COURSE OF STUDY

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Nov 20, 2013 (3 years and 7 months ago)

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COURSE OF STUDY


f
or


Business Management





CTEPD 023





LAKEWOOD HIGH SCHOOL

14100 FRANKLIN BOULEVARD

LAKEWOOD, OH 44107

216 529
-
4163

WEST SHORE CAREER AND TECHNICAL DISTRICT



Business Management


2

TABLE OF CONTENTS

Business Management

West Shore Career and Technical District

PAGE


ACKNOWLEDGEMENTS

................................
................................
................................
.............
3


RESOLUTI
ON/APPROVAL OF BOARD

................................
................................
.....................
4


RECOMMENDATION OF ADVISORY COMMITTEE
................................
...............................
5


DISTRICT MISSION & VISION

................................
................................
................................
...
6


CAREER AND TECHNICAL EDUCATION GOALS

................................
................................
..
7


PROGRAM DESIGN

................................
................................
................................
......................
8


DEFINITIONS & CODES

................................
................................
................................
............
12


STANDARDS & OBJECTIVES

................................
................................
................................
...
15


CURRICULUM MAPPING

................................
................................
................................
........
137


STUDENT ASSESSMENT POLICY

................................
................................
.........................
15
2


GRADING POLICY

................................
................................
................................
....................
153






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3

ACKNOWLEDGEMENTS



Business Management Program

West Shore Career and Technical District


Sincere appreciation goes to the following individuals for their assistance and cooperation in
preparing this Business Management program’s c
ourse of study. Without their help and
dedication to Career Tech this program would not be available.


The Lakewood Board Of Education

Dr. David Estrop, Superintendent Of Lakewood Schools

William Wagner, Principal Lakewood High School

Mrs. Linda Thayer, W
est Shore Career Technical Director


And the Business Management Advisory Committee:




Kathy Berkhire, President, Lakewood Chamber of Commerce


Art Kovesdy, Parent, T.E.A.M. Ventures


Tari Rivera, Owner, Regency Construction Services, Inc.


Trudy
Saunders
, Co
-
owner, Silverthorne Gallery


George Smith, Technical Analyst, Hewlett Packard


Don Greene, Forme
r Business Management Student, One
-
to
-
One Demonstrations


Adam Kody, Business Management Student


Rachel Ashton, Business Management Student

Alicia Chamber
lain, Business Management Instructor, West Shore Career
-
Technical
District


For their helpful suggestions and encouragement, we recognize all former Business Management
students and Donna Richmond, Teacher Educator, Kent State University.

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4

RESOLUTION

Busin
ess Management Program

West Shore Career and Technical District



LAKEWOOD CITY SCHOOLS


WHEREAS, the Business Management Advisory Committee of the Lakewood City Schools

has
reviewed the Business Management Course of Study, and WHEREAS, the course of study

is
based upon the Northwest Ohio Tech Prep Consortium’s Technical
Core Standard

Profile for
Business Management and Core Academic Competencies.


WHEREAS, the Business Management Advisory Committee has reviewed these competencies
and has edited competencie
s to address local labor market needs, and to acknowledge the school
district’s ability to offer specialized programs,


NOW, THEREFORE, BE IT RESOLVED, in accordance with the superintendent’s
recommendation, that the Lakewood City Schools adopt the Busines
s Management Course of
Study.


Approval date: __________________




_____________________________



______________________________


Superintendent






Board President


Business Management


5

RECOMMENDATION BY CAREER AND TECHNICAL ADVISORY COMMITTEE

BUSINESS MANAGEMENT

WEST
SHORE CAREER AND TECHNICAL DISTRICT


The Career and Technical Advisory Committee of the Business Management Program, West
Shore Career and Technical District, has reviewed this course of study and recommend it for use
as the foundation for instruction in c
lassroom, laboratory, and cooperative occupational
experience.


The developers of the course of study have considered local labor market needs and the school
district’s ability to offer specialized programs. The competencies found on the Technical
Core
St
andard

Profile for this program have been reviewed and accepted as being congruent with our
school district’s philosophy and student outcome measures. Additional competencies related to
the local business community have been incorporated into the course o
f study.


We believe that this course of study adequately and correctly focuses upon the development of
technical competencies, attitudes, values and appreciation critical to successful employment in
the computer field.


The Business Management Advisory Co
mmittee recommended this course of study on




________________
__
__________




_____________________________

Date








Committee Chairperson




____________________________




_____________________________

Business, Industry, labor member




Business, In
dustry, labor member




____________________________




_____________________________

Business, Industry, labor member




Business, Industry, labor member











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6




Mission of Lakewood City Schools

In partnership with our families and community, Lakewoo
d City Schools will develop
responsible citizens, who are critical and creative thinkers, committed to life
-
long learning,
invested in a diverse society, and prepared for technological and global opportunities.







Lakewood City Schools Vision Statement

In recognition of the need of the community for Life Long Learning, the Lakewood City School
District will become the primary provider of academic services for all learners ranging in age
from Pre
-
Kindergarten Children through Adults. In addition, the sch
ool district will enhance
academic services through improved coordination of social and medical services in partnership
with our community and other educational institutions.



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7


CAREER AND TECHNICAL EDUCATION GOALS


BUSINESS MANAGEMENT



WEST SHORE CAREER

AND TECHNICAL EDUCATION DISTRICT






To continue to infuse technology into the curriculum and meet industry standards




Continue to upgrade and modernize career and technical labs and offer a variety of career
training opportunities




To continue to partner
with post
-
secondary education institutions to create pathways to
foster life
-
long learning




To develop and maintain active advisory committee membership which offer overall
direction and specific occupational knowledge of competencies required in business
and
industry




To continue to develop ties with parents and community to meet community education
needs.



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8

PROGRAM DESIGN

BUSINESS MANAGEMENT

WESTSHORE CAREER
-
TECHNICAL DISTRICT


Program Philosophy



The philosophy of the Business Management program is to

provide 11
th

and 12
th

grade students
with a pathway from high school to college and onto careers in order to meet the demands of
today’s high tech complex business society.



Program Goals


The primary goals of this program are to:


1.

Integrate academic and

technical instruction.

2.

Utilize on site and work based learning.

3.

Provide the basic skills in organization, leadership, planning, interpersonal
communication, delegating, supervising, resource management and policymaking
implementation.


Overview of Progra
m


The Business Management Program at Lakewood High School is a two
-
year program designed
for 11
th

and 12
th

grade students

who are interested in pursuing post
-
secondary education upon
graduation. The program curriculum is based on the Northwest Ohio Tech
Prep Consortiums
Technical
Core Standard

Profiles for Business Management. This curriculum is the result of a
comprehensive review and refinement of the State’s TCP Business Management Program
document by a panel of representatives from secondary, post
-
sec
ondary and business leaders.


Students are encouraged to take the right classes so that they are prepared for their next step in
life. The following pathway chart is a recommended sequence for students interested in this
career field.


9
th

Grade

10
th

Grade

11
th

Grade

12
th

Grade

English

English

English

English

Algebra 1 or Math
Concepts

Geometry or Algebra
1

Algebra 2 or Geometry

Algebra 2 or Pre Calculus

9
th

Grade Science

Biology

Chemistry or Sci.
Elective

Elective

Social Studies

Social Studies

Soci
al Studies

Elective

Foreign Language

Foreign Language

Business Management

Business Management

Career Connections

Business Foundation

Physical Education

Health




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9

In the 11
th

and 12
th

grade component of the Tech Prep program, all students are part o
f a
seamless curriculum, which allows student to transition into post
-
secondary programs. Each
Core Standard

and
Core Standard

builder in the required curriculum is designated to be
introduced, reinforced, or mastered at various levels.


The basic instruc
tional philosophy for the Tech Prep programs encourages project
-
based
learning. To this end, a senior project will be completed by each student as a culmination of
their high school exit from tech prep. An advisory committee comprised of representatives
from
business and industry, program graduates and academic representatives from school meets twice
each year to provide input and guidance in this program.


Throughout the school year, students participate in a variety of work
-
based learning in order to
ob
serve and interact with employees, employers and administrative personnel in order to learn
more about the industry as a whole. Early placement/ internships/ mentoring assignments/ job
shadowing are all examples of work
-
based opportunities.


Students enro
lled in Network Systems are also members of North Coast Tech Prep consortia.
Participation in Business Professionals of America provides the student with experiences in
competitive events at local, regional and national levels. In addition to the competit
ive events,
the student learns citizenship, parliamentary procedures, democratic principles, social skills and
civic responsibility. Students are also encouraged to participate in the Tech Prep Regional
Showcase.


Population Served


Tech Prep programs are

open to all 11th and 12th grade students as long as they are not a safety
hazard to self and others in the class who successfully completed Algebra 1 as a prerequisite.
Students must complete Algebra 2 by the time they graduate from high school. To recei
ve
college credit, students must maintain a 3.0 GPA in their Tech Prep program and an overall GPA
of 2.0 and maintain a 95% attendance rate.


Housing of the Program


The course will be taught in a classroom
set up with a traditional setting and a computer

lab
with
Internet access for all.
There will also
be a separate lab utilized for hands
-
on experience with
running a store selling school supplies.


Supervisor of the Program


The teacher of the Business Management program reports directly to the Director

of Career
Technical Education.


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10

Occupations Addressed


High School Exit Careers

Associate Degree Exit
Careers

Baccalaureate Degree Exit
Careers

Customer Service

Inventory Control

Sales Manager

Retail Sales / Manager

Record Keeping

Industrial Sales

Wh
olesale Sales

Financial Planning

Manufacturers
Representative

Entrepreneur

Entrepreneur

Entrepreneur


Basic Program Operation



The course will be taught two periods everyday for the entire school year. Program delivery
includes a variety of technique
s such as class lecture, PowerPoint presentations, demonstrations,
computer simulations, and hands
-
on lab experience.


Field Experience and/or Early Placement


All experiences are planned by the teacher, student, parents and employer and operate under a
t
raining plan during the second half of the senior year. Students must maintain a B average in
the Business Management program and C average in academic coursework.


Articulation Agreements


Articulation agreement has been developed between West Shore Care
er and Technical District
and Cuyahoga Community College. Up to 30 semester hours of college credit are attainable.
There is on
-
going dialogue following the established process and procedures between our school
and each participating post
-
secondary institu
tion to develop and maintain articulation
agreements. The procedure can include post
-
secondary options, waiver of classes or other
formats providing time
-
shortened or advanced skill associate degree paths.


Integrated Academics


Academics are taught outsid
e the program; however, they are integrated as part of the program in
order to raise standards.


Math, Social Studies, English and communication concepts are considered as essential and

integral

parts of the program competencies.


Technology


Technology
is an integral part of the Business Management

program. Computer hardware and
software are maintained as state
-
of
-
the
-
art. Instructional delivery of curriculum through
technology is the norm for this class.



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11

Student Leadership


Encourages student partici
pation in Business Professionals of America as an integral part of the
in
-
school instructional program. Encourages student participation in out
-
of
-
school leadership,
citizenship and cooperation activities. Enables students to participate in leadership ac
tivities at
the local, state and national levels. Fees may be included to reflect the cost of membership.


Critical Thinking and Decision Making


Develops the use of critical thinking skills in and make wise decisions as an integral part of
classroom inst
ruction and laboratory learning activities. Students learn decision making
techniques through problem solving approach. Problem solving includes the identification of
options, the selection and testing of an option, and determination of a solution or con
clusion.


Statement of Modification


Significant academic accommodations and/or modifications in the Business Management
curriculum may limit or prevent successful training and/or future employment options in this
area. Also, accommodations and/or modific
ation necessary for physical limitations and/or social
work behaviors may also limit or prevent successful training and/or future employment options
in this area.


Disclaimer Statement


This Course of Study conforms to all federal, state, and local laws an
d regulations including Title
IX and non
-
discrimination against any student because of race, color, creed, sex, religion,
citizenship, economic status, married status, pregnancy, handicap, other physical characteristics,
age, or national origin. This poli
cy of non
-
discrimination shall also apply to otherwise qualified
handicapped individuals.
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Definitions and Codes


Determined by Business, Industry and Labor Panel (BIL)


Essential (E)
Core Standard
:

E

=
Core Standard

is needed to ensure minimal level of em
ployability. Entry
-
level employees
(defined as graduates of an associate degree program) should be able to perform this
Core
Standard

for career success.


Recommended (R)
Core Standard
:

R
=
Core Standard

should be included but is not essential for minimal
level of employability
or is related only to a subspecialty within a pathway.



Determined by Educator Panel (EDU)

Grade Level
:


10

=

by the end of grade 10

12

=

by the end of grade 12

AD

=

by the end of the associate degree program


Depth
:


I

=

Introdu
ce
Core Standard

R

=

Reinforce or add depth after introducing a
Core Standard

OR

after proficiency

P

=

Proficient or achievement of the
Core Standard
; ability to
apply knowledge of and/or perform the
Core Standard



Determined by Academic Review Panel


Correlated English Language Arts Academic Content Benchmarks

Benchmarks drawn from the
Ohio English Language Arts

Academic Content Standards
that
have been determined to be embedded in corresponding technical
Core Standard


Correlated Mathematics Academic
Content Benchmarks

Benchmarks drawn from the
Ohio Mathematics

Academic Content Standards
that have been
determined to be embedded in the corresponding

technical
Core Standard


Correlated Science Academic Content Benchmarks

Benchmarks drawn from the
Ohio Sc
ience

Academic Content Standards
that have been
determined to be embedded in the corresponding

technical
Core Standard



Correlated Social Studies Academic Content Benchmarks

Benchmarks drawn from the
Ohio Social Studies

Academic Content Standards
that hav
e been
determined to be embedded in the corresponding

technical
Core Standard




Business Management


13

Educator panel

Grade 12

Associate Degree


Grade 10

Sample
Core Standard




Unit 7: Communications Skills






Business, Industry and

Labor Panel




Core Standard

is essential.


BIL: Essential










Core Standard

7.2:

Apply active listening skills to demonstrate understanding of what is being said.

Unit number

TPO:

7.2.1

Explain communication techniques that support and encourage a speaker

7.2.2

Use paraphrasing strategies

7.2.3

Summari
ze another person’s key points

7.2.4

Probe to clarify speaker’s thinking

7.2.5

Use body language to show interest in what a speaker is saying

7.2.6

Follow oral directions

7.2.7

Demonstrate active listening skills



Core Standard

number

Descriptor numbe
r



Correlated English Language Arts Academic Content Benchmarks




Use a variety of strategies to enhance listening comprehension.
(Communication
: Oral and Visual

A, 8
-
10;
Communication
: Oral and Visual

A, 11
-
12)






EDU:

10

12

AD

I

P

R

Cor
e Standard should be introduced by
the end of 10
th

grade, proficient by the
end of 12
th

grade and reinforced at the
associate degree level.

Benchmarks from the English
Language Arts Academic
Content Standards


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Business and Administrative Services

Definitions


Administrative and Professional Support

Careers in administrative and professional support facilitate business operations through a
variety of administrative duties including information and communication management, data
processing and colle
ction and project tracking. Due to changes in technology, the skills required
in administrative and support careers have increased such that individuals in these careers are
mid
-
level managers. Sample occupations include:


▪ Administrative Assistant

▪ Customer Service Representative

▪ Executive Assistant

▪ Office Manager

▪ Project Coordinator



Management

Management includes careers in business
-
information management, corporate/general management and
operations management.
Employees in management plan, organize, direct and evaluate all or part of a
business organization through the allocation and use of financial, human and material resources.
Business
-
information managers bridge business processes/initiatives with informati
on technology by
helping to align business and IT goals. Examples of activities in which they engage include project
management and business analysis. Operations managers plan, organize, coordinate and control the
resources needed to produce/provide a busi
ness’s goods and/or services. Examples of activities in which
they engage include quality control, scheduling, procurement and warehousing. Sample occupations
include:


▪ Business Analysts

▪ Business Process Managers

▪ Chief Operations Officer

▪ Director



aistrict⁍ 湡n敲

▪ Master Scheduler

▪ Procurement Analyst

▪ Project Managers


▪ Purchasing Manager

▪ Quality Manager

▪ Regional Manager

▪ Relationship Managers

▪ Small Business Manager

▪ Store Manager

▪ Supervisor

▪ Supply Chain Manager




Business Management


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Business Manag
ement




Core Instructional Units


1.

Career Development for Business

2.

Professional Effectiveness

3.

Business Economics

4.

Business Communications

5.

Accounting

6.

Computation

7.

Business Law

8.

Technology

9.

International Business

10.

Management

11.

Marketing

12.

Entrepreneurship



Business
Management Instructional Units


1.

Professional Development and Networking

2.

Professional Effectiveness

3.

General Administrative Functions

4.

Management

5.

Entrepreneurship

6.

Operations Management

7.

Human Resources Management

8.

Quality Assurance

9.

Process/Project Management

10.

Fi
nancial Management

11.

Business Law & Legal Issues

12.

Risk Management

13.

International Business

14.

Intelligence Management

15.

Data Mining

16.

Knowledge Management


Business Management


16




Scope and Sequence


Core Standards


Business Management
















Junior Year


Business Management


17

BUSINESS CORE

Instruction
al Unit 1:

Career Development in Business



Core Standard 1.1:

Demonstrate knowledge of the history of business operations



TPO: Given appropriate classroom resources, demonstrate knowledge of the history of
business operations throughout history using ob
jective evaluation.


Clear Learning Target: I can . . .:

1.1.1 Describe history of business

1.1.2 Compare/contrast current business practices with those of the past twentieth
century

1.1.3 Explore careers within the field of business and manageme
nt


Correlated Academic: English




Core Standard 1.2:

Identify desirable personal behavior important to businesses


TPO:
Using case studies provided by the instructor,
identify desirable personal behavior
important to businesses

including

behavior, atti
r
e, and ethics in the workplace
according to class handout.


Clear Learning Target: I can . . .:

1.2.1 Describe personal behavior terms (e.g., trait, physical traits, mental traits,
emotional traits, dependability, industriousness, honesty and integrity,
loyalty, positive
attitude, interest and enthusiasm, adaptability, initiative, creativity, self
-
control, self
-
confidence, empathy, assertiveness, leadership, cooperativeness, orderliness)

1.2.2 Identify categories of personal behavior

1.2.3 Describe in
terdependence of personal behavior

1.2.4 Describe types of desirable personal behavior in business

1.2.5 Describe steps that can be taken to change undesirable personal behavior

1.2.6 Maintain appropriate personal appearance

1.2.7 Maintain positive

attitude

1.2.8 Show empathy for others

1.2.9 Demonstrate interest and enthusiasm, responsible behavior, honesty and integrity,
initiative, and self
-
control


Correlated Academic:

Social Studies







Business Management


18

Core Standard 1.3:

Assess personal interests and skil
ls needed for success in business



TPO: With the assistance of the Career Education Department, assess personal interests
and skills needed for success in business so that skills can be determined.


Clear Learning Target: I can . . .:

1.3.1 Describe
personal characteristics (e.g., realistic, investigative, artistic, social,
enterprising, creative)

1.3.2 Assess strengths and weaknesses

1.3.3 Explain reasons for assessing personal interests and skills

1.3.4 Discuss the importance of objectivity in pe
rsonal assessment


Correlated Academic: English, Math


Core Standard 1.4:

Set personal goals


TPO: Given assistance from the Career Education Department, set personal goals for the
next five years.


Clear Learning Target: I can . . .:


1.4.1 Describe go
al
-
setting terms (e.g., goals and short
-

and long
-
term goals)


1.4.2 Describe benefits of setting goals


1.4.3 Demonstrate steps for setting goals



Correlated Academic: English


Core Standard 1.5:

Explain the need for employee development.


TPO: Given s
peakers from human resource departments of various companies throughout
the city, write a summary to

explain the need for employee development according
to a guideline.


Clear Learning Target: I can . . .:


1.5.1 Explain benefits associated with the cont
inuing education for employees


1.5.2 Identify types of training provided by companies for their employees


1.5.3 Identify external sources of employee training


1.5.4 Explain types of external training available to employees


1.5.5 Describe occasions
when employees need training



Correlated Academic: 1.5:

Explain the need for employee development






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19

Core Standard 1.6:

Explain potential career advancement patterns for jobs


TPO: Using various resources including printed material and the Internet, exp
lain
potential career advancement patterns for job advancement to classmates according
to a class handout.


Clear Learning Target: I can . . .:

1.6.1 Describe occupational terms (e.g., job, career, occupation, job promotion, seniority)

1.6.2 Explain v
alue of entry
-
level job positions

1.6.3. Identify reasons promotion opportunities arise

1.6.4 Explain why change may be necessary for workers to advance

1.6.5 Compare/contrast promotion opportunities among occupations and various business
career pat
hways


Correlated Academic: English


Core Standard 1.7:

Describe skills and factors that enhance career progression


TPO: Given speakers from human resource departments of various companies throughout
the city, describe the skills and factors that enhance

career progression based on current
employment policy.


Clear Learning Target: I can . . .:

1.7.1 Describe factors employers consider when making promotion decisions (e.g., skills,
personal characteristics, education, seniority, job performance)

1.7.2

Explain techniques employees can use to enhance career progression

1.7.3 Explain ways of maintaining positive working relationships with other workers


Correlated Academic: English


Core Standard 1.8:

Use networking techniques for professional growth


TPO: Given participation in employment opportunities, use networking techniques for
professional growth according to procedures.


Clear Learning Target: I can . . .:

1.8.1 Describe benefits of networking

1.8.2 Discuss occasions and techniques for
networking

1.8.3 Demonstrate procedures for using networking techniques for professional growth


Correlated Academic: English, Social Studies


Business Management


20

Core Standard 1.9:

Use resources that can contribute to professional development (e.g.,
trade journals/periodic
als, professional/trade associations,
classes/seminars, trade shows, mentors)


TPO: Utilizing the
professional magazines
, as well as other business journals, use
resources that can contribute to professional development (e.g., trade journals/periodicals,
professional/trade associations, classes/seminars, trade shows, mentors) according to
guidelines


Clear Learning Target: I can . . .:

1.9.1 Describe benefits obtained from reading professional trade journals/periodicals

1.9.2 Describe benefits of me
mbership in a professional organization

1.9.3 Explain ways that classes/seminars can contribute to professional development

1.9.4 Identify types and benefits of various trade shows


Correlated Academic: English


Core Standard 1.10:

Manage professiona
l development


TPO: Given guest speakers and field trips to various industries, become familiar with the
need to
manage professional development

a
ccording to present standards.


Clear Learning Target: I can . . .:

1.10.1 Identify the need to practice

lifelong learning

1.10.2 Participate in professional organizations/associations

1.10.3 Read professional publications

1.10.4 Build internal/external mentor relationships

1.10.5 Build internal/external professional system

1.10.6 Build profes
sional network

1.10.7 Strengthen management, communication, and leadership skills

1.10.7 Determine the benefits to business of employees’ belonging to professional
organizations (e.g., membership, networking)


Correlated Academic: English



Business Management


21

Instructi
onal Unit 2:

Professional Effectiveness


Core Standard 2.1:

Explain professional responsibilities


TPO:
Using written resources, prepare presentations explain professional responsibilities

according to guidelines.


Clear Learning Target: I can . . .:

2.
1.1 Explain need for professional and ethical standards

2.1.2 Explain responsibility of the individual to apply ethical standards

2.1.3 Identify responsibility to clients and employers

2.1.4 Explain consequences of unprofessional and/or unethic
al behavior

2.1.5 Explain importance of conflict resolution in the work environment


Correlated Academic: English, Social Studies


Core Standard 2.2:

Describe work ethic standards


TPO
:

Using the Internet and other media sources, describes work ethic

st
andards

according to outlined criteria.


Clear Learning Target: I can . . .:

2.2.1 Define work ethic

2.2.2. Identify factors that influence one’s work ethic

2.2.3 Differentiate between law and ethics

2.2.4 Describe how personal values are refl
ected in work ethic

2.2.5 Describe how interactions in the workplace affect personal work ethic

2.2.6 Describe how life changes affect personal work ethic


Correlated Academic: English


Core Standard 2.3:

Identify legal and ethical behavior


TPO: Giv
en individuals/companies that are currently in the media, identify various legal
and ethical behavior according to rubric.


Clear Learning Target: I can . . .:

2.3.1 Differentiate between legal and ethical behavior

2.3.2 Explain terms, principles, a
nd characteristics of legal and ethical behavior (e.g., loyalty,
discretion, competitor, supplier)

2.3.3 Explain legal ramifications of breaching rules and regulations

2.3.4 Explain effects of unethical and/or unlawful behavior


Correlated Academic:
Social Studies




Business Management


22

Core Standard 2.4:

Apply appropriate work ethic


TPO: Complete a “work performance journal” indicating the days they are in the
workforce, and apply appropriate work ethic according to the rubric.


Clear Learning Target: I can . . .:

2.4
.1 Adhere to company and/or governmental policies, procedures, rules, and regulations

2.4.2 Exercise confidentiality

2.4.3 Adhere to rules of conduct

2.4.4 Accept constructive criticism

2.4.5 Offer constructive criticism

2.4.6 Exhibit pri
de in work

2.4.7 Resolve conflict

2.4.8 Mentor peers

2.4.9 Avoid sexual connotations and harassment

2.4.10 Adjust to changes in the work/classroom environment

2.4.11 Exhibit punctuality

2.4.12 Assume responsibility for decisions and actions

2.4
.13 Take responsibility for assignments

2.4.14 Follow chain
-
of
-
command


Correlated Academic: English


Core Standard 2.5:

Demonstrate ethical work habits


TPO: Given classroom information, students will prepare “do’s and don’ts” posters
demonstrating et
hical work habits to meet guidelines.


Clear Learning Target: I can . . .:

2.5.1


Define ethical terms (e.g., ethics, personal code of ethics)

2.5.2


Identify examples of unethical behavior at work

2.5.3

Describe ways to demonstrate a basic work ethic



Correlated Academi
c: English



Business Management


23

Core Standard 2.6:

Recognize biases and stereotypes


TPO: Given classroom and Internet resources, recognize biases and stereotypes and
complete a written report following a project assignment sheet according to the
regulation of biases and st
ereotypes.


Clear Learning Target: I can . . .:

2.6.1 Define terms related to biases and stereotypes (e.g., discrimination, prejudice, bias, and
stereotype)

2.6.2

Recognize factors that are important to consider when evaluating others in the workplace

2.6.3

Identi
fy situations in which discrimination exists

2.6.4

Describe consequences of discrimination

Explain how federal laws protect against discrimination

2.6.5

Describe steps for recognizing biases and stereotypes

2.6.6

Explain why diversity is an asset to an organization


Correla
ted Academic: English, Social Studies


Core Standard 2.7:

Apply time
-
management principles


TPO: Apply time
-
management principles by prioritizing daily activities and tasks while
completing a simulation according to standards.


Clear Learning Target: I
can . . .:

2.7.1

Describe time
-
management terms (e.g., time management, stress, procrastination, free
time, weekly master list, technology, prioritize, delegate, to
-
do list)

2.7.2

Explain time
-
management practices

2.7.3

List benefits of time management

2.7.4

Utilize current tech
nology as a tool for time management


Correlated Academic: English


Core Standard 2.8:

Explain the rights of employees


TPO: Given specific scenarios, explain rights of employees by performing short skits
according to class handout.


Clear Learning Targe
t: I can . . .:

2.8.1 Describe employee rights to safe working environment (e.g., safe ergonomic practices,
clean air)

2.8.2 Discuss employee rights to form unions

2.8.3 Explain employee rights to equitable treatment


Correlated Academic: English



Business Management


24

Core Standard 2.9:

Function as a self
-
managed individual


TPO: Before allowing to organize and manage fundraising projects function as a self
-
managed individual in regard to school treasury guidelines.


Clear Learning Target: I can . . .:

2.9.1 Propos
e projects

2.9.2 Organize tasks

2.9.3 Manage time

2.9.4 Meet deadlines

2.9.5 Maintain business records

2.9.6 Make long
-
term and short
-
term plans

2.9.7 Evaluate progress

2.9.8 Report progress

2.9.9 Delegate projects

2.9.10 Acq
uire appropriate licenses/registrations/credentials


Correlated Academic: English, Math


Core Standard 2.10:

Recognize intellectual property rights


TPO: Given access to the school media center and written resources, recognize intellectual
property right
s according to the technology department.


Clear Learning Target: I can . . .:

2.10.1 Explain purpose of patent

2.10.2 Explain purpose of copyright

2.10.3 Explain purpose of licenses

2.10.4 Explain purposes of trademarks

2.10.5


Explain rights

of the originator

2.10.6 Explain rights of the public

2.10.7 Define confidentiality

2.10.8 Define proprietary

2.10.9 Explain legal ownership of proprietary material

2.10.10 Describe stock image/text usage rights

2.10.11 Explain negotia
tion of contracts

2.10.12 Explain reproduction licensing and residual usage

2.10.13 Apply concepts of intellectual property rights


Correlated Academic: English, Social Studies



Business Management


25

Core Standard 2.11:

Apply decision
-
making techniques


TPO: Given class
room instruction and printed information, apply decision
-
making
techniques regarding individual priorities and complete daily tasks in order of
importance according to criteria.


Clear Learning Target: I can . . .:

2.11.1

Identify decision to be made

2.11
.2 Identify appropriate alternatives and consequences

2.11.3 Make decisions based on facts, legality, ethics, goals, and culture

2.11.4 Apply time factors

2.11.5 Present decision to be implemented

2.11.6 Evaluate decision

2.11.7 Accept responsib
ility for decision

2.11.8 Identify ownership of decision made



Correlated Academic: English


Core Standard 2.12:

Apply problem
-
solving techniques


TPO: Given classroom or school issues,
a
pply problem
-
solving techniques
,

identify,
discuss, and present s
olutions to a problem following problem
-
solving steps as
outlined on an assignment sheet.


Clear Learning Target: I can . . .:

2.12.1 Identify problem

2.12.2 Select appropriate problem solving tools/techniques

2.12.3 Identify underlying causes of p
roblem

2.12.4 Identify appropriate solutions and consequences (e.g., long
-
term, short
-
term, crisis)

2.12.5 Use resources to explore possible solutions to problem

2.12.6 Contrast advantages and disadvantages of each solution

2.12.7 Identify approp
riate action

2.12.8 Evaluate results

2.12.9 Identify post
-
preventive action


Correlated Academic: English



Business Management


26

Core Standard 2.13:

Explain the nature of stress management


TPO: Given an on
-
line stress test, explain the nature of stress management and
then
determine personal levels of stress and at least five ways to reduce their stress levels
based on guidelines.


Clear Learning Target: I can . . .:

2.13.1 Describe signs of stress

2.13.2 Discuss causes of stress

2.13.3 Explain consequences of s
tress

2.13.4 Explain wellness programs that can identify, alleviate, and prevent employee stress


Correlated Academic: English


Core Standard 2.14:

Manage stressful situations


TPO: Given case studies, manage stressful situations in teams to develop sol
utions to
according to sample presented.


Clear Learning Target: I can . . .:

2.14.1 Accept stress as integral part of life

2.14.2 Identify factors contributing to stress

2.14.3 Describe physical and emotional responses to stress

2.14.4 Evaluate p
ositive and negative effects of stress on productivity

2.14.5 Identify strategies and/or methods to reduce/channel stress

2.14.6 Implement strategies to manage stress

2.14.7 Create strategies for developing and maintaining support systems


Correlated

Academic: English



Business Management


27

Core Standard 2.15:

Achieve organizational goals


TPO: As a class, achieve organizational yearly goals for the Medical Management Club by
preparing a year goal log according to specified by Career Education Department.


Clear Learni
ng Target: I can . . .:

2.15.1 Evaluate personal goals in relation to organizational goals

2.15.2 Monitor progress by evaluating feedback

2.15.3 List responsibilities in relation to organizational goals

2.15.4 Accomplish assigned tasks

2.15.5 Ex
ercise responsibility in relation to organizational goals

2.15.6 Set appropriate performance standards

2.15.7 Communicate goals with supervisor/peers

2.15.8 Exhibit knowledge of organization’s products and services

2.15.9 Promote organizational ima
ge and mission


Correlated Academic: English


Core Standard 2.16:

Maintain a safe
-
working environment


TPO: Given classroom instruction about proper office safety, maintain a safe working
environment and prepare a handout on office guidelines


Clear Lear
ning Target: I can . . .:

2.16.1

Discuss the relationship between safety, productivity, and health

2.16.2 Identify health and safety standards established by government agencies

2.16.3

Ensure compliance with government and/or company rules and regulations related to
h
ealth and safety

2.16.4


Access needed safety information using company and manufacturer’s references

2.16.5


Establish preventive measures for dealing with the main causes of accidents in the work
environment

2.16.6


Establish preventive measures for dealing with the main ca
uses of health problems in the
work environment

2.16.7

Establish preventive measures for dealing with violations of personnel security

2.16.8

Ensure maintenance of a clean work area

2.16.9

Perform safety inspections and audits

Solve safety problems using problem
-
solving, decis
ion
-
making, and critical
-
thinking strategies


Correlated Academic: English



Business Management


28

Core Standard 2.17:

Maintain company security


TPO: Given the school Internet computer policy, maintain company security by preparing
a flyer according to policy.


Clear Learning

Target: I can . . .:

2.17.1 Access needed information using company references

2.17.2 Plan security procedures in accordance with business ethics

2.17.3 Document security procedures

2.17.4 Communicate security procedures internally

2.17.5 Ensure com
pliance with security procedures

2.17.6 Perform security checks

2.17.7 Correct security problems


Correlated Academic: English


Core Standard 2.18:

Participate in an organization’s community outreach involvement


TPO: Participate in an organization’s c
ommunity outreach involvement by participating
in the Help to Others’ holiday hospital project based on guidelines.


Clear Learning Target: I can . . .:

2.18.1 Propose educational, environmental, and community needs and social issues for
which t
o focus organizational involvement

2.18.2

Select issues on which to focus organizational support

2.18.3

Participate in social and/or outreach activities

2.18.4

Encourage staff involvement

2.18.5

Recognize the importance of the organization’s social and community relationships and
the
ir effects on the organization


Correlated Academics: Social Studies


Business Management


29

Instructional Unit 3:

Business Economics


Core Standard 3.1:

Compare basic types of economic systems


TPO: Using the Internet and classroom materials, compare basic types of economic
systems according to class handout.


Clear Learning Target: I can . . .:

3.1.1 Define economic terms (e.g., economic system, traditional economic system


command economic system, communism, socialism, market economic system)

3.1.2

Explain why ec
onomic systems are needed

3.1.3

Describe characteristics of economic systems

3.1.4

Describe characteristics of a market economic system

3.1.5

Describe strengths and weaknesses of various economies

3.1.6

Describe strengths and weaknesses of market economies


Correlated Academic:
Social Studies


Core Standard 3.2:

Compare basic features of different economic systems


TPO: Using information obtained from Internet research and lectures, compare basic
features of different economic systems according to class handout.


Clear Learning
Target: I can . . .:

3.2.1

Explore existing economies by comparing command, mixed, and market economies
based on the criteria of freedom, efficiency, equity, security, employment, stability, and
growth

3.2.2

Explain how change in one component of the circular flow of

economic activity affects
other components

3.2.3

Explain how economic systems, resources, and culture affect each other

3.2.4

Discuss how wages and prices are determined in command and market economies

3.2.5

Compare command, mixed, and market economies based on the criteri
a of freedom,
efficiency, equity, security, employment, stability, and growth


Correlated Academic: Social Studies



Business Management


30

Core Standard 3.3:

Distinguish between economic goods and services


TPO: Using examples presented in the classroom, distinguish between ec
onomic goods and
services with no reference materials or assistance.


Clear Learning Target: I can . . .:

3.3.1

Define economic terms (e.g., want, economic want, non
-
economic want, goods, services,
consumer goods, industrial goods)

3.3.2

Distinguish between economic
and non
-
economic wants

3.3.3

Distinguish between consumer and industrial goods and services

3.3.4

Explain how consumers affect the decision of what goods and services will be produced


Correlated Academic: Social Studies


Core Standard 3.4:

Explain importance of reso
urces to the economy


TPO: After viewing economics film, explain importance of resources to the economy
according to class handout.


Clear Learning Target: I can . . .:

3.4.1

Define economic resource terms (e.g., economic resources, natural resources, capital

goods, human resources, factors of production)

3.4.2

List reasons that economic resources are important for business

3.4.3

Explain why natural resources, capital resources, and human resources are limited

3.4.4

Describe ways that businesses respond to limited resources


Co
rrelated Academic: Social Studies


Core Standard 3.5:

Describe the nature of economics and economic activities


TPO: Upon completion of Internet research, describe the nature of economics and
economic activities according to class handout.


Clear Learn
ing Target: I can . . .:

3.5.1

Define economic terms (e.g., economics, scarcity, economizing, opportunity cost, trade
-
offs, consumption, consumer, production, producer, exchange, distribution)

3.5.2

Discuss why scarcity exists

3.5.3

Describe economic questions that all soc
ieties must answer, (e.g., what to produce, how
to produce, when to produce)

3.5.4

Explain importance of decision
-
making in economics

3.5.5

Describe economic activities


Correlated Academic: Social Studies





Business Management


31

Core Standard 3.6:

Explain the principles of supply and de
mand


TPO: Using examples presented, explain the principles of supply and demand completed
within a group activity.


Clear Learning Target: I can . . .:

3.6.1

Define supply and demand terms (e.g., demand, law of demand, supply, law of supply,
law of supply an
d demand, buyer’s market, seller’s market, elasticity, elastic demand,
inelastic demand)

3.6.2

List the conditions required for demand to exist

3.6.3

Describe how the laws of supply and demand effect business

3.6.4

Identify factors that affect elasticity

3.6.5

Describe factors th
at affect demand/supply


Correlated Academic: Social Studies


Core Standard 3.7:

Describe the concept of price


TPO: In a simulated retail environment, describe the concept of price meeting standards
set by officers.


Clear Learning Target: I can . . .
:

3.7.1

Define pricing terms (e.g., price, relative prices, incentives, rationing, equilibrium price,
excess supply, excess demand, market price)

3.7.2

Describe relative prices

3.7.3

Explain significance of relative prices to businesses and to consumers

3.7.4

Discuss relationship

of relative prices to the economy

3.7.5

Explain how prices are determined

3.7.6

Explain how producers respond to excess supply/demand


Correlated Academic: Social Studies



Business Management


32

Core Standard 3.8:

Examine characteristics of business


TPO: Given materials, handouts, and

equipment, examine characteristics of business
according to the criteria outlined in the rubric.


Clear Learning Target: I can . . .:

3.8.1

Discuss current trends and changing nature of business (e.g., population, social issues)

3.8.2

Describe how competition affect
s business operations (e.g., local, national, global)

3.8.3

Explore characteristics of a free enterprise system


Correlated Academic: Social Studies


Core Standard 3.9:

Demonstrate knowledge of business operations


TPO: In a simulated business environment, dem
onstrate knowledge of business operations
according to criteria outlined in the rubric.


Clear Learning Target: I can . . .:

3.9.1

Determine factors affecting business risk and profit

3.9.2

Explain concepts of competition and productivity

3.9.3

Analyze impact of specializa
tion/division of labor on productivity


Correlated Academic: Social Studies


Core Standard 3.10:

Explain concept of organized labor and business


TPO: Using information obtained through Internet research, explain concept of organized
labor and business a
ccording to criteria specified in rubric.


Clear Learning Target: I can . . .:

3.10.1

Define labor terms (e.g., labor union, local, national, federation, collective bargaining,
strikes, picketing, boycotts, featherbedding, lockouts, injunctions, strikebreakers)

3.10.2

Identify types of labor issues

3.10.3

Classify types of unions and levels of union organization


Correlated Academic: Social Studies



Business Management


33

Core Standard 3.11:

Apply business economic concepts


TPO: In a simulated business environment, apply business economic conce
pts according
to class handout.


Clear Learning Target: I can . . .

3.11.1


Identify economic resources

3.11.2


Analyze the functions of money

3.11.3

Identify the difference between economics and economic activities

3.11.4

Identify the relationship between business, society, and gov
ernment

3.11.5

Apply the concept of economic goods and services to given business situations

3.11.6

Apply the concept of utility to given business situations

3.11.7

Apply the concept of supply and demand to given business situations

3.11.8

Apply the concepts of competition to given b
usiness situations

3.11.9

Apply the concept of price to given business situations

3.11.10
Apply the concept of opportunity cost to given business situations


Correlated Academic: Social Studies


Core Standard 3.12:

Examine issues related to managing economic resources


TPO: After review of case studies, examine issues related to managing economic resources
according to example presented in class.


Clear Learning Target: I can . . .:

3.12.1

Identify the types of economic systems

3.12.2

Analyze the interdependence between government a
nd business

3.12.3

Identify the factors that influence management decisions

3.12.4

Track work flow using flow charts


Correlated Academic: Social Studies


Core Standard 3.13:

Analyze economic indicators and trends


TPO: Using the Internet, analyze economic indicators
and trends according to class
handout.


Clear Learning Target: I can . . .:

3.13.1

Identify business cycles

3.13.2

Investigate the nature of current and past economic problems

3.13.3

Identify leading indicators

3.13.4

Identify lagging indicators


Correlated Academic: Social Studies



Business Management


34

Core Standard 3.14:

Explain measures used to analyze economic conditions


TPO: Using outside publications and the Internet, explain measures used to analyze
economic conditions according to an article reaction worksheet.


Clear Learning Target: I can .

. .:

3.14.1

Describe: unemployment rate, frictional unemployment, structural unemployment,
cyclical unemployment, seasonal unemployment, technological unemployment, full
employment, inflation rate, price level, interest rate

3.14.2

Describe cost of unemployment for a n
ation

3.14.3

Describe causes of inflation and recession

3.14.4

Explain how inflation impacts the economy

3.14.5

Explain the impact of interest rate fluctuations on an economy


Correlated Academic: Social Studies


Core Standard 3.15:

Explain the role of the Consumer Price Inde
x (CPI) in business


TPO: Using a worksheet and supplemental material from outside sources, explain the role
of the Consumer Price Index (CPI) in business according to standards set by industry.


Clear Learning Target: I can . . .:

3.15.1

Describe Consumer Pri
ce Index

3.15.2

Describe how the Consumer Price Index is determined and how it changes

3.15.3

Identify major kinds of consumer spending that make up the Consumer Price Index

3.15.4

Explain how the Consumer Price Index is used to find the rate of inflation

3.15.5

Describe limitations
on the use of the Consumer Price Index

3.15.6

Explain how price instability affects economic performance


Correlated Academic: Social Studies



Business Management


35

Core Standard 3.16:

Explain the concept of Gross Domestic Product (GDP)


TPO: In a simulated business environment, ex
plain the concept of Gross Domestic Product
(GDP) according to examples presented in lecture.


Clear Learning Target: I can . . .:

3.16.1

Describe: gross domestic product (GDP), personal consumption expenditures, gross
private domestic investment, government pur
chases of goods and services, net exports of
goods and services, trade deficit, trade surplus, uncounted production, underground
economy, double counting

3.16.2

Identify categories of goods and services that make up GDP

3.16.3

Describe problems encountered in calculatin
g GDP

3.16.4

Explain importance of a country’s GDP

3.16.5

Describe ways to increase GDP


Correlated Academic: Social Studies


Core Standard 3.17:

Describe the nature of current economic problems


TPO: Given written resources and school issues, describe the nature of
current economic
problems according to criteria specified in rubric.


Clear Learning Target: I can . . .:

3.17.1

Describe: balanced budget, budget deficit, federal budget, comparable worth,
deregulation, equal employment, global competition, national debt, pollu
tion, poverty,
suburban flight, urban blight

3.17.2

Identify examples of current economic problems that affect a community

3.17.3

Explain causes of current economic problems

3.17.4

Draw conclusions about prices by interpreting the Consumer Price Index over a 10
-
year
period

3.17.5

Det
ermine inflation rates

3.17.6

Calculate unemployment rates

3.17.7

Identify possible solutions to current economic problems


Corr
elated Academic: English, Social Studies



Business Management


36

Core Standard 3.18:

Explain the nature of international trade


TPO: After viewing international
business film, explain the nature of international trade
according to class handout.


Clear Learning Target: I can . . .:

3.18.1

Describe: imports, exports, international trade, absolute advantage, and comparative
advantage

3.18.2

Describe reasons that international tr
ade takes place

3.18.3

List gains from international trade

3.18.4

Identify ways in which the U.S. economy is affected by international trade

3.18.5

Describe types of trade barriers

3.18.6

Explain techniques used by governments to improve international trade relations


Correlated Acad
emic: Social Studies


Core Standard 3.19:

Identify the impact of cultural and social environments on world
trade


TPO: Using Internet research and other resources, identify the impact of cultural and
social environments on world trade according to criter
ia specified in rubric.


Clear Learning Target: I can . . .:

3.19.1

Describe: culture, beliefs, values, assumptions, cultural baggage, business subculture,
family unit, gender roles, family
-
work relationships, mobility, class system, language,
customs, social re
lationships

3.19.2

Explain why business subcultures shape the behaviors of business people

3.19.3

Describe how culture influences the components of social organization

3.19.4

Explain how culture influences communication

3.19.5

Describe the impact of values on culture

3.19.6

Explain the impo
rtance of understanding the culture of international trading partners


Correlated Academic: Social Studies



Business Management


37

Core Standard 3.20:

Evaluate influences on a nation’s ability to trade


TPO: After reviewing related case studies, evaluate influences on a natio
n’s ability to trade
according to criteria set by rubric.


Clear Learning Target: I can . . .:

3.20.1

Describe: trade sanctions, expropriation, economic nationalism, civil unrest, exchange
rates, literacy level, agricultural dependency, industrialized countries,

less
-
developed
countries, developing countries, and infrastructure

3.20.2

Describe the impact of political risk on a nation’s ability to trade

3.20.3

Explain the impact of economic risks on a nation’s ability to trade

3.20.4

Describe factors that affect a nation’s ability to
trade, (e.g., government policies,
geographic location, fluctuating interest rates)

3.20.5

Describe factors that influence a nation’s level of economic development

3.20.6

Compare/contrast the economic development of less
-
developed, developing, and
industrialized countri
es

3.20.7

Explain the impact of a country’s infrastructure on its ability to trade


Correlated Academic: Social Studies



Business Management


38

Instructional Unit 4:

Business Communications


Core Standard 4.1:

Explain nature of effective communication


TPO: Given the previously esta
blished competitive guidelines, explain nature of effective
communication, and practice extemporaneous speeches using the rubric guidelines


Clear Learning Target: I can . . .:

4.1.1 Explain importance of effective communication in business

4.1.2 Ident
ify characteristics of effective communication

4.1.3 Identify barriers to effective communication

4.1.4 Describe techniques for overcoming barriers to effective communication

4.1.5 Differentiate between fact, judgment, and inference

4.1.6 Discuss issue
s with electronic communications (e.g., no reflection of voice tone,


potential for forwarding information)


Correlated Academics: English


Core Standard 4.2:

Apply effective listening skills


TPO: Given a guest speaker, apply effective listeni
ng skills, and complete a worksheet
outlining the important concepts presented by the speaker according to procedure.


Clear Learning Target: I can . . .:

4.2.1

Describe importance of listening to others

4.2.2

Discuss barriers to effective listening

4.2.3

Explain elements

of effective listening

4.2.4

Practice active listening


Correlated Academics: English



Business Management


39

Core Standard 4.3:

Use proper grammar and vocabulary


TPO: Given classroom lecture and materials, use proper grammar and vocabulary to
when practicing letter
-
writing skill
s with limited errors.


Clear Learning Target: I can . . .:

4.3.1

Use correct subject/verb agreement in sentences

4.3.2

Use correct noun/pronoun agreement in sentences

4.3.3

Use correct use of adverbs and adjectives in sentences

4.3.4

Use correct word usage in sentences

4.3.5

Explain
importance of a technical vocabulary

4.3.6

Explain the consequences of excessive use of jargon

4.3.7

Explain relationship of business success to proper grammar

4.3.8

Demonstrate proper use of grammar and vocabulary


Correlated Academics: English


Core Standard 4.4:

Explain

the nature of effective verbal communication


TPO: Using simulations, explain the nature of effective verbal communication, and use
verbal directions to communicate messages to classmates according to instructor.


Clear Learning Target: I can . . .:

4.4
.1 Explain importance of effective verbal communication in business

4.4.2 Describe how nonverbal communication affects verbal messages

4.4.3 Explain importance of voice in communicating with others


Correlated Academics: English


Core Standard 4.5:

Add
ress people properly


TPO: Given classroom lecture and written materials, address people properly in role play
according to guidelines.


Clear Learning Target: I can . . .:

2.15.1

Identify situations in which business employees need to address others in a bus
inesslike
manner

2.15.2

Explain importance of addressing others in a businesslike manner


Correlated Academics: English, Social Studies



Business Management


40

Core Standard 4.6:

Handle telephone calls in a businesslike manner


TPO: Using telephone simulations, use the phone system p
rovided by Ohio Bell to role
play various phone situations to handle telephone calls in a businesslike manner with
a telephone message pad


Clear Learning Target: I can . . .:

2.16.1

Describe proper verbal skills needed to handle telephone calls

2.16.2

Explain standard

procedures for taking phone messages

2.16.3

Describe procedures for handling telephone calls in a businesslike manner (e.g.,
professionalism, consider inflection in voice, attitude conveyed)


Correlated Academics: English, Social Studies


Core Standard 4.7:

Mak
e oral presentations


TPO: Given prepared speech guidelines, make oral presentations to meet criteria outlined
in the contest rubric.


Clear Learning Target: I can . . .:

4.7.1

Identify occasions when oral presentations are required

4.7.2

Explain the importance of c
ommunication skills in oral presentations (e.g., speaking
clearly, using correct grammar, using appropriate gestures with audience contact)

4.7.3

Describe characteristics of effective oral presentations

4.7.4

Discuss role of visual support in making oral presentations

4.7.5

Demonstrate procedures for making oral presentations

4.7.6

Use technology to enhance oral presentations


Correlated Academics: English


Core Standard 4.8:

Utilize written communication


TPO: Using classroom instruction and English communication textbooks, ut
ilize written
communication skills, and prepare letters requesting donations for holiday projects
based on letter writing guidelines


Clear Learning Target: I can . . .:

4.8.1

Explain importance of effective written communication

4.8.2

Prepare written communication

4.8.3

I
dentify types of written communication used in business

4.8.4

Identify characteristics of effective written communication (e.g., brevity
neatness/accuracy when using written communication in business)


Correlated Academics: English


Business Management


41


Core Standard 4.9:

Use commu
nication technologies/systems (e.g., e
-
mail, facsimile
transaction [FAX], voice mail, cell phones, conference calling,
answering systems, teleconferencing)


TPO: Given classroom information about communication technologies/systems, use
communication techn
ologies/systems (e.g., e
-
mail, facsimile transaction [FAX], voice
mail, cell phones, conference calling, answering systems, teleconferencing) according
to guidelines


Clear Learning Target: I can . . .:

4.9.1

Identify communication technologies/systems often us
ed in businesses

4.9.2

Describe benefits of communications technologies/systems

4.9.3

Explain procedures for using communications technologies/systems

4.9.4

Demonstrate use of communications technologies/systems

4.9.5

Discuss legal implications of using electronic equipment


Corr
elated Academics: English


Core Standard 4.10:

Communicate using telecommunications tools


TPO: Given the high school technology department policy,
c
ommunicate using
telecommunications tools
,

and

prepare posters to be posted in all school classrooms
base
d on technology guidelines


Clear Learning Target: I can . . .:

4.10.1

Identify company policies regarding use of telecommunications tools (telephones,
answering machine, voice mail, e
-
mail, teleconferencing systems)

4.10.2

Operate telecommunications equipment in accor
dance with company policy

4.10.3

Communicate via telephones, voice mail, e
-
mail, teleconferencing systems

4.10.4

Keep up
-
to
-
date concerning new and emerging communications technologies

4.10.5

Take complete and accurate telephone messages

4.10.6

Deliver phone messages according to cri
ticality of message

4.10.7

Follow established telephone etiquette


Correlated Academics: English, Social Studies



Business Management


42

Core Standard 4.11:

Communicate effectively following company guidelines in the business
environment


TPO: Given early placement in the senior yea
r, communicate effectively following company
guidelines in the business environment, follow individual company policies, and be
evaluated quarterly on their adherence of this policy.


Clear Learning Target: I can . . .:

4.11.1

Follow directions

4.11.2

Describe guidelin
es for communicating with other employees (e.g., protocol of
communications, types of information transmitted via different channels of staff
communications, importance of effective state communications to business)

4.11.3

Explain use of interdepartmental/company

communication

4.11.4

Give directions for completing job tasks

4.11.5

Conduct meetings


Correlated Academics: Social Studies


Core Standard 4.12:

Demonstrate ethical behavior in workplace communication


TPO: Given senior

employment, demonstrate
ethical behavior in wo
rkplace
communication according to
individual company policies and procedures


Clear Learning Target: I can . . .:

4.12.1

Respect the privacy of others

4.12.2

Describe ethical considerations in providing information

4.12.3

Demonstrate procedures for treating others fairly i
n the workplace (e.g., with gender,
sexual orientation, physical condition, ethnic heritage, lifestyle, harassment)

4.12.4

Demonstrate guidelines for developing cultural sensitivity


Correlated Academics: Social Studies



Business Management


43

Core Standard 4.13:

Foster positive work
ing relationships


TPO: Given classroom instruction and the Internet, foster positive working relationships
in a list based on criteria outlined in textbook



Clear Learning Target: I can . . .:

4.13.1

Define work related terms (e.g., human relations, interdepe
ndence, defeatist attitude,
inferior attitude, superiors attitude, mature attitude, authoritarian leaders, democratic
leaders, laissez
-
faire leaders)

4.13.2

Describe importance of effective human relations at work

4.13.3

Identify skills needed to develop effective relat
ionships

4.13.4

Discuss significance of interdependence among workers

4.13.5

Describe leadership styles

4.13.6

Explain actions employees should take to establish effective working relationships with
each leadership style


Correlated Academics: English, Social Studies


Core St
andard 4.14:

Demonstrate teamwork


TPO: Given a team building event school day and working together, demonstrate team
-
building skills according to events scheduled by Career Education Department.


Clear Learning Target: I can . . .:

4.14.1

Distinguish between t
eams and groups

4.14.2

Identify types of teams used by businesses (e.g., standing committee, short
-
term
committee, quality circles, project teams, work teams)

4.14.3

Explain importance of teams

4.14.4

Participate as a contributing team member


Correlated Academics: Social Stud
ies


Core Standard 4.15:

Explain nature of positive customer/client relations


TPO: Using videotapes, explain nature of positive customer/client relations complete an
assignment sheet to 83% accuracy.


Clear Learning Target: I can . . .:

4.15.1

Discuss importa
nce of positive customer/client relations

4.15.2

Describe techniques for building positive customer/client relations

4.15.3

Explain nature of customer inquiries

4.15.4

Describe guidelines for handling customer inquiries

4.15.5

Demonstrate use of proper procedure for solving a custome
r inquiry


Correlated Academics: English, Social Studies



Business Management


44

Core Standard 4.16:

Explain the nature of organizational change


TPO: Given a Microsoft’s flowchart option, explain the nature of organizational change,
and create various flowcharts indicating

the chain of command according to
hierarchy guidelines


Clear Learning Target: I can . . .:

4.16.1

Describe types of organizational change (e.g., term organizational change, reactive
change, planned change)

4.16.2

Identify forces that create the need for organizationa
l change

4.16.3

Explain barriers to organizational change

4.16.4

Describe management techniques for overcoming the barriers to organizational change

4.16.5

Explain guidelines for implementing planned organizational change


Correlated Academics: English, Social Studies


Core S
tandard 4.17:

Describe the nature of organizational conflict


TPO: Given a Microsoft’s organizational abilities option, describe the nature of
organizational conflict, and describe the affects of change by reading union issues
articles according to examp
le presented.


Clear Learning Target: I can . . .:

4.17.1

Explain types of conflict within organizations

4.17.2

Explain causes of organizational conflict

4.17.3

Explain consequences of conflict on organizations

4.17.4

Describe steps for conflict resolution


Correlated Academics: E
nglish, Social Studies


Core Standard 4.18:

Build customer and coworker relations


TPO: Given employment during the

senior year,
build customer and coworker relations
by being evaluated quarterly based on criteria specified on your ability to work well
wi
th others

Clear Learning Target: I can . . .:

4.18.1

Provide needed information to customers and coworkers in a considerate and respectful
manner

4.18.2

Project a professional business image (e.g., appearance, voice, grammar, word usage,
enunciation, nonverbal communi
cation)

4.18.3

Gather information needed for international business communication

4.18.4

Demonstrate business professionalism through the use of appropriate manners in
accordance with established protocols and company policies


Correlated Academics: Math, Social Studie
s


Business Management


45

Core Standard 4.19:

Build customer service


TPO Given employment during the

senior year, build customer skills as specified by
employer.


Clear Learning Target: I can . . .:

4.19.1

Identify organization’s products and services including own strengths as a
sales


agent

4.19.2

Recognize the importance of all customers to the business

4.19.3

Determine customers’ individual needs

4.19.4

Interact with customers in a professional manner (e.g., prompt, friendly, courteous,
helpful, knowledgeable, understandable)

4.19.5

Follow th
rough on commitments made to customers (e.g., special orders, delivery
specifications, new items)

4.19.6

Communicate business policies to customers

4.19.7

Handle merchandise returns in accordance with customer service policy

4.19.8

Handle merchandise complaints in accordance w
ith customer service policy

4.19.9

Facilitate customer service through the maintenance of key information systems

4.19.10
Maintain customer base


Correlated Academics: Social Studies


Core Standard 4.20:

Deliver business presentations


TPO: Given multi
-
media software,
deliver business presentations on topics presented by
their instructor evaluated in a rubric


Clear Learning Target: I can . . .
:

4.20.1

Identify types of presentations for business use

4.20.2

Outline presentations

4.20.3

Enhance presentation delivery using various types of t
echnology

4.20.4

Project a professional business image (e.g., appearance, voice, grammar, word usage,
enunciation, nonverbal communication)


Correlated Academic: English



Business Management


46

Core Standard 4.21:

Prepare written business documents


TPO: Given classroom instruction,

prepare various written business documents using
templates provided by Microsoft Office to meet guidelines


Clear Learning Target: I can . . .:

4.21.1

Prepare written business documents using various formats (e.g., letters, thank
-
you notes,
acknowledgments, tr
anscripts, memorandums)

4.21.2

Prepare complex written reports (e.g., research, analysis, legal)


Correlated Academic: English



Business Management


47

Instructional Unit 5:

Accounting


Core Standard 5.1:

Complete the accounting cycle


TPO:

Using supplemental materials, classroom ins
truction, and guided practice, complete
an accounting cycle on an objective test.


Clear Learning Target: I can . . .:

5.1.1

Describe terminology in the accounting cycle

5.1.2

Analyze transactions using source documents

5.1.3

Explain double
-
entry system of accounting

5.1.4