Banking and Related Financial Services.

Autor/in	Snyder, Les
Institution	Northern Arizona Univ., Flagstaff. Center for Vocational Education.
Titel	Banking and Related Financial Services.
Quelle	(1986), (144 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Articulation (Education); Banking; Behavioral Objectives; Clerical Occupations; Clerical Workers; Competence; Competency Based Education; Credit (Finance); Educational Resources; Entry Workers; Finance Occupations; Job Skills; Learning Activities; Office Occupations Education; Postsecondary Education; State Curriculum Guides; Vocational Education; Arizona + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Articulation; Artikulation (Ling); Artikulation; Aussprache; Bankgeschäft; Office occupations; Büroberuf; Bürohilfskraft; Kompetenz; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Credit; Kredit; Bildungsmittel; Finanzbuchhalter; Produktive Fertigkeit; Lernaktivität; Büro- und Verwaltungsschule; Post-secondary education; Tertiäre Bildung; Rahmenlehrplan; Ausbildung; Berufsbildung
Abstract	This curriculum guide lists competencies for banking and related financial services occupations, validated by educators and experienced persons in the field in Arizona. The competencies describe the skills required of entry-level workers. The guide is in two parts with one focusing on teller or teller-like positions, and the other focusing on credit or loan positions. The teller-like positions include teller, customer service representative, account service clerk, records clerk, and charge card authorization operator. The loan or credit positions include credit clerk, loan processor, loan analyst, loan secretary, loan clerk, credit interviewer, and credit investigator. Eleven competencies are described for each type of position. For each competency, various tasks are listed. The description of each task includes a performance objective with the conditions, evaluation, and standard of performance; student learning experiences; suggested instructional techniques; instructional equipment, materials, and supplies; and suggested resources. An annotated bibliography give further details on these resources. These materials are intended to assist teachers in secondary and postsecondary vocational programs in developing a course of study, structuring learning sequences, determining standards of performance, and locating resources. (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC