in each category of care. 2. Pathway of specialist services for example surgical, cardiac and specialist medical
Foundational Leadership Competencies Foundational leadership competencies are the tools people need in order to lead others, regardless of the organizational level they function in. These foundational leadership competencies are skills, areas of knowledge, and attributes, and are basic or fundamental to all leaders in government. These leadership
Skills, Kindergarten, standard 1, and RF.5.3 stands for Reading Standards: Foundational Skills, grade 5, standard 3. ELs entering school after kindergarten who need specific instruction in English foundational literacy skills based on the RF Stand
A Pre-Revolution Time Line Directions: Using the list in the box, fill in the events and laws that led up to the American Revolution. Write the event or law below each year. You may need to do some online research to complete this exercise. Boston Tea Party, Stamp Act Congress, Intolerable Acts, The French and Indian