Office Administration - General Programs · PDF fileOffice Administration - General Programs approved by the Ministry of Training, ... The Ministry of Training, Colleges and Universities

Office Administration - GeneralProgram Standard

The approved program standard for two-semesterOffice Administration - General Programs approved bythe Ministry of Training, Colleges and Universities (MCU Code 42313) for delivery by Ontario Colleges of Applied Arts and Technology

Ministry of Training, Colleges and UniversitiesDecember 2000

Permission to Reproduce

Permission is hereby granted to the following institutions to reproduce this document,in whole or in part, in print or by electronic means, for the following specific purposes,subject to the conditions that follow:

1. By a college of applied arts and technology, Ontario, for the purposes ofimplementation of the program standard within a college program, including for thepurpose of informing students, potential students, program advisory committees, orothers about programs of study.

2. By an educational institution or school, for the purpose of informing prospectivecollege students about programs of study at Ontario colleges of applied arts andtechnology.

Conditions:1. Every reproduction must be marked “© 2001, Ontario Ministry of Training,

Colleges and Universities” at the beginning of the document or any part of it that isreproduced.

2. No other uses may be made of the document.3. The document may not be reproduced for sale.4. The Ministry may revoke the permission to reproduce at any time.For permission to copy this document, in whole or in part, for other purposes or byother institutions, please contact

Ministry of Training, Colleges and UniversitiesColleges Branch, Program Quality Unit9th floor, Mowat Block900 Bay StreetToronto, OntarioM7A 1L2Telephone: (416) 325-1934Fax: (416) 325-2245E-mail: [email protected]

Inquiries regarding specific Office Administration - General programs offered bycolleges of applied arts and technology in Ontario should be directed to the relevantcollege.

This version replaces the program standard released in April 1996. Inquiries regardingthis program standard should be directed to the address noted above.

This publication is also available on the Ministry’s World Wide Web site athttp://www.edu.gov.on.ca

Cette publication est également disponible sur le site Web du ministère:http://www.edu.gov.on.ca

© 2001, Ontario Ministry of Training, Colleges and Universities

ISBN 0-7794-2139-6

Ce document est aussi disponible en français.

Acknowledgments

The Ministry of Training, Colleges and Universities acknowledges with thanks thesignificant contribution of the many individuals and organizations who participated inthe review of this program standard. In particular, the Ministry of Training, Collegesand Universities would like to acknowledge the important roles of

C Members of the Office Administration Standards Review Focus Group: AliceDewolf, Consultant; Margaret Dombeck, Centennial College; Beth Freuer,Fanshawe College; Joan Macarthy, Algonquin College; Glenna Mason,Sunnybrook Health Sciences Centre; Marcia O’Hearn, President, Ontario DivisionIAAP; Sylvia Taus, Canadore College.

C The many individuals and organizations who participated in consultations with theproject; the Project Officer who led the review of the vocational standard: TimKlassen, George Brown College.

C All those involved in the work of the CSAC Generic Skills Council and thedevelopment of the generic skills standard.

C All those involved in the work of the CSAC General Education Council and thedevelopment of the general education standard.

Table of Contents

I. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Development of System-Wide Program Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Program Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

The Expression of Program Standards as Learning Outcomes . . . . . . . . . . . . . . . . . . . 2

The Presentation of the Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

The Accreditation of Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

The Development of a Program Standard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Updating the Program Standard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

II. Vocational Standard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Preamble . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Synopsis of the Vocational Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

The Vocational Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

III. Generic Skills Standard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Synopsis of the Generic Skills Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . 16

The Generic Skills Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

IV. General Education Standard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

The General Education Requirement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Goals and Broad Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

I. IntroductionThis document is the Program Standard for Office Administration - GeneralPrograms delivered by Ontario colleges of applied arts and technology. Theprogram standard applies to all programs approved by the Ministry of Training,Colleges and Universities under MCU code 42313. This version replaces theone released in 1996.

Development of System-Wide Program StandardsIn 1993, the Government of Ontario initiated program standards development with theobjectives of bringing a greater degree of consistency to college programming offeredacross the province, broadening the focus of college programs to ensure graduates havethe skills to be flexible and to continue to learn and adapt, and providing publicaccountability for the quality and relevance of college programs.The Colleges Branch of the Ministry of Training, Colleges and Universities has responsibility for the development and approval of system-wide standards for programsat colleges of applied arts and technology of Ontario.

Program Standards

Program standards apply to all similar programs offered by colleges across theprovince. Each program standard for a postsecondary program includes the followingelements:C Vocational standard (the vocationally specific learning outcomes which apply to

the program in question), C Generic skills standard (the generic skills learning outcomes which apply to

programs of similar length), andC 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 thespecific program structure, delivery methods, and other curriculum matters to be usedin assisting students to achieve the outcomes articulated in the standard. Individualcolleges also determine whether additional local learning outcomes will be required toreflect specific local needs and/or interests.

2 I Introduction

The Expression of Program Standards as Learning OutcomesThe vocational and generic skills components of program standards are expressed interms 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 andcomprehension. In addition, learning outcomes are interrelated and cannot be viewedin isolation of one another. As such, they should be viewed as a comprehensive whole. They describe performances that demonstrate that significant integrated learning bygraduates of the program has been achieved and verified. Expressing standards as learning outcomes ensures consistency in the outcomes forprogram graduates, while leaving to the discretion of individual colleges curriculummatters 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 learningand achievement that the student must reliably demonstrate before graduation.The elements of the performance for each outcome define and clarify the level andquality of performance necessary to meet the requirements of the learning outcome. However, it is the performance of the learning outcome itself on which students areevaluated. The elements are indicators of the means by which the student may proceedto satisfactory performance of the learning outcome. The elements do not stand alonebut 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 alsoprovided.

The Accreditation of Programs The Ministry of Training, Colleges and Universities will establish a process to accreditcollege programs, with the objective of determining whether program graduates haveachieved the learning outcomes and general education requirement established in aprogram standard.

The Development of a Program Standard In establishing the standards development initiative, the Government determined thatall postsecondary programs should include vocational skills coupled with a broader setof essential skills. This combination is considered critical to ensuring that collegegraduates have the skills required to be successful both upon graduation from thecollege program and throughout their working and personal lives.

3I Introduction

A program standard is developed through a broad consultation process involving arange of stakeholders with a direct interest in the program area, including employers,professional associations, universities, secondary schools, and program graduatesworking in the field, in addition to students, faculty, and administrators at the collegesthemselves. It represents a consensus of participating stakeholders on the essentiallearning that all program graduates should have achieved.

Updating the Program StandardThe Ministry of Training, Colleges and Universities will undertake regular reviews ofthe vocational learning outcomes for this program, as well as a review of the genericskills learning outcomes and the general education requirement, to ensure that theOffice Administration - General Program Standard remains appropriate and relevant tothe needs of students and employers across the Province of Ontario. To confirm thatthis document is the most up-to-date release, contact the Ministry of Training, Collegesand Universities at the address or telephone number noted on the inside cover page.

4 II Vocational Standard

II. Vocational StandardAll graduates of Office Administration - General Programs must have achievedthe nine vocational learning outcomes listed in the following pages, in additionto achieving the generic skills learning outcomes and meeting the generaleducation requirement.

Preamble The colleges of applied arts and technology in Ontario offer a variety of postsecondaryprograms in Office Administration. Concurrent with vocational standard developmentfor Office Administration - General, vocational standards have been written for• Office Administration - Executive

• Office Administration - Legal

• Office Administration - Medical

A program standard document is available for each of these programs.

The Office Administration - General program provides a broad foundation foremployment in a wide variety of settings. Graduates receive a certificate. OfficeAdministration - General studies may also form the foundation for enhanced andspecialized learning leading to an Office Administration - Executive, Legal, or MedicalDiploma.

The workplace role of the office administration graduate is to support the managementof an organization by carrying out three key and interdependent functions: organizingwork, workspaces, and workplace environments; processing information; and,communicating. Although these same functions are carried out by all graduates,performance by diploma graduates is at a more advanced and complex level. The broadterm "workplace environment" has been used throughout these vocational learningoutcomes to reflect the wide spectrum of employment settings in which these functionsmay be performed by Office Administration - General graduates.

5II Vocational Standard

Synopsis of the Vocational Learning OutcomesOffice Administration - General Programs

The graduate has reliably demonstrated the ability to

1. apply scheduling, task coordination, and organizational skillsto facilitate the completion of tasks and to meet deadlines inthe workplace.

2. locate and manage data and information from a variety ofelectronic and paper sources.

3. organize and process electronic and paper communications toassist the flow of information in the workplace.

4. record financial information for the workplace within aspecified time frame using appropriate document formats,procedures, and software.

5. produce accurate business documents by a specified deadlineusing available computer technology.

6. use effective interpersonal skills in the workplace to assist thecompletion of individual and team tasks and to promote theimage of the organization.

7. research, develop, and prepare draft reports substantiatingthe resources or services for the workplace using written andoral presentation techniques and appropriate technology.

8. use the Internet and its tools to conduct research.

9. demonstrate administrative skills to enhance the effectiveoperation of the workplace.

Note: The learning outcomes have been numbered as a point of reference; numbering does not implyprioritization, sequencing, nor weighting of significance.


The Vocational Learning Outcomes1. The graduate has reliably demonstrated the ability to

apply scheduling, task coordination, and organizational skillsto facilitate the completion of tasks and to meet deadlines inthe workplace.

Elements of the Performance

C Prioritize tasks

C Prepare and follow a work plan

C Accept responsibility for assigned tasks within a team

C Negotiate and meet deadlines

C Use manual and electronic calendar and reminder systems

C Organize appropriate facilities, equipment, services, and supplies to supportmeetings and related activities according to a full understanding of the roles andresponsibilities assigned

C Co-ordinate arrangements for appointments and meetings effectively andefficiently

C Organize a workspace

C Apply knowledge of ergonomics to health and safety concerns


2. The graduate has reliably demonstrated the ability tolocate and manage data and information from a variety ofelectronic and paper sources.


C Identify equipment and supplies required for data and information systems

• Follow procedures which ensure compliance with statutes and regulationsgoverning the privacy of information and retention of records

• File and retrieve electronic and paper records

• Maintain organized, current electronic and paper records

• Use introductory database management software


3. The graduate has reliably demonstrated the ability toorganize and process electronic and paper communications toassist the flow of information in the workplace.


• Listen effectively

• Follow oral and written instructions

• Make notes to record communications including minutes of meetings asrequired

• Apply knowledge of telephone, electronic-mail, and voice-mail systems to theworkplace

• Use appropriate language and style for oral and electronic conversations in theworkplace

• Use correct business terminology

• Analyze written communications received through electronic and papercommunication systems to determine appropriate action

• Complete a variety of forms to record communications and support the flow ofinformation in the workplace

• Determine appropriate electronic and paper distribution methods for a variety ofinternal and external communications

• Prepare internal and external communications for distribution


4. The graduate has reliably demonstrated the ability torecord financial information for the workplace within aspecified time frame using appropriate document formats,procedures, and software.


• Interpret and follow written and oral instructions

• Use reference materials


• Maintain a system for handling petty cash expenditures in the workplace

• Process forms to record financial transactions for an organization as appropriateand required

• Make calculations

• Verify the accuracy of calculations

• Apply proofreading skills

• Key and format draft information to produce financial documents

• Meet deadlines

• Use appropriate software packages

• Design and manage spreadsheets and other electronic calculations to completetasks as required

• Remain current with the changing needs and resources related to hardware andsoftware use in the workplace


5. The graduate has reliably demonstrated the ability toproduce accurate business documents by a specified deadlineusing available computer technology.


• Interpret and follow written and oral instructions


• Use reference materials

• Access application software through a computer operating system

• Utilize information processing software, including word processing andspreadsheet applications

• Apply editing skills

• Proofread using a variety of techniques, including computer software

• Use correct grammar, spelling, and punctuation

• Organize a work space

• Produce correspondence, reports, and documents for meetings by processingwritten, oral, and numeric information

• Convert draft information from electronic and paper sources into final-formdocuments

• Meet deadlines

• Use introductory database management software

• Use integrated software for advanced document production


6. The graduate has reliably demonstrated the ability to use effective interpersonal skills in the workplace to assist thecompletion of individual and team tasks and to promote theimage of the organization.


• Use appropriate verbal, written, electronic, and nonverbal communications fora variety of workplace situations

• Apply ethical principles to workplace situations, including the handling ofconfidential information

• Apply the principles of customer service

• Recognize the impact of personal image on the image of an organization

• Analyze organizational structures to determine working and reportingrelationships

• Choose appropriate behaviors for interacting with management, co-workers,and the public in a variety of workplace situations

• Work independently

• Contribute effectively to team projects

• Identify her or his role within the structure of a workplace organization


7. The graduate has reliably demonstrated the ability to research, develop, and prepare draft reports substantiatingthe resources or services for the workplace using written andoral presentation techniques and appropriate technology.


C Apply a variety of electronic research techniques

C Research, compare, and contrast resources or services

C Compile and organize information

C Apply composing and proof-reading techniques

C Prepare appropriate recommendations for the selection of resources or services

C Identify the variety, format, and location of information required


8. The graduate has reliably demonstrated the ability to use the Internet and its tools to conduct research.


• Communicate with others (intra-office and inter-office) via e-mail

• Apply business ethics to computer software use and Internet communications

• Select appropriate search engine for the information required

• Carry out research effectively and efficiently using the Internet

• Work comfortably with a variety of workplace-related software packages

• Remain current with the changing needs and resources related to software use inthe workplace


9. The graduate has reliably demonstrated the ability to demonstrate administrative skills to enhance operations of theworkplace.


C Manage the flow of paper, data, and information within the workplace

C Use time and other resources effectively and efficiently

C Provide direction and follow-up related to usual events and occurrences withinthe workplace

C Communicate effectively with co-workers and management

C Build and maintain working relationships with others

C Produce clear, comprehensive, and error-free documentation

1 The generic skills learning outcomes listed in this program standard form part of the program standard for eachone- year postsecondary college program, excluding post-diploma programs. Additional information about thesegeneric skills learning outcomes is contained in the Generic Skills Learning Outcomes for One-Year CollegePrograms in Ontario’s Colleges of Applied Arts and Technology. CSAC: 1996.

15III Generic Skills Standard

III. Generic Skills Standard

All graduates of Office Administration - General Programs must have achievedthe eleven generic skills learning outcomes listed on the following pages, inaddition to achieving the vocational learning outcomes and meeting the generaleducation requirement. 1

16 III Generic Skills Standard

Synopsis of the Generic Skills Learning OutcomesOffice Administration - General Programs

The graduate has reliably demonstrated the ability to

1. communicate clearly and coherently using written and spokenformats which fulfil the purpose and meet the needs ofaudiences.

2. locate and select the current, relevant, and useful informationrequired to complete tasks.

3. interpret information, instructions, claims, and ideas with theaccuracy required to complete tasks.

4. execute mathematical operations with the accuracy requiredto solve routine problems.

5. use computers and other technological tools to performroutine tasks.

6. manage the use of time and other resources to complete tasksand attain goals.

7. solve problems, using a variety of strategies.8. interact with others in groups or teams in ways that contribute

to effective working relationships.9. take responsibility for his or her own actions.10. analyze and present his or her skills, knowledge, attributes,

and experience for personal development and employmentpurposes.

11. adapt his or her current skills and knowledge to newsituations.


The Generic Skills Learning Outcomes

1. The graduate has reliably demonstrated the ability tocommunicate clearly and coherently using written and spokenformats which fulfil the purpose and meet the needs ofaudiences.

ExplanationCommunicating in a clear and coherent manner requires producing the spoken andwritten material that best suits the situation. Graduates will have developed theirability to recognize the differing needs of their audiences, to identify what is required,and to match those needs with the message that is most appropriate. They willcommunicate using the style and conventions required, and they will check theircommunication for accuracy and clarity, making adjustments where necessary.


C Plan and organize communications according to the purpose and audiences

C Incorporate content that is meaningful and necessary

C Ensure that the message conforms to the conventions of a format (e.g., memo,e-mail, weekly report, care plan, daily log, formal presentation)

C Use language and style suitable to the audiences and purposes

C Revise the message, adjusting for errors in content and mechanics (e.g.,spelling, punctuation, usage, sentence structure)

C Use tone, volume, and pace suitable to the audiences and purposes

C Employ effective listening and reading skills to gather feedback tocommunication

C Respond to verbal and nonverbal feedback


2. The graduate has reliably demonstrated the ability tolocate and select the current, relevant, and useful informationrequired to complete tasks.

ExplanationCompleting tasks often requires information that can be used as support. Graduates,therefore, must be able to access current, relevant, and useful information and to makeeffective use of that information. Graduates will have developed and used strategies tolocate an appropriate range of information. They will have learned how to selectpertinent information and to sort it. This information can then be used to supportdecisions and to assist in the completion of tasks.


C Determine the nature of the information required

C Consult a variety of information sources (e.g., people, text, databases, electronicand non-electronic libraries and networks)

C Gather information from appropriate sources

C Examine the information and select what is relevant, important, and useful

C Use typical formats to record information

C Use information ethically

C Acknowledge and credit the source of material in both written and oral reports


3. The graduate has reliably demonstrated the ability to interpret information, instructions, claims, and ideas with theaccuracy required to complete tasks.

ExplanationResponding to messages from many sources requires the ability to receive messagesand to comprehend what has been received. Graduates will have developed the skillsto receive messages through listening, reading, and observation. The important role ofinformation in personal and workplace situations requires graduates to be able tounderstand material produced by others. Graduates will have demonstrated theirunderstanding of the messages they receive through accurate reports (in a variety offormats) or through completing tasks related to the messages.


C Use strategies to read, listen, and observe effectively (e.g., note-takingtechniques, skimming, concept maps, concentration tools, asking forclarification)

C Clarify what has been read, heard, and observed

C Present an accurate spoken or written report of what has been read, heard, andobserved

C Outline the arguments used to support claims

C Examine the material used to support claims distinguishing between fact andopinion

C Acknowledge and credit the source of information, ideas, and concepts

C Follow instructions

C Complete tasks making use of the messages received


4. The graduate has reliably demonstrated the ability toexecute mathematical operations with the accuracy requiredto solve routine problems.

ExplanationCompleting regular personal and workplace tasks requires the ability to usemathematical techniques to arrive at accurate solutions. Graduates will have developedtheir ability to identify tasks and problems which require mathematics, to applymathematical techniques (concepts, conventions, strategies, and operations), and tocheck the results of their applications.

Elements of the Performance C Recognize situations that require mathematicsC Estimate probable answersC Apply mathematical principlesC Execute routine mathematical operationsC Check for errors in numerical answers and the appropriate fit between problems

and answers


5. The graduate has reliably demonstrated the ability touse computers and other technological tools to performroutine tasks.

Explanation

Using computers and other technologies to increase productivity and to expediteeveryday tasks requires graduates to have the confidence and ability to recognize whencomputers and other technologies contribute to completing routine tasks and solvingproblems. They will have demonstrated the ability to make use of the technologicaltools appropriate to typical daily tasks in personal and in working life.


C Use basic operating system functions (e.g., load, save, retrieve)C Choose the most appropriate available technology to complete the taskC Use the software, equipment, and tools correctly and ethically to complete

routine tasksC Use common technological tools effectively (e.g., calculators, fax machines,

voice mail systems, VCR’s)


6. The graduate has reliably demonstrated the ability tomanage the use of time and other resources to complete tasksand attain goals.

Explanation

Achieving task-related goals in their personal and professional lives requires graduatesto use time, money, space, and other – often limited – resources as efficiently aspossible. Graduates will have developed their ability to plan and predict efficient waysof achieving goals. They will use tools designed to assist in the process.


C Set reasonable and realistic goalsC Prioritize tasksC Use appropriate planning tools (e.g., budgets, schedules) to achieve goalsC Use resources (e.g., time, equipment, materials, money, information, support

systems) efficiently to accomplish tasks C Monitor the process and expectations, and make necessary adjustments


7. The graduate has reliably demonstrated the ability tosolve problems, using a variety of strategies.

ExplanationSolving a range of problems and dealing with a variety of tasks require the thinkingskills and strategies that will allow graduates to identify what has to be done and toselect and implement a suitable approach. Graduates will also be able to develop theircreative thinking skills as they find alternative ways to address a situation.

Elements of the PerformanceC Recognize when there is a problem to be solvedC Analyze the problemC Select the thinking skills and strategies (e.g., inductive and deductive thinking,

brainstorming, clustering) which could be used to solve the problemC Develop solutions using selected skills and strategiesC Implement the preferred solutionC Evaluate the effectiveness of the strategies and the solution


8. The graduate has reliably demonstrated the ability tointeract with others in groups or teams in ways that contributeto effective working relationships.

Explanation

Working in teams or groups in either a work or a social context requires interactingeffectively with the members of the group. Graduates will have demonstrated theirability to identify and complete the various tasks required of them as individuals and asgroup members. They will also have demonstrated their ability to consider and respondto others.

Elements of the PerformanceC Work with the group or team to clarify tasks, roles, and responsibilitiesC Clarify one’s own roles and fulfill them in a timely fashionC Contribute one’s own ideas, opinions, and information while demonstrating

respect for those of othersC Treat other members of the group or team equitably and fairlyC Contribute to a group’s evaluation of its progress and interactions


9. The graduate has reliably demonstrated the ability to

take responsibility for his or her own actions.

Explanation

Taking positions and completing tasks require graduates to be accountable for actionstaken. Graduates will have demonstrated their ability to explain what they do and whythey do it. They will acknowledge the consequences of their actions and examinefeedback on their actions.

Elements of the Performance C Acknowledge one’s actionsC Acknowledge one’s role in group activities C Review the results of one’s actionsC Identify the successes resulting from one’s actionsC Identify any problems resulting from one’s actions and make adaptationsC Evaluate and act upon feedback


10. The graduate has reliably demonstrated the ability toanalyze and present his or her skills, knowledge, attributes,and experience for personal development and employmentpurposes.

ExplanationPreparing for changes in their personal and professional lives requires graduates toassess and present their accomplishments and abilities. Graduates will have developedtheir ability to identify and reflect on what they have done and learned. They will havesummarized their abilities in ways that are attractive and useful to potential recipientsand to themselves.

Elements of the PerformanceC Summarize one’s own skills, knowledge, attributes and experience fully and

realisticallyC Present oneself using a format which best identifies skills, knowledge,

attributes, and experience (e.g., resume, portfolio, interview, web page)C Analyze feedback to presentations of oneself


11. The graduate has reliably demonstrated the ability toadapt his or her current skills and knowledge to newsituations.

ExplanationGraduates will have developed the confidence to know that their current skills areapplicable to a range of changing, novel, and unexpected situations. They will havedemonstrated their ability to reflect on what they can do, match those skills to the newdemands, and identify additional skills which will make them effective in newsituations. They will be able to plan for further learning opportunities to help themdevelop the new skills and knowledge.

Elements of the PerformanceC Assess current skills and knowledgeC Recognize situations which require adaptation of skills and knowledgeC Identify skills and knowledge required for new personal and workplace

situations and make plans to acquire themC Set goals for continued broadening of skills, knowledge, attitudes, and

experience to respond to changes in personal and working life

28 IV General Education Standard

IV. General Education Standard

All graduates of Office Administration - General Programs must have met thegeneral education requirement described on the following pages, in addition toachieving the vocational and generic skills learning outcomes.

The General Education RequirementThe Government of Ontario has established that each college postsecondaryprogram shall include a minimum of one three-hour-per-week general educationcourse of approximately 45 instructional hours per semester. Learners shouldexperience a breadth of goals through their general education studies; and,wherever possible, they should have the opportunity to exercise choice in theselection of their general education courses.This general education requirement is an integral component of the OfficeAdministration - General Program Standard, along with the vocational and genericskills learning outcomes.The general education requirement shall be met consistent with the followingguiding principles:1. 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 coursesshall be structured in such a way as to guide students through the historical contextof such issues, their theoretical bases, and application to contemporary life.

2. All general education courses offered in the colleges shall be designed to providebenefits to one or more of the three areas: learners’ personal growth andenrichment, informed citizenship, and working life.

3. An essential component of the mission of Ontario’s colleges is the encouragementand support of continuous learning. This commitment to lifelong learning shall bereflected in each of the general education courses offered in the colleges.

General education appropriate for Ontario colleges is defined as those postsecondarylearning experiences that enable learners to meet more effectively the societalchallenges which they face in their community, family, and working life. Generaleducation in the colleges provides learners with insight into the enduring nature of the

29IV General Education Standard

issues being addressed and into their particular relevance to today and the future. It isintended to encourage and support continuous learning. It is delivered as discretecourses which are designed to address one or more of the following goals andassociated broad objectives established for general education:

Goals and Broad Objectives

1. Aesthetic Appreciationunderstand beauty, form, taste, and the role of the arts in societyBroad ObjectivesC develop critical awareness of arts in society C perceive and evaluate the role of the artsC heighten critical appreciation through development and application of personal

and formal judgment factors

2. Civic Life

understand the meaning of freedoms, rights, and participation incommunity and public lifeBroad ObjectivesC develop knowledge of the structure and function of governments in Canada:

legislative, judicial, and administrative arms; roles of elected officials andpublic servants; and a personal awareness of citizen responsibility

C develop historical understanding of major issues affecting Canadian politics anda critical awareness of related public policy

C develop awareness of international issues and their effects, and the place ofCanada in international communities

C develop awareness of the history, significance, and organization of thevoluntary sector in community life

30 IV General Education Standard

3. Cultural Understandingunderstand the cultural, social, ethnic, and linguistic diversity of Canadaand the worldBroad ObjectivesC develop an understanding of cultural identity by linking personal history to

broader cultural studyC develop an understanding of the diversity of cultures and subcultures

represented in Canadian society and of their interactions within the Canadiansociety

C develop intercultural understanding through reasoned reflection on variouscultures’ responses to universal human issues

4. Personal Development

gain greater self-awareness, intellectual growth, well-being, andunderstanding of others

Broad ObjectivesC consider one’s expectations and values and analyze their impact on personal

goalsC apply an understanding of the individual and human development to personal

life and relationshipsC integrate the concept of well-being into one’s lifestyleC understand oneself as a learner and articulate one’s own learning style

5. Social Understanding

understand relationships among individuals and society

Broad ObjectivesC develop informed understanding of social organization and institutions and of

ongoing issues in relationships between individuals, groups, and societiesC develop informed understanding of social trends, social change, and social

problems and of implications for social and personal responseC develop informed understanding of contemporary social problems and issues

31IV General Education Standard

6. Understanding Science

appreciate the contribution of science to the development of civilization,human understanding, and potentialBroad ObjectivesC develop an understanding of the history, philosophy, contributions,

perspectives, and limitations of the sciencesC 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 oftechnology and society and the ecosystemBroad ObjectivesC relate implications of current transformations in technological knowledge and

development to our physical and biological world C 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 workinglife challenges to the individual and societyBroad ObjectivesC set personal expectations for efficiency, effectiveness, ethics, and rewards and

reconcile them with the changing work environmentC apply knowledge of the organization and structure of work, its institutions, and

history; and of social and cultural attitudes to workC develop an understanding of the changing nature of work and the economy

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