The Four Fundamental Business Resources - 1381 Words

1) Business is best described as an organized effort of individuals and organizations to produce and sell for profit. The four fundamental business resources that must be combined to organize and operate a business are human resources, material resources, informational resources, and financial resources. Human resources entails anyone used to provide a service which can include someone such as an accountant. Material resources are materials that provide any usefulness to a company. These can include water, coal, or lumber for examples. The third type is informational resources which is data or information used by companies. This includes various data bases or any other form of information essential to the company. Lastly, financial resources are any kind of spending power for a company including money or any other assets. 2) A capitalistic economy is one that fulfills society’s best interest through the individuals in that society pursuing their own best interest. In a true capitalistic economy, individuals own and run all the businesses that produce goods and services to the people who have the right to buy anything they wish. The United States is a modified capitalistic economy which means the government plays some role in businesses. A socialist economic system is one where individuals usually own small businesses, and the government controls large/key industries. Socialism aims to provide equality for all through a distribution of wealth, and the elimination ofShow MoreRelatedThe Four Fundamental Business Resources916 Words   |  4 Pages) The term â€Å"business† is best defined as an organized attempt of individuals and organizations to sell and produce something for the needs and/or satisfaction of society. 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Strategic Analysis of Zara Free Essays

string(302) " now being experienced within the fashion industry and when combined with greater legal protection, particularly where the protection of intellectual property is concerned, the individual designers are becoming very protective of their own ideas from the threat that the competition will seek to copy\." Executive Summary Zara is an international fashion retailer which has gained considerable acclaim, being one of the leaders of the high-street fashion industry, and regularly producing new products for the market, at a rate that is quicker than its competitors can achieve, due to the strong supply chain in place. Despite this, the organisation is facing continual challenges, both in terms of consumer demand and costs; therefore, a detailed strategic analysis needs to be undertaken, to look at broader forces that are upon the industry and identifying ways in which the company can then use its own strengths and opportunity to establish an even stronger position within the high street fashion industry. By focusing on what it does best, namely using an efficient supply chain, this will enable it to beat its competitors to the market and to produce new products, on a regular basis, thus allowing the company to gain a competitive advantage in the war which is emerging among these high-street brands. We will write a custom essay sample on Strategic Analysis of Zara or any similar topic only for you Order Now Introduction The purpose of this report is to undertake a strategic review of Zara, based on the current position within the company. Over the years, Zara has become one of the largest and best known retail brands, on a global scale. Originating in Spain, back in 1963, the company has since become internationally recognised, with more than 2000 stores worldwide. In order to create a presence within the fashion industry, Zara has managed to create a high level of differentiation and is seen as being a unique organisation which is able to provide customers with products that competitors cannot readily imitate. This has been achieved with full recognition of the external environment and competitive pressures being faced by organisations of this nature, something that is particularly relevant during the difficult economic times, when consumers have less disposable income available in order to purchase fashion clothing items. One of the key ways in which Zara has achieved a competitive advantage in the market is to bring the lead-time of new products down from approximately six months to just two months, which means customers are able to obtain the very best fashion designs at high street prices. This also works to the advantage of the company as it is able to continuously turn over new products and this places a sense of urgency on customers to purchase items, immediately, when they see them, for fear that they will not be available next week. This is reflected in the fact that the global average of visits per year per customer is 17 in Zara, as opposed to a general average of three, across other similar organisations (Bigelow, 1980). This report will go on to analyse the external and internal environment within which the organisation operates, before going on to look at crises that have been faced by the company, and to produce a strategic analysis of the company, drawing on all of the above information. The report will also include suggestions for future strategy. Analysis of the External Environment Looking specifically at the way in which Zara has managed itself into such a strong position within the industry, it is helpful to identify the external environment within which the company operates. This information can then be used alongside the internal narratives to create the appropriate business strategy for the organisation, going forward. In order to do this, the PESTEL analysis will be used, which looks at the Political, Economic, Social, Technological, Environmental and Legal factors, as well as looking at Porter’s Five Forces (Carter, 1999). PESTLE Analysis Politically, there has been a general opening of the market, with textiles now being readily available and not subject to quotas. This has made the market, in general, much more competitive and has encouraged all organisations within the industry to look towards reducing costs and attracting a broader customer base. This deregulation of the textile industry, from a quota point of view, has encouraged greater price competition which has, to a large extent, permeated through the large organisations such as Zara, which are able to enjoy economies of scale, when it comes to large-scale production (Lopez and Fan, 2009). Furthermore, there has been the legal removal of import quotas, which has enabled the Spanish retailer to gain greater access to international markets and can therefore generate more sales and enjoy even greater economies of scale (Acur and Bititci 2004). Economically, there are huge impacts on the fashion industry, as the world is currently facing a global recession and, as such, consumers are facing difficult choices in terms of how they spend their disposable income. In this context, consumers are reducing the amount of expenditure on items such as clothing and, in particular, fashion items, thus putting pressure on retailers to provide cutting edge fashion at a budget price, something which Zara has become particularly good at and is using this to gain success during difficult economic times. There is no denying that when it comes to fashion and choices regarding fashion purchases, social factors play a huge role. Typically, individuals will prefer specific clothes that have a distinct image, when choosing fashion items. Having a strong brand identity that is widely recognised has enabled Zara to retain social popularity; therefore, while looking at economic drivers, it is also important to ensure that social acceptance of the brand is high and that the brand is seen as a desirable option (De Toni and Tonchia 2003). Improvements in technology have also had an impact on the fashion industry, particularly during the difficult economic times where consumers are looking for the latest technologies for design. Furthermore, and of particular relevance to Zara, is the use of new technologies, in order to produce a more efficient supply chain and to ensure that products can be in the high street, at a much quicker rate than where technology is not being fully embraced. Given the higher level of competition that is now being experienced within the fashion industry and when combined with greater legal protection, particularly where the protection of intellectual property is concerned, the individual designers are becoming very protective of their own ideas from the threat that the competition will seek to copy. You read "Strategic Analysis of Zara" in category "Essay examples" Zara has overcome this threat by reducing the time frame within its supply chain. This means that it will always have a first mover advantage, where there are two or more designers looking to create a similar product. Any additional legal requirements, in terms of intellectual property protection, will not only be beneficial to the original design protection but may have the opposite effect and may limit opportunities for new product developments, as imitation and development is often an inherent part of fashion design. Finally, environmental factors are also relevant to anyone looking towards transporting textiles across the globe and the amount of energy that is likely to be consumed in doing so. This new approach to fast fashion also creates environmental concerns as cheap items are often viewed as disposable by the consumer and simply thrown away, rather than recycled or treated in an environmentally friendly manner. This places an additional burden on companies such as Zara which are looking towards making themselves more environmentally friendly, while still retaining the basic position within the market. Porter’s Five Forces Another approach to identifying the external factors which are relevant to the development of Zara is that of Porter’s Five Forces, which argues that there are five forces all acting together to create a particular environment within a particular industry or market. The fashion industry in its entirety is highly competitive, with extensive sales, on an international basis, thus making Porter’s Five Forces particularly relevant to the analysis, when identifying how companies such as Zara can set themselves apart and what types of forces the company can use to achieve a differentiation (Porter, 1979). Firstly, when looking at the threat of entry, it can be seen that there are relatively no entry barriers for those looking to enter the industry. However, although it is not necessary, at a low level, to invest large amounts of capital, the issue of economies of scale is playing an increasingly important role, with consumers constantly demanding cheaper prices. This makes it hard for the smaller new entrant to compete, from a price point of view, but still allows them to offer unique designs, which may then give them access to a market that which would otherwise be closed. Substitution across the whole industry is extremely high, as individual consumers can choose alternative providers for their fashion needs. When looking at taking the mass-market competitive approach, substitution may simply be down to price issues, whereas designer boutiques may be able to offer a different type of product, which again will offer a competitive substitution for the consumer (Moran and Riesenberger 1994). Linked to this point of substitution is the large power that buyers have within this industry. Customers now have wide access to a broad range of retailers, with internet purchases extending this even further. The recent price war has also increased availability of fashion items to the general public and this allows buyers to have a huge influence on the market, by selecting new products, on a regular basis. Buyers demand continuous change, particularly within the fashion industry; therefore, it is necessary to continuously provide new and innovative fashions, on an on-going basis. Failure to do so is likely to result in customers turning away from a particular brand, until they renew their product ranges. At the other end of the scale is the fact that the power of the suppliers within the fashion industry is low, with many organisations outsourcing their production to developing countries, in order to keep costs at a critically low level. Organisations such as Zara have a substantial opportunity, when it comes to changing suppliers, and this enables the company to drive down costs. Although this offers opportunities for reducing costs, it can also potentially create difficulties where there are concerns over the ethical behaviours of these third party providers. Drawing on the four forces above, it can be argued that, finally, there is a large amount of competitive rivalry within the industry (the fifth and final force). This suggests that the competitive rivalry is increasing rapidly within an organisation such as Zara need to look towards establishing themselves with a competitive advantage during these difficult times, with particular reference to the fact that the buyers have a large amount of power, yet costs are critical to the situation, as there are economic pressures on the industry, as a whole, in the wake of the global international crisis. Internal Analysis of Zara Having identified the key issues which are impacting on the external fashion industry, the next step is to consider how these issues are impacting on the internal operations of the company. In order to do this, a SWOT (strengths, weaknesses, opportunities and threats) analysis will be undertaken, before going on to look at the value chain and the resource based view which has emerged within the company (Porter, 1980). SWOT Analysis One of the key strengths that Zara has as an organisation is its highly developed supply chain, which enables it to get new products to the market, at a very rapid rate. It also has a large international presence, with more than 2000 stores across the globe, allowing it to build a very strongly recognised brand. Furthermore, it has been identified that the ability to bring new products to the market, on a regular basis, encourages greater consumer acceptance and willingness to purchase cutting-edge fashion design. Therefore, this reduced timeframe for bringing new designs onto the market is a real strength of the organisation and keeps the ideas fresh in its stores, to such an extent that consumers will be regularly revisiting and restocking their fashion items. However, there are weaknesses associated with the internal operations of the company. Having established itself as a large international fashion company, Zara is now required to produce a large amount of products, on a regular basis, which has somewhat removed the opportunities for producing new and innovative design, at the top end of the market. Zara has become recognised as a high-street fashion brand; therefore, any items which are believed to be at the luxury end of the pricing range are unlikely to be accepted by the customer base. Moreover, with increasing competition emerging throughout the industry, buyers are looking for cheaper prices, continuously, and any attempt at raising the price is simply unlikely to retain the favour of the existing customer base. As a result, the organisation has to produce a relatively large number of products, in order to enjoy economies of scale and therefore it simply cannot produce bespoke or unique items which would allow for a higher price tag (Kumar and Linguri, 2005). Opportunities are continuously presenting themselves within the fashion industry. Consumers require regular updates, particularly at the high street end of fashion, where items are perceived to be somewhat disposable, in order to keep up with the latest trends. This means that an organisation such as Zara can retain a large customer base, by continuously improving its range and developing new products, on an ongoing basis. As noted in the case study, customers will tend to visit Zara stores considerably more frequently than competitor stores, due to the fact that new products are continuously being launched. This is a strong strategy and needs to be developed, as it offers substantial opportunities to gather greater customer support, on a regular basis (Mittal, 1988). There are two particular threats being faced by organisations within the fashion industry, most notably from other large competitors that are able to reduce prices, such as Primark and HM, as well as from unique fashion houses that are able to charge a higher price for producing new and bespoke products, at the high end of fashion. The other threats are the larger organisations and those that are able to reduce their prices below those which Zara can achieve. Resource Based View and Value Chain Applying this in the context of the resource based view and the value chain, which Zara has established, it can be seen that the main reasons for this are its supply chain and ability to bring new products to market, on a regular basis, with the product then being made available, on an international basis, at a very rapid rate. Zara not only has access to product designers that enable it to produce desirable high-street fashion, at low prices, but it also has a strong supply chain in place which enables it to bring new products to the shop floor, within a time frame which is four months quicker than its competitors can achieve. Analysis of PR Crises Environmental Concerns Although Zara has managed to retain itself is a well recognised, well-respected brand within the fashion industry, it has also suffered from PR difficulties, over the years. The most notable of these was the Expose undertaken by Greenpeace, which listed Zara as being one of the worst companies, in terms of the level of toxins which were found within their clothes. Concerns were also raised that the efficient supply chain which it had established was having a dramatically negative impact on the environment. As a result of this report, the organisation has had to review its supply chain and look at methods of reducing the amount of toxins that are seen to be contained in its clothes. Manufacturing processes will also need to be reviewed, in order to gain the support of those who were lost, when this expose happened. Human Rights’ Concerns Another area of growing concern within the fashion industry, with Zara not escaping media attention in this respect, was that of human rights’ concerns, such as the new staff sweatshops in developing countries used to produce products at a cheaper rate than would be possible within the more developed regions. Back in August 2011 a television programme in Brazil accused the organisation of using sweatshops in order to produce its products through outsourced services. Following this statement, Zara acted quickly to mitigate the damage that had been done in the public face, by stating that it viewed the use of sweatshops by its outsourced suppliers as being entirely unacceptable and put in place a variety of different procedures, to ensure that production was monitored much more carefully. Zara also works with various different government agencies, in order to ensure that this is happening. Further difficulties emerged, in early 2012, when a journalist published a report looking at the treatment of shop staff, across the company, and found several instances of abuse. Again, Zara acted quickly to put in place an internal investigation and stated that abuse of this nature would not be tolerated. Although the company seems to be working with unions, in order to improve the position, the report clearly had an impact on the way in which the company was viewed, with concerns now being shown over the treatment of staff, as well as the treatment of individuals in developing countries who are producing the products, in the first place (Balchin 1994). It is, however, noted that other organisations operating in a similar way to Zara have also suffered similar problems, with Primark being the main example of concerns over conditions for suppliers and the workers in the developing countries. Strategic Analysis Pulling together both the external and internal factors impacting on Zara as an organisation, it is then possible to establish a strategic plan for the future, in order to ensure the ongoing success of this substantial fashion retailer. Corporate Strategy The overall strategy for the company, referred to as the corporate strategy, looks at the general approach which the company should take, before going on to consider, in more detail, the business level strategy that can be used to achieve ongoing success (Doherty, 2004). The corporate level strategies which Zara needs to focus on are doing what it does best, and where it has achieved the greatest efficiency, in recent years. One of the key reasons that Zara has managed to achieve this success is down to its efficient supply chain, which is critical to the current demands of the fashion industry at to meet consumers demand regular updates of products and new and innovative fashion, on a regular basis. Zara has managed to ensure that it has a first mover advantage by being able to bring the product to the market, within two months, and this unique selling point needs to be exploited further, if consumers are going to be prepared to pay slightly more, in order to gain access to new products before others (Coyne and Sujit Balakrishnan 1996). It is suggested that Zara needs to retain a cost base element, in terms of strategy, as it has gained a large amount of support from high street customers who are looking for fast fashion, at a disposable level. By maintaining this price position, the company can then encourage consumers to renew their fashion products, regularly, thus offering continuous revenue for the company. Business Level Looking more specifically at the business level strategy, it is suggested that certain product lines need to be focused on, in order to keep the look within the high street stores fresh, as well as looking towards new opportunities for improving the supply chain, particularly given the recent PR crisis associated with its supply chain choices. It has been identified that one of the major advantages and strengths of the company is the fact that it can achieve a very rapid link to the market. Whilst it is currently the case that Zara has an unrivalled supply chain, it should not be accepted as the forever position and continuous efforts need to be made to improve the supply chain and to form alliances with appropriate third parties. Technology plays a huge role in this, and therefore having a strategic business unit which is entirely focused on technology and the use of technologies to create internal efficiencies, needs to be one of the primary business level strategies (Murphy, 1990) . A greater focus also needs to be placed on the team that is responsible for producing the designs which will ultimately make it onto the high street. Zara has achieved a position within the market that encourages individuals to look towards the brand as a means of gaining cutting-edge fashion, at a low cost, and the design of these products is therefore critical, if this position is to be maintained. Continuous evolution within this area is a necessary part of retaining the position and also looking towards cutting costs, by altering product designs to take into account the cost of production (Finch 2004). Future Strategies Several future strategies are now suggested for Zara, moving forwards. Economic pressures are likely to remain substantial, across the whole industry. Therefore, cost reduction needs to be critical and continuous, without potentially putting the company in a position where it may face questioning in relation to the ethics of third party suppliers, particularly when it looks towards outsourcing into the developing regions. Several other competitors within the market have suffered negative press, due to the use of suppliers associated with unethical practices. This presents Zara with a real opportunity to set itself apart from other low-cost retailers, by developing a specific ethical strategy that will enable it to retain a relatively low cost, but also allow it to sell itself as an ethical producer (Okumus 2003). The company, therefore, needs to look towards other opportunities, for example, by changing the design of the product to reduce production costs, or looking at creating efficiencies in the supply chain, by transporting goods to a central warehouse that can then reduce the cots of transportation, overall. A substantial focus needs to be placed on the design team and ensuring that it is continuously developing new products which are able to be produced at a relatively low cost. This will enable the company to retain its position for supplying fast fashion within the high street and continuing to attract customers into the store, on a regular basis. Implementation and Evaluation Throughout the implementation of the business strategies, it is necessary to continuously evaluate whether or not certain avenues of activities are successful and whether alterations are necessary, in order to establish greater efficiencies. For example, the supply chain needs to be monitored, on an ongoing basis, in order to identify any losses, either in time or money, so that these can then be reduced or even removed (Grundy, 1993). The decision in relation to which products to design and produce is very much customer driven; therefore, it is suggested that customer reviews are obtained, on a regular basis, so that, where the customer is not being provided with a product that they choose, or are unmotivated to revisit the store, these instances are captured and dealt with, in the future. Finally, evaluation needs to look at the ethical issues which Zara is now tackling, in order to set itself apart from other low-cost fashion producers, with regular reviews and reports being undertaken, not only to ensure that ethical practices are being followed, but also to allow the public to see that Zara is taking its ethical responsibilities seriously (Johnson Scholes, 2002). Conclusions Zara is in a particularly strong position within the fashion market, having established itself as a brand name that produces cutting-edge fashion ahead of its rivals, and at a low-cost. Despite this, it is important that the organisation recognises the forces that are impacting on the external market and uses its own internal strengths to ensure that it retains a competitive advantage, thus enabling it to maintain its position within the market, as one of the brand leaders. A particular emphasis should be placed on the strengths within the supply chain, as this enables the organisation to bring products to the market, at a particularly rapid rate. Furthermore, cost pressures are also being placed on the organisation, which requires the design team to become more efficient when creating designs that can be turned into garments, at the lowest possible cost, without sacrificing ethical standings. Simply put, it is argued that Zara needs to continue to do what it is doing, currently; however, it needs to do it better, with greater emphasis being placed on ethical behaviour, meeting customer demands for new and innovative fashion, while at the same time retaining low-costs, across every aspect of its operation. References Acur N. and Bititci U. (2004) A balanced approach to strategy process, International Journal of Operations Production Management, Vol. 24 issue 4, pp.388-408; Balchin A. (1994) Part-time workers in the multiple retail sector: small change from employment protection legislation?, Employee Relations, Vol. 16 Issue 7, pp.43-57; Bigelow, J. (1980) Strategies of Evolutionary and Revolutionary Organizational Change, Academy of Management Proceedings, Carter, D. E. (1999), Branding: The Power of Market Identity, Watson-Guptill, New York. Coyne, K.P. and Sujit Balakrishnan (1996),Bringing discipline to strategy, The McKinsey Quarterly, No.4 De Toni A. and Tonchia S. (2003) Strategic planning and firms’ competencies: Traditional approaches and new perspectives, International Journal of Operations Production Management, Vol. 23 Issue 9, pp.947-97 Doherty, A. M. (Editor) (2004). Fashion Marketing: Building the Research Agenda. UK: Emerald Group Publishing Limited. Finch P. (2004) Supply chain risk management, Supply Chain Management: An International Journal, Vol. 9 Issue 2, pp.183-196; Grundy, T. (1993) Managing Strategic Change, Kogan Page, London UK. Johnson, G. Scholes, K. (2002) Exploring Corporate Strategy: Text and Cases 6th edition, FT Prentice Hall, UK Kumar and Linguri, (2005), Zara: Responsive, High-Speed, Affordable Fashion, the European Case Clearing House. Lopez, C and Fan, Y (2009) â€Å"Internationalisation of the Spanish fashion brand Zara†, Journal of Fashion Marketing and Management, Vol. 13 Iss: 2, pp.279 – 296 Mittal, B. (1988), The role of affective choice mode in the consumer purchase of expressive products, Journal of Economic Psychology, 9, pp. 65 499-524. Moran, R. T. and Riesenberger, J. R. (1994), The Global Challenge: Building the New World-wide Enterprise, McGraw-Hill, London. Murphy, J. M. (1990), Brand Strategy, Director Books, Cambridge. Okumus F. (2003) A framework to implement strategies in organizations, Journal of Management Decision, Vol. 41 Issue 9, pp.871-882; Porter, M.E. (1979) How Competitive Forces Shape Strategy, Harvard Business Review, March/April 1979. Porter, M.E. (1980) Competitive Strategy, Free Press, New York, 1980. How to cite Strategic Analysis of Zara, Essay examples

Employability Skills free essay sample

The Career and Technical Education Team would like to express its sincere appreciation to the many individuals from local school districts, Cooperative Educational Service Agencies, the Technical College System, University of Wisconsin System, business, industry, and labor representatives, and the Department of Public Instruction for their time, effort and expertise in developing Wisconsin’s Cooperative Education Skill Standards Certificate Program. Revised September 2005 The Wisconsin Department of Public Instruction does not discriminate on the basis of sex, race, color, religion, age, national origin, ancestry, creed, pregnancy, marital or parental status, sexual orientation, or physical, mental, emotional or learning disability. [pic] Printed on recycled paper. Table of Contents Section I: Employability Skills Certificate Program Description Introduction 6 General Program Design 6 Local Program Eligibility 7 Local Program Requirements 8 Selection of Students 8 Partner Expectations 8 Student Assessment 9 Section II: Employability Skills Certificate Program Registration Registration Information12 Section III: Work-Based Learning Elements Work-Based Learning Overview14 Workplace Mentoring14 Section IV: Appendices A: SCANS Skill Competencies19 B: Definitions of the Competencies20 C: SCANS Foundational Skills22 D: Definitions: The Foundation23 E. Classroom Activities Integrating SCANS Competencies into Curriculum25 F: Sample Training Agreement27 G: Example of an Individual Career Plan28 H: Workplace Mentor Training32 I: Questions and Answers33 Section |I | Introduction General Program Design Local Program Eligibility Local Program Requirements Selection of Students Partner Expectations Student Assessment Introduction Mastery of employability skills is essential for all students, because virtually all students will one-day go to work. National studies indicate that 80% of all students work at some time during their high school careers. Wisconsin-based research indicates a similar statistic (Green Bay Education Association, 1989). Nationally, secondary schools offer a wide variety of school-supervised, work-based learning programs as a part of the curriculum which provide credits towards graduation and/or skill attainment credentials. Similarly, Wisconsin schools provide a variety of school-supervised learning experiences that help students prepare for their lifes work and offer credits towards graduation and/or skill attainment credentials. In particular, school-based programs such as Youth Apprenticeship, Cooperative Education, Work Experience, Internships, Service Learning and others provide valuable career development experiences for young people and some provide state certification of the skills students develop. In Wisconsin, only a small percentage of high school students who are working are involved in any of the school-supervised or state certified work experiences. The majority get jobs on their own where the work they do has little or no connection to what they do in school. To quote Laurence Steinberg, â€Å"Most students work to satisfy personal needs in jobs that offer few opportunities for learning and that have little, if any, connection to the type of work they will do as adults. Thus, students are missing the opportunity to shape their work experiences into positive, credentialed, learning experiences. The intent of the Employability Skills Certificate Program is to recognize a students mastery of employability skills valued by employers, to help students explore a career interest, and to provide a state credential of student mastery of employability skills. The main strategy is to provide, within state guidelines, state certification of a broader range of local district school-supervised work-based learning programs. The employability skills in this program have been identified through the U. S. Department of Labors Secretarys Commission on Achieving Necessary Skills (SCANS) in partnership with educators, business, industry and labor representatives. Further portions of this document provide a core description of the program components, sample forms, competencies, etc. , which are a part of the DPI guidelines for the Employability Skills Certificate Program. School district staff, and especially the classroom teachers who are the backbone of any such effort, can use this document to evaluate whether or not existing work-based learning programs within their district can meet the guidelines and become a part of this effort. In districts which currently do not offer any such programs or are interested in expanding work-based learning credentials for their students, this guidelines document can be used to initiate, design and implement the Employability Skills Certificate Program as a new or additional option for their students. Participating in this program will also provide a valuable service to both students and the community: †¢ Students will get more out of their jobs than a paycheck. †¢ The community will have employees whose work is more meaningful because it is connected to the school experience. †¢ Schoolwork becomes more relevant to students because it is connected to the real world. General Program Design Wisconsin’s Employability Skills Certificate Program consists of the following required components: †¢ SCANS skills †¢ a school-supervised work-based learning experience, and †¢ a career plan It is also designed to provide local flexibility in its coordination and implementation. 1. SCANS skills can be demonstrated and assessed at school and/or in the community. A special course does not need to be developed to teach these competencies as it is intended that all curriculum areas embrace the competencies, thus allowing students to achieve integrated learning experiences connecting school and work. (See Appendix A for a complete list of SCANS Skill Competencies. ) 2. The work-based component of the program may be met in any number of jobs/activities. School districts are encouraged to review current local work-based learning programs against the program requirements for offering this program to their students. †¢ Students already involved in a school-supervised work-based learning activity such as regular cooperative education, a work experience program, an internship, or service learning can use that experience for the work-based portion of this program. †¢ If a school district has a work-based program that is locally certified it may want to consider applying for approval from DPI to offer it as a state certified program. Schools that operate a school-based enterprise (in lieu of work-based opportunities in the community) may be permitted to have participating students do a job shadow to fulfill the work-based requirement. (Note: This is a special case, which requires prior discussion with DPI. Typically, job shadowing in and of itself will not meet the work-based component requirement since job shadowing is nonproduc tive work, by definition. For students to learn employability skills they must be engaged in work. †¢ Students participating in a certified cooperative education program or a youth apprenticeship would not be involved in this program because they will receive a state certificate for similar program components. †¢ The Wisconsin Department of Public Instruction issues the state certificate. †¢ Students aged 14 and above are eligible to participate in this program. †¢ The minimum number of work hours required of students is 180 hours which can be completed over the course of a quarter, semester, summer, year or longer, depending on individual student capacity to learn and district capacity to deliver. Occupationally related instruction is not required for the Employability Skills Certificate Program although it could be a part of a given work-based learning program such as cooperative education wherein related instruction in skill development is taught in addition t o student’s learning employability skills. 3. Career planning is an essential component of career development and the cornerstone for making appropriate career, educational, and occupational choices. Developing an Individual Career Plan (ICP) will facilitate students smooth transition from school to work or further learning. An ICP will assist students and parents in relating each students career interests and post-secondary higher education aspirations to individual aptitudes and achievements. The specific objective is to create a plan of action that the student will follow after graduation. The plan provides concrete post-secondary plans and tentative career goals, identifies the steps that are required, and reinforces the commitment and responsibility of each student to take charge of his or her career. This written document is developed jointly by students, parents, and school personnel. Although ICP development is a joint venture and the post-secondary plan ultimately reflects decisions made by students and parents, the school is responsible for managing the process and for providing students and parents with objective data that enable them to periodically re-evaluate the plan. The certificate earned by the student will be issued by the State of Wisconsin and becomes a part of the student’s portfolio. Local Program Eligibility School districts offering this program must provide DPI-licensed teachers that will work with students, their parents, and employers to implement the program. Supervising teachers should be provided one-half hour per student per week to coordinate the program, conduct work site visits, etc. The certificate becomes a part of the student’s career portfolio. School districts implementing this program must be approved by DPI on an annual basis as meeting the program requirements. Public, charter and private non-sectarian high schools are all eligible to apply for the Employability Skills Certificate Program. The supervising teacher, along with input from the employer and the student, is responsible for assessing student progress during each grading period on the learning goals and employability skills identified on the Student Employability Skills Record. For those tasks on which the student receives a low rating, the teacher identifies specific areas where improvement is needed and suggests ways the student can improve performance. For tasks on which the student receives high marks, the teacher may give examples that illustrate the outstanding performance. Local Program Requirements School districts that are interested in offering the Employability Skill Certificate Program must register the program with DPI. High schools seeking program approval must agree to the following requirements and methods of implementation: 1. The program must be operated by the local school district in partnership with business and/or industry. This includes a business/industry advisory council consisting of local employers, parents, labor representatives, and educators that are in involved in the planning and evaluation of the program. Existing School-to-Work, Education for Employment, or other similar advisory groups may be used to meet this requirement. 2. Students are to be placed with employers in accordance with their abilities and career objectives through a comprehensive career development process. For some students without a career interest area, the work-based experience will serve as a career exploration activity. The student selection process must be fair, equitable, address the needs of all student populations, and adhere to all state and federal laws. 3. The learning activities at school and in the community must be rigorous in providing for opportunities to achieve the employability skills and learning goals listed in the Student Achievement Record issued by DPI. 4. A licensed teacher serves as the supervising teacher for the program in accordance with all program requirements. 5. A Training Agreement is on file for every student participating in the program. This written agreement specifies commitment and responsibilities of the employer, the student, the school and the parent/guardian, and is signed by each prior to the start of the work-based experience. This agreement prevents any misunderstandings about the program and the procedures to be followed during the work-based experience. (See Appendix F for a Sample Training Agreement. ) 6. The school must put a process in place that ensures the completion of an Individual Career Plan by each student applying for an Employability Skills Certificate. (See Appendix G for an Example of an Individual Career Plan. ) Selection of Students The work-based learning experience is the responsibility of the supervising teacher working with the student and the employer. The supervising teacher secures the workplace and matches the student with the workplace in order to meet the student’s career goal. The supervising teacher must take into account the student’s personal goals and abilities. The ultimate decision for workplace assignment is made between the supervising teacher and the employer. The selection process should not eliminate problem students or allow only high-ability students to enroll in the program. Rather, it is a means of serving all student populations based on individualized career goals and abilities. The only restriction on the number of students in the program is vailability and suitability of workplaces and size of classroom facilities. Partner Expectations Students participating in the Employability Skills Certificate Program are responsible for the following: ? Obtaining a work permit ? Attending school on a regular basis unless pre-excused or upon notification from parent/guardian that the student will not be at tending school for a specified period of time ? Notifying the school and the cooperating employer in advance when absence is unavoidable ? Meeting local program enrollment and participation requirements (e. . , keep in good academic standing, etc. ) ? Furnishing the supervising teacher with all necessary information and completing all necessary reports ? Discussing any problems on the job with the supervising teacher ? Reporting promptly and engaging in the work assignment according to the training schedule ? Keeping all business information of the cooperating employer confidential ? Cooperating with the workplace supervisor/mentor, engaging in assignments as a training experience, observing workplace etiquette and observing safety rules ? Abiding by the rules and regulations of the cooperating employer ? Keeping all business information of the cooperating employer confidential Supervising teachers will be responsible for the following: ? Visiting and assisting employers in establishing training programs ? Observing each student on the job ? Cooperating with the employer in the evaluation of the student ? Making every attempt to solve problems that may arise from the cooperating agency, school, parent/guardian, student or community ? Providing in-school instruction related to the training activities of the student (as appropriate) ? Developing and implementing a curriculum based upon pre-employment, employment and post-employment skills ? Working with a local advisory committee to obtain assistance with the program ? Cooperating with the employer in further safety training ? Developing a student selection process appropriate for the needs and desires of the students and the opportunities presented by the cooperating employers ? Providing employer/workplace mentor orientation on working with high school-age youth Employers participating in the Employability Skills Certificate Program will be responsible for the following: Providing a training program, with varied experiences, which will contribute to the education of the student ? Providing supervision/workplace mentor for the training of the student ? Providing employment for the student during the agreed upon times ? Adhering to all state and federal child labor laws ? Providing for the day-to-day safety of the student on the job ? Providing training to the stu dent which matches the learning experiences to individual student capabilities ? Offering a well-rounded variety of learning experience for the student ? Participating in the development of the individual training plan and agreement in cooperation with the student and the supervising teacher ? Cooperating with the supervising teacher in evaluating the student ? Maintaining a physical and moral environment appropriate and beneficial to the student ? Providing wages to the student comparable to those paid to similar entry-level workers in the company Student Assessment A procedure for student assessment is described below. The supervising teacher and the workplace mentor are responsible for: 1. Assessment of student progress during each grading period on the identified tasks and state-approved competencies. Working together, the workplace mentor and the supervising teacher evaluate the student’s performance for each task and competency previously identified. For those tasks on which the student receives a low rating, the workplace mentor identifies specific areas where improvement is needed and suggests ways the student can improve performance. For tasks on which the student receives high marks, the workplace mentor may give examples that illustrate the outstanding performance. Students may master some tasks and competencies at both sites. Additional tasks and competencies to be mastered and assessed during the next grading period are determined. 2. Communication of results of the assessment to the student. The supervising teacher and the workplace mentor meet with the student to discuss the evaluation, identify areas that need to be improved, inform the student of the workplace mentor’s suggestions for improvement, identify strengths that have been pointed out on the job and in the classroom, and provide evidence to support the evaluation of the tasks and state-approved competencies. Give the student a copy of the tasks and state-approved competencies identified for the next grading period. 3. Continuation of the evaluation process. For each assessment period established by the school, the supervising teacher, working with the student and workplace mentor, should repeat this process. |Section |II | Registration Information Registration Information Local education agencies (LEAs) wishing to offer the Employability Skills Certificate Program must register the program(s) with the Department of Public Instruction prior to implementing the program. Program registration information may be found online at www. dpi. state. wi. us/dpi/dlsis/let/cteskills. html A separate registration must be completed for each individual program being operated. Once registered, the LEA will assume the responsibility to ensure that all procedures as described in this guide are followed. For information about Wisconsin’s Employability Skills Certificate Program or the registration process, please contact Marilyn Bachim, Office Operations Assistant, 608-267-2274, marilyn. [emailprotected] wi. gov |Section |III | Work-Based Learning Overview Workplace Mentoring Work-Based Learning Overview â€Å"Learning by doing† is the foundation of work-based learning. Students must be provided the opportunity to participate in a paid work experience that assesses the state-approved competencies. Work experience also supports the related classroom instruction and contextualizes the learning. Work-based learning at the workplace and under the guidance of the workplace mentor develops the technical skills which are related to a student’s performance in entry-level employment. The strategies used in Wisconsin’s Cooperative Education Skill Standards Certificate Program reinforce the school-based learning component of school to work by involving both educators and workplace mentors. Students demonstrate competencies learned n the classroom while performing tasks or functions of work at the workplace. The workplace mentor is directly involved in the training as well as the assessment of the skill level of the student. Wisconsin’s Cooperative Education Skill Standards Certificate Program sets new expectations for workplace competency, teaching methods, and student assessment. Work-based learning requires the integration of academic content and technical skill de velopment. Employability skills identified in the SCANS report are required components of Wisconsin’s Cooperative Education Skill Standards Certificate Program. This effort is supported by Wisconsin’s education for employment standard (m) which emphasizes the need for: business and education partnerships, application of basic skills, career development, employability skills and attitudes, school-supervised work experience, and knowledge of all aspects of an industry. Because the work-based learning component of this program is delivered outside the local school district, it is important that the local school work closely with the employer to establish the policies and procedures included in the Cooperative Education Training Agreement for Skill Standards Certification. Students, schools and employers are required to follow all state and federal child labor regulations pertaining to work experience programs. For more specific information on child labor laws and work experience programs, contact the Equal Rights Division, Labor Standards Section, Department of Workforce Development, P. O. Box 8928, Madison, WI 53707-8928 (608) 266-6860. Workplace Mentoring Mentoring activities are those that support the needs of students by developing and maintaining a supportive relationship with an adult. The workplace mentor nurtures the students by helping them adjust to the culture of the workplace and orienting them to career options and pathways. Mentoring programs provide a variety of useful functions for youth, both psycho social and instrumental in nature. Exposing and socializing young people to the world of employment strengthens ties to the labor market, increases access to opportunities, develops the social skills of youth, and contributes to an atmosphere of cooperation and flexibility at the workplace. The employer must agree to provide a mentor(s) for students at the workplace. A workplace mentor must be a skilled, experienced worker who can teach youth about the industry and the world of work. Workplace mentors will be required to attend training on working with high school-aged youth and meet regularly with school personnel and parents/guardians. The roles and responsibilities of the workplace mentor will vary from setting to setting but the following are basic functions that all workplace mentors perform: Initiate the student to the workplace culture—introducing young people to an adult social system with its own rules, conventions, and norms. This can include both formal and informal organizational structures. Advise youth on career directions and opportunities, provide networking opportunities, and generally help expand the young person’s career goals. Help the student to resolve practical problems—including personal difficulties encountered at work and school and work-related issues. Mentor training is required and is the responsibility of the local school district. An example of mentor training components is provided in Appendix H. |Section |IV | A: SCANS Skill Competencies B: Definitions of the Competencies C: SCANS Foundational Skills D: Definitions: The Foundation E. Classroom Activities Integrating SCANS Competencies into Curriculum F: Sample Training Agreement G: Example of an Individual Career Plan H: Workplace Mentor Training I: Questions and Answers Appendix A SCANS Skill Competencies Resources: Identifies, organizes, plans, and allocates resources A. Time—selects goal-relevant activities, ranks them, allocates time, and prepares and follows schedules B. Money—uses or prepares budgets, makes forecasts, keeps records, and makes adjustments to meet objectives C. Material and Facilities—acquires, stores, allocates, and uses materials or space efficiently D. Human Resources—assesses skills and distributes work accordingly, evaluates performance and provides feedback Interpersonal: Works with others A. Participates as a Member of a Team—contributes to group effort B. Teaches Others New Skills C. Serves Clients/Customers—works to satisfy customers’ expectations D. Exercises Leadership—communicates ideas to justify position, persuades and convinces others, responsibly challenges existing procedures and policies E. Negotiates—works toward agreements involving exchange of resources, resolves divergent interests F. Works with Diversity—works well with men and women from diverse backgrounds Information: Acquires and uses information A. Acquires and Evaluates Information B. Organizes and Maintains Information C. Interprets and Communicates Information D. Uses Computers to Process Information Systems: Understands complex inter-relationships A. Understands Systems—knows how social, organizational, and technological systems work and operates effectively with them B. Monitors and Corrects Performance—distinguishes trends, predicts impacts on system operations, diagnoses deviations in systems’ performance and corrects malfunctions Technology: Works with a variety of technologies A. Selects Technology—chooses procedures, tools, or equipment including computers and related technologies B. Applies Technology to Task—understands overall intent and proper procedures for setup and operation of equipment C. Maintains and Troubleshoots Equipment—prevents, identifies, or solves problems with equipment, including computers and other technologies These competencies are built around a three-part foundation of basic skills, thinking skills, and personal qualities that together reflect the skills necessary for the changing workplace. Appendix B Definitions of the Competencies RESOURCES Allocates Time—Selects relevant, goal-related activities, ranks them in order of importance, allocates time to activities, and understands, prepares, and follows schedules. Allocates Money—Uses or prepares budgets, including making cost and revenue forecasts, keeps detailed records to track budget performance, and makes appropriate adjustments. Allocates Material and Facility Resources—Acquires, stores, and distributes materials, supplies, parts, equipment, space, or final products in order to make the best use of them. Allocates Human Resources—Assesses knowledge and skills and distributes work accordingly, evaluates performance, and provides feedback. INTERPERSONAL Participates as a Member of a Team—Works cooperatively with others and contributes to group with ideas, suggestions, and effort. Teaches Others—Helps others learn. Serves Clients/Customers—Works and communicates with clients and customers to satisfy their expectations. Exercises Leadership—Communicates thoughts, feelings, and ideas to justify a position, encourages, persuades, convinces, or otherwise motivates an individual or groups, including responsibly challenging existing procedures, policies, or authority. Negotiates—Works towards an agreement that may involve exchanging specific resources or resolving divergent interests. Works with Cultural Diversity—Works well with men and women and with a variety of ethnic, social, or educational backgrounds. INFORMATION Acquires and Evaluates Information—Identifies need for data, obtains it from existing sources or creates it, and evaluates its relevance and accuracy. Organizes and Maintains Information—Organizes, processes, and maintains written or computerized records and other forms of information in a systematic fashion. Interprets and Communicates Information—Selects and analyzes information and communicates the results to others using oral, written, graphic, pictorial, or multi-media methods. Uses Computers to Process Information—Employs computers to acquire, organize, analyze, and communicate information. Appendix B (continued) SYSTEMS Understands Systems—Knows how social, organizational, and technological systems work and operates effectively within them. Monitors and Corrects Performance—Distinguishes trends, predicts impact of actions on system operations, diagnoses deviations in the function of a system/organization, and takes necessary action to correct performance. Improves and Designs Systems—Makes suggestions to modify existing systems to improve products or services, and develops new or alternative systems. TECHNOLOGY Selects Technology—Judges which set of procedures, tools, or machines, including computers and their programs, will produce the desired results. Applies Technology to Task—Understands the overall intent and the proper procedures for setting up and operating machines, including computers and their programming systems. Maintains and Troubleshoots Technology—Prevents, identifies, or solves problems in machines, computers, and other technologies. Appendix C SCANS Foundational Skills Basic Skills: Reads, writes, performs arithmetic and mathematical operations; listens and speaks A. READING—LOCATES, UNDERSTANDS, AND INTERPRETS WRITTEN INFORMATION IN PROSE AND IN DOCUMENTS SUCH AS MANUALS, GRAPHS, AND SCHEDULES B. Writing—communicates thoughts, ideas, information, and messages in writing; and creates documents such as letters, directions, manuals, reports, graphs, and flow charts C. Arithmetic/Mathematics—performs basic computations and approaches practical problems by choosing appropriately from a variety of mathematical techniques D. Listening—receives, attends to, interprets, and responds to verbal messages and other cues E. Speaking—organizes ideas and communicates orally Thinking Skills: Thinks creatively, makes decisions, solves problems, visualizes, knows how to learn, and reasons A. CREATIVE THINKING—GENERATES NEW IDEAS B. Decision Making—specifies goals and constraints, generates alternatives, considers risks, and evaluates and chooses best alternative C. Problem Solving—recognizes problems and devises and implements plan of action D. Seeing Things in the Mind’s Eye—organizes, and processes symbols, pictures, graphs, objects, and other information E. Knowing How to Learn—uses efficient learning techniques to acquire and apply new knowledge and skills F. Reasoning—discovers a rule or principle underlying the relationship between two or more objects and applies it when solving a problem Personal Qualities: Displays responsibility, self-esteem, sociability, self-management, and integrity and honesty A. RESPONSIBILITY—EXERTS A HIGH LEVEL OF EFFORT AND PERSEVERES TOWARDS GOAL ATTAINMENT B. Self-Esteem—believes in own self-worth and maintains a positive view of self C. Sociability—demonstrates understanding, friendliness, adaptability, empathy, and politeness in group settings D. Self-Management—assesses self accurately, sets personal goals, monitors progress, and exhibits self-control E. Integrity/Honesty—chooses ethical courses of action Appendix D Definitions: The Foundation BASIC SKILLS Reading—Locates, understands, and interprets written information in prose and documents—including manuals, graphs, and schedules—to perform tasks; learns from text by determining the main idea or essential message; identifies relevant details, facts, and specifications; infers or locates the meaning of unknown or technical vocabulary; and judges the accuracy, appropriateness, style, and plausibility of reports, proposals, or theories of other writers. Writing—Communicates thoughts, ideas, information, and messages in writing; records information completely and accurately; composes and creates documents such as letters, directions, manuals, reports, proposals, graphs, flow charts; uses language, style, organization, and format appropriate to the subject matter, purpose, and audience. Includes supporting documentation and attends to level of detail; checks, edits, and revises for correct information, appropriate emphasis, form, grammar, spelling, and punctuation. Arithmetic—Performs basic computations; uses basic numerical concepts such as whole numbers and percentages in practical situations; makes reasonable estimates of arithmetic results without a calculator; and uses tables, graphs, diagrams, and charts to obtain or convey quantitative information. Mathematics—Approaches practical problems by choosing appropriately from a variety of mathematical techniques; uses quantitative data to construct logical explanations for real world situations; expresses mathematical ideas and concepts orally and in writing; and understands the role of chance in the occurrence and prediction of events. Listening—Receives, attends to, interprets, and responds to verbal messages and other cues such as body language in ways that are appropriate to the purpose; for example, to comprehend; to learn; to critically evaluate; to appreciate; or to support the speaker. Speaking—Organizes ideas and communicates oral messages appropriate to listeners and situations; participates in conversation, discussion, and group presentations; selects an appropriate medium for conveying a message; uses verbal language and other cues such as body language appropriate in style, tone, and level of complexity to the audience and the occasion; peaks clearly and communicates a message; understands and responds to listener feedback; and asks questions when needed. THINKING SKILLS Creative Thinking—Uses imagination freely, combines ideas or information in new ways, makes connections between seemingly unrelated ideas, and reshapes goals in ways that reveal new possibilities. Decision Makingâ⠂¬â€Specifies goals and constraints, generates alternatives, considers risks, and evaluates and chooses best alternatives. Problem Solving—Recognizes that a problem exists (i. e. there is a discrepancy between what is and what should or could be), identifies possible reasons for the discrepancy, and devises and implements a plan of action to resolve it. Evaluates and monitors progress, and revises plan as indicated by findings. Seeing Things in the Mind’s Eye. Organizes and processes symbols, pictures, graphs, objects or other information; for example, sees a building from a blueprint, a system’s operation from schematics, the flow of work activities from narrative descriptions, or the taste of food from reading a recipe. Appendix D (continued) Knowing How to Learn—Recognizes and can use learning techniques to apply and adapt new knowledge and skills in both familiar and changing situations. Involves being aware of learning tools such as personal learning styles (visual, aural, etc. ), formal learning strategies (note taking or clustering items that share some characteristics), and information learning strategies (awareness of unidentified false assumptions that may lead to faulty conclusions). Reasoning—Discovers a rule or principle underlying the relationship between two or more objects and applies it in solving a problem. For example, uses logic to draw conclusions from available information, extracts rules or principles from a set of objects or written text; applies rules and principles to a new situation, or determines which conclusions are correct when given a set of facts and a set of conclusions. PERSONAL QUALITIES Responsibility—Exerts a high level of effort and perseverance towards goal attainment. Works hard to become excellent at doing tasks by setting high standards, paying attention to details, working well, and displaying a high level of concentration even when assigned an unpleasant task. Displays high standards of attendance, punctuality, enthusiasm, vitality, and optimism in approaching and completing tasks. Self-Esteem—Believes in own self-worth and maintains a positive view of self; demonstrates knowledge of own skills and abilities; is aware of impact on others; and knows own emotional capacity and needs and how to address them.