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Outcomes assessment is increasingly important to regional accrediting agencies, which are requiring self-study reports to not only analyze the outcomes assessment efforts, but also use assessment results to improve programs. This paper illustrates the process in a university-wide required business communications course by discussing the problems of setting standards, enlisting faculty support, and establishing a consistent portfolio rating system. Handouts of the exit standards, rubrics, and assessment results are attached. (Author/RS)

Research has shown that although university instructors of English as a Second Language are aware of the benefits that active learning can bring the student, teacher-centered, traditional lecture method classes are still the norm. Resistance to change is due in part to large class sizes, limited instruction hours, and the perception that proactive learning would entail increased preparation time. The purpose of this paper is first to demonstrate the need for active learning in the Business Communication classroom taking into consideration that students today must not only acquire competence in a subject, but they must also be able to apply those competencies as they work in their professions. Secondly, the paper will give practical examples of how role-play, peer correction and case studies are applicable in the university classroom in the study of letter, memo, resume writing as well as in the preparation of meetings and job interviews. (Contains 13 references. Appendixes contain a sample instructional letter-writing format; a class exercise on letter-writing form; an example of a problem-solving situation; a mini-lecture on resume/curriculum vitae writing; a form for taking notes during the mini-lecture; and a list of employment interview questions used during a student simulation.) (Author/RS)

This paper reports findings of a regional survey of North Virginia businesses. The Office of Institutional Research (OIR) at Northern Virginia Community College (NVCC) conducted the research in an effort to assess the educational and training needs of area businesses. Employers ranked employee desirable characteristics and skills on a scale of 0 for "not applicable" to 5 for "very important." Respondents rated 17 skills. The top five skills desired by employees are: (1) a solid work ethic; (2) communication abilities; (3) the ability to learn on the job; (4) motivation or initiative; and (5) the ability to work with others. Work experience, leadership abilities, and GPA or academic credentials ranked at the bottom of the list. Employers were also asked to name other characteristics that were not included in the survey. Among the "other" skills listed as very important were qualities such as: excellent customer service, positive attitude, professionalism, good writing skills, being a team player, and the ability to speak a second language. The authors of the study find that, in general, employers place greater emphasis on general skills than on specialized skills. NVCC can use the findings of the study to determine whether or not their students are learning the skills they need, and whether or not these skills can be taught in the community college classroom. NVCC also must examine what opportunities there are for helping students develop these skills in non-classroom settings as well. (NB)

This document, which is intended for teachers of high school-level business education courses, contains both the academic standards for business education in Wisconsin secondary schools that were disseminated in 1998 and learning activities to enable students to meet the standards. The activities were developed for students completing grade 12 and were designed in the Wisconsin Instructional Design System format. All activities reflect state-of-the-art technology and concepts and are intended to serve as examples and a catalyst for instruction. Although some activities are specific for courses, others may be integrated into a variety of courses. All standards are cross-referenced to Wisconsin's standards for English language arts, mathematics, and social studies. The document is divided into 11 sections that include the following components: content standards; performance standards; and learning activities. The learning activities include some or all of the following elements: standard addressed; directions for completing the activity; scenarios; scoring standard; rating scale; scoring guide; and directions to the teacher. The section topics are as follows: communications; information systems/technology; financial procedures; economics; entrepreneurship; marketing; international business; principles of management; principles of law; interpersonal and leadership skills; and career development. (MN)

This document explains how to conduct a successful job search. The following items are included: (1) an outline of a self-assessment process to help jobseekers identify their needs, interests, and skills; (2) a discussion of strategies for locating job openings; (3) information on the job application process (guidelines for applying for jobs in person and with a cover letter and resume, a list of information to gather in preparation for writing a cover letter, a sample cover letter, and tips for formatting a cover letter); (4) information about resumes (a discussion of the purposes of resumes, guidelines for writing a resume, suggestions for making a resume computer friendly, and a list of action words and phrases and a sample chronological resume); (5) information about job interviews (a discussion of the importance of first impressions, guidelines for preparing for an interview, suggestions for overcoming interview anxiety, questions interviewers are likely to ask, questions interviewees are not required to answer, and questions jobseekers might want to ask during an interview); (6) guidelines for writing a follow-up letter and a sample follow-up letter; and (7) a list of additional resources available in print or on the World Wide Web. (MN)

This profile provides the curricular framework for Ohio Tech Prep programs in e-commerce marketing beginning in high school and continuing through the end of the associate degree. It includes a comprehensive set of e-commerce marketing competencies that reflect job opportunities and skills required for e-commerce marketing professionals today and in the future. Introductory materials include an occupational area definition; key to profile codes; and state competency profile matrix. Competencies are divided into 31 units. This information is provided for each competency: whether business, industry, and labor determine the competency to be essential or recommended; grade level(s) at which technical educators feel the competency should be introduced, reinforced, or proficient; the competency number and statement; and list of competency builders. Units are e-commerce basics; marketing and business basics; economic concepts and international business; information technology basics; computer applications; Internet; programming; networking; information security; graphic design basics; digital media design; Web page design; personalization; electronic payment systems; promotion; consumer behavior; branding; integrated business systems; supply chain management; pricing; product management; customer relationship management; market research; data mining; data warehousing; marketing management; business management and entrepreneurship; financial management functions; e-commerce/business law, ethics, and legal issues; writing and documentation for marketing; and digital marketplace design. (YLB)

This document is intended to assist Nebraska business education teachers in developing assessment plans for their local school districts. The first part of the document correlates Nebraska's business education performance standards with grade 8 and grade 12 standards for the following academic subject areas: mathematics; science; social studies/history; and reading/writing. A two-column format is used to show the links between essential business education competencies and the academic skills listed in Nebraska L.E.A.R.N.S. (Leading Educational Achievement through Rigorous Nebraska Standards). The following are among the business competencies covered in the crosswalk: business computations; career awareness and exploration; career preparation and job acquisition; communications; consumer economics; economics; finance; keyboarding; technology exploration and applications; technology operations; technology issues and concerns; telecommunications; systems and implementation; accounting principles; business and consumer law; entrepreneurship; international business; management; and marketing. The second part of the document lists pertinent grade 8 and grade 12 standards for the following academic areas: (1) mathematics (including numeration/number sense, computation/estimation, measurements, geometry/spatial concepts, data analysis, probability; statistics, algebra); (2) reading, writing, speaking, and listening; (3) science (including unifying concepts/principles, science as inquiry, physical science, life science, earth and space science, science and technology, science in personal and social perspective, and history and nature of science); and (4) social studies/history (U.S. history, civics and economics, world history, and world geography). (MN)

A business English course taught to adults in Ukraine is described, focusing on the classroom approach that incorporates imaginative continuous simulations and critical analysis tasks. It is noted that simulations ordinarily in business English courses have two shortcomings: they are disconnected episodes; and the situation, conditions, and purpose are set by the teacher or developer of the instructional materials used, limiting the learner's creative share in the exercise. An imaginative continuous simulation represents uninterrupted modelling of business activities and communication, with the conditions and processes invented by the learners. Situations include a variety of business interview, negotiation, and discussion conditions ranging from getting to know the structure of a company to discussing sales results and targets. The simulation begins with one topic and continues throughout the course until all situations have been addressed. Each situation contains a number of critical analysis tasks concerning different aspects of the firm's business activities, including preparation for meetings, business strategy discussions, and decision-making. Students prepare much of their own material for the tasks, and create a group portfolio. The approach is found to motivate students and develop varied English skills. (Contains 5 references.) (MSE)

A discussion of pronunciation instruction in English for business communication focuses on raising learners' awareness of how English is spoken by various language groups around the world. It is argued that phonological consciousness-raising is an effective approach for limiting breakdowns in communication. The approach assumes that developing native-like English productive skills is not a primary goal of instruction, but that developing receptive skills is a goal. Based on voice recordings of 12 English-speakers from eight different countries, a series of classroom pronunciation tasks was designed. Tasks targeting comparison skills include: comparing General American English (GAE) with British Received Pronunciation (RP); comparing GAE and/or RP with non-native speakers; and comparing the learner's speech with native speakers. Comprehension-based tasks include: summarizing; word recognition; and identifying voice quality and characteristics. Some pedagogical suggestions are offered. Contains 5 references. (MSE)

This document contains standards for the academic content of the Wisconsin K-12 curriculum in the area of business. Developed by task forces of educators, parents, board of education members, and employers and employees, the standards cover content, performance, and proficiency areas. They are cross-referenced to the state standards for English language arts, mathematics, and social studies. The first part of the guide is an introduction that defines the academic standards, explains how and why they were developed, and suggests ways teachers can use the standards, relate them to all students, and apply them across the curriculum. It is followed by an overview of the business standards and the standards for the following topics: communications, information systems and technology, financial procedures, economics, entrepreneurship, marketing, international business, principles of management, principles of law, interpersonal and leadership skills, and career development. Standards for each topic are organized into the skills and knowledge students should be able to demonstrate by the end of grades 4, 8, and 12. (KC)

This publication contains the three communication skills units of the three levels of Support Materials for Agricultural Training (SMAT) in the area of farmers as employers: Level 1 (starting), 2 (continuing), and 3 (completing). The units are designed to help the learner improve his or her written and spoken communication and numeracy skills needed to deal with employment of agriculture workers. SMAT materials can be used by the individual, with a mentor, or in a group or class. An introduction describes how to use the materials, types of activities, and materials needed. Four types of activities are found in the communication unit: key word activities, reading activities, writing activities, and spoken communication activities. Model answers are provided. Topics covered in Level 1 are as follows: jobs on the farm, employment conditions, job descriptions, interviews, job advertisements, and job application letters. Topics covered in Level 2 include the following: person specifications, job advertisements, personal history forms, negotiations, tax, employment declaration forms, and employment surveys. Topics covered in Level 3 are as follows: job advertisements and applications, resumes, interviewing management staff, training and profitability, and motivating people. (YLB)

A draft of the Seminole Community College (Florida) school-to-work curriculum developed by the department of English for Speakers of Other Languages (ESOL) is presented. The curriculum emphasizes use of computers and computer-assisted instruction for learning English and is designed to help students develop practical, employment-related skills and workplace vocabulary. The first section delineates the specific language and thinking skills, personal qualities, and workplace competencies targeted in the curriculum. Subsequent sections outline courses for ESOL instruction at four proficiency levels: basic, beginning, intermediate, advanced, and intensive. Several courses in English for special purposes (accent reduction, computer skills, and business English) are also outlined briefly. Each course outline includes school-to-work objectives and specific reading, cultural, writing, grammar, speaking, and listening skills to be taught. Presentation notes for a school-to-work curriculum teacher training workshop and a list of computer and language laboratory materials used in the curriculum are also included. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)

An approach to teaching top-down comprehension of spoken language in business Spanish instruction is presented. The approach is based on a model of reading comprehension using successful reading strategies that use-top-down processing, and relies on development of learners' understanding of certain important concepts they will encounter in listening to a passage: situational/interpersonal functions; lexical content; focus; coherence; cohesive structure; tense; case number; mood; and aspect. The technique uses videotape recordings, on which a series of exercises are based. The exercises are designed using a five-stage plan for developing reading comprehension. Adapted for listening comprehension the stages are: (1) prediction/previewing; (2) primary processing; (3) chaining and lexicon recovery; (4) gisting, translating, and summarizing; and (5) role-playing, discussion, and debate. The first four stages are receptive, and the fifth is productive. Specific examples of activities are offered, and a sample lesson is appended. Contains six references. (MSE)

This manual is a guide to an interactive training program designed to address key skills necessary in today's high performance workplace. The module is intended to meet the learning needs of production workers who may have limited basic skills or literacy. This module, which addresses making suggestions, encourages and prepares workers to share their suggestions and become active participants in formal and informal suggestion programs. Workers using the module learn to assess the value of their ideas, and present their suggestions convincingly. This module contains six 1-1/2 hour lessons that cover the following topics: (1) looking for better ways of doing things; (2) getting the information you need; (3) the importance of planning; (4) designing clear and concise messages; (5) putting ideas on paper: preparing presentations; and (6) selling your ideas. The training manual includes an instructor's guide that contains activities for each lesson, transparency masters and student handouts, information sheets, teaching suggestions, and pre- and posttests; and a supervisor's guide that contains lessons on the supervisor's role and making suggestions: presentations. (KC)

This guide, which is intended for classroom teachers, supervisors, and administrators in Alabama, contains the minimum required content (core program) for public school instruction in business education in grades 7-12. Presented first are the following: introduction examining the mission, purpose, goals, and structure of business education; conceptual framework of Alabama's business education course of study; discussion of instruction-related elements; and directions for interpreting the minimum required content. The next two sections consist of parallel lists of topics and content standards for courses in the following: accounting I and II, administrative office management, business careers, business computer applications, business communications, business law, business mathematics, business organizations and management, computer applications, financial management, keyboarding applications, rapidwriting, related study, and word processing and desktop publishing. For each course, the curriculum includes a course description and topics linked to content standards. Two appendixes provide diploma requirements and guidelines for local time requirements and homework. Contains 20 references. (KC)

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for four programs in the postsecondary-level business and office cluster (office systems, accounting, medical office, and microcomputer technologies) and two programs in the legal cluster (court reporting and paralegal technology). Presented first are program descriptions and suggested course sequences for each program. Section I lists baseline competencies for each program. Section II consists of course outlines for the following: 29 business and office courses (keyboard speed building, document formatting/production, professional development, applied business math, mechanics of communication, microcomputer applications, electronic spreadsheet, records management, word processing applications, accounting, business communication, database management, operating systems, computerized accounting, machine transcription, advanced microcomputer applications, administrative office procedures, desktop publishing, advanced business accounting, income tax accounting, payroll accounting, supervised work experience, medical machine transcription I-II, medical office terminology I-II, medical office concepts, medical information management, and network management); 21 legal courses (stenograph machine shorthand I-II, speed building I-II, stenograph machine shorthand III, court reporting procedures, stenographic machine shorthand IV, court reporting technology court reporting internship, legal systems and terminology, family law, legal research, wills/estates, real property I-II, legal writing, administrative law/bankruptcy, paralegal skills/applications, civil litigation, torts, paralegal internship); related vocational-technical courses (computer operations, BASIC); and related academic courses (principles of accounting I-II, legal environment of business, principles of economics (macroeconomics). Each course outline contains some/all of the following: course name, abbreviation, classification, and description; prerequisites; and competencies/suggested objectives. Recommended tools and equipment are listed in section III. Appended are lists of related academic topics and workplace skills for the 21st century and student competency profiles. (MN)

This Occupational Competency Analysis Profile (OCAP) contains a competency list verified by expert workers and developed through a modified DACUM (Developing a Curriculum) involving business, industry, labor, and community agency representatives from Ohio. This OCAP identifies the occupational, academic, and employability skills (competencies) needed to enter marketing management occupations. These 12 units are included: marketing communications; economic concepts in marketing; risk management; human relations in marketing; basic marketing operations; market planning; promotion; selling; purchasing; marketing; management; and business environments. The units detail the knowledge, skills, and attitudes (competency builders) needed to perform each competency. Within the competency list are two levels of items, core items essential for entry-level employment, and items needed to advance in marketing management occupations. The OCAP guide also contains an academic job profile based on the Work Keys system that identifies the level of applied academic skills that students must master to qualify for and be successful in their occupations; a total list of academic competencies in communication, mathematics, and science that all students should master; and a specific list of academic competencies for marketing management. (YLB)

This workplace skills course on interpreting company materials is designed to help students interpret and make better use of the signs, notices, forms, memos, and instructions that they come across at work. Introductory material includes a course description, objectives, topical outline, evaluation, evaluation applicable in the workplace, and teacher tips. The course consists of 24 sessions, each of which has these components: objectives, topics, methods, evaluation, materials list, and information sheets and handouts. Topics covered in the sessions include the following: job terms; abbreviations, acronyms, and pictorial symbols; working with codes and numbers; subjects and verbs; singulars and plurals; sentence structure; paragraphs; interpreting forms; filling out forms; schedules; reading and interpreting instructions; writing instructions; strategies for dealing with unfamiliar vocabulary; spelling and pronunciation; reading for information; reading and interpreting maps and diagrams; and using maps and diagrams to instruct others. (YLB)

This workplace skills course on communicating effectively in a business setting is designed to help the non-native English speaker to communicate more effectively with clients, colleagues, superiors, and subordinates. Introductory material includes a course outline and objectives. The course consists of six sessions, each of which has these components: objectives, topics, methods, evaluation, materials list, teacher tips, and information sheets and handouts. Topics covered in the sessions include the following: audiences and purposes; appropriate communication styles and tones; introductions; non-verbal cues and messages; different conversational styles; active listening skills; answering questions efficiently in question and answer sessions; and correct use of tenses of regular and irregular verbs. (YLB)

The lessons are designed to give newly-arrived, limited-English-proficient Cambodian immigrants to the United States linguistic and practical skills for gaining employment. An introductory section, in both English and Cambodian, outlines the origins and design of the materials. Ten lessons follow, each accompanied by a teacher's guide giving an overview, key work list, and suggestions for classroom procedures. The lessons, primarily in English, contain a list of objectives, a list of key words with Cambodian translations and context sentences, text on the topic, phrases to be used for discussion, and exercises. Lesson topics include: the job search (help-wanted ads and signs, employment agencies, networking through friends and family, writing letters, using the telephone); Using the want-ads; filling out a job application; writing business letters (application, cover, inquiry, thank-you); writing a resume; the job interview; Social Security and the W-4 form; reading the W-2 statement; reading a paycheck; and using and reconciling checking accounts. An answer key and bilingual English-Cambodian glossary are appended. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)

The lessons are designed to give newly-arrived, limited-English-proficient Laotian immigrants to the United States linguistic and practical skills for gaining employment. An introductory section, in both English and Lao, outlines the origins and design of the materials. Ten lessons follow, each accompanied by a teacher's guide giving an overview, key work list, and suggestions for classroom procedures. The lessons, primarily in English, contain a list of objectives, a list of key words with Lao translations and context sentences, text on the topic, phrases to be used for discussion, and exercises. Lesson topics include: the job search (help-wanted ads and signs, employment agencies, networking through friends and family, writing letters, using the telephone); Using the want-ads; filling out a job application; writing business letters (application, cover, inquiry, thank-you); writing a resume; the job interview; Social Security and the W-4 form; reading the W-2 statement; reading a paycheck; and using and reconciling checking accounts. An answer key and bilingual English-Lao glossary are appended. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)

The communications skills course was developed for bank employees who are non-native speakers of English, to assist them in improving their English and knowledge of the American workplace culture and to increase productivity. It consists of three instructional levels. Topics covered in level 1 reflect concerns of bank managers about basic workplace communication skills. Level 2, designed to be accompanied by a videotape recording of 35 vignettes (not included here) and handbook (see FL 800 862), focuses on fine-tuning skills. Level 3 puts the skills into practice in real-life tasks through simulations. An introductory section gives an overview of the materials, including videotape vignettes and grammar topics corresponding to the work at each level. Levels 1 and 2 each contain 12 seminars; level 3 contains 13. Each also includes a bibliography. Topics of these seminars include job descriptions, work flow, organization charts, policies and procedures, handling dissatisfied customers, resolving conflicts, managing stress, office relations, performance review, meetings, maps and charts, American workplace customs, expressing empathy, prejudice, professional image, business meetings; introductions, letter writing, telephone messages, and presentations. Four numeracy units, covering fractions, decimals, percentage, tables, and graphs, are also presented. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)

This handbook is intended for use in teaching communication skills to bank employees who are non-native speakers of English. It is designed to accompany a videotape recording (not included here) containing 35 vignettes concerning workplace behavior, communication, and problem-solving. Introductory sections provide brief descriptions of each vignette and general recommendations for using the video. Subsequent sections contain teaching notes for vignette topics, including new vocabulary and idioms, pre-viewing questions, procedures for showing the tape, instructions for role-playing and discussion, suggested extension activities, and specific questions to use in classroom discussion. Vignette topics include assertive behavior, prejudice, anger at work, conflict resolution, coping skills, office relations, listening skills, and meetings. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)

Role-playing and simulation are recommended as effective methods of introducing business content into Russian language courses. The advantages of role-playing, which make it a flexible and effective tool throughout the foreign language curriculum, are discussed. Use of role-play in introductory courses is addressed, but focus is primarily on use in more advanced courses. Proper techniques for use of simulation exercises are examined and several different exercise types are presented. The simulations and role-plays suggested here are structured to require the use of business themes, cultural information, and problem-solving and to provide opportunities for using language in varied ways. It is suggested that language teachers charged with preparing students for careers in business devote a significant portion of class time to communicative activities such as role-playing. (MSE)

Because conventional foreign language classroom interaction is not amenable to, and can even undermine, learning of social conversational skills, the Department of State's Foreign Service Institute has created an activity to develop these skills. It involves preparation for and realization of a single event, a party hosted by State Department employees anticipating French-speaking posts abroad and interested in establishing contact with native French-speakers in the Washington, D.C. area. The activity has four parts: (1) students' analysis of their tasks as co-hosts for a multicultural party; (2) practice of interactive listening skills and conversation management devices, and establishment of a personal stock of topics and pertinent comments; (3) the party; and (4) debriefing. In the last phase, immediately after the party, teachers meet with guests to learn their perceptions of the experience and the students' skills. The next day, students discuss their experiences and complete a self-evaluation and exercise assessment questionnaire to determine needed followup skill development activities. The exercise has shown that students benefit from the preparation, everyone was able to participate despite ability differences, grammar was not a major impediment, dependence on the teacher was abandoned, the practice reflected real job responsibilities, and students were required to follow a conversation carefully. (MSE)

This instructor guide for a unit on business management in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 3 of learning--starting and managing one's own business. Included in the instructor's guide are the following: unit objectives, guidelines for using PACE, lists of teaching suggestions for each unit objective/subobjective, model assessment responses, and overview of the three levels of the PACE program. The following materials are contained in the student's guide: activities to be completed in preparation for the unit, unit objectives, student reading materials, individual and group learning activities, case study, discussion questions, assessment questions, and references. Among the topics discussed in the unit are the following: leadership philosophy, management responsibilities, the decision-making process, management tasks, communication practices, and code of ethics. (KC)

This guide is intended for use in a course in on-the-job communication that was developed as a component of a workplace literacy program for persons employed in the manufacturing and service industries. The course is structured so that, upon its completion, students will be able to accomplish the following: identify different personality types and behaviors, recognize their own style of communicating, identify and use positive body language, identify and avoid negative body language, use active listening strategies, use strategies to resolve conflict and problems, work toward consensus and group decision making, organize and present ideas verbally and in writing, use principles of good business writing, distinguish different writing styles for different audiences, and edit their writing. Included in the guide are a course outline and materials for each of the course's 12 sessions. Each section contains some or all of the following: objectives; lists of topics covered, suggested teaching and evaluation methods, and materials required; teacher tips; student handouts; word lists; and learning activities/exercises. (MN)

This guide, which combines business and marketing concepts with microcomputer applications, is intended to be used in designing a 2-semester course in business technology and to serve as the main component for articulation activities in the event that students completing the course decide to pursue additional training or education. The course incorporates reading, writing, composition, speaking, keyboarding, calculating, proofreading, and microcomputer skills into units of study on the following topics: accounting, business communications, business law, business math, career awareness, entrepreneurship, general business, human relations, job search skills, keyboarding, marketing, microcomputer applications, salesmanship, and abbreviated writing (notetaking). The course is designed to be contemporary and relevant and to provide basic information about careers, the economy and factors affecting it, educational opportunities, and training in industry. Included in each unit are some or all of the following: one or more tasks along with lists of related performance objectives, source materials, suggested activities, and enabling objectives; learning activities to accomplish each of the objectives; suggested evaluation methods; instructional text; suggested teaching strategies; unit suggestions; and a list of optional resource materials. (MN)

The PSI [Professional Secretaries International] Model Curriculum for Office Careers provides a framework for the curriculum revision process, making it easier for schools to update, change, expand, or revise their office programs. Through a series of suggested courses, this curriculum develops the knowledge, skills, and attitudes office professionals need to secure good jobs and to succeed in the "new" re-engineered office of the 1990s. This guide is designed to walk educators through the curriculum, providing information and answering questions. An introduction contains an overview of the curriculum, explains how teachers and students benefit from using the curriculum, and provides a brief summary of the research base for the curriculum. A discussion of how to get started and questions frequently asked about the curriculum are designed to help educators consider how to adapt the curriculum to meet their needs. The course descriptions section contains an introduction to the 25 courses and an explanation of how the PSI Model Curriculum works in a tech-prep environment, a nonarticulated secondary environment, and a nonarticulated postsecondary environment. Individual course descriptions with objectives, competencies, and recommended learning materials follow. Course topics are as follows: accounting; administrative procedures and technologies; advanced word processing; applied computer technologies; business communication technologies; business English; business internship/cooperative education; business math; database; desktop publishing; introduction to telecommunications and networking; keyboarding; keyboarding, skill building, and document formatting; office resources management; operating systems; personal and professional development; records management and imaging technologies; spreadsheets; and word processing. Appendixes include information on Professional Secretaries International and a users' questionnaire. (YLB)

This guide is designed for use by instructors teaching a six-unit course on futures in business. Presented first is a diagram illustrating the place of the course in Manitoba's business education curriculum. The academic, personal management, and teamwork skills that have been deemed critical employability skills required of the Canadian work force are listed. A course rationale, evaluation criteria, and unit time allotments are provided. Listed next are the overall course goals and objectives of each of the course units, which cover the following topics: futures in business, business communication, recordkeeping and money management, planning for future learning, managing and retrieving information, and personal success traits/employability skills. Lesson plans are provided for each unit. Each lesson plan includes a unit goal and lists the teaching methods and resources suggested for use in accomplishing each of the unit objectives. A 15-item bibliography and 4-item resource list are included. Appended are student handouts dealing with business plans, channels of distribution, and the advantages of clear communication. (MN)

This learning module is intended to improve the writing and business communications skills of individuals working in health care occupations. The module, which is designed to be presented in a 6-week course of twice weekly 2-hour sessions, targets an audience with basic grammar and punctuation skills but no formal introduction to the process of writing. Included in the module are nine lessons that are structured so as to walk employees through a simple five-step writing process from generating ideas to developing their final written form. The following topics are covered in the individual lessons: freewriting; brainstorming and organization; guided writing, the relevancy test, and sentence types; simple and compound sentences and first drafts; parts of a paragraph and paragraph organization; cause and effect, comparison and contrast, simple listing paragraphs, and transition words; the revision process; editing; and the final draft and evaluation. Each lesson includes some or all of the following: objective, learning activities, quiz, instructional text and/or transparency masters, teaching notes, and practice exercises. Concluding the module is an answer section. (MN)

This set of materials is designed to help incorporate business and technical French into the secondary school second language curriculum. It consists of a list of goals for introduction of such content, vocabulary lists and related exercises, and a variety of instructional materials and visual aids. Topics addressed include: postal services; telephone use; business letter-writing; politeness formulas for acceptance, refusal, requests, and responses; curriculum vitae writing; and job advertisements and application. (MSE)

In response to the need for instructional materials to help limited-English-proficient Laotian-speaking adults become self-sufficient in American society, ten lessons in job search and related skill areas are presented. Each lesson begins with a teacher's guide, which gives an overview of the text, notes on vocabulary and phrases, and a number of suggested classroom techniques or procedures. The remainder of the lesson consists of a list of objectives and vocabulary, with Laotian translations, text, and three comprehension tests. Lesson topics include: the job search; how to use want-ads to find a job; filling out a job application; writing business letters; writing a resume; the job interview; Social Security and completion of the W-4 form; reading the W-2 statement; reading a paycheck; and how to use and reconcile a checking account. Answer keys for the tests and a bilingual English-Laotian glossary are appended. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)

In response to the need for instructional materials to help limited-English-proficient Vietnamese-speaking adults become self-sufficient in American society, ten lessons in job search and related skill areas are presented. Each lesson begins with a teacher's guide, which gives an overview of the text, notes on vocabulary and phrases, and a number of suggested classroom techniques or procedures. The remainder of the lesson consists of a list of objectives and vocabulary, with Vietnamese translations, text, and three comprehension tests. Lesson topics include: the job search; how to use want-ads to find a job; filling out a job application; writing business letters; writing a resume; the job interview; Social Security and completion of the W-4 form; reading the W-2 statement; reading a paycheck; and how to use and reconcile a checking account. Answer keys for the tests and a bilingual English-Vietnamese glossary are appended. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)

Any college English teacher who seriously seeks to bridge the academic and corporate learning communities must learn from rather than laugh at the industrial mindset. Mediating between composition theorists' process-oriented pedagogies and the type of linear writing instruction the corporate mind values is essential in the corporate classroom. The writing consulting business is business, and if academics are going to play ball in corporate fields, they need to adapt their pedagogies to corporate rules. Three simple guidelines will help college teachers practice the requisite art of mediation in the corporate classroom: (1) don't use the "F" word--freewriting--in a corporate classroom. Use more pragmatic terms like "Speed Drafting" for free writing, or "Mind Mapping" for clustering, "Thinking on Paper" for brainstorming; (2) avoid condescension toward business people's use of jargon--composition teachers also have a widely used set of jargon all their own; (3) mediate between the notions of process and revision that composition teachers respect and linear models that the business and technical communities value by breaking down the revision process into a set of clearly defined linear steps. Bridging the academic and business learning communities and becoming strong competitors in the writing consulting business means realizing that in the corporate environment, the process of teaching writing, like the transactional writing process itself, is largely a matter of re-vision, of re-seeing what writing teachers have to offer through the eyes of potential clients and re-casting pedagogies in terms that have meaning for those clients. (SAM)

This paper discusses the use of the re-broadcast of French television news (Le Journal de 20 Heures) as a tool to develop aural proficiency in college students enrolled in a business French course in the United States. Before viewing each 1- to 2-minute news segment, students complete vocabulary exercises and read a relevant newspaper article. After the viewing the segment, they listen to the audio portion of the tape several times, discuss the report, and answer questions in writing about the subject. Four general topics and specific segments that have been used in class are discussed in this paper: (1) foreign trade, specifically a segment on the European Airbus airliner; (2) international marketing, with a report on President Francois Mitterand's visit to Vietnam; (3) the Potain corporation and the current economic recession in France, specifically how the company has tried to preserve jobs; and (4) financial transactions and computerization, focusing on an electronic debit card being test-marketed in Denmark. Specific class activities and exercises for each segment are presented, as well as the advantages of using video in the foreign language classroom. (MDM)

This paper discusses business conditions in the Ukraine, outlines the development of the Ukrainian language, and describes a course designed to teach business persons how to speak and read basic Ukrainian in a short period of time. The course, "Speak and Read Essential Ukrainian I," consists of 30 lessons, each of which centers on a 30-minute recorded dialog that calls for students responses and interaction. An instructor helps the students with pronunciation, explains basic grammar, reviews previously introduced material, and gradually introduces the written language. Learners will become familiar with nearly 400 words and be able to conduct simple conversations and business transactions, read signs and schedules, and gain some insight into Ukrainian culture. (MDM)

This paper discusses the case study method of instruction and its application to the teaching of English for special purposes in university business schools. Students are given cases adapted to their level that allow them to solve business problems, such as contract negotiations, while improving their English comprehension and communication skills. This method teaches communication, presentation, teamwork, information gathering, and writing skills while introducing students to various fields of business. The teacher's role in the case study approach consists of introducing cases, leading discussions, acting as a resource person, and providing feedback to the students. The approach allows students to explore areas of interest or expertise and is student-centered, thus encouraging students to take responsibility for their success in the course. (MDM)

This paper discusses the development and content of a third-year Italian course entitled "Italian for Business and Communication," taught at Bentley College in Waltham, Massachusetts. Since there are few texts that focus on business Italian, the instructor conducted on-site research at three Italian companies in Milan. Observations and interviews were conducted at a cleaning supplies wholesale distributorship and two banks. Relevant materials, such as forms, advertisements, and other written communication were collected and formed the basis of handouts for students in the course. Through a combination of lectures, readings, and handouts, students analyze how companies function on a day-to-day basis. Individual modules focus on simulated business meetings, banking services, advertising, business correspondence, curriculum vita, and interviewing techniques. (MDM)

This paper discusses how the business Spanish courses offered by the University of Mississippi are conducted, focusing on the use of videotaped materials in the classroom and the development of appropriate handouts for students to use in conjunction with video materials. Introductory-level instruction is offered in the Spanish 101, 102, and 201 sequence, while the second-year Spanish 202 course serves as a review and vehicle for special topics, with sections emphasizing medical, fine arts, or business terminology. A new third-year course, Spanish 305: Business Spanish, was introduced in 1993, and relies extensively on a self-guided, business-orientated Spanish videotape series entitled "Espana y America: Al habla!" To effectively utilize videotaped materials, instructors need to preview segments and provide students with handouts to direct their viewing toward specific goals, such as specific cultural practices and grammatical usages. Each segment should lead into an application discussion that integrates material covered in class. A specific video segment on banking activities is discussed, and sample handouts appropriate for use with the segment are provided. (MDM)

This paper discusses the problems faced by teachers of business German, the possible goals of business German courses, and the design of an effective textbook to integrate business content and language skills. Special reference is made to the two-semester business German course offered by the University of Southern California (USC). The major goal of the USC course is to convey the basic background about the business world in German-speaking countries to students, focusing on culture and the presentation of specific contextualized content with immediate applicability in the target culture. The textbook designed for the course is, except for footnotes, entirely in German, and features chapters organized around topics. The chapter contents facilitate an interactive, communication-orientated approach by means of authentic text materials and coordinated activities. The vocabulary presented in the texts is cross-referenced with an encyclopedic listing of business terms in German. (MDM)

This paper examines cultural differences between Japan and the United States and presents materials designed to help learners of Japanese understand patterns of behavior in that country through realistic episodes and situations. Understanding status differences is important for effective social and business communication with the Japanese. Status differences are reflected not only in the Japanese language, but in the way that Japanese think and act in social and business settings. The Japanese emphasis on distinction is closely linked to personal interdependence. Japanese attitudes towards reservation and hesitation, initiative and presumption, and group belonging are also examined. Two appendixes present examples of typical business situations in English and Japanese, focusing on the problems that many Americans have in dealing effectively with Japanese social and business customs. (MDM)

This paper discusses the Georgia Institute of Technology's Business German summer language course, an intensive 6-week course that utilizes classroom instruction, language labs, and computer labs. The course stresses vocabulary and discourse as commonly used in the professional context, as well as intercultural information. A major component of the course involves Quality Interactive Language Learning (QUILL), an interactive video program run on computer workstations that allows students to learn at their own pace in a highly stimulating environment. Students view a video segment on one part of the computer screen while completing exercises about the segment on another part. QUILL exercises include multiple choice, rank ordering, fill-in-the-blank, and composition activities. The videos are especially valuable in pointing out cultural idiosyncrasies. Future goals and improvements in the QUILL program are also discussed. (MDM)

The paper discusses the development and evolution of the French for Business undergraduate language course at Oregon State University, focusing on: (1) instructor preparation; (2) course structure; (3) course content; (4) the business student as teacher and mentor; (5) cultural exchanges with French-speaking business students; (6) oral and written communicative activities; (7) textbooks and supplemental materials; (8) problems encountered; and (9) new course goals. The course is designed for business students who have completed two years of French language instruction, but is open to any major. Students are required to learn basic information and vocabulary about the French economy, the European Community, the stock market, banking, buying and selling, and simple accounting. The students discuss topics collected from French newspapers and magazines, present oral reports, conduct case studies, and write business letters and resumes. The main problems faced by the instructor included not having had a business course at the college level, the range of student language levels within the class, and the increasing number of students taking the course. (MDM)

This paper discusses the use of French business cards in a college-level French language and culture course for professionals. Among other assignments, students were each given a different card and asked to speak about the design of their card, the business represented, idiomatic expressions and historical allusions on the card, and the use of business cards in France. Students also discussed the relevance of the often ornate and literary cards, as well as the influence of American words and expressions on French business communication. Examples of seven cards are reproduced. (MDM)

This publication contains materials for four courses in Applied Communications in the Applied Academics program at South Seattle Community College. It begins with the article, "Community College Applied Academics: The State of the Art?" George B. Neff), which describes the characteristics, model, courses, and coordination activity that make up this community college applied academics program. Materials provided for each course include the following: course outline (credit, lecture, and lab hours; course description; prerequisites; learning objectives and hours of instruction) and course syllabus (course description; required materials; other policies; weekly schedules). The first two courses (Applied Communications: Assessment and Applied Communications I: Workplace Communications) are designed for technical students and serve as an introduction to communication skills in the workplace. Students assess, practice, and improve their oral and written skills in a variety of business formats. The courses are coordinated with a computer application course. The third course (Applied Communications II: Technical Writing--Career Research) involves preparation of a detailed career plan by each student and results in the production of a document in the form of a formal business report. It complements the school's counseling and career services functions, uses skills and careers data banks and library business reference functions, and involves extensive computer use. The fourth course (Project Research, Documentation, and Presentation) is coordinated with students' technical programs and focuses on communications issues related to second-year technical capstone projects. Students learn to do the following: develop project plans, status reports, and research plans; conduct research; do project reports; and make speeches. (YLB)

In response to the need for instructional materials to help limited-English-proficient Cambodian-speaking adults become self-sufficient in American society, 10 lessons in job search and related skill areas are presented. Each lesson begins with a teacher's guide, which gives an overview of the text, notes on vocabulary and phrases, and a number of suggested classroom techniques or procedures. The remainder of the lesson consists of a list of objectives and vocabulary, with Cambodian translations, text, and three comprehension tests. Lesson topics include: the job search; how to use want-ads to find a job; filling out a job application; writing business letters; writing a resume; the job interview; Social Security and completing the W-4 form; reading the W-2 statement; reading a paycheck; and how to use and reconcile a checking account. Answer keys for the tests and a bilingual English-Cambodian glossary are appended. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)

This guide contains six learning modules that together constitute a minicourse in corporate etiquette designed to give tech prep students the social skills and business etiquette skills needed to conduct a successful job search. The following topics are covered in the individual modules: social etiquette (making introductions, use of first names, the art of conversation, restaurant etiquette); business etiquette (job search, resume preparation, job applications, job interviews, business meetings and appointments, business correspondence); business wardrobe (basic business attire, dressing well on a budget, basic rules for business dressing); self-esteem; telephone etiquette; and international etiquette (special customs in Japan, France, Germany, and Hong Kong). Each module includes some or all of the following: information sheets, tip sheets, diagrams, and practice exercises. Contains 22 references and addresses of 2 sources of information about international customs. (MN)

This paper discusses the problems surrounding intercultural business communication as well as approaches to teaching college level business students appropriate communication skills for intercultural settings. Considered are the classification of countries by cultural context, i.e. how large a role culture, social values, and traditional social customs play in business dealings, and problems associated with doing business in high- and low-context culture countries. Also presented are means by which the teacher can enhance the learning experience for international students to improve their communication skills for the international marketplace. Finally, pedagogical principles for teaching intercultural communication skills for communicating in the global village of business are presented. It is noted that the prevailing concept in international and intercultural communication is empathy, and as the world develops into a global village, empathy for cultural orientation is vital for the business person. (GLR)

This document is one of a series of student workbooks developed for workplace skill development courses or workshops by Mercer County Community College (New Jersey) and its partners. Designed to help customer service employees who use the telephone in a hospital, this telephone tips course discusses dealing politely and effectively with callers and provides tips for making calls. The materials for the 4-hour course include a course outline, objectives, a topical outline, a telephone management checklist, and the following information sheets: quality patient service, the importance of the telephone in the hospital, telephone courtesy, letting your voice smile, voice self-assessment, your voice inflection, answering business calls, addressing the caller, planning and placing business calls, placing calls on hold, transferring calls, taking telephone messages, and ending a conversation. (KC)