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Business Management Curriculum Essentials Document

Boulder Valley School District Department of CTEC June 2015

Introduction The number one college major for both men and women is Business. As a result, the Boulder Valley School District offers a number of comprehensive college-oriented business classes which allow students the opportunity to begin evaluating a potential career in business and the selection of business as a major or minor in college. For those students who complete a specified three course sequence of business classes, during their high school career, the Boulder Valley School District also offers a Business Pathway Completion Certificate.

The Business Management course provides students with an understanding of the business management functions, various management theories and the basic organization of a business. Students learn that Business Management is the process of using the resources of a business to efficiently and effectively achieve its goals through planning, organizing, staffing, leading and controlling. The study of business management is an essential component in the design and delivery of a comprehensive business education curriculum.

Students build a strong knowledge base and develop effective management skills and learn that successful managers are individuals who understand the benefits of teamwork and consensus building and are able to maximize the utilization of human resources. As leaders, they recognize the importance of technology and information management in the decision-making process and the value of ethics and social responsibility in building and maintaining business relationships. In addition, managers realize that the ability to recognize and respond to new business opportunities and changing economic conditions is critical to the overall success of a business both locally as well as in the global marketplace.

The material covered in the Business Management course is reinforced and enhanced through the use of technology, guest speakers, videos and hands-on, project-based activities whenever possible. In addition, because experiential learning is an important aspect of this course, a business-related field trip may also be offered.

4/3/2018 BVSD Curriculum Essentials 2 Course Description Topics at a Glance Introduction to Management Define management and entrepreneurship. Explain the

importance of management. Discuss the role and Students learn to apply the five business importance of women and minorities in business today. management principles of planning, organizing, staffing, leading and controlling. The course is Careers in Management hands-on and project based and is enhanced by the Explain the difference between a job and a career. use of guest speakers. Computer simulations and Recognize how personal characteristics, values and case studies are also used to allow the students the goals influence career choices. Prepare a resume and opportunity to actually apply the information and cover letter for a job. knowledge that they have acquired. One or more field trips may also be offered. Ethics and Social Responsibility Explain why ethics are important in business. Describe the ways in which businesses demonstrate their social responsibility. Identify and discuss ethical dilemmas. Assessments Businesses, Workers and the Law  Individual or Group Presentations Identify different laws that affect business and those  Pre-test/Post-test laws that protect workers. Explain the differences between copyrights, patents and trademarks.  Student Restatement of Material

 Student Created Test Questions International Business  Oral Review of Prior Day’s Notes Explain the strategies that businesses use to compete  Flake of Gold Project in the global economy. Recognize the difference between imports and exports and the importance of  Jeopardy Style Individual/Team Quizzes balance of trade.  Individual Tests and Quizzes  Teacher and Student Designed Modified Personal Decision-Making Skills Assessments Explain the various factors, conditions, risks and values that affect decision making. Discuss how to make creative and effective decisions.

Communication Skills Identify which form of communication is appropriate in different business situations. List the ways that business managers can improve their writing and oral communication skills.

Motivation and Leadership Explain the five theories of motivation. Identify the difference between power and authority. Identify the leadership skills necessary for effective management. Describe three styles of leadership.

The Future Business Leaders of America (FBLA) organization is the Career and Technical Student Organization (CTSO) which Business Management students are encouraged to join.

Business Management Overview

4/3/2018 BVSD Curriculum Essentials 3 COLORADO COMMUNITY COLLEGE SYSTEM CAREER & TECHNICAL EDUCATION TECHNICAL STANDARDS REVISION & ACADEMIC ALIGNMENT PROCESS

Colorado’s 21st Century Career & Technical Education Programs have evolved beyond the historic perception of vocational education. They are Colorado’s best kept secret for:

• Relevant & rigorous learning

• Raising achievement among all students

• Strengthening Colorado’s workforce & economy

Colorado Career & Technical Education serves more than 116,000 Colorado secondary students annually through 1,200 programs in 160 school districts, 270 High Schools, 8 Technical Centers, 16 Community Colleges & 3 Technical Colleges. One of every three Colorado high school students gains valuable experiences by their enrollment in these programs.

ALIGNMENT REQUIRED BY SB 08-212

22-7-1005. Preschool through elementary and secondary education - aligned standards - adoption - revisions.

2(b): In developing the preschool through elementary and secondary education standards, the State Board shall also take into account any Career & Technical Education standards adopted by the State Board for Community Colleges and Occupational Education, created in Section 23-60-104, C.R.S., and, to the extent practicable, shall align the appropriate portions of the preschool through elementary and secondary education standards with the Career and Technical standards.

STANDARDS REVIEW AND ALIGNMENT PROCESS

Beginning in the fall of 2008, the Colorado Community College System conducted an intensive standards review and alignment process that involved:

NATIONAL BENCHMARK REVIEW

Colorado Career & Technical Education recently adopted the Career Cluster and Pathway Model endorsed by the United State Department of Education, Division of Adult and Technical Education. This model provided access to a national set of business and industry validated knowledge and skill statements for 16 of the 17 cluster areas. California and Ohio provided the comparative standards for the Energy cluster

• Based on this review Colorado CTE has moved from program-specific to Cluster & Pathway based standards and outcomes

• In addition, we arrived at fewer, higher, clearer and more transferrable standards, expectations and outcomes.

COLORADO CONTENT TEAMS REVIEW

The review, benchmarking and adjusting of the Colorado Cluster and Pathway standards, expectations and outcomes was through the dedicated work of Content Teams comprised of secondary and postsecondary faculty from across the state. Participation by instructors from each level ensured competency alignment between secondary and postsecondary programs. These individuals also proposed the draft academic alignments for math, science reading, writing and communication, social studies (including Personal Financial Literacy) and post secondary and workforce readiness (PWR.)

4/3/2018 BVSD Curriculum Essentials 4 ACADEMIC ALIGNMENT REVIEW

In order to validate the alignment of the academic standards to the Career & Technical Education standards, subject matter experts in math, science, reading, writing and communication, and social studies were partnered with career & technical educators to determine if and when a true alignment existed.

CURRENT STATUS

• One set of aligned Essential skills to drive Postsecondary and Workforce Readiness inclusion in all Career & Technical Education programs.

• 52 pathways with validated academic alignments

• 12 pathways with revised standards ready for alignment (currently there are no approved programs in these pathways)

• 21 pathways where no secondary programming currently exists. Standards and alignments will be developed as programs emerge.

• Available for review at: www.coloradostateplan.com/content_standards.htm

4/3/2018 BVSD Curriculum Essentials 5 Colorado Career & Technical Education Standards Academic Alignment Reference System

The Career & Technical Education standards have been organized by Career Cluster (17) and Pathway (81). In addition, a set of “Essential Skills” was developed to ensure the Postsecondary and Workforce Readiness within any cluster or pathway. These workforce readiness skills are applicable to all career clusters and should form the basis of each CTE program.

Organization

Essential Skills There exists a common set of knowledge and skills that are applicable to all students regardless of which cluster or pathway they choose. This set of standards, is meant for inclusion in each program to enhance the development of postsecondary and workforce readiness skills.

Career Cluster A Career Cluster is a grouping of occupations and broad industries based on commonalities. The 17 Career Clusters organize academic and occupational knowledge and skills into a coherent course sequence and identify pathways from secondary schools to two- and four-year colleges, graduate schools, and the workplace. Students learn in school about what they can do in the future. This connection to future goals motivates students to work harder and enroll in more rigorous courses.

Career Pathway Pathways are sub-groupings of occupations/career specialties used as an organizing tool for curriculum design and instruction. Occupations/career specialties are grouped into Pathways based on the fact that they require a set of common knowledge and skills for career success.

Prepared Completer Competency This level targets the “big ideas” in each pathway. These are the competencies that all students who complete a CTE pathway must master to ensure their success in a postsecondary and workforce setting. Prepared Completer Competencies will not usually be “course” specific but grow with the student’s progression through the sequence of courses.

Concept/Skill The articulation of the concepts and skills that indicates a student is making progress toward being a prepared completer. They answer the question: What do students need to know and be able to do?

Evidence Outcome The indication that a student is meeting an expectation at the mastery level. How do we know that a student can do it? Pathway Abbreviation (4 Letter)

Academic Alignments

4/3/2018 BVSD Curriculum Essentials 6 Academic alignments, where appropriate in Math, Reading, Writing and Communication, Science and Social Studies (including Personal Financial Literacy) were defined by CTE and academic subject matter experts using the following criteria:

• It was a point where technical and academic content naturally collided;

• The student must demonstrate adequate proficiency with the academic standard to perform the technical skill; and

• It could be assessed for both academic and technical understanding.

Colorado’s CTE programs have had academic alignments dating back to the early 1990’s. While these alignments resulted in an increase in academic focus in CTE programs, the reality is that a true transformation in intentional teaching toward the academic standard was limited.

With these alignments comes a new expectation: If a CTE instructor is teaching a CTE concept that has an identified alignment, they must also be intentional about their instruction of the academic standard. CCCS will be providing professional development and instructional resources to assist with the successful implementation of this new expectation. In addition, this expanded expectation will require increased collaboration between CTE and academic instructors to transform teaching and learning throughout each school.

For each set of Cluster and Pathway standards, the academic alignments have been included and are separated by academic area. CCCS chose to align at the “Evidence Outcome” level. The aligned academic evidence outcome follows the CTE evidence outcome to which it has been aligned. For a sample, see Illustration A.

4/3/2018 BVSD Curriculum Essentials 7 The academic standard number used in the alignments matches the Colorado Department of Education standards numbering convention.

4/3/2018 BVSD Curriculum Essentials 8 4/3/2018 BVSD Curriculum Essentials 9 4/3/2018 BVSD Curriculum Essentials 10 4/3/2018 BVSD Curriculum Essentials 11 4/3/2018 BVSD Curriculum Essentials 12 BUSINESS MANAGEMENT (B60)

MANC.01 Academic Foundations: Solve mathematical problems and use the information to make business decisions and enhance business management duties.

MANC.01.04 Perform data analysis to make business decisions.

MANC.01.04.a Formulate questions effectively.

MANC.01.04.b Organize useful data.

MANC.01.04.c Answer questions appropriately.

MANC.01.04.e Develop and evaluate inferences and predictions.

Academic Foundations: Examine and employ business and economic principles and concepts in MANC.02 making informed business decisions to continue business operations.

MANC.02.01 Identify fundamental economic concepts necessary for employment in business.

MANC.02.01.a Distinguish between economic goods and services.

MANC.02.01.b Explain the concept of economic resources.

MANC.02.01.c Describe the concepts of economics and economic activities.

MANC.02.01.d Determine economic utilities created by business activities.

MANC.02.01.e Explain the principles of supply and demand.

MANC.02.01.f Describe the functions of prices in markets.

MANC.02.02 Describe the nature of business and its contribution to society.

MANC.02.02.a Explain the role of business in society.

MANC.02.02.b Describe types of business activities.

4/3/2018 BVSD Curriculum Essentials 13 MANC.02.02.c Explain the organizational design of businesses.

MANC.02.02.d Discuss the global environment in which businesses operate.

MANC.02.02.e Describe factors that affect the business environment.

MANC.02.02.f Explain how organizations adapt to today's markets.

MANC.02.03 Recognize how economic systems influence environments in which businesses function.

MANC.02.03.b Explain the concept of private enterprise.

MANC.02.03.c Identify factors affecting a business's profit.

MANC.02.03.d Determine factors affecting business risk.

MANC.02.03.e Explain the concept of competition.

MANC.02.06 Use economic indicators to detect economic trends and conditions.

MANC.02.06.a Describe the concept of price stability as an economic measure.

MANC.02.06.b Discuss the measure of consumer spending as an economic indicator.

MANC.02.06.c Discuss the impact of a nation's unemployment rates.

MANC.02.06.d Explain the concept of Gross Domestic Product.

MANC.02.06.e Describe the economic impact of inflation on business.

MANC.02.06.f Explain unemployment and inflation tradeoffs.

MANC.02.06.g Explain the economic impact of interest-rate fluctuations.

MANC.02.06.h Determine the impact of business cycles on business activities.

MANC.02.07 Determine global trade’s impact on business decision-making.

MANC.02.07.a Explain the nature of global trade.

MANC.02.07.c Discuss the impact of cultural and social environments on global trade.

MANC.02.07.d Explain labor issues associated with global trade.

Systems: Identify new ideas, opportunities, and methods to create or start a new project or MANC.03 venture.

MANC.03.01 Employ entrepreneurial discovery strategies to generate feasible ideas for business ventures.

MANC.03.01.a Explain the need for entrepreneurial discovery.

4/3/2018 BVSD Curriculum Essentials 14 MANC.03.01.b Discuss entrepreneurial discovery processes.

MANC.03.01.c Assess global trends and opportunities.

MANC.03.01.d Determine opportunities for venture creation.

MANC.03.01.e Assess opportunities for venture creation.

MANC.03.01.f Describe idea-generation methods.

MANC.03.01.g Generate venture ideas.

MANC.03.01.h Determine feasibility of venture ideas.

MANC.03.02 Develop a concept for a new business venture.

MANC.03.02.a Describe entrepreneurial planning considerations.

MANC.03.02.b Explain tools used by entrepreneurs for venture planning.

MANC.03.02.c Assess start-up requirements.

MANC.03.02.d Assess risks associated with venture.

MANC.03.02.e Describe external resources useful to entrepreneurs during concept development.

MANC.03.02.f Assess the need to use external resources for concept development.

MANC.03.02.g Describe strategies to protect intellectual property.

MANC.03.02.h Use components of business plan to define venture idea.

MANC.03.03 Determine the resources needed for start-up viability of a business venture.

Describe processes used to acquire adequate financial resources for venture creation/start- MANC.03.03.a up.

MANC.03.03.b Select sources to finance venture creation/start-up.

MANC.03.03.c Explain factors to consider in determining a venture's human-resource needs.

MANC.03.03.d Explain considerations in making the decision to hire staff.

MANC.03.03.e Describe considerations in selecting capital resources.

MANC.03.03.f Identify capital resources needed for the venture.

MANC.03.03.g Assess the costs/benefits associated with resources.

MANC.03.04 Actualize a new business venture to generate profit and/or meet objectives.

4/3/2018 BVSD Curriculum Essentials 15 MANC.03.04.a Use external resources to supplement entrepreneur's expertise.

MANC.03.04.b Explain the complexity of business operations.

MANC.03.04.c Evaluate risk-taking opportunities.

MANC.03.04.d Explain the need for business systems and procedures.

MANC.03.04.e Describe the use of operating procedures.

MANC.03.04.f Explain methods/processes for organizing workflow.

MANC.03.04.g Develop and/or provide product/service.

MANC.03.04.h Use creative problem-solving in business activities/decisions.

MANC.03.04.i Explain the impact of resource productivity on venture success.

MANC.03.04.j Create processes for ongoing opportunity recognition.

MANC.03.04.k Develop plan to invest resources into improving current products or creating new ones.

MANC.03.04.l Adapt to changes in business environment.

Systems: Understand tools, strategies, and systems used to maintain, monitor, control, and MANC.05 plan the use of financial resources.

MANC.05.01 Acquire a foundational knowledge of finance to understand its nature and scope.

MANC.05.01.a Explain the role of finance in business.

MANC.05.01.b Discuss the role of ethics in finance.

MANC.05.01.c Explain legal considerations for finance.

Systems: Understand the methods that businesses use to recruit, train and develop human MANC.06 resources.

MANC.06.01 Describe the role and function of human resources management.

MANC.06.01.a Discuss the nature of human resources management.

MANC.06.01.b Explain the role of ethics in human resources management.

MANC.06.01.c Describe the use of technology in human resources management.

Ethics and Legal Responsibilities: Describe business's responsibility to know and abide by laws MANC.08 and regulations that affect business operations.

MANC.08.01 Obtain and provide information in a business setting.

4/3/2018 BVSD Curriculum Essentials 16 MANC.08.01.a Respect the privacy of others.

MANC.08.01.b Explain ethical considerations in providing information.

MANC.08.01.c Protect confidential information.

MANC.08.01.d Determine information appropriate to obtain from a client or another employee.

MANC.08.02 Demonstrate ethical behaviors in the workplace.

MANC.08.02.a Explain the nature of business ethics.

MANC.08.02.b Demonstrate responsible behavior.

MANC.08.02.c Demonstrate honesty and integrity.

MANC.08.02.d Demonstrate ethical work habits.

MANC.08.03 Manage internal and external business relationships to foster positive interactions.

MANC.08.03.a Treat others fairly at work.

MANC.08.03.b Describe ethics in human resources issues.

MANC.08.04 Describe the nature and scope of business laws and regulations.

MANC.08.04.a Discuss the nature of law and sources of law in the United States.

MANC.08.04.b Describe the US Judicial system hierarchy for legal appeals.

MANC.08.04.c Describe legal issues affecting businesses.

MANC.08.06 Describe the current regulatory environment of United States’ businesses.

MANC.08.06.a Describe the nature of legal procedure.

MANC.08.06.b Discuss the nature of debtor-creditor relationships.

MANC.08.06.c Explain the nature of agency relationships.

MANC.08.06.d Discuss the nature of environmental law.

MANC.08.06.e Discuss the role of administrative law.

MANC.08.07 Describe current human resources laws and regulations.

MANC.08.07.a Explain the nature of human resources regulations.

MANC.08.07.b Explain the nature of workplace regulations (including OSHA, ADA).

MANC.08.07.c Discuss employment relationships.

4/3/2018 BVSD Curriculum Essentials 17 MANC.08.08 Select business structure for immediate and long-term operations.

MANC.08.08.a Explain types of business ownership.

MANC.08.08.b Select form of business ownership.

MANC.08.09 Describe applicable commerce laws and regulations.

MANC.08.09.a Explain the nature of trade regulations.

MANC.08.09.b Describe the impact of anti-trust legislation.

Employability and Career Development: Explore, obtain, and develop strategies for ensuring a MANC.09 successful business career.

MANC.09.01 Develop self-understanding to recognize the impact of personal actions on others.

MANC.09.01.a Describe the nature of emotional intelligence.

MANC.09.01.b Explain the concept of self-esteem.

MANC.09.01.c Recognize personal biases and stereotypes.

MANC.09.01.d Assess personal strengths and weaknesses.

MANC.09.02 Develop personal traits and behaviors to foster career advancement.

MANC.09.02.a Identify desirable personality traits important to business.

MANC.09.02.b Exhibit a positive attitude.

MANC.09.02.c Exhibit self-confidence.

MANC.09.02.d Demonstrate interest and enthusiasm.

MANC.09.02.e Demonstrate initiative.

MANC.09.02.f Foster positive working relationships.

MANC.09.03 Participate in career-planning to enhance job-success potential.

MANC.09.03.a Assess personal interests and skills needed for success in business.

MANC.09.03.b Analyze employer expectations in the business environment.

MANC.09.03.c Explain the rights of workers.

MANC.09.03.d Identify sources of career information.

MANC.09.03.e Identify tentative occupational interest.

4/3/2018 BVSD Curriculum Essentials 18 MANC.09.03.f Explain employment opportunities in business.

MANC.09.04 Implement job-seeking skills to obtain employment.

MANC.09.04.a Utilize job-search strategies.

MANC.09.04.b Complete a job application.

MANC.09.04.c Interview for a job.

MANC.09.04.d Write a follow-up letter after job interviews.

MANC.09.04.e Write a letter of application.

MANC.09.04.f Prepare a résumé.

MANC.09.04.g Use networking techniques to identify employment opportunities.

Technical Skills: Access, process, maintain, evaluate, and disseminate information to assist in MANC.10 business decision-making.

MANC.10.01 Use information literacy skills to increase workplace efficiency and effectiveness.

MANC.10.01.a Assess information needs.

MANC.10.01.b Obtain needed information efficiently.

MANC.10.01.c Evaluate quality and source of information.

MANC.10.01.d Apply information to accomplish a task.

MANC.10.01.e Store information for future use.

Acquire a foundational knowledge of information management to understand its nature and MANC.10.02 scope.

MANC.10.02.a Discuss the nature of information management.

MANC.10.02.b Explain the role of ethics in information management.

MANC.10.02.c Explain legal issues associated with information management.

MANC.10.04 Acquire information to guide business decision-making.

MANC.10.04.a Describe current business trends.

MANC.10.04.b Monitor internal records for business information.

MANC.10.04.c Conduct an environmental scan to obtain business information.

MANC.10.04.d Interpret statistical findings. 4/3/2018 BVSD Curriculum Essentials 19 MANC.10.05 Utilize project-management skills to improve workflow and minimize costs.

MANC.10.05.a Explain the nature of project management.

MANC.10.05.b Identify resources needed for project.

MANC.10.05.c Develop project plan.

MANC.10.05.d Apply project-management tools to monitor project progress.

MANC.10.05.e Evaluate project results.

Technical Skills: Establish, maintain, control, and plan the use of financial resources to protect MANC.11 solvency.

MANC.11.04 Explain the use of financial-services providers to aid in financial-goal achievement.

MANC.11.04.a Describe types of financial-services providers.

MANC.11.04.b Discuss considerations in selecting a financial-services provider.

Technical Skills: Employ tools and strategies to influence, plan, control, and organize an MANC.12 organization/department.

MANC.12.01 Explain the role that business management has in contributing to business success.

MANC.12.01.a Explain the concept of management.

MANC.12.01.b Explain the nature of managerial ethics.

MANC.12.02 Utilize planning tools to guide organization’s/ department’s activities.

MANC.12.02.a Explain the nature of business plans.

MANC.12.02.b Develop company goals/objectives.

MANC.12.02.c Define business mission.

MANC.12.02.e Explain external planning considerations.

MANC.12.02.f Identify and benchmark key performance indicators (e.g., dashboards, scorecards, etc.).

MANC.12.02.g Develop action plans.

MANC.12.02.h Develop business plan.

Technical Skills: Employ systems, strategies, and techniques used to collect, organize, analyze, MANC.15 and share information in an organization.

MANC.15.01 Explain the nature and scope of knowledge management practices within a business.

4/3/2018 BVSD Curriculum Essentials 20 MANC.15.01.a Explain the nature of knowledge management.

MANC.15.01.b Discuss the role of ethics in knowledge management.

MANC.15.01.c Explain the use of technology in knowledge management.

MANC.15.01.d Explain legal considerations for knowledge management.

Use knowledge management strategies to improve the performance and competitive MANC.15.02 advantage of an organization.

MANC.15.02.a Identify techniques that can be used to capture and transfer knowledge in an organization.

MANC.15.02.b Determine factors causing loss of organizational knowledge.

MANC.15.02.c Implement knowledge-management strategies.

MANC.16 Technical Skills: Plan, implement, monitor, and evaluate business projects.

MANC.16.01 Utilize project management skills to start, run, and complete projects.

MANC.16.01.a Explain the nature of a project life cycle.

MANC.16.01.b Explain standard project-management processes.

MANC.16.01.c Coordinate schedules and activities.

MANC.16.01.d Track project progress and results.

ACADEMIC FOUNDATIONS: Achieve additional academic knowledge and skills required to pursue ESSK.01 the full range of career and postsecondary education opportunities within a career cluster.

Demonstrate language arts knowledge and skills required to pursue the full-range of post- ESSK.01.02 secondary and career opportunities.

ESSK.01.02.a Model behaviors that demonstrate active listening.

ESSK.01.02.b Adapt language for audience, purpose, situation. (i.e. diction/structure, style).

ESSK.01.02.c Organize oral and written information.

Compose focused copy for a variety of written documents such as agendas, audio-visuals, ESSK.01.02.d bibliographies, drafts, forms/documents, notes, oral presentations, reports, and technical terminology.

Edit copy to create focused written documents such as agendas, audiovisuals, ESSK.01.02.e bibliographies, drafts, forms/documents, notes, oral presentations, reports, and technical terminology.

ESSK.01.02.f Comprehend key elements of oral and written information such as cause/effect, comparisons/contrasts, conclusions, context, purpose, charts/tables/graphs, evaluation/critiques, mood, persuasive text, sequence, summaries, and technical subject

4/3/2018 BVSD Curriculum Essentials 21 matter.

Evaluate oral and written information for accuracy, adequacy/sufficiency, appropriateness, ESSK.01.02.g clarity, conclusions/solutions, fact/opinion, propaganda, relevancy, validity, and relationship of ideas.

ESSK.01.02.h Identify assumptions, purpose, outcomes/solutions, and propaganda techniques.

Predict potential outcomes and/or solutions based on oral and written information regarding ESSK.01.02.i trends.

Present formal and informal speeches including discussion, information requests, ESSK.01.02.j interpretation, and persuasive arguments.

Communications: Use oral and written communication skills in creating, expressing, and ESSK.02 interpreting information and ideas including technical terminology and information.

Select and employ appropriate reading and communication strategies to learn and use ESSK.02.01 technical concepts and vocabulary in practice.

Determine the most appropriate reading strategy for identifying the overarching purpose of ESSK.02.01.a a text (i.e. skimming, reading for detail, reading for meaning or critical analysis).

Demonstrate use of content, technical concepts and vocabulary when analyzing information ESSK.02.01.b and following directions.

Select the reading strategy or strategies needed to fully comprehend the content within a ESSK.02.01.c written document (i.e., skimming, reading for detail, reading for meaning or critical analysis).

Interpret information, data, and observations to apply information learned from reading to ESSK.02.01.d actual practice.

Transcribe information, data, and observations to apply information learned from reading to ESSK.02.01.e actual practice.

Communicate information, data, and observations to apply information learned from reading ESSK.02.01.f to actual practice.

Demonstrate use of the concepts, strategies, and systems for obtaining and conveying ideas ESSK.02.02 and information to enhance communication in the workplace.

ESSK.02.02.a Employ verbal skills when obtaining and conveying information.

ESSK.02.02.b Record information needed to present a report on a given topic or problem.

Write internal and external business correspondence that conveys and/or obtains ESSK.02.02.c information effectively.

ESSK.02.02.d Communicate with other employees to clarify workplace objectives.

ESSK.02.02.e Communicate effectively with customers and employees to foster positive relationships.

ESSK.02.04 Evaluate and use information resources to accomplish specific occupational tasks. 4/3/2018 BVSD Curriculum Essentials 22 Use informational texts, Internet web sites, and/or technical materials to review and apply ESSK.02.04.a information sources for occupational tasks.

Evaluate the reliability of information from informational texts, Internet Websites, and/or ESSK.02.04.b technical materials and resources.

ESSK.02.05 Use correct grammar, punctuation, and terminology to write and edit documents.

ESSK.02.05.a Compose multi-paragraph documents clearly, succinctly, and accurately.

ESSK.02.05.b Use descriptions of audience and purpose when preparing and editing written documents.

Use correct grammar, spelling, punctuation, and capitalization when preparing written ESSK.02.05.c documents.

Develop and deliver formal and informal presentations using appropriate media to engage ESSK.02.06 and inform audiences.

ESSK.02.06.a Prepare oral presentations to provide information for specific purposes and audiences.

ESSK.02.06.b Identify support materials that will enhance an oral presentation.

ESSK.02.06.c Prepare support materials that will enhance an oral presentation.

ESSK.02.06.d Deliver an oral presentation that sustains listeners' attention and interest.

ESSK.02.06.e Align presentation strategies to the intended audience.

ESSK.02.06.f Implement multi-media strategies for presentations.

ESSK.02.10 Listen to and speak with diverse individuals to enhance communication skills.

ESSK.02.10.a Apply factors and strategies for communicating with a diverse workforce.

ESSK.02.10.b Demonstrate ability to communicate and resolve conflicts within a diverse workforce.

Problem Solving and Critical Thinking: Solve problems using critical thinking skills (analyze, ESSK.03 synthesize, and evaluate) independently and in teams. Solve problems using creativity and innovation.

Employ critical thinking skills independently and in teams to solve problems and make ESSK.03.01 decisions (e.g., analyze, synthesize and evaluate).

ESSK.03.01.a Identify common tasks that require employees to use problem-solving skills.

ESSK.03.01.b Analyze elements of a problem to develop creative solutions.

Describe the value of using problem-solving and critical thinking skills to improve a ESSK.03.01.c situation or process.

ESSK.03.01.d Create ideas, proposals, and solutions to problems.

4/3/2018 BVSD Curriculum Essentials 23 ESSK.03.01.e Evaluate ideas, proposals, and solutions to problems.

ESSK.03.01.f Use structured problem-solving methods when developing proposals and solutions.

ESSK.03.01.g Generate new and creative ideas to solve problems by brainstorming possible solutions.

ESSK.03.01.h Critically analyze information to determine value to the problem-solving task.

Guide individuals through the process of recognizing concerns and making informed ESSK.03.01.i decisions.

ESSK.03.01.j Identify alternatives using a variety of problem solving and critical thinking skills.

ESSK.03.01.k Evaluate alternatives using a variety of problem solving and critical thinking skills.

Employ critical thinking and interpersonal skills to resolve conflicts with staff and/or ESSK.03.02 customers.

ESSK.03.02.a Analyze situations and behaviors that affect conflict management.

ESSK.03.02.b Determine best options/outcomes for conflict resolution using critical thinking skills.

ESSK.03.02.c Identify with others’ feelings, needs, and concerns.

ESSK.03.02.d Implement stress management techniques.

ESSK.03.02.e Resolve conflicts with/for customers using conflict resolution skills.

ESSK.03.02.f Implement conflict resolution skills to address staff issues/problems.

Information Technology Applications: Use information technology tools specific to the career ESSK.04 cluster to access, manage, integrate, and create information.

ESSK.04.02 Employ technological tools to expedite workflow.

ESSK.04.02.a Use information technology tools to manage and perform work responsibilities.

ESSK.04.03 Operate electronic mail applications to communicate within a workplace.

ESSK.04.03.a Use email to share files and documents.

ESSK.04.03.b Identify the functions and purpose of email systems.

ESSK.04.03.c Use email to communicate within and across organizations.

ESSK.04.04 Operate Internet applications to perform workplace tasks.

ESSK.04.04.a Access and navigate Internet (e.g., use a web browser).

ESSK.04.04.b Search for information and resources.

4/3/2018 BVSD Curriculum Essentials 24 ESSK.04.04.c Evaluate Internet resources for reliability and validity.

ESSK.04.05 Operate writing and publishing applications to prepare business communications.

ESSK.04.05.a Prepare simple documents and other business communications.

Prepare reports and other business communications by integrating graphics and other non- ESSK.04.05.b text elements.

ESSK.04.09 Employ collaborative/groupware applications to facilitate group work.

ESSK.04.09.a Facilitate group work through management of shared schedule and contact information.

ESSK.04.09.b Facilitate group work through management of shared files and online information.

ESSK.04.09.c Facilitate group work through instant messaging or virtual meetings.

SYSTEMS: Understand roles within teams, work units, departments, organizations, interorganizational systems, and the larger environment. Identify how key organizational ESSK.05 systems affect organizational performance and the quality of products and services. Understand global context of industries and careers.

Describe the nature and types of business organizations to build an understanding of the ESSK.05.01 scope of organizations.

ESSK.05.01.a List the types and functions of businesses.

ESSK.05.01.b Describe the types and functions of businesses.

ESSK.05.01.c Explain the functions and interactions of common departments within a business.

LEADERSHIP AND TEAMWORK: Use leadership and teamwork skills in collaborating with others ESSK.07 to accomplish organizational goals and objectives.

ESSK.07.01 Employ leadership skills to accomplish organizational goals and objectives.

Analyze the various roles of leaders within organizations (e.g. contribute ideas; share in ESSK.07.01.a building an organization; act as role models to employees by adhering to company policies, procedures, and standards; promote the organization’s vision; and mentor

Exhibit traits such as empowerment, risk, communication, focusing on results, decision- ESSK.07.01.b making, problem solution, and investment in individuals when leading a group in solving a problem.

Exhibit traits such as compassion, service, listening, coaching, developing others, team ESSK.07.01.c development, and understanding and appreciating others when acting as a manager of others in the workplace.

Exhibit traits such as enthusiasm, creativity, conviction, mission, courage, concept, focus, ESSK.07.01.d principle-centered living, and change when interacting with others in general.

Consider issues related to self, team, community, diversity, environment, and global ESSK.07.01.e awareness when leading others. 4/3/2018 BVSD Curriculum Essentials 25 Exhibit traits such as innovation, intuition, adaptation, life-long learning and coachability to ESSK.07.01.f develop leadership potential over time.

Analyze leadership in relation to trust, positive attitude, integrity, and willingness to accept ESSK.07.01.g key responsibilities in a work situation.

ESSK.07.01.h Describe observations of outstanding leaders using effective management styles.

ESSK.07.01.i Participate in civic and community leadership and teamwork opportunities to enhance skills.

Employ teamwork skills to achieve collective goals and use team members' talents ESSK.07.03 effectively.

ESSK.07.03.a Work with others to achieve objectives in a timely manner.

ESSK.07.03.b Promote the full involvement and use of team members' individual talents and skills.

ESSK.07.03.c Employ conflict-management skills to facilitate solutions.

Demonstrate teamwork skills through working cooperatively with coworkers, supervisory ESSK.07.03.d staff, and others, both in and out of the organization, to achieve particular tasks.

Demonstrate teamwork processes that provide team building, consensus, continuous ESSK.07.03.e improvement, respect for the opinions of others, cooperation, adaptability, and conflict resolution.

ESSK.07.03.f Develop plans to improve team performance.

ESSK.07.03.g Demonstrate commitment to and a positive attitude toward team goals.

ESSK.07.03.h Take responsibility for shared group and individual work tasks.

ESSK.07.03.i Assist team members in completing their work.

ESSK.07.03.j Adapt effectively to changes in projects and work activities.

ESSK.07.03.k Negotiate effectively to arrive at decisions.

Establish and maintain effective working relationships with all levels of personnel and other ESSK.07.04 departments in order to accomplish objectives and tasks.

ESSK.07.04.a Build effective working relationships using interpersonal skills.

Use positive interpersonal skills to work cooperatively with coworkers representing different ESSK.07.04.b cultures, genders and backgrounds.

ESSK.07.04.c Manage personal skills to accomplish assignments.

ESSK.07.04.d Treat people with respect.

ESSK.07.04.e Provide constructive praise and criticism.

4/3/2018 BVSD Curriculum Essentials 26 ESSK.07.04.f Demonstrate sensitivity to and value for diversity.

ESSK.07.04.g Manage stress and control emotions.

ESSK.07.05 Conduct and participate in meetings to accomplish work tasks.

ESSK.07.05.a Develop meeting goals, objectives and agenda.

ESSK.07.05.b Assign responsibilities for preparing materials and leading discussions.

ESSK.07.05.c Prepare materials for leading discussion.

ESSK.07.05.d Assemble and distribute meeting materials.

ESSK.07.05.e Conduct meeting to achieve objectives within scheduled time.

ESSK.07.05.f Demonstrate effective communication skills in meetings.

ESSK.07.05.g Produce meeting minutes including decisions and next steps.

ESSK.07.05.h Use parliamentary procedure, as needed, to conduct meetings.

ESSK.07.06 Employ mentoring skills to inspire and teach others.

ESSK.07.06.a Use motivational techniques to enhance performance in others.

ESSK.07.06.b Provide guidance to enhance performance in others.

ETHICS AND LEGAL RESPONSIBILITIES: Know and understand the importance of professional ESSK.08 ethics and legal responsibilities.

ESSK.08.01 Apply ethical reasoning to a variety of workplace situations in order to make ethical decisions.

Evaluate alternative responses to workplace situations based on legal responsibilities and ESSK.08.01.a employer policies.

Evaluate alternative responses to workplace situations based on personal or professional ESSK.08.01.b ethical responsibilities.

ESSK.08.01.c Identify personal and long-term workplace consequences of unethical or illegal behaviors.

ESSK.08.01.d Explain personal and long-term workplace consequences of unethical or illegal behaviors.

Determine the most appropriate response to workplace situations based on legal and ethical ESSK.08.01.e considerations.

Explain the most appropriate response to workplace situations based on legal and ethical ESSK.08.01.f considerations.

Interpret and explain written organizational policies and procedures to help employees ESSK.08.02 perform their jobs according to employer rules and expectations.

4/3/2018 BVSD Curriculum Essentials 27 Discuss how specific organizational policies and procedures influence a specific work HSCL.08.02.b situation.

Employability and Career Development: Know and understand the importance of employability ESSK.09 skills. Explore, plan, and effectively manage careers. Know and understand the importance of entrepreneurship skills.

Identify and demonstrate positive work behaviors and personal qualities needed to be ESSK.09.01 employable.

ESSK.09.01.a Demonstrate self-discipline, self-worth, positive attitude, and integrity in a work situation.

ESSK.09.01.b Demonstrate flexibility and willingness to learn new knowledge and skills.

ESSK.09.01.c Exhibit commitment to the organization.

Identify how work varies with regard to site, from indoor confined spaces to outdoor areas, ESSK.09.01.d including aerial space and a variety of climatic and physical conditions.

ESSK.09.01.e Apply communication strategies when adapting to a culturally diverse environment.

ESSK.09.01.f Manage resources in relation to the position (i.e. budget, supplies, computer, etc).

ESSK.09.01.g Identify positive work-qualities typically desired in each of the career cluster's pathways.

Manage work roles and responsibilities to balance them with other life roles and ESSK.09.01.h responsibilities.

ESSK.09.02 Develop a personal career plan to meet career goals and objectives.

ESSK.09.02.a Develop career goals and objectives as part of a plan for future career direction.

ESSK.09.02.b Develop strategies to reach career objectives.

Demonstrate skills related to seeking and applying for employment to find and obtain a ESSK.09.03 desired job.

ESSK.09.03.a Use multiple resources to locate job opportunities.

ESSK.09.03.b Prepare a résumé.

ESSK.09.03.c Prepare a letter of application.

ESSK.09.03.d Complete an employment application.

ESSK.09.03.e Interview for employment.

ESSK.09.03.f List the standards and qualifications that must be met in order to enter a given industry.

Employ critical thinking and decision-making skills to exhibit qualifications to a potential ESSK.09.03.g employer.

4/3/2018 BVSD Curriculum Essentials 28 ESSK.09.06 Identify and exhibit traits for retaining employment to maintain employment once secured.

ESSK.09.06.a Model behaviors that demonstrate reliability and dependability.

Maintain appropriate dress and behavior for the job to contribute to a safe and effective ESSK.09.06.b workplace/jobsite.

Complete required employment forms and documentation such as I-9 form, work visa, W-4 ESSK.09.06.c and licensures to meet employment requirements.

ESSK.09.06.d Summarize key activities necessary to retain a job in the industry.

ESSK.09.06.e Identify positive work behaviors and personal qualities necessary to retain employment.

Identify and explore career opportunities in one or more career pathways to build an ESSK.09.07 understanding of the opportunities available in the cluster.

ESSK.09.07.a Locate and identify career opportunities that appeal to personal career goals.

ESSK.09.07.b Match personal interest and aptitudes to selected careers.

Examine employment opportunities in entrepreneurship to consider entrepreneurship as an ESSK.09.11 option for career planning.

ESSK09.11.a Describe the opportunities for entrepreneurship in a given industry.

Technical Skills: Use of technical knowledge and skills required to pursue careers in all career ESSK.10 clusters, including knowledge of design, operation, and maintenance of technological systems critical to the career cluster.

Employ information management techniques and strategies in the workplace to assist in ESSK.10.01 decision-making.

ESSK.10.01.a Use information literacy skills when accessing, evaluating and disseminating information.

ESSK.10.01.b Describe the nature and scope of information management.

ESSK.10.01.c Maintain records to facilitate ongoing business operations.

Employ planning and time management skills and tools to enhance results and complete work ESSK.10.02 tasks.

ESSK.10.02.a Develop goals and objectives.

ESSK.10.02.b Prioritize tasks to be completed.

ESSK.10.02.c Develop timelines using time management knowledge and skills.

ESSK.10.02.d Use project-management skills to improve workflow and minimize costs.

ESSK.11 Independent Living: Know and understand the skills, rights, resources, and responsibilities

4/3/2018 BVSD Curriculum Essentials 29 required to live independently in society.

ESSK.11.04 Understand the responsibilities of citizenship.

ESSK.11.04.a Identify the requirements to become a registered voter.

Demonstrate an understanding of the importance of volunteerism and giving back to the ESSK.11.04.b community, on both the personal and corporate levels.

GLOSSARY

Accounting System: A system for collecting, recording, processing, and reporting all financially related transactions. Two common systems are cash accounting and accrual accounting. Accrual Accounting: An accounting system that records revenue when it is earned, expenses when they are incurred, and costs of using fixed assets such as buildings or equipment (as opposed to Cash Accounting). Action Plan: Developed by a manager and his or her staff, an action plan lists program goals and objectives, and activities that will be implemented in order to achieve the objectives. An action plan often covers a time period of a year, indicates the person(s) responsible for implementing each activity, shows when each activity is due to be completed, and indicates the financial resources required. (See also Operational Plan.) Activity Planning: The process of defining activities, planning the sequence of those activities, and identifying the resources (human, financial, and material) that will be used to carry out those activities to achieve the desired results. Advisory Board: A group of external, experienced professionals who are charged with the responsibility of advising the senior management of an organization or program. An advisory board is usually structured more informally than a board of directors but may have similar responsibilities, such as helping senior management to formulate the organizational mission and policies, defining strategic directions, and providing general oversight of the financial health of the organization or program. Assessments: Studies used for analyzing a present situation against an ideal situation, identifying areas for improvement, or learning more about the situation in order to define a course of action. Balance Sheet: The financial report that summarizes the value of the assets, liabilities, and reserves of an organization at a specific point in time. Bar Chart: A graph that represents data or sets of data in vertical or horizontal bars so that the relationship between the data can be seen and interpreted more easily. Bar charts can be used to analyze most types of service data and help to show the differences between several different categories of data. Baseline Survey: A survey that is conducted at the start of a project to determine the level of key indicators against which future results are compared. Benchmarks: Established objectives or criteria that must be achieved over a specific period of time. Benchmarks are often set as incentives for a program to reach its short-term objectives which, when reached, qualify the program to receive additional funding or other forms of program support. Board of Directors: Often a legal requirement for a nonprofit or for-profit organization, a board of directors is generally composed of a group of professionals with diverse skills and experience and is charged with the responsibility of overseeing the stability of the organization. Because board members are not employees of the organization and their membership is generally voluntary, boards can effectively and objectively guide an organization since no financial gain is involved. Areas of responsibility include: developing a strategic plan, supporting the leadership and growth of the organization, providing financial

4/3/2018 BVSD Curriculum Essentials 30 oversight, maintaining community and government relations, ensuring that high-quality services are provided, and managing its own board activities. Brainstorming: A group activity which allows people to quickly generate ideas, raise questions, and propose solutions on issues. Business Plan: Often developed for the purposes of finding funding for a program or project, a business plan details the goals, activities, income sources, other financial resources, and expected revenue that will be generated from the business or activities. Capital Costs: Costs of acquiring, constructing, or renovating fixed assets such as land, buildings, and large equipment (as opposed to Operating Costs). Cash Accounting: An accounting system that records revenue when it is received and expenses when they are paid (as opposed to Accrual Accounting). Cash Flow Projection Worksheet (also known as Cash Flow Forecast): A monthly projection of cash receipts and disbursements used to identify potential excess and shortages of cash funds. Cause-and-Effect Diagram: A tool often used in a continuous quality improvement program to group people's ideas about the causes of a particular problem in an orderly way. This tool is also known as a "fishbone" diagram because of the shape that it takes when illustrating the primary and secondary causes of a problem. Chronogram (also known as a Gantt Chart or Project Activity Timeline): A project planning tool that summarizes the major project activities listed in chronological sequence. It shows the month or quarter that each activity will be completed and the person or persons responsible for carrying out each activity. It helps managers to monitor activities and short-term results, keep a project on schedule, and manage project resources. Client Flow Chart: The chart that summarizes the information obtained from the client flow form. It shows the total time spent in the clinic, including time spent waiting and time spent with staff, as well as the percentage of the total time in the clinic that clients spent waiting for services. Client Flow Form: The form used to record the information needed to perform a client flow analysis.

Client Profile: A representation in numbers and/or percentages of the main characteristics of a program's clients. A client profile allows managers to gain a better understanding of the types of clients the program serves and (in some cases) the high-priority needs of those clients, so that the program can better serve its clients and potentially attract new clients who have similar needs. Client Survey: A survey, often conducted through interviews, used to determine what clients' needs are, whether their needs are being met, what their perceptions are of the quality of care, their ability to pay for services, and other characteristics of a given client population. Cluster Survey: A population-based survey technique that allows managers and evaluators to survey small population groupings and use the results to represent a larger portion of the overall population, thereby providing more rapid feedback on the impact of program activities. Stratified sampling techniques, by which the population is divided into different categories that are of interest to the program (such as age, parity, residence, and education), can be used in cluster surveys to improve the accuracy of the results. Comparison Table: See Matrix. Consolidation Stage: The third stage of organizational development during which the organization focuses on developing and refining its systems to increase management effectiveness, including its internal abilities to mobilize and control resources for organizational and program sustainability. (See Stages of Organizational Development.) Contact Time: The amount of time that a client spends during a visit to a service facility. This is one of the elements that is analyzed in a Client Flow Analysis. Continuous (Perpetual) Review System (also known as Variable Order Interval System): A system of inventory control and resupply whereby stock levels are constantly reviewed and orders are placed when the stock reaches or falls below the predetermined reorder level. In this system, the reorders are usually for standard quantities but do not occur on a scheduled basis. 4/3/2018 BVSD Curriculum Essentials 31 Continuous Quality Improvement (CQI): A structured, cyclical process for improving systems and processes in an organization or program. It involves identifying an area where there is an opportunity for improvement, defining a problem within this area, outlining the sequence of activities (the process) that occurs in this area, establishing the desired outcomes of the process and the requirements needed to achieve them, selecting specific steps in the process to study, collecting and analyzing data about the process, taking corrective action, and monitoring the results of those actions. CQI is based on a team approach, and requires developing teams composed of staff from different functional areas and levels in the organization. It assumes that any system can always be improved and therefore emphasizes a process of constant improvement, which requires long-term organizational commitment and effective teamwork. Control Systems: All procedures and rules that guard against corruption, theft, and inappropriate utilization of funds or other resources. Coordination: The planned collaboration of the different individuals, departments, and organizations concerned with achieving a common goal. COPE (Client-Oriented, Provider Efficient): This is a low-technology technique to improve services for clients. COPE enables local service delivery teams to assess their own work in order to identify and find solutions to problems in their facility. Cost Analysis: A study of the costs (personnel, products, equipment, etc.) associated with implementing a project, program, service, or other activities. Cost-Effectiveness: A method of measuring the relative efficiency of a program by comparing the cost with the impact. One purpose of a cost-effectiveness study is to identify program strategies and operational modes that achieve the greatest impact for the least cost. Cost Variance: The difference between the expected and actual expenditures for a product, service, or program. CQI Core Group: Used in a continuous quality improvement (CQI) program, the core group is a group of people designated to lead the CQI process. The group is responsible for planning the implementation of the process, getting it started, developing training materials, organizing and providing training for all staff, and supporting it at all levels of the organization. Cross-Functional Team: A group of individuals made up of people from different programs or departments who work together to achieve a common goal. Cross-Subsidization/Cross-Subsidies: The system of using monies generated in one service to support the cost of another service within the same program. Cross-Tabulation: A table or chart used for simultaneously displaying summary data pertaining to two or more different sets of variables. Cross-Training: Training staff to perform the functions of other staff members, so that when some staff are too busy or sick, other staff can help perform their job functions. Data Analysis: The process of examining data and finding patterns or trends. This provides managers with new information about their programs and services and helps them to make better management decisions. Decentralization: A process of transferring responsibility, authority, control, and accountability for specific or broad management functions to lower levels within a organization, system, or program. See Deconcentration, Delegation, Devolution, and Privatization.) Deconcentration: In program decentralization, deconcentration means that some management functions, such as developing program budgets, are transferred from the central level to lower-level field units within the same agency or organization, but the overall control of the program remains at the central level. Delegation: In program decentralization, delegation means that the central level transfers the responsibility for specific managerial functions, such as developing and conducting management training, to organizations or agencies that are outside the regular bureaucratic structure, and thus these functions are only indirectly controlled by the central government. Depot Services: A type of community-based service, this arrangement relies on having a person in a permanent location within the community who is available to provide information and contraceptive

4/3/2018 BVSD Curriculum Essentials 32 supplies (usually pills and condoms) to community members as needed. Because clients generally come to the depot for services, this approach reduces the number of people involved in delivering services at the community-level. Devolution: In program decentralization, devolution refers to the transfer of power to newly created or strengthened sub-national units of government, the activities of which are outside the central government's direct control. In this approach, the responsibility, authority, and accountability for a program are usually transferred to a provincial or municipal government. Direct Costs: Those costs that are directly associated with, or attributable to, a specific activity or department (such as training or tuition fees for a training program, seminar, or conference; staff salaries and wages; costs of purchased services, etc.). Such budgeted costs should be clearly identifiable in an activity plan. "Doing Things in the Right Way": A modern management motto which refers to whether activities are being carried out in the most effective and efficient way. Managers are concerned about "doing things in the right way" when they deal with day-to-day program operations. "Doing the Right Things": A modern management motto which refers to the programmatic, strategic, and ethical soundness of a program. Managers who are concerned about "doing the right things" are concerned about the strategic direction of a program or organization and question the mission, goals, and objectives that underlie their decisions. Effectiveness: The extent to which a program has made desired changes or has met its objectives through the delivery of services. Efficiency: The extent to which a program has used resources appropriately and completed activities in a timely manner. Emergent Stage: The first stage of organizational development in which the primary goal is to start delivering services. This stage is characterized by an incomplete or unclear organizational mission, a simple organizational structure, basic programs and systems, and a high dependence on external financial support. (See Stages of Organizational Development.) Endowment: A financial gift or gift with considerable financial value which may be sold or invested to produce additional income through interest, rent, or dividends and then used at a future time for institutional needs. Evaluation: A study of a program in which any number of different processes may be used to gather and analyze information to determine whether the program is carrying out the activities that it had planned and the extent to which the program is achieving its stated objectives (through these activities). Evaluation results can be used to learn in what areas the program is most effective and what modifications should be made to improve the program.

Exit Interview: An interview conducted with clients as they leave the family planning clinic to assess how they felt about the services they received. The interview can be an informal conversation or a more formal questionnaire that focuses on a particular aspect of service delivery. Expenditures: Expense payments made in cash or checks. Expenses: All the costs incurred in operating a program. In an accrual system, an expense is recorded in the accounting system when it is incurred, before cash is paid. External Environment: The prevailing conditions in the country or region that affect the development and implementation of programs including demographics, culture, policy, economy, health, market characteristics, and sources of funding and commodities. Facilitative Supervision: An approach to supervision that emphasizes mentoring, joint problem solving, and two-way communications between the supervisor and the worker. Facilitator: A person who assists, encourages, and supports a group of people in a participative way to work together, make decisions, and resolve conflict for the purpose of achieving a common goal. Feedback: The process that allows for two-way communication between the field and the office or an employee and a supervisor, for the purpose of modifying, correcting, and strengthening performance and results. 4/3/2018 BVSD Curriculum Essentials 33 Financial Audit: A formal periodic examination of accounts and financial records of an organization or program, generally performed for the purposes of verifying that funds were used as they were intended and in accordance with standard financial management practices. Financial Management: A process of implementing and managing financial control systems, collecting financial data, analyzing financial reports, and making sound financial decisions based on the analyses. Financial management requires knowing how to read and interpret three key documents: a cash flow projection worksheet, a balance sheet, and an income statement. Financial Position: The financial status of an organization at a particular point in time. The financial position indicates the organization's overall financial situation, taking into account current assets and liabilities, and projected income and expenses. Financial Reporting: An established system for periodic reporting on financial transactions and financial status of an organization or program. Financial Statement: The financial reports covering a period of time (month or year) that summarize the income and expenses for the period (Income and Expense Reports), and the assets and liabilities (Balance Sheet) at the end of the period.

Flowchart: A chart used to analyze a process or activity that shows the sequence of activities, steps, and decision points that occur in a particular, discrete process, such as registering a client in a clinic. By defining a beginning and end point for the process and analyzing each step in the process, managers can identify problem areas and potential improvements in order to reach the desired outcome(s). Focus Group: A planned and guided discussion among a group of participants for the purpose of examining a specific issue or issues. This is a qualitative method of gathering information. Results of focus group discussions are often complemented with or serve to further explain quantitative data collected through surveys or other quantitative methods. Frequency Table: A chart used to record the number of times a particular event or occurrence takes place in a given time period. Functional Responsibilities: The types of work responsibilities that a person or group is accountable for performing, such as planning, monitoring, evaluating, providing medical services, training, etc. Fund Raising: The process of seeking financial support from community groups, local or central government units, local or international donor organizations or individuals, and others. "Funnel" Approach: Used to describe an approach to delivering integrated services, the "funnel" approach depicts an agency or organization that separates its various programs vertically at the national and district levels, but integrates the programs and services at the clinic/community level. General Administration: Activities or, in the case of a budget, expenditures associated with the normal course of doing business, such as postage, freight, photocopying, telephone, utilities, bank charges, vehicle registration, and other usual and customary administrative costs (excluding personnel costs). Goals: The proposed long-range benefits of the program to the selected population, defined in general terms. Grants: Funds or donations given to an organization or program for the purpose of carrying out specific programs or services. Grants are usually provided by governments and local or international donors. Graph: Used in data analysis, a graph illustrates in a picture the relationships or patterns that exist between numbers and sets of numbers, which would otherwise be difficult to see by looking at the raw data. (See Line Graph, Bar Chart, and Pie Chart.) Growth Stage: The second stage of organizational development. At this stage, organizations develop a clear mission, define strategies for fulfilling the mission, have specific goals and objectives, and develop and use operational plans to achieve objectives. During this stage, as activities and services rapidly expand, the organization's reliance on external resources to support those programs and services also increases. (See Stages of Organizational Development.) Histogram: A type of bar chart used to display data within a single data category such as age, which can be grouped as 20-24, 25-29, 30-34, etc. A normal bar chart is used to display data representing different categories of data. 4/3/2018 BVSD Curriculum Essentials 34 Income Statement (also known as Revenue and Expense Report, Income and Expense Report, and Profit and Loss Statement): A periodic summary report of income and expenses, showing a surplus (profit) or deficit (loss) for the period covered by the report. Indicator: A certain condition, capability, or numerical measure which, when recorded, collected, and analyzed, makes complex concepts more readily measurable and allows managers and evaluators to compare actual program results with expected results. Indirect Costs (also known as Overhead Costs): The operating costs of an organization which are shared by more than one activity or department (such as building maintenance and utility expenses). Information System: A standardized system for collecting, recording, interpreting, analyzing, reporting, and disseminating data so that the data are available to be used for making critical management decisions. In a family planning clinic, this normally refers to collection and reporting of programmatic and financial information connected with providing client services and operating a facility. (See also Two-Tier Information System.) In-Kind Contribution: A non-financial contribution or form compensation such as materials, goods, or services. Intermediate Outputs: Medium-term results that are critical to the achievement of long-term results. For example, the number of workshops or courses held is a medium-term result that is critical to achieving the long-term result of producing qualified providers. Internal Environment: Leadership, policies, systems, technology, financial capability, etc., that influence the effectiveness of an organization or program. Other factors in the internal environment include: management structure, management systems, staff capabilities, etc. Internal Organization: The internal structure and arrangement of an organization or program as it pertains to the allocation of and relationship between different functional areas such as planning, budgeting, financial management, supervision, and others. The internal organization of a program is particularly important as programs become more decentralized and/or integrate several programs into a single program. Inventory: The amount of stock that is on hand (for use by a program) at a given point in time. Inventory Control Card: See Stock Card. Job Description: A document that at a minimum lists the job title and provides a description of the tasks and responsibilities of the position, the direct supervisory relationships with other staff, and the skills and qualifications required for the position. Lead Time: The amount of time (usually expressed in months or weeks) that it takes for a shipment to arrive once an order has been placed. Lead Time Quantity: Based on past records, the amount of contraceptive stock that will be dispensed during the time between placing an order and receiving new stock. Line Graph: A graph that represents data or sets of data that have been collected over a period of time. The data are plotted on a graph corresponding to standard intervals of time and a line is drawn connecting the data points. The line in the graph allows managers to see trends in the data (an increase, decrease, or no change) over a period of time. Line graphs are often used to analyze trends in new acceptors, continuing clients, dropouts, new acceptors using a particular method, and others. Line graphs (updated regularly) help managers to follow a trend over a period of time and take actions to manage the trend. Maintenance Cost: Generally refers to the cost of maintaining a facility and may include repairs, cleaning, rent, taxes, insurance, etc. Management Accounting: Collecting information from the financial accounting system and other financial data (such as budgets) and combining this information with statistical data (such as service outputs) to produce information which is useful for making managerial decisions. Management Components: The basic elements used to analyze the way an organization functions. The four basic management components are mission, strategy, structure, and systems. (See also Mission Statement, Strategy, Organizational Structure, and Management Functions/Systems.) Management Functions/Systems: The basic management functions of program planning, budgeting, determining staff roles and responsibilities, training, supervising staff, managing resources (including 4/3/2018 BVSD Curriculum Essentials 35 money, equipment or services), monitoring program activities, evaluating program achievements, and managing the provision of client services. Managing Board: A formal group of advisors who provide general strategic and financial oversight to an organization and are responsible for maintaining and promoting the stability and sustainability of the organization. Mapping: A process by which information or data are laid out on a diagram or representation of a community, village, or other defined territory for the purposes of tracking changes in the data. Market Analysis: An examination of the environment in which an organization or program provides or sells goods or services. A market analysis typically includes conducting a survey of its current clients (their needs, satisfaction with services, socio-economic status, etc.), a survey of the community (to learn more about potential clients and the existing demand for services), and a survey of the other family planning service providers in the area (the types of services they provide, the cost and quality of services, etc.). This information provides a program or organization with critical information about underserved populations in their area, the level of access to services, feedback on clients' satisfaction with services, the ability of clients to pay or the amount they can pay for services, and other information about the role the program should play in relation to other service providers in order to maintain a competitive edge. Having the ability to address these factors serves to strengthen program sustainability. Marketing: The activities related to designing and pricing goods and services so that they are bought or used by the public, informing the public of the available services and their prices, and promoting the value of those goods and services for the purpose of generating demand. Matrix (also known as a Comparison Table): A chart used for analyzing two or more sets or types of information (such as the number of users of each contraceptive method by type of client, such as new acceptor or revisit). A comparison table can also be used for comparing organizational processes or activities against a set of criteria that reflect organizational priorities, resources, and constraints to help managers prioritize areas for improvement. Mature Stage: The fourth and last stage of organizational development, during which an organization develops its ability to effectively manage the organization and adjust its mission, strategy, structure, and systems in response to internal and external challenges in order to increase sustainability. (See Stages of Organizational Development.) Micro-Manage: The practice of providing unnecessary and excessive oversight in the management of staff and staff activities. Missed Opportunity: An occasion that offered a chance for a beneficial activity to occur (service provision, employee feedback, etc.) but was overlooked. Mission Statement (also known as Organizational Mission): A brief general statement describing the type of organization, its main purpose, and its values. The mission of an organization provides the rationale for defining goals and objectives. Monitoring: The process of periodically checking the status of a program, by observing whether activities are being conducted as planned. Mutually Accountable: A situation in which multiple parties or individuals are jointly responsible for the outcome(s) of an activity or activities. Objectives: The anticipated results or outcomes of a program, representing changes in the knowledge, attitudes, and behavior of the program’s clients, described in measurable terms and indicating a specific period of time during which these results will be achieved. Objectives should be Specific, Measurable, Appropriate, Realistic, and Time bound (SMART). Observation-Study Visits: An organized series of visits to other program sites or organizations for the purpose of studying and learning about the other program and sharing successful experiences for replication or adaptation. Operating Costs (also known as Recurrent Costs): Regular expenses of running programs and providing services which are incurred year after year (as opposed to Capital Costs). Operational Plan: Different from a strategic plan (which sets forth the general strategies a program will use or initiatives it will undertake to achieve its objectives), an operational plan sets forth the specific

4/3/2018 BVSD Curriculum Essentials 36 projects or activities (consistent with the strategic plan) that will be conducted, and the timetable and resources needed for completing those projects or activities. (See also Action Plan.) Organization Type: The structural or legal definition an organization, such as private commercial organization, private non-profit, public agency, non-governmental organization, or affiliate or subsidiary of a larger organization. Organizational Chart (also known as an Organogram): A chart showing the working relationships of all staff positions within an organization or program and the formal supervisory structure and reporting relationships between different functions and positions of the management and staff. Organizational Stability: The ability of an organization to effectively use management controls and systems to prevent any major disruptions in services in spite of unexpected changes in the external environment or turnover of personnel, especially senior personnel. Organizational Structure: The internal lines of authority and communication within an organization which define how programs and departments are managed, which types of activities are carried out by which programs or departments, and the functional and supervisory relationships between the staff and the manager of those departments. (See also Organizational Chart.) Output Information: Information concerning the products or accomplishments (in numerical terms) of the activities of an individual or program over a specific period of time. Outreach: Activities related to providing information and services to the community outside of the clinic facility, usually by working with community groups or volunteers. Overhead Costs: See Indirect Costs. Pareto Analysis: Based on the principle set forth by an Italian economist Vilfredo Pareto, which states that only a few factors are responsible for producing most of the results (positive or negative), a Pareto Analysis helps to identify the "vital few" factors that need to be improved in order to achieve the desired results. Performing this analysis helps managers to concentrate their efforts on a few activities and thereby use their scarce resources efficiently and effectively to achieve results. Participative Style: A style of management in which the supervisor or manager actively works with his or her staff and listens to their ideas, acknowledges their points of view and accomplishments, encourages joint discussions of issues, and finds solutions together. Performance Targets and Objectives: The end results that are expected to be achieved by an organization or an individual employee by the end of a specific time period. Performance targets generally relate to a shorter time period (several months) and pertain to very specific tasks. Performance objectives relate to longer time periods (one year) and determine the type and scope of activities that an organization, program, or staff member will undertake for the purpose of achieving the desired results. Perquisites: A reward in cash or in kind, which is in addition to or in place of one's salary, such as health benefits, club membership, free meals, or parking. Personnel Committee: Usually a sub-committee of a larger group such as a board of directors, which focuses on personnel issues, concerns, and trends, and advises the larger group, board, or organization of necessary changes. Personnel Cost (or Total Personnel Cost): The cost of paying personnel (including allowances) for their time in performing a specific service, combination of services, or set of services over a specific period of time. Personnel Management: Responsibilities related to hiring and firing staff, supervising, promoting, organizing, motivating staff, and developing their professional capabilities. Personnel management requires strong interpersonal communication skills and skills in group facilitation, conflict resolution, and problem solving. Pie Chart: A graph that represents summary data or percentages as wedges in a circle, or pie shape, so that the relationship between the data can be seen and analyzed more easily. Pie charts can be used to analyze the method mix of any type of client or for all clients in a program or clinic. Pie charts allow managers to compare proportions and represent summary data for a specific period of time, such as one month, quarter, or year.

4/3/2018 BVSD Curriculum Essentials 37 Population Density: The total number of people living in a defined area such as a community, district, capital city, country, region, or square kilometer or square mile. Population Distribution: The arrangement of population geographically as it is spread over a defined area such as community, district, capital city, country, region, etc. Knowing the distribution of population is important to managers as they plan new programs and the locations of services facilities. Problem Solving: A critical management skill that involves objectively identifying the causes of a problem and proposing potential, often creative, solutions to the problem, which will be agreeable to multiple parties or individuals. Process Analysis: Any type of analysis in which a process, processes, or a sequence of activities is studied. Examples of process analyses are: flowcharting, benchmarking, decision-tree analysis, and client flow analysis. Process Information: Different from output information which identifies products, outcomes, or accomplishments (in numerical terms), process information is qualitative, providing information about the ways that people and materials are used to produce specific outputs. Professional Development (also known as Staff Development): The process of increasing the professional capabilities of staff by providing (or providing access to) training and educational opportunities. This can include on-the-job training, outside training, or observation of the work of others. Professional development is widely recognized as a way to maintain staff morale, build the institutional capacity of a program, and attract and maintain high quality staff. Professional Fees: Costs generally incurred through contractual agreements with individuals for specialized services such as lectures, training, and evaluation, as opposed to costs incurred through long- term contractual agreements with outside institutions for services such as vehicle maintenance,janitorial services, advertising, or promotion services, which are referred to as purchased services. (See Purchased Services.) Profit and Loss Statement: See Income Statement. Programmatic Reporting: An established system or process for reporting detailed information on the activities undertaken during a specific period of time. Programmatic reports are usually in narrative form and generally only report non-financial information about activities and progress made toward achieving objectives. Project Activity Timeline: See Chronogram. Public Affairs: Activities that promote an organization's program, services, and image to the public. Purchased Services: Long-term contractual services or agreements with outside institutions for services such as vehicle maintenance, janitorial services, advertising or promotion services. Although similar, contractual agreements with individuals are often for a specialized service such as lectures, training, and evaluation, in which case the service is referred to as a fee-based service. (See Professional Fees.) Quality Management: Quality management involves monitoring products or services to ensure that suppliers and providers are following accepted standards to meet desired outcomes and, if problems are observed, are taking the actions necessary to improve the products or services. Quality Management System: In family planning, a system that brings together in a harmonizing and reinforcing manner the various activities that help to assure and continuously improve the quality of family planning services throughout a service-delivery network. In an effective quality management system, supervisors at all levels must have updated knowledge and skills in both service delivery and management areas. Random Variations: Non-systematic inconsistencies or irregularities in data. When analyzing data, small (non-systematic) irregularities are often insignificant and can be disregarded. Rapid Assessment: A quick, economical, sample-based study conducted to determine the extent or causes of a problem or to determine specific client or program needs that were identified through service statistics or other large studies. Rate: A measure of an event (numerator) within a specific population (denominator) covering a specific period of time. Ratio: A proportion obtained by dividing one quantity by another quantity. 4/3/2018 BVSD Curriculum Essentials 38 Recurrent Costs: See Operating Costs. Reporting Channels: An established system within a supervisory structure for reporting information and data. Appropriate reporting channels are critical, particularly as the provision of different types of services becomes more integrated and/or program management becomes more decentralized. Resource Management: The work of managing and controlling the limited resources needed to run a program such as people, money, and equipment. (Some people also consider time a resource.) Revenue and Expense Report: See Income Statement. Revenue Report: A daily, monthly, or quarterly report of monies or the equivalent received from sales, services, or fees. In accrual systems, revenues are recorded when they are earned, not when the actual cash or goods are received. Self-Evaluation Guidelines (also known as Self-Assessment Tool or Checklist): Guidelines or a series of checklists that pose specific questions for evaluating the abilities of staff or the performance or functioning of a program. Self-Sufficiency: The level of organizational development that is reached when the organization is able to function independently of outside (donor) assistance. Self-sufficient organizations are capable of mobilizing a wide range of resources to avoid dependence on a single financial resource and have the management and leadership capability to adapt their programs to a changing environment. (See also Sustainability.) Service Marketplace: The target area or region that a program intends to reach in delivering its services to a population. Service Quality: Service quality refers to a number of inter-related factors including the way in which individuals are treated by providers, the scope of services and contraceptives available to clients, the quality of the information provided to the clients and quality of the counseling skills, the promotion of individual choice, the technical competence of providers, and the accessibility and continuity of services. Site Training: An integrated approach to training that views the service-delivery site as a system and treats staff as members of the team that makes the system work. The goal of site training is to improve systems at a local site through effective teamwork and by ensuring that all members of the team have the knowledge and skills they need to fulfill their respective roles on the team. Situation Analysis: A systematic process for analyzing the internal environment and capabilities of an organization and the external political, social, economic, and programmatic environment in which a program works. Such an analysis is performed for the purposes of determining a course of action for improving program management, performance, and sustainability. (See also Assessments.) Sliding Fee Scale: A system of charging clients for services based on household income and family size, allowing clients to pay what they can afford. Staff Development: See Professional Development. Staff Motivation: The personnel activities of an organization or supervisor that are designed to reaffirm the importance of the staff's jobs to the achievements of the program and to improve the skills, motivation, and qualifications of employees. Such actions or activities include training, positive and constructive feedback on a regular basis, appreciation for their work, and engaging them in problem solving. Staff Responsibilities: The specific responsibilities or set of responsibilities of different staff positions for which staff can be held accountable. Such responsibilities can usually be quantified, such as providing counseling to an average number of clients over a specific period of time, or providing medical services to a district clinic three days a week. Staff Roles: The broad responsibilities attached to different staff positions. For example, the roles of managers include leadership, understanding, problem solving, advice, and encouragement. Stages of Organizational Development: The four stages that characterize the development of an organization: Emergence, Growth, Consolidation, and Mature. These stages are based on the principle that organizations develop in a systematic way over time and portray distinct characteristics during each stage in relation to mission, strategy, structure, and systems. (See Emergent Stage, Growth Stage, Consolidation Stage, and Mature Stage.)

4/3/2018 BVSD Curriculum Essentials 39 Start-Up Organization: Usually a small organization in the early years of its development. Many start-up organizations are characterized by highly creative leadership, highly innovative initiatives, and a small, highly committed and motivated staff. Strategic Management: A way of managing the direction of a program by identifying the specific services that the organization is best suited to deliver and the population groups the organization can most effectively serve, and by making a realistic assessment of available resources for carrying out the work. Strategic management requires managers to think strategically, ask questions such as "Is the program doing the right things?" and consider and anticipate trends in the external environment that will affect the achievement of organizational goals. Strategic Plan: The document that is the result of long-range (strategic) planning. It usually covers a minimum period of five years, sets forth the mission and goals of the program, prioritizes strategies, and formulates the financial basis for achieving the goals. Strategic Thinking: A critical management skill that requires having the ability to assess a program in relation to its mission, its future goals, and the external environment in which it works. Strategic thinking requires managers to examine whether their programs are "doing the right things" in order to achieve their mission. Strategy: The approach or approaches that serve to fulfill the mission and that will be used to achieve organizational or programmatic goals. Supervisor's Visit Plan (also known as a Session Plan): A statement or checklist used by supervisors that outlines the items, skills, and statistics to be monitored during each supervisory session. This plan should also include program support activities, such as collecting reporting forms and replenishing supplies, and any post-session activities to be completed by the supervisor. Supervisory Protocol: An established system for supervising staff. A supervisory protocol should clearly describe supervisory procedures and schedules, organizational philosophy on supervision, tools for effective supervision (such as job descriptions and performance objectives), criteria for promotion, and techniques for motivating and supporting staff. Supervisory Schedule: A written plan of supervisory sessions showing the name of the employee involved and the date, time, and content of upcoming supervisory sessions. A supervisory schedule is used for planning purposes and for communicating to employees such upcoming supervisory activities. Supervisory Structure: The formal structure of reporting relationships between different functions and positions of the management and staff. Sustainability: The ability of a program to provide quality services to its clients, expand its scope of services and client base, increase or maintain demand for services, and generate income from the program and through local funding mechanisms, while decreasing its dependence on funds derived from external donors. (See also Self-Sufficiency.) Tally Sheet: A chart designed to easily collect and organize data. Tally sheets are used to list the types of data that will be collected and to record the number of occurrences or observations that are counted in each category. Target Group: The specific population group or groups intended as beneficiaries of a program. Task Analysis: An examination of all the duties and activities that are carried out by an individual employee or position, for the purpose of determining the required skills, knowledge, attitudes, resources, and risks involved with each task. Task Definition: The duties and activities that are specified as the responsibility of a particular employee or staff position. Team Approach: A philosophy and a technique that relies on developing and working with a group of people with different skills and perspectives to identify and discuss issues, define causes of problems (or successes), and find and implement solutions in order to achieve a common goal. Team Supervision Process: Any established process for supervising staff using a participative, team approach that involves supervisors and staff in the entire process. Trend Analysis: The representation of data to show an increasing, decreasing, or unchanging pattern of data over a period of time. A trend analysis is often performed by creating a line graph from a set of data.

4/3/2018 BVSD Curriculum Essentials 40 Two-Tier Information System: An information system that is designed to collect output information on a routine basis, and asks managers to also collect process information to help them determine where a problem may have occurred so that it can be corrected. Variable Order Interval System: See Continuous (Perpetual) Review System. Work Plan: A document developed by the manager and the staff, covering a specified period of time, that lists all planned activities, the date by which they will be accomplished, the resources that they will require, and the people responsible for carrying them out. Work Process: The process or sequence of activities that is carried out in order to complete a piece of work.

4/3/2018 BVSD Curriculum Essentials 41 Business Management Business Management B60

Students learn to apply the five business management principles of planning, organizing, staffing, leading and controlling. The course is hands-on and project based and is enhanced by the use of guest speakers. Computer simulations and case studies are also used to allow the students the opportunity to actually apply the information and knowledge that they have acquired. One or more field trips may also be offered. Students learn to apply the five business management principles of planning, organizing, staffing, leading and controlling. The course is hands-on and project based and is enhanced by the use of guest speakers. Computer simulations and case studies are also used to allow the students the opportunity to actually apply the information and knowledge that they have acquired. One or more field trips may also be offered. 1 Semester [Course Fees] 5 [Elective Required] Active Business and Marketing 1/1/1980 [Expiration Date] [NCAA] [Hear] Practical Experiences; Electives Blank - Regular 0300 - Business Business

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