Search

These skill standards for the information technology end user applications cluster are intended to be a guide to workforce preparation program providers in defining content for their programs and to employers to establish the skills and standards necessary for job acquisition. An introduction provides the Illinois perspective; Illinois Occupational Skill Standards and Credentialing Council requirements for occupational skill standards; sample format; occupational earnings and employment information; assumptions for these specific skill standards; and performance skill levels. The 36 skill standards are categorized into these 8 performance areas: general/multiapplications; word processing; spreadsheet; database; presentation; desktop information management; Internet/intranet; and electronic file management. Components of each skill standard are performance area; skill standard, including conditions of performance, work to be performed, and performance criteria; performance elements; and performance assessment criteria, with a listing of required testing, certification, and/or licensing; product; and process. Appendixes include a cluster-specific glossary; glossary; and listing of workplace skills. (YLB)

This document, which is intended for workforce preparation program providers, details the Illinois Occupational Skill Standards for programs preparing students for administrative support occupations. The document begins with overviews of the Illinois perspective on occupational skill standards and credentialing, the process used to develop the skill standards, and assumptions underlying the standards. Presented next are skill standards for 99 tasks typically performed by administrative support personnel. Each skill standard statement contains the following components: (1) a job summary; (2) the actual skill standard (including the conditions of performance, work to be performed, and performance criteria); (3) performance elements and assessment criteria; and (4) a recommended assessment and credentialing approach. The standards are grouped into the following 13 categories: organizing and planning functions; maintenance of equipment and supplies; financial functions; management of records and files; information processing activities; word processing; machine transcription; basic data processing; computer file manipulation; document processing; database and spreadsheet operations; computer applications; and basic office operations. Appended are the following: glossary; lists of Illinois Occupational Skill Standards and Credentialing Council, Business and Administrative/Information Services Subcouncil, and Administrative Support Standards Development Committee members; Business and Administrative/Information Services Subcouncil Administrative Support Cluster Recognition Proposal; and list of workplace skills. (MN)

These skill standards, developed through a consortium of educational and industry partners in Illinois, serve as guides to workforce preparation program providers to define content for their programs and to employers to establish the skills and standards necessary for job acquisition and performance. The skill standards include the following components for each skill defined: performance area; performance skill; skill standard; and performance elements and assessment criteria. This publication contains skill standards for medical office personnel defined on three levels by increasing level of difficulty. The skill standards are grouped in the following areas: (1) organization and planning; (2) maintenance of equipment and supplies; (3) medical office activities; (4) medical dictation and transcription duties; (5) preparation of medical records and insurance forms; (6) financial functions; (7) management of records and files; (8) mail handling; (9) basic office operations; (10) information processing activities; (11) word processing; (12) machine transcription; (13) basic data processing; (14) computer file manipulation; (15) document processing; (16) database and spreadsheet operations; and (17) computer applications. Each area contains 3-21 standards. The following items are appended: glossary; lists of Illinois Occupational Skill Standards and Credentialing Council, Business and Administrative/Information Services Subcouncil, Health and Social Services Subcouncil, and Medical Offices Standards Development Committee members; Business and Administrative/Information Services Subcouncil Medical Office Occupations Cluster Recognition Proposal; and a list of workplace skills. (KC/MN)

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

This document with skill standards for the information processing cluster serves as a guide to workforce preparation program providers in defining content for their programs and to employers to establish the skills and standards necessary for job acquisition. These 49 occupational skill standards describe what people should know and be able to do in an occupational setting. Each skill standard contains at least these three areas: performance area (summary of work to be performed); skill standard with conditions of performance, work to be performed, and performance criteria; and performance elements and assessment criteria. These sections may also be included: performance area and assessment and credentialing approach. Introductory materials include the developmental process; assumptions for information processing standards; table of contents; and performance skill levels. Skill standards are divided into these areas: word processing; machine transcription; basic office operations; basic data processing; computer file manipulations; office procedures; document processing; database and spreadsheet operations; computer applications; office assistant duties; and perform information processing activities. Appendixes include a glossary; lists of committee and council members; and workplace skills. (YLB)

This reference guide was designed to assist business, marketing, and management educators in locating textbook/instructional materials for use in teaching duty areas and task lists for grades 11-14. Duty areas and task lists are matched with selected textbook/instructional publications for the secretarial, general office clerk, and information processing curriculum clusters. Sixteen duty areas are included from these three clusters: (1) preparing client documents; (2) preparing court documents; (3) taking and transcribing dictation; (4) editing and correcting documents, records, and files; (5) coordinating and performing activities for employer; (6) filing materials manually; (7) performing financial activities; (8) inputting and storing documents and files; (9) preparing medical records and insurance forms; (10) maintaining office equipment; (11) maintaining office supplies and forms; (12) organizing and planning; (13) printing, distributing, and receiving output; (14) performing clerical activities; (15) processing mail; and (16) typewriting activities. A master list of 195 sources of data is included. A matrix of the 195 textbook/instructional materials classified by duty area is included. The bulk of this document contains selected duty areas and task lists identified with the 195 textbooks/instructional materials. Each entry includes these elements: (1) author's last name; (2) complete reference and reference number; (3) textbook/instructional materials number; and (4) duty area(s), its task name, and its page or job number in the source. (NLA)

This curriculum guide is one of five developed as part of the Illinois Plan for Business, Marketing, and Management Education for use in 9th and 10th grades. The curriculum guide includes teacher and student activities that can be implemented in many ways. Information on how to integrate the activity objectives of the Illinois Plan into the State Learning Goals also is included. A model for the curriculum is presented that suggests areas and grade levels of study, and a plan for implementing the course is provided, along with resource lists of 42 journal articles and 6 books and a 75-item glossary. The guide consists of 15 units: microcomputer operations, electronic typewriter operations, key by touch system, editing techniques, develop speed and accuracy on keyboard, center text, personal letters, business letters, envelopes, interoffice memoranda, outlines, manuscripts and reports, columnar tables, career decision activities, and numeric 10-key pad. Each unit includes general comments, a topical outline, unit objectives, teacher resources, and student activities with suggestions for evaluation. Eight appendixes include the following: (1) evaluation of microcomputer software for keyboarding; (2) supplies and preventive maintenance; (3) criteria for evaluation of straight-copy timings; (4) criteria for evaluation of production tests; (5) preparation for teaching; (6) control of software; (7) plans for integration of instructional activities to state learning goals; and (8) a crosswalk of instructional activities to generalizable skills, transition skills, vocational ethics skills, and state learning goals. (KC)

This document contains technology-based learning activities for the Illinois communication technology course at the orientation level (grades 9 and 10). This packet includes a course rationale, course mission statement, course description, course outline, suggested learning objectives for each of the transportation areas, and suggested learning experiences. The packet also contains 32 developed learning activities. The content can be presented through short lectures, discussion, media, demonstrations, or hands-on activities. The course units can follow either a 9- or an 18-week format. There are six units in this course: introduction to communication technology, drafting and design, photography, graphic arts, processing and communicating information with computers and computer applications, and telecommunications technology. Each unit may contain suggested learning objectives and learning activities. Each activity within a unit contains some or all of the following sections: introduction, materials and supplies list, activity procedures, activity analysis, various kinds of drawings and other graphics, teaching aids, and student handouts. (NLA)

This curriculum guide is one of five developed as part of the Illinois Plan for Business, Marketing, and Management Education for use in 9th and 10th grades. The curriculum guide includes teacher and student activities that can be implemented in many ways. Information on how to integrate the activity objectives of the Illinois Plan into the State Learning Goals also is included. A model for the curriculum is presented that suggests areas and grade levels of study. A plan for implementing the course for one semester or two semesters is provided, along with lists of 4 audiovisual materials; 32 journal articles; 66 books, workbooks, and supplemental materials; 90 software packages and related books (annotated); 7 other resources; and 42 teacher references (annotated). The guide consists of nine units that cover the following: the computer and its capabilities; hardware and software concepts; getting ready for computer software applications; word processing applications; spreadsheet applications; database applications; integrated applications; graphics applications; and telecommunications. Each unit includes an overview, a topical outline, unit objectives, and suggested student activities with suggestions for evaluation. Two appendixes consist of plans for integration of instructional activities to state learning goals; and a crosswalk of instructional activities to generalizable skills, transition skills, vocational ethics skills, and state learning goals. (KC)

Developed in Illinois, this document contains three components. The first component consists of employability task lists for the business, marketing, and management occupations of first-line supervisors and manager/supervisors; file clerks; traffic, shipping, and receiving clerks; records management analysts; adjustment clerks; and customer representatives. The second component is made up of task analyses for small business owner/operators in the business ownership/management cluster. Duty areas analyzed include establishing a small business, planning and budgeting, managing business operations, managing human resources, extending credit, and performing merchandising duties. Each task analysis consists of the following: a performance standard, steps to be performed, knowledge and attitudes required, safety requirements, equipment and materials needed, source of the analysis, and the related Illinois State Goals for Learning. The third component of this document contains cluster matrices for business, marketing, and management occupations. Occupational clusters covered include accounting-bookkeeping, computer operation and programming, information processing, secretarial, general office clerk, product-oriented marketing, service oriented marketing, and business ownership/management. For each cluster, duties and tasks are listed with an indication of which occupations in the cluster perform them. (KC)

Activities and procedures by which secondary vocational education can be designed to prepare students for entrance into new technology programs or employment were developed in the Illinois Employment for Technology Education (ETE) project during the 1983-84 school year. These activities included the following: (1) formation of a high technology consortium, (2) development of a survey instrument to identify high technology skills and knowledge required by employers and analysis of the results of the survey, (3) analysis of the labor market for programs selected in the ETE project, (4) review of existing vocational curriculum and equipment on hand, (5) conducting curriculum articulation meetings with feeder districts and local community college staff, (6) development of a competency-based vocational curriculum for secretarial and machine shop programs and identification of equipment requirements for them, and (7) identification and implementation of alternative types of staff inservice training required of vocational staff involved in the ETE project. The bulk of the document contains the materials developed during the project: competency lists and a curriculum outline for a secretarial/word processing occupations program; a machine shop task list, along with related materials such as student learning guides; staff development activities; an instructional equipment list; employer/employee survey results; and publicity (news clippings). (KC)

This information processing curriculum was developed to provide business education instructors in Illinois with a useful guide for relating important new technological advances to the vocational classroom. The competency-based learning activity guides are written to be used with computer hardware and software available at the secondary and postsecondary levels. The curriculum consists of validated tasks prepared by teachers for teachers. It contains units in spreadsheets, records management (electronic and manual), database management systems, business graphics, telecommunications, and integrated software. Each section is divided into tasks. After the learner outcome is identified, information sheets, activity sheets, and evaluations are provided. Appendixes include (1) an analysis of the science, mathematics, communications, and work ethic concepts used in information processing and (2) a crosswalk relating work duties and tasks (delineated by the state board of education) with the learner outcomes presented in the various sections of the information processing guide. (KC)