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BOP, Inc. is a mobile educational service that places the student in a simulated mortgage and loan office to provide a realistic office learning environment. The student manual opens with a brief reference information section on: the purposes of an office simulation, an explanation of a mortgage loan office, an outline of normal business functions, a listing of work attitudes, rules for the office, an outline of work evaluation standards, a discussion of office debriefings and public relations, and a glossary of mortgage and loan terms. The remaining two-thirds of the document contains job descriptions, outlined procedures, task sheets and instructional materials for the BOP positions of: vice president, executive secretary, administrative assistant, receptionist, cashier, posting and tax clerk, and insurance clerk. (BP)

These Illinois skill standards for the accounting services cluster are intended to serve as a guide to workforce preparation program providers as they define content for their programs and to employers as they establish the skills and standards necessary for job acquisition. They could also serve as a mechanism for communication among education, business, industry, and labor. An introduction provides a sample format, occupational earnings and employment information, and performance skill levels, a table that cross references performance skills to these occupations: payroll clerk, accounts payable clerk, accounts receivable clerk, billing clerk, accounting clerk, and accountant. Each skill standard contains these components: performance area; coding that identifies the state, fiscal year in which the standard was endorsed, subcouncil abbreviation, cluster abbreviation, and standard number; conditions of performance; work to be performed; performance criteria; performance elements; and performance assessment criteria, including product and process. The 62 skill standards are categorized into these 9 areas: general accounting (10 standards), payroll (10), accounts payable (5), accounts receivable (5), inventory accounting (6), cost accounting (3), financial and budget analysis (5), fixed assets (13), and internal audit (5). (YLB)

Designed for Ohio educators responsible for planning programs to prepare high school students for careers in business and management, this document presents an overview of Ohio's Integrated Technical and Academic Competencies (ITAC) system of career-focused education and specific information about the business and management ITAC career cluster. The first half of the document, which introduces the ITAC system's underlying principles and elements, contains the following items: (1) descriptions of the three types of integrated competencies (core, career cluster, and specialization) forming the ITAC model; (2) guidelines for using ITAC; (3) an explanation of the components of the 51 core ITAC; and (4) a table detailing the academic connections in the core ITAC. The second half of the document, which focuses on business and management career cluster ITAC, is divided into six sections, each of which focuses on one of the following strands deemed essential for all careers: solving problems and thinking skillfully; communicating effectively; applying technology; working responsibly; planning and managing a career; and managing resources. Each section contains the following items: expectation; competencies; sample scenario; sample guiding questions; connections to core ITAC competencies; connection to academic models; and connections to Ohio's proficiency tests and ACT Work Keys. (MN)

This document of skill standards for the legal office cluster serves as a guide to workforce preparation program providers in defining content for their programs and to employers to establish the skills and standards necessary for job acquisition. These 151 occupational skill standards describe what people should know and be able to do in an occupational setting. Each skill standard contains at least these three areas: performance area; skill standard with conditions of performance, work to be performed, and performance criteria; and performance elements and assessment criteria. These sections may also be included: performance area and assessment and credentialing approach. Introductory materials include assumptions for legal office cluster standards and table of contents. Standards are divided into organization and planning; maintenance of equipment and supplies; legal office activities; general dictation-transcription duties; preparation of legal documents; drafting of legal documents; financial functions; management of records and files; mail handling; basic office operations; information processing activities; word processing; machine transcription; basic data processing; computer file manipulation; document processing; database and spreadsheet operations; and computer applications. Appendixes include a glossary; lists of committee and council members; and workplace skills. (YLB)

This Occupational Competency Analysis Profile (OCAP) for entertainment marketing is an employer-verified competency list that evolved from a modified DACUM (Developing a Curriculum) job analysis process involving business, industry, labor, and community agency representatives throughout Ohio. The competency list consists of six units: (1) human resource foundations; (2) business foundations; (3) business marketing and promotion; (4) talent development and marketing; (5) selling; and (6) business functions. Competencies for employability also are listed in 12 units: career development, decision making and problem solving, work ethic, job-seeking skills, job retention and career advancement skills, technology in the workplace, lifelong learning, economic education, balancing work and family, citizenship in the workplace, leadership, and entrepreneurship. Each OCAP identifies the occupational, academic, and employability skills (competencies), clustered into broader subunits and units, and coded by priority needed to enter a given occupation or occupational area. The OCAP guide also includes an academic job profile showing levels of proficiency in academic areas needed for entertainment marketing; a total list of academic competencies as well as a list of the competencies needed for these occupations; and a list of the members of the verification panels. (KC)

This Occupational Competency Analysis Profile (OCAP) for commercial photography is an employer-verified competency list that evolved from a modified DACUM (Developing a Curriculum) job analysis process involving business, industry, labor, and community agency representatives throughout Ohio. The competency list consists of 12 units: (1) business and professionalism; (2) cameras and exposure control; (3) 35mm single-lens reflex cameras; (4) black-and-white negative development; (5) black-and-white negative printing; (6) preparation of photographs for presentation; (7) medium- and large-format cameras; (8) lighting and backdrops; (9) portfolio; (10) digital imaging; (11) color transparency films; and (12) color negative printing. Competencies for employability also are listed in 12 units: career development, decision making and problem solving, work ethic, job-seeking skills, job retention and career advancement skills, technology in the workplace, lifelong learning, economic education, balancing work and family, citizenship in the workplace, leadership, and entrepreneurship. The OCAP guide also includes an academic job profile for commercial photography; a total list of academic competencies as well as a list of the competencies needed for these occupations; and a list of the members of the verification panels. (KC)

This Occupational Competency Analysis Profile (OCAP) for business information systems is an employer-verified competency list that evolved from a modified DACUM (Developing a Curriculum) job analysis process involving business, industry, labor, and community agency representatives throughout Ohio. The competency list consists of 10 units: (1) data input, (2) computer operations, (3) local area networks (LANs), (4) software development, (5) operating systems, (6) software applications, (7) accounting and business concepts, (8) office procedures, (9) communication, and (10) ethical and social issues. Competencies for employability are also listed in 12 units: career development, decision making and problem solving, work ethic, job-seeking skills, job retention and career advancement skills, technology in the workplace, lifelong learning, economic education, balancing work and family, citizenship in the workplace, leadership, and entrepreneurship. Each OCAP identifies the occupational, academic, and employability skills (competencies), clustered into broader subunits and units, and coded by priority needed to enter a given occupation or occupational area. The OCAP guide also includes an academic job profile showing levels of proficiency in academic areas needed for business information systems; a total list of academic competencies as well as a list of the competencies needed for these occupations; and a list of the members of the verification panels. (KC)

This Occupational Competency Analysis Profile (OCAP) for business administration and management is an employer-verified competency list that evolved from a modified DACUM (Developing a Curriculum) job analysis process involving business, industry, labor, and community agency representatives throughout Ohio. The competency list consists of six units: (1) economic and business concepts, (2) management and supervision, (3) accounting and financial functions, (4) information technology, (5) general office functions, and (6) communications. Competencies for employability also are listed in six units: career development, decision making and problem solving, work ethic, job-seeking skills, job retention and career advancement skills, and technology in the workplace. Each OCAP identifies the occupational, academic, and employability skills (competencies), clustered into broader subunits and units and coded by priority, needed to enter a given occupation or occupational area. The OCAP guide also includes an academic job profile showing levels of proficiency in academic areas needed for business administration and management; a total list of academic competencies as well as a list of the competencies needed for these occupations; and a list of the members of the verification panels. (KC)

This instructor guide for a unit on business financing 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 2 of learning--planning for a business in one's future. 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: factors to consider in financing a business, determining different types of costs, and advantages and advantages of different loan sources. (KC)

This instructor guide for a unit on legal issues 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 2 of learning--planning for a business in one's future. 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: classification of government regulations, five essential components of a contract, major types of contracts used by entrepreneurs, methods of protecting a business idea, and liability issues for a potential business. (KC)

This instructor guide for a unit on pricing strategy 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 2 of learning--planning for a business in one's future. 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: factors affecting price decisions, profit margin, computing markup, pricing incentive options, and pricing strategy choices. (KC)

This instructor guide for a unit on marketing analysis 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 2 of learning--planning for a business in one's future. 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: market-oriented approach to planning, market research, the marketing mix, potential customers, market share, and components of a marketing plan. (KC)

This instructor guide for a unit on locating a business 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 2 of learning--planning for a business in one's future. 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: appropriate business locations, factors in selecting business sites, advantages and disadvantages of different types of locations, and steps in selecting a business site. (KC)

This instructor guide for a unit on types of ownership 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 2 of learning--planning for a business in one's future. 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: sole proprietorships, partnerships, and corporations; factors influencing choice of ownership type, and sources of assistance for choosing ownership type. (KC)

This instructor guide for a unit on help for entrepreneurs 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 2 of learning--planning for a business in one's future. 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: how entrepreneurs can use technical assistance, areas where assistance may be needed, sources of technical assistance, and use of networks. (KC)

This instructor guide for a unit on business plans 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 2 of learning--planning for a business in one's future. 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: how a business plan contributes to the success of a business, questions to be answered in a business plan, components of a business plan, and importance of the presentation of a business plan. (KC)

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)

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for administrative and secretarial occupations. The list contains units (with and without subunits), competencies, and competency builders that identify the skills needed to enter these occupations. The occupational, academic, and employability skills for this occupation or occupational area are included. Within the outline are three levels of items: core, advancing, and futuring. Core items identify the knowledge, skills, and attitudes essential for entry-level employment. These items are required to be taught and will be the basis for questions on the state vocational competency tests. Advancing items identify the knowledge, skills, and attitudes needed to advance in the occupation; futuring items identify the knowledge, skill, and attitudes needed to enter and remain in a given occupation 3 to 4 years from now. Titles of the seven units are as follows: communications; office technology; financial functions; records management; support tasks; professionalism; and employability skills. (KC)

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for accounting occupations. The list contains units (with and without subunits), competencies, and competency builders that identify the skills needed to enter accounting. The occupational, academic, and employability skills for this occupational area are included. Within the outline are three levels of items: core, advancing, and futuring. Core items identify the knowledge, skills, and attitudes essential for entry-level employment. These items are required to be taught and will be the basis for questions on the state vocational competency tests. Advancing items identify the knowledge, skills, and attitudes needed to advance in the occupation; futuring items identify the knowledge, skills, and attitudes needed to enter and remain in a given occupation 3 to 4 years from now. Titles of the nine units are as follows: general accounting functions; specialized accounting functions; inventory records; office technology; records management; general office functions; communications; professionalism; and employability skills. (KC)

This course guide contains 21 competency goals--keyed to competency objectives, student activities, and suggested resources--for secondary keyboarding/typewriting and advanced typewriting/word processing courses. The 21 competency goals cover the following topics: basic equipment, keyboarding techniques, touch techniques, formatting and document preparation terminology, work habits, leadership skills, proofreading, spelling and accuracy, error correction methods, composing at the keyboard, business correspondence, business forms, tables, reports, reprographic methods, word processing software, administrative support word processing environments, production standards, office communications, word processing simulations, and employability skills. Eleven appendixes, which make up about one-fourth of the document, contain tables of grades for gross words per minute for various semesters and equipment, accuracy grades for beginning and advanced keyboarding students, and checklists for computer/printer parts and electronic typewriter parts. (KC)

A project developed and tested a management and leadership capability framework for the vocational educational and training (VET) sector. The framework emerged from a review of research into the characteristics and behaviors of managers and leaders and from interviews and focus group meetings with VET managers. The framework that emerged consisted of these nine core capabilities: (1) corporate vision and direction; (2) focuses strategically; (3) achieves outcomes; (4) develops and manages resources; (5) change leadership; (6) interpersonal relationships; (7) personal development and mastery; (8) business and entrepreneurial skills; and (9) develops and empowers people. These capabilities and their associated 73 elements were incorporated into a questionnaire sent to 396 VET managers who rated their actual level and required level of proficiency on each capability. Overall, managers' high ratings confirmed validity of the framework. A gap analysis of the required versus actual levels of proficiency revealed a number of training or developmental needs for VET managers. Major areas of training and development needs identified were in these three capability domains: corporate vision and direction, focuses strategically, and achieves outcomes. (Appendixes include 74 references, survey questionnaire, and analyses of capabilities by state.) (YLB)

Considers the fact that employers do not realize the true value of mathematics as a basis for general employment and management. Outlines the benefits mathematicians can bring to an employer whether or not they are ever expected to do sums. (Author/ASK)

This unit on protecting a small business, the 18th in a series of 18 modules, is on the second level of the revised PACE (Program for Acquiring Competence in Entrepreneurship) comprehensive curriculum. Geared to advanced secondary and beginning postsecondary or adult students, the modules provide an opportunity to learn about and try out entrepreneurship ideas so that students can make a preliminary assessment of how these ideas relate to personal needs. The units on this level contain detailed explanations of small business principles, suggestions on how to find information and use techniques, and encouragement for creating a future business. Students completing this unit should be able to perform these competencies: (1) identify protective measures that can be used to minimize shoplifting and losses from theft, (2) identify procedures that can be used to reduce bad check losses, (3) identify proper procedures for guarding cash, (4) explain how to secure business premises against burglary and robbery, and (5) identify the different types of business insurance policies available. The unit is organized into five sections. Following a preliminary section on how to use the unit (with vocabulary and a review of the objectives for this topic on level 1), the unit's information is presented in question-and-answer format. Individual and group activities, an assessment to be completed with the teacher, and sources used to develop the unit follow. A list of the modules of Revised PACE, Level 2 completes the unit. (KC)

This unit on managing the finances of a small business, the 16th in a series of 18 modules, is on the second level of the revised PACE (Program for Acquiring Competence in Entrepreneurship) comprehensive curriculum. Geared to advanced secondary and beginning postsecondary or adult students, the modules provide an opportunity to learn about and try out entrepreneurship ideas so that students can make a preliminary assessment of how these ideas relate to personal needs. The units on this level contain detailed explanations of small business principles, suggestions on how to find information and use techniques, and encouragement for creating a future business. Students completing this unit should be able to perform these competencies: (1) identify various components of balance sheet reports, (2) identify terms/concepts commonly used on small business balance sheets, (3) identify components of profit and loss statements, (4) analyze uses of various depreciation schedules, and (5) describe how to prepare a cash forecast. The unit is organized into five sections. Following a preliminary section on how to use the unit (with vocabulary and a review of the objectives for this topic on level 1), the unit's information is presented in question-and-answer format. Individual and group activities, an assessment to be completed with the teacher, and sources used to develop the unit follow. A list of the modules of Revised PACE, Level 2 completes the unit. (KC)

This unit on managing a small business, the 11th in a series of 18 modules, is on the second level of the revised PACE (Program for Acquiring Competence in Entrepreneurship) comprehensive curriculum. Geared to advanced secondary and beginning postsecondary or adult students, the modules provide an opportunity to learn about and try out entrepreneurship ideas so that students can make a preliminary assessment of how these ideas relate to personal needs. The units on this level contain detailed explanations of small business principles, suggestions on how to find information and use techniques, and encouragement for creating a future business. Students completing this unit should be able to perform these competencies: (1) use the decision-making process to make business decisions, (2) identify steps in the planning process, (3) identify organizational tools for a small business, (4) identify control procedures that can be used by a business, and (5) identify time management techniques. The unit is organized into five sections. Following a preliminary section on how to use the unit (with vocabulary and a review of the objectives for this topic on level 1), the unit's information is presented in question-and-answer format. Individual and group activities, an assessment to be completed with the teacher, and sources used to develop the unit follow. A list of the modules of Revised PACE, Level 2 completes the unit. (KC)

This unit on small business compliance with government regulations, the 10th in a series of 18 modules, is on the second level of the revised PACE (Program for Acquiring Competence in Entrepreneurship) comprehensive curriculum. Geared to advanced secondary and beginning postsecondary or adult students, the modules provide an opportunity to learn about and try out entrepreneurship ideas so that students can make a preliminary assessment of how these ideas relate to personal needs. The units on this level contain detailed explanations of small business principles, suggestions on how to find information and use techniques, and encouragement for creating a future business. Students completing this unit should be able to perform these competencies: (1) identify areas of government regulation that should be considered in a business plan and (2) compile a list of appropriate government agencies concerned with regulations, licenses, and permits. The unit is organized into five sections. Following a preliminary section on how to use the unit (with vocabulary and a review of the objectives for this topic on level 1), the unit's information is presented in question-and-answer format. Individual and group activities, an assessment to be completed with the teacher, and sources used to develop the unit follow. A list of the modules of Revised PACE, Level 2 completes the unit. (KC)