STIC - Accounting: Licensing (Module 2)
Obtaining
a  CMA Designation
(Topic 3A & B)
Topic 3A Content
See Module 2, Topic 1. CMA brochures necessary for the task are available
from the Society or from their Web site at: www.cma-canada.org.
Topic 3A Delivery
As many copies as necessary should be made of the following handouts
 :
- Pre-Task 1 CMA excerpts (make only one copy)
- Handout 1 Obtaining a CMA Designation
- Handout 2 Matching Activity
- Handout 3 Categorizing CMA experience
Cut Pre-Task 1 handout into three parts for Pre-Task 1 (see note in
methodology section).
Materials needed: access to a blackboard or flip chart.
Topic 3B Content
This lesson focuses on generic verbs associated with accounting
terminology.
Topic 3B Delivery
As many copies as necessary should be made of the following :
- Handout 1 Chart
- Terminology List (optional)
Materials needed: access to an overhead projector,
OHT 1 .
Topic 3A Methodology
Introduction
Note: Before the class, cut the Pre-Task
1 handout so you have the three paragraphs on separate slips of paper.
At the beginning of the class, distribute one slip each to three participants,
who will be called upon to share their information during Pre-Task 1.
Ask them to read the information over to themselves; they can either
read or explain the contents when they are asked.
1. (10 minutes)
Elicit from the class what they know
about the differences between the three accounting designations. Explain
that all three have their own professional bodies, qualification requirements,
and areas of practice. However, there is a lot of overlap in their
duties and responsibilities. One accounting body has a particular focus,
however. Elicit from the class the answer: the CMA designation. Ask the
class what they know about the CMA. Pre-Tasks
1. (30 minutes)
Elicit from the class answers to the
question: What does a CMA do? Discuss. Afterwards, have the pre-selected
participant read or talk about the question. Make sure everyone hears
and understands what is being said. Encourage the use of clarification
questions from Topic 1.
Ask the class where CMAs work. Discuss. Have the pre-selected participant
read or talk about the question from the given paper. Make sure everyone
hears and understands.
Based on some of the information of the job duties of a CMA, ask the
class what they think the employment requirements of a CMA are. Afterwards,
have the pre-selected participant read or talk about the question from
the given information, again making sure everyone hears and understands.
2. (15 minutes)
Distribute Handout 1 and explain that
the class is going to read some information about the process of obtaining
a CMA designation. Have the participants read the handout.
Distribute Handout
2 and have the participants work in pairs (or individually) to match
the terms with definitions. Take up as a class or have them share their
answers with a partner.
3. (20 Minutes)
Distribute Handout 2 and have the participants work in pairs (or individually)
to match the terms with definitions. Take up as a class or have them
share their answers with a partner.
4. (20 minutes)
Focus the attention
of the class on the levels of experience required by the Practical
Experience Requirement: namely, the operational and managerial. Discuss
briefly. Distribute Handout 3 and ask the participants to decide, in
pairs, which accounting tasks are operational and which are managerial.
Have them compare their answers with another pair. Discuss as a whole
class.
Task
1. (15 minutes)
Give the participants opportunity to
find out more in-depth information about the CMA process by choosing
an area of the CMA designation process to read about. For example participants
can read the inserts about the professional program, the entrance examination,
and/or the practical experience requirements that are all found in
the brochure package. Post-Task
1. (15 minutes)
A useful follow-up for those participants
who are interested would be to call the Society of Management Accountants
for more information and ask clarification questions about the procedure
for obtaining the CMA designation.
Topic 3B Methodology
Introduction
1. (15 minutes)
Explain that the next four workshops focus on work search. Participants
will be given opportunities to analyze job ads, improve their résumé,
and practise job-interview skills. Today, they will look at their specific
accounting skills and experience. As discussed, individuals with the
three accounting designations share many of the same duties. Elicit from
participants any particular skills that pertain to CAs, CMAs, or CGAs.
For example, CMAs help management to evaluate performance and control
operations, assist in implementing best management practices, interpret
and communicate operating results and consult on business plans.
Pre-Tasks
1. (45 minutes)
Tell the participants that they are going to look at a chart that will
help them develop the terminology and phrases needed to describe specific
accounting functions. Some verbs and nouns naturally go together to express
these accounting tasks; they are commonly associated with each other.
Distribute Handout 1 and explain that the participants should decide
which verbs "go with" which accounting documents / procedures
/ reports. The purpose is to determine which pairs are most commonly
used. Have the participants work in pairs. Take up the answers
on an overhead by checking off the appropriate answers on the chart as
a whole class.
Task
1. (30 minutes)
Participants should reflect on the chart and see if they can start compiling
a list of their own accounting experience using these verbs. Have them
start this process in preparation for the work search module.  Downloads
All downloads are in Adobe Acrobat
PDF.
Download a print version of the above lesson plan and related
materials.
Licensing:
Topic 3A & B [240 KB, 18 pages]
Download the complete Facilitator's Guide and Participant's Workbook.
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