University of Montana
ScholarWorks at University of Montana
Theses, Dissertations, Professional Papers
Graduate School
1970
Guidelines for the development of a simulated
office experience program
Priscilla Kay McGill
The University of Montana
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GUIDELINES FOR THE DEVELOPMENT
OF A SIMULATED OFFICE EXPERIENCE PROGRAM
by
P r i s c i l l a K. M cG ill
B . S . , U n i v e r s i t y o f M ontana, 1970
P r e s e n te d i n p a r t i a l f u l f i l l m e n t o f t h e r e q u ir e m e n ts f o r t h e d e g re e o f
M a s te r o f S c ie n c e in
B u s in e s s A d m in is tr a tio n
UNIVERSITY OF MONTANA
1970
A pproved b y :
C h airm an , B oard oi'^E A M in ers
De
G ra d u a te /S c h o o l
UMI Number: EP35553
All rights reserved
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TABLE OF CONTENTS
I n t r o d u c t i o n ......................................................................................................................... 1
C h a p te r I - S ta te m e n t o f t h e P r o b l e m ....................................................................2
C h a p te r I I - R e la te d L i t e r a t u r e .......................................................................... . k
L i t e r a t u r e R e la te d t o t h e P u rp o se s an d G oals o f
V o c a tio n a l E d u c a tio n ............................................................................................4
L i t e r a t u r e R e la te d t o t h e I m p l ic a t io n s o f t h e V o c a tio n a l
E d u c a tio n A ct o f 19Ô3 an d t h e Amendment A ct o f 1968 . . . . 6
L i t e r a t u r e R e la te d t o t h e P u rp o se s and G o als o f B u s in e s s
E d u c a tio n w ith I m p l ic a t io n s f o r C u rric u lu m P la n n in g Needs . 9
L i t e r a t u r e R e la te d t o M eetin g t h e Needs o f t h e Modern
O f f ic e W orker an d O c c u p a tio n a l G u i d a n c e .......................................... 12
L i t e r a t u r e R e la te d t o P rogram s O f f e r in g R e a l i s t i c
E x p e rie n c e s i n O f f ic e O c c u p a tio n s T r a i n i n g ......................................19
C h a p te r I I I
M ethod
M ethod
M ethod
- P ro c e d u re s an d M ethods Used t o D evelop G u id e lin e s . .25
I : Q u e s tio n n a ir e .- . . ;
............................................................. 25
I I : S y stem s A n a ly s is . ^ ..................................................................25
I I I : R e so u rc e M a t e r i a l S u r v e y .................................................... 29
C h a p te r IV - A n a ly s is o f D a ta .....................................................................................31
F in d in g s o f Q u e s t i o n n a i r e ................................................................................ 31
F in d in g s o f B u s in e s s S u rv ey and R e so u rc e M a te r i a l S u rv e y . . .38
C h a p te r V - G u id e lin e s f o r a S im u la te d O f f ic e E x p e rie n c e Program .50
G u id e lin e I - D e f in in g t h e Scope o f t h e P rogram . . . . . .
.57
G u id e lin e I Ï - S c h o o l F a c t o r s t o C o n s i d e r .......................................... 63
G u id e lin e I I I - A d v is o ry C om m ittee..............................................................73
G u id e lin e IV - Community S u rv ey .................................................................. 77
G u id e lin e V - E s ta b lis h m e n t o f O r g a n iz a tio n a l S t r u c t u r e . . .82
G u id e lin e VI - B u s in e s s S u r v e y .......................................................................85
G u id e lin e V II - F a c i l i t i e s an d E quipm ent and S u p p lie s . . . .91
G u id e lin e V I I I - D evelopm ent o f C ourse C o n te n t O u tlin e
f o r R e la te d L e a r n in g ......................................................................................... 95
G u id e lin e IX - D evelopm ent o f M a te r i a ls f o r th e Program . . .98
G u id e lin e X - D evelopm ent o f P o l i c i e s an d P ro c e d u re s M anual 102
G u id e lin e XI - S e l e c t i o n o f S t u d e n t s ...................................................... 105
G u id e lin e X II - P u b lic R e l a t i o n s P ro g ram . . ................................. 109
G u id e lin e X I I I - S tu d e n t E v a lu a tio n P r o c e d u r e s ............................... 110
G u id e lin e XIV - P ro g ram E v a l u a ti o n .
..................................................llU
G u id e lin e XV - S u p p le m e n ta ry P rogram s ............................................... 121
C h a p te r VI - S u m m a ry .................................................................................................. 12U
I ll
A p p e n d i x ..........................................
131
Q u e s tio n n a ir e on S im u la te d O f f ic e E x p e rie n c e Program s
f o r H igh S c h o o ls ......................................................................................................... 131
S im u la te d O f f ic e E x p e rie n c e P rogram - C ourse O u t l i n e ...........................135
Sam ple O u tlin e - A d m in i s t r a ti v e P o l i c i e s C o n cern in g
t h e S im u la te d O f f ic e E x p e rie n c e P ro g ram . . . . .
....................... 139
Sam ple Form - E ssa y t o W rite B e fo re C hanging J o b s ............................... lU l
P o l i c i e s an d P ro c e d u re s M anual Sample T ab le o f C o n te n ts . . . . lUU
L ay o u t - C la ssro o m f o r S im u la te d M odel O f f ic e . . . . . . . . .
1 U5
B i b l i o g r a p h y ................................................................................................................................. IU6
V o c a ti o n a l, B u s in e s s , O f f ic e E d u c a tio n ...........................................................ll»6
O f f ic e a n d C l e r i c a l P rogram s i n t h e B u s in e s s E d u c a tio n P ro g ram . lh9
E d u c a tio n a l P r i n c i p l e s
......................................................................................... 151
O f f ic e W orkers i n S o c i e t y .......................................................................................152
M a t e r i a l s an d M ethods R e la te d t o G u id e lin e s .......................................... 153
F a c i l i t i e s ........................................................................................................................15^
FIGURES AND TABLES
F ig u r e s
1.
2.
3.
1».
5.
6.
7.
8.
9.
10.
11.
12.
13.
lU .
15.
16.
M acro f l o w c h a r t ......................................................................................................53
D e f i n i t i o n o f p r o b l e m ........................................................................................ 57
S c h o o l f a c t o r s t o c o n s i d e r ...............................................................................63
A d v is o ry co m m ittee an d p la n o f a c t i o n ...................................................73
Community s u r v e y ...................................................................................................... 77
E s t a b l i s h o r g a n i z a t i o n a l s t r u c t u r e ............................................................ 82
B u s in e s s s u rv e y
85
F a c i l i t i e s and eq u ip m en t a n d ' s u p p l i e s ......................................... . 91
D evelopm ent o f c o u rs e o u t l i n e - r e l a t e d l e a r n i n g ........................... 95
D evelopm ent o f m a t e r i a l s ................................................................................... 98
D evelopm ent o f p o l i c i e s and p r o c e d u r e s m anual ........................... 102
S tu d e n t s e l e c t i o n ........................................................................................... 105
P u b lic r e l a t i o n s .................................................................................................... IO8
S tu d e n t e v a l u a t i o n ......................,......................................................................... 110
P ro g ram e v a l u a t i o n ............................................................................................... llU
S u p p le m e n ta ry p ro g ra m s ...................................................................................... 121
T a b le s
1.
2.
3.
k.
5.
E d u c a tio n a l l e v e l o f p a r t i c i p a n t s ....................................................... 26
T e a c h in g E x p e rie n c e o f p a r t i c i p a n t s ........................................................26
O f f ic e e x p e r ie n c e o f p a r t i c i p a n t s ....................................................... 27
G e o g ra p h ic r e p r e s e n t a t i o n .......................................................................... 27
A re a s r e p r e s e n t e d i n d o in g t h e sy ste m s a n a l y s i s s tu d y . . .
29
IV
CHECKLISTS
1.
/
U n d e rs ta n d in g t h e e s s e n t i a l n a t u r e o f a s im u la te d
o f f i c e e x p e r ie n c e p ro g ram ....................................................
59
2.
S p e c i f i c o b j e c t i v e s f o r a s im u la te d o f f i c e e x p e r ie n c e pro g ram . . 6 l
3.
I n s t r u c t i o n a l a n a l y s i s ......................................................................................................67
U.
S tu d e n t p r e r e q u i s i t e s d e s i r a b l e f o r e n t e r i n g t h e p ro g ram .......................68
5.
In f o r m a tio n n e e d e d on p e r s o n n e l r e c o r d s o f t h e s c h o o l
and t h e s im u la te d o f f i c e e x p e r ie n c e p ro g ram ............................................... 68
6.
S ch o o l p o l i c i e s t o b e d e v e lo p e d c o n c e r n in g t h e s im u la te d
o f f i c e e x p e r ie n c e p ro g ram t o i n s u r e s t a n d a r d i z e d o p e r a t i o n . . . .
69
7.
S e l e c t i o n o f p r o p e r l y - q u a l i f i e d t e a c h e r - d i r e c t o r ......................................... 71
8.
P o lic y f o r m a tio n c o n c e r n in g a d v is o r y co m m ittees ...................................... 75
9.
P o lic y s ta te m e n t on com m unity s u r v e y .....................................................................79
10.
Community s u r v e y f a c t o r s t o d e te rm in e w hat in f o r m a tio n
s h o u ld b e o b ta in e d fro m l o c a l b u s i n e s s ............................................................... 80
11.
O r g a n iz a tio n o f t h e s im u la te d o f f i c e p ro g ra m .................................................. 83
12.
B u s in e s s s u rv e y t o u s e i n - t h e d ev elo p m en t o f a p o l i c i e s and
p r o c e d u r e s m a n u a l, d e te r m in in g f a c i l i t i e s an d e q u ip m e n t,
an d t h e d ev elo p m en t o f m a t e r i a l s an d c o u r s e o u t l i n e ............................... 88
13.
D a ta g a t h e r i n g q u e s t i o n s . ............................................................................................ 90
14.
D e te rm in in g f a c i l i t i e s , e q u ip m e n t, an d s u p p lie s n e e d e d ........................... 93
15.
C o u rse o u t l i n e d ev elo p m en t f o r a s im u la te d o f f i c e e x p e r ie n c e . . . 96
16.
D evelopm ent o f m a t e r i a l s ...............................................................................................100
17.
P la n n in g f o r p o l i c i e s and' p r o c e d u r e s m a n u a l ................................................ 103
18.
S e l e c t i o n o f s t u d e n t s .....................................
19.
P u b lic r e l a t i o n s ................................................................................................................. 109
20.
S tu d e n t e v a l u a t i o n .............................................................................................................112
21.
Ite m s t o c o n s id e r i n p ro g ram e v a l u a ti o n
22.
R e p o rts t o b e m ade.............................................................................................................I I 8
23.
Item s f o r f o llo w - u p s tu d y o f s t u d e n t s .............................................................. 119
I 06
............................................I I 6
INTRODUCTION
I
The p ro b le m i s how t o p r o v id e a m e a n in g fu l e x p e r ie n c e in o f f i c e
e d u c a tio n .
By c a r e f u l l y d e v e lo p in g a p h ilo s o p h y and u n d e r s ta n d in g o f
t h e s im u la te d o f f i c e e x p e r ie n c e p ro g ram an d f o llo w in g t h e g u id e lin e s
p r e s e n t e d , a t e a c h e r w i l l h av e t h e b a s i s f o r i n s t i t u t i n g a program ,
c o n s t r u c t e d t o m eet t h e n e e d s o f t h e p a r t i c u l a r t e a c h in g s i t u a t i o n .
S p e c i a l r e c o g n i t i o n i s g iv e n t o D r. D onald E. K oeppen, B u s in e s s
E d u c a tio n C h airm an , U n i v e r s i t y o f M o n tan a, and D r. George J . B rab b ,
P r o f e s s o r o f B u s in e s s A d m i n i s t r a t i o n , U n iv e r s it y o f M ontana, f o r p r o f e s s io n
g u id a n c e i n t h e w r i t i n g o f t h e p a p e r .
A cknowledgem ent a l s o goes t o D r.
H u b e rt R. B re u n in g e r o f B u s in e s s A d m in i s t r a ti o n , U n iv e r s it y o f M ontana, a s
a member o f t h e t h e s i s c o m m itte e .
CHAPTER I
STATEI'IENT OF THE PROBLEM
The P ro b lem
A s im u la te d o f f i c e e x p e r ie n c e encom passes a v a lu a b le and n eed ed
a r e a i n v o c a t i o n a l e d u c a tio n .
To p r o v id e a r e a l i s t i c and m e a n in g fu l
e d u c a t i o n a l e x p e r ie n c e t h a t le a d s t o a s tu d e n t p r e p a r e d t o e n t e r and
a d v a n c e in t h e l a b o r m a rk e t i s a g o a l o f v o c a t i o n a l e d u c a tio n .
One
o f t h e m ost m e a n in g fu l e x p e r ie n c e s i s t o a c t u a l l y work in an o f f i c e
s i t u a t i o n t h a t p r o v id e s a co m p re h e n siv e lo o k a t t h e fo rm s , f u n c t i o n s ,
f a c i l i t i e s an d e q u ip m e n t, an d p r o c e d u r e s u s e d i n an o f f i c e .
T hese
e x p e r ie n c e s a r e t h e m a jo r a d v a n ta g e s o f t h e s im u la te d o f f i c e e x p e r ie n c e .
The p ro g ram r e q u i r e s a v a s t amount o f c a r e f u l p la n n in g i f i t i s t o b e
v a lu a b le .
S ig n ific a n c e
The g e n e r a l d i s c i p l i n e s o f sy ste m s a n a l y s i s , c u r r ic u lu m d ev e lo p m e n t,
e d u c a t i o n a l p sy c h o lo g y an d p h ilo s o p h y , f a c i l i t i e s p la n n in g , f i n a n c i a l
p l a n n i n g , m a t e r i a l s d e v e lo p m e n t, and e d u c a tio n a l e v a lu a tio n a r e in c lu d e d
i n a n a tte m p t t o make t h e g u i d e l i n e s v a lu a b le t o o l s f o r b u s in e s s e d u c a to r s
O b je c tiv e s
The p u rp o s e o f t h i s p r e s e n t a t i o n i s t o p r o v id e g u id a n ce f o r s c h o o ls
in d e v e lo p in g an o f f i c e e d u c a tio n e x p e r ie n c e t h a t w i l l p r o v id e a m eaningful
e x p e rie n c e .
The g u i d e l i n e s w i l l h e l p t o i n s u r e t h a t t h e p ro g ram i s r e l a t e d d i r e c t l
t o em ploym ent o p p o r t u n i t i e s .
B ased on a d v ic e from th e o c c u p a tio n a l groups
c o n c e r n e d , e a c h s tu d e n t h a s t h e o p p o r tu n ity t o d e te rm in e a c a r e e r o b j e c t i v e
! F a c i l i t i e s an d eq u ip m en t u s e d in i n s t r u c t i o n a r e co m p arab le t o th o s e found
in t h e o c c u p a tio n .
The i n s t r u c t i o n d u p l i c a t e s , a s n e a r l y as p o s s i b l e ,
d e s i r a b l e w o rk in g c o n d i tio n s an d a t t h e same tim e p r o v id e s e f f e c t i v e l e a r n i
s itu a tio n s .
The n e e d s o f i n d i v i d u a l s t u d e n t s a r e p ro v id e d f o r .
v o c a t i o n a l l y co m p eten t an d e x p e r ie n c e d t e a c h e r .
T here i s a
T r a in in g i s c a r r i e d t o th e
p o in t o f d e v e lo p in g m a rk e ta b le s k i l l s , a b i l i t i e s , u n d e r s ta n d in g s , a t t i t u d e s
a p p r e c i a t i o n s , an d w ork h a b i t s ; an d c o n tin u o u s r e s e a r c h and fo llo w -u p i s an
i n t e g r a l p a r t o f t h e p ro g ra m .^
The g u id e lin e s a r e n eed ed e s p e c i a l l y f o r
t h e in e x p e r ie n c e d t e a c h e r o r a t e a c h e r w ith l i m i t e d o f f i c e e x p e r ie n c e .
The V o c a tio n a l E d u c a tio n A ct o f 19&3 an d t h e Amendment A ct o f 1968
make i t p o s s i b l e f o r f e d e r a l a i d f o r v o c a t i o n a l t r a i n i n g in o f f i c e o c c u p a ti
Some o f t h e g r e a t e s t d i f f i c u l t i e s in d e v e lo p in g program s a r e t h a t t e a c h e r s
h e s i t a t e t o t r y new ty p e s o f t r a i n i n g , t h e r e i s a l a r g e amount o f c a r e f u l
p la n n in g r e q u i r e d , and t h e r e i s a l a r g e am ount o f p r e p a r a t io n n e e d e d .
G u id e lin e s h e lp t o i d e n t i f y t e a c h e r c h a r a c t e r i s t i c s in t h e s c h o o l sy stem s
w hich en h an c e t h e a d o p tio n o f e d u c a tio n a l in n o v a tio n s .
T h is developm ent
w ould e n a b le t h e s e l e c t i o n o f p ro g ram s t h a t w i l l most l i k e l y im plem ent
t h e outcom es o f s t u d e n t n e e d s .
G u id e lin e s h e lp t o ta k e t h e "g u essw o rk ” o u t
o f p la n n in g a p ro g ra m , y e t p r o v id e u n iq u e f l e x i b i l i t y in th e way t h a t th e
t e a c h e r d e v e lo p s m a t e r i a l s and p r o c e d u r e s .
Jo h n D. L ee , e d . , B u s in e s s and O f f ic e E d u c a tio n ( T e r r e H a u te ,
I n d ia n a : I n d ia n a S t a t e U n i v e r s i t y and I n d ia n a S t a t e D ep artm en t o f
P u b lic I n s t r u c t i o n , J u n e , 1 9 6 8 ) , p . 1 .
CHAPTER I I
RELATED LITERATURE
L i t e r a t u r e R e la te d t o t h e P u rp o se s and G oals o f V o c a tio n a l E d u c a tio n
What i s v o c a t i o n a l e d u c a tio n ?
c h a lle n g e t o s c h o o ls an d s o c ie t y ?
e d u c a tio n t o g e n e r a l e d u c a tio n ?
a t i o n a l e d u c a tio n p ro g ram s?
e d u c a tio n ?
Why i s v o c a t io n a l e d u c a tio n a
What i s t h e r e l a t i o n s h i p o f v o c a t io n a l
What a r e t h e c o n c e p ts in v o lv e d i n v o c­
What i s t h e s ta k e o f i n d u s tr y in v o c a t io n a l
Why i s i t n e c e s s a r y t o u n d e r s ta n d t h e b ro a d e d u c a tio n a l a r e a
one i s w o rk in g in t o a d e q u a te ly p la n a s im u la te d o f f i c e e x p e r ie n c e program ?
T h ere a r e many d e f i n i t i o n s o f v o c a t i o n a l e d u c a tio n — as many a s p e o p le
w ith d i f f e r e n t i d e a s .
h o w ev er.
C e r t a in g e n e r a l c o n c e p ts a r e in eac h d e f i n i t i o n ,
P e rh a p s t h e m ost a u t h o r i t a t i v e i s t h e one e s t a b l i s h e d b y th e
F e d e r a l Governm ent in t h e V o c a tio n a l E d u c a tio n A ct o f 1 9 6 3 .^
The te rm " v o c a ti o n a l e d u c a tio n " means v o c a t i o n a l o r
t e c h n i c a l t r a i n i n g o r r e t r a i n i n g w hich i s g iv e n in s c h o o ls
o r c l a s s e s ( i n c l u d i n g f i e l d o r l a b o r a t o r y w ork i n c i d e n t a l
t h e r e t o ) u n d e r p u b li c s u p e r v is io n and c o n t r o l o r u n d e r c o n t r a c t
w ith a s t a t e b o a r d o r l o c a l e d u c a tio n a g e n c y , and i s c o n d u c te d as
p a r t o f a p ro g ram d e s ig n e d t o f i t i n d i v i d u a l s f o r g a i n f u l employment
a s s e m i s k i l l e d o r s k i l l e d w o rk e rs o r t e c h n i c i a n s i n re c o g n iz e d
o c c u p a tio n s ( in c l u d i n g any p ro g ram d e s ig n e d t o f i t i n d i v i d u a l s f o r
g a i n f u l em ploym ent in b u s in e s s an d o f f i c e o c c u p a tio n s , . . . b u t
e x c lu d in g any p ro g ram t o f i t i n d i v i d u a l s f o r em ployment in
o c c u p a tio n s . . . t o b e g e n e r a l l y c o n s id e r e d p r o f e s s i o n a l o r as
r e q u i r i n g a b a c c a l a u r e a t e o r h ig h e r d e g r e e ) . . .
The V o c a tio n a l Amendment A ct o f 1968 ad d ed th e f o llo w in g :
. . .
t o in c lu d e r e m e d ia l o r r e l a t e d academ ic and t e c h n i c a l
^ V o c a tio n a l E d u c a tio n A ct o f I 9 6 3 , P u b lic Law 8 8 -2 1 0 , 8 8 th C o n g re ss.
i n s t r u c t i o n , t e c h n i c i a n s and s u b p r o f e s s io n s an d in d i v i d u a l s
e n r o l l e d in ad v an c ed t e c h n i c a l e d u c a tio n program s . . .3
An A d m i n i s t r a t o r s ' B u l l e t i n from t h e D ep artm en t o f P u b lic I n s t r u c t i o n
f o r t h e S t a t e o f W isco n sin g iv e s a more u t i l i t a r i a n d e f i n i t i o n o f
v o c a t i o n a l e d u c a tio n .
B a s i c a l l y , v o c a t i o n a l e d u c a tio n i s a l o c a l l y d e v e lo p e d p la n
o f e d u c a tio n t h a t m eets r e a l i s t i c a l l y t h e demands o f o c c u p a tio n s
w h ich a r e a v a i l a b l e t o h ig h s c h o o l g r a d u a t e s . V o c a tio n a l e d u c a tio n
h e lp s p r e p a r e many s t u d e n t s f o r e n t r y j o b s , h e lp s l e a d some s tu d e n ts
i n t o p o s t- s e c o n d a r y pro g ram s o f ad v an c ed v o c a t io n a l and t e c h n i c a l
e d u c a t i o n , an d h e lp s s e r v e th e c u l t u r a l l y d e p r iv e d o r t h e acad em ic^
a l l y h a n d ic a p p e d th r o u g h s p e c i a l l y d e s ig n e d c o u r s e s o r a c t i v i t i e s .
One o f t h e p r i n c i p a l arg u m e n ts f o r v o c a t i o n a l e d u c a tio n i s t h a t
i t i s a s o c ia l n e c e s s ity .
In t h e o r y and i n f a c t i t r e p r e s e n t s an
i n d i v i d u a l ’s t u r n i n g p o i n t from econom ic dep en d en cy upon th e s o c i a l
s t r u c t u r e t o h i s in d e p e n d e n t p o s tu r e as a p r o d u c tiv e member o f s o c i e t y .
E v ery man, woman and c h i l d h a s t h e r i ^ t t o o b ta in a l l t h e
e d u c a tio n h e o r sh e d e s i r e s and i s c a p a b le o f a c q u i r i n g . Y e t,
t h i s i s n o t a g u a r a n te e d r i g h t , a s su ch e d u c a tio n m ust f i r s t
b e made a v a i l a b l e . T h is i s a c h a lle n g e t o v o c a t io n a l e d u c a tio n .
The c h a lle n g e i s t h e r e s p o n s i b i l i t y t o p r o v id e e v e ry in d i v i d u a l
t h e o p p o r tu n ity t o p u r s u e t h e k in d o f t r a i n i n g t h a t w i l l p r e p a r e
h im t o s e c u r e a j o b , and t o ad v an ce in an o c c u p a tio n in w hich he
can b e m ost s u c c e s s f u l . V o c a tio n a l e d u c a tio n must b e c o n s id e r e d
a s an i n t e g r a l p a r t o f a co m p re h en siv e h ig li s c h o o l p ro g ram f o r two
r e a s o n s : f i r s t , t o p r o v id e s tu d e n t s n o t g o in g t o c o l le g e w ith
a s k i l l t o e a r n a l i v i n g an d s e c o n d , t o m eet t h e trem en d o u s
manpower n e e d s o f a g r i c u l t u r e , b u s in e s s an d i n d u s t r y . ^
. . . a p a ra d o x e x i s t s , n o t enough p e o p le a r e t r a i n e d t o o p e r a t e ,
s e r v i c e , r e b u i l d , an d d e v e lo p t h i s m ushroom ing te c h n o lo g y . In
a d d i t i o n , t h e r e i s a n e e d f o r s k i l l e d p e o p le t o s u p e r v is e and
% o u s e o f R e p r e s e n t a ti v e s R e p o rt No. 1 9 3 8 , V o c a tio n a l E d u c a tio n
Amendments o f 1 9 6 8 , 9 0 th C o n g re s s , 2nd S e s s io n (O c to b e r 2% 19^811
^ D ep artm en t o f P u b lic I n s t r u c t i o n , A d m in is tr a to r s * B u l l e t i n on
V o c a tio n a l E d u c a tio n , No. 2 .
^Don P e n n in g to n , "How F a r Have We Come?"
V o l. 1 , No. 3 (M arch, 19Ô 9), p . 3 .
The DPI C om m unicator,
manage e m p lo y e e s. T hese em ploym ent n e e d s com bined w ith t h e
demands o f t h e m i l i t a r y e s ta b l is h m e n t p r e s e n t a m ajor c h a lle n g e
t o a l l a g e n c ie s c o n c e rn e d w ith e d u c a tio n an d t r a i n i n g o f w o rk ers
V o c a tio n a l e d u c a tio n c a n n o t c o n q u e r a l l t h e problem s t h a t e x i s t
in o u r p o l i t i c a l an d s o c i a l u p h e a v a l, b u t i t i s a l o g i c a l p la c e t o p u t
e m p h a s is .
I n d u s t r y h a s a b i g s ta k e in v o c a t i o n a l e d u c a tio n .
Youth
from t h e h ig h s c h o o ls make up a m a jo r p o r t i o n o f th e w o rk in g f o r c e .
S in c e i t h a s b e e n t h e t r e n d o f h ig h s c h o o ls an d p a r e n t a l i n f l u e n c e t o
p r e p a r e s t u d e n t s f o r c o l l e g e , t h e t e c h n i c i a n s a r e in s h o r t s u p p ly .
J
T e c h n ic a l com petence i s a s s u r e d ly im p o r t a n t , b u t no more s o th a n
co m p eten ce in g e n e r a l know ledge in t h e re a lm o f id e a s and t h e i r a p p l i c a t i o i
t o o n e 's c h o se n o c c u p a tio n .
O nly w ith in an e d u c a tio n a l s e t t i n g i s t h e r e
hope t h a t t h e s e v a lu e s w i l l b e g iv e n p r o p e r a t t e n t i o n and d e v e lo p m e n t.
G e n e ra l an d t e c h n i c a l e d u c a tio n m ust go h an d i n hand t o d e v e lo p t h i n k i n g
w o rk ers. ®
L i t e r a t u r e R e la te d t o t h e I m p l ic a t io n s o f t h e V o c a tio n a l E d u c a tio n A ct
o f 1963 and t h e Amendment A ct o f 19^8
B ecau se o f t h e trem en d o u s im p act on v o c a t i o n a l e d u c a tio n a s a r e s u l t
o f t h e V o c a tio n a l E d u c a tio n A cts ( e s p e c i a l l y on o f f i c e e d u c a t i o n ) , i t i s
i n p o r t a n t t o u n d e r s ta n d t h e im p l i c a t i o n s and p r o v is io n s t h a t r e f l e c t on
p la n n in g f o r a s im u la te d o f f i c e .
Why i s t h e governm ent i n t e r e s t e d in
p r o v id i n g f o r v o c a t i o n a l e d u c a tio n ?
v o c a t i o n a l e d u c a tio n ?
How do t h e A cts c o n t r i b u t e t o
What im p l i c a t i o n does f e d e r a l l e g i s l a t i o n h ave f o r
^G u id e lin e s i n C o o p e ra tiv e E d u c a tio n , The C e n te r f o r V o c a tio n a l and
T e c h n ic a l E d u c a tio n (O hio S t a t e U n i v e r s i t y : 1 9 6 ? ) , p . 1 .
^E . F . L au x , "K eynote B an q u et S p e e c h ," N a tio n a l S em in ar f o r C o o p e ra ti
E d u c a tio n , A ugust 1 - 5 , 1966 (O hio S t a t e U n iv e r s it y : 1 9 6 ? ) , I P • 1 5 1 -1 5 2 .
o
G ra n t V enn, Man, E d u c a tio n and Work, A m erican C o u n c il on E d u c a tio n
(W a sh in g to n , B .C .: I 9 6 7 ) , p . 1 3 6 .
p la n n in g an o f f i c e e d u c a tio n p ro g ram ?
Can F e d e r a l l e g i s l a t i o n ac c o m p lish
t h e t a s k o f p r o v id i n g o c c u p a tio n a l e d u c a tio n f o r a l l ?
The f o llo w in g i s a p o r t i o n o f a s ta te m e n t s u b m itte d t o P r e s id e n t
Jo h n so n o u t l i n i n g c h an g e s in p u b li c and p r i v a t e p o li c y p r e p a r e d by a
group o f e c o n o m is ts , l a b o r l e a d e r s , p u b l i s h e r s , an d o t h e r s ;
We r e c o g n iz e t h a t t h e d r a s t i c a l t e r a t i o n s in c irc u m s ta n c e s
an d in o u r way o f l i f e u s h e r e d in by c y b e r n a tio n and th e economy
o f ab u n d an ce w i l l n o t b e c o m p le te d o v e r n ig h t . L e f t t o o r d in a r y
means o f t h e m a rk e t su ch c h a n g e , h o w ev er, w i l l in v o lv e p h y s ic a l
an d p s y c h o lo g i c a l m is e ry and p e rh a p s p o l i t i c a l c h a o s . Such
m is e r y i s a l r e a d y c l e a r l y e v id e n t among t h e unem ployed, among
r e l i e f c l i e n t s i n t o t h e t h i r d g e n e r a tio n and more and more among
t h e y o ung an d o ld f o r whom s o c i e t y a p p e a rs t o h o ld no p ro m ise o f
d i g n i f i e d o r ev en s t a b l e l i v e s . We m ust d e v e lo p program s f o r t h i s
t r a n s i t i o n d e s ig n e d t o g iv e more hope t o t h e d is p o s s e s s e d an d th o s e
c a s t o u t b y t h e econom ic s y s te m , and t o p r o v id e a b a s i s f o r th e
r a l l y i n g o f p e o p le t o b r i n g a b o u t th o s e ch an g es in p o l i t i c a l and
s o c i a l i n s t i t u t i o n s w hich a r e e s s e n t i a l t o t h e age o f te c h n o lo g y .9
Tlie V o c a tio n a l E d u c a tio n A ct o f 19^3 ( P u b lic Law 8 8 -2 1 0 ) p r o v id e s f o r
t h e m a in te n a n c e , e x t e n s i o n , and im provem ent o f e x i s t i n g program s o f
v o c a t i o n a l e d u c a tio n , t o d e v e lo p new p ro g ram s o f v o c a t io n a l e d u c a tio n , and
t o p r o v id e p a r t - t i m e em ploym ent f o r y o u th s who n e e d t h e e a r n in g s from such
em ploym ent t o c o n tin u e t h e i r v o c a t i o n a l t r a i n i n g on a f u l l - t i m e b a s i s ; so
t h a t p e r s o n s o f a l l a g e s i n a l l co m m u n ities o f t h e s t a t e —th o s e in h i ^ i
s c h o o l, th o s e who h av e c o m p le te d o r d is c o n t in u e d t h e i r fo rm a l e d u c a tio n and
a r e p r e p a r i n g t o e n t e r t h e l a b o r m a rk e t, th o s e who have a lr e a d y e n t e r e d
th e l a b o r m a rk e t b u t n e e d t o u p g ra d e t h e i r s k i l l s o r l e a r n new o n e s , and
th o s e w ith s p e c i a l e d u c a t i o n a l h a n d ic a p s —w i l l h ave re a d y a c c e s s t o
v o c a t i o n a l t r a i n i n g o r r e t r a i n i n g w hich i s o f h ig h q u a l i t y , w hich i s
r e a l i s t i c in th e l i g h t o f a c tu a l o r a n tic ip a te d o p p o rtu n itie s fo r g a in fu l
^C om m ittee f o r D e m o c ra tic A c tio n , "The T r i p le R e v o lu tio n ," A d v e r tis in g
Age M agazine ( A p r i l , 1 9 5 3 ), p . 1 .
em ploym ent, an d w hich i s s u i t e d t o t h e i r n e e d s , i n t e r e s t s , and a b i l i t y
t o b e n e f i t fro m su ch t r a i n i n g .
I n s t e a d o f em p h asis on e n u m erated s p e c i f i c o c c u p a tio n s , such a s
a g r i c u l t u r e , d e f i n i t i o n s w ere b ro a d e n e d so a s t o p e rm it t r a i n i n g t o be
t a i l o r e d t o t h e o c c u p a tio n a l n e e d s o f to d a y . A c o o p e r a tiv e p rogram
w o rk -s tu d y p ro g ram was a u t h o r i z e d ,
and a
and s t a t e s w ere t o be g iv e n money on a
m a tc h in g b a s i s f o r t h e f u n d in g o f s t a t e - a p p r o v e d v o c a t io n a l p r o j e c t s .
C o l l e c t i v e l y , t h e p u rp o s e s add up t o one t h i n g ;
t o in s u r e t h a t v o c a t io n a l
t r a i n i n g i s p r e p a r i n g f o r t o d a y 's jo b s in a s p e c i f i c com m unity.
The am ounts o f money p r o v id e d f o r in t h e A cts a r e s i g n i f i c a n t ,
b u t no1
e n u m e ra te d in d e t a i l in t h i s p r e s e n t a t i o n , b e c a u s e th e amount o f t h e t o t a l
a l l o c a t i o n i s n o t o f a s much c o n c e rn t o t h e t e a c h e r a p p ly in g f o r a p r o j e c t
a s t o t h e s t a t e d i r e c t o r h a n d lin g t h e f u n d s .
In s e l l i n g t h e p ro g ram t o the
a d m i n i s t r a t i o n , h o w ev er, i t i s im p o r ta n t t o know t h e m atch in g r e q u ir e m e n ts ,
T h ese r e q u ir e m e n ts d i f f e r fro m y e a r t o y e a r and fro m s t a t e t o s t a t e .
To a p p r e c i a t e t h e co m p re h e n siv e a p p ro a c h o f t h e 1968 Amendment A c t,
one m ust r e a d t h e A ct t o u n d e r s ta n d i t s
i m p l i c a t i o n s . S e n a te R e p o rt No. 135
and House R e p o rt No. l 6k? an d No. 1 9 3 8 .^ ^
C o p ies o f t h e V o c a tio n a l E ducati
A ct o f 1963 and t h e Amendment A ct o f I 968 a r e a v a i l a b l e from any S t a t e
D ep artm en t o f P u b lic I n s t r u c t i o n .
A lth o u g h t h e f e d e r a l governm ent c a n p r o v id e some s tim u lu s , p a r t i c u l a r ]
by more e f f e c t i v e l e a d e r s h i p an d em p h asis on v o c a t io n a l e d u c a tio n in t h e
U n ite d S t a t e s O f f ic e o f E d u c a tio n , t h e t o t a l v a lu e r e s t s in d i r e c t p r o p o r ti
t o t h e i n t e r e s t o f t h e b u s in e s s com munity i n t h e p ro g ram .
The s u c c e s s can
^ ^ C o n g r e s s io n a l R e c o rd , P ro c e e d in g s and D eb ate s o f t h e 88t h C o n g re s s ,
F i r s t S e s s i o n , V o l. 1 0 9 , No. 205 (Decem ber 1 3 , 1 9 6 3 ).
^ ^ C o n g r e s s io n a l R eco rd (Decem ber 1 3 , 1 9 ^ 3 ).
b e j u s t i f i e d o n ly on t h e b a s i s o f d e v e lo p in g m a rk e ta b le s k i l l s .
E x p e rie n c e
h a s shown t h a t t h e f e d e r a l governm ent can s t i m u l a t e such p ro g ra m s, b u t i t
c a n n o t p r o v id e su ch s k i l l s th r o u g h l e g i s l a t i o n and d o l l a r s .
/
L i t e r a t u r e R e la te d t o t h e P u rp o se s and G o als o f B u s in e s s E d u c a tio n
w ith I m p l ic a t io n s f o r C u rric u lu m P la n n in g Needs
What i s t h e p u rp o s e o f b u s in e s s e d u c a tio n ?
b u s in e s s e d u c a tio n c u rric u lu m ?
What i s t h e sco p e o f t h e
What a r e t h e e le m e n ts o f i n s t r u c t i o n a l
p la n n in g u s e d i n b u s in e s s e d u c a tio n ?
What a r e s c h o o ls u s in g as c r i t e r i a
f o r d e v e lo p in g t h e b u s in e s s e d u c a tio n c u r r ic u lu m ?
What s p e c i f i c s t u d i e s
f o r b u s in e s s e d u c a tio n p ro g ram d ev elo p m en t a r e a v a i l a b l e ?
What m odem
a s s u m p tio n s in t h e b u s in e s s c u r r ic u lu m a r e u se d ?
What i s t h e e f f e c t o f
a u to m a tio n on t h e b u s in e s s e d u c a tio n c u r r ic u lu m ?
These a r e q u e s tio n s t o
k e e p i n mind a s t h e sco p e o f t h e a r e a we a r e w o rk in g in n arro w s t o a
p a rtic u la r f ie ld .
B u s in e s s e d u c a t i o n , in summary, th e n i s p r e p a r a t io n f o r
s p e c i f i c b u s in e s s p o s i t i o n s , p e r s o n a l co m p e te n c e , b ack g ro u n d f o r advanced
t r a i n i n g , and a v i t a l p a r t o f t h e t o t a l v o c a t i o n a l p ro g ram .
I n m ost s c h o o ls t h e b u s in e s s e d u c a tio n d e p a rtm e n t w i l l p r e s e n t c l a s s e s
in s h o r th a n d , t y p i n g , b o o k k e e p in g , o f f i c e p r a c t i c e , o f f i c e m a c h in e s , b u s in e
la w , e c o n o m ic s, d i s t r i b u t i v e e d u c a tio n s u b j e c t s ( r e t a i l i n g and m a r k e tin g ) ,
b u s in e s s m a th e m a tic s , r e c o r d k e e p in g , b u s in e s s E n g lis h , and d a t a p ro c e s s in g
Any c o m b in a tio n o r some a d d i t i o n s o r d e l e t i o n s a r e made t o f i t t h e in d iv id u
needs o f th e s c h o o ls .
T h is p a p e r i s p a r t i c u l a r l y c o n c e rn e d w ith o f f i c e
e d u c a tio n .
B u s in e s s an d o f f i c e e d u c a t i o n , . . . a r e n o t synonymous w ith
b a s i c b u s in e s s e d u c a tio n , w hich i s n eed e d b y e v e ry consum er o f th e
p r o d u c ts an d s e r v i c e s o f b u s in e s s an d w h ich i s e s s e n t i a l f o r an
e c o n o m ic a lly l i t e r a t e s o c i e t y . A s t r o n g b u s in e s s and o f f i c e
e d u c a tio n p ro g ram i s t h e f r i e n d o f b a s i c b u s in e s s e d u c a tio n . I f
10
t h e l a t t e r i s n e e d e d by e v e r y o n e , i t i s d o u b ly n eed e d by t h e
o f f i c e w o rk e r.
Of i n t e r e s t a r e c h a r a c t e r i s t i c s o f a la b o r a t o r y e x p e r ie n c e t h a t i s a
f u n c t i o n a l d e f i n i t i o n made b y John D. L e e , S u p e r v is o r o f B u s in e s s and
O f f ic e E d u c a tio n f o r t h e S t a t e o f I n d ia n a .
The "now" i n b u s i n e s s an d o f f i c e e d u c a t i o n .
1.
In a tm o s p h e re , l a y o u t , an d e q u ip m e n t, t h e o f f i c e la b o r a t o r y i s
f u l l y co m p a ra b le t o a m o d em , w e ll - d e s i g n e d , f u n c t i o n a l b u s in e s s
o ffic e .
2.
E x p e rie n c e s a r e p r o v id e d th r o u g h t h e la b in w hich e x e r c is e s and
p ro b le m s in v o l v in g t h e a p p l i c a t i o n o f k n ow ledges an d s k i l l s w i l l
b e an i n t e g r a l p a r t o f t h e l e a r n i n g e x p e r i e n c e s , an d a l s o i n w hich
t h e i n s t r u c t i o n w i l l c e n t e r i n t h e p e rfo rm a n c e o f p r o d u c tio n ta s k s
on a c t u a l o c c u p a tio n a l and e d u c a tio n a l p r o j e c t s w hich a r e b r o u ^ t
i n t o t h e l a b o r a t o r y from o u ts id e a g e n c ie s o r from w ith in t h e schoo
r a t h e r th a n a te x tb o o k o r p r a c t i c e s e t .
3.
The p ro g ra m i s d i r e c t l y r e l a t e d t o en çlo y m en t o p p o r t u n i t i e s
an d h a s c o u r s e w ork s e t up and m a in ta in e d w ith a d v ic e from t h e
o c c u p a tio n a l g ro u p s c o n c e rn e d .
ij.
T h ere i s a s ta te m e n t o f c a r e e r o b j e c t i v e f o r e a c h s tu d e n t t h a t
i s a m a tte r o f r e c o r d .
5.
I n s t r u c t i o n i s o f f e r e d o n ly t o p e r s o n s who n e e d , d e s i r e , and
can p r o f i t fro m i t o c c u p a t i o n a l l y .
6.
Each s t u d e n t in t h e o f f i c e l a b o r a t o r y i s r e q u i r e d t o p e rfo rm
a v a r i e t y o f m a jo r t a s k s w hich c o m p rise th e o f f i c e o c c u p a tio n
f o r w hich t h e s t u d e n t i s p r e p a r i n g .
7.
The l e n g t h o f i n s t r u c t i o n i s d e te rm in e d by t h e re q u ire m e n ts o f
t h e o c c u p a tio n an d t h e n e e d s o f t h e s t u d e n t s .
8.
Each s t u d e n t p e rfo rm s a c t u a l o f f i c e a c t i v i t i e s a s an i n d i v i d u a l ,
w h ile u n d e r o f f i c e p r e s s u r e s , and n o t a s a g ro u p .
9.
G rade r e q u ir e m e n ts a r e e q u a l t o a c t u a l jo b s ta n d a r d s .
10.
12
I n s t r u c t i o n i s p r o v id e d on an i n d i v i d u a l b a s i s and th u s can
p r o v id e t h e above a v e ra g e a h ig h e r d e g re e o f p r o f i c i e n c y and
t e c h n i c a l e d u c a tio n a s w e ll a s o f f e r i n g t h e below a v e ra g e an
e m p lo y a b le s k i l l .
L e e , B u s in e s s an d O f f ic e E d u c a tio n , p . 1 .
11
Mr. Lee c o n t r a s t s t h i s t o t h e t r a d i t i o n a l c la s s ro o m ap p ro a c h t h a t h as
t h e f o llo w in g c h a r a c t e r i s t i c s :
1.
A l l s t u d e n t s a r e d o in g t h e same t h i n g a t th e same tim e .
2.
M a t e r i a l s an d p r o j e c t s come from p u b lis h e d te x tb o o k s and
p ra c tic e s e ts .
3.
M o stly d e v e lo p in g b a s i c s k i l l s r a t h e r th a n a p p ly in g s k i l l s t o
an o f f i c e s i t u a t i o n .
k.
L en g th o f i n s t r u c t i o n , no m a tte r w hat t h e c a r e e r o b j e c t i v e o f
t h e s t u d e n t , i s u s u a l l y t h e same f o r a l l .
5.
L acks o f f i c e p r e s s u r e , an d so t h e s tu d e n t u s u a l l y e n t e r s
p r i v a t e s c h o o ls f o r a d d i t i o n a l t r a i n i n g .
6.
The c la s s r o o m d o e s n 't b r id g e t h e gap b etw een t h e s c h o o l and th e
w o rld o f w o rk .
*'
7.
E quipm ent m a in ly o f t h e same make r a t h e r th a n o f t h e v a r i e t y
fo u n d i n t h e b u s in e s s o f f i c e .
8.
U s u a lly a c o u r s e an d n o t a p ro g ram o f i n s t r u c t i o n f o r im m ediate
an d g a i n f u l em ploym ent: p r e s e n t s much "how" and la c k s "why"
so m eth in g , i s d o n e.
9.
U s u a l l y . r e p r e s e n t s g e n e r a l p r e p a r a t i o n f o r a jo b r a t h e r th a n
p r e p a r a t i o n f o r a carepf".
- ,
10.
C o u rse work i s n o t m a in ta in e d w ith a d v ic e from o c c u p a tio n a l
g ro u p s o r a c c o r d in g ^o em ploym ent o p p o r t u n i t i e s .
11.
The c la s s r o o m d o e s n 't p r o v id e t e c h n i c a l t r a i n i n g f o r t h e abovgg
o r b elo w a v e ra g e s t u d e n t b u t t h e m id d le - o f - th e - r o a d a p p ro a c h .
O f f ic e o c c u p a tio n s c o u r s e s a r e o f f e r e d f a r more e x t e n s i v e l y th a n
o t h e r b u s in e s s c o u r s e s ; a b o u t 1 ,8 0 0 ,0 0 0 s tu d e n t s a r e e n r o l l e d .
A s ig ­
n i f i c a n t b u t unknown p r o p o r ti o n a r e e n r o l l e d o n ly f o r s e m e s te r s and ta k e
p ro g ram s f o r a v o c a t i o n a l p u r p o s e s , i . e . , t y p i n g .
S eco n d ary s c h o o ls
em ploy more th a n 6 0 ,0 0 0 b u s in e s s e d u c a tio n t e a c h e r s , com pared t o 37>000
t e a c h e r s en g ag ed in a l l t h e f e d e r a l l y a id e d v o c a t i o n a l p ro g ra m s .
If
c u r r e n t t r e n d s c o n t i n u e , 27 p e r c e n t o r n e a r l y 3 m i l l i o n new jo b s w i l l
13
L e e , B u s in e s s an d O f f ic e E d u c a tio n , p p . i v , v .
12
b e a v a i l a b l e and H 00,000 new w o rk e rs a r e n eed e d a n n u a lly as re p la c e m e n ts
in t h i s h ig h t u r n o v e r f i e l d .
The b u s in e s s e d u c a tio n d e p a rtm e n t w orks w ith t h e community th ro u g h
com m unity s u rv e y s ; r e c o g n iz e s an d u t i l i z e s e x i s t e n t community r e s o u r c e s
t o e n r ic h t h e c u r r ic u lu m ; v i s i t s l o c a l o f f i c e s , f a c t o r i e s , and s t o r e s ;
an d t h e f a c u l t y w orks a s a b u s in e s s a d v i s o r y .
F o r p u rp o s e s o f t h i s d i s c u s s i o n , t h e te rm c u r r ic u lu m h a s t o be
c o n s id e r e d a s t h e sum t o t a l o f t h e s t u d e n t 's e x p e r ie n c e s an d a c t i v i t i e s
u n d e r t h e d i r e c t i o n o f t h e s c h o o l, o r s p e c i f i c a l l y , t h e b u s in e s s e d u c a tio n
d e p a r tm e n t, i n c l u d i n g t e a c h i n g m a t e r i a l s an d m e th o d o lo g y .
A b u s in e s s an d o f f i c e e d u c a tio n c u r r ic u lu m i s d e f in e d a s a seq u en ce
o f l e a r n i n g e x p e r ie n c e s d e s ig n e d f o r t h e a tta in m e n t o f e m p lo y a b ility and
s a t i s f a c t o r y jo b p e rfo rm a n c e on t h e p a r t o f t h e s tu d e n ts in a fa m ily o f
b u s in e s s and o f f i c e o c c u p a tio n s o r in a s p e c i f i c o c c u p a tio n ch o sen as a
c a r e e r o b j e c t i v e by t h e s t u d e n t .
The l e a r n i n g e x p e r ie n c e s a r e p ro v id e d
th r o u g h g e n e r a l e d u c a tio n s u b j e c t s , econom ics and p r i n c i p l e s o f b u s i n e s s ,
and s p e c i a l i z e d t e c h n i c a l b u s in e s s an d o f f i c e e d u c a tio n s u b j e c t s .
L i t e r a t u r e R e la te d t o M e e tin g t h e Needs o f t h e Modern O f f ic e W orker and
O c c u p a tio n a l G uidance
The work o f t h e o f f i c e i s an im p o r ta n t a s p e c t o f th e t o t a l p r o d u c tiv e
e f f o r t , n o t o n ly b e c a u s e o f t h e n a t u r e o f t h e w ork p e rfo rm e d , b u t a l s o
b e c a u s e o f t h e num bers o f p e r s o n s who h ave ch o sen o f f i c e c a r e e r s .
In
o b t a i n i n g a b r o a d o v e rv ie w o f t h e n e e d s o f t h e w o rk er in t h e modern o f f i c e ,
i t i s im p o r ta n t t o k e e p t h e f o llo w in g q u e s tio n s in mind and d e v e lo p a
p h ilo s o p h y c o n c e r n in g w hat t o t e a c h so t h a t s tu d e n t s a r e a d e q u a te ly p r e p a r e
^ ^ G ra n t V enn, Man, E d u c a tio n , and Work, p p . 8O -8I .
13
f o r e n t r y - l e v e l o c c u p a tio n s .
w o rk e rs?
What i s t h e demand f o r c l e r i c a l o r s e c r e t a r i a
What i s t h e d i f f e r e n c e b etw een a c l e r i c a l and s e c r e t a r i a l o c c u p â t
What jo b s w i l l b e a v a i l a b l e t o h ig h s c h o o l g r a d u a te s ?
p r o v id e n e c e s s a r y e x p e r ie n c e s t o d e v e lo p b a s i c s k i l l s ?
a p t i t u d e s m ust b e t a u g h t?
How can o f f i c e p r a c t
What s k i l l s and
What d o es b u s in e s s e x p e c t o f t h e g ra d u a te ?
t h e c o n ç u te r r e p l a c e th e c l e r i c a l w o rk er?
W ill
What c l e r i c a l and s e c r e t a r i a l
r e l a t e d a p p l i c a t i o n s a r e a f f e c t e d by d a t a p r o c e s s in g ?
How can v o c a t io n a l
e d u c a tio n r e c e i v e t h e s t a t u s an d p r e s t i g e t o p e rfo rm i t s v i t a l and p ro p e r
r o le in a te c h n o lo g ic a l s o c ie ty ?
What i s t h e r o l e o f v o c a t io n a l c o u n s e lin g
The num ber o f c l e r i c a l w o rk e rs i n t h e U n ite d S t a t e s h a s b een i n c r e a s ­
in g r a p i d l y a t a r a t e d i s p r o p o r t i o n a t e t o t h a t o f th e t o t a l l a b o r f o r c e .
In 1950 a b o u t 7 m i l l i o n o r 12 p e r c e n t o f t h e c o u n t r y 's la b o r f o r c e o f
57 m i l l i o n w ere em ployed i n c l e r i c a l o c c u p a tio n s
As o f S ep tem b er 1 9 6 6 , t h e U n ite d S t a t e s h ad o v e r 3 .5 m i l l i o n m ale
c l e r i c a l w o rk e rs and 8 .^ m i l l i o n fem a le c l e r i c a l w o rk e rs .
The w ork f o r c e
o f a b o u t 12 m i l l i o n c l e r i c a l w o rk e rs i s a p p r o x im a te ly 16 p e r c e n t o f t h e
t o t a l l a b o r f o r c e o f o v e r 7^ m i l l i o n . P r o j e c t i o n s o u t l i n e d in th e
O c c u p a tio n a l O u tlo o k Handbook i n d i c a t e t h a t t h i s t r e n d w i l l c o n tin u e a t
l e a s t u n t i l 1 9 7 5 , a s i n d i c a t e d b y t h e f o llo w in g s ta te m e n t;
E nçloym ent i n c l e r i c a l o c c u p a tio n s i s e x p e c te d t o r i s e v e ry
r a p i d l y d u r in g t h e 1 9 6 5 -7 5 d e c a d e . As em ploym ent r i s e s t o m eet t h e
n e e d s o f an e x p a n d in g econom y, i t i s a n t i c i p a t e d t h a t more th a n 300,00
new p o s i t i o n s i n c l e r i c a l an d r e l a t e d o c c u p a tio n s w i l l b e added each
y e a r . And an ev en g r e a t e r num ber o f c l e r i c a l w o rk ers w i l l b e n eed ed
e ac h y e a r t o r e p l a c e th o s e who r e t i r e o r le a v e th e jo b f o r o t h e r r e a s o
U n ite d S t a t e s D ep artm en t o f L a b o r, Employment and E a rn in g s and
M on th ly R e p o rt o f t h e L abor F o r c e , V o l. X I I I , No. 4 , Government P r i n t i n g
O f f ic e (W ash in g to n , D .C .: 1 9 6 6 ) , p . 3 2 , T a b le A -I6 .
^^The U n ite d S t a t e s D ep artm en t o f L a b o r, O c c u p a tio n a l O u tlo o k Handbook
1 9 6 6 -6 7 E d i t i o n , Governm ent P r i n t i n g O f f ic e (W a sh in g to n , D. C. : 1 9 6 6 ) , p . 2
lit
As i n d u s t r y demands i n c r e a s i n g v o c a t i o n a l and e d u c a tio n a l c o m p eten c ies
i n e m p lo y e e s , i t i s n e c e s s a r y t h a t v o c a t i o n a l e d u c a tio n become o r i e n t e d
t o o c c u p a tio n a l n e e d s and dem ands.
In t h e A m erican B u s in e s s E d u c a tio n
Y earbook o f 1959 t h a t c o n c e n tr a te s on t h e c l e r i c a l p ro g ram , some i n t e r e s t i n
p o i n t s t o c o n s id e r a r e b r o u g h t o u t .
The d i f f i c u l t y o f e x p l o r i n g , t o any g r e a t e x t e n t , re q u ire m e n ts
i n t h e c l e r i c a l o c c u p a tio n s may be i n d i c a t e d by t h e f a c t t h a t t h e
D ic t io n a r y o f Job T i t l e s l i s t s o v e r 1 ,5 0 0 s e p a r a t e jo b t i t l e s u n d er
t h e c l a s s i f i c a t i o n o f C l e r i c a l and K in d re d W o rk e rs." Under th e
com bined c a t e g o r i e s o f " G e n e ra l C le rk " an d "G e n e ra l O f f ic e C le r k ,"
more th a n 100 d i f f e r e n t jo b t i t l e s a r e l i s t e d .
I n a d d i t i o n t o t h e p ro b lem s p r e s e n te d b y th e g r e a t number o f
c l e r i c a l jo b t i t l e s , a r e p ro b lem s p r e s e n te d by th e g r e a t v a r i e t y
o f d u t i e s an d r e s p o n s i b i l i t i e s t h a t a r e im p lie d by t h e v a r io u s
c l a s s i f i c a t i o n s . Such d u t i e s an d r e s p o n s i b i l i t i e s may ra n g e from
th o s e o f s o r t i n g c l e r k , who n e e d s a h ig h d e g re e o f m otor and p e r c e p tu a
a b i l i t y , t o th o s e o f an a d m i n i s t r a t i v e a s s i s t a n t , who n eed s a h ig h
d e g re e o f i n t e l l i g e n c e , i n f o r m a tio n , s k i l l and v e r s a t i l i t y — e n o u ^ in
some c a s e s t o manage an e n t i r e o r g a n i z a t i o n d u r in g t h e a b se n c e o f th e
c h i e f e x e c u t i v e . Even i n a f ir m o f m o d e ra te s i z e , t h e d u t i e s o f a
s i n g l e c l e r k may c o m p rise a l a r g e v a r i e t y o f s e p a r a t e ta s k s t h a t , in
t u r n , c o u ld be b ro k e n down i n t o d o zen s o f m e n ta l, s e n s o r y , and
m o to r s k i l l s .
In o r d e r t o m eet t h e n e e d s o f t h e modern o f f i c e w o rk e r, t h e f o llo w in g
s h o u ld b e k e p t i n m ind:
The te rm s s a l a b l e s k i l l s , m a rk e ta b le o r em p lo y ab le s k i l l s
a r e beco m in g m e n tio n e d more f r e q u e n t l y in d is c u s s io n s d e a lin g w ith
c o m p re h en siv e h ig h s c h o o ls as w e ll a s v o c a t io n a l s c h o o ls . T here
i s no lo n g e r an o u t l e t f o r th o s e w ith o u t em p lo y ab le s k i l l s . A
p e r s o n m ust a t t a i n a l e v e l o f e d u c a t i o n a l p r o f i c i e n c y so t h a t he
i s p r e p a r e d t o e n t e r some o c c u p a tio n a f t e r le a v in g s c h o o l.
A r e a l i s t i c a p p ro a c h t o o c c u p a tio n a l e d u c a tio n i n c lu e s a t l e a s t t h r e e
T h a rry H uffm an, E d i t o r , "The C l e r i c a l P ro g ram in B u s in e s s E d u c a tio n ,"
The A m eric y i B u s in e s s E d u c a tio n Y earb o o k , V o l. l 6 (New Y ork: 1959)»
p p . l»05-Hoé.
1A
J . W. G ia c h in o an d R alp h 0 . G a l l i n g t o n , C o u rse C o n s tr u c tio n in
I n d u s t r i a l A r t s , V o c a tio n a l an d T e c h n ic a l E d u c a tio n , A m erican T e c h n ic a l
S o c ie ty (C h ic a g o : 1 9 6 7 ) , p . 8 2 .
15
com ponent s :
1.
B egin w o rk in g w ith y o u th w ith r e s p e c t t o b u i l d i n g a f a v o r a b le
im age and a t t i t u d e to w a rd t h e w o rld o f w ork.
2.
D ev elo p a more r e a l i s t i c ap p ro a c h t o c a r e e r p la n n in g o r
p r o v id in g e d u c a tio n e x p e r ie n c e s w hich w ould b e h ig h ly r e l e v a n t
t o t h e w o rld o f work and jo b r e q u ir e m e n ts a n d , e s p e c i a l l y , t o
p r o v id e th o s e r e l e v a n t e d u c a tio n a l o p p o r t u n i t i e s f o r p e o p le
o f a l l a g e s and th r o u g h o u t t h e e n t i r e c a r e e r l i f e p a t t e r n .
3.
T h ere s h o u ld b e t h e e s ta b l is h m e n t in eac h com m unity, p r e f e r a b l y
a s a p a r t o f t h e o n g o in g e d u c a tio n s y s te m , a c o o r d in a tin g jo b
p la c e m e n t s e r v i c e p r o v id in g f o r p la n n e d and e f f i c i e n t jo b e n t r y
f o r young p e o p le and o p p o r tu n i ty f o r u p g ra d in g th r o u g h o u t l i f e ,
a p la c e m e n t s e r v i c e b r i d g i n g t h e gap betw een t h e e d u c a tio n
sy ste m and t h e w o rld o f w o rk . A f t e r i n i t i a l p la c e m e n t th e
s c h o o l s y ste m m ust c o n tin u e t o p r o v id e s e r v i c e s w hereby t h e
em ployee can e f f i c i e n t l y r e - e n t e r and e f f i c i e n t l y r e - e d u c a te
h im s e lf f o r upw ard m o b i lit y i n a s u c c e s s f u l c a r e e r b u i l d i n g
p a tte rn . "
O f f ic e w ork g e n e r a l l y c o n s i s t s o f e i ^ t ty p e s o f a c t i v i t y in c lu d in g
t y p i n g , p r e p a r a t i o n f o r d u p l i c a t i o n , f i l i n g , r e c o r d k e e p in g , te le p h o n in g ,
m achine o p e r a t i o n , d i c t a t i o n , t r a n s c r i p t i o n , an d m is c e lla n e o u s a c t i v i t i e s .
I n an e x t e n s i v e r e s e a r c h p r o j e c t co m p le te d b y t h e S ch o o l o f E d u c a tio n o f
t h e U n i v e r s i t y o f C o n n e c tic u t, t h e r e w ere s e v e r a l s p e c i f i c f in d in g s a b o u t
t h e r e l a t i o n s h i p o f d a t a p r o c e s s in g t o t h e o f f i c e e d u c a tio n c u r r ic u lu m .
The u s e o f e l e c t r o n i c s t o p r o c e s s d a ta i s an im p o r ta n t f a c e t o f t h e econom:
s y ste m i n t h e U n ite d S t a t e s , an d o f f i c e w o rk e rs m ust b e p r e p a r e d t o u n d e r­
s t a n d and cope w ith t h e way in f o r m a tio n sy ste m s w ork.
1.
The e d u c a tio n a l i n s t i t u t i o n s a r e n o t p r e p a r i n g enough p e rs o n s
t o m eet t h e demands o f b u s i n e s s .
2.
C om m unication s k i l l s , b o th o r a l and w r i t t e n , a r e demanded o f
d a t a p r o c e s s in g p e r s o n n e l.
19
Rocky M o u ntain E d u c a tio n a l L a b o r a to r y , Between E d u c a tio n and th e
W orld o f Work ( J u n e , I 9 6 8 ) , p . 2 5 .
l6
3.
D a ta p r o c e s s in g p e r s o n n e l n e e d t o b e o r i e n t e d t o t h e t o t a l
sy ste m s a p p ro a c h t o b u s i n e s s . ^0
C a ro ly n Godby c o m p le te d a s tu d y t h a t was t o i d e n t i f y t h e o p p o r t u n i t i e s
/ and r e q u ir e m e n ts o f t h e w o rk e rs in t h e b u s in e s s d a ta p r o c e s s in g o c c u p a tio n s
and d e te rm in e w h at ch an g e s m ig h t a d v is e d ly b e made in t h e b u s in e s s e d u c a tio
p ro g ram .
She in te r v ie w e d 21 b u s in e s s e s r e p r e s e n t i n g l a r g e , s m a l l, and
medium i n a r e a s o f m a n u f a c tu r in g , w h o le s a li n g , r e t a i l i n g , s e r v i c e , and
fin a n c e .
She c o n c lu d e d t h a t t h e e n t r y - l e v e l p o s i t i o n s w ere k ey -p u n ch
o p e r a t o r , f i l e c l e r k , v e r i f i e r o p e r a t o r , s o r t i n g m achine o p e r a t o r , d a ta
t y p i s t , and t e l e t y p e o p e r a t o r .
J o b s w hich a r e c u s to m a r ily p ro m o tio n a l
in c lu d e l e a d k e y -p u n c h o p e r a t o r , t a b u l a t i n g m achine o p e r a t o r , t a b u l a t i n g
m achine s u p e r v i s o r , t a b u l a t i n g r e c o r d c o n t r o l c l e r k , c a r d - t a p e - c o n v e r t e r
o p e r a t o r , an d t a p e l i b r a r i a n .
B a s ic t y p e w r i t i n g s k i l l i s u s u a l l y e s s e n t i a l and c a l c u l a t i n g i s
h e lp fu l.
E m ployers recommend t r a i n i n g in m ath an d b a s i c co m m u n ica tio n s,
a c c o u n tin g an d b o o k k e e p in g , an d p r e p a r a t i o n o f s t a t i s t i c a l r e p o r t s
Many o f f i c e s h av e b e e n s lo w ly in t r o d u c e d t o t h e s c i e n t i f i c management
s o p r e v a l e n t in f a c t o r y and p l a n t a r e a s .
As a r e s u l t , to d a y t h e r e i s
e v id e n c e o f a r a p i d l y c h a n g in g a tm o sp h ere in t h e o f f i c e .
T here i s an
i n t e n s i v e n e e d f o r o r g a n iz a ti o n t o p ro d u c e in f o r m a tio n f a s t e r and more
a c c u ra te ly .
S p e c i a l i z a t i o n h a s come t o t h e o f f i c e , a l s o , w hich means
t h a t one p e rs o n may do a r o u t i n e c o n t in u o u s ly .
In o r d e r t o f e e l im p o r ta n t,
i t i s n e c e s s a r y f o r t h e w o rk er t o s e e h i s jo b i n r e l a t i o n t o th e e n t i r e
F . K e n d ric k B an g s, P r i n c i p a l I n v e s t i g a t o r , and M ild re d C. H i l l e s t a d ,
R e s e a rc h A s s o c i a t e , C u r r i c u l a r I m p l ic a t io n s o f A utom ated D a ta P r o c e s s in g
f o r E d u c a tio n a l I n s t i t u t i o n s , U .S . O f f ic e o f E d u c a tio n ( U n iv e r s ity o f
C o lo ra d o : 1 9 ^ 8 ).
21
C aro ly n Godby, " C l e r i c a l Em ployees in D a ta P r o c e s s in g O c c u p a tio n s ,"
B a la n c e S h e e t , V o l. X L V III, No. 2 ( O c to ., 1 9 6 6 ) , p p . 5 9 -6 0 , 9 3 .
IT
s y s te m .
System s a n a l y s i s m ust b e u s e d i n t h e d ev elo p m en t o f a s im u la te d
o f f i c e e x p e r ie n c e t o i n s u r e t h a t s tu d e n t s w i l l r e c e i v e co m p reh en siv e
t r a i n i n g t h a t w i l l n o t b e m i s le a d in g .
The flo w -o f-w o rk a p p ro a c h i s an e s s e n t i a l c h a r a c t e r i s t i c o f a
s im u la te d o f f i c e e x p e r i e n c e , c o n s e q u e n tly , i t i s n e c e s s a r y t h a t th e
i n i t i a t o r o f t h e p ro g ram u n d e r s ta n d t h e an sw ers t o fu n d am e n tal q u e s tio n s
r e l a t i n g t o t h e c l u s t e r c o n c e p t, sy stem s a n a l y s i s a s an a s p e c t o f t r a i n i n g ,
and t h e b a s i c s o f in f o r m a tio n s y s te m s .
The c l e r i c a l w o rk er m ust now h a v e an u n d e r s ta n d in g o f t h e
r e l a t i o n s h i p an d w o rk in g p r o c e s s e s o f s e v e r a l d e p a rtm e n ts o f t h e
com pany. She can now s e e p a p e r w ork i n g e n e r a l an d h e r p a p e r work
i n p a r t i c u l a r a s a means t o an i n ç o r t a n t en d r a t h e r th a n a s a mass
o f re d ta p e .
The c l u s t e r c o n c e p t i s a d e s c r i p t i v e te rm a p p l ie d t o a form o f
v o c a t i o n a l e d u c a tio n d i r e c t e d to w a rd t h e p r e p a r a t i o n o f in d i v i d u a l s f o r
e n t r a n c e i n t o a s p e c tru m o f o c c u p a tio n s .
The o c c u p a tio n s s e l e c t e d f o r
a " s p e c tru m " o r " c l u s t e r " a r e th o s e fo u n d t o r e q u i r e t h e same p r o f i c i e n c i e s
i n a num ber o f a r e a s , n a m e ly , m e asu re m en t, co m m u n ic a tio n s, m a th e m a tic s,
s c i e n c e , s k i l l , and g e n e r a l in f o r m a tio n .
W ith t h i s pro g ram t h e r e i s a
g r e a t e r d e g r e e o f o c c u p a tio n a l e x p l o r a t i o n on t h e p a r t o f t h e s t u d e n t ,
t h e r e i s o p p o r tu n i ty t o g a in s u f f i c i e n t s k i l l an d u n d e r s ta n d in g f o r jo b
e n t r y a s w e ll a s t h e b ac k g ro u n d t o e n a b le him t o e f f e c t i v e l y a p p r a is e h i s
i n t e r e s t an d p o t e n t i a l i t i e s .
The modern o f f i c e w o rk er n e e d s t h i s m u l t i -
o c c u p a tio n a l d i r e c t i o n .
pp
K enneth P . M o rse, "A u to m atio n Demands T r a in in g in F u n d a m e n ta ls ,"
B u s in e s s E d u c a tio n W o rld , V o l. XXXVIII, p . 1 2 .
^ D o n a l d M aley , "The C l u s t e r C o n c e p t, Chance f o r O c c u p a tio n a l E x p lo r­
a t i o n , " A m erican V o c a tio n a l J o u r n a l , V o l. k2 . No. 7 ( O c t . , I 9 6 7 ) , p p . 23-2k
18
. I n d u s t r y n e e d s w o rk e rs who a r e f l e x i b l e , w o rk ers who have
a f i e l d o f s k i l l s and b a s i c e d u c a tio n t h a t w i l l e n a b le them t o
a d a p t r a p i d l y t o o c c u p a tio n a l c h a n g e .^
M eetin g i n d i v i d u a l n e e d s o f t h e modern o f f i c e w o rk er i s im p o r ta n t.
/ I t i s an a l e r t v o c a t i o n a l e d u c a to r who r e c o g n iz e s t h a t a l l s tu d e n t s a r e
n o t a t t h e same s ta g e in t h e i r d ev elo p m en t when th e y e n t e r a c a p s to n e
c o u rse.
In a t te m p t in g t o a c h ie v e t h e d e s i r e d outcom es f o r t h e l e a r n e r in
any e d u c a t i o n a l p ro g ra m , t h e t e a c h e r m ust r e c o g n iz e t h a t outcom es f o r a l l
l e v e l s o f s tu d e n t s w i l l n o t b e a c h ie v e d by th e same m ean s.
In p ro g ram d e v e lo p m e n t, c o n c e rn m ust b e g iv e n t o t h e h ig h
a c h i e v e r a s w e ll a s t h e p o t e n t i a l d r o p o u t, and t e a c h e r e d u c a tio n
p ro g ram s m ust b e p la n n e d a c c o r d in g ly . B ut te a c h e r e d u c a tio n may
seem u n r e a l i s t i c i f t e a c h e r s a r e t r a i n e d t o cope o n ly w ith th e
i d e a l s i t u a t i o n , an d p ro g ram s may b e u n r e a l i s t i c i f t h e i r d e s ig n
i s l i m i t e d t o s e r v e o n ly t h e v e r y few whose s i g h t s a r e c l e a r ,
whose p ro b lem s a r e few , an d who f i t a l l t h e im ages demanded by
b u s in e s s
Edward Jo se p h S h o b en , J r . s a y s t h a t l e a r n i n g r e s t s e s s e n t i a l l y on
th r e e p ro p o s itio n s :
F i r s t , a p rim a ry o b j e c t i v e i s more t h e d evelopm ent o f s tr o n g
m o tiv a tio n f o r o n g o in g l e a r n i n g th r o u g h o u t l i f e th a n t h e m a ste ry
o f p a r ti c u la r s u b je c t m a tte r.
S eco n d , a m a jo r d e g re e o f a t t e n t i o n m ust b e fo c u s e d on th e
m ethods o f l e a r n i n g — d e f i n i n g p ro b le m s , g a th e r in g e v id e n c e , making
i n f e r e n c e s , an d a p p ly in g p r e v io u s l y a c q u ir e d g e n e r a l i z a t i o n s . To
t h i s e n d , h eav y em p h asis m ust b e l a i d t h r o u ^ o u t t h e s c h o o l y e a r s
on su ch sy m b o lic s k i l l s a s la n g u a g e an d m a th e m a tic s .
F i n a l l y , c u r r i c u l a r c o n te n t ca n b e g e n e r a te d from an a n a l y s i s
o f t h e f i e l d s o f human know ledge i n t o se q u e n c e in w hich each s tu d e n t
m ust m a s te r p r i o r s t e p s b e f o r e p r o c e e d in g a t h i s own p a c e t o l a t e r
ones.
^ Edwin L. Rumpf, " T r a in in g t h e Manpower C a t a l y s t , " Manpower and
T r a i n in g Needs o f t h e Food I n d u s t r y , C o n feren c e (W ash in g to n , D .C .: I 96U ),
p. 10.
25
K enneth L. Rowe, "How L e a rn in g Takes P la c e t o A ch iev e V o c a tio n a l
O u tco m es," A m erican V o c a tio n a l J o u r n a l , V o l. 1*2, No. 6 ( S e p t . , I 9 6 7 ) ,
p p . 2 0 -2 1 .
^^Rowe, "How L e a rn in g Takes P la c e . . . , " p . 6 2 .
19
In c o n s i d e r i n g how t o m eet i n d i v i d u a l n e e d s , t h e p ro b lem s o f t h e
d is a d v a n ta g e d a r e p o in t e d up by B y e r s .
27 /2 8
T here n eed s t o b e more
r e s e a r c h c o m p le te d on how t o p r o v id e f o r th e e x c e p tio n a l s t u d e n t .
B u s in e s s
e d u c a tio n h a s t r a d i t i o n a l l y t r a i n e d t h e a v e ra g e and t r i e d t o p r o v id e a d d i t i o n a l
/
s tim u lu s f o r t h e a d v an c ed and d is a d v a n ta g e d .
The V o c a tio n a l A cts hav e l a i d
p a r t i c u l a r s t r e s s on t h e d is a d v a n ta g e d s t u d e n t .
E x c e p tio n a l s t u d e n t s m ust b e t a u g h t more econom ic c o n c e p ts and p r e p a r e d
t o b e e x e c u tiv e s e c r e t a r i e s w here a g r e a t d e a l o f d e c is io n msiking and
b a ck g ro u n d i s r e q u i r e d .
S p e c i a l p r o j e c t s m ust be r e q u i r e d a s k in g them t o
a n a ly z e s i t u a t i o n s an d im prove th e m , s u rv e y b u s in e s s e s f o r a p a r t i c u l a r
e d u c a tio n a l n e e d , e t c .
to h is a b ility .
The a v e ra g e s t u d e n t w i l l b e c h a lle n g e d a c c o rd in g
The d is a d v a n ta g e d s h o u ld b e t r a i n e d a c c o r d in g t o h i s
c a p a b ilitie s .
L i t e r a t u r e R e la te d t o P rogram s O f f e r in g R e a l i s t i c E x p e rie n c e s in O f f ic e
O c c u p a tio n s T r a in in g
T h ere a r e many d i f f e r e n t w ords an d p h r a s e s u se d t o d e s c r ib e ty p e s o f
o f f i c e p r a c t i c e c o u r s e s an d t h e m ethods th e y u s e .
Some o f t h e m ajo r ones
a r e c o n v e n tio n a l c la s s r o o m , i n t e n s i v e l a b o r a t o r y , m odel l a b o r a t o r y , s im u la te d
w ork e x p e r i e n c e , c o o p e r a tiv e e d u c a t i o n , s e c r e t a r i a l p r a c t i c e , c l e r i c a l
p r a c t i c e , s c h o o l s e c r e t a r y , p r o j e c t , p r a c t i c e s e t , i n t e r n , work e x p e r ie n c e ,
o b s e r v a t i o n , a p p r e n t i c e s h i p , an d g e n e r a l o f f i c e p r a c t i c e .
B a s ic a lly ,
t h e r e a r e t h r e e m a jo r ty p e s o f m ethods b e in g u s e d in c a p s to n e c o u r s e s —work
e x p e r i e n c e , p r o j e c t i n s t r u c t u r e d c la s s r o o m , and s im u l a ti o n .
^^Edw ard E . B y e r s , "The A c a d e m ic a lly U n s u c c e s s f u l:
B u s in e s s T e a c h e r ( N ovem ber-D ecem ber, 1 9 6 8 ), p p . 2 - 3 .
28
Edward E . B y e r s , "The A c a d e m ic a lly U n s u c c e s s f u l,"
(S e p te m b e r-O c to b e r, 1 9 6 8 , p p . 2 - 3 .
H is S p e c ia l N e e d s ,"
B u s in e s s T ea ch er
20
T h is s e c t i o n o f t h e r e l a t e d l i t e r a t u r e i s d e s ig n e d t o a c q u a in t t h e
o f f i c e p r a c t i c e c o u r s e o f s tu d y d e v e lo p e d w ith w hat te a c h in g c o n c e p ts
w i l l b e s t a c c o m p lish t h e o b j e c t i v e s , w hat i s t h e n a t u r e o f work i n c e n t i v e s
and a t t i t u d e s t h a t s tu d e n t s u s e a s a b a s i s o f l e a r n i n g , w hat t h e r e l a t i o n ­
s h ip o f t h e s im u la te d o f f i c e e x p e r ie n c e i s t o o t h e r c a p ts to n e c o u r s e s ,
and how a t e a c h e r 's p r e p a r a t i o n c a n b e im p ro v ed f o r work in a l a b o r a t o r y ty p e e x p e r i e n c e .
S t r u c t u r e d o f f i c e c l a s s . —K o san o v ich a d v o c a te s a g e n e r a l a p p ro ac h
an d a s t r u c t u r e d c l a s s an d t o do away w ith fa n c y te rm s and o p e r a t i o n s .
He s a y s t h a t t h e s p e c i a l i s t s 'a p p r o a c h t a u g h t a ro u n d a s p e c i f i c s i t u a t i o n
o r m o d eled on a s p e c i f i c a r e a o f em ploym ent p r e s e n t s l i m i t e d a c t i v i t i e s
end m ethods o f i n s t r u c t i o n t o one s i t u a t i o n o r a r e a o f em ploym ent.
A g e n e r a l p r a c t i t i o n e r s t a r t s w ith th e b a s i c r u l e s and
moves fro m t h a t p o i n t . W ith o f f i c e p r a c t i c e , t o o , t h e b a s i c
r u l e s a r e a l l - i m p o r t a n t . They make f o r a co m p reh en siv e fo u n d ­
a t i o n f o r einy c irc u m s ta n c e i n t h e b u s in e s s w o r ld . T hese r u l e s
do n o t ch an g e w ith any o f f i c e s i t u a t i o n ; c o n s e q u e n tly ; h a v in g
b e e n l e a r n e d b y t h e s t u d e n t , t h e s e r u l e s w i l l p la c e t h e g ra d u a te
i n an e n v ia b le p o s i t i o n in t h e b u s in e s s w o r ld . She m ight la c k
s p e e d on a p a r t i c u l a r m a c h in e , b u t a w e e k 's e x p e r ie n c e w i l l
c o rre c t t h i s .
A lth o u g h t h e r e i s no n e e d f o r t h e c l a s s t o b e s e t up
l i k e an o f f i c e , t h e r e i s no r e a s o n why t h e s tu d e n t s s h o u l d n 't a c t
a s i f th e y w ere o f f i c e p e r s o n n e l an d p e rfo rm on a b u s i n e s s l i k e
b a s i s . T h is i n s t i l l s good h a b i t s an d p e r m its t h e s tu d e n t s t o work
an d c o o p e r a te w ith e a c h o t h e r . S tu d e n ts s h o u ld b e p e r m i tt e d t o t a l k
w ith i n t h e i r own g ro u p and ev en w ith s t u d e n t s o u ts id e t h e i r
a c t i v i t y , i f t h e c o n v e r s a tio n i s r e s t r i c t e d t o c l a s s b u s i n e s s .
The fu n d a m e n ta ls do n o t c h a n g e .
v a r i e d a s t h e i r num ber.
O f f ic e s i t u a t i o n s a r e as
S im u la te d e x p e r i e n c e s . — The D ep artm en t o f P u b lic I n s t r u c t i o n in
M ad iso n , W is c o n s in , d i s t r i b u t e d a b u l l e t i n l i s t i n g t h e f o llo w in g exam ples
^ ^ W illia m T. K o sa n o v ic h , " O f f ic e P r a c t i c e : S p e c i a l i s t v s G e n e ra l
P r a c t i t i o n e r , " B u s in e s s E d u c a tio n W o rld , V o l. UH, No. 6 ( F e b ., 1 9 6 4 ),
p p . 1 3 -1 5 .
21
o f " s im u la te d " e x p e r ie n c e s w hich m ig h t b e p r o v id e d in ap p ro v ed v o c a t io n a l
e d u c a tio n p ro g ram s on t h e h ig h s c h o o l l e v e l .
N ine w eeks o f o n - t h e - j o b e x p e r ie n c e one o r tw o h o u rs p e r d a y .
P r e p a r a t i o n o f a n d /o r h a n d lin g o f b u s in e s s form s a c t u a l l y u s e d .
T r a n s c r i b in g d i c t a t i o n r e c o r d e d i n a l o c a l b u s in e s s o f f i c e .
S tu d e n ts a c t u a l l y p e rfo rm jo b s ta k e n fro m work in l o c a l o f f i c e .
S tu d e n ts sp en d one o r tw o d ay s e ac h s e m e s te r in w o rk in g w ith o r
o b s e r v in g a l o c a l em ployee i n t h e p e rfo rm a n c e o f h i s jo b .
S tu d e n ts a r e a s s ig n e d t o t e a c h e r s i n t h e s c h o o l t o work as
a s s i s t a n t s o r a i d e s , p r o v id in g a v a r i e t y o f e x p e r ie n c e s .
B u sin essm en come i n t o t h e c la s s ro o m an d g iv e d i c t a t i o n t o be
t r a n s c r i b e d an d m a ile d o u t .
S tu d e n ts form an d c o m p le te ly o p e r a t e a b u s in e s s o r g a n iz a ti o n and
p e rfo rm a s e r v i c e f u n c ti o n in t h e l o c a l s c h o o l.
S tu d e n ts d e v e lo p a p r o d u c t, c o s t i t , p ro d u c e i t , and m e rc h a n d ise
i t on a b r e a k - e v e n o r s m a ll p r o f i t b a s i s .
I n - c l a s s a s s ig n m e n ts p a r a l l e l a s c l o s e l y a s p o s s i b l e w ork a s s ig n m e n ts
on jo b s i t u a t i o n s .
S tu d e n ts ru n an odds 'n ends s a l e in a v a c a n t s t o r e b u i l d i n g .
S tu d e n ts p ro m o te a s c h o o l f u n c t i o n . 30
Work e x p e r i e n c e . —
The p u p i l i s h i r e d a s a p ro d u c in g w o rk e r, l e a r n s how t o do th e
s p e c i f i c j o b , and d o es n o t n e c e s s a r i l y u n d e r s ta n d t h e r e l a t i o n s h i p
o f h i s jo b t o h i s c la s s r o o m a c t i v i t i e s . The jo b s a r e u s u a l l y o f one
t y p e , an d h e r e c e i v e s l i t t l e a s s i s t a n c e in d e v e lo p m e n t. The s tu d e n t
a tte m p ts t o m a in ta in a w ork and s c h o o l s c h e d u le to o dem anding. He
d o es e a r n money w h ich may be im p o r ta n t f o r h i s s t a y i n g in s c h o o l.
C o o p e r a tiv e p ro g ra m . —
The s t u d e n t i s h i r e d a s a l e a r n i n g w o rk er t o f i n d o u t " w h y - i t - i s d o n e ." He en g ag es in c la s s r o o m a c t i v i t i e s w hich a r e i n t e g r a t e d w ith
h i s o n - t h e - j o b e x p e r i e n c e s , and fo llo w s a p la n n e d t r a i n i n g p ro g ram a t
w o rk . The s t u d e n t i s g iv e n an i n s i g h t i n t o h i s n eed and a b i l i t i e s f o r
t a k i n g a d d i t i o n a l o r s p e c i a l i z e d t r a i n i n g and e n c o u ra g e d t o rem ain in
s c h o o l t o i n c r e a s e h i s co m p eten c y . The s tu d e n t i s a s s u r e d o f w o rk in g
in an e s ta b l is h m e n t t h a t i s c o n tin u o u s ly ap p ro v ed by t h e c o o r d in a to r
an d f o llo w s a re d u c e d s c h e d u le o f s c h o o l a c t i v i t i e s . He r e c e iv e s
c o m p e n s a tio n .3
^*^Department o f P u b lic I n s t r u c t i o n , M ad iso n , W isc o n sin .
F . K o z e lk a , "Work E x p e rie n c e v s C o o p e ra tiv e E d u c a tio n ,"
I l l i n o i s V o c a tio n a l P r o g r e s s , V o l. V I, No. 1 (S e p te m b e r, 1 9 ^ 8 ), p . 25.
K o z e lk a , "Work E x p e r ie n c e ," p . 2 7 .
22
The p r o j e c t m eth o d . —
The p r o j e c t m ethod m ig h t be d e f in e d a s b e in g a m ethod o f
i n s t r u c t i n g c e n t e r e d aro u n d m e a n in g fu l i n d i v i d u a l o r gro u p a c t i v i t i e s
o f e d u c a tio n a l v a l u e , g e n e r a lly in v o lv in g i n v e s t i g a t i o n and s o l u t i o n
o f p ro b le m s , and f r e q u e n t l y in v o lv in g t h e u s e o f e q u ip m e n t.
Program s in o p e r a t i o n . —N athan B a l t o r e x p l a in s h i s p ro g ram a t Jo h n J a y
H igh S ch o o l in B ro o k ly n , New Y o rk , in w hich h i s o f f i c e p r a c t i c e c l a s s o p e r a te s
a b u s in e s s s e r v i c e .
I t h i n k o f i t a s a s e r v i c e p la n p ro g ram . B a s i c a l l y o u r s e c r e t a r i a l
an d c l e r i c a l p r a c t i c e s tu d e n t s do a s much u s e f u l an d p r a c t i c a l w ork as
tim e p e r m i ts . L a s t te rm o u r sev en c l a s s e s d id o v e r a th o u s a n d s t e n c i l
o r s p i r i t d u p l i c a t i n g jo b s f o r t h e s c h o o l. They do have homework, a s s i g n ­
m e n ts , c l a s s l e s s o n s , and ta k e t e s t s . No o th e r c l a s s o r g a n iz a ti o n w ould
p o s s i b l y j u s t i f y t h e q u a n t i t y o f s u p p lie s o u r c l a s s e s consum e. Any e q u ip ­
m ent i f r e a s o n a b ly new an d w o rk in g i s good.
In t h e D ayton P u b lic S c h o o ls , o f f i c e l a b o r a t o r i e s a r e u s e d f o r any 1 0 th
g ra d e s tu d e n t (boy o r g i r l ) o f lo w -a v e ra g e a b i l i t y
( l . Q . ra n g e g e n e r a lly 80
t o 92) who in g ra d e 9 was i d e n t i f i e d by t r a i n e d p e r s o n n e l a s u n l i k e l y t o
s u c c e e d in t h e v o c a t i o n a l - t e c h n i c a l p ro g ram i s e l i g i b l e f o r t h i s p ro g ram .
S tu d e n ts who a r e q u a l i f i e d f o r t h e s p e c i a l e d u c a tio n academ ic and w o rk e x p e r ie n c e program s ( l . Q . belo w 80) a r e n o t e l i g i b l e .
In t h i s s c h o o l t h e
o f f i c e o c c u p a tio n s l a b o r a t o r y i s f o r th o s e who do n o t p r o f i t from th e i n s t r u c t i o n
i n t r a d i t i o n a l acad em ic and v o c a t i o n a l p ro g ra m s .
They do n o t q u a l i f y f o r
c o o p e r a tiv e p ro g ra m s, b u t g e t s u c c e s s f u l e x p e r ie n c e s w h ich le a d t o em ployment
in jo b s known t o e x i s t . 35
33Ronald Buchanan, "Bring t h e O ffic e t o t h e C lassroom ,"
News (S p r in g , I 9 6 9 ) , p . 7 .
T yp ew riting
3^Nathan B a lto n , " I l i k e t h e S e r v ic e Plan fo r S e c r e t a r ia l or C le r ic a l
P r a c t ic e ," The B alance S h eet (March, 1 9 6 0 ) , pp. 2 9 9 -3 0 2 .
35 h . L. Boda, "The O ccu p a tio n a l L ab oratory," American V o c a tio n a l
J o u r n a l, V o l. h2. No. 7 (O cto b er, I 9 6 8 ) , pp. 3 2 -3 3 .
23
Anne W einerman s u g g e s ts te a c h i n g p r a c t i c a l " th in k i n g u n i t s " t o a
s e c r e ta r ia l c la s s .
The new c u r r i c u l a s h o u ld in c lu d e " th in k i n g u n i t s . " P r a c t i c a l
b u s i n e s s p ro b lem s may b e s u g g e s te d , an d eac h s tu d e n t w ould b e
r e s p o n s i b l e f o r i n t e l l i g e n t l y r e a s o n in g t h e p ro b lem s th r o u g h .
T h ese p ro b lem s may sp an t h e garnit fro m p e r s o n n e l r e l a t i o n s t o
d e c i s i o n m ak in g . They s h o u ld in c lu d e t h e s e c r e t a r y 's answ er o f m a il,
a r r a n g i n g m a il in t h e o r d e r o f p r i o r i t y . . . and so f o r t h . These
u n i t s s h o u ld a f f o r d t h e s tu d e n t t h e o p p o r tu n ity t o d e m o n s tra te h e r
i n i t i a t i v e , c r e a t i v i t y , i n t e l l i g e n c e , r e s o u r c e f u l n e s s , and b u s in e s s
acum en.
P r a c t i c e s e t s can b e u s e d i f t h e r e a r e a v a r i e t y o f o f f i c e jo b s
a p p l i c a b l e t o toda% and t h e r e a r e c l e a r i n s t r u c t i o n s t h a t r e q u i r e some
t h i n k i n g an d p ro b le m s o lv in g on t h e p a r t o f t h e s t u d e n t .
P ro b a b ly one o f t h e m ost o u t s t a n d i n g s im u la tio n p ro g ram s in o p e r a t i o n ,
u s i n g m o b ile u n i t s , i s th r o u g h t h e a u s p ic e s o f G arth A. Hanson and H.
R o b e rt S to c k e r a t Uteih S t a t e U n i v e r s i t y .
p o s i t i o n , and a flo w o f work i s p r o v id e d .
Each s tu d e n t p a r t i c i p a t i n g h a s a
By h a v in g m o b ile u n i t s i t h e lp s
t o overcom e t h e l a c k o f e x p e n s iv e eq u ip m en t and adds a " s p e c i a l t y " to u c h .
D ir e c t e d l e a r n i n g e d u c a tio n . — T h is p ro g ram was d e s ig n e d t o g iv e
v o c a t i o n a l o f f i c e s t u d e n t s t h e o p p o r tu n i ty o f w o rk in g in a r e a l o f f i c e on
t h e h ig h s c h o o l cam pus.
The s t u d e n t s a r e p la c e d on t h e jo b and s u p e r v is e d
b y t h e c o o r d i n a t o r in much t h e same way a s t h e c o o p e r a tiv e o f f i c e e d u c a tio n
s tu d e n t.
38
36
Anne W einerm an, " S e c r e t a r i a l S tu d ie s S hould b e R e a l i s t i c , "
The B a la n c e S h e e t , V o l. L , No. 9 , p p . 16O -I6 1 .
37
G a rth A. Hanson and H. R o b e rt S to c k e r , "M obile S im u la tio n in O f f ic e
E d u c a tio n ," B u s in e s s E d u c a tio n Forum ( O c to b e r , 1 9 6 8 ) , p p . 1 7 -1 8 .
*5 O
J e r r y L. Wood and G a rth A. H an so n , " O f f ic e P r a c t i c e —PPS,"
The J o u r n a l o f B u s in e s s E d u c a tio n ( J a n u a r y , I 9 6 9 ) , p p . 1 5 1 -1 5 2 .
2k
Summary o f R e l a te d L i t e r a t u r e
The re v ie w o f r e l a t e d l i t e r a t u r e s e t s t h e s ta g e f o r d e v e lo p in g t h e
s im u la te d o f f i c e e x p e r ie n c e p ro g ra m .
I t p r o v id e s t h e g e n e r a l b ack g ro u n d
n e e d e d t o make s u r e a b a s i c u n d e r s ta n d in g o f m a jo r a r e a s —v o c a t io n a l
e d u c a t i o n , b u s in e s s e d u c a t i o n , o f f i c e e d u c a tio n ., f e d e r a l l e g i s l a t i o n ,
t h e n e e d s o f t h e m odern o f f i c e w o r k e r , and t h e e x p e r i e n c e - o r i e n te d
p ro g ra m — o f e d u c a tio n in v o lv e d h av e b e e n b r i e f l y re v ie w e d .
CHAPTER I I I
PROCEDURES AND METHODS USED TO DEVELOP GUIDELINES
To d e v e lo p t h e g u id e lin e s f o r a s im u la te d o f f i c e p r a c t i c e program
p r e s e n te d in t h i s t h e s i s , t h e r e w ere t h r e e m ajo r m ethods o f in f o r m a tio n
g a t h e r in g u s e d .
M ethod I :
Q u e s tio n n a ir e
The m ajo r p u rp o se was t o o b ta in i n d i v i d u a l id e a s r e l a t i n g t o a
s im u la te d o f f i c e s i t u a t i o n b a s e d on t h e p re m ise t h a t i t i s d i f f i c u l t f o r
one p e rs o n t o t h i n k o f e v e ry a s p e c t .
S eco n d ary r e a s o n s w ere t o g e t id e a s
from in e x p e r ie n c e d and e x p e r ie n c e d t e a c h e r s on t h e p r a c t i c a l p ro b lem s and
" t r i c k s o f t h e t r a d e " t h a t may b e in v o lv e d .
I t was d e s i r e d t o o b ta in a
co n ce n su s o f o p in io n a s t o t h e m ost w o rk ab le a p p ro a c h e s t o s im u l a ti o n .
The q u e s ti o n n a ir e c o n s i s t e d o f f i v e p a g e s w ith 22 s u b j e c t i v e q u e s tio n s
r e q u i r i n g d e c i s i o n s and p la n n in g o f an sw ers on t h e p a r t o f p a r t i c i p a n t s .
A copy o f t h e q u e s t i o n n a i r e i s in c lu d e d i n t h e a p p e n d ix .
e d u c a to r s w ere c o n s u lt e d .
A t o t a l o f 36
T a b le s 1 th ro u g h 5 , b e lo w , p r o v id e in f o r m a tio n
on t h e b a ck g ro u n d o f p a r t i c i p a n t s .
C h a p te r IV p r e s e n t s an a n a l y s i s o f th e
d a ta .
Method I I :
S ystem s A n a ly s is
The p u rp o se o f t h e sy stem s a n a l y s i s m ethod was t o d e te rm in e t h e t y p i c a l
flo w s t h a t e x i s t in o f f i c e s , t o d e te rm in e t h e u n iq u e flo w o f in f o r m a tio n
t h a t i s c h a r a c t e r i s t i c o f a p a r t i c u l a r ty p e o f o f f i c e s i t u a t i o n and a
25
26
T a b le 1
EDUCATIONAL LEVEL OF PARTICIPANTS
E d u c a tio n a l L e v e l
No.
U n d e rg ra d u a te S tu d e n ts
B a c h e lo r 's D egree P lu s
M a s t e r 's D egree P lu s
D o c to r a te
10
17
8
1
T ab le
TEACHING EXPERIENCE OF PARTICIPANTS
E x p e rie n c e L e v e l
No.
Y ears o f E x p e r ie n c e :*
0
1 -5
6 -1 0
1 1 -2 0
+20
10
12
6
6
2
L e v e l o f E d u c a tio n ; *
S eco n d ary
C o lle g e
V o c a tio n a l S ch o o l
B u s in e s s S c h o o l
S im u la te d C la ssro o m E x p e rie n c e :
* L i s t by c a t e g o r i e s d o es n o t e q u a l th e t o t a l o f
p a r t i c i p a n t s , b e c a u s e some e d u c a to r s have had
e x p e r ie n c e in more th a n one a r e a .
23
1*
U
1
9
27
T a b le 3
OFFICE EXPERIENCE OF PARTICIPANTS
E x p e rie n c e L ev e l*
No.
Y ears o f E x p e r ie n c e :
0 -2
3 -5
+5
22
10
h
Type o f O f f ic e E x p e r ie n c e :
S e c re ta ria l
A c c o u n tin g
C le ric a l
A d m in i s t r a ti v e
O th e r
17
11
11
U
2
T a b le 4
GEOGRAPHICAL REPRESENTATION
State**
No.
Alaska
Colorado
Florida
Louisiana
Maine
Minnesota
Mississippi
Montana
New Jersey
New Mexico
Pennsylvania
Washington
Wisconsin
1
2
1
1
1
1
2
18
2
1
2
2
2
* L i s t by c a t e g o r i e s d o es n o t e q u a l t h e t o t a l
o f p a r t i c i p a n t s . Some p a r t i c i p a n t s have
e x p e r ie n c e i n more th a n one a r e a .
**Tw elve s t a t e s o p e r a t i n g u n d e r t h e g u id e ­
l i n e s o f d i f f e r e n t s t a t e d e p a rtm e n ts o f
e d u c a tio n w ere r e p r e s e n t e d .
28
. p a r t i c u l a r ty p e o f o f f i c e o c c u p a tio n .
A w o rk a b le sy ste m o f a n a ly z in g d a t a
i n u s e in t h e o f f i c e was d e v e lo p e d and i s in c o r p o r a te d in t h e g u id e lin e s
on how t o make a s u r v e y o f t h e l o c a l b u s i n e s s .
B u s in e s s m an ag ers an d t h e i r s e l e c t e d r e p r e s e n t a t i v e s from th e o f f i c e
s t a f f o f e le v e n b u s in e s s e s w ere i n t e r v ie w e d .
See T ab le 5 .
They w ere a s k e d
b e f o r e t h e i n t e r v ie w t o h av e a copy o f a l l form s t h a t o r i g i n a t e w i t h , c r o s s
t h e i r d e s k , o r a r e o u tp u ts o f t h e i r j o b .
was t a k e n .
p ro d u c e d .
A ta p e d n a r r a t i v e o f p ro c e d u re s
From t h e t r a n s c r i p t o f t h e t a p e , a m icro flo w o f th e w ork was
S e v e r a l d e p a rtm e n ts o r p e o p le w ere in te r v ie w e d .
Then a m acro
flo w show ing o n ly w here t h e p a p e r o r i g i n a t e d , who p r o c e s s e d i t , and w here
t h e f i n a l in f o r m a tio n ended up was made and v e r i f i e d by m anagem ent.
A w r i t t e n n a r r a t i v e was d e v e lo p e d u s in g t h e ta p e s and f lo w c h a r t s .
T h is n a r r a t i v e made i t e a s y t o f o llo w t h e f lo w c h a r t .
I t e x p la in e d in d e t a i l ,
and s p e c i a l p ro b lem s and a d d i t i o n a l in f o r m a tio n to o le n g th y t o p u t on th e
c h a r t w ere s t a t e d .
A f t e r t h e flo w o f w ork was p r o d u c e d , a s e t p e r io d o f tim e (one day in
t h e c a s e o f t h i s p a r t i c u l a r s tu d y ) was s e t a s id e t o w atch w hat h ap p en ed
and l o g a l l th e i n t e r r u p t i o n s and e x c e p tio n s t h a t a p p e a re d .
From t h i s
l i s t , i t was p o s s i b l e t o make a m a s te r l i s t o f i n t e r r u p t i o n s and e x c e p tio n s
t h a t t h e t e a c h e r may i n j e c t i n t o t h e d a i l y r o u t i n e .
No in t e r v ie w s h e e t was u s e d , b e c a u s e v o lu n ta r y s u p p ly o f d a ta was n eed e d .
Only a b a s i c in t e r v i e w was h e l d w ith t h e em p lo y er t o g e t a seco n d view o f
w hat i s a c t u a l l y g o in g on in t h e o f f i c e .
S om etim es, t h e r e a r e c o n f l i c t i n g
v iew s o f p r o c e d u r e s b etw ee n management an d t h e c l e r i c a l sind s e c r e t a r i a l
s ta ff.
Q u e s tio n s , su c h a s , w here d id th e form come fro m , w here do you g e t
t h e in f o r m a tio n t o c o m p le te t h e fo rm , who ap p ro v e s t h e fo rm , th e number
29
an d d i s t r i b u t i o n o f c o p i e s , who u s e s t h e i n f o r m a tio n , and do you h av e any
id e a s on how t o im prove t h e s y ste m w ere a s k e d .
P o lic y s ta te m e n ts som etim es
h a v e t o b e w r i t t e n from in f o r m a l a g re e m e n ts o r o r a l u n d e r s ta n d in g s .
O rgan­
i z a t i o n c h a r t s and g e n e r a l company p o l i c i e s can b e p r o v id e d by m anagem ent.
A d d i t i o n a l d e t a i l s a r e i n c o r p o r a t e d in t h e g u i d e l i n e s .
T a b le 5
AREAS REPRESENTED IN THE SYSTEMS ANALYSIS STUDY
O c c u p a tio n a l A rea
R eason Why S e le c te d - E x te n t o f C overage
m e d ic a l
in s u r a n c e
a c c o u n tin g
lu m b er
re ta il
b a n k in g
governm en t
one g i r l o f f i c e , p o o l
s m a ll s t a f f , c h a in a f f i l i t a t i o n
a u to m a tio n , s e r v i c e b u re a u
s t r u c t u r e d d e p a r tm e n ta liz e d w ork
d e f in i te o rg a n iz a tio n a l c h a r t, s p e c ia lis ts
e x e c u tiv e s e c r e t a r y , s p e c i a l i s t s , a u to m a tio n
u n iq u e s y ste m o f p u r c h a s in g and a c c o u n tin g
u s e o f m anuals f o r p ro c e d u re s
s p e c ia liz e d m a te ria l
s p e c i a l i z e d m a t e r i a l , p u b lic r e l a t i o n s
u n iq u e p a y r o l l p r o c e d u r e s , s h ip p in g , in v e n to r y
many u n iq u e d e p a rtm e n ts
law
r e a l e s ta te
m a n u fa c tu r in g
school
NOTE:
In a d d i t i o n t o t h e a c t u a l sy ste m s a n a l y s i s w o rk , I r e l i e d h e a v i l y on
p e r s o n a l e x p e r ie n c e g a in e d fro m h a v in g w orked i n many d i f f e r e n t o f f i c e s ,
an d I dep en d ed on te a c h i n g e x p e r ie n c e in c o n s id e r i n g w o rk ab le flo w s f o r
t h e c la s s r o o m .
When d e v e lo p in g t h e p ro g ram f o r s t u d e n t s , i t i s im p o rta n t
t h a t t h e c o o r d i n a t o r o f a s im u la te d o f f i c e e x p e r ie n c e program u n d e r s ta n d
t h e p r i n c i p l e s o f e d u c a tio n and o f f i c e management ; b e c a u se tim e and
d i f f i c u l t y o f p r o c e d u r e s w i l l r e q u i r e t h a t c e r t a i n s t e p s be o m itte d o r
re a rra n g e d .
M ethod I I I :
R e so u rc e M a te r i a l
F i r s t , r e l a t i v e m agazine a r t i c l e s t h a t w ere a v a i l a b l e in th e l o c a l
U n i v e r s i t y l i b r a r y w ere r e a d .
I t w i l l be fo u n d t h a t m ost a r e g e n e r a l in
30
n a t u r e , b u t i n t e r e s t i n g id e a s may be o b ta in e d from p r o c e d u r e s found t o
b e s u c c e s s f u l by o th e r t e a c h e r s .
b e s t so u rc e .
B u s in e s s e d u c a tio n p u b l i c a t i o n s a r e th e
House o rg a n s o f b u s in e s s a r e e x c e l l e n t s o u r c e s o f r e f e r e n c e
m a te ria l.
The seco n d p h a se o f t h e r e s e a r c h o p e r a tio n was t o c o n s u lt th e l i b r a r y ’ s
c a r d c a t a l o g s e c t i o n f o r books t h a t r e l a t e d t o v o c a t io n a l e d u c a tio n , d a t a
p r o c e s s i n g , c l e r i c a l and s e c r e t a r i a l o f f i c e p r a c t i c e , te a c h in g m ethods in
b u s in e s s e d u c a tio n , c u r r ic u lu m d e v e lo p m e n t, and s e c o n d a ry e d u c a tio n in
g e n e r a l.
a v a ila b le .
From a re v ie w o f t h e s e b o o k s , a p h ilo s o p h y and o b j e c t i v e s w ere
A c a r d c a t a l o g o f 3 x 5 in c h in d e x c a r d s p r o v id e d r e f e r e n c e t o
s p e c i f i c p ro b lem s t h a t m ig h t a r i s e and can b e a v a i l a b l e f o r f u t u r e r e f e r e n c e .
The t h i r d p h ase o f th e r e s e a r c h p r o j e c t was t o c o l l e c t t e x t s t h a t
c o v e r t h e d i s c i p l i n a r y a r e a s t o b e in c o r p o r a te d i n t o t h e p ro g ram .
From
t h e in f o r m a tio n o b ta in e d on t h e v a r io u s p h a s e s o f o f f i c e o c c u p a tio n s , a
c o u rs e o u t l i n e was d e v e lo p e d .
A f te r t h i s , a number o f p r a c t i c e s e t s w ere
g a th e r e d c o v e r in g th e a r e a s o f b u s in e s s m a c h in e s , p a y r o l l , f i l i n g , d a ta
p r o c e s s in g , b o o k k e e p in g , and t y p i n g .
t i v e b u s in e s s e s .
T hese in c lu d e d a number o f r e p r e s e n t a ­
S p e c i a liz e d s e t s su ch a s l e g a l , m e d ic a l, c o r p o r a t i o n ,
p a r t n e r s h i p , r e t a i l , and w h o le s a le w ere s e l e c t e d .
By lo o k in g c a r e f u l l y
a t th e m a t e r i a l s , a l i s t o f form s an d p r o c e d u r e s was o b ta in e d .
The f o u r th s t e p was t o w r i t e f o r a s many b ro c h u re s a s p o s s i b l e from
b u s in e s s m achine c o m p a n ie s, so i t was c l e a r l y u n d e rs to o d w hat equipm ent
i s now in u s e , w hat a p p l i c a t i o n s th e y h a v e , and p r i c e s f o r r e f e r e n c e s when
m aking p u r c h a s e s .
At t h e tim e t h a t t h i s p h ase i s b e in g c o m p le te d , s u p p ly
c a t a l o g s w ere o b ta in e d .
Tiie f i f t h s t e p was t o o b ta in as many c o p ie s o f s t a t e p la n s f o r v o c a t i o n a l
e d u c a tio n a s p o s s i b l e .
These w ere re v ie w e d f o r fu n d in g m eth o d s.
CHAPTER IV
ANALYSIS OF DATA
In t h i s c h a p t e r , th e in f o r m a tio n o b ta in e d from d a t a g a t h e r in g i s
p r e s e n te d .
F in d in g s o f Q u e s tio n n a ir e
Need f o r g u i d e l i n e s . — Comments a p p e a re d t o show t h a t a s a b a s i s f o r
r e a l i s t i c p la n n in g , g u i d e l i n e s w ere m an d ato ry f o r t e a c h e r s w ith l i m i t e d
o f f i c e o r te a c h in g e x p e r ie n c e an d v a l u a b le f o r a l l t e a c h e r s .
O r g a n iz a tio n . —M ost p a r t i c i p a n t s c o n c lu d e d t h a t i t w ould depend a
g r e a t d e a l on t h e s i z e o f t h e c l a s s in v o lv e d , t h a t i t
in itia lly
s t a r t w ith one o f f i c e an d b u i l d th e p ro g ram ,
m ight b e w ise t o
and i t w ould depend
on t h e ty p e o f b u s in e s s and t h e b u s in e s s s i t u a t i o n t h a t was t o b e s im u la te d .
An o r g a n i z a t i o n t h a t p r o v id e d f o r f o u r b a s i c d i v i s i o n s was th e m a jo r ity
re s p o n s e w ith a l t e r n a t i v e s o f fro m t h r e e t o f i v e d ep en d in g on th e s i z e o f
c l a s s in v o lv e d .
Those e x p e r ie n c e d i n p ro g ram s o f t h i s n a t u r e f e l t t h a t
f o u r p r o v id e d t h e b e s t t e a c h i n g s i t u a t i o n .
M ost p a r t i c i p a n t s f e l t t h a t
u s in g one company p r o v id e d t h e e a s i e s t o r g a n i z a t i o n .
S te p s t o ta k e in s e t t i n g up p ro g ra m . — To b a s e t h e s e tu p on com munity
n e e d s was t h e m ost f r e q u e n t r e s p o n s e .
In o r d e r o f im p o rta n c e w ere t h e
f o llo w in g comments :
D eterm in e t h e s u b j e c t m a tte r t o u s e .
D eterm in e t h e tim e s c h e d u le f o r t h e v a r io u s
31
p h a s e s o f t h e p ro g ram .
32
Proper o r g a n iz a tio n must be l a i d out t o in su r e sm ooth n ess.
D e te rm in a tio n o f s tu d e n t n e e d s r e q u i r e s c a r e f u l c o n s id e r a tio n
and r e s e a r c h on t h e p a r t o f t h e i n s t i g a t o r o f a p ro g ram .
D eterm in e th e p h ilo s o p h y , p u r p o s e s , and o b j e c t i v e s and th e
c l e a r u n d e r s ta n d in g o f how t o im plem ent them in t h e p ro g ram .
An i n i t i a t o r o f th e p ro g ram s h o u ld sp en d a s much tim e as
p o s s i b l e in th e r e s e a r c h and p la n n in g p h a s e s o f t h e p ro g ram .
E s tim a te d tim e n ee d e d by a t e a c h e r t o e s t a b l i s h th e -program and th e
b e s t way t o g e t t h i s t i m e . — The o p in io n s r e v e a le d no d e f i n i t e m a jo r ity
a n s w e rin g th e q u e s tio n i n a p a r t i c u l a r w ay.
Answers w ith n e a r l y - e q u a l
r e s p o n s e s in c lu d e d p a r t o f t h e summer w ith pay b e f o r e t h e r e g u l a r s c h o o l
y e a r s t a r t s and a f t e r i t e n d s , one y e a r o f one h o u r p e r day r e l e a s e d
ti m e , t h r e e t o s i x m o n th 's t o t a l r e l e a s e d t i m e , and one s e m e s te r o f one
h o u r p e r day r e l e a s e d ti m e .
was f e l t t o b e im p o r ta n t.
The n e e d f o r c o l le g e w orkshops o r c o u rs e w ork
T h ere was g e n e r a l ag reem en t t h a t t h e r e s h o u ld be
r e l e a s e d tim e d u r in g t h e f i r s t y e a r o f o p e r a t io n t o s e e t h a t t h e program g e ts
o f f t o a good s t a r t .
A reas o f d i f f i c u l t y p e r c e iv e d i n e s t a b l i s h i n g th e p ro g ra m .— The f o llo w in g
an sw ers r e c e iv e d a d e f i n i t e m a jo r it y o f r e s p o n s e s .
They a r e in o r d e r o f
im p o rta n c e :
S e t t i n g up r e a l i s t i c , c o m p le te , and u n d e r s ta n d a b le p r o c e d u r e s .
O b ta in in g s u f f i c i e n t eq u ip m en t and f a c i l i t i e s .
C o o rd in a tio n o f a c t i v i t i e s and o b ta in in g tim e t o p r e p a r e .
C o o p e ra tio n o f a d m i n i s t r a t o r s .
E s ta b lis h m e n t o f c l e r i c a l and s e c r e t a r i a l work e x p e r ie n c e s as two
s e p a r a t e u n i t s o r i n c o r p o r a t i n g them i n t o o n e . — I f c l a s s e s a r e o v e r 2 5 ,
s tu d e n t s c o u ld be p u t i n t o s e p a r a t e c l a s s e s ; o th e r w is e , t h e in f o r m a tio n i s n o t
d i f f e r e n t enougl:i t o w a r r a n t s e p a r a t e c l a s s e s .
The i n s t r u c t i o n s c o u ld in c lu d e
33
s ta te m e n ts t h a t t h o s e who c o u ld ta k e s h o r th a n d w ould u s e t h a t te c h n iq u e
w h ile o t h e r s w ould u t i l i z e t h e v o ie e - d i c t a t i o n eq u ip m e n t.
I t s h o u ld be
n o te d t h a t b o th s e c r e t a r i a l and c l e r i c a l s tu d e n t s n eed t o u n d e r s ta n d t h e
u s e o f v o i c e - d i c t a t i o n eq u ip m e n t.
Both p ro g ram s p r o g r e s s p r e t t y much
i n d i v i d u a l l y , so t h e r e i s no p a r t i c u l a r c o n f l i c t .
Most c u rric u lu m s w i l l
p ro v id e f o r o n ly one c o u r s e in o f f i c e p r a c t i c e ; a n d , in a r e g u l a r work
s i t u a t i o n , t h e two p ro g ram s w ould be com bined.
A ssig n m en t o f s t u d e n t s . — Tlie m a jo r it y f e l t t h a t t o make t h e p ro g ram m ost
c o m p re h e n s iv e , each s tu d e n t s h o u ld b e r o t a t e d in each p o s i t i o n in each o f f i c e .
Minimum p r e r e q u i s i t e s . — The c o n c lu s io n was t h a t ty p in g and s h o rth a n d
( f o r s e c r e t a r i a l s tu d e n ts ) a re n e c e s s a ry .
I t i s d e s i r a b l e f o r s tu d e n ts t o
h av e t r a i n i n g in g e n e r a l b u s in e s s and o f f i c e m achines and p o s s e s s p e r s o n a l
a t t r i b u t e s t h a t i n s u r e c o o p e r a tio n and t h e p r o p e r f u n c ti o n in g o f t h e p ro g ram .
A "C" g ra d e p o in t a v e ra g e i s im p o rta n t p r i o r t o e n t r y .
E q u ip m en t. — T y p ic a l eq u ip m en t o f t h e jo b s t h a t s tu d e n t s w i l l be e n t e r i n g
s h o u ld be p r o v id e d .
The s c h o o l fu n d in g w i l l m ost l i k e l y d i c t a t e w hat i s
a v a i l a b l e o r can b e p u rc h a s e d o r l e a s e d .
F o llo w in g i s a l i s t o f equipm ent
i n t h e o r d e r o f i t s im p o rta n c e t o th e p ro g ram a s e s t a b l i s h e d b y an sw ers t o
th e q u e s tio n n a ire :
1.
2.
3.
k.
5.
6.
ty p e w rite r
d u p lic a to r
c a lc u la to r
a d d in g m achine
d i c t a t i o n - t r a n s c r i p t i o n m achine
file s
7.
8.
9.
10.
11.
12.
te le p h o n e s
ta p e r e c o r d e r
keypunch
s o rte r
a c c o u n tin g m achine
s ta n d a r d o f f i c e f u r n i t u r e
E v a l u a ti o n . —From r e s p o n s e s , i t i s c o n c lu d e d t h a t t e a c h e r o b s e r v a tio n i s
p ro b a b ly t h e m ost e f f e c t i v e e v a l u a ti o n te c h n iq u e t o u s e .
g ra d e s h o u ld be p r o v id e d .
Some o b j e c t i v e s k i l l
S e l f - e v a l u a t i o n i s im p o r ta n t so th e s tu d e n t can
34
r e a l i s t i c a l l y a p p r a is e h i s i n t e r e s t s , a p t i t u d e s , and a b i l i t i e s .
An e s s a y
a t t h e c o n c lu s io n o f t h e p r o j e c t may p r o v id e i n s i g h t a s t o t h e g e n e r a l
u n d e r s ta n d in g o f t h e s t u d e n t .
To e v a lu a te t h e p ro g ra m , e v e r y a s p e c t m ust b e c o n s id e r e d i n i t s i n d i v i d u a l
p a r t s and a s a t o t a l t o make s u r e t h a t i t was a d e q u a te and t o make any
ch an g es t h a t n eed t o b e made f o r th e com ing y e a r .
A fo llo w -u p s tu d y o f
g r a d u a te s w ould b e one e f f e c t i v e means o f e v a l u a ti n g t h e pro g ram .
I t w ould
a l s o b e h e l p f u l t o re v ie w i t in d e t a i l w ith t h e a d v is o r y co m m ittee.
Im p o rtan ce o f a d v is o r y c o m m itte e . — H ie an sw ers t o t h i s q u e s tio n r e v e a le d
t h a t 33 p a r t i c i p a n t s f e l t an a d v is o r y co m m ittee was n eed e d f o r t h e f o llo w in g
re a s o n s ;
T ea ch er n o t f u l l tim e on a b u s in e s s jo b .
P r e - s tu d y jo b s a v a i l a b l e in t h e com m unity.
P ro v id e f i e l d t r i p s and s p e a k e r s .
S e r v ic e c lu b s som etim es w i l l d o n a te eq u ip m en t an d s u p p l i e s .
R eso u rce p e o p le and p u b li c r e l a t i o n s .
D i f f e r e n t p o i n t s o f v iew w i l l im prove th e p ro g ram .
To make s u r e t h e s im u la tio n p ro g ram i s r e a l i s t i c .
I
L eng th o f tim e d e v o te d t o t h e p ro g ra m , g e n e r a l and work e x p e r i e n c e . —The
an sw ers t o th e s e q u e s tio n s w ere a lm o s t a s v a r i e d a s t h e number o f b u s in e s s
e d u c a to r s c o m p le tin g t h e q u e s t i o n n a i r e .
I t was c o n c lu d e d t h a t th e c o u rs e
w ould l a s t one y e a r and b e p la c e d in t h e s e n i o r y e a r o f s c h o o l.
Assum ing
t h a t a p r o p e r b ack g ro u n d h ad b een d e v e lo p e d , t h e m ost p o p u la r an sw ers w ere
one t o tw o weeks g e t t i n g r e a d y f o r t h e work e x p e r ie n c e p ro g ram and l e a r n i n g
t h e flo w -o f-w o rk a p p ro a c h , e t c . , one day t o one week s p e c i f i c o r i e n t a t i o n t o
t h e jo b i t s e l f , and l 8 w eeks o r one s e m e s te r o f a c t u a l work e x p e r ie n c e .
O b je c t iv e s . — T h e 'o b j e c ti v e s t h a t t h e b u s in e s s e d u c a to r s w ro te on t h e i r
q u e s ti o n n a ir e s in c lu d e t h e f o llo w in g in t h e o r d e r t h a t th e y r e c e iv e d t h e
m ost r e s p o n s e s :
35
D evelop jo b e n t r y - l e v e l s k i l l s , a t t i t u d e s , and k n o w led g es.
P ro v id e a r e a l i s t i c o f f i c e s i t u a t i o n .
L earn th e r e l a t i o n s h i p o f p ro c e d u re s u s e d i n b u s i n e s s , e q u ip m e n t,
fo rm s , and flo w o f w o rk .
P ro v id e o c c u p a tio n a l g u id a n c e th ro u g h u s e o f d i f f e r e n t o f f i c e s .
G ive e x p e r ie n c e in w o rk in g in a gro u p and g e t t i n g a lo n g w ith
e ac h o t h e r .
L earn groom ing and work h a b i t s .
Le a m te c h n iq u e s o f a p p l i c a t i o n f o r o f f i c e j o b .
D evelop an aw aren ess o f m a tu r it y and r e s p o n s i b i l i t y in v o lv e d .
M eet t h e i n d i v i d u a l n eed s o f t h e s t u d e n t .
B rid g e t h e gap b etw een s c h o o l and w ork.
L earn p ro b lem s o l v i n g , p la n n in g , e x e c u tio n , and a p p r a i s a l .
A d vantag es and d is a d v a n ta g e s com paring s im u la tio n t o o th e r p ro g ra m s . —
I t i s d i f f i c u l t t o com pare th e program s u s e d t o te a c h o f f i c e p r a c t i c e ,
b e c a u se ea c h h as u n iq u e a d v a n ta g e s and d is a d v a n ta g e s ; and in many i n s t a n c e s ,
t h e f u n c tio n s and o p e r a tio n s o v e r la p t o some e x t e n t .
The f o llo w in g l i s t
o f a d v a n ta g e s and d is a d v a n ta g e s w ere f e l t t o b e th e most im p o rta n t and a r e
l i s t e d a c c o r d in g t o th e number o f r e s p o n s e s r e c e iv e d :
A d v an tag es :
More co m p re h e n siv e .
C o n tr o lle d l e a r n i n g .
May be more r e a l i s t i c .
T ax p ay ers f e e l t r a i n i n g i s in t h e s c h o o l and n o t l e f t up t o b u s i n e s s .
Work e x p e r ie n c e g iv e s no d i r e c t e d l e a r n i n g a s s im u la tio n d o e s .
Good b ack g ro u n d f o r c o o p e r a tiv e p ro g ram i f i t i s in c u r r ic u lu m .
D e f i n i t e l y n eed e d in s m a ll tovm s w here work s t a t i o n s a r e l i m i t e d .
B e t t e r f o r en co m p assin g l o w e r - a b i l i t y s t u d e n t s .
I n d iv i d u a l a t t e n t i o n t o weak a r e a s o f com petence can b e p r o v id e d .
P ro v id e s e x p e r ie n c e in ru n n in g an o f f i c e .
May be l e s s e x p e n s iv e , no t r a v e l and o b s e r v a tio n tim e n e e d e d , and
more c o n v e n ie n t t o have s tu d e n t s u n d e r th e r o o f o f t h e s c h o o l.
C lassro o m g iv e s no r e a l p r a c t i c e i f t y p i c a l l y a te x tb o o k s i t u a t i o n .
D is a d v a n ta g e s :
C o o p e ra tiv e pro g ram i s more m e a n in g fu l and r e a l i s t i c .
S tu d e n t e a r n s no money.
D i f f i c u l t t o s im u la te p r e s s u r e , f a t i g u e , v a r io u s g ro u p s o f w o r k e r s .
D i f f i c u l t t o c o o r d in a te m a t e r i a l s , p r o c e d u r e s , and tim e .
B u s in e s s and t h e community n o t a s d e e p ly in v o lv e d a s c o o p e r a tiv e program .
P oor t e a c h e r c o u ld g iv e b u sy w ork.
R e q u ire s a l o t o f e q u ip m e n t.
36
O c c u p a tio n a l a r e a s c o v e r e d .—W hatever t h e c h o ic e o f o c c u p a tio n o r d u t i e s ,
t h e community s u rv e y w i l l b e t h e b i g d e te r m in e r a s t o w hat o c c u p a tio n o r
/ jo b i s im p o rta n t in t h e p a r t i c u l a r c l a s s .
L is te d below a r e t h e i n d u s t r i e s
an d j o b s , ra n k e d a c c o r d in g t o t h e number o f r e s p o n s e s eac h r e c e i v e d , t h a t
th o s e who an sw ered t h e q u e s ti o n n a ir e th o u g h t m ost im p o r ta n t t o b e in c lu d e d :
INDUSTRIES
JOBS
m a n u fa c tu rin g
in s u r a n c e
law
m e d ic a l
b a n k in g
re ta ilin g
e d u c a tio n
p u b lic a c c o u n tin g
c le rk -ty p is t
s e c r e t a r y ( s te n o g r a p h e r )
m a il and f i l e c l e r k
r e c e p t i o n i s t and te le p h o n e
m achine o p e r a t o r ( d a t a p r o c e s s in g )
p a y r o l l and a c c o u n tin g
in v e n to r y , s h ip p in g , r e c e iv in g
s u p e r v is o r and m anager
O c c u p a tio n a l a r e a s c o v e re d s h o u ld c o r r e l a t e w ith a s tu d y o f t h e o f f i c e
o p e n in g s in a p a r t i c u l a r g e o g r a p h ic a l a r e a w ith m o b i lit y em p h asized .
E d u c a tio n a l e x p e r ie n c e s common t o a l l e n t r y - l e v e l p o s i t i o n s . —A f te r
t a l l y i n g t h e q u e s t i o n n a i r e , i t was d e te rm in e d t h a t a t t i t u d e s and p r o p e r
work h a b i t s w ere m ost im p o r ta n t.
O th er e x p e r ie n c e s w e re :
s k i l l s , i . e . , t y p i n g , f i l i n g , m a c h in e s .
ty p e w r i t e r s and s t a t i s t i c a l t y p i n g .
(3 )
(2 )
( l ) O f f ic e
Em phasis was p la c e d on e l e c t r i c
Grooming and p e r s o n a l i t y d ev elo p m en t.
A b i l i t y t o fo llo w d i r e c t i o n s , o r g a n iz in g t o c o m p lete a t a s k and a p p ly ­
in g f a c t s t o a p a r t i c u l a r t a s k , p e r s e r v e r a n c e , and c r e a t i v e n e s s .
T e a c h e r u n d e r s ta n d in g s n eed e d b e f o r e a tte m p tin g a p ro g ra m . —U nder­
s ta n d i n g t h e b u s in e s s w o rld w ith i t s p ro c e d u re s and w ork t o a c c o m p lis h ,
how t h e s t u d e n t 's n eed s w i l l b e met t o cope w ith t h e b u s in e s s w o rld ,
and how t o be an o u ts ta n d in g t e a c h e r a r e e x tre m e ly im p o r ta n t t o th e
s u c c e s s o f t h e p ro g ram .
The t e a c h e r m ust u n d e r s ta n d t h a t h i s r o l e in s e t t i n g
37
up t h e p ro g ram , s u p e r v i s i n g i t s c o m p le tio n , and h a n d lin g s tu d e n ts d u r in g t h e
p ro g ram w i l l make o r b r e a k a s im u la te d o f f i c e e x p e r ie n c e .
He m ust u n d e r ­
s ta n d t h a t i t i s q u i t e l i k e l y t h a t t h e p ro g ram w i l l n o t b e s u c c e s s f u l f o r
ea c h s t u d e n t .
Comments r e l a t i n g t o e n r o llm e n t o f low an d h i ^ a b i l i t y s tu d e n t s in
t h e same c l a s s . — F our an sw ers i n d i c a t e d t h a t t h e r e s h o u ld b e s e p a r a t e
c la ss e s .
To k e e p them in th e same c l a s s was i n d i c a t e d t o b e th e b e s t
m ethod by 32 o f t h e a n s w e re e s .
Those t h a t i n d i c a t e d one c l a s s s u p p o rte d
t h e i r an sw er by s t a t i n g t h a t th e low s h o u ld be in c lu d e d , b u t i t must
b e u n d e rs to o d t h a t t h e c l a s s was n o t a dumping g ro u n d ; minimum s ta n d a r d s
f o r a l l e n r o l l e e s o f a ”0" o r b e t t e r g ra d e p o i n t a v e ra g e was d e s i r a b l e ;
p o s i t i o n s c o u ld b e r e g u l a t e d t o t h e a b i l i t y o f t h e s t u d e n t ; s p e c i a l
en co u rag em en t s h o u ld be g iv e n t c t h e e s p e c i a l l y h ig h and e s p e c i a l l y
lo w ; t h e r e s h o u ld be some c o o r d in a tio n w ith th e g u id a n c e c o u n s e lo r s t o
weed o u t o n ly t h e r e a l l y d e f i c i e n t ; enough work i s a v a i l a b l e t o h a n d le
a l l s t u d e n t s ; and l e t t h e h ig h h e lp th e low .
F o llo w -u p o f s t u d e n t s . — T h ere n e e d s t o be a f o llo w - u p .
Comments
o f im p o rta n c e i n d i c a t e d t h a t one i n i t i a l fo llo w -u p s h o u ld d e f i n i t e l y b e
h e l d and p e r i o d i c fo llo w -u p s t h e r e a f t e r .
W ith o u t t h i s , p ro g ram o r g a n iz a ti o n
and m a t e r i a l s a r e m e re ly g u e s s e s t h a t t h e r i g h t t h i n g s a r e b e in g t a u ^ t .
In fo r m a tio n flo w s h o u ld be r i d g i d l y e s t a b l i s h e d o r f l e x i b l e . —A f l e x i b l e
pro g ram was e s t a b l i s h e d a s t h e b e s t way t o h a n d le t h e s i t u a t i o n .
S tu d e n ts
n eed more v a r i e t y f o r a t r u e r - t o - r e a l i t y p ro g ra m , b e c a u s e b u s in e s s s h i f t s
and sw ay s.
I t w ould b e n i c e r , o r g a n i z a t i o n a l l y , i f t h e r e c o u ld b e a r i g i d
s t r u c t u r e ; b u t t h e n a t u r e o f a l a b o r a t o r y c o u rs e j u s t does n o t a llo w t h i s .
The t e a c h e r n e e d s t o i n t e r j e c t f o r r e v ie w , r e t e a c h i n g , and e v a l u a t i o n .
38
T im ing in a c o u rs e l i k e t h i s c a n n o t alw ays b e e x a c t a s in o f f i c e s w here a
number o f in d i v i d u a l s a r e p r e s e n t .
I n - s e r v i c e m e e tin g s . — T h i r t y f i v e an sw ers i n d i c a t e d t h a t i n - s e r v i c e
m e e tin g s w ere an e x c e l l e n t i d e a .
g u id a n c e c o u ld b e c o v e re d .
p ro b le m s .
G room ing, a t t i t u d e , and o c c u p a tio n a l
T h is w ould b e a good tim e t o t a l k o v e r s p e c i a l
The a d v i s a b i l i t y o f m e e tin g s was s u p p o rte d by th e f a c t t h a t
b u s in e s s e s a r e now d o in g t h i s , p ro b lem s can b e h a n d le d a s th e y a r i s e , and
i t i s a good way t o h a n d le i n d i v i d u a l d i f f e r e n c e s .
F a s t l e a r n e r s can
c o n d u c t th e m e e tin g s .
F in d in g s from B u s in e s s S u rv ey and R eso u rce M a te r i a l S urvey
A p e r s o n a l a n a l y s i s was made o f e le v e n r e p r e s e n t a t i v e b u s i n e s s e s .
(S ee T a b le 5 . )
M ajor d e p a rtm e n ts su rv e y e d in c lu d e s a l e s , p u r c h a s in g ,
p r i v a t e s e c r e t a r y , m a il and f i l e c l e r k , a c c o u n tin g , and r e c e p t i o n i s t .
A r e s e a r c h su p p lem en t o f r e s o u r c e m a t e r i a l s was made c o v e r in g a l l
o f f i c e p r a c t i c e te x tb o o k s and w orkbooks ( l a t e s t e d i t i o n s o n ly ) fro m G regg
P u b lis h in g Company and S o u th w e s te rn P u b lis h in g Company.
P ra c tic e s e ts fo r
f i l i n g an d b o o k k eep in g w ere re v ie w e d f o r c o n te n t and p r o c e d u r e s .
B u s in e s s
E n g lis h , g e n e r a l b u s i n e s s , and r e c o r d k e e p in g t e x t s w ere a l s o re v ie w e d .
F o llo w in g a r e l i s t s co m p ile d a s a r e s u l t o f t h e b u s in e s s and r e s o u r c e
m a te ria l su rv e y .
W ith e x c e p tio n s f o r c e r t a i n l o c a l i t i e s , th e s e l i s t s
c o u ld be u se d t o s e l e c t from and d e v e lo p th e p ro g ram .
Heavy r e l i a n c e f o r
in f o r m a tio n h a s b een on A S tu d y o f B e g in n in g O f f ic e W orkers in C o n n e c tic u t.
39
The r e s u l t s o f t h i s s tu d y i d e n t i f y o f f i c e j o b - e n t r y p o s i t i o n s in b u s in e s s
f ir m s .
39
The r e s u l t s o f t h i s s tu d y a r e c o m p iled from 82H b u s in e s s e s in t h e Dun &
S ch o o l o f E d u c a tio n , U n iv e r s it y o f C o n n e c tic u t.
O ff ic e W orkers in C o n n e c tic u t. 19^7-
A S tu d y o f B eg in n in g
39
B r a d s t r e e t M illio n D o lla r D ir e c to r y and th e Dun & B r a d s t r e e t M iddle M arket
D i r e c t o r y , and t h e Dun & B r a d s t r e e t R e fe re n c e Book.
T here w ere 522 i n t e r ­
view s w ith b e g in n in g o f f i c e w o rk e rs and 353 in te r v ie w s w ith s u p e r v i s o r s .
A n o th e r s tu d y t h a t i s in c lu d e d in c o m p ilin g t h e f o llo w in g l i s t s was
made by t h e N a tio n a l O f f ic e M an ag er’ s S o c ie ty p u b lis h e d i n th e B u s in e s s
kO
E d u c a tio n Y earb o o k .
F a c to r s c o n s id e r e d i n p ro m o tio n o f em ployees
w ere q u e s tio n s a s k e d t o 900 o f f i c e m a n ag ers.
The l i s t o f a t t i t u d e s d e s i r a b l e
and know ledges and s k i l l s n ee d e d r e f l e c t s t h e r e s u l t s o f t h i s s tu d y .
A l l l i s t s in c lu d e d a s a r e s u l t o f th e s u rv e y s a r e p a r t i a l and a r e
l i s t e d i n t h e o r d e r o f t h e i r im p o rta n c e .
The o r d e r o f im p o rta n c e was
o b ta in e d by t a l l y i n g t h e num ber o f tim e s th e ite m was m e n tio n ed o r u s e d .
^^H arry H uffm an, Ed. "The C l e r i c a l Program in B u s in e s s E d u c a tio n ."
The A m erican B u s in e s s E d u c a tio n Y earb o o k . 1959.
Uo
LIST OF FORMS USED IN BUSINESS
p u rc h a s e r e q u i s i t i o n
p u rc h a s e o r d e r
acknow ledgem ent o f o r d e r
s a le s s lip
in v o ic e
s to c k r e c o r d c a r d
in v e n to r y s h e e ts
re c e iv in g re p o rt
colum nar a c c o u n tin g p a p e r:
g e n e ra l jo u rn a l
a c c o u n ts r e c e i v a b l e j o u r n a l
a c c o u n ts p a y a b le j o u r n a l
cash r e c e ip ts jo u rn a l
c a s h paym ents j o u r n a l
p e t t y c a sh v o u c h e r
ch eck r e g i s t e r
g e n e r a l le d g e r
a c c o u n ts r e c e iv a b le le d g e r
a c c o u n ts p a y a b le le d g e r
f i n a n c i a l s ta te m e n ts
work s h e e ts
p e g b o a rd s h e e ts
ch ec k s w ith m a g n e tic num bers
IBM c a rd s
s ta te m e n t o f a c c o u n t
tim e s l i p
p a y ro ll r e g is te r
W-2
W-L
q u a rte rly re tu rn s
t a x fo rm s , m is c e lla n e o u s
jo b d e s c r i p t i o n s
jo b s h e e ts
t r a i n i n g p la n s
e v a l u a ti o n form s
p e rso n n e l re c o rd s
m a ilin g l i s t s
b id s
tic k le r f ile
money o r d e r s
d e p o s it s l i p s
te le g r a m
pow er o f a t t o r n e y
te le p h o n e m essage
in t e r - o f f ic e ro u tin g s l i p
d i t t o m a ste r
s te n c il
o f f s e t m a s te r
l i s t o f r e t a i l ite m s , s to c k
num ber, and p r i c e s
l i s t o f raw m a t e r i a l s n eed ed
l i s t o f s o u r c e s o f raw m a t e r i a l s
p r ic e l i s t o f s e rv ic e s o r
m a n u fa c tu re d goods
l i s t o f s o u r c e s o f cu sto m e rs
l i s t o f a c c o u n ts p a y a b le
c a r d la y o u t form
k e y -p u n c h in g i n s t r u c t i o n s
f lo w c h a r t s h e e ts
u n i t - r e c o r d eq u ip m en t jo b
i n s t r u c t i o n s h e e ts
s e t o f l e t t e r s and memorandums
re q u e st
s a l e s and o r d e r s
f o llo w -u p
in f o r m a tio n
c o lle c tio n
c o r r e c t i o n and a d ju s tm e n t
form
re s e rv a tio n
a p p lic a tio n
recom m endation
i n v i t a t i o n and b i d
c o m p la in t and a d ju s tm e n t s h e e ts
ijl
LIST OF EQUIPMENT COMMONLY USED IN BUSINESS OFFICES
p e g b o a rd
e l e c t r i c ty p e w rite r
m anual t y p e w r i t e r
X ero x , T herm ofax, e t c .
a d d in g m achine
ro ta ry c a lc u la to r
p r in tin g c a lc u la to r
d u p lic a to r , l i q u i d p ro c e ss
d u p lic a to r, s te n c il
d u p lic a to r, o ffs e t
mimeoscope and t o o l s
s o rte r
keypunch
re p ro d u c e r
e x t r a b o a rd s f o r w ir in g
c o lla to r
a c c o u n tin g m achine
p a p e r jo g g e r
F le x o w r ite r o r s i m i l a r
in te rp re te r
D ic ta p h o n e o r s i m i l a r
ta p e r e c o r d e r
f i l i n g c a b i n e ts o f v a r io u s s i z e s
d esk s
sa fe
c h a irs
s in k s
work t a b l e
o v e rh e a d p r o j e c t o r
tim e c lo c k
b u l l e t i n b o a rd
s to p w atch
i n t e r v a l tim e r
b o o k case
w a s te b a s k e ts
p e n c il sh a rp e n e r
m ir r o r
copy h o ld e r s
f i l e t r a y s IN/OUT
k2
LIST OF DUTIES PERFORi^D BY BEGINNING OFFICE WORKERS
u s e o f f i l i n g sy stem s
u s e o f te le p h o n e
u s e o f a d d in g m achine
ty p e a d d r e s s e s on e n v e lo p e s
make ca rb o n c o p ie s
u se c a l c u l a t i n g m achine
copy d a t a from one r e c o r d t o a n o th e r on ty p e w r i t e r
v e r i f y a n d /o r l i s t in f o r m a tio n from b u s in e s s p a p e rs
p re p a re m a te ria l f o r f i l i n g
u se s ta p le r
copy from ro u g h d r a f t o r c o r r e c t e d copy on ty p e w r i t e r
f i g u r e e x te n s io n s on b i l l s , i n v o i c e s , s ta te m e n ts
ty p e l e t t e r s
f o l d , i n s e r t l e t t e r s and s e a l e n v e lo p e s
ty p e c a r d s
f i l l i n p r i n t e d form s on t y p e w r i t e r
u s e fo llo w -u p f i l e s
p r e p a r e t r i a l b a la n c e s
exam ine a n d /o r s o r t b u s in e s s p a p e rs
p r e p a r e o p e r a tin g a n d /o r f i n a n c i a l s ta te m e n ts
k e e p in v e n to r y r e c o r d s
make j o u r n a l e n t r i e s
f i g u r e d is c o u n ts
compose and ty p e l e t t e r s w ith o r w ith o u t i n s t r u c t i o n s a s t o c o n te n t
make c r o s s r e f e r e n c e s
p r e p a r e s t e n c i l f o r u se on d u p l i c a t i n g m achine
r e c e i v e b u s in e s s c a l l e r s
ty p e b i l l s , i n v o i c e s , s ta te m e n ts
make e n t r i e s in le d g e r a c c o u n ts
o p e n , s o r t , and d i s t r i b u t e m a il
c l a s s i f y i n g and s o r t i n g
c h e c k in g
f i l l i n g in form s by hand
s t u f f i n g and s e a l i n g e n v e lo p e s
c o l l a t i n g and s t a p l i n g
c a s h ie rin g
a n sw e rin g c u s to m e r 's c o m p la in ts o v e r t h e te le p h o n e
a t t e n d m e etin g s
o r d e r s u p p lie s
f o l d m achine o p e r a tio n
ta k in g d ic ta tio n
t r a n s c r i b i n g from m achine
punch c a rd s
v e r i f y punched c a rd s
(C ontinued on n ex t page)
U3
D u tie s P erfo rm ed by B e g in n in g O f f ic e W orkers (C o n tin u e d )
o p e r a te i n t e r p r e t e r
o p e ra te s o r te r
o p e r a te r e p r o d u c e r
o p e ra te c o l la to r
o p e r a t e a c c o u n tin g m achine
f i l e and r e g i s t e r ta p e s
w ir e c o l l a t o r b o a rd
w ire re p r o d u c e r b o a rd
w ire i n t e r p r e t e r b o a rd
w ire a c c o u n tin g m achine b o a rd s
o p e r a t e com puter
o p e r a t e h ig h sp e e d p r i n t e r
t e s t sam ple r o u t i n e s
make f lo w c h a r ts
a n a ly z e d a t a flo w
p la n and punch p ro g ram c a r d
c a r d la y o u t and d e s ig n
d e s ig n form s
d u p lic a tin g
s te n c ilin g
o f f s e t eq u ip m en t ru n n in g
c h e c k in g f o r a c c u ra c y
s t u f f i n g an d s e a l i n g e n v e lo p e s
a c t i n g a s m essen g er
f i l i n g a c c o r d in g t o v a r io u s sy stem s
ty p e r o u ^ d r a f t s
ty p e m a n u s c rip ts
ty p e l e g a l m a t e r i a l
l o c a t i n g m a t e r i a l s on r e q u e s t
v e r i f y i n g e x te n s io n s and t o t a l s
p re p a rin g t i c k l e r f i l e s
ty p i n g form l e t t e r s
s e t t i n g up t r a n s c r i b i n g m achine i n p r e p a r a t i o n f o r t r a n s c r i p t i o n
e r a s i n g r e c o r d s t o p r e p a r e them f o r r e - u s e
k e e p in g r e c o r d s o f s i c k le a v e p ay and n o n - ta x a b le wages
p r e p a r e and d i s t r i b u t e pay ch eck s
p r e p a r e a n n u a l r e p o r t s o f e a r n in g s and income t a x d e d u c tio n s
t a k e m in u te s a t m e e tin g s
c o d in g
i n v e s t i g a t i n g c u sto m e r c o m p la in ts
o p e r a te s w itc h b o a rd
h a n d le p e t t y c a sh
p r e p a r e and commit s to c k f o r sh ip m en t
r e p l e n i s h i n g s to c k
f i l l i n g o r d e r s , i s s u i n g t o o l s , e q u ip m e n t, o r m a t e r i a l s t o w o rk ers
kh
LIST OF SUPPLIES COMMONLY USED IN OFFICE
s ta tio n e ry
e n v e lo p e s :
g e n e r a l c o rre s p o n d e n c e
co m m ercial s i z e
o f f i c i a l s iz e
window
s p e c ia l s iz e
tw o-w ay m a ilin g
c la s p
sn ap
f u l l - l e t t e r s iz e
le g a l-s iz e
c a rrie r
b u tt o n and s t r i n g
d itto s
d i t t o c o rre c tio n p e n c il
r a z o r b la d e o r c o r r e c t i o n k n if e
s te n c ils
s t e n c i l c o rre c tio n f lu id
c o r r e c t i o n ta p e
c o rre c tio n paper
e r a s e r s o f v a r io u s ty p e s
p e n c ils
pen s
a d d in g m achine p a p e r
c a r d s , IBM
c a rd s :
3x5
5x8
s p e c ia l
s h ie ld
c h a lk
s c o tc h ta p e
s ta p le r
s ta p le s
m ending ta p e
s t a p l e rem over
s te n c il s ty li
s t e n c i l sc re e n s
s t e n c i l l e t t e r i n g s c a le s
seco n d s h e e ts
p o s t c a rd s
ro u g h -d ra ft paper
o n io n s k in p a p e r
ca rb o n p a p e r
i n t e r - o f f i c e memos
paper c lip s
pap er fa s te n e rs
in d e x d i v i d e r s
in d e x c a r d s
in k
la b e ls
ru le rs
r u b b e r b an d s
ru b b e r fin g e rs
c o l l a t i n g s a lv e
f i l e fo ld e rs :
le g a l
re g u la r
c a rd
c a r d f i l e b o x es
f i l e la b e ls
f i l e g u id e s
c a le n d a r
m a g n e tic ta p e s
te le p h o n e an d a d d r e s s book
a p p o in tm e n t book
f lo w c h a r t te m p la te
r e in f o r c e m e n ts
b in d e r s
p a p e r punch
s c is s o rs
paper c u tte r
thumb ta c k s
d i t t o paper
mimeo p a p e r
c h a rt m a te ria ls
s h o r th a n d n o te b o o k s
s c r a t c h p ad s
stam p pad
stam ps
c l e a n in g s u p p lie s
c o lo r e d p a p e r
ty p i n g r ib b o n s
LIST OF BEGINNING BUSINESS OFFICE POSITION
D e ta i le d d e s c r i p t i o n s may be o b ta in e d from t h e D ic tio n a r y o f O c c u p a tio n a l
T i t l e s o r v a r io u s o th e r r e s o u r c e m a t e r i a l .
B e g in n in g P o s i t i o n s
bookkeeper
c le rk -ty p is t
s te n o g r a p h e r
ta x c le rk
p o s tin g c l e r k
c a s h ie r
re c e p tio n is t
te le p h o n e o p e r a t o r
p a y ro ll c le rk
f i l e c le rk
p riv a te s e c re ta ry
k ey -p u n ch o p e r a to r
c a r d - t a p e c o n v e r te r o p e r a t o r
p r i n t e r o p e r a to r
ta b u la tin g re c o rd c o n tro l o p e ra to r
ta p e l i b r a r i a n
te le p h o n e -te le ty p e o p e ra to r
f le x o w r ite r o p e ra to r
v e r i f i e r o p e ra to r
s o r t i n g m achine o p e r a t o r
d a ta t y p i s t
c o n s o le o p e r a to r
c o d in g c l e r k
s t a t i s t i c a l c le rk
p e rso n n e l c le rk
b i l l i n g c le rk
g e n e ra l c le rk
m a il c l e r k
cu sto m e r s e r v i c e r e p r e s e n t a t i v e
M ajor I n d u s t r i e s
m a n u fa c tu rin g
w h o le s a le
in s u r a n c e
b a n k in g
r e a l e s ta te
re ta il
s e rv ic e
m e d ic a l
le g a l
lum ber
re p a ir
f i s h e r i e s and o t h e r n a t u r a l r e s o u r c e s
governm ent
school
k6
LIST OF KNOWLEDGES, ABILITIES AND PERSONAL CHARACTERISTICS OFFICE WORKERS
SHOULD POSSESS TO BE SATISFACTORY
K nowledges and A b i l i t i e s
ty p e w ritin g
c l e r i c a l a b i l i t y t o u se te le p h o n e
b o o k k eep in g
o r i e n t e d t o th e b u s in e s s o f f i c e
b ack g ro u n d in in s u r a n c e
b ack g ro u n d in b a n k in g
b ac k g ro u n d in l e g a l p ro c e d u re s
u n d e r s ta n d in g o f t e c h n i c a l te rm s
u n d e r s ta n d in g o f b u s in e s s p ro c e d u re s
know ledge o f b u s in e s s co m m u n icatio n s
u s e o f s p e c i a l i z e d o f f i c e m ach in es
filin g
o f f i c e flo w o f work
l e t t e r s e t up and c o m p o sitio n
penm anship
s t a t i s t i c a l ty p i n g and s e t t i n g up t a b l e s and c h a r t s
c o r r e c t s p e l l i n g , p u n c t u a tio n , and grammar
b a s ic a rith m e tic
c o r r e c t d i c t a t o r 's e r r o r s
t r a n s c r i b e a c c u r a te l y from n o te s o r d ic ta p h o n e
u n d e rs ta n d d u p l i c a t i n g p ro c e d u re s
S o c ia l T r a i t s
c o o p e r a tio n
c h e e rfu ln e s s
c o u r te s y
harm oniou s r e l a t i o n s w ith a s s o c i a t e s
ta c tf u ln e s s
p e rs o n a lity
c o n s id e r a tio n
frie n d lin e s s
d is p la y a w illin g n e s s to be h e lp f u l
i n t e r e s t i n o th e r p e o p le
p o is e and com posure
p o s s e s s a se n s e o f humor
e n th u s ia s tic
s e lf-c o n fid e n t
a d a p ta b le t o change
m a tu r ity
s e r io u s n e s s
(C ontinued on n e x t page)
U7
iü io w led g es. A b i l i t i e s an d P e r s o n a l C h a r a c t e r i s t i c s (C o n tin u e d )
P h y s ic a l T r a i t s
p e r s o n a l a p p e a ra n c e and groom ing
h e a lth
p h y s i c a l e n d u ra n c e
C h a r a c te r T r a i t s
d e p e n d a b ili ty
i n i t i a t i v e and r e s o u r c e f u ln e s s
a c c e p ta n c e o f r e s p o n s i b i l i t y
p u n c t u a l i t y and a tte n d a jic e
lo y a lty
h o n e s ty and t r u s t w o r t h i n e s s
p e r s e r v e r e n c e o r a b i l i t y t o fo llo w th ro u g h
in d u s try
a b i l i t y t o k eep c o n fid e n c e s
c o n s c ie n tio u s n e s s
p ro m p tn ess in c o m p le tin g work
a g r e s s iv e n e s s
p a t ie n c e
a b le t o a c c e p t c r i t i c i s m
a p p l i e s ju d g em en t in m aking d e c i s i o n s
a d a p ta b ility
a b i l i t y t o w ork u n d e r p r e s s u r e
M e n ta l T r a i t s and A t t i t u d e s
i n t e r e s t in work
a b i l i t y an d w i l l i n g n e s s t o l e a r n
l i k e r e p i t i o u s work
p ay s a t t e n t i o n t o d e t a i l
a b i l i t y t o make d e c i s i o n s
in te llig e n c e
w i l l i n g n e s s t o do u n d e s ir a b l e b u t e s s e n t i a l t a s k s
m e n ta l m a tu r it y
T e c h n ic a l T r a i t s
a c c u ra c y
n e a tn e s s in m a in te n a n c e o f p h y s ic a l s u rro u n d in g s
e ffic ie n c y
n e a t n e s s o f work
good sp e e c h h a b i t s
th o ro u g h n e s s
t e c h n i c a l s k i l l in t a s k s p e rfo rm e d
a tte n tio n to d u tie s
o r g a n iz a ti o n o f work and w i l l i n g n e s s t o fo llo w d i r e c t i o n s
a b i l i t y t o a n a ly z e and im prove p r o d u c tio n an d p ro c e d u re s
48
LIST OF REFERENCE MATERIALS
FOR LIBRARY
S e le c te d T e x ts :
a c c o u n tin g , b o o k k e e p in g , r e c o r d k e e p in g
b u s in e s s law
c le r ic a l o ffic e p ra c tic e
b u s in e s s econom ics
s e c r e ta r ia l o ffic e p ra c tic e
b u s in e s s E n g lis h
ty p i n g
s h o rth a n d and t r a n s c r i p t i o n
r o t a r y c a l c u l a t o r m anual
p r i n t i n g c a l c u l a t o r m anual
k e y - d r iv e n c a l c u l a t o r m anual
a d d in g m achine m anual
IBM r e f e r e n c e books f o r eac h m achine a v a i l a b l e
E n g lis h grammar and c o m p o s itio n m anuals
s p e l l i n g m anual
d a t a p r o c e s s in g
sy ste m s a n a l y s i s and f lo w c h a r tin g
f i l i n g m anual
b a s ic m a th em a tic s
o th e r s p e c ia liz e d te x ts
M is c e lla n e o u s :
m a t e r i a l s c o n c e r n in g o f f i c e w ork a s an o c c u p a tio n
d ic tio n a ry
alm anac
a tla s
te le p h o n e d i r e c t o r y
d i c t i o n a r y o r r e f e r e n c e b o oks show ing v a r io u s o c c u p a tio n s
in f o r m a tio n on how t o a p p ly f o r a jo b
v a r io u s s t y l e m anuals
c i ty d ire c to ry
th e sa u ru s
t a x b o o k le ts
c i v i l s e rv ic e t e s t s
c a t a l o g s on b u s in e s s equipm ent and f u r n i t u r e
P e rio d ic a ls
A d m in is tr a tiv e Management
B u s in e s s A utom ation
B u s in e s s E d u c a tio n Forum
B u s in e s s E d u c a tio n W orld
The B u s in e s s T ea ch er
B u s in e s s Week
C hanging Times
T oday’ s S e c r e ta r y
O f fic e Management
(C o n tin u e d on n e x t p a g e )
k9
R e fe re n c e M a te r i a ls (C o n tin u e d )
D a ta P r o c e s s o r
FEE B u l l e t i n
J o u r n a l o f B u s in e s s E d u c a tio n
Modern O f f ic e P ro c e d u re s
The O f f ic e
The O f f ic e E conom ist
O f f ic e E x e c u tiv e
P aperw ork S i m p l i f i c a t i o n
System s
System s and P ro c e d u re s
T o d a y 's S e c r e ta r y
T here a r e many l i s t s o f f r e e and in e x p e n s iv e b u s in e s s e d u c a tio n m a t e r i a l s
a v a i l a b l e . A good l i s t o f f ilm s t o u s e in i n - s e r v i c e t r a i n i n g , t a p e s ,
r e c o r d s , f i l m s t r i p s , e t c . s h o u ld b e d e v e lo p e d . P e r i o d i c a l s s h o u ld alw ays
be aro u n d f o r s tu d e n t u s e and r e f e r e n c e .
Summary o f S u rv ey R e s u lts
Upon c o m p le tio n o f t h e q u e s t i o n n a i r e a n a l y s i s , t h e b u s in e s s s u r v e y ,
and t h e r e s o u r c e m a t e r i a l s u rv e y t h e f a c t s hav e b een g a th e r e d .
an d re q u ir e m e n ts o f e d u c a to r s and b u sin essm en a r e now known.
The d e s i r e s
The c o u rs e
o r g a n iz a ti o n and c o n te n t can b e c o n s tr u c t e d upon t h e g a th e r e d f a c t s ,
o p in i o n s , and p r a c t i c a l e x p e r ie n c e .
The g u id e lin e s in C h a p te r V w ere d e v e lo p e d t o i n c o r p o r a te know ledge
g a in e d b y th e s u rv e y s t o make s u r e t h a t a l l a s p e c ts a r e c o v e re d and t h a t
t h e s tu d e n t c o m p le tin g t h e p ro g ram i s re a d y f o r an e n t r y - l e v e l o c c u p a tio n .
The b u s in e s s an d r e s o u r c e m a t e r i a l s u rv e y s w ere a l s o made t o p ro v id e
e x p e r ie n c e in d e v e lo p in g p r o p e r te c h n iq u e s o f in f o r m a tio n g a th e r in g and
a n a l y s i s t o be u s e d a s p a r t o f t h e g u i d e l i n e s .
CHAPTER V
GUIDELINES FOR A SIMULATED OFFICE EXPERIENCE PROGRAt-I
The g u id e lin e s s e r v e t o e l i c i t in f o r m a tio n n e c e s s a r y f o r t h e w r i t i n g
o f im p o rta n t e d u c a tio n a l s p e c i f i c a t i o n s f o r o c c u p a tio n a l p r e p a r a t io n
program s i n b u s in e s s and o f f i c e e d u c a tio n u s in g s im u la tio n o f b u s in e s s
p ra c tic e s .
The g u id e lin e s w ere c o n s tr u c t e d t o a s s i s t p la n n e r s in th e
fo r m a tio n o f q r e a t i v e s o l u t i o n s t o q u e s tio n s a r i s i n g d u r in g t h e d e v e lo p m e n t,
im p le m e n ta tio n , and e v a l u a ti o n o f t h e d e s i r e d e d u c a tio n a l p ro g ra m s.
The
g u id e lin e s w ere d e v e lo p e d a s a p la n n in g t o o l f o r u s e by k n o w led g ea b le p e rs o n s
su ch a s b u s in e s s e d u c a tio n i n s t r u c t o r s , s t a t e s u p e r v i s o r s , and l o c a l s c h o o l
o ffic ia ls .
They can a l s o b e u s e d f o r i n s t r u c t i o n a l p u rp o s e s a t u n i v e r s i t i e s ,
c o l l e g e s , and w o rk sh o p s.
Form at f o r G u id e lin e s
Use o f f l o w c h a r t s . — A f lo w c h a r t i s e a s y t o r e a d an d e a s y t o f o llo w ,
b e c a u se i t b r e a k s t h e p ro c e d u re down i n t o a s e r i e s o f s p e c i f i c o p e r a tio n s
o r s t e p s in a d e f i n i t e o r d e r .
The f lo w c h a r t i s c o n n e c te d b y l i n e s i n d i c a t i n g
t h e flo w o p e r a t io n s o r s t e p s t h a t a r e e x p la in e d in t h e sym bols o r b lo c k s .
F lo w c h a rts o f v a r io u s k in d s a r e w id e ly u se d in t o d a y 's o f f i c e s .
T h e ir
u s e i s b y no means l i m i t e d t o co m p u ter and d a t a p r o c e s s in g a p p l i c a t i o n s .
F lo w c h a rts a r e u s e d th r o u g h o u t t h e g u id e lin e s t o d e m o n s tra te th e s t e p s
in v o lv e d in im p lem en tin g t h e g u id e lin e s and t h e te r m i s u s e d th ro u g h o u t
th e t e x t .
The m acro f lo w c h a r t g iv e s t h e t o t a l c o n c e p tu a l s t r u c t u r e .
50
51
M icro f lo w c h a r ts a r e p re s e n te d , f o r e a c h g u id e lin e t o sum m arize t h e s t e p s
f o r im p le m e n ta tio n .
T ÿ p ic a l sym bols u s e d in c lu d e :
INPUT/OUTPUT - I n d i c a t e s d a t a t h a t i s p u t i n t o
t h e sy ste m o r in f o r m a tio n t h a t i s
p r o v id e d by t h e sy ste m .
DIRECTION-OF-FLOW - C onnects sym bols and shows
t h e d i r e c t i o n o f flo w .
D ir e c t io n o f Flow
OPERATION
- D en o tes t h a t an a c t i v i t y o f some
k in d m ust b e p e rfo rm e d .
DECISION
- I n d i c a t e s t h a t a d e c i s i o n mus^
b e m ade.
TERMINAL
- I n d i c a t e s a b e g in n in g , e n d in g , o r
p o in t o f i n t e r r u p t i o n i n a f lo w c h a r t
CONNECTOR
- C o n n ects tw o p la c e s on t h e f l o w c h a r t .
O p e ra tio n
D e c is io n
Q
C o n n ecto r
S ta te m e n t o f t h e g u i d e l i n e . — T h is i s a b r i e f s ta te m e n t o f one f a c e t
o f p la n n in g an d im p le m e n ta tio n im p o r ta n t t o t h e t o t a l p ro g ram .
P u rp o se and e x p l a n a t i o n . — T hese a r e s ta te m e n ts show ing th e v a lu e and
r e l a t i o n s h i p o f t h e g u id e lin e t o t h e t o t a l p ro g ram and a g e n e r a liz e d group
o f comments d e s c r i b i n g t h e n a t u r e o f t h e g u id e lin e and w hat i t i s t o a c c o m p lish ,
C h e c k l i s t s — These p r o v id e d e t a i l e d ite m s t h a t a r e a p a r t o f t h e g u i d e l i n e .
They a r e t o p r e v e n t im p o r ta n t c o n s i d e r a t i o n s from b e in g o v e rlo o k e d i n t h e
p la n n in g p r o c e s s and t o e n c o u ra g e l o g i c a l and s y s te m a tic p la n n in g and
im p le m e n ta tio n o f t h e g u i d e l i n e .
By c h e c k in g ite m s a p p r o p r ia te t o
i n d i v i d u a l s i t u a t i o n s , t h e p ro g ram p la n n e r h a s th e b a s i s f o r s e t t i n g t h a t
52
p o r t i o n o f t h e program i n t o o p e r a t i o n .
The d i r e c t i o n s show how t o d e v e lo p
th e g u id e lin e and t e l l t h e p la n n e r w hat he s h o u ld h av e upon c o m p le tio n .
T hese a r e o n ly g u i d e l i n e s and a r e t o h e u se d a c c o r d in g ly .
Some
s e c t i o n s w i l l n e e d m o d e ra te c o n s i d e r a t i o n and some s e c t i o n s w i l l r e q u i r e
d e t a i l e d p la n n in g d ep e n d in g on t h e know ledge and e x p e r ie n c e o f th o s e
r e s p o n s ib le f o r d e v e lo p in g t h e p ro g ram .
i d e a l s i t u a t i o n does n o t e x i s t .
The g u id e lin e s a r e a t o o l — an
53
GEIÎERAL MACRO FLOWCHART
d e f in e th e
pro g ram
( G u id e lin e l )
PHASE I
IDENTIFY
THE
PROBLEM
re v ie w and
a n a ly z e
no
c o n tin u e ?
no
c l e a r > y es
d e rs ta n d i
school
s u rv e y
ves
(G u id e lin e I I )
d ro p p ro g ra i
no
no
PHASE I I
schoor
su p p o rt
GATHERING
THE
FACTS
c o n tin u e ?
yes
yes
Ærop pro g ram
a d v is o r y
com m ittee
in to o p e ra t i o n „ -------r e v i s e and
e v a l u a te
no
(G u id e lin e I I
approva.
yes
^ 3ont in u e ?
community
s u rv e y
V no
s to p p la n s
Pg
( G u id e lin e IV
54
o r g a n iz a ti o n ? 1 (G u id e lin e V)
PHASE I I I
ANALYZING
ALTERNATIVES
b u s in e s s sur^ ey
o r m a te ria ls
( G u id e lin e VI)
re v ie w
;o d e v e l o p
g o liciesy g T m a t e r i a l s &
V
VPS
fa c ilitie s
and e q u ip ­
ment
(G u id e lin e V II)
IMPLEMENT &
FOLLOW
THROUGH
d e v e lo p
c o u rs e
o u tlin e
(G u id e lin e V I I I )
d e v e lo p and
p ro d u ce
m a te ria ls
( G u id e lin e IX)
d e v e lo p
p o lic ie s &
p ro c e d u re s
( G u id e lin e X)
fpg
PHASE IV
55
in t e r v ie w
s tu d e n ts &
make r e p o r t s
T
k (G u id e lin e XI)
V
s e l e c t and
p la c e s tu d e n i:
p u b li c
re la tio n s
( G u id e lin e X II)
s e l e c t e v a lL
n a t io n p la n &
in s tr u m e n ts
( G u id e lin e X I I I )
o r ie n t s tu d e i
t o and im pie: i(
e v a l u a ti o n
EVALUATE
p e rio d ic a lly
re v ie w
pro g ram
make r e p o r t s
t o l o c a l , s t a b e.
and f e d e r a l
a g e n c ie s
l i s t d e s ir a b
r e v is io n s &
re v ie w p ro g rju
a s a w hole
PHASE V
( G u id e lin e XIV
56
pg.
k (Guideline XIV cont.)
periodically
follow-up
students
develop
supplementar
programs
(Guideline XV)
Figure 1
57
g u id e l in e
(in itia l
vtihrMigiTf-
I
)
DEFINITION
OF
PROBLEM
y
re v ie w
e d u c a tio n a l
p rin c ip le s
d e f in e
[p h ilo s o p h y
re v ie w
c h a r a c t e r i s t cs
o f s im u la tio il
d e f in e
p u rp o se & foifm al
s ta te m e n t o f p ro b lem
re v ie w
e le m e n ts o f
p la n n in g
e s ta b lis h
o b je c tiv e s
re v ie w and
V
^ G u id e lin e I ^
F igu re 2
58
GUIDELINE I - DEFINING THE SCOPE OF THE PROGRAM
G u id e lin e
I t i s in g s e ra tiv e t h a t a l l c o n c e rn e d w ith a S im u la te d O f f ic e E d u c a tio n
E x p e rie n c e P rogram u n d e r s ta n d i t s n a t u r e and c h a r a c t e r i s t i c s ; t h a t a
p h ilo s o p h y c o m p a tib le t o a l l p h a s e s o f e d u c a tio n b e d e v e lo p e d t o g u id e
th e p ro g ra m ; t h a t th e p u rp o s e b e f u l l y u n d e r s to o d t o u se a s a b a s i s f o r
t h e d ev e lo p m e n t; t h a t t h e a d v a n ta g e s an d d is a d v a n ta g e s b e u n d e rs to o d and
c o n s id e r e d in p la n n in g ; an d t h a t o b j e c t i v e s s t a t e d in te rm s o f a c c o m p lish ­
a b le outcom es be c l e a r t o g u id e th e p ro g ram p la n n in g , im p le m e n ta tio n , and
e v a lu a tio n .
P u rp o se and E x p la n a tio n
P h ilo s o p h y i s an e x p r e s s io n o f f e e l i n g s , b e l i e f s , a t t i t u d e s o r im p re s s io n s
r e l a t i v e t o a g iv e n e x p e r ie n c e .
The p h ilo s o p h y o f a c o u rs e s h o u ld te n d t o
p r e p a r e one f o r p r e s e n t- d a y an d f u t u r e l i v i n g .
The p u rp o s e o f th e p ro g ram m ust be c o n s t a n t l y e v a lu a te d t o make s u r e
t h a t i t i s m e a n in g fu l f o r t h e t i m e s , b e c a u se h o r iz o n s a r e c o n tin u o u s ly
b e in g e x te n d e d in t h i s r a p i d e r a o f t e c h n o l o g i c a l ch an g e .
The p u rp o se o f
th e c o u rs e must b e c l e a r l y u n d e r s to o d t o make t h e l e a r n i n g e x p e r ie n c e so u n d .
T here i s a te m p ta tio n t o a r r a n g e m a t e r i a l in h i s t o r i c a l se q u e n c e as o f te n
o u t l i n e d i n a te x tb o o k , b u t t h i s d e f e a t s t h e p u rp o se o f s im u la tio n w hich
t r i e s t o r e p l i c a t e an a c t u a l o f f i c e w ith a l l p h a s e s o f b u s in e s s i n t e g r a t e d .
O b je c tiv e s a r e e x p r e s s io n s w hich t r a n s l a t e s t a t e d p h ilo s o p h ie s i n t o
some p u r p o s e f u l a c t i o n .
They a r e c o n c r e te s ta te m e n ts e x p l a in in g w hat a g iv e n
p h a se o f e d u c a tio n o r a p a r t i c u l a r c o u rs e w i l l a tte m p t t o a c h ie v e .
O b je c tiv e s
a r e im p o rta n t t o a n a ly z e in te rm s o f th e a c t i v i t i e s t h a t may b e p ro v id e d t o
a c h ie v e th e o b j e c t i v e s .
They a r e g e n e r a l l y o f two b a s i c ty p e s :
( l ) g e n e ra l,
w hich l i s t t h e m ajo r a r e a s o f acco m p lish m en t b e in g s t r i v e d f o r and (2 ) s p e c i f i c ,
l i s t i n g th e s k i l l s o r u n d e r s ta n d in g s t o b e o b ta in e d .
59
CHECKLIST 1 :
UNDERSTANDING THE ESSENTIAL NATURE OF A SIMULATED OFFICE
EXPERIENCE PROGRAM
D ir e c t io n s ; R a te th e ite m s y o u c o n s id e r t o b e e s s e n t i a l t o t h e p ro g ram .
Then w r i t e t h e p h ilo s o p h y , p u r p o s e , and o b j e c t i v e s o f th e c o u r s e .
n
•H
^ S
o ^
(0
«rl
^ §
O f:
CO
S
g (D
E lem ent t o b e C o n sid e re d
1.
E x p e rie n c e s a r e p ro v id e d t h r o u ^ t h e la b o r a t o r y in w hich
i n s t r u c t i o n w i l l c e n t e r aro u n d th e p e rfo rm a n c e o f p r o d u c tic x i t a s k s on a c t u a l o c c u p a tio n a l and e d u c a tio n a l p r o j e c t s
w hich a r e b r o u ^ t i n t o t h e l a b o r a t o r y from o u ts id e a g e n c ie s
o r from w ith i n t h e s c h o o l r a t h e r th a n a te x tb o o k .
2.
The i n s t r u c t i o n d u p l i c a t e s , a s n e a r l y a s p o s s i b l e ,
d e s i r a b l e w o rk in g c o n d i t i o n s ; and a t t h e same t i m e ,
p r o v id e s e f f e c t i v e l e a r n i n g s i t u a t i o n s .
3.
The c l u s t e r c o n c e p t f i t s i n t o t h e s im u la te d p ro g ram .
U.
The flo w -o f-w o rk a p p ro ac h i s an e s s e n t i a l c h a r a c t e r i s t i c .
5.
I t i s im p o r ta n t t o u n d e r s ta n d t h e r e l a t i o n s h i p s among
v a r io u s j o b s .
6.
In o r d e r t o b e m e a n in g f u l, a s p e c i f i c m ust be r e l a t e d
t o t h e f u n c tio n i t s e r v e s .
7.
Forms a r e th e b ack b o n e o f b u s in e s s co m m u n icatio n .
8.
Em ployees u s in g d a t a p r o c e s s in g m ust u n d e r s ta n d s y s te m s .
9.
T h e o rie s s h o u ld b e t a u ^ t a lo n g w ith o r fo llo w in g p r a c t i c e .
io .
Each s tu d e n t h a s i n d i v i d u a l n e e d s t o b e m et.
IL .
T here a r e d e f i n i t e p r i n c i p l e s o f l e a r n i n g a s s o c i a t e d
w ith a l a b o r a t o r y e x p e r ie n c e .
12.
I t i s im p o r ta n t t o m o tiv a te s t u d e n t s .
13.
Im m ediate g a i n f u l employment i s e n ç h a s iz e d .
ih .
P in p o in t a r e a s o f w eak n ess and co m p eten ce.
15.
T here i s a s t u d e n t - c e n t e r e d l e a d e r s h i p .
l6 .
The p ro g ram i s b u i l t on t h e i n t e g r a t i o n o f many a c t i v i t i e s .
éO
17.
The p ro g ram i s b u i l t on good human r e l a t i o n s an d i n t e r p l a y .
18.
O r g a n iz a tio n o f p r o d u c tiv e work c a u s e s s tu d e n t s t o
dep en d on s t u d e n t s .
19.
T h ere i s an o p p o r tu n ity t o d e v e lo p w ork s i m p l i f i c a t i o n .
20.
S tu d e n ts can d e m o n s tra te i n i t i a t i v e , c r e a t i v i t y ,
i n t e l l i g e n c e , r e s o u r c e f u l n e s s , an d b u s in e s s acum en.
21.
G rade re q u ire m e n ts a r e e q u a l t o jo b s ta n d a r d s .
22.
O p p o rtu n ity t o a p p ly th e o r y le a r n e d i n a l l o th e r
c l a s s e s i s a v a i l a b l e , i . e . , s h o r th a n d , t y p i n g , b o o k ­
k e e p in g , m a th , E n g lis h , g e n e r a l b u s i n e s s , and g e n e r a l
e d u c a tio n .
23.
The s tu d e n t i s g iv e n a more co m p reh en siv e view o f t h e
e n t i r e b u s in e s s p ro g ram .
2k.
T here a r e d e f i n i t e a d v a n ta g e s t o t h e p ro g ram . A s m a ll
com m unity, a r e a s d e e p ly a f f e c t e d b y l a b o r u n io n s ,
l a y - o f f s , and community c r i t i c i s m o f t h e s c h o o l le a v in g
e d u c a tio n up t o t h e b u s in e s s e s a r e p ro b lem s a l l e v i a t e d
b y t h e p ro g ram .
25.
P u b lic r e l a t i o n s f o r th e s c h o o l a r e i n c r e a s e d a s b u s i n e s s ,
p a r e n t s , an d s t u d e n t s f e e l th e s c h o o l i s modern and
in n o v a tiv e .
26.
S tu d e n ts a r e n o t c o m p etin g w ith l o c a l to w n sp e o p le f o r
p a rt-tim e p o s iti o n s .
27.
E m ployers p a r t i c i p a t e in k e e p in g i n - s c h o o l i n s t r u c t i o n
c o n s i s t e n t w ith c u r r e n t p r a c t i c e in b u s i n e s s .
28.
The p ro g ram p r o v id e s an e f f e c t i v e means o f d e v e lo p in g
young p e o p le f o r p r o d u c tiv e c i t i z e n s h i p in th e com m unity.
29.
O th e r a r e a s o f im p o rta n c e :
6i
CHECKLIST 2 :
SPECIFIC OBJECTIVES FOR A SIMULATED OFFICE EXPERIENCE PROGRAM
D ir e c t io n s ; C om plete t h e c h e c k l i s t . C om plete more r e s e a r c h on a r e a s o f
im p o rta n c e i f n e e d e d . D evelop a p r i o r i t y l i s t o f s p e c i f i c o b j e c t i v e s w ith
th o s e y o u h av e g iv e n m a jo r em p h asis an d c o n tin u e down t h e s c a l e .
IQ
CQ
IQ
m
10
k
Id
o Æ OÆ
Æ
I* O &
B o B <u c flj
S
E lem en ts t o be C o n s id e re d
1.
To l e a m a p p l i c a t i o n f o r jo b s p r o c e d u r e s .
2.
To d e v e lo p p r a c t i c a l a p p l i c a t i o n s u s in g b o o k k eep in g
p r i n c i p l e s and te rm in o lo g y w hich can b e u s e d i f
a c c o u n tin g i s u s e d a s a v o c a t io n .
3.
D evelop r e s p o n s i b i l i t y in ty p i n g co m m u n ica tio n s.
4.
D evelop a b i l i t y t o
5*
D evelop e f f i c i e n t u s e o f p h o to c o p y m a c h in e s.
6.
D evelop e f f i c i e n t u s e o f d u p l i c a t i n g m a ch in es.
7.
D evelop a b i l i t y t o ty p e s t e n c i l s an d m a s te r s h e e t s .
8.
D evelop p r o p e r te le p h o n e te c h n iq u e s
9.
D evelop a b i l i t y t o ju d g e t h e m a r k e t a b i l i t y o f o n e 's
own work an d t o make t h e n e c e s s a r y a d ju s tm e n ts o r
c o r r e c tio n s , i . e . , e d i t , c a rb o n s, e ra s u r e s , s p e llin g ,
p u n c t u a t i o n , grammar.
10,
; 11.
t r a n s c r i b e r o u t i n e c o rre s p o n d e n c e .
D evelop d e s i r a b l e s ta n d a r d s o f o f f i c e a p p e a ra n c e .
D evelop know ledge o f how t o o p e r a te o f f i c e m a c h in e s.
12.
D evelop an u n d e r s ta n d in g o f f i l i n g r u l e s .
13.
Review t h e fu n d a m e n ta ls o f a r i t h m e t i c .
lU .
D evelop a b i l i t y t o d i r e c t o t h e r s .
15.
D evelop h ig h e r s ta n d a r d s o f h a n d w r itin g .
l6 .
D evelop a b i l i t y t o
1 7 . D evelop a b i l i t y t o
fo rm s .
s e t up and ty p e s t a t i s t i c a l m a t e r i a l .
know th e p u rp o s e o f an d u se b u s in e s s
62
18.
L earn a d d r e s s in g t e c h n i q u e s .
19.
L earn m a n u s c rip t te c h n i q u e s .
20.
D evelop a b i l i t y t o compose and u se p r o p e r form f o r
v a r io u s ty p e s o f b u s in e s s l e t t e r s .
21.
L earn m a il h a n d lin g an d p a r c e l p o s t
22.
D evelop a b i l i t y t o m eet c a l l e r s
23.
Le a m ch eck w r i t i n g , b an k a c c o u n t r e c o n c i l l i a t i o n ,
d e p o s i t i n g , m a in ta in in g t h e ch eck b o o k , an d b a n k in g
p ro c e d u re s an d p r o c e s s e s .
2k.
Le a m t o ch eck e x te n s io n s and t o t a l s o f b u s in e s s
p a p e r s and d e v e lo p s k i l l i n c a l c u l a t i n g m achine
o p e ra tio n .
25.
G et an a c q u a in ta n c e s h ip w ith fu n d a m e n ta l o p e r a tio n s
p e rfo rm e d in d a t a p r o c e s s i n g , i . e . , c l a s s i f y i n g ,
s o r t i n g , c o m p u tin g , r e c o r d i n g , su m m a riz in g , communica­
t i n g , and s t o r i n g .
26.
D evelop a r e l a t i o n s h i p o f d a t a p r o c e s s in g fu n d a m e n ta ls
t o t h e b a s i c ty p e s o f d a t a p r o c e s s in g — m an u al, m e c h a n ic a l,
p u n ch ed c a r d , an d co m p u ter.
27.
D evelop an a p p r e c i a t i o n f o r th e in c r e a s e d n e e d f o r
a c c u ra c y and c o n t r o l p r o c e d u r e s t o i n s u r e e r r o r - f r e e
p e rfo rm a n c e .
28.
D evelop an a w a re n e ss o f t h e im p act o f a u to m a tio n on
t h e s o c i e t y , econom y, and b u s in e s s d i r e c t i o n and th e
in d iv id u a l.
29.
D evelop an u n d e r s ta n d in g o f th e p r i n c i p l e s o f b u s in e s s
m anagem ent.
30.
O th e r :____________________________ _
p ro c e d u re s.
and r e l a y m e ssa g e s.
63
GUIDELINE I I
SCHOOL
FACTORS
TO CONSIDER
g u id e lin e I ^
———
re v ie w assum p
s tu d e n t n eed s
t i o n s made i n
fa c ilitie s
s t a r t i n g p ro g •am
c o o p e r a tio n
in s tru c tio n a :
a n a ly s is &
p la c e m e n t in
■ curriculum
s e le c t p re ­
re q u is ite s &
c o o r d in a te
counseling
-
o b ta in
a d m in is trâ ti
a p p ro v a l
s e le c t
te a c h e r
g u id e lin e ^ I ^
F igu re 3
6h
GUIDELINE I I - SCHOOL FACTORS TO CONSIDER
G u id e lin e
/ To be v a lu a b le t h e s im u la te d o f f i c e e d u c a tio n e x p e r ie n c e p ro g ram m ust b e
n ee d e d by t h e s t u d e n t s o f th e s c h o o l, and a d e q u a te f a c i l i t i e s and p e r s o n n e l
m ust im plem ent i t .
The p ro g ram m ust be c o n s i s t e n t w ith th e p h ilo s o p h y and
p u rp o s e o f th e t o t a l i n s t r u c t i o n a l p la n and c o n t r i b u t e t o i t .
To i n s u r e
t h e program m eets t h e i n d i v i d u a l n e e d s o f t h e s tu d e n t s t o b e t r a i n e d , coun­
s e l i n g and g u id a n c e f u n c ti o n s s h o u ld be co m p re h e n siv e . The v i t a l i t y and
p r e s t i g e o f th e p ro g ram r e s t s w ith t h e e n t h u s i a s t i c s u p p o r t o f th e a d m in is ­
t r a t i o n and t h e d ev elo p m en t o f l o c a l s c h o o l p o l i c i e s g o v e rn in g th e p ro g ram .
P u rp o se and E x p la n a tio n
The pro g ram r e q u i r e s s e v e r a l b a s i c e le m e n ts o f p la n n in g d i r e c t l y
r e l a t e d t o t h e s c h o o l.
1.
C e r ta in a s s u m p tio n s m ust b e made.
S tu d e n ts n e e d t h e p ro g ra m . —A f o llo w - u p o f t h e s tu d e n t s t h a t h av e
p r e v io u s l y g r a d u a te d w i l l p r o v id e in f o r m a tio n on t h e t h i n g s t h a t s tu d e n t s
f e e l s h o u ld be in c lu d e d and w h e th e r th e y t h i n k t h i s e x p e r ie n c e w ould be
h e lp fu l.
A t c i v i c g ro u p s o r P a r e n t- T e a c h e r A s s o c ia tio n m e e tin g s o r a t
sp e e c h e s b e f o r e c l a s s e s in b u s i n e s s , an in f o r m a l r e a c t i o n o f s tu d e n t n e e d
and i n t e r e s t , p a r e n t a l d e s i r e and i n t e r e s t , and b u s in e s s s u p p o r t may be
o b ta in e d .
An in f o r m a l in t e r v ie w o f a number o f s tu d e n t s can b e h e l d t o
d e te rm in e i n t e r e s t an d " s p r e a d t h e w ord" c o n c e rn in g t h e a d v a n ta g e s .
2.
A d equate c o o p e r a tio n . — In fo rm a l c o n fe re n c e s w ith a d m i n i s t r a t o r s ,
members o f th e b u s in e s s d e p a r tm e n t, c o u n s e lo r s , and o th e r f a c u l t y members
w i l l i n d i c a t e w h e th e r t h e r e w i l l b e c o o p e r a tio n w ith i n t h e s c h o o l.
O u tsid e
s o u rc e s hav e l e d t h e i n i t i a t o r t o b e l i e v e th e y w i l l s u p p o r t t h e a c t i v i t i e s
o f th e pro g ram i f f a v o r a b le r e s p o n s e s t o an in f o r m a l s u rv e y h av e b een r e c e iv e d .
3.
F a c i l i t i e s , e q u ip m e n t, and s u p p lie s a r e a d e q u a te o r can be made
a v a i l a b l e upon r e a s o n a b le r e q u e s t . —A re v ie w o f f a c i l i t i e s s h o u ld show a
room t h a t can b e d e v o te d t o t h e s im u la te d o f f i c e s .
T here s h o u ld be s u p p l i e s ,
65
t y p e w r i t e r s , v o i c e - w r i t i n g m a c h in e s , c a l c u l a t i n g m a c h in e s, and d u p l i c a t i n g
m achines a v a i l a b l e .
I t w i l l be d e s i r a b l e t o h av e d a t a p r o c e s s in g e q u ip m e n t,
e s p e c i a l l y t h e u n i t - r e c o r d eq u ip m e n t.
A f te r c a r e f u l c o n s id e r a tio n o f f e d e r a l
fu n d s , t h e r e s h o u ld be t h e o p p o r tu n ity t o p u rc h a s e more e q u ip m e n t.
U.
I n s t r u c t i o n a l a n a l y s i s . —A b u s in e s s and o f f i c e o c c u p a tio n a l c u r r ic u lu m
i s d e f in e d a s a se q u en ce o f l e a r n i n g e x p e r ie n c e s d e s ig n e d f o r th e a tta in m e n t
o f e m p lo y a b ility and s a t i s f a c t o r y jo b p e rfo rm a n c e on th e p a r t o f t h e s tu d e n t s
in a f a m ily o f b u s in e s s and o f f i c e o c c u p a tio n s o r in a s p e c i f i c o c c u p a tio n
ch o sen a s a c a r e e r o b j e c t i v e by t h e s t u d e n t .
The l e a r n i n g e x p e r ie n c e s h a l l
b e p ro v id e d th ro u g h g e n e r a l e d u c a tio n s u b j e c t s , e c o n o m ic s, and p r i n c i p l e s o f
b u s in e s s and s p e c i a l i z e d t e c h n i c a l b u s in e s s and o f f i c e e d u c a tio n s u b j e c t s .
The s u b j e c t s h o u ld b e p la c e d i n t h e s e n i o r y e a r , a s c l o s e t o e n t r y on t h e
jo b a s p o s s i b l e f o r a p e r io d o f one y e a r a s a c a p s to n e c o u r s e .
5.
P r e r e q u i s i t e s . — S in c e many o f t h e u n i t s in t h e o f f i c e p r a c t i c e
c l a s s in v o lv e t h e i n t e g r a t i o n o f p r e v io u s l y - a c q u ir e d s k i l l s , t h e c o u rs e
s h o u ld b e o f f e r e d on t h e b a s i s o f a s t a t e d b a c k g ro u n d .
D e s ir a b le p r e ­
r e q u i s i t e s in c lu d e t y p e w r i t i n g , a s th e m a jo r o n e ; g e n e r a l b u s i n e s s ; s h o r t ­
h a n d ; and b o o k k e e p in g .
6.
G uidance and c o u n s e lin g f u n c tio n s and s c h o o l r e c o r d s . — The t e a c h e r -
d i r e c t o r w i l l b e primarily r e s p o n s i b l e f o r e n r o llm e n t, p la c e m e n t, fo llo w -u p
and r e c o g n i t i o n o f s p e c i a l i n t e r e s t s and a p t i t u d e s ; b u t t h e c o u n s e lo r s o f
t h e s c h o o l w i l l b e h e l p in g t o make s u r e t h a t p r o p e r p r o c e d u r e s a r e fo llo w e d
in a c c o rd a n c e w ith s c h o o l p o l i c i e s .
on t h e a d v is o r y c o m m itte e .
I t i s d e s i r a b l e f o r a c o u n s e lo r t o be
The f u n c ti o n s o f g u id a n c e and c o u n s e lin g and
p r o p e r r e c o r d c o n t r o l a r e t o r e c o g n iz e s tu d e n t n e e d s t h r o u ^ i n t e r p r e t a t i o n
o f s c h o o l r e c o r d s , s tu d e n t b a c k g ro u n d , an d s tu d e n t t e s t p r o f i l e s .
7.
A d m in is tr a tiv e a p p r o v a l. — L o cal s c h o o ls s h o u ld d e v e lo p o p e r a t i o n a l
66
p o l i c i e s f o r th e p ro g ram t h a t a r e b a s e d on f e d e r a l g u id e lin e s and l e g i s l a t i o n .
T h is w i l l i n s u r e t h a t th e p ro g ram h a s r e a l i s t i c s ta n d a r d s and p r o c e d u r e s .
What i s e x p e c te d fro m t h e r e s p o n s ib le p e o p le in v o lv e d and p r o c e d u r e s t o b e
c o v e re d i n t h e p ro g ram w i l l p r o v id e a so und b a s i s f o r d i s c u s s i n g t h e p ro g ram
w ith t h e community an d o t h e r e d u c a to r s .
I t w i l l p r o v id e f o r e q u a l tr e a tm e n t
o f a l l s tu d e n ts .
In o r d e r t o o b ta in a d m i n i s t r a t i v e a p p r o v a l, a p r o p o s a l f o r t h e pro g ram
m ust b e s u b m itte d t o t h e p r i n c i p a l , s u p e r i n t e n d e n t , o r b o a r d o f t r u s t e e s ,
d ep e n d in g on t h e l o c a l s c h o o l p o l i c i e s , t h a t w i l l g iv e a b r i e f b u t co m p lete
d e s c r i p t i o n o f w hat i s t o b e a c c o m p lish e d .
T h is p r o p o s a l can a l s o b e u s e d
b y members o f t h e a d v is o r y co m m ittee f o r u n d e r s ta n d in g t h e p ro g ram .
G e n e r a lly ,
when a w e ll - o r g a n iz e d p r o p o s a l i s p r e s e n t e d t o t h e a d m i n i s t r a t i o n and f o llo w e d
by o r a l com m unication and so und J u s t i f i c a t i o n , a c c e p ta n c e w i l l b e l i k e l y ,
e s p e c i a l l y , i f t h e r e i s a d e s i r e t o in n o v a te and m o d ern ize t h e l o c a l v o c a t i o n a l
program and fu n d s a r e a v a i l a b l e .
8.
T e a c h e r - D ir e c to r o f p ro g ra m .— The t e a c h e r f a c i l i t a t e s th e t r a n s i t i o n
from t h e l a b o r a t o r y e x p e r ie n c e t o t h e w o rld o f w o rk .
To b e e x c e l l e n t a t t h i s
jo b r e q u i r e s c o n tin u o u s s e l f - s t u d y an d e :5 q )e rim e n ta tio n .
The com plex jo b o f
t e a c h in g a s im u la te d o f f i c e e x p e r ie n c e p ro g ram s h o u ld n o t b e g iv e n t o t h e
n o v ic e b u t a t e a c h e r w ith c u m u la tiv e e x p e r ie n c e i n many f i e l d s .
67
CHECKLIST 3 :
INSTRUCTIONAL ANALYSIS
D i r e c t i o n s : C om plete t h e re v ie w o f ite m s , c h e c k in g t h o s e c o m p a tib le w ith
t h e t o t a l p ro g ra m . R e s e a rc h t o c l e a r up any h azy i d e a s . W rite a s ta te m e n t
o f c u r r ic u lu m p la c e m e n t t o b e l a t e r in c o r p o r a te d in t h e c o u r s e d e s c r i p t i o n
s e c tio n o f th e c o u rse o u tl in e .
W ill i n c o r p o r a t e a l l s t u d e n t s .
A. A c c e l e r a ti o n o f t h e o u ts ta n d in g w i l l be a r r a n g e d .
B. R em ed ial l e a r n i n g f o r t h e d is a d v a n ta g e d w i l l be a r r a n g e d .
C. C u rric u lu m b u i l d s fro m lo w e s t t o th e h ig h e s t l e v e l ,
a c c e p ti n g t h e s tu d e n t w here he i s and b u i l d i n g from t h e r e .
T h ere w i l l b e f l e x i b i l i t y o f sco p e an d se q u e n c e t o a llo w f o r e x c e p tio n s ,
A common body o f e d u c a tio n a l e x p e r ie n c e w i l l b e a v a i l a b l e .
A ll c u r r ic u lu m com ponents w i l l com plem ent ea c h o th e r c u lm in a tin g in
t h e s im u la te d o f f i c e e x p e r ie n c e p ro g ram .
The p ro g ram i s a d m i n i s t r a t i v e l y and o r g a n i z a t i o n a l l y sound w ith a
d e f i n i t e p la c e m e n t o f r e s p o n s i b i l i t y .
The p ro g ram f i t s i n t o t h e t o t a l s c h e d u le o f u s e o f f a c i l i t i e s and
e q u ip m e n t.
The p ro g ram i s c o n s i s t e n t w ith s t u d e n t s , s i z e o f s c h o o l, an d q u a l i t y
of s ta ff.
The p ro g ram c u lm in a te s t h e o f f i c e e d u c a tio n e x p e r ie n c e .
P r o v is io n f o r c o n s u l t a t i o n w i l l be made i n c lu d in g s t a t e and l o c a l
e d u c a tio n a l s e r v i c e s and th o s e in t h e a r e a w here s tu d e n t s w i l l b e
em ployed.
C o o p e ra tio n w i l l b e m a in ta in e d betw een o f f i c e e d u c a tio n and a r e a s
o f v o c a t i o n a l and g e n e r a l e d u c a tio n .
C u rric u lu m p r o v is io n s h av e b een made t o c o n s t a n t l y r e v i s e and
e v a l u a te t h e t o t a l p ro g ram .
The c o u r s e c o n te n t h a s b een exam ined b a s i c a l l y t o d e te rm in e w h e th e r
i t i s u p - t o - d a t e , a p p r o p r ia te f o r t h e ty p e o f t r a i n i n g in t e n d e d , i s n o t
r e p e t i t i o u s , and i s a p p r o p r ia te o f t h e y e a r i n w hich i t i s o f f e r e d .
T h ere h a s b een a s s i s t a n c e in e x am in in g t h e c u r r ic u lu m from s c h o o l
a d m i n i s t r a t o r s , b u s in e s s t e a c h e r s , b u s in e s s m e n , an d o th e r s who a r e
in te re s te d .
68
The e v a l u a ti o n o f t h e l a b o r a t o r y e x p e r ie n c e w i l l b e o f v a lu e t o t h e
i n s t i t u t i o n and t h e e n t i r e c u r r ic u lu m a s w e ll a s t h e i n d i v i d u a l .
O th e r :
CHECKLIST k:
STUDENT PREREQUISITES DESIRABLE FOR ENTERING THE PROGRAM
D ir e c t io n s ; S e l e c t t h e p r e r e q u i s i t e s d e s i r a b l e . E v a lu a te t h e an sw ers
you ch o o se t o b e s u r e th e y a r e c o m p a tib le w ith t h e t o t a l s c h o o l p ro g ram .
W rite a l i s t o f p r e r e q u i s i t e s d e s i r a b l e f o r t h e p ro g ram .
G e n e ra l b u s in e s s
P e r s o n a l ty p i n g
T yping I
T yping I I
S h o rth a n d I
S h o rth a n d I I
B ookkeeping
R eco rd K eeping
M e rc h a n d isin g and r e t a i l i n g
Econom ics
B u s in e s s law
I n tr o d u c t io n t o d a t a p r o c e s s in g
Program m ing and sy ste m s a n a l y s i s
O f f ic e m achines
Work e x p e r ie n c e
"C" g ra d e p o i n t a v e ra g e
S e n io r s ta n d in g
J u n io r s ta n d in g
Have i d e n t i f i e d o f f i c e o c c u p a tio n s a s c a r e e r o b j e c t i v e
Have a b i l i t y t o p r o f i t fro m p ro g ram
O th e r:
CHECKLIST 5:
INFORMATION NEEDED ON STUDENT PERSONNEL RECORDS OF THE SCHOOL
AND THE SIMULATED OFFICE EXPERIENCE PROGRAM
D ir e c t io n s : C om plete t h e c h e c k l i s t , m ark in g t h e ite m s o f in f o r m a tio n you
n e e d . D evelop a r e c o r d t o u s e . D ev elo p a p o l i c y f o r t h e u s e o f t h e r e c o r d .
P e r s o n a l D a ta :
Name
Nickname
Home a d d r e s s
Sex
D ate o f b i r t h
__ P la c e o f b i r t h
__ Nsune o f p a r e n t s o r g u a rd ia n s
__ B i r t h p l a c e o f p a r e n t s o r g u a rd ia n s
__ M a r i t a l s t a t u s o f p a r e n t s o r g u a rd ia n s
E d u c a tio n o f p a r e n t s o r g u a rd ia n s
69
Names o f b r o t h e r s an d s i s t e r s
Ages o f b r o t h e r s and s i s t e r s
Summary o f h e a l t h in f o r m a tio n in c lu d in g h e a r i n g , s i g h t , s p e e c h ,
d i s a b i l i t i e s , and im m u n iz atio n s
E x tra -c u rric u la r A c tiv itie s :
In -sc h o o l a c t i v i t i e s
O u t- o f - s c h o o l a c t i v i t i e s
A th le tic s
O f f ic e s h e ld
Honors r e c e iv e d
S p e c i a l aw ards
A n e c d o ta l R e c o rd :
D is c ip lin e
In te re s ts
M a tu r ity
S p e c ia l s k i l l s
T e a c h e r recom m endation
S o c ia l s k i l l s
N otew o rth y a t t r i b u t e s
C h a r a c te r t r a i t s
C a re e r O b je c t iv e :
F u tu re
Im m ediate
S c h o l a s t i c R e c o rd :
S ch o o l a tte n d a n c e
G rades
C o u rses
T e a c h e rs
T e s t R e s u lt s :
A chievem ent
In te re s t
A p titu d e
M en tal m a tu r ity
i .Q .
_
Jo b T r a in in g E x p e r ie n c e :
%ype o f jo b
D a te s jo b h e ld
Em ployer name and a d d r e s s
O th e r:
P o lic y Q u e s tio n s :
Where w i l l th e r e c o r d s b e k e p t?
Who w i l l f i l l o u t t h e r e c o r d s ? _
W ill any c o p ie s b e n eed e d ? ______
Who w i l l hav e a c c e s s t o t h e in f o r m a tio n ?
CHECKLIST 6:
SCHOOL POLICIES TO BE DEVELOPED CONCERNING THE SIMULATED
OFFICE EXPERIENCE PROGRAM TO INSURE STANDARDIZED OPERATION
D ir e c t io n s : C om plete t h e c h e c k l i s t t o b e s u r e a l l n eed ed f a c t o r s a r e
in c lu d e d . Review l i t e r a t u r e o r d is c u s s t o c l e a r any h azy a r e a s o r t o
d e te rm in e i f more p o l i c i e s a r e n e e d e d . D evelop a p r o p o s a l t o t h e adm in­
i s t r a t i o n t h a t c o u ld b e a d o p te d a s p o l i c y f o r th e s im u la te d o f f i c e e d u c a tio n
e x p e r ie n c e p ro g ram . Each ite m you d e te rm in e im p o r ta n t s h o u ld b e w r i t t e n
o u t in d e t a i l .
S e le c tio n o f s t u d e n t s :
A. F o u rte e n y e a r s o f age o r o ld e r
B. A b i l i t y t o p r o g r e s s in a r e a f o r w hich i n s t r u c t i o n i s g iv e n .
C. F i n a l s e l e c t i o n i s p r i m a r i l y r e s p o n s i b i l i t y o f t e a c h e r .
D. S t u d e n t 's p a r e n t s an d s tu d e n t s h o u ld a t t e n d o r i e n t a t i o n m e e tin g .
E. D e fin ite p r e r e q u is ite s a re re q u ire d .
TO
T r a in in g p la n s g o v e rn in g e x p e r ie n c e s t h e s tu d e n t w i l l b e a s s ig n e d t o
in t h e p ro g ram w ith r e s p o n s i b i l i t i e s in v o lv e d .
The number t o be e n r o l l e d . A minimum o f 15 and a maximum o f 25 i s
recom m ended, b u t t h e e n r o llm e n t s h o u ld n o t ex c e e d t h e l i m i t s o f t h e
fa c ilitie s .
R e la te d i n s t r u c t i o n t h a t w i l l b e p r o v id e d b e f o r e e n t e r i n g t h e l a b o r a t o r y
e x p e r ie n c e .
The l a b o r a t o r y f a c i l i t i e s r e q u i r e d and d e s i r e d .
The number o f h o u rs s p e n t in t h e r e l a t e d l e a r n i n g s i t u a t i o n and th e
s im u la te d o f f i c e e x p e r ie n c e .
T ea ch er r e l e a s e d tim e f o r p la n n in g .
The e v a l u a ti o n p r o c e d u r e s .
P lac em en t in t h e v a r io u s t r a i n i n g s t a t i o n s i n c lu d in g t h e r o t a t i o n
s c h e d u le s an d p o s i t i o n d e s c r i p t i o n s .
P lac em en t in t h e v a r io u s t r a i n i n g s t a t i o n s i n c lu d in g t h e p r e r e q u i s i t e s
re q u ire d f o r each .
C r e d it t h a t w i l l b e o f f e r e d t o th o s e who s u c c e s s f u l l y co m p lete t h e
e x p e rie n c e .
R eq u irem en ts o f f i e l d t r i p s an d a s k in g s p e a k e r s t o p r o v id e r e l a t e d
k n o w led g e.
A d m in is tr a tiv e r e s p o n s i b i l i t y o f t h e t e a c h e r - d i r e c t o r and o t h e r s in
t h e s c h o o l in v o lv e d in m aking t h e p ro g ram c o m p le te .
Use o f s c h o o l s u p p lie s and p e r s o n n e l t o c o m p lete s u rv e y s r e q u ir e d t o
k eep th e p ro g ram c u r r e n t .
Use o f th e w ork e x p e r ie n c e p ro g ram s tu d e n t s t o do w ork f o r th e s c h o o l
o r l o c a l b u s in e s s a g e n c i e s .
Use o f news m edia and o t h e r s o u r c e s o f p u b li c r e l a t i o n s .
S e l e c t i o n , p u r p o s e s , an d a c t i v i t i e s o f th e a d v is o r y c o m m itte e .
M a te r i a ls d ev elo p m en t and p r o c e d u r e s t o be u s e d in t h e s im u la te d
o f f i c e e x p e r ie n c e .
O th e r:
71
CHECKLIST 7:
SELECTION OF A PROPERLY-QUALIFIED TEACHER-DIRECTOR
D ir e c t io n s : C om plete t h e c h e c k l i s t t o d e te rm in e th e q u a l i f i c a t i o n s t h a t
a r e m ost im p o rta n t t o y o u r s c h o o l. D evelop t h e jo b d e s c r i p t i o n . S e le c t
th e te a c h e r- d ire c to r.
B a c h e lo r 's d e g re e i n f i e l d o f b u s in e s s e d u c a tio n .
S ix t o n in e q u a r t e r h o u rs in p r o f e s s i o n a l v o c a t i o n a l e d u c a tio n .
One t o t h r e e y e a r 's e x p e r ie n c e in t e a c h i n g .
R eq u irem en ts f o r s t a t e c r e d e n t i a l s .
P a t t e r n o f c o n tin u o u s e d u c a tio n u p d a tin g in c lu d in g :
A. D ir e c te d o c c u p a tio n a l e x p e r ie n c e s r e c e n t l y .
B. I n t e r n s h i p program s in b u s in e s s e d u c a tio n .
C. P r e p a r a t io n in w o rk in g w ith d is a d v a n ta g e d .
D. i n s t i t u t e s r e l a t i n g t o s im u l a ti o n .
E . I n - s e r v i c e program s l o c a l l y and a t t h e s t a t e o r u n i v e r s i t y l e v e l .
F . O th e r : _____________________________________
M eets t h e r e q u ir e m e n ts o f t h e s t a t e f o r t e a c h in g f e d e r a l ly - r e i m b u r s e d
e d u c a tio n a l p ro g ra m s .
U n d e rsta n d s f e d e r a l l e g i s l a t i o n a s i t r e l a t e s t o v o c a t i o n a l e d u c a tio n
and a s im u la te d o f f i c e e x p e r ie n c e p ro g ram .
Has a s i n c e r e d e s i r e t o a s s i s t young p e o p le in d e v e lo p in g i n t o co m p eten t
e m p lo y e e s .
I s p r o n p t, r e s p e c t f u l , c o u r te o u s , s y m p a th e tic , an d c o n s i s t e n t i n a l l
d e a lin g s .
I s a good o r g a n iz e r o f i n s t r u c t i o n .
I s a b l e t o a d e q u a te ly c o m p le te r e p o r t s an d r e c o r d s c o n c e rn in g d e t a i l s
o f t h e p ro g ram .
Has s u f f i c i e n t p h y s i c a l an d m e n ta l s ta m in a t o d is c h a r g e h i s d u t i e s
e ffe c tiv e ly .
I s a b l e t o e f f e c t i v e l y m a in ta in p u b lic r e l a t i o n s f o r th e p ro g ram .
U n d e rsta n d s t h e o b j e c t i v e s o f g e n e r a l e d u c a tio n , v o c a t io n a l e d u c a tio n ,
b u s in e s s e d u c a tio n , and o f f i c e e d u c a tio n an d t h e i r r e l a t i o n s h i p t o eac h
o th e r.
Has an u n d e r s ta n d in g o f t h e p h y s i c a l and f i n a n c i a l l i m i t a t i o n s o f t h e
lo c a l school d i s t r i c t .
72
U n d e rs ta n d s t h e ty p e s o f a d v ic e and r e s o u r c e m a t e r i a l s a v a i l a b l e from
t h e a d v is o r y co m m ittee and p e rs o n s i n t h e com m unity.
I s f a m i l i a r w ith t h e te a c h i n g m ethods t o b e u se d i n a s im u la te d o f f i c e
e x p e r ie n c e progrsun.
Has t h e a b i l i t y t o s e l e c t an d p la c e s tu d e n t s in th e w ork e x p e r ie n c e
p o r t i o n o f t h e c a p s to n e c o u r s e .
U n d e rs ta n d s c o o r d in a tio n o f jo b e x p e r ie n c e s and c la s s ro o m i n s t r u c t i o n .
U n d e rs ta n d s c o o r d in a tio n o f g u id a n c e and c o u n s e lin g .
U n d e rs ta n d s t h e te c h n iq u e s o f e v a l u a ti o n an d f o llo w - u p .
I s p r o f e s s i o n a l i n t e a c h in g an d p a r t i c i p a t e s in l o c a l , r e g i o n a l , and
n a t i o n a l g ro u p s le a d in g t o a b r o a d e r b ac k g ro u n d .
I s a b l e t o m o tiv a te s tu d e n t s t o w ork i n a m a tu re and b u s i n e s s - l i k e
m an n er.
I s a b l e t o a r r a n g e f o r i n c l u s i o n o f m a t e r i a l s t o m eet th e n eed s o f
in d iv id u a l s tu d e n ts .
U n d e rs ta n d s how t o cope w ith s tu d e n t s who do n o t u n d e r s ta n d o f f i c e
p r o c e d u r e s , t h e im p o rta n c e o f a b s e n te e is m , an d w o rk in g u n d e r a s u p e r v i s o r .
U n d e rs ta n d s t h e flo w o f m a t e r i a l common t o a l l o f f i c e s and i n t e r ­
r e la tio n s h ip s o f jo b s .
Has s u b j e c t m a tte r k n o w led g e.
P o s s e s s e s s e l f - c o n f i d e n c e an d h a s t h e r e s p e c t o f s t u d e n t s .
U n d e rs ta n d s t h a t t h e s o p h i s t i c a t i o n o f t h e p ro g ram depends on th e
im a g in a tio n and p la n n in g o f t h e t e a c h e r .
R e c o g n iz e s t h a t t h e o c c u p a tio n a l e x p e r ie n c e i s t o h e l p overcom e
s h o r t- c o m in g s a s s tu d e n t s p r e p a r e t o s e e k em ploym ent.
Has a b i l i t y t o re -e x a m in e t o b e c e r t a i n t h a t t h e c u r r ic u lu m r e f l e c t s
c h a n g in g c o n c e p ts an d t h a t a d e q u a te s t a f f an d f a c i l i t i e s a r e p r o v id e d .
I s w i l l i n g t o w ork t o c o o r d in a te t h e p ro g ram w ith p o s t- h ig h s c h o o l
in s titu tio n s .
O th e r:
73
GUIDELINE I I I
ADVISORY COMMITTEE
AND PLAN OF ACTION
g u id e lin e I ^
d e te rm in e
re s p o n s ib ili le s
and d u t i e s
n o m in ate
re p re s e n ta tiv (
no
no
yes
nom inee
S^ ccept
s e le c t
co m m ittee
p la n
o rie n ta tio n
m e e tin g
d ev e lo p
p la n o f
a c t io n
g u id e lin e
F ig u re 4
^ d m in i> a tra tiv e
a p p ro v a l^
74
GUIDELINE I I I - ADVISORY COMMITTEE
G u id e lin e
An a d v is o r y co m m ittee s h a l l be e s t a b l i s h e d in an i n i t i a l e f f o r t t o o b ta in
a d v ic e t o im prove t h e V o c a tio n a l B u s in e s s an d O f f ic e E d u c a tio n p ro g ra m s .
P u rp o se and E x p la n a tio n
The co m m ittee s h a l l p r o v id e d i r e c t i o n and make t h e b e s t u se o f r e s o u r c e s .
Members s h a l l b e ch o sen from t h e com m unity, s c h o o l f a c u l t y and a d m i n i s t r a t i o n ,
and in c lu d e th e t e a c h e r - d i r e c t o r .
These k ey in d i v i d u a l s w i l l p ro v id e t h e
c o n s u l t a t i v e a d v ic e t o t h e d i r e c t o r t o in s u r e a c c u ra c y an d c o m p re h e n siv e n e ss
o f t h e p ro g ram .
The co m m ittee s h o u ld in c lu d e from sev en t o tw e lv e p e r s o n s .
P e rh a p s s ta g g e r e d te rm s c o u ld b e s e t up t o in s u r e t h a t t h e r e i s alw ay s an
e x p e rie n c e d member a v a i l a b l e .
The program d i r e c t o r s h a l l b e i n c h a rg e o f
a c t i v i t i e s o f t h e a d v is o r y c o m m itte e .
The V o c a tio n a l E d u c a tio n A ct o f 1963 makes t h e u s e o f a d v is o r y co m m ittees
m an d ato ry f o r v o c a t i o n a l p ro g ram s a t t h e s t a t e and n a t i o n a l l e v e l s .
I f th e
i n s t r u c t i o n a l p ro g ram i s t o b e k e p t in tu n e w ith t h e n e e d s o f t h e i n d i v i d u a l s
and t h e a g e n c ie s t o b e s e r v e d , th e y a r e a l s o n ee d e d a t t h e l o c a l l e v e l .
The members a r e t e n t a t i v e l y s e l e c t e d and is s u e d a w r i t t e n i n v i t a t i o n
to se rv e .
When m em bership i s e s t a b l i s h e d , a g e n e r a l o r i e n t a t i o n m e e tin g i s
h e l d t o o b ta in a p p r o v a l o f t h e p ro g ram th u s f a r a d o p te d and t o h e lp p la n t h e
p h a s e s t h a t n e e d t o b e co m p le te d b e f o r e im p lem en tin g t h e p ro g ram .
C a l l on
t h e a d v is o r y co m m ittee when t h e r e i s so m e th in g s p e c i f i c t o d o .
A s t e e r i n g co m m ittee may b e a p p o in te d t o o r g a n iz e t h e p ro g ra m , th e n
an a d v is o r y com m ittee may b e s e l e c t e d a f t e r t h e p ro g ram i s i n o p e r a t i o n .
75
CHECKLIST 8:
POLICY FORMATION CONCERNING ADVISORY COMMITTEES
D ir e c t io n s : C om plete t h e c h e c k l i s t m ark in g ite m s t h a t you w ish t o be
in c o r p o r a te d i n t o t h e p ro g ra m . O b ta in a d m i n i s t r a t i v e a p p r o v a l. W rite
o u t s ta te m e n t o f p o l i c y c o n c e rn in g a d v is o r y co m m ittee.
j S e l e c t i o n o f I n d iv i d u a ls a s R e p r e s e n ta tiv e s
From b u s in e s s a s an e m p lo y e r:_________________________________________
From b u s in e s s a s an em ployee:
From e d u c a tio n :
S u p e r in te n d e n t :_
P r i n c i p a l : ______
D i r e c t o r o f V o c a tio n a l E d u c a tio n : _
G uidance C o u n se lo r:
S im u la te d O f f ic e E x p e rie n c e D ir e c to r :^
B u s in e s s D ep artm en t C h airm an :_________
F a c u lty Member:_________________________
S tu d e n t C o u n c il R e p r e s e n t a t i v e : _________
S t a t e D ep artm en t o f P u b lic I n s t r u c t i o n :
C iv ic Club member:
P a re n t:
Chamber o f Commerce Member;
P r o f e s s ic x ia l A s s o c ia tio n Member:
R e p r e s e n ta tiv e fro m S t a t e Employment S e r v ic e :
Member o f t h e News M ediaj_______________________
O th e r:
S te p s t o ta k e t o O rg a n iz e A d v iso ry Com m ittee
S e le c t re p re s e n ta tiv e s d e s ire d .
A d m in is tr a tiv e a p p r o v a l.
Send o u t l e t t e r o f r e q u e s t t o s e r v e .
Send o u t l e t t e r o f n o t i f i c a t i o n o f s e l e c t i o n a f t e r p r o c e s s h a s b een
c o m p le te d .
76
S e t up t h e num ber o f p e o p le t o s e r v e and th e r o t a t i o n s c h e d u le f o r
t h e i r te rm s o f o f f i c e .
P la n o r i e n t a t i o n m e e tin g .
Meet w ith members f o r o r i e n t a t i o n and t o p la n c a le n d a r o f e v e n t s .
S e l e c t a s e c r e t a r y t o ta k e m in u te s , a p e rs o n t o n o t i f y members o f
m e e tin g s an d se n d o u t t h e a g e n d a , and a p e rs o n t o c o rre s p o n d w ith th e
S t a t e an d N a tio n a l a d v is o r y c o m m itte e s .
D ecid e on t h e num ber o f r e g u l a r l y - s c h e d u l e d m e e tin g s t o h a v e .
O b ta in a d v is o r y co m m ittee a p p r o v a l o f p ro g ram th u s f a r e s t a b l i s h e d .
W rite o u t p o l i c i e s c o n c e rn in g p u r p o s e s , a c t i v i t i e s , and o r g a n iz a ti o n
o f a d v is o r y co m m itte e .
O th e r :______________________________________________________________________
S ta te m e n t o f D u tie s an d R e s p o n s i b i l i t i e s
To p r o v id e th e s c h o o l a d m i n i s t r a t i o n w ith a d v ic e on th e ty p e s o f c o u rs e s
i n b u s in e s s an d o f f i c e e d u c a tio n n eed e d t o s a t i s f y t h e t r a i n i n g n eed s
o f t h e com m unity.
To h e lp i n t h e w ork o f t h e com munity s u rv e y s b y d e te r m in in g t h e d a t a
t o b e g a th e r e d and b y s u p p o r tin g t h e s t u d i e s and g a in in g t h e b e s t
com munity r e a c t i o n t o th e m , a s w e ll a s by h e l p in g t o e v a l u a te t h e
r e s u l t s from t h e s t u d i e s .
To h e lp p la n a s e t o f s ta n d a r d s f o r e n tr a n c e i n t o v o c a t io n a l o f f i c e
p o s i t i o n s upon c o m p le tio n o f t h e i r t r a i n i n g .
To h e lp t h e t e a c h e r make a l i s t o f a v a i l a b l e r e f e r e n c e m a t e r i a l .
To h e lp p r o v id e p la c e s f o r f i e l d t r i p s and o u ts id e s p e a k e r s .
To d is c u s s l o c a l em ploym ent o p p o r t u n i t i e s and s ta n d a r d s i n and o u t
o f t h e c la s s r o o m .
A s s i s t i n o r g a n iz in g a f o llo w -u p p ro g ram f o r g r a d u a t e s .
O th e r :_____ _________________________________________________________
Need s t e e r i n g co m m ittee an d a d v is o r y c o m m itte e .
T e n ta tiv e d a te s f o r m e e tin g s :___________________________
77
GUIDELINE IV
^ i d e l i n e 11^
COMMUNITY SURVEY
d e te rm in e
how t o o b ta ii
in f o r m a tio n
e s ta b lis h
p la n o r
in s tr u m e n t
yes
> ^ p p ro v a l
&
g a th e r d a ta
t a l l y d a ta
a n a ly z e d a ta
draw
c o n c lu s io n s
g u i d e l i n e V^
F igure 5
78
GUIDELINE IV - COMMUNITY SURVEY
G u id elin e
The s im u la te d o f f i c e e d u c a tio n p ro g ram s h o u ld b e p la n n e d t o b e c o m p a tib le
/ w ith t h e l o c a l community n e e d s an d th o s e o f th e s tu d e n t who w i l l b e w o rk in g
i n t h e com m unity.
P u rp o se and e x p la n a tio n
S tu d e n ts in a s im u la te d o f f i c e e x p e r ie n c e p ro g ram a r e em ployed by
b u s in e s s e s in t h e l o c a l com m unity.
In o r d e r f o r a good p ro g ram t o b e e f f e c t i v e
in a p a r t i c u l a r com m unity, some means o f d e te r m in in g t h e re q u ire m e n ts o f th e
jo b o p p o r t u n i t i e s i n t h e community m ust b e p r o v id e d .
The means f o r d e t e r ­
m in in g th e s e r e q u ir e m e n ts i s u s u a l l y a community s u rv e y .
In c o m p le tin g a s u r v e y , we a r e t r y i n g t o d e te rm in e t h e a r e a s o f em ploy­
ment t h a t w i l l a c t u a l l y be open t o g r a d u a te s i n o f f i c e e d u c a tio n , th e ty p e s
o f j o b s , s k i l l s an d know ledges n e e d e d , t h e com panies w i l l i n g t o a llo w a
sy ste m s a n a l y s i s o f t h e i r p r o c e d u r e s , an d make p u b l i c r e l a t i o n s c o n t a c t s .
A f te r c o m p le tio n , i t s h o u ld b e e s t a b l i s h e d w hich b u s in e s s e s w i l l b e w i l l i n g
t o h av e f i e l d t r i p s t o t h e i r o f f i c e s , s p o n s o r s p e a k e r s , and hav e an
a p p r e c i a t i o n f o r w hat th e s c h o o l i s t r y i n g t o a c c o m p lish i n t h e i r t r a i n i n g
p ro g ram .
In many c a s e s , t h e m ark et f o r s tu d e n t s may e x c e e d th e l o c a l a r e a .
A fo llo w -u p o f g r a d u a te s p lu s t h e know ledge o f te a c h e r s w ith e x p e r ie n c e in
t h e s c h o o l o r g u id a n c e r e c o r d s w i l l show w here s tu d e n t s go t o w ork.
S tu d e n ts i n o f f i c e p r a c t i c e , ec o n o m ic s, t y p i n g , o r g e n e r a l b u s in e s s can
b e u t i l i z e d t o do t h e p r e li m i n a r y w o rk .
The a d v is o r y co m m ittee and s tu d e n t s
may h e lp b y in t r o d u c in g th e im p o rta n c e o f th e p ro g ram an d d e v e lo p in g t h e
q u e s ti o n n a ir e o r in t e r v ie w s h e e t an d s e l e c t i n g t h e b u s in e s s e s t h a t w i l l be
s u rv e y e d .
I t w i l l b e t h e r e s p o n s i b i l i t y o f th e t e a c h e r - d i r e c t o r t o s e e
T9
f
t h a t a c a r e f u l an d v a l i d q u e s t i o n n a i r e o r in te r v ie w r e p o r t i s d i s t r i b u t e d ,
t a l l i e d , an d a n a ly z e d .
In a l l c a s e s , t h e a p p ro v a l o f t h e a d m i n i s t r a t i o n
and t h e a d v is o r y co m m ittee s h o u ld b e o b ta in e d .
CHECKLIST 9 :
POLICY STATEIffiNT ON COMMUNITY SURVEY
D ir e c t io n s ; C o n ç le te t h e c h e c k l i s t . S e le c t t h e ite m s a p p r o p r ia te t o y o u r
s i t u a t i o n . W rite t h e p o l i c y s ta te m e n t g o v e rn in g th e community s u r v e y .
Q u e s tio n n a ir e t o a l l b u s i n e s s e s .
Q u e s tio n n a ir e t o s e l e c t e d b u s i n e s s e s :
b a n k in g
__ r e t a i l
in s u r a n c e
__ r e a l e s t a t e
law
__ w h o le s a le
c o n s tru c tio n
__ e d u c a tio n
__ o t h e r : ______
m e d ic a l
a c c o u n tin g
______
m a n u fa c tu r in g
______
Q u e s tio n n a ir e t o b e s e n t t o a r e a s w here s tu d e n t s w i l l b e em ployed,
i n c l u d i n g th o s e beyond t h e l o c a l com m unity.
E m phasis w i l l b e p la c e d on th e l o c a l community o n ly .
C i r c u l a t i o n o f q u e s t i o n n a i r e s w i l l b e expanded t o o th e r a r e a s .
Ty~pes o f jo b s a v a i l a b l e w i l l g o v ern t h e p la c e m e n t o f q u e s ti o n n a ir e s :
re c e p tio n is t
__ c l e r k t y p i s t
m a il an d f i l e c l e r k
__ p a y r o l l and a c c o u n tin g c l e r k
in v e n t o r y , s h ip p in g , r e c e i v i n g
e x e c u tiv e s e c r e t a r y
__ o t h e r : ________________
m ach in e o p e r a t o r
_________________________
s u p e r v i s o r and m anager
__________________ _
An i n t r o d u c t o r y l e t t e r w i l l accom pany t h e q u e s t i o n n a i r e .
An i n t r o d u c t o r y s p e e c h .t o c i v i c o r g a n iz a ti o n s w i l l b e g iv e n .
A p e r s o n a l c o n t a c t o f a d v is o r y co m m ittee o r o th e r r e p r e s e n t a t i v e
w i l l in t r o d u c e t h e q u e s t i o n n a i r e .
The q u e s ti o n n a ir e w i l l b e a d m in is te r e d o r a l l y in a p e r s o n a l i n t e r v i e w .
A tim e f o r c o m p le tio n w i l l be e s t a b l i s h e d :
o th e r .
1 wk.
, 2 wks_.
,
80
A fo llo w -u p p la n w i l l b e d e v is e d t o o b ta in r e s p o n s e s t h a t w ere n o t
im m ed iate.
Somebody w i l l b e d e s ig n a te d t o t a l l y t h e q u e s t i o n n a i r e s .
Somebody w i l l b e d e s ig n a te d t o a n a ly z e t h e q u e s t i o n n a i r e s .
/
The q u e s ti o n n a ir e s w i l l th e n b e u se d f o r s e l e c t i o n o f t h e r e p r e s e n t a t i v e
co m p an y (ies) t h a t w i l l b e in c o r p o r a te d i n t o t h e s im u la te d o f f i c e
e x p e r ie n c e p ro g ram .
The q u e s t i o n n a i r e s , t a l l y , and a n a l y s i s w i l l b e f i l e d in a p a r t i c u l a r
l o c a t i o n f o r a d e s ig n a te d l e n g t h o f tim e .
CHECKLIST 1 0 :
COMMUNITY SURVEY FACTORS TO DETERMINE WHAT INFORMATION
SHOULD BE OBTAINED FROM LOCAL BUSINESSES
D ir e c t io n s : C om plete t h e c h e c k l i s t , c h o o s in g q u e s tio n s d e s i r a b l e f o r y o u r
u s e . Review w hat you s e l e c t e d t o make s u r e i t i s im p o r ta n t. Add any o th e r
id e a s you may h a v e . D evelop t h e q u e s t i o n n a i r e . D evelop t h e in t r o d u c to r y
in s tr u m e n t. T a lly t h e an sw ers a f t e r th e r e s u l t s h av e b een r e c e iv e d .
A n a ly s is o f an sw ers s h o u ld b e a p p l ie d t o p la n n in g t h e p ro g ram .
G e n e r a l:
F irm name
F irm a d d r e s s
Form co m p le te d b y and t i t l e
D ate
Type o f b u s in e s s
T elep h o n e number
Name o f com pany's c h i e f e x e c u tiv e o r p a r t y r e s p o n s ib le f o r c o n ta c ts
w ith th e s c h o o l
O th er :
Employment :
How many em ployees a r e c o n s id e r e d " o f f i c e w o rk e rs" ? ( O f f ic e w o rk ers
in c lu d e b o o k k e e p e rs and a c c o u n ta n t s , c l e r k s , t y p i s t s , s te n o g r a p h e r s
and s e c r e t a r i e s , r e c e p t i o n i s t s , s w itc h b o a rd o p e r a t o r s , p a y r o l l c l e r k s ,
o f f i c e m achine o p e r a t o r s , o f f i c e s u p e r v i s o r s , f i l e c l e r k s , m a il
c le rk s , e tc . )
How many b e g in n in g o f f i c e w o rk e rs d id you h i r e l a s t y e a r ? (A b e g in n in g
o f f i c e w o rk er i s a p e rs o n em ployed t o w ork in a b u s in e s s o f f i c e , who h a s
h ad no p r e v io u s f u l l - t i m e o f f i c e w ork e x p e r ie n c e , e x c e p t sum m ers, and
whose fo rm a l e d u c a tio n d o es n o t e x te n d beyond h i ^ s c h o o l .)
81
T h r o u ^ w hat s o u r c e s do y o u o b ta in b e g in n in g o f f i c e w o rk e rs?
What a r e y o u r b e g in n in g s a l a r i e s b e f o r e d e d u c tio n s a r e made?
How many o f f i c e em ployees a r e m ale?
/ ___
How many o f f i c e em p lo y ees a r e fem ale ?
How many p a r t - t i m e em ployees do y o u h av e?
Name o f any jo b e n t r a n c e t e s t s a d m in is te r e d .
E d u c a tio n d e s i r e d o f new f u l l - t i m e em ployees
Do y o u hav e d i f f i c u l t y s e c u r in g o f f i c e w o rk e rs?
What do y o u f e e l a r e l i k e l y t o b e th e b e s t jo b o p p o r t u n i t i e s in
o f f i c e o c c u p a tio n s d u r in g t h e n e x t few y e a r s ?
Do y o u hav e a fo rm a l t r a i n i n g p ro g ram i n y o u r firm ?
A p p ro x im a te ly how many o f y o u r em ployees a r e h ig h s c h o o l g r a d u a t e s ,
b u s in e s s s c h o o l g r a d u a t e s , u n i v e r s i t y g r a d u a t e s , o th e r ?
O th e r:
C o o p e ra tio n :
W ould you b e w i l l i n g t o a llo w a d e t a i l e d sy stem s a n a l y s i s o f t h e work
an d p r o c e d u r e s u s e d i n y o u r o f f i c e t o d e v e lo p a s im u la te d o f f i c e
s i t u a t i c x i f o r t h e c la s s ro o m ? Do you hav e an o r g a n i z a t i o n a l c h a r t t o u s e ?
Would y o u b e w i l l i n g t o se n d r e p r e s e n t a t i v e s t o t h e c l a s s t o t e l l
a b o u t y o u r w ork an d o f f i c e p ro c e d u re s ?
Would y o u b e w i l l i n g t o a llo w g ro u p v i s i t a t i o n s t o s e e t h e equipm ent
and p ro c e d u re s u s e d i n y o u r o f f i c e ?
Would' you b e w i l l i n g t o s e r v e on an e v a l u a ti o n co m m ittee t o make s u re
t h a t t h e s im u la te d e x p e r ie n c e i s r e p r e s e n t a t i v e o f th e modem o f f i c e ?
What d e f i c i e n c i e s do y o u f e e l t h e b e g in n in g o f f i c e w o rk e r h a s ?
What c h a r a c t e r t r a i t s a r e d e s i r a b l e i n o f f i c e em p lo y ees?
What enç)loyment s ta n d a r d s do you h av e f o r b e g in n in g o f f i c e w o rk e rs?
In w hat jo b s do y o u p la c e h ig h s c h o o l g r a d u a te s ?
What o f f i c e m ach in es do you u s e ?
O th e r:
w hat f i l i n g s y ste m do you u se?
82
GUIDELINE V
g u id e lin e I ^
s e t p o li c y on
e n r o llm e n t
g ro u p in g s
s e t p o lic y
on num bers
to e n ro ll
e s t a b l i s h no
o f o ffic e s ,
t y p e s , p o s i t ons
i n eac h
s e t p la n f o r
ro ta tio n
s c h e d u le
F ig u re 6
ESTABLISH
ORGANIZATIONAL
STRUCTURE
83
GUIDELINE V - ESTABLISH ORGMIZATIONAL STRUCTURE
G u id elin e
An o r g a n iz e d c la s s ro o m s t r u c t u r e i s n e e d e d t o make s u r e t h a t th e e x p e r ie n c e s
w i l l h e r e p r e s e n t a t i v e o f t h e m odem o f f i c e and e d u c a tio n a lly o r g a n iz e d t o
h e m ost v a l u a b le .
P u rp o se and E x p la n a tio n
T h ere a r e any num ber o f ways t o e s t a b l i s h
As any e x p e r ie n c e d t e a c h e r know s,
th e o rg a n iz a tio n a l p a tte r n .
i t i s im p o s s ib le
t o ta k e a canned
p ro g ram an d s t a r t te a c h i n g w ith o u t a d ju s tm e n ts f o r t h e p a r t i c u l a r s i t u a t i o n .
A f t e r c o m p le tio n o f t h e community s u r v e y , y o u hav e se e n w hich ty p e s o f
b u s in e s s e s a r e r e p r e s e n t a t i v e o f p la c e s y o u r s tu d e n t s w i l l s t a r t w o rk in g ,
w hich ty p e s o f jo b s a r e a v a i l a b l e , and w h ich o f f i c e s i t u a t i o n s a r e m ost
r e p r e s e n t a t i v e o f t h e m a rk e t s t u d e n t s w i l l b e e n t e r i n g .
In t h i s s e c t i o n ,
we a r e t r y i n g t o e s t a b l i s h e d u c a tio n a lly - w o r k a b le p a t t e r n s .
CHECKLIST 11:
ORGANIZATION OF SIMULATED OFFICE EXPERIENCE PROGRAM
D ir e c t io n s : C om plete t h e c h e c k l i s t , s e l e c t i n g t h e s i t u a t i o n t h a t w i l l
b e b e s t f o r y o u r p ro g ra m . W rite a p o l i c y s ta t e m e n t .
C l e r i c a l and s e c r e t a r i a l s tu d e n t s ( a ) s e p a r a t e c l a s s e s , (b ) one c l a s s ,
o r ( c ) o t h e r : _____________________ .
H igh and l o w - a b i l i t y s t u d e n t s ( a ) s e p a r a t e c l a s s e s , (b ) one c l a s s , o r
( c l o t h e r : ________________________ .
E n ro llm e n t maximum ( a ) 1 0 -2 0 , (b ) 2 0 - 2 5 , ( c ) 25 b u t n o t o v e r 3 0 , o r
(d ) o t h e r : _________________________ .
How many o f f i c e s a r e d e s i r a b l e ? ( a ) 1 , (b ) 2 -U , ( c ) 5 , (d ) 5 - 1 0 ,
o r ( e ) o t h e r : _____________________ .
S tu d e n ts w i l l b e r o t a t e d ( a ) so he w orks i n each p o s i t i o n , (b ) p la c e d
i n one p o s i t i o n i n eac h o f f i c e an d r o t a t e o f f i c e s ,
( c ) so he i s k e p t
i n t h e same p o s i t i o n d u r in g t h e e n t i r e e x p e r ie n c e ,
(d ) s o he i s k e p t
i n t h e same o f f i c e b u t r o t a t e d w i t h i n , o r (e ) o t h e r : __________________ .
8U
The c l a s s p e r io d s s h o u ld b e ( a ) s i n g l e p e r i o d , (b ) d o u b le p e r i o d , o r
( c ) o t h e r ; __________________________ .
The tim e p ro v id e d f o r r e l a t e d l e a r n i n g w i l l b e ( a ) s i x w eek s, (b )
se v e n w eek s, ( c ) e i g h t w e e k s, (d ) n in e w eek s, o r ( e ) o t h e r : ___________
R e la te d l e a r n i n g and w ork e x p e r ie n c e w i l l b e ( a ) c o n s e c u tiv e (one
p e r i o d e a c h ) , (b ) c o n s e c u tiv e ( f i r s t r e l a t e d l e a r n i n g and l a t e r work
e x p e r i e n c e ) , o r ( c ) o t h e r : ___________________________ .
The tim e t h a t w i l l b e a l l o t t e d f o r s p e c i f i c o r i e n t a t i o n t o th e
w ork e x p e r ie n c e p ro g ram w i l l b e ( a ) one w eek, (b ) tw o w eek s, ( c )
o t h e r : ________________________ .
The a r e a s o f b u s in e s s t o b e r e p r e s e n t e d a r e ( a ) one company, s e v e r a l
o f f i c e s , (b ) one o f f i c e , s e v e r a l w ork s i t u a t i o n s , ( c ) s e v e r a l o f f i c e s
i n d i f f e r e n t o c c u p a tio n a l a r e a s , (d ) s e r v i c e b u r e a u , o r ( e ) o t h e r :
______________________ . (N o te : T h is w i l l r e q u i r e c a r e f u l d e f i n i t i o n
a f t e r b a s ic s e le c tio n .)
85
g u id e l in e
VI
g u id e lin e
s e le c t
s p e c ific
b u s in e s s (e s)
o rg sin ize
o b ta in s o u rc
m a t e r i a l s fo:
re fe re n c e &
a n a ly sis
re v ie w m a t e r i a l
and t a l l y
make
c o n ta c ts
a n a ly z e
w ork flo w s &
p ro c e d u re s
flo w c h a r t s
a n a ly z e d a ta
& c o n s o lid a te
t o w o rk ab le
fo rm
.......
v e rify
in f o r m a tio n
w rite
n a rra tiv e
make flo w ­
c h a rts
O
o
V yes
F ig u re 7
o
w rite
n a rra tiv e
V ^ ^ G u id e lin e V y
BUSINESS
SURVEY
86
GUIDELINE VI - BUSINESS SURVEY & ANALYSIS
G u id elin e
To p ro v id e a c o n ç re h e n s iv e and r e a l i s t i c e x p e r ie n c e , t h e management p r o c e s s ,
w hich i s a s e r ie s * o f i n t e r r e l a t e d s t e p s o r f u n c tio n s w hich when s a t i s ­
f a c t o r i l y p e rfo rm e d l e a d t o th e a c h iev em en t o f g o a l s , m ust h e c a r e f u l l y
s u rv e y e d and d u p l i c a t e d .
P u rp o se and E x p la n a tio n
To make t h e p la n w o rk a b le and a r e a l i s t i c a l l y - v a l u a b l e e x p e r i e n c e , t h e
a c t u a l p r o c e d u r e s , fo rm s , and eq u ip m en t u s e d i n b u s in e s s h av e t o b e d e te rm in e d .
I f a c a r e f u l a n a l y s i s i s n o t d o n e , t h e dev elo p m en t o f m a t e r i a l s and t h e
P o l i c i e s and P ro c e d u re s I'lanual may f a l l s h o r t , and t h e im proved p ro g ram o f
v o c a t i o n a l p r e p a r a t i o n may n o t b e d e v e lo p e d .
S ystem s a n a l y s i s o f t h e b u s in e s s
t o b e u s e d w i l l e l i m i n a t e c o n f l i c t i n g o r o v e r la p p in g c o u rs e c o n t e n t , un­
n e c e s s a r y f u n c tio n s an d a c t i v i t i e s , p r o v id e more c o n t r o l , and im prove m o rale
and a s t r o n g e r p r o f e s s i o n a l a t t i t u d e a s s tu d e n t s know th e y
a r e d o in g work a s
i t i s a c t u a l l y p r a c t i c e d i n o f f i c e em ploym ent.
Two a l t e r n a t i v e s w i l l b e b r i e f l y d is c u s s e d .
The f i r s t i s t o a c t u a l l y
go i n t o th e b u s in e s s s e l e c t e d and s tu d y w hat i s h a p p e n in g .
t o r e s e a r c h a v a i l a b l e w o rk in g m a t e r i a l s .
The se c o n d i s
P r i n c i p l e s o f management— p la n n in g ,
o r g a n iz in g , s t a f f i n g , an d c o n t r o l l i n g —n e e d t o b e
fo llo w e d t h r o u ^ o u t
th e
dev elo p m en t o f t h i s e n t i r e p ro g ram an d d u r in g t h e
a n a ly s is o f r e s u lts
from
t h e b u s in e s s s u r v e y .
The t e a c h e r - d i r e c t o r w i l l u n d o u b te d ly w ant t o b e i n on t h e s u rv e y and w i l l
p ro b a b ly b e th e l e a d e r .
T h is a llo w s t h e t e a c h e r - d i r e c t o r t o hav e a f i r s t - h a n d
know ledge o f th e b u s in e s s s y ste m .
T h is a p p l ie s e q u a l l y t o g o in g i n t o th e
b u s in e s s o r d o in g th e r e s o u r c e m a t e r i a l s u r v e y .
Members o f t h e a d v is o r y
co m m ittee can b e a b i g h e l p i n t h i s a r e a o r th e y c o u ld b e d e le g a te d t o
87
co m p le te th e s u r v e y .
The t e a c h e r - d i r e c t o r , w ith th e c o o p e r a tio n o f th e
s u p e r i n t e n d e n t , s h o u ld a t l e a s t h e r e s p o n s ib le f o r t h e o r g a n iz a ti o n and
a n a ly s is o f r e s u l t s .
The te am ap p ro a c h i s p r e f e r a b l e , b e c a u s e more th a n
one a r e a can b e c o v e re d a t a tim e and s e v e r a l i n t e r p r e t a t i o n s may b e
d is c u s s e d .
A l t e r n a t i v e I - B u s in e s s s u r v e y . — T here a r e s e v e r a l d i f f e r e n t ways t h e
te am may u s e t o g a t h e r d a t a .
D e t a i l s o f w hat i s b e in g done may b e o b ta in e d
from o r g a n i z a t i o n a l c h a r t s , p o l i c y m a n u a ls, and ta p e d in t e r v ie w s w ith
em ployees and m anagem ent.
A d e t a i l e d d e s c r i p t i o n o f eac h form an d i t s
o r i g i n , i t s p r o c e s s i n g , and i t s u s e i s p r o b a b ly t h e b e s t way o f g e t t i n g a l l
t h e in f o r m a tio n c o n c e r n in g t h e b u s i n e s s , t h o u ^ g e n e r a l in t e r v ie w s may b e
h e l p f u l an d p r o v id e a d e q u a te b a c k g ro u n d .
A f te r th e in f o r m a tio n h a s b een
o b ta in e d , t o b e u s e f u l i t m ust b e o r g a n iz e d .
One t o o l t o u s e i s t h e sy ste m s f lo w c h a r t in tr o d u c e d i n t h e b e g in n in g
s e c tio n o f th e g u id e lin e s .
B e g in n in g w ith t h e s o u rc e docum ent i n p u t s , eac h
s t e p i n t h e o p e r a t io n i s c h a r t e d u s in g t h e p r o p e r s y m b o ls.
F i l e s and
equipm en t w hich a r e u s e d a r e i d e n t i f i e d ; t h e se q u en ce o f s t e p s i n t h e p r o c e s ­
s i n g p r o c e d u r e s i s shown; t h e d i f f e r e n t d e p a rtm e n ts in v o lv e d a r e l o c a t e d ;
and t h e o u tp u t r e s u l t s a r e p r e s e n te d .
A l t h o u ^ t h e c h a r t may a l s o i n d i c a t e
p r o c e s s in g f r e q u e n c i e s , in p u t and o u tp u t v o lu m es, w o rk e rs who p e rfo rm ea c h
s t e p , tim e r e q u i r e d t o c o m p lete eac h s t e p , and th e m a t e r i a l s and s u p p lie s
u s e d , su c h in f o r m a tio n i s f r e q u e n t l y n o te d on s e p a r a t e q u e s ti o n n a ir e form s
w hich may b e k e y e d t o s t e p s in t h e f lo w c h a r t .
One o f t h e b e s t g u id e s t o
g a t h e r in g in f o r m a tio n i s t h e IBM b o o k le t e n t i t l e d D o cu m en tatio n T ech n iq u es
(IBM C o r p o r a tio n , M anual C 2 0-80T 5).
T h is b o o k le t g iv e s exam ples o f form s
w hich a r e u s e f u l i n th e f a c t - f i n d i n g p r o c e s s .
88
A l t e r n a t i v e I I - R eso u rce s u r v e y , — P o s s i b l y , t h e r e may b e some r e a s o n —
t i m e , e x p e n s e , la c k o f a t r u l y - r e p r e s e n t a t i v e com pany, la c k o f c o o p e r a tio n ,
e t c . —t h a t may p r e v e n t a c t u a l l y g o in g i n t o t h e b u s i n e s s .
In t h i s c a s e ,
r e s e a r c h can b e u n d e rta k e n t o o b ta in a c t i v i t i e s and jo b s t h a t r e p r e s e n t
b u s in e s s .
To i d e n t i f y t a s k s t h a t a r e b e in g p e rfo rm e d by e m p lo y e e s, a number o f
r e s e a r c h s t u d i e s can b e a n a ly z e d t o f i n d o u t u s e f u l in f o r m a tio n .
When
s u r v e y in g r e s o u r c e m a t e r i a l s an d s t u d i e s , i t i s h e l p f u l t o h av e a t a l l y o r
c h e c k o ff s h e e t .
A d d itio n a l in f o r m a tio n c o n c e rn in g t h e u se o f a r e s o u r c e
m a t e r i a l s u rv e y was p ro v id e d i n t h e s e c t i o n p e r t a i n i n g t o t h i s m ethod
t h a t was in c o r p o r a te d i n C h a p te r I I an d C h a p te r IV .
CHECKLIST 12:
BUSINESS SURVEY TO USE IN THE DEVELQPIvIENT OF A POLICIES AND
PROCEDURES MANUAL, DETERMING FACILITIES AND EQUIPMENT, AND
THE DEVELOPMENT OF MATERIALS AND COURSE OUTLINE.
D ir e c t io n s : F o llo w t h e s t e p s o u t l i n e d in t h e c h e c k l i s t t o co m p lete
b u s in e s s s u r v e y . A n aly ze and make a d ju s tm e n ts i f n e c e s s a r y . W rite
t h e f in d i n g s o f t h e s u r v e y .
S e l e c t t h e b u s in e s s o r b u s in e s s e s m ost r e p r e s e n t a t i v e o f
w i l l b e e n t e r i n g upon c o m p le tio n o f th e p ro g ra m .
th e
up
th o s e s tu d e n t s
From t h e above l i s t , s e l e c t t h e co m p an y (ies) t h a t w i l l b e r e p r e s e n t e d
in y our o r g a n iz a tio n a l p la n .
From t h a t l i s t , s e l e c t t h e co m p a n y (ie s) t h a t w i l l b e most h e l p f u l in
a llo w in g a sy ste m s a n a l y s i s o f t h e i r p o l i c i e s and p r o c e d u r e s .
T h r o u ^ t h e s u p e r i n t e n d e n t , c o n t a c t t h e company and make a rra n g e m e n ts
t o a n a ly z e t h e i r p o l i c i e s and p r o c e d u r e s —tim e in v o lv e d , who w i l l n e e d
t o b e s e e n , when th e y w i l l n e e d t o b e s e e n , w hat r e f e r e n c e m a t e r i a l you
w ould l i k e f u r n i s h e d , and t h e v a lu e o f th e s e r v i c e t h a t th e conçany w i l l
be p e rfo rm in g f o r t h e e d u c a tio n a l p ro g ram .
S e l e c t t h e members who w i l l b e on t h e a n a l y s i s te a m , and a r r a n g e f o r
them t o m eet th e s c h e d u le s e s t a b l i s h e d w ith t h e com pany.
In adv an ce c o n ta c t p e r s o n a l l y each p e rs o n t o be i n t e r v ie w e d , e x p la in
w hat i s b e in g d o n e , i t s p u r p o s e , an d how th e y can h e l p .
89
P re p a r e p e o p le w ith r e q u e s t f o r a l l form s t h a t o r i g i n a t e w ith t h e i r
p o s i t i o n , c r o s s t h e i r d e s k , and le a v e t h e i r d e s k . Have them b e
p r e p a r e d t o t e l l w h ere i t comes fro m , w hat th e y do w ith i t , and w here
th e y se n d i t .
P r e p a r e an in t e r v ie w s h e e t so n o th in g w i l l b e f o r g o t t e n .
Tape th e in t e r v ie w w ith t h e em ployee o r r e p r e s e n t a t i v e o f a p a r t i c u l a r
d e p a rtm e n t.
( I t i s n o t n e c e s s a r y t o in t e r v ie w e v e ry d e p a rtm e n t em p lo y ee,
b e c a u se t h e m anager o f each d e p a rtm e n t can e x p la in w hat i s g o in g on in
h i s d e p a rtm e n t. Of c o u rs e eac h em ployee may be in te r v ie w e d i f d e s i r a b l e . )
( a ) O b ta in a l l in f o r m a tio n l i s t e d in th e p r e v io u s ite m .
(b ) Ask f o r ways t h e em ployees f e e l t h e r e c o u ld be im provem ent in
th e s y ste m .
( c ) Ask f o r p e r s o n a l comments on p r e s s u r e , p e r s o n a l i t y , and s k i l l and
know ledge r e q u ir e m e n ts , and o th e r ite m s deemed im p o r ta n t.
Make a ty p e d t r a n s c r i p t o f t h e ta p e d in t e r v i e w .
I f t h e r e a r e gaps i n t h e in f o r m a tio n , r e c o n t a c t t h e p e rs o n and a s k
him t o e x p l a i n .
(Though th e y hav e b een a s k e d t o p r e p a r e , i t i s o f te n
d i f f i c u l t t o rem em ber e v e ry s t e p t h a t i s u s u a l l y done a s a p a r t o f a
r o u ti n e .)
Draw up a d e t a i l e d f lo w c h a r t o f eac h docum ent u s e d w ith i n t h e s y s te m .
Draw up a m a c ro flo w c h a rt o f t h e work flo w in t h e d e p a rtm e n t l i s t i n g
i n p u t s , d e c i s i o n s , a p p r o v a l s , p r o c e s s in g , an d o u t p u t s .
W rite a b r i e f n a r r a t i v e t o c o rre s p o n d t o t h e f lo w c h a r t m aking comments
on e q u ip m e n t, p r e s s u r e , p e r s o n a l i t y r e q u ir e m e n ts , s u p p lie s u s e d , t i m e , e t c ,
W rite a jo b i n s t r u c t i o n s h e e t show ing p u r p o s e , d e s c r i p t i o n o f t h e j o b ,
t h e fo rm s , e q u ip m e n t, and s u p p lie s t o be u s e d , an d t h e p r o c e s s in g t o
be done on t h e j o b .
Take t h e f lo w c h a r t , n a r r a t i v e , and jo b i n s t r u c t i o n s h e e t b ack t o t h e
s u p e r v is o r t o d e te rm in e i f a l l in f o r m a tio n i s c o r r e c t .
(A d ju stm en ts
can b e made on t h e d o cu m en ts, b e c a u s e th e y a r e m e re ly w o rk sh e e ts f o r
d ev elo p m en t o f th e p o l i c i e s and p ro c e d u re s m a n u a l.)
C om plete a f i n a l d r a f t i f n e c e s s a r y .
P u t a l l t h e d e p a rtm e n ts t o g e t h e r t o form a f lo w c h a r t f o r th e t o t a l
o f f i c e sy ste m m aking s u r e t o r e f e r e n c e t h e d e t a i l e d f lo w c h a r ts t h a t
c o r re s p o n d .
Look f o r e d u c a tio n a l im provem ent.
te a c h in g p u r p o s e s .
Make any a d ju s tm e n ts r e q u i r e d f o r
Com pile t h e r e p o r t .
Send c o u r te s y copy t o t h e company in v o lv e d and make t h e p r o p e r th a n k
yous.
90
CHECKLIST 1 3 :
D ir e c t io n s ;
p la n .
DATA GATHERING QUESTIONS
S e l e c t q u e s tio n s t o b e in c lu d e d in t h e s u r v e y .
What s o u rc e o f in f o r m a tio n i s
What s o u rc e docum ents a r e
What s o u rc e docum ents a r e
Where do t h e y o r i g i n a t e ?
What i s t h e fre q u e n c y o f
What i s
th e maximum
What i s
th e a v e ra g e
D evelop s u rv e y
u sed ?
r e c e iv e d ?
u sed ?
i n p u t — d a i l y , w e e k ly , m o n th ly , p e r i o d i c a l l y ?
volum e r e c e iv e d ?
volum e r e c e iv e d ?
What work i s done?
What r e c o r d s and f i l e s a r e b e in g k e p t t o s u p p o r t t h e o p e r a tio n ?
How f r e q u e n t l y i s t h e o p e r a t io n b e in g p erfo rm e d ?
What volume f l u c t u a t i o n s o c c u r in t h e o p e r a tio n ?
What i s t h e volum e o r m a g n itu d e o f w ork in ea c h p h a se o f th e o p e r a tio n ?
What i s
th e c a u s e o f any f l u c t u a t i o n s i n volum e?
What i s
t h e flo w o f
w o rk , i . e . , w hat seq u en ce o f s t e p s i s fo llo w e d t o
p e rfo rm th e o p e r a tio n ?
What b u s in e s s r e s o u r c e s a r e u sed ?
What d e p a rtm e n ts a r e in v o lv e d i n t h e o p e r a tio n ?
What p la c e in t h e o r g a n i z a t i o n do th e y occupy?
What i s t h e p rim a ry f u n c ti o n o f t h e d e p a rtm e n t?
How many m an -h o u rs a r e n eed ed ?
How much tim e i s r e q u i r e d t o co m p le te eac h s te p ?
What eq u ip m en t i s b e in g u se d ? F or how lo n g ?
What m a t e r i a l s an d s u p p lie s a r e b e in g u sed ?
How much does i t c o s t t o p e rfo rm t h e o p e r a tio n ?
What r e s u l t s a r e a c h ie v e d ?
What o u tp u t r e p o r t s a r e p r e p a r e d ?
What i s t h e i r p u rp o s e ?
Who u s e s t h e r e p o r t s ?
What u s e i s a c t u a l l y b e in g made o f t h e r e p o r t s ?
What i s th e p e r c e n ta g e o f a c c u ra c y ?
Where a r e th e y s to r e d ?
How tim e ly a r e th e y ?
What p e r s o n a l f a c t o r s a r e in v o lv e d ?
When you f e e l t h e m ost p r e s s u r e .
What a r e t h e t y p i c a l i n t e r r u p t i o n s ?
How a r e you e v a lu a te d ?
What ty p e o f p e r s o n a l i t y i s n e e d e d f o r t h i s p o s iti o n ?
Why w ere y o u s e l e c t e d f o r t h i s p o s i t i o n ?
Where d id you r e c e iv e in f o r m a tio n a b o u t t h e p o s i t i o n ?
O th e r:
91
GUIDELINE VII
o
deline V I ^
determine
supplies &
order
review the
set up as
per business
survey
plan equipmena. desire
b. need
c. able to g'
set up immedinventory
set up needs
for future
establish
facilities &
equip, plan
9
V
order change
in facilitie:
set up
classroom
V
V
investigate
lease, rent,
purchase
^lideline VII/
equipment
F igu re 8
FACILITIES AND
EQUIPMENT
92
GUIDELINE VII - FACILITIES AND EQUIPMENT MD SUPPLIES
G u id elin e
S e l e c t i o n o f f a c i l i t i e s , e q u ip m e n t, and s u p p lie s s h o u ld b e p la n n e d on t h e
b a s i s o f f l e x i b i l i t y and maximum u s e f o r g roup and i n d i v i d u a l i n s t r u c t i o n .
They s h o u ld be p u r c h a s e d , r e n t e d , o r l e a s e d a c c o r d in g t o t h e most eco n o m ic a l
p la n and i n t h e m ost e c o n o m ic a l q u a n t i t i e s .
P u rp o se and E x p la n a tio n
I n s t r u c t i o n a l f a c i l i t i e s an d eq u ip m en t may c o n s i s t o f c la ssro o m s and
f u ll y - e q u ip p e d l a b o r a t o r i e s w here p re-em p lo y m en t s k i l l s a r e t a u g h t , i n c lu d in g
s tu d y t a b l e s , c h a i r s , d e s k s , f i l e s , b o o k c a s e , c h a lk b o a r d s , b u l l e t i n b o a r d s ,
m agazine r a c k s , s t o r a g e s p a c e , and s p e c i a l i z e d b u s in e s s m a c h in e s.
F a c ilitie s
and equipm en t a r e n o n -ex p en d a b l e and s h o u ld b e s e l e c t e d a c c o r d in g t o c a r e f u l l y a n a ly z e d n e e d s .
th e o ffic e .
S u p p lie s a r e e x p e n d a b le and u s e d t o c o m p lete t h e t a s k s o f
They a r e u s e d i n c o n ju n c tio n w ith f a c i l i t i e s and eq u ip m en t.
Funds f o r r e m o d e lin g , b u i l d i n g , o r p u r c h a s in g eq u ip m en t and rooms come
m a in ly from f o u r s o u r c e s ; u n d e r p r o v is io n s o f NDEA, V o c a tio n a l E d u c a tio n A ct
p r o v i s i o n s , MDTA f u n d s , a n d /o r s t a t e and l o c a l f u n d s .
G e n e r a lly s p e a k in g ,
eq u ip m en t i s p u r c h a s e d , o r a u t h o r i z e d t o be l e a s e d o r r e n t e d .
S tu d e n ts and
t e a c h e r t o g e t h e r can d e v e lo p th e in v e n to r y p l a n , s e l e c t i o n , o r d e r i n g , b u d g e tin g ,
and d e v e lo p in g o f a c o o r d in a te d s y ste m f o r h a n d lin g f a c i l i t i e s , e q u ip m e n t,
and s u p p l i e s .
M ajo r a r e a s t h a t a r e n eed e d f o r th e s im u la te d o f f i c e e x p e r ie n c e p ro g ram
in c lu d e l e c tu r e - d e m o n s t r a ti o n a r e a u s e d p r i n c i p a l l y f o r group a c t io n and
l e a r n i n g ; se m in a r a r e a s , u s e d p r i n c i p a l l y f o r gro u p a c t i o n and l e a r n i n g
on i n d i v i d u a l p r o j e c t s ; la b o r a t o r y a r e a s u s e d f o r i n d i v i d u a l a c t io n and
l e a r n i n g ; c o n fe re n c e a r e a s w ith p r i v a t e f a c i l i t i e s ; l i b r a r y a r e a s f o r u s e
o f r e f e r e n c e m a t e r i a l s ; and s to r a g e a r e a s .
A u x ili a r y a r e a s may be d e v e lo p e d
t o m eet t h e n e e d s o f i n d i v i d u a l s c h o o l s i t u a t i o n s .
93
CHECKLIST lU:
DETERMINING FACILITIES, EQUIPMENT AND SUPPLIES NEEDED
D ir e c t io n s : C om plete t h e c h e c k l i s t . D evelop p la n s f o r th e room in c lu d in g
s p a c e , f u r n i t u r e , m a c h in e s , and s to r a g e
n e e d s . Review w ith t h e a d v is o r y
co m m ittee t o make s u r e t h a t
n o th in g h a s b een f o r g o t t e n . W rite up p la n s and
s p e c i f i c a t i o n s . A rran g e f o r o r d e r s and ch an g e s t o be c o m p le te d . I n v e n to ry
t h e equipm ent and s u p p l i e s .
S e t up and a r r a n g e f a c i l i t i e s , eq u ip m en t and
s u p p lie s .
G e n e ra l I n f o r m a tio n :
T o ta l t o be e n r o l l e d in t h e c l a s s .___________________
T o ta l number o f c l a s s e s .
H ours w i l l b e u s in g t h e room .
O th e r c l a s s e s o r g ro u p s t o b e u s in g t h e ro o m .____________________________
( i f i t i s d e v o te d t o t h e s im u la te d o f f i c e , f a c i l i t i e s can be s p e c i a l i z e d ;
i f m u l tip l e u se i s r e q u i r e d , d e c i s i o n s m ust in c lu d e t h e a d ju s tm e n ts f o r
th e needs o f o th e r c l a s s e s .)
Number o f o f f i c e s n e e d e d .
Number o f s tu d e n t s t o an o f f i c e .
Each u n i t s e l f - c o n t a i n e d o r g e n e r a l w ork sp a c e n e e d e d .__________________
In fo rm a tio n a b o u t t h e a r e a s ;
Make d e c is io n s on t h e b a s i s o f-.th e f o llo w in g v a r i a b l e s and w r i t e o u t p la n s
f o r eac h a r e a ;
A e s t h e t i c . — c o l o r s , l i g h t , s t y l e o f a r c h i t e c t u r e , d e s ig n , e t c .
A e r i a l . — a i r te m p e r a tu r e ’, r a d i a n t te m p e r a t u r e , r e l a t i v e h u m id ity ,
and v e n t i l a t i o n
V i s u a l . —t h i n g s a f f e c t i n g a c c u ra c y in p e r c e p t i o n , a t t e n t i o n t o t a s k s ,
and sp e e d o f p e rfo rm a n c e
S o n ic . — a c o u s t i c a l r e q u ir e m e n ts and sound sy ste m
S p a t i a l . — t h e e x t e n t t o w hich t h e a r e a s h o u ld b e a c c e p ta b le t o t h e
o th e r a r e a s ‘ (Keep in mind s t a t e r e g u l a t i o n s . )
Time p r i o r i t y f a c t o r s in a r e a d e v e lo p m e n t.
L e c tu re a r e a ( s tu d e n t s e a t i n g , l e c t u r n , work t a b l e s , p r o j e c t i o n e q u ip m e n t,
b u l l e t i n b o a r d s , d o o r s , w indow s, a i s l e s , s t o r a g e , c h a lk b o a r d , m a c h in e s,
e l e c t r i c a l n e e d s , and s p e c i a l u t i l i t y n e e d s )
L ib r a r y and p r o j e c t a r e a ( s h e l v i n g , w ork t a b l e , c h a i r s , d o o r s , w indow s,
a i s l e s , s t o r a g e , m ach in es)
9h
Model o f f i c e a r e a ( d e s k , c h a i r , t y p e w r i t e r , f i l i n g , te le p h o n e , i n / o u t
b a s k e t , r e f e r e n c e a r e a , eq u ip m en t o th e r th a n t h i s )
T e a c h e r 's o f f i c e ( d e s k , c h a i r , r e f e r e n c e s h e lv i n g , t e le p h o n e , v i s i t o r
c h a i r , f i l e c a b i n e t , t a b l e s an d b u s in e s s m a c h in e s , eq u ip m en t o th e r th a n
t h a t m e n tio n ed )
C e n tr a l f i l e and s u p p ly (p ig e o n h o l e s , s h e l v i n g , f i l e c a b i n e t s , c h a i r s ,
d e s k , w o r k ta b le , t y p e w r i t e r )
C e n t r a l d u p l i c a t i o n ( s i n k , w ork t a b l e , c h a i r s , s t o r a g e , o th e r eq u ip m en t)
C e n tr a l d a t a p r o c e s s in g ( s h e l v i n g , s t o r a g e , w ork t a b l e a r e a , c h a i r s ,
e q u ip m e n t)
O th er
95
GUIDELINE V III
d e lin e V I ^
O
d e te rm in e
common body
o f know ledge
n eed e d
w r i t e c o u rs e
o u tlin e
:e t up o u t l i n e
o f b ack g ro u n d
needed
u n its
re v ie w
s tu d e n t
b ac k g ro u n d
^ id e li n e IX ^
e s ta b lis h tin #
s c h e d u le and
p rio ritie s
s e t up generajL
o rie n ta tio n
program
s e t up s p e c if
o rie n ta tio n
pro g ram
O
F igure 9
DEVELOPIVIENT
OF COURSE
OUTLINE RELATED LEARNING
96
GUIDELINE V III - DEVELOPMENT OF COURSE OUTLINE FOR RELATED LEARNING
G u id e lin e
T h ere i s a common body o f know ledge t h a t m ust b e u n d e rs to o d i n o r d e r t o
h av e a. s m o o th ly -ru n n in g s im u la te d w ork e x p e r ie n c e p ro g ram .
P u rp o se an d E x p la n a tio n
The n e e d s o f t h e com m unity, t h e i n d i v i d u a l s t u d e n t , t h e p o l i c i e s and
p r o c e d u r e s o f t h e s e l e c t e d b u s i n e s s ( e s ) , t h e o r g a n i z a t i o n a l s t r u c t u r e , and
t h e tim e e le m e n ts f o r v a r io u s p h a s e s o f th e p ro g ram hav e b een e s t a b l i s h e d .
Now, i t s h o u ld b e e s t a b l i s h e d w hat s tu d e n t s n e e d t o know b e f o r e g o in g i n t o
t h e a c t u a l w ork e x p e r ie n c e .
S k i l l s s h o u ld b e c l a s s i f i e d i n t o n e c e s s a r y l e a r n i n g , i n c i d e n t a l l e a r n i n g ,
an d a c q u a in ta n c e s h ip , r e l a t e d t o e m p lo y m e n t-le v e l s k i l l s and k n o w led g e.
The
ite m s t o b e ta u g h t m ust th e n b e o r g a n iz e d i n t o t h e tim e a l l o t t e d i n a
l o g i c a l an d s p e c i f i c se q u e n c e o f d e v e lo p m e n t.
B a s i c a l l y , l e a r n i n g w i l l b e d iv id e d i n t o g e n e r a l b a ck g ro u n d r e v ie w , new
l e a r n i n g d e v e lo p m e n t, an d s p e c i f i c o r i e n t a t i o n t o t h e s im u la te d work e x p e r ­
ie n c e p ro g ra m .
G e n e ra l o r i e n t a t i o n w i l l p r o v id e th e n e e d e d b ack g ro u n d t o be
s u c c e s s f u l i n t h e e x p e r i e n c e , and t h e s p e c i f i c o r i e n t a t i o n w i l l d e a l
d i r e c t l y w ith how t o w ork i n th e s im u la te d e x p e r ie n c e .
CHECKLIST 15:
COURSE OUTLINE DEVELOPMENT FOR A SIMULATED OFFICE EXPERIENCE
D i r e c t i o n s : C om plete th e p r i o r i t y l i s t i n g o f c o n te n t ite m s t h a t you f e e l
a r e m ost i n ç o r t a n t . S e t up a c o u rs e o u t l i n e . Do t h i s b y o r g a n iz in g ite m s
i n a l o g i c a l s e q u e n c e , d e v e lo p in g w o rk in g u n i t s f o r eac h t o p i c , e s t a b l i s h i n g
tim e s c h e d u le s , an d p u t t i n g e v e r y th in g i n w r i t i n g . T h is l i s t i s i n no l o g i c a l
o r d e r . T h is i s t o g e t t h e p e rs o n m aking o u t th e c h e c k l i s t t o c o n s id e r ite m s
i n d i v i d u a l l y and n o t a s a p a r t o f an e s t a b l i s h e d r e l a t e d g ro u p o f s tu d y .
Review w ith t h e a d v is o r y c o m m itte e .
97
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o
o
g
+J
1)
ü
03
S
I I
V
0)
ü
+>
o
R
■s
S •H
u O CJ
% a
jo b o p p o r t u n i t i e s
human r e l a t i o n s
f in d i n g a jo b
a d ju s tm e n t t o jo b
g e t t i n g ah e a d
o ffic e e ttig u e tte
ty p e w r it in g p r o d u c tio n
o f f i c e o r g a n iz a ti o n
m a ilin g d u t i e s
filin g
te le p h o n e , t e l e g r a p h
h a n d lin g c a l l e r s
d u p lic a tin g
c a s h ie r d u tie s
s t a t i s t i c a l ty p i n g
b illin g
p o s tin g
c a l c u l a t i n g , c h e c k in g
m e ssen g er d u t i e s
p a c k in g , w ra p p in g
p a y r o l l - tim e c a rd s
p r o o f r e a d in g
s to c k r e c o r d s
p u r c h a s in g p ro c e d u re
s a l e s p ro c e d u re
v o ic e w r i t i n g eq u ip m en t
s o c ia l s e c u rity
in s u r a n c e
p a y r o l l - ta x e s
b o o k k e e p in g , r e c o r d s
l a b o r u n io n s
wage and h o u r s ta n d a r d s
e f f e c t i v e w ork h a b i t s
b u d g e tin g
c r e d i t and management
re s p o n s ib ility
b h er:
7j a
&
a
co
m
«
ü •s g.
V
a s ÿ
II
s a v in g s and in v e s tm e n t
c o n tra c ts
consum er l e g a l p ro b lem s
n e g o t ia b le in s tr u m e n ts
b a n k in g
o f f i c e o r g a n iz a ti o n
o f f ic e ro u tin e
jo b r e l a t i o n s h i p s
o p e r a t i o n a l c h a r t s an d work flow
a p t i t u d e and p e r s o n a l i t y t e s t s
p e r s o n a l a p p e a ra n c e
c l e r i c a l ty p e w r it in g
s k i l l on e l e c t r i c t y p e w r i t e r
a d d r e s s in g e n v e lo p e s
ty p i n g o f d i r e c t - p r o c e s s
m a s te r s an d s t e n c i l s
r o u ^ d r a f t and m a n u s c rip t
t y p i n g an d o r g a n iz a ti o n
ty p i n g b u s in e s s form s an d p a p e rs
ty p i n g from d i r e c t d i c t a t i o n
ty p i n g m u l t i p l e carb o n s
e ra s in g
m achine t r a n s c r i p t i o n
a d d in g m achine
c a lc u la to r
d u p lic a tin g p ro c e sse s
v e r i f y i n g b i l l s , i n v o i c e s , and
s ta te m e n ts
com posing l e t t e r s
s e l e c t i n g and ty p i n g form
l e t t e r s an d f i l l - i n s
i n t e r o f f i c e com m unication
p e r s o n a l i t y dev elo p m en t
m e n ta l s k i l l s developm ent
98
GUIDELINE IX
d e lin e V I ^
re v ie w b u s ir e s s
o r m a te r ia ls
s u rv e y
re v ie w
s tu d e n t
b a c k g ro u n d
d e te rm in e fo: -ms,
fu n c tio n s ,
p ro d u c ts , e t 4 .
t o b e u sed
d e te rm in e maj or
te a c h i n g meth id s
t o u se
d e v e lo p
m a te ria ls
( g u id e l in e x D
F ig u re 10
DEVELOPMENT OF
MATERIALS
99
GUIDELINE IX - DEVELOPMENT OF MATERIALS FOR THE PROGRAM
G u id elin e
D evelopm ent o f m a t e r i a l s s h o u ld be c a r e f u l l y g u id e d b y t h e i n d i v id u a l
and group l e a r n i n g n e e d s o f t h e s t u d e n t s .
P u rp o se and e x p la n a tio n
From t h e a c c u r a te s o u rc e r e c o r d s d e v e lo p e d a s a r e s u l t o f th e b u s in e s s
s u r v e y , a c t u a l w o rk in g p a p e rs and p r o j e c t s m ust now b e d e v e lo p e d f o r u s e
in c l a s s .
B a s i c a l l y , when we sp e a k o f m a t e r i a l s in t h e s im u la te d p ro g ram
we a r e t a l k i n g a b o u t fo rm s.
The p ro b lem s t h a t a r e in v o lv e d in c lu d e d e c is io n
m ak in g , o b ta in in g i n f o r m a tio n , p e rfo rm in g d u t i e s t o co m p le te a j o b , s e l f ­
r e s e a r c h , c r e a t i v i t y , and s k i l l .
I t i s im p o r ta n t n o t t o o v e r - d i r e c t t h e
p r o c e s s and k eep in m ind t h a t o u tp u t i s t h e r e s u l t o f g roup e f f o r t and
c o o rd in a tio n .
B ecause o f t h e e x p en se in v o lv e d , form s w i l l p r o b a b ly be d u p li c a te d
r a t h e r th a n p r i n t e d .
M a t e r i a l s , i . e . , l e t t e r s , s e t o f b o o k s , e t c . , can be
d e v e lo p e d in c o n ju n c tio n w ith r e l a t e d l e a r n i n g u n i t s .
W hile s tu d e n ts a r e h e l p ­
in g t o s e t up th e f i l e o f m a t e r i a l s , t h e t e a c h e r can b e m aking l i s t s o f
i n t e r r u p t i o n s , ru s h p r o j e c t s , e t c . , t o u s e a s e i t h e r e v a l u a ti o n o r r e a l i s t i c
d e v i a tio n s from r o u t i n e .
The d a t a b an k w i l l grow in volum e and a c c u ra c y as
e x p e r ie n c e w ith t h e c l a s s p r o g r e s s e s .
I t s h o u ld ta k e a p p ro x im a te ly t h r e e
y e a r s t o g e t a co m p lete p ro g ram d e v e lo p e d .
F o llo w in g a r e t h r e e m a jo r a p p ro a c h e s t o th e dev elo p m en t o f m a t e r i a l s :
1.
The p r o j e c t m eth o d . — T h is a llo w s f o r a c e r t a i n p r o j e c t t o b e co m p leted
in t h e r e a l i s t i c w o rk in g s i t u a t i o n .
The s tu d e n t in c h a rg e o f p a y r o l l may be
g iv e n a s e t o f tim e c a r d s on Monday m o rn in g , m ust e x te n d and ta k e t h e n e c e s s a r y
100
p r o c e s s in g s t e p s t o d i s t r i b u t e th e ch eck s on F r id a y .
The s tu d e n t may have
t o r e f e r t o o th e r d e p a rtm e n ts f o r in f o r m a tio n an d d is p e n s a t io n o f in f o r m a tio n .
G e n e r a lly , i n s t r u c t i o n s , r e f e r e n c e m a t e r i a l s , and p ro c e d u re s a r e c l e a r l y
/
w ritte n .
2.
The an sw ers a r e tu r n e d i n f o r c h e c k in g a t a s p e c i f i e d tim e .
The s e l f - g e n e r a t i n g o f f i c e . — T h is i s an o u ts ta n d in g e x p e r ie n c e f o r
s tu d e n ts .
I t r e q u i r e s a g r e a t d e a l o f o r i g i n a l p r e p a r a t i o n and c a r e f u l
e v a lu a tio n .
P e rh a p s i t i s t h e m ost r e a l i s t i c m ethod and s h o u ld b e d ev e lo p e d
i f n o t f o r t h e f i r s t y e a r th e p ro g ram i s in o p e r a t i o n , s h o r t l y t h e r e a f t e r .
An o u ts id e o f f i c e , t h e t e a c h e r , o r a g e n e r a l o f f i c e p la n s t h e in p u ts f o r
t h e s y s te m .
They flo w t o t h e v a r io u s d e p a rtm e n ts t o b e a c t e d upon by t h e
p ro p e r s tu d e n t s in d e s ig n a te d p o s i t i o n s .
3.
The " i n - b a s k e t " te c h n i q u e . — The tim e o f d a y , d a t e , and o th e r c irc u m s ta n c e s
a re s ta te d .
p ro b le m .
The s t u d e n t i s g iv e n a few , i f a n y , s p e c i a l i n s t r u c t i o n s on t h e
V a rio u s ite m s a w a it a c t i o n o f th e s e c r e t a r y .
T hese ite m s c o n s i s t
o f some c r i s i s s i t u a t i o n s t h a t s h o u ld b e a tte n d e d t o a t o n c e ; some j u s t
r o u t i n e , and some t h a t n e e d t o b e done by a f u t u r e ti m e .
The s e c r e t a r y
d e te rm in e s th e seq u en ce o f a c t i o n on th e ite m s and e x a c t l y w hat a c t i o n i s
t o b e ta k e n .
CHECKLIST l 6 :
DEVELOPIiENT OF MATERIALS
D ir e c t io n s ; Com plete t h e c h e c k l i s t f o r p la n n in g p u r p o s e s . Review t h e l i s t
t o make s u r e t h a t a l l s t e p s n e c e s s a r y have b een ta k e n . D evelop m a t e r i a l s a t
t h i s p o in t o r p la n f o r i n t e ’g r a t i o n i n t o g e n e r a l o r i e n t a t i o n and r e l a t e d
l e a r n i n g p o r ti o n o f c l a s s . Make a l i s t t o in c lu d e w hat i s n e c e s s a r y .
C o n tin u a lly be b u i l d i n g t h e d a t a b a n k .
L i s t o f l e t t e r s c o v e r in g a l l f i l i n g r u l e s .
L i s t o f l e t t e r s c o v e r in g a l l ty p e s o f c o rre s p o n d e n c e .
101
L e t t e r s d e v e lo p e d a r e r e a l i s t i c .
L i s t o f a l l form s t o be u s e d .
L i s t o f a l l f u n c ti o n s t o be p e rfo rm e d .
Use o f form s in c lu d e s a co m p reh en siv e e x p e r ie n c e .
D evelop l i s t o f a c c o u n ts p a y a b le .
D evelop l i s t o f a c c o u n ts r e c e i v a b l e .
D evelop in v e n to r y (raw m a t e r i a l s an d s a l e s and company-owned i n v e n t o r y ) .
L i s t o f w ages s tu d e n t s w i l l r e c e i v e .
P r i c e l i s t s f o r raw m a t e r i a l s an d m a n u fa c tu re d goods a n d /o r s e r v i c e s .
M a te r i a ls te rm e d " e m e rg e n c ie s " o r " r u s h ."
P r o j e c t s t h a t must b e co m p le te d by t h e en d o f th e day l i s t e d .
A s e t d a ily ro u tin e e s ta b lis h e d .
R e f e r r a l t o v a r io u s d e p a rtm e n ts h a s b een b u i l t i n t o p r o j e c t s .
V a ry in g d e g re e s o f d e c is io n -m a k in g a r e b u i l t i n t o t h e p r o j e c t s .
S e l f - g e n e r a t i n g o f f i c e e x p e r ie n c e s a r e d e v e lo p e d .
P r o j e c t ta p e s a r e d e v e lo p e d t o c o v e r a l l e x p e r ie n c e s d e s i r a b l e .
The i n - b a s k e t te c h n iq u e i s t o b e u s e d .
The m a t e r i a l s an d p ro c e d u re s a r e common t o a l l " r e a l " o f f i c e s i t u a t i o n s .
O th e r:
102
GUIDELINE X
o
^ideline IX ^
DEVELOPlffiNT OF
POLICIES & PROCEDURES
MANUAL
V
review busini ss
& community
surveys
complete
manual
V
review
organization; 1
plan
V
.Guideline XIj
X-- —
V
review mater­
ials develop­
ment
set up job
analysis &
descriptions
set up corapai|y
rules and
organization
establish
flow of work
G
F igure 11
^
103
GUIDELINE X - DEVELOPtffiNT OF POLICIES MD PROCEDURES I4AMUAL
G u id e lin e
To b e an e f f e c t i v e s im u la te d o f f i c e e x p e r ie n c e p ro g ram , a d e f i n i t e
o r g a n i z a t i o n a l s t r u c t u r e m ust b e o u t l i n e d f o r e a s y s tu d e n t u n d e r s ta n d in g
and r e f e r e n c e .
P u rp o se and E x p la n a tio n
In o r d e r t o u n d e r s ta n d th e p a r t ea c h s tu d e n t p la y s in t h e e n t i r e
o r g a n i z a t i o n , some o v e r a l l p i c t u r e must be g iv e n .
The P o l i c i e s and P ro c e d u re s
M anual w i l l p r o v id e r e f e r e n c e c o v e r in g w hat i s e x p e c te d o f t h e s tu d e n t and
t h e p ro c e d u re s h e s h o u ld f o llo w .
W ith o u t t h i s , o r g a n i z a t i o n a l ch ao s c o u ld
d e v e lo p ; and th e t e a c h e r - d i r e c t o r w ould c o n s t a n t l y b e d e lu g e d w ith q u e s t i o n s .
B e fo re e n t e r i n g t h e a c t u a l w ork e x p e r i e n c e , t h e s tu d e n t s m ust c a r e f u l l y
re v ie w an d u n d e r s ta n d t h e m a n u al.
T e a c h e r - c la s s o r i e n t a t i o n i s n e e d e d .
T h is w i l l p r o v id e some tim e f o r q u e s tio n s and d is c u s s io n b e f o r e a c t u a l l y g o in g
i n t o t h e w ork e x p e r ie n c e .
The in f o r m a tio n flo w s h o u ld b e f a i r l y s ta n d a r d i z e d
s o s t u d e n t s know w hat i s g o in g o n .
T h e ir c o n s ta n t r e f e r r a l t o t h e m anual
w i l l d e v e lo p a know ledge o f o f f i c e p r o c e d u r e s .
I t i s th e n up t o th e
te a c h e r t o a llo w f o r f l e x i b i l i t y an d p u t i n e x c e p tio n s t o t e s t th e
s t u d e n t 's u n d e r s ta n d in g and d e c is io n - m a k in g a b i l i t y .
CHECKLIST 17;
PLANNING FOR POLICIES AND PROCEDURES MANUAL
D i r e c t i o n s : Review t h e c h e c k l i s t and make comments on d e s i r a b l e ite m s .
W rite up t h e p o l i c i e s and p r o c e d u r e s m a n u al. Review t h e c h e c k l i s t t o make
s u r e t h e m anual i s co m p re h en siv e and r e a l i s t i c . W rite o u t and d u p l i c a t e f o r
s tu d e n t o r i e n t a t i o n t o t h e p ro g ra m . D is c u s s in d e t a i l a t s p e c i f i c o r i e n t a t i o n
p e r i o d p r i o r t o s t a r t i n g t h e e x p e r ie n c e .
C om pany(ies) d e s c r i p t i o n p r e p a r e d .
C om pany(ies) p o l i c i e s r e g a r d i n g em ployees p r e p a r e d .
loU
L is tin g o f p ro d u c t or s e rv ic e s re n d e re d .
L i s t o f number o f e m p lo y e e s.
L i s t o f d e p a r tm e n ts .
F r in g e b e n e f i t s .
E v a lu a tio n s c a l e .
G rie v a n c e s an d o th e r em ployee p ro b lem s and p r i v i l e g e s ,
O r g a n iz a tio n a l c h a r t o f a l l p o s i t i o n s a v a i l a b l e .
O f f ic e l a y o u t .
D ep artm en t l a y o u t .
T r a in in g s t a t i o n l a y o u t .
Jo b d e s o r p tio n f o r e a c h p o s i t i o n .
T r a in in g p la n f o r ea c h p o s i t i o n .
Job a n a l y s i s f o r e a c h p o s i t i o n .
F lo w c h a rts f o r each d u ty t o b e p e rfo rm e d .
Work h a b i t s an d d r e s s a p p r o p r i a t e t o o f f i c e .
Checked f o r a c c u ra c y w ith a d v is o r y co m m itte e .
B ro ch u re o r p a n p h le t p ro d u c e d and d i s t r i b u t e d .
P la n made f o r c o n s ta n t e v a l u a t i o n and r e v i s i o n .
O th e r:
105
GUIDELINE XI
STUDENT SELECTION
g u id e lin e
d e te rm in e
c r ite r ia fo r
e lig ib ility
s tu d e n ts
co m p lete
a p p lic a tio n
procedures
in te r v ie w s
tra in in g
ag ree m en t &
o rie n ta tio n
(^ i d e l i n e X I^
F igu re 12
106
GUIDELINE XI - SELECTION OF STUDENTS
G u id elin e
S tu d e n ts who n e e d , w a n t, an d can p r o f i t from t h e e x p e r ie n c e s p r o v id e d
/ s h o u ld b e s e l e c t e d f o r t h e s im u la te d o f f i c e e x p e r ie n c e p ro g ram .
P u rp o se and E x p la n a tio n
As a r e s u l t o f p r e v io u s s tu d e n t s u r v e y , t h e t e a c h e r - d i r e c t o r knows
who i s i n t e r e s t e d .
S tu d e n ts hav e co m p le te d t h e i r g e n e r a l o r i e n t a t i o n
p e r io d and a r e now b e in g s e l e c t e d f o r a p o s i t i o n in t h e w o rk in g e x p e r ie n c e .
The i d e a l s tu d e n t f o r t h e p ro g ram s h o u ld b e e m p lo y a b le .
a d a p t a b i l i t y s h o u ld be good.
H is g ra d e s and
He s h o u ld h av e a w id e b a ck g ro u n d o f s k i l l s
t o make i t e a s i e r t o p e rfo rm w e l l .
To b e s u c c e s s f u l a s tu d e n t s h o u ld
f e e l s u c c e s s f u l ; t h e r e f o r e , m o tiv a tio n th ro u g h i n t e r e s t and know ing h e
can do a good jo b i s h ig h l y im p o r ta n t f o r good p e rfo rm a n c e .
CHECKLIST 1 8 :
SELECTION OF STUDENTS
D i r e c t i o n s : Check t h e ite m s t h a t a r e a p p l i c a b l e . W rite a p o l i c y on s tu d e n t
s e l e c t i o n . P la n form s t o u s e t o s e l e c t s t u d e n t s . S e l e c t s t u d e n t s . P ro v id e
f o r a l t e r n a t e s i f d e s i r a b l e . P ro v id e c o u n s e lin g on s c h e d u lin g . Have an
o r i e n t a t i o n m e e tin g w ith s tu d e n t s an d p a r e n t s . P la c e s tu d e n t s in o f f i c e
r o t a t i o n s c h e d u le f o r w ork e x p e r ie n c e p o r t i o n o f t h e c l a s s .
S tu d e n ts s e l e c t e d on t h e b a s i s o f :
G rades in p r e v io u s c o u r s e s
Need f o r p ro g ram
D e s ir e f o r p ro g ram
P r e r e q u i s i t e s c o m p le te d
P e r s o n a l i t y in v e n to r y
A p titu d e o r p r e - t e s t
E x p e rie n c e
I.Q.
School re c o rd s
D is c ip lin e re c o rd s
P e r s o n a l in t e r v ie w
O th e r:
107
A greem ent t o i n c l u d e ;
___
R u le s f o r a tte n d a n c e
Work h a b i t s
D re s s an d groom ing
M ake-up w ork
A gree t o a b id e by p o l i c i e s o f s c h o o l and c l a s s
U n d e rs ta n d c r e d i t s t o b e r e c e iv e d
R e p o rts t o b e made
C o u n s e lin g t o b e made
U n d e rs ta n d d u t i e s and r e s p o n s i b i l i t i e s t o s c h o o l and c l a s s
R e s p o n s i b i l i t y o f p a r e n t s t o c o o p e r a te
R e s p o n s i b i l i t y o f s c h o o l t o p r o v id e a d e q u a te t r a i n i n g
R e s p o n s ib ility o f te a c h e r - d ir e c to r
E v a lu a tio n f a c t o r s
S i g i a t u r e o f s tu d e n t
S ig n a tu r e o f p a r e n t
S ig n a tu r e o f t e a c h e r - d i r e c t o r
O th e r:
I n te r v i e w :
By t e a c h e r - d i r e c t o r
By c o u n s e lo r
By b u sin e ssm a n
By o t h e r t e a c h e r
By s tu d e n t s
A ppearan ce
A p p lic a tio n
P e rs o n a lity
In te llig e n c e
I ta d e r s te n d in g o f t h e p ro g ram
P o is e an d c o u r te s y
O th e r:
108
GUIDELINE XII
PUBLIC RELATIONS
g u id e lin e X I^
d e v e lo p p la n
fo r p u b lic ité
p u b lic iz e
pro g ram &
s tu d e n t s
^ i d e l i n e XI ^
Figure 13
109
GUIDELINE XII - PUBLIC RELATIONS PROGRAM
G u id elin e
E f f e c t i v e p u b li c r e l a t i o n s s h o u ld b e c a r e f u l l y p la n n e d t o in fo rm t h e p u b li c
o f t h e a d v a n ta g e s , p r i n c i p l e s , and g o a ls o f t h e p ro g ram .
P u rp o se and E x p la n a tio n
The s im u la te d p ro g ram n e e d s s u p p o r t from t h e s c h o o l a d m i n i s t r a t i o n ,
t e a c h i n g s t a f f , e m p lo y e rs , p a r e n t s , and members o f t h e com m unity.
T h is
s u p p o r t can be o b ta in e d th ro u g h an a c t i v e in f o r m a tio n p ro g ram d e s ig n e d t o
in fo rm t h e s e g ro u p s .
d ire c to r.
Good p u b lic r e l a t i o n s r e v o lv e aro u n d t h e t e a c h e r -
He s h o u ld b e aw are o f t h i s when m aking p u b li c c o n t a c ts and u t i l i z e
t h e g r a d u a te s and th e im m ed iate s tu d e n t s t o in fo rm t h e p u b li c o f t h e p ro g ra m ’s
v a lu e .
A l l com m unication m edia s h o u ld be u t i l i z e d .
R e p o r t e r s , n e w s c a s te r s ,
f e a t u r e w r i t e r s , and o t h e r p u b li c in f o r m a tio n o f f i c i a l s a r e c o o p e r a tiv e
i f p r o p e r r e p o r t i n g te c h n iq u e s a r e u s e d .
B u s in e s s p e r i o d i c a l s , r e p o r t s t o
f a c u l t y and o t h e r i n t e r e s t e d p e rs o n s th r o u g h a w eek ly n e w s l e t t e r , and e n d o f - t h e - y e a r r e p o r t , and c o n t a c ts w ith p a r e n t s w i l l h e lp t o b o o s t t h e p ro g ram
and a r e e x c e l l e n t v e h i c l e s f o r p u b l i c i t y .
CHECKLIST 1 9 :
PUBLIC RELATIONS
D i r e c t i o n s : C om plete t h e c h e c k l i s t m ark in g w here you w is h t o hav e in fo rm ­
a t i o n d i r e c t e d . P la n a s c h e d u le o f a c t i v i t i e s . Make c o n t a c ts w ith news
m edia and p u b li c r e l a t i o n s p e o p le . P la n an o u t l i n e o f p u b lic r e l a t i o n s
r e l e a s e s . F o llo w good r u l e s o f jo u r n a l is m . Always t r y t o k e e p th e name
and p u rp o s e s o f t h e p ro g ram b e f o r e t h e p u b l i c . P la n a b r o c h u r e t o g iv e t o
i n t e r e s t e d p a r t i e s o r some o t h e r w r i t t e n m a t e r i a l t h a t i s t i m e l y .
T e a c h e rs in s c h o o l
A d m in is tr a tio n
L o c a l b u s in e s s e s ____________________________ ___
S t a t e and N a tio n a l C lubs
___
S t a t e D ep artm en t o f P u b lic I n s t r u c t i o n
___
P a r e n ts
S c h o o l c o u n s e lo r s
Community
Alumni
O th e r :____
110
GUIDELINE X III
g u id e lin e
STUDENT
EVALUATION
w ork b e g in s
s t a t e w here
a re a s o f s tr e
a re t o be
ch o o se i n s t r t
m ents t o u s e f o r
s tu d e n t s e le c ti o n
d e v e lo p th e
in s tr u m e n t
r e c o r d and
use r e s u lt s
f o llo w -u p
by r e l e a m i n
g u id e lin e 2 ^
F ig u re lU
I ll
GUIDELINE X I I I - STUDENT EVALUATION PROCEDURES
G u id e lin e
E v a lu a tio n i s im p o r ta n t t o e n a b le e d u c a to r s t o make i n t e l l i g e n t d e c is io n s
a b o u t t h e q u a l i t y and q u a n t i t y o f k n o w led g e, s k i l l s , and u n d e r s ta n d in g s
an i n d i v i d u a l p o s s e s s e s .
P u rp o se and E x p la n a tio n
E v a lu a tio n s h o u ld b e p e rfo rm e d on a f l e x i b l e and i n d i v i d u a l b a s i s .
S tu d e n ts h av e t o b e g u id e d from w here th e y a r e upon e n tr a n c e t o t h e p ro g ram ,
how th e y p r o g r e s s , an d b y t h e f i n a l p r o d u c t.
S e v e r a l ty p e s o f e v a l u a t i o n ,
d e p e n d in g on t h e p h ilo s o p h y o f th e i n i t i a t o r s o f th e program and t h e i n d i v ­
i d u a l s t u d e n t s , s h o u ld be m ade.
In a p ro g ram o f t h i s n a t u r e , s u b j e c t i v e
a p p r a i s a l o f in d i v i d u a l s i s p r e d o m in a n t.
The t e a c h e r - d i r e c t o r w i l l ch o o se th e e v a l u a ti o n p r o p e r f o r each
le a rn in g u n it-p re s e n te d in th e g e n e ra l o r ie n ta tio n s e c tio n .
The c h e c k l i s t s
fo c u s p r i m a r i l y on t h e e v a l u a ti o n o f th e w ork e x p e r i e n c e , b u t many o f th e
te c h n iq u e s w i l l a p p ly t o b o th a r e a s .
I t m ust be d e c id e d w hat o u r p r i o r i t i e s o f e v a l u a ti o n a r e t o b e .
A
c e r t a i n d e g re e o f s t a n d a r d i z a t i o n i n any a n a l y s i s o f know ledge must b e
m a in ta in e d t o com pare s t u d e n t s .
i s recom m ended.
T h is i s why th e u s e o f a s e l e c t e d c h e c k l i s t
Each p e rs o n h a s t o be c o n s id e r e d on th e same p o in t s i f a
c h e c k lis t is used.
T ec h n iq u es o f e v a l u a ti o n have b een s o u r c e s o f
c o n tr o v e r s y f o r y e a r s , and t h e r e i s no one b e s t way t o b e d i c t a t e d .
P r i n c i p l e s t o c o n s id e r i n c lu d e :
o f th e in s tr u c tio n ,
( l ) th e c r i t e r i a m ust b e a p r o d u c t
(2 ) t h e c r i t e r i a m ust b e g e a re d t o t h e e x p e c te d r e s u l t s ,
(3 ) th e e x p e c te d outcom es s h o u ld b e s t a t e d a t s e v e r a l l e v e l s from th e v e ry
g e n e r a l t o t h e v e ry s p e c i f i c , (!*) e v a l u a ti o n s h o u ld b e f l e x i b l e enough t o
encom pass i n d i v i d u a l d i f f e r e n c e s , and (5 ) d i f f e r e n t ty p e s o f in s tr u m e n ts
s h o u ld be d e v e lo p e d t o c o v e r e v a l u a t i o n .
112
S e v e r a l ty p e s o f in s tr u m e n ts in c lu d e :
1.
S e l f - e v a l u a t i o n - u s in g a p r o g r e s s r e c o r d o r s e l f - r a t i n g s h e e t t h e
s tu d e n t n e e d s t o u n d e r s ta n d h i s own c a p a b i l i t i e s .
2.
P e e r — e v a l u a ti o n - t h i s a llo w s th e s tu d e n t t o u n d e r s ta n d how h i s
c o -w o rk e rs s e e him and make c o r r e c t i o n s t o a c h ie v e th e b e s t p o s s i b l e
in te ra c tio n .
3.
T e a c h e r - e v a lu a tio n - t h i s a llo w s t h e s tu d e n t t o b e r a t e d b y a p e rs o n
w ith know ledge an d u n d e r s ta n d in g o f t h e t o t a l e x p e r ie n c e . T h is i s a
p r o f e s s i o n a l o p in io n .
4.
s ta n d a r d i z e d t e s t s - e i t h e r i n p r o d u c tio n s k i l l s o r u n d e r s ta n d in g s
shows i n an o b j e c t i v e way w hat t h e s tu d e n t know s.
5.
I n d i v i d u a l p r o j e c t s and g roup p r o j e c t s t o show how th e y w ork w ith
o t h e r s t o a c c o m p lish a g o a l.
When t o e v a l u a te and how t o e v a l u a te depends on t h e d e c is io n s o f t h e
t e a c h e r - d i r e c t o r and h i s a d v i s o r s .
An o r i e n t a t i o n o f t h e e v a l u a t i o n te c h n iq u e s t o b e u s e d s h o u ld be
p r o v id e d .
E x p la n a tio n o f r a t i n g s s h o u ld alw ay s be made an d r e - l e a r n i n g
program s s e t u p .
E v a lu a tio n m ust b e c o n tin u o u s , n o t j u s t a p o i n t - i n - t i m e
ju d g m e n t.
CHECKLIST 2 0 :
STUDEIfT EVALUATION
D i r e c t i o n s : C om plete th e c h e c k l i s t t o s e l e c t a r e a s o f e v a l u a ti o n t o s t r e s s .
S e l e c t s p e c i f i c ite m s t o e v a l u a t e . D evelop in s tr u m e n ts a ro u n d a r e a s
d e te rm in e d im p o r ta n t. D evelop a p la n o f u s e . P u t t h e p ro g ram i n t o p r a c t i c e .
R e v ise a s n e e d e d .
G e n e ra l f a c t o r s t o b e s t r e s s e d :
Q u a lity
Q u a n tity
Ifo d e rs ta n d in g s
S k ill
S u b je c tiv e e v a l u a ti o n
O b je c tiv e e v a l u a ti o n
D e f i n i t e s ta n d a r d s
D e c is io n m aking
P e rs o n a lity
D e ta i le d ch eck
Random a u d i t s
T ea ch er e v a l u a ti o n
In d iv id u a l e ffe c tiv e n e s s
Group e f f e c t i v e n e s s
A nsw ers c o r r e c t
M ethod c o r r e c t
Im m ediate fe e d b a c k
C o n feren c e
D e b r ie f in g p e r io d s
S e lf-a n a ly s is
P o in t s y ste m
P ay ch eck sy ste m
P r o d u c tio n t e s t s
O u ts id e r e v a l u a ti o n
IM d e rst an d in g s t e s t
S u b je c tiv e s u p ­
e rv is io n
C h e c k lis t
P ro g re ss c h a rt
A tte n d a n c e
Work h a b i t s
S k ills
W eekly a u d i t s
S p e c i f i c jo b s
C la ssm a te
O th e r:
113
S k ills :
A ccu racy
Speed
Flow o f work u n d e r s ta n d in g s
T elep h o n e
C om pletes jo b s on tim e
'
T y p in g
F ilin g
D u p lic a tin g
D ic ta tio n
T r a n s c r i p tio n
C a l c u la t io n
A dding M achine
B ookkeeping
Penm anship
S p e llin g
P r o o f r e a d in g
Grammar
L e t t e r c o m p o s itio n
A r ith m e tic
Keypunch
U n it R eco rd E q u ip ­
ment o p e r a tio n
B u s in e s s T e c h n iq u e s;
M eet p e o p le
Use r e f e r e n c e m a t e r i a l
F o llo w s d i r e c t i o n s
U n d e rsta n d s i n s t r u c t i o n s
A tte n d s t o d e t a i l s
K eeps on th e jo b
O rg a n iz e d w ork
S ense p r e s e n c e o f p ro b lem
R e c o g n iz e s n a t u r e o f p ro b lem
Makes c o r r e c t d e c i s i o n s
J u d ic i o u s u s e o f eq u ip m en t and s u p p lie s
N eat
R e s p e c ts o th e r s
Jo b s c o m p lete d on tim e
P la n s ah ead
I n i t i a t i v e t o a d a p t t o new id e a s
P u b lic r e l a t i o n s
Works w e ll i n a team
C o n c e n tr a tio n
A b i l i t y t o p la n and o r g a n iz e
O b se rv in g o f s a f e t y r u l e s
O b se rv in g o f o f f i c e r u l e s
P e rs o n a lity ;
T akes c r i t i c i s m
A ppearan ce
M anners
H e a lth
P e r s o n a l h y g ie n e
S peech
A d a p ta b ility
In itia tiv e
T act
,
C o o p e ra tio n
_
_
A ccu racy
P u n c tu a lity
Judgm ent
__ R e s p o n s i b i l i t y
_ D e s ir e t o do a good jo b
_ T act
_ O b s e rv a tio n
_ C o u rte sy
_ L e a d e rs h ip
I n d u s tr y
C o n f id e n tia l
L o y al
S en se o f humor
O ra l e x p r e s s io n
S e lf-c o n tro l
Memory
I n s tr u m e n ts f o r E v a lu a tio n :
Time s p e n t in c l a s s
Time s p e n t o u t o f c l a s s
Jo b s done f o r week
E r r o r s made on each jo b
How h a n d le d e r r o r s in w ork f o r a s t a t e d p e r io d
D e s c r ip tio n o f new j o b s , m e th o d s, o r p r o c e s s e s u s e d f o r week
D e s c r ip tio n o f p ro b lem s w ould l i k e more h e lp w ith
D e s c r ip tio n o f m ost i n t e r e s t i n g e x p e r ie n c e f o r eac h p e r io d
S u g g e s tio n s f o r im provem ent o f work done f o r p e r io d
R e la tio n o f t h i s jo b t o p r e v io u s jo b s
P e r io d s w i l l b e r a t i n g t h e s t u d e n t s :
lilt
GUIDELINE XIV
g u id e lin e X I^
fo llo w - u p o f
s tu d e n t s
im plem ent
^ i d e l i n e XV^
F igu re 15
PROGRAM EVALUATION
115
GUIDELINE XIV - PR0GRAI4 EVALUATION
G u id elin e
Only th r o u g h a s y ste m o f c o n s ta n t r e v i s i o n and r e v i t a l i z a t i o n o f th e
p ro g ra m , a s e x e m p lif ie d in w r i t t e n re v ie w s and s tu d e n t fo llo w -u p s t u d i e s ,
can t h e p ro g ram h e m ost e f f e c t i v e .
P u rp o se and E x p la n a tio n
A pro g ram m ust b e w e ll-d o c u m e n te d and p e r i o d i c a l l y re v ie w e d .
As
fu n d s from v a r io u s s o u r c e s a r e in v o lv e d , a s e r i e s o f r e p o r t s show ing
how th e s e fu n d s a r e u s e d m ust be p r e p a r e d .
D e t a i l s o f th e pro g ram
accom pan ied by a n n e c d o ta l r e c o r d s w i l l show ch an g es t h a t may n e e d t o b e
made i n t h e f u t u r e .
S tu d e n ts on t h e jo b t h a t h av e r e c e iv e d t h i s ty p e o f
t r a i n i n g a r e p e rh a p s t h e b e s t d e te r m in e r s o f th e e f f e c t i v e n e s s .
For th is
r e a s o n , em p h asis i s p la c e d on a fo llo w -u p s tu d y .
By re v ie w in g t h e p ro g ram an d e v a l u a t i n g i t as a w hole and by s p e c i f i c s ,
i t can b e k e p t so und a t a l l t i m e s .
Some o f t h e ite m s we w i l l be lo o k in g
fo r a re:
1.
S t u d e n t - l e a r n e r a t t a i n e d a c c e p ta b le o r b e t t e r l e v e l o f
t e c h n i c a l b a c k g ro u n d and h a s a t t a i n e d s k i l l a d e q u a te t o
p e rfo rm in h i s ch o sen t r a d e .
2.
S t u d e n t - l e a r n e r can u s e r e s o u r c e m a t e r i a l s an d m anuals in t r a d e .
3.
S t u d e n t - l e a m e r a t t a i n e d a f e e l i n g o f d i g n i t y f o r work t o e x t e n t
h a s p o t e n t i a l t o s u c c e e d i n ch o sen o c c u p a tio n o r r e l a t e d o ccu p a­
tio n s .
U.
S t u d e n t - l e a m e r com m unicates w ith s u p e r v is o r an d f e llo w w o rk e rs .
5.
S tu d e n t l e a r n e r i s a b le t o c o o r d in a te a c t i v i t i e s .
6.
S t u d e n t - l e a r n e r i s a b le t o p ro d u c e t h e q u a l i t y w ork d e s i r e d i n a
q u a n t i t y t h a t m eets s ta n d a r d s o f t h e t r a d e .
7.
The k in d s o f p e rs o n s a t t r a c t e d t o t h e p ro g ram w ith r e s p e c t t o
t h e i r b a ck g ro u n d and p e r s o n a l c h a r a c t e r i s t i c s .
ll6
8.
The s t a y i n g pow er e x e r t e d by t h e program in te rm s o f t h e num bers
s t a r t i n g , t h e num bers f i n i s h i n g and th e d i f f e r e n c e s w hich can be
n o te d r e g a r d i n g t h e tw o g r o u p s .
9.
What h ap p en s t o t h e g r a d u a te s o f t h e p ro g ram on a s h o r t and
lo n g - te r m b a s i s .
10.
The g e n e r a l e f f e c t i v e n e s s o f g r a d u a te s o f t h e p ro g ram com pared
t o b e g in n in g o f f i c e w o rk e rs p r e p a r e d b y t r a d i t i o n a l p ro g ra m s.
11.
The a c c e p t a b i l i t y o f t h e p r o d u c t t o t h e em p lo y er.
12.
A s y ste m o f fe e d b a c k fro m a l l r e l e v a n t g ro u p s a f f e c t e d by t h e
p ro g ram w hich w i l l s e r v e t o a s s i s t i n c o n t i n u a l l y r e f i n i n g t h e
p ro g ram .
S h o r t an d lo n g - r a n g e v iew s n e e d t o b e o b ta in e d .
I t w i l l b e up t o t h e
d i s c r e t i o n o f t h e t e a c h e r - d i r e c t o r and f e d e r a l , s t a t e , and l o c a l r e q u ir e m e n ts
a s t o how o f t e n an d w hat r e p o r t s n e e d t o b e made.
A minimum s h o u ld be a
co m p le te fo rm a l re v ie w e v e ry f i v e t o sev en y e a r s r e q u i r i n g r e s u r v e y s and
e x t e n s i v e f o llo w - u p .
Review c f t h e p ro g ram r e c e i v e s much more em p h asis
d u r in g t h e i n i t i a l y e a r s th a n a f t e r i t h a s b een e s t a b l i s h e d .
CHECKLIST 2 1 :
ITEIvIS TO CONSIDER IN PROGRAM EVALUATION
D i r e c t i o n s : C om plete t h e c h e c k l i s t by m ark in g ite m s t h a t a r e t o b e c o n tin u e d
an d th o s e t h a t s h o u ld b e r e v i s e d . Take a p p r o p r i a t e a c t i o n t o do w hat i s
s u g g e s te d in y o u r e v a l u a ti o n o f t h e ite m . C om plete a w r i t t e n r e p o r t a d d in g
n o te s f o r f u t u r e r e v i s i o n . P la n r e v i s i o n s . Im plem ent r e v i s i o n s .
S a tis ­
fa c to ry
R e v ise
1.
S t a r t i n g d a te
2.
C lo s in g d a te
3.
L en g th o f c o u rs e
k.
L i s t o f s t u d e n t s , g r a d e , age
5.
Names o f a d v is o r y co m m ittee
th e y r e p r e s e n t
6.
Number o f s tu d e n t s
and o r g a n iz a ti o n s
117
7.
T o ta l h o u rs s tu d e n t i n c l a s s
8.
Breakdown o f h o u rs b y v a r io u s p h a s e s o f c l a s s
9.
O r g a n iz a tio n o f m odel o f f i c e s
10.
Number o f h o u rs s p e n t in c o o r d in a tio n
11.
Nuidaer o f a d v is o r y com m ittee m e e tin g s
12.
C lassro o m f a c i l i t i e s
13.
S u rv ey s
lU .
C ourse o f s tu d y
15.
P erm anent r e c o r d m a in ta in e d .
16 .
R o ta tio n s c h e d u le
17.
S tu d e n t an d t e a c h e r - d i r e c t o r c o n ta c ts w ith b u s in e s s m e n ,
l a b o r , o r g a n i z a t i o n s , an d s c h o o l a d m i n i s t r a t o r s .
18.
R e c ru itm e n t p r o c e d u r e s
19.
G uidance an d t e s t i n g
20.
E n ro llm e n t s ta n d a r d s
21.
T y p ic a l w eek ly s c h e d u le o f s tu d e n t
22.
I n s t r u c t i o n a l p a t t e r n f o r p re-em p lo y m en t t r a i n i n g
23.
Q u a l i f i c a t i o n s and p r e p a r a t i o n o f t e a c h e r - d i r e c t o r
2k.
T y p ic a l w eek ly s c h e d u le f o r t e a c h e r - d i r e c t o r
25.
F a c i l i t i e s and recom mended ch an g es
26.
P u b lic r e l a t i o n s a c t i v i t i e s
27.
A c t i v i t y pjrogram f o r c lu b s
28.
C iv ic and o t h e r o r g a n iz a ti o n s u p p o rt
29.
S u p p o rt o f b u s in e s s
30.
S u p p o rt o f p a r e n t s
31.
S u p p o rt o f a d m i n i s t r a t i o n
32.
S u p p o rt o f f a c u l t y
118
33.
A d v an tag es a n d /o r d is a d v a n ta g e s t o b e c o n s id e r e d
3^.
S u p e r v is io n a v a i l a b l e
35.
R e g u la r o r s c h e d u le d c o n f e r e n c e s w ith s tu d e n t s
36.
Review o f s tu d e n t p r o g r e s s an d p e rfo rm a n ce
37.
R eco rd s
38.
C a re e r p o s s i b i l i t i e s c o v e re d
39.
O b je c tiv e s met
kO.
U l.
k2.
'
CHECKLIST 2 2:
B udget p o l i c y an d r e c e i p t s and e x p e n d itu r e s a c c o u n te d
fo r
I n d i v i d u a l i n s t r u c t i o n p ro v id e d
S ta n d a rd s o f a c h iev em en t co m p arab le t o s ta n d a r d s o f
b e g in n in g o f f i c e w o rk er
U3 .
C lassro o m i n s t r u c t i o n a l m a t e r i a l s s u i t a b l e
UU.
I n s t r u c t i o n c a r e f u l l y p la n n e d in advance
1*5 .
I n s t r u c t i o n in c lu d e s a v a r i e t y o f t e a c h in g m ethods
U6.
F u l l a d v a n ta g e i s ta k e n o f community r e s o u r c e s
It?.
T r a in in g s t a t i o n s a r e w e ll o r g a n iz e d
U8.
P ro p e r a t t i t u d e s : p e r s o n a l i t y , r e s p o n s i b i l i t y , l o y a l t y
h av e b een d e v e lo p e d
k9.
F o llo w -u p r e c o r d s
REPORTS TO BE MADE
D ir e c t io n s : Check r e p o r t s n e e d t o b e made. P la n a c h a r t show ing t h e
p u r p o s e , who i t i s p r e p a r e d b y , t h e due d a t e , t h e num ber o f c o p i e s , and
who r e c e i v e s t h e r e p o r t . G et s p e c i f i c d e t a i l s f o r r e p o r t s . Make r e p o r t s .
Use t o t a l o f r e p o r t s t o docum ent an o v e r a l l p i c t u r e o f th e program a s a
y ea r-e n d re p o rt.
A nnual m a jo r r e p o r t t o s u p e r i n t e n d e n t , a d v is o r y c o m m itte e , d i r e c t o r
o f v o c a t io n a l e d u c a tio n , c o u n s e lo r , d e p a rtm e n t h e a d , and s t a t e s t a f f
I n i t i a l e n r o llm e n t show ing nam e, s e x , a g e , g ra d e l e v e l , c a r e e r o b j e c t i v e ,
and ty p e o f e x p e r ie n c e
119
A nnual c o n t r a c t t o j u s t i f y e x p e n d itu r e o f p u b li c f u n d s ;
s a l a r y , num ber o f s t u d e n t s , e t c .
name o f d i r e c t o r ,
M onthly r e p o r t o f e n r o llm e n t t o a i d i n d e te r m in a tio n b y s t a t e s t a f f o f
th e amount o f v o c a t i o n a l t r a i n i n g b e in g done
/ __
A nnual r e p o r t and a p p l i c a t i o n f o r reim b u rse m en t
R e p o rt r e q u e s t i n g fu n d s f o r com ing y e a r and a p p l i c a t i o n f o r program
A nnual d e s c r i p t i v e and s t a t i s t i c a l r e c o r d s o f i n d i v i d u a l ach iev em en t
S u rv ey s
Equipm ent r e q u e s t s , p u r c h a s e s , and r e c o r d o f r e p a i r
L ib r a r y r e q u e s ts
. __
S u p p lie s r e q u e s t s
I n v e n to r y
L i s t o f a c t i v i t i e s in v o l v in g t h e community
Club p ro g ram r e p o r t
G ra d u a te f o llo w -u p
S tu d e n t s e l e c t i o n
O th e r:
CHECKLIST 23 :
ITEMS FOR FOLLOW-UP STUDY
D ir e c t io n s : Mark th e ite m s t h a t y o u w ish t o u s e . D evelop t h e fo llo w -u p
in s tr u m e n t. C onduct th e s tu d y . A n aly ze th e r e s u l t s . Im plem ent any ch an g es
n e e d e d t o p r o v id e a b e t t e r p ro g ram .
Time r e q u i r e d t o g e t f i r s t f u l l - t i m e jo b
M ethods u s e d t o g e t f i r s t f u l l - t i m e jo b
R e la te d n e s s o f f i r s t jo b t o c o u rs e s ,tu d ie d
I n i t i a l and t e r m i n a l e a m in g s on jo b s h e l d
S a t i s f a c t i o n r a t i n g s on jo b s h e l d
120
R e la te d n e s s o f a l l jo b s h e l d t o c o u r s e s t u d i e d
G eo g rap h ic m o b i lit y o f v o c a t i o n a l g r a d u a te s
Employment s e c u r i t y s in c e g r a d u a tio n
E m ployer s t a b i l i t y s in c e g r a d u a tio n
E a m in g s p r o g r e s s io n s in c e g r a d u a tio n
Amount and ty p e o f p o s t- h ig h s c h o o l e d u c a tio n
Amount an d ty p e o f c o l l e g e - l e v e l e d u c a tio n
N o n - v o c a tio n a l m e asu re s r e f l e c t i n g p e r s o n a l grow th
S u p e r v is io n i n s c h o o l a d e q u a te
W e ll-ro u n d e d p ro g ram o f l e a r n i n g e x p e r ie n c e s p r o v id e d i n s c h o o l
C la s s e s t h a t r e la te d , m ost t o work
C la s s e s t h a t d o n 't r e l a t e t o work
Were t h e s im u la te d e x p e r ie n c e s " r e a l i s t i c ” ?
Have y o u r e a c h e d y o u r c a r e e r o b j e c t i v e ?
O th e r:
121
GUIDELINE XV
^ d e l i n e XI^
SUPPLEMENTARY
PROGRAMS
d e c id e ty p e
o f p ro g ram
n ee d e d
s e t up an i n s e r v ic e p la n
s e t up a
c lu b p ro g ram
o r g a n iz e
s tu d e n t s t o
h a n d le th e
p ro g ram
^ S u m m ary
F ig u r e l 6
^
122.
GUIDELINE XVI - SUPPLEMENTARY PROGRAMS
G u id e lin e
To p r o v id e f o r i n d i v i d u a l d i f f e r e n c e s and d e v e lo p a w e ll-r o u n d e d c i t i z e n ,
e x t r a p r o j e c t s and c lu b o r g a n i z a t i o n may b e d e v e lo p e d .
P u rp o se an d E x p la n a tio n
I n e s t a b l i s h i n g s u p p le m e n ta ry p ro g ra m s , e d u c a to r s r e a l i z e l e a r n i n g
t a k e s p la c e a t a l l tim e s and i n v a r io u s fo rm s.
Many a r e q u i t e s u r e t h a t
more o f t e n th a n n o t t h i n g s le a r n e d o u t s i d e t h e c la s s r o o m , n o t p a r t o f th e
fo rm a l e d u c a tio n , make a l a s t i n g im p re s s io n and in f l u e n c e h a b i t s , a t t i t u d e s ,
and f u t u r e l i f e .
S tu d e n ts lo v e t o b e lo n g and s e e s e lf - a c c o m p lis h m e n t.
F a c t o r s in v o lv e d i n p la n n in g a u x i l i a r y p r o j e c t s t o su p p lem en t c la s s ro o m
l e a r n i n g in c lu d e :
th e d e s ire to e x c e l
t h e d e s i r e f o r g r e g a r io u s n e s s and b e lo n g in g n e s s
s e lf-a s s e rtio n
enjoym en t
l e a d e r s h i p d ev elo p m en t
The a p p e a l o f t h e s u p p le m e n ta ry p ro g ram s i s p e r s o n a l , s t u d e n t - i n t e r e s t
c e n t e r e d , t h e r e i s v e ry l i t t l e w r i t t e n w ork u n le s s c h o s e n , t h e r e i s l i t t l e
g r a d in g w e i ^ t ( i f an y ) g iv e n , an d t h e r e i s n o i n s t r u c t o r o r l i t t l e
g u id a n c e , s o s t u d e n t s a r e on t h e i r own.
S u p p le m e n ta ry p ro g ram s a r e d e s ig n e d t o p r o v id e ad d ed w ork f o r f a s t
s t u d e n t s , p e rh a p s g iv i n g e x t r a c r e d i t .
The two b a s i c ty p e s t o b e d is c u s s e d
h e r e in c lu d e i n - s e r v i c e c l i n i c s an d a c le r k - p r o g ra m - b a s e d c l u b .
A f te r
re v ie w in g t h e b r i e f p r e s e n t a t i o n , t h e t e a c h e r - d i r e c t o r may d e v e lo p a
p ro g ra m , o r p r e f e r a b l y , g u id e t h e s tu d e n t s i n d e v e lo p in g t h e p ro g ram .
123
In -s e rv ic e c lin ic s
C lin ic s
b e c a l l e d a t r e g u la r ly - s c h e d u le d tim e s o r when p ro b lem s
o r a s p e c i a l e v e n t may a r i s e .
B u s in e s s e s a r e now c o n d u c tin g th e s e c l i n i c s
t o im prove w ork a s p ro b lem s a r e d is c u s s e d an d im provem ents s u g g e s te d .
O c c u p a tio n a l g u id a n c e and o t h e r e d u c a tio n program s can b e p r e s e n te d by t h e
s tu d e n ts .
The s tu d e n t s can h a n d le th e w hole p ro g ra m , w hich p r o v id e s them
w ith l e a d e r s h i p an d o r g a n i z a t i o n a l t r a i n i n g .
I t i s s u g g e s te d t h a t some
form o f e x t r a c r e d i t b e d e v is e d t h a t p r o b a b ly h a s m inor b e a r i n g on th e
a c tu a l g ra d e .
T h is i s an e x c e l l e n t way t o h a n d le s tu d e n t s who f i n i s h
t h e i r r e g u l a r w ork e a r l y .
C lubs
C lubs m axim ize l e a r n i n g o p p o r t u n i t i e s , ex p o se s tu d e n t s t o a v a r i e t y o f
e x p e r i e n c e s , d e v e lo p s o c i a l and l e a d e r s h i p s k i l l s , enh an ce t h e t o t a l o f f i c e
e d u c a tio n p ro g ram , d e v e lo p o c c u p a tio n a l u n d e r s ta n d in g s , and p ro v id e gro u p
p r o j e c t p la n n in g and p a r t i c i p a t i o n .
Through t h e c lu b and i n - s e r v i c e
t r a i n i n g p ro g ra m s , th e t e a c h e r becom es b e t t e r a c q u a in te d w ith t h e s t u d e n t s ,
o b ta in s p u b l i c i t y th r o u g h a c t i v i t i e s , an d p r o v id e s an av en u e o f f o llo w -u p
t h r o u ^ th e alum ni g ro u p .
CHAPTER VI
SUMMARY
The m ajo r a s p e c t s o f p la n n in g , im p le m e n ta tio n , and e v a l u a ti o n o f a
s im u la te d o f f i c e e x p e r ie n c e p ro g ram hav e b een re v ie w e d , an d th e s im u la te d
o f f i c e e x p e r ie n c e program s h o u ld b e e f f e c t i v e l y in o p e r a tio n o r re a d y t o
s ta rt.
T e a c h e rs and s tu d e n t s w i l l f i n d t h i s m ethod o f p r e s e n t i n g an o f f i c e
p r a c t i c e c o u rs e in n o v a tiv e and ,e f f e c t i v e .
E d u c a to r s , b u s in e s s m e n , and
community l e a d e r s h av e b een c o n s u lte d e i t h e r in p e rs o n o r th ro u g h p r o f e s s i o n a l
lite ra tu re .
F o llo w in g i s a summary c h e c k l i s t t h a t in c o r p o r a te s know ledge
a c c u m u la te d w h ile p r e p a r i n g f o r an d w r i t i n g t h i s t h e s i s :
SUMMARY CHECKLIST OF SIMULATED. OFFICE EXPERIENCE PROGRAM DEVELOPMENT
D i r e c t i o n s : C om plete th e c h e c k l i s t by m ark in g th e ite m s t h a t hav e b een
c o n s id e r e d and im p lem en ted . I f ite m s a r e n o t c o m p le te d , re v ie w t h e
r e l a t i v e s e c t i o n s and make p la n s t o c o m p lete them i f n e e d e d . Item s t h a t
hav e b een s t a r r e d s h o u ld be in w r i t i n g .
G u id e lin e I - D e f i n i t i o n o f th e P roblem
G e n e ra l r e f e r e n c e :
(C h a p te r I p a g e s 1 - 2 , C h a p te r I I p ag es 1 9 -2 3 ,
C h a p te r I I I p a g e s 2 5 -3 0 , C h a p te r V p ag es 5 7 -6 2 , F ig u r e 1 page 5 3 ,
F ig u r e 2 pag e 5 7 , A ppendix page 1 3 1 , B ib lio g r a p h y p a g e s IA6- I 5 1 )
U n d e rsta n d t h e c h a r a c t e r i s t i c s o f t h e p ro g ra m . (C h a p te r I I p ag es 1 0 ,
1 2 , 1 9 , C h a p te r IV p a g e s 3 1 -3 7 , C h e c k lis t 1 pag e 59)
U n d e rsta n d t h e a d v a n ta g e s an d d is a d v a n ta g e s .
C h a p te r IV pag e 35)
*D eveloped a w r i t t e n p h ilo s o p h y f o r t h e c o u r s e .
9 -1 2 )
12k
(C h a p te r I I p ag es 1 9 -2 3 ,
(C h a p te r I I p ag es
125
*D eveloped a w r i t t e n p u rp o s e f o r th e c o u r s e .
(C h a p te r I I p ag es 9 -1 2 )
*D eveloped a w r i t t e n s e t o f o b j e c t i v e s f o r t h e c o u r s e .
p a g e s 9 - 1 2 , C h a p te r IV page 3 ^ , C h e c k lis t 2 page 6 l )
(C h a p te r I I
G u id e lin e I I - S c h o o l F a c t o r s t o C o n sid e r
G e n e ra l r e f e r e n c e :
(C h a p te r I I p ag es k - 6 . C h a p te r V p a g e s 6 3 -7 3 ,
F ig u r e 1 p ag e 5 3 , F ig u r e 3 p ag e 6 3 )
P la c e d c o u r s e in c o m p a tib le s c h o o l c u r r ic u lu m .
( C h e c k lis t 3 page 6 7 )
D e term in ed c o o p e r a tio n o f a d m i n i s t r a t o r s , f a c u l t y , an d s t u d e n t s .
( C h e c k l is t 3 p ag e 6 7 )
D eterm in ed s tu d e n t n e e d f o r t h e p ro g ram .
S e le c te d p r o p e r t e a c h e r .
( C h e c k lis t 3 page 6 7 )
(C h a p te r IV page 36 and C h e c k lis t 7 page 7I )
*Have w r i t t e n an a d m i n i s t r a t i v e p r o p o s a l and p o l i c y f o r a p p r o v a l.
( C h e c k lis t 6 page 69 and A ppendix p ag e 139)
* D eterm in ed i f s c h o o l p e r s o n n e l r e c o r d s a r e a d e q u a te an d co m p lete
and d e te rm in e w r i t t e n p o l i c y g o v e rn in g t h e i r u s e .
( C h e c k lis t 5
page 68)
* P u t i n t o t h e c o u rs e o u t l i n e p r e r e q u i s i t e s , g ra d e p la c e m e n t, and
c o u rse d e s c r ip tio n .
( C h e c k l is t U p ag e 68 an d A ppendix pag e 135)
G u id e lin e I I I - A d v iso ry Comm ittee
G e n e ra l r e f e r e n c e :
(C h a p te r V p ag es 7 3 -7 7 , F ig u r e 1 p ag e 5 3 , F ig u re 4
p ag e 7 3 , C h e c k lis t 8 pag e 75)
S e le c te d a d v is o r y c o m m itte e .
p a g e s 73- 7 6 )
(C h a p te r IV page 3^ an d C h a p te r V
O r ie n te d an d o r g a n iz e d a d v is o r y c o m m itte e .
(C h a p te r V pag e 75)
^D eterm in ed p la n o f a c t i o n f o r a d v is o r y c o m m itte e .
( C h a p te r V p ag e 75)
*Have w r i t t e n a p o l i c y s ta te m e n t g o v e rn in g u s e o f an a d v is o r y c o m m ittee.
(C h a p te r V p ag e 7 6 )
G u id e liv e IV - Community S u rv ey
G e n e ra l r e f e r e n d a : C h a p te r IV page 3 1 , C h a p te r V p ag es 7 7 -8 1 ,
F ig u r e 1 pag e 5 3 , F ig u r e 5 p ag e 7 7 , B ib lio g r a p h y page 152)
126
*Community s u rv e y p o l i c y e s t a b l i s h e d .
( C h e c k lis t 9 page 79)
* Q u e s tio n n a ir e and i n t r o d u c t i o n p r e p a r e d .
( C h e c k lis t 10 page 80)
* Q u e s tio n n a ir e and i n t r o d u c t i o n im p lem en ted .
( C h e c k lis t 10 p ag e 80)
/ ___ * Q u e s tio n n a ir e a n a ly z e d and c o n c lu s io n s draw n.
( C h e c k lis t 10 page 8o)
G u id e lin e V - O r g a n iz a tio n
G e n e ra l r e f e r e n c e :
(C h a p te r I I p a g e s 1 9 -2 4 , C h a p te r IV p ag es 3 1 -3 7 ,
C h a p te r V p a g e s 82 and 8 3 , F ig u r e 1 p ag e 5 3 , F ig u re 6 page 8 2 ,
B ib lio g r a p h y pag e 153)
D eterm in ed i f c l e r i c a l an d s e c r e t a r i a l o f f i c e p r a c t i c e s tu d e n ts
w i l l b e in t h e same c l a s s .
(C h a p te r IV p ag e 32 and C h e c k lis t 11
page 83)
D eterm in e i f h ig h and l o w - a b i l i t y s tu d e n t s s h a l l b e e n r o l l e d .
(C h a p te r IV page 37 and C h e c k lis t 11 page 8 3 )
D e term in ed how many o f f i c e s s h a l l b e u s e d .
and C h e c k lis t 11 p ag e 8 3 )
(C h a p te r IV page 36
D eterm in ed how many com panies s h a l l b e r e p r e s e n t e d .
page 36 and C h e c k lis t 11 page 8 3 )
D eterm in ed how many p o s i t i o n s w ith i n eac h o f f i c e .
p ag e 36 and C h e c k lis t 11 page 8 3 )
D eterm in ed ‘t h e r o t a t i o n plan<.
page 8 3 )
(C h a p te r IV
(C h a p te r IV
(C h a p te r IV pag e 36 and C h e c k lis t 11
*Have w r i t t e n p o l i c y s ta te m e n t on o r g a n iz a ti o n o f p ro g ra m .
IV p ag e 33 and C h e c k l i s t 'l l page 83)
(C h a p te r
G u id e lin e VI - B u s in e s s S u rv ey
G e n e ra l r e f e r e n c e : C h a p te r I I p a g e s 1 2 -1 8 , C h a p te r I I I p ag es 4 0 -4 9 ,
C h a p te r IV p a g e s 3 8 -4 9 , C h a p te r V p a g e s 8 5 -9 0 , F ig u r e 1 page 5 3 ,
F ig u r e 7 page 8 5 i B ib lio g r a p h y pag e 152)
D eterm in ed w hat c o m p an y (ies) n e e d t o b e a n a ly z e d f o r t h e developm ent
o f t h e p ro g ram and made p r o p e r c o n t a c t s .
(C h a p te r IV p a g e s 3 6 ,
38-49 an d C h e c k lis t 13 pag e 90)
A n aly ze d t h e c o m p an y (ies) p o l i c i e s and p r o c e d u r e s .
p a g e s 3 6 , 37-49 and C h e c k lis t 13 page 90)
(C h a p te r IV
127
*Com piled c o m p le te d f lo w c h a r t s , n a r r a t i v e s , and jo b i n s t r u c t i o n
s h e e t s f o r a l l p ro c e d u re s and p o l i c i e s u s e d by t h e c o ra p a n y (ie s ).
C h a p te r IV p a g e s 3 6 , 3T-U9, C h e c k lis t 12 pag e 8 8 , C h e c k lis t 13
page 9 0 )
G u id e lin e V II - F a c i l i t i e s , E q u ip m en t, and S u p p lie s
G e n e ra l r e f e r e n c e ;
(C h a p te r V p a g e s 9 1 - 9 ^ , F ig u r e 1 page 5 3 ,
F ig u r e 8 pag e 9 1 , B ib lio g r a p h y page 152)
D eterm in ed w hat eq u ip m en t you w ant t o b e in c lu d e d .
page 4 l and C h e c k lis t 1^ p ag e 93)
(C h a p te r IV
D eterm in ed sp a c e n e e d e d t o c o n s u l t , s tu d y , and w o rk .
page l k 5 and C h e c k lis t lU page 93)
*Drawn f l o o r p la n and w r i t t e n up s p e c i f i c a t i o n s .
and C h e c k lis t lU p ag e 93)
(A ppendix
(A ppendix page ll*5
* O rdered ch an g es in f a c i l i t i e s . ' ( C h e c k lis t l 4 page 93)
* O rdered eq u ip m en t n e e d e d .
93)
(C h a p te r IV pag e k2 an d C h e c k lis t lU page
* O rdered s u p p lie s n e e d e d .
93)
(C h a p te r IV p ag e k2 and C h e c k lis t 1^ page
^ A rran g ed room f o r c l a s s .
( C h e c k lis t lU page 93)
^ I n v e n to r y .
( C h e c k lis t lU^'^aTge 93-).
G u id e lin e V I I I - C o n te n t
G e n e ra l r e f e r e n c e :
F ig u r e 9 pag e 95)
(C h a p te r V p a g e s 9 5 -9 7 , F ig u r e 1 p ag e 5 3 ,
S e le c te d c o n te n t f o r g e n e r a l o r i e n t a t i o n .
and C h e c k lis t 15 pag e 9 6 )
*Have w r i t t e n o u t l i n e f o r c o u r s e c o n t e n t .
C h e c k lis t 15 page 9 6 )
( C h a p te r IV page 3^
(A ppendix p ag e 135 and
*D eveloped u n i t s t o su p p lem en t c o u rs e o u t l i n e .
C h e c k lis t 15 p ag e 9 6 , C h a p te r IV pag e 37)
S e le c te d c o n te n t f o r s p e c i f i c o r i e n t a t i o n .
and C h e c k lis t 15 pag e 9 6 )
(C h a p te r V page 1 2 1 ,
(C h a p te r IV page 3^
128
G u i d e l i n e IX - M a t e r i a l s
G e n e ra l r e f e r e n c e :
(C h a p te r I I p ag es 19-2U , C h a p te r V p ag es 9 8 -1 0 1 ,
F ig u r e 1 p ag e 53» F ig u r e 10 page 9 8 , B ib lio g r a p h y page 153)
* L i s t o f r e p r e s e n t a t i v e c o rre s p o n d e n c e d e v e lo p e d .
pag e 100)
* L i s t o f r e p r e s e n t a t i v e form s d e v e lo p e d .
C h e c k lis t l 6 page 100)
( C h e c k lis t l 6
( C h a p te r IV page Uo and
* L is t o f
___ * L is t o f
* L is t o f
* L ist o f
* L is t o f
* L is t o f
G u id e lin e X ■
* F o l i c i e s an d P ro c e d u re s M anual f o r t h e co m p an y (ies) in c lu d in g
d e s c r i p t i o n an d p o l i c i e s , o r g a n iz a ti o n c h a r t , jo b d e s c r i p t i o n s ,
and d e t a i l e d d i r e c t i o n s t o b e p u b li s h e d , d i s t r i b u t e d , and d is c u s s e d
w ith s t u d e n t s .
(C h a p te r I I I p ag es 2 5 - 3 0 , C h a p te r IV p ag es 3 8 -k 9 ,
C h a p te r V p a g e s 102-lO U , ] |ig u r e 1^ page 5 3 , F ig u re 11 pag e 1 0 2 ,
C h e c k lis t 17 page 1 0 3 , an d 'A p p e n d ix pag e lU k)
G u id e lin e XI - S e l e c t S tu d e n ts
G e n e ra l r e f e r e n c e :
(C h a p te r IV p ag es 3 2 , 3 3 , and 3 6 , F ig u re 1 page
5 4 , F ig u r e 12 page 1 0 5 , C h e c k lis t 18 p ag e 106)
^ S tu d e n ts f i l e d a p p l i c a t i o n s .
* S tu d e n ts s ig n e d a g re e m e n ts .
( C h a p te r V p ag e 106)
(C h a p te r V page 106)
S tu d e n ts h av e h a d p r i v a t e in t e r v i e w s .
^ O r ie n ta tio n p ro g ram c o m p le te d .
(C h a p te r V pag e 105)
( C h a p te r V pag e 105)
S tu d e n ts p la c e d in t r a i n i n g s t a t i o n s .
(C h a p te r V page 105)
G u id e lin e X II - P u b lic R e la tio n s
G e n e ra l r e f e r e n c e :
( C h a p te r V p ag es 1 0 9 , 1 1 0 , F ig u r e 1 page 5 4 ,
F ig u re 13 pag e 108)
129
D evelo p ed a p ro g ram o f p u b l i c r e l a t i o n s .
( C h e c k lis t 19 page 109)
*D eveloped a l i s t o f news m ed ia and p e r s o n n e l in c h a r g e .
19 pag e 109)
( C h e c k lis t
, G u id e lin e X III - S tu d e n t E v a lu a tio n
G e n e ra l r e f e r e n c e :
(C h a p te r V p ag es 1 1 0 - l l k , F ig u r e 1 page 5 ^ ,
F ig u r e i h page 1 1 0 , C h a p te r IV p ag es 33 and 3 6 , B ib lio g r a p h y page 151)
^D eveloped in s tr u m e n ts and r e c o r d s t o u s e f o r e v a l u a t i o n .
20 p ag e 1 1 2 , A ppendix pag e i k l )
( C h e c k lis t
D evelo p ed a w e ll-r o u n d e d p la n o f e v a l u a t i o n , im p le m e n ta tio n , and
a n a l y s i s o f s tu d e n t r e c o r d s .
( C h e c k lis t 20 pag e 112)
U sed v a r io u s e v a l u a ti o n m e a s u re s .
page l U l , C h e c k l is t 20 pag e 112)
( C h a p te r IV pag e 3 3 , A ppendix
* P la n f o r c o n s ta n t r e v i s i o n an d .e v a lu a tio n o f c o n te n t and p ro c e d u re s
a s r e v e a le d b y s tu d e n t e v a l u a t i o n .
(C h a p te r V p ag es I lk - 1 2 0 )
G u id e lin e XIV - P rogram E v a lu a tio n
G e n e ra l r e f e r e n c e : C h a p te r V p ag es I l k - 1 2 0 , F ig u re 1 pag e 5 k ,
F ig u r e 15 p ag e I l k , B ib lio g r a p h y p ag es l k 6 - 1 5 l )
R eview ed t o t a l p ro g ram .
( C h e c k lis t 21 pag e l l 6 )
*Made n e c e s s a r y r e p o r t s .
{ C h e c k lis t 22 page l l 8 )
*C onducted fo llo w -u p program ..
( C h e c k lis t 23 page 119)
D evelo p ed and im p lem en ted n e e d e d c h a n g e s.
S ta b a l i z e d p la n s f o r t h e com ing y e a r .
G u id e lin e XV - S u p p le m e n ta ry Program s
G e n e ra l r e fe re n c e -:
( C h a p te r V p ag es 1 2 1 -1 2 3 , F ig u re 1 page 5 5 ,
F ig u r e l 6 page 121)
D ecid ed on s u p p le m e n ta ry p ro g ram s t o u s e .
* E s ta b lis h e d s c h e d u le f o r i n - s e r v i c e c l i n i c s and a s s i g n .
^ E s ta b lis h e d an d ' o r g a n iz e d a c lu b p ro g ram .
P ro v id e d o n ly e n o u ^ g u id a n c e t o s e e t h a t t h e s u p p le m e n ta ry program s
w ere w e ll h a n d le d .
130
The p ro c e d u re d e v e lo p e d i n t h i s s tu d y p r o v id e s a means f o r th e
c a r e f u l d ev elo p m en t o f a p h ilo s o p h y an d u n d e r s ta n d in g o f th e s im u la te d
o f f i c e e x p e r ie n c e p ro g ram an d f o r t h e c o n s t r u c t i o n o f a p ro g ram f i t t e d t o
t h e n e e d s o f t h e i n d i v i d u a l and t h e p a r t i c u l a r te a c h in g s i t u a t i o n .
r e s u l t s h o u ld b e a m e a n in g fu l e x p e r ie n c e i n o f f i c e e d u c a tio n f o r t h e
s tu d e n t.
The
APPENDIX
131
QUESTIONNAIRE ON SIMULATED OFFICE EXPERIENCE PROGRAMS FOR HIGH SCHOOLS
T h is q u e s ti o n n a ir e i s t o b e co m p le te d on t h e b a s i s o f y o u r e x p e r ie n c e and
r e a d i n g in p r o v id in g r e a l i s t i c and v a l u a b le e d u c a tio n a l e x p e r ie n c e s f o r
h ig h s c h o o l s t u d e n t s . The s im u la te d o f f i c e p ro g ram i s a c a p s to n e c o u rs e
t o b e p r e s e n te d in t h e s e n i o r y e a r .
P le a s e f i l l o u t t h e q u e s tio n s l i s t e d b elo w t o th e b e s t o f y o u r k n o w led g e,
u s in g w h a te v e r e d u c a tio n an d e x p e r ie n c e you h a v e . I t w ould be a p p r e c ia te d
i f th o u g h t c o u ld be g iv e n t o u t i l i z a t i o n o f d a t a p r o c e s s in g e q u ip m e n t,
s o u rc e m a t e r i a l , and te c h n iq u e s in eac h c a te g o r y .
Your id e a s a r e c o n f i d e n t i a l and s i n c e r e l y a p p r e c i a t e d , f o r each p e rs o n
h a s so m eth in g u n iq u e t o o f f e r . A b la n k s h e e t i s a t t a c h e d f o r a d d i t i o n a l
s u g g e s tio n s . I n f o r m a tio n c o m p iled from y o u r id e a s w i l l be u se d f o r t h e s i s
m a te ria l.
Name
D ate
E d u c a tio n e x p e r ie n c e ( y e a r s c o m p le te d ) _______ ( m a jo r )
O f f ic e e x p e r ie n c e ( y e a r s ) _____________ ( ty p e o f w ork)
T ea ch in g e x p e r ie n c e ( y e a r s ) ________________ (g ra d e l e v e l s )
( s u b j e c t s ) ___________________________________________________
( o f f i c e p r a c t i c e - p le a s e n o te i f you h ad an e x p e r ie n c e s i m i l a r t o o r
a s im u la te d o f f i c e p ro g ram and any comments you h av e r e l a t i n g t o t h i s .)
A d d ress a f t e r t h i s q u a r t e r o r p erm an en t home a d d r e s s
Your r e a c t i o n s t o t h e n e e d f o r a s tu d y t o d e v e lo p g u id e lin e s f o r e s t a b ­
l i s h i n g a s im u la te d o f f i c e .
132
Name__________________________
1.
How w ould you o r g a n iz e t h e s im u la te d o f f i c e e x p e rie n c e ?
A.
How many o f f i c e s ?
1
B.
What ty p e o f o f f i c e ( s ) ?
2
3
U
5
o th e r __________________
1 . One com pany, d i f f e r e n t p o s i t i o n s w i t h i n .
2 . D i f f e r e n t o c c u p a tio n a l a r e a s , s e v e r a l o f f i c e s .
__ 3 . Use d i f f e r e n t ty p e s o f o c c u p a tio n s and d i f f e r e n t o f f i c e
s i t u a t i o n s , i . e . m e d ic a l, one g i r l ; i n s u r a n c e , s te n o p o o l;
m a n u fa c tu r in g , p o s i t i o n s a c c o r d in g t o o r g a n i z a t i o n a l c h a r t ,
U. P r a c t i c e s e t s , u s in g o f f i c e p r o c e d u r e s .
2.
What s t e p s w ould you a d v is e a t e a c h e r t o ta k e in s e t t i n g up a
co m p lete program ?
3.
How lo n g a tim e w ould y o u e s ti m a t e a t e a c h e r n e e d s t o e s t a b l i s h a
p ro g ram o f t h i s n a t u r e ? What w ould b e th e b e s t way t o g e t t h i s tim e ?
It.
What a r e a s o f d i f f i c u l t y do y o u p e r c e iv e in s e t t i n g up a program ?
5.
Would you e s t a b l i s h a c l e r i c a l and s e c r e t a r i a l o f f i c e p r a c t i c e as
tw o s e p a r a t e u n i t s o r i n c o r p o r a te them i n t o one o f f i c e p r a c t i c e ?
Why?
6.
How many s tu d e n t s w ould you a s s ig n t o t h e t o t a l c l a s s ?
To ea c h o f f i c e ?
133
7.
How w ould
R o ta te
R o ta te
R o ta te
A ss ig n
o rie n t
O th e r.
you a s s ig n t h e s tu d e n ts ?
ea c h s tu d e n t betw een
eac h o f f i c e ; one p o s i t i o n eac h o f f i c e .
e a c h s tu d e n t i n ea c h
p o s i t i o n i n eac h o f f i c e .
ea c h s tu d e n t in e a c h
p o s i t i o n in one o f f i c e .
s tu d e n t t o one p o s i t i o n and h av e i n - s e r v i c e t r a i n i n g t o
th em t o t h e o t h e r j o b s .
8.
What minimum p r e r e q u i s i t e s w ould you r e q u ir e ?
9.
What b a s i c eq u ip m en t w ould b e n eed ed ?
10.
How w ould y o u e v a l u a te th e o f f i c e e x p e r ie n c e ?
11.
Do y ou f e e l an a d v is o r y co m m ittee w ould be v a lu a b le ?
12.
What le n g t h o f tim e w ould y o u d e v o te t o t h e program ?
g e n e ra l o rie n ta tio n
s p e c if ic o rie n ta tio n
a c t u a l w ork e x p e r ie n c e
13.
What w ould b e y o u r o b j e c t i v e s i n a c l a s s o f t h i s n a t u r e ?
lU .
What a r e th e a d v a n ta g e s an d d is a d v a n ta g e s co m p arin g t h e s im u la te d
o f f i c e e x p e r ie n c e w ith c o o p e r a tiv e w ork e x p e r ie n c e , w ork e x p e r ie n c e ,
and a s t r u c t u r e d c la s s ro o m o f f i c e p r a c t i c e ?
15.
What o c c u p a tio n a l a r e a s s h o u ld b e co v e re d ?
13h
16,
Do you f e e l o c c u p a tio n a l a r e a s c o v e re d s h o u ld c o r r e l a t e w ith a
s tu d y o f t h e o f f i c e o p e n in g s in t h e p a r t i c u l a r a r e a ? ____________
17.
What e d u c a tio n a l e x p e r ie n c e s a r e common t o a l l p o s i t i o n s ?
18.
What does a t e a c h e r n e e d t o u n d e r s ta n d b e f o r e a tte m p tin g a pro g ram
o f t h i s n a tu re ?
19.
What comments do you h av e r e l a t i n g t o e n r o l l i n g low and h ig h a b i l i t y s tu d e n t s i n t h e same c l a s s ?
20,
Do y o u t h i n k a fo llo w - u p o f s tu d e n t s i s n eed ed ?
21.
Do y o u t h i n k t h e in f o r m a tio n flo w s h o u ld b e r i g i d l y e s t a b l i s h e d
u s in g f lo w c h a r t s , o r f l e x i b l e u s in g a b a s i c flo w b u t t h e t e a c h e r
i n t e r j e c t i n g a num ber o f e x c e p tio n s ?
22.
How do you f e e l a b o u t s e t t i n g a c e r t a i n p e r i o d a s id e a t a p r e ­
announced tim e f o r i n - s e r v i c e m e e tin g s t o c o v e r su ch t h i n g s a s
g roo m in g , a t t i t u d e d e v e lo p m e n t, and o c c u p a tio n a l g u id a n c e ?
P le a s e p u t a d d i t i o n a l comments on t h e b a c k .
135
SIMULATED OFFICE EXPERIENCE
S ta te m e n t o f th e P ro b lem
/
To d e v e lo p a r e a l i s t i c , c h a l le n g i n g , and co m p reh en siv e l a b o r a t o r y
e x p e r ie n c e f o r s tu d e n t s i n o f f i c e e d u c a tio n t h a t w i l l f u l f i l l t h e i r
i n d i v i d u a l n e e d s in o b ta in in g th e s k i l l s an d u n d e r s ta n d in g s n e c e s s a r y
t o b e s u c c e s s f u l a t t h e e n t r y l e v e l o f o f f i c e o c c u p a tio n s .
P h ilo s o p h y
The c o u rs e w i l l t r a n s m i t t h e c u l t u r a l h e r i t a g e o f o u r way o f l i f e ,
in p ro v e th e s o c i a l s t r u c t u r e o f t h e e n v iro n m en t in w hich p e o p le l i v e and
w o rk , and p r o v id e f o r t h e i n d i v i d u a l n e e d s o f t h e p e o p le who l i v e in
o u r d e m o c ra tic s o c i e t y . V o c a tio n a l e d u c a tio n p re s u p p o s e s t h a t th e s tu d e n t
i s p r i m a r i l y d i r e c t e d t o o c c u p a tio n a l p r e p a r a t i o n . P r e p a r a t io n w i l l
in v o lv e th e a t t i t u d e s , u n d e r s ta n d i n g s , and s k i l l s w hich w i l l e n a b le th e
s tu d e n t t o a d j u s t more a d e q u a te ly t o t h e d u t i e s and r e s p o n s i b i l i t i e s
o f an e t h i c a l c i t i z e n and w o rk e r i n h i s ch o sen f i e l d . The b u s in e s s
o f f i c e o c c u p a tio n a l p ro g ram i s d i r e c t e d t o one p rim a ry g o a l , g a i n f u l
em ploym ent as an o f f i c e w o rk e r. A s im u la te d o f f i c e e x p e r ie n c e program
w i l l p ro v id e t h e a d e q u a te know ledge f o r d e c i s i o n m aking and u se o f
s p e c i f i c form s and eq u ip m en t t o p r o v id e o c c u p a tio n a l g u id a n c e and s k i l l s
n e c e ss a ry b e fo re e n te r in g th e jo b .
P u rp o se
The p u rp o s e o f th e s im u la te d o f f i c e e x p e r ie n c e p ro g ram i s t o p r o v id e
an u n d e r s ta n d in g o f
th e
r e q u ir e m e n ts o f w o rk in g w ith o t h e r s i n an o f f i c e ,
t h e im p o rta n c e o f a c c u ra c y and n e a tn e s s a s i t r e l a t e s t o a seq u en ce o f
a c t i v i t i e s in o f f i c e w ork an d t h e s ta n d a r d s o f p r o d u c tio n r e q u ir e d t o
k e e p t h e flo w o f w ork e f f i c i e n t and sm o o th . I t i s t h e p u rp o s e t o tr a n s m i t
c r e a t i v e and in n o v a tiv e o f f i c e p r o c e d u r e s from t h e r e a l w o rld o f b u s in e s s
t o t h e l e a r n i n g s i t u a t i o n o f t h e s c h o o l t o b r id g e t h e gap betw een s c h o o l
and t h e w o rld o f w o rk . I t i s t h e p u rp o se t o g iv e e v e ry s tu d e n t an o p p o r tu n ity
t o b e s u c c e s s f u l a t h i s maximum l e v e l o f e f f i c i e n c y . I t i s t h e p u rp o s e t o
r e p l i c a t e o f f i c e t a s k s o f t h e b u s in e s s w o rld — s t r u c t u r e , c o n c e p ts , v i t a l i t y ,
and d y n am ics.
O b je c tiv e s
The s im u la te d o f f i c e e x p e r ie n c e p ro g ram s h o u ld b e e s t a b l i s h e d t o
p ro v id e f o r ea c h s tu d e n t l e a r n e r i n t h e c l a s s an o p p o r tu n ity f o r :
1.
D evelopm ent o f s o p h i s t i c a t i o n s w ith r e g a r d t o em ploym ent t h a t a r e
co m p arab le t o th o s e w hich w ould be d e v e lo p e d in a c o o p e r a tiv e e d u c a tio n
pro g ram o r an o n - th e - j o b t r a i n i n g p ro g ram .
136
2.
D evelopm ent o f s e l f - d i r e c t i o n in th e p e rfo rm a n ce o f o f f i c e t a s k s .
3.
D evelopm ent o f i n i t i a t i v e and a s e n s e o f r e s p o n s i b i l i t y f o r t h e
q u a l i t y and q u a n t i t y o f p r o d u c tio n .
1».
U n d e rs ta n d in g o f t h e r e l a t i o n s h i p among d i f f e r e n t work s t a t i o n s
i n an o r g a n i z a t i o n — an u n d e r s ta n d in g o f t h e flo w o f w ork.
5.
F u r th e r d ev elo p m en t o f t h e s k i l l s and know ledges p r e v io u s ly
t o o c c u p a tio n a l s t a n d a r d s .
6.
D evelopm ent o f an u n d e r s ta n d in g o f t h e o c c u p a tio n s w hich e x i s t and
t h e employment r e q u ir e m e n ts f o r t h e s e o c c u p a tio n s .
7.
D evelopm ent o f an u n d e r s ta n d in g o f t h e b u s in e s s e s o f th e community
an d t h e i r r e l a t i o n s h i p t o eac h o t h e r .
8.
D evelopm ent o f t h e a b i l i t y t o w ork h a rm o n io u s ly w ith o t h e r s —
dev elo p m en t o f e f f e c t i v e human r e l a t i o n s h i p s .
9.
F u r th e r d ev elo p m en t o f e f f i c i e n t w ork h a b i t s .
le a r n e d
10.
D evelopm ent o f know ledge ab o u t and s k i l l i n p e rfo rm in g v a r io u s
o ffic e ta s k s .
11.
D evelopm ent o f know ledge a b o u t and s k i l l i n u s in g su ch docum ents
a s f lo w c h a r t s , o f f i c e m a n u a ls , p ro c e d u re m a n u a ls , and o r g a n i z a t i o n a l
c h a rts .
12.
R efin em en t o f k now ledges and s k i l l s a c c o r d in g t o i n d i v i d u a l n eed s
( r e m e d ia l i n s t r u c t i o n , e t c . )
13.
D evelopm ent o f c a p a b i l i t y t o s e c u r e em ploym ent, t o m a in ta in
em ploym ent, and t o ad v an ce in em ploym ent.
G rade P lacem en t
G rade tw e lv e . Each s tu d e n t s h a l l b e s o p la c e d i n t h e seq u en ce o f
b u s in e s s and o f f i c e e d u c a tio n c o u r s e s t h a t t h e s tu d e n t e n t e r s employment
d i r e c t l y from t h e s im u la te d o f f i c e e x p e r ie n c e ; t h i s means j u s t p r i o r t o
g r a d u a tio n o r t o l e a v i n g s c h o o l t o e n t e r upon a b u s in e s s o f f i c e c a r e e r .
P re re q u is ite s
1.
Have f u l f i l l e d a l l p r e r e q u i s i t e s f o r th e c o u rs e ( ty p i n g I an d I I ) w ith
a ” C" mark o r a b o v e. D e s ir a b le p r e r e q u i s i t e s w i l l b e b o o k k e e p in g and
g e n e ra l b u s in e s s .
2.
Have a b i l i t y t o p r o f i t b y t h e i n s t r u c t i o n and p o s s e s s t h e p e r s o n a l
q u a l i f i c a t i o n s r e q u i r e d f o r em ploym ent in t h e ty p e o f work f o r w hich
th e tr a in in g is o ffe re d .
137
3.
Have i d e n t i f i e d a c a r e e r o b j e c t i v e f o r w hich th e s im u la te d o f f i c e
e x p e r ie n c e p ro g ram w i l l b e an e s s e n t i a l p a r t o f th e t o t a l p r e p a r a t i o n .
U.
Have t h e p e r s o n a l c h a r a c t e r i s t i c s , k n o w led g e, and s k i l l s th e t e a c h e r d i r e c t o r deems im p o r ta n t f o r s u c c e s s i n t h e p ro g ram .
C ourse D e s c r ip tio n
The c o u rs e i s a c a p s to n e c o u rs e d e s ig n e d f o r f i n a l p r e p a r a t io n o f
s tu d e n t s b e f o r e e n t e r i n g an o f f i c e o c c u p a tio n . I t i s com posed o f a
s e r i e s o f c la s s ro o m u n i t s d e s ig n e d t o su p p lem en t any know ledge n o t a l r e a d y
c l e a r l y u n d e r s to o d o r t o in tr o d u c e m a t e r i a l n o t p r e s e n te d i n th e p r e v io u s
se q u en ce o f c o u r s e s t h a t i s n e c e s s a r y f o r s u c c e s s in t h e s im u la te d o f f i c e
e x p e r ie n c e p ro g ram . Each s tu d e n t in th e s im u la te d o f f i c e e x p e r ie n c e p ro g ram
w i l l b e a s s ig n e d t o t h e p e rfo rm a n c e o f a v a r i e t y o f m a jo r t a s k s o f w hich
t h e o f f i c e o c c u p a tio n f o r w hich h e i s p r e p a r i n g i s c o m p rise d .
Time R eq u irem en t and O r g a n iz a tio n
A p p ro x im a te ly 500 m in u te s a week w ith a t l e a s t a minimum o f one
s e m e s te r i n a r e l a t e d l e a r n i n g p ro g ram and one s e m e s te r i n a s u p e r v is e d
work e x p e r ie n c e s h o u ld b e p r o v id e d .
S e le c te d b u s in e s s o f f i c e e d u c a tio n s t u d e n t s w i l l p a r t i c i p a t e i n a
p e r io d o f g e n e r a l o r i e n t a t i o n c o n s i s t i n g o f e i g h t w eek s, s p e c i f i c
o rie n ta tic H i t o t h e s im u la te d p ro g ram f o r one w eek, an d s im u la te d e x p e r ie n c e
r e l a t e d l e a r n i n g f o r t e n w e e k s . The w ork e x p e r ie n c e w ould b e f o r one
s e m e s te r .
S tu d e n ts w i l l b e w o rk in g f o r t h e ACE M a n u fa c tu rin g Company c o n s i s t i n g
o f f o u r s e p a r a t e o f f i c e d i v i s i o n s . F iv e s tu d e n t s w i l l b e a s s ig n e d t o
p o s i t i o n s w ith i n ea c h o f t h e f o u r o f f i c e s and r o t a t e d among o f f i c e s
a f t e r s a t i s f a c t o r y c o m p le tio n o f w ork f o r a p e r io d o f f o u r w eeks i n each
o f f i c e . O r i e n t a t i o n and an u n d e r s ta n d in g o f t h e o th e r p o s i t i o n s i n th e
o f f i c e w i l l be p r o v id e d b y f e llo w w o rk e rs and th e t e a c h e r - d i r e c t o r .
Two w eeks o f f l e x i b l e tim e i s p ro v id e d f o r i n - s e r v i c e t r a i n i n g m e e tin g s
and e v a l u a t i o n .
E n ro llm e n t
A maximum o f 25 s tu d e n t s s h o u ld b e e n r o l l e d p e r c o n s e c u tiv e tw o -h o u r
c l a s s p e r io d . C l e r i c a l and s e c r e t a r i a l s tu d e n t s w i l l be e n r o l l e d i n t h e
same c l a s s . S tu d e n ts o f v a r y in g a b i l i t i e s w i l l be e n r o l l e d i n th e same
c la s s .
C r e d it
One u n i t w i l l be r e c e iv e d f o r s u c c e s s f u l c o m p le tio n o f one y e a r .
138
Course O u tlin e
G e n e ra l O r i e n t a t i o n
T o d a y 's o f f i c e w o rk er
P e r s o n a l e f f e c t i v e n e s s on t h e jo b
B u s in e s s p r o c e d u r e s an d flo w d iag ram s
I n t r o d u c t i o n t o d a t a p r o c e s s in g
F ilin g
T elep h o n e and r e c e p t i o n
H a n d lin g m a il
W r itin g b u s in e s s l e t t e r s
O f f ic e eq u ip m en t and s u p p lie s
B u s in e s s p a p e r s an d form s
B ookkeeping an d g e n e r a l b u s in e s s re v ie w
L e g a l a s p e c t s o f c o n d u c tin g a b u s in e s s
Economic a s p e c t s o f c o n d u c tin g a b u s in e s s
A r o t a t e d re v ie w o f t y p i n g , o f f i c e m a c h in e s , d u p l i c a t i n g m eth o d s,
and d ic ta p h o n e /s h o r th a n d
*A g e n e r a l know ledge o f t h e above i s n e e d e d , b e c a u s e th e
s im u la te d work e x p e r ie n c e w i l l p r o v id e r e l e a r n i n g and
r e in f o r c e m e n t o f l e a r n i n g .
S p e c i f i c O r ie n ta tio n
A p p ly in g f o r jo b
A c q u a in ta n c e s h ip w ith P o l i c i e s an d P ro c e d u re s M anual
A c q u a in ta n c e s h ip w ith r e f e r e n c e b o oks a v a i l a b l e
D evelopm ent o f o f f i c e r o u t i n e
D evelopm ent o f o f f i c e human r e l a t i o n s
D evelopm ent o f w ork h a b i t s
E v a lu a tio n and o t h e r r u l e s an d r e g u l a t i o n s o f t h e p ro g ram
S im u la te d O f f ic e E x p e rie n c e Program
E v a lu a tio n
Minimum s ta n d a r d s s h o u ld be s e t i n a c c o rd a n c e w ith em ployment
s ta n d a r d s f o r i n i t i a l em ployment i n t h e l o c a l a r e a o r i n t h e a r e a in
w hich t h e s tu d e n t s e e k s em ploym ent. W eekly p r o g r e s s c h a r t s w i l l be
h an d ed i n a t t h e en d o f each g r a d in g p e r i o d . I n d i v i d u a l c o n fe re n c e s
w i l l b e h e ld a f t e r s e l f - a n a l y s i s , c la s s m a te a n a l y s i s , an d te a c h e r
a n a l y s i s h a s b een c o m p le te d . A s ta n d a r d i z e d t e s t w i l l b e g iv e n upon
c o m p le tio n o f t h e p ro g ram .
139
SAMPLE OUTLINE - ADMINISTRATIVE POLICIES CONCERNING THE SIMULATED
OFFICE EXPERIENCE PROGRAM AT
HIGH SCHOOL
I.
II.
III.
IV .
V.
V I.
V.
O b je c tiv e s and p u rp o s e s o f p ro g ram .
P r o v is io n s f o r s u p e r v is io n and a d m in is tr a t io n o f t h e p ro g ram .
(A d e s c r i p t i o n o f p e r s o n n e l in v o lv e d , l i n e and s t a f f r e s p o n s i b i l i t i e s ,
and p r o v is io n s f o r s u p e r v is io n s h o u ld be in c lu d e d . An o r g a n i z a t i o n a l
c h a r t o f v o c a t i o n a l e d u c a tio n p ro g ram s h o u ld b e s u b m itte d i f n e c e s s a r y .)
D u tie s o f t e a c h e r - d i r e c t o r .
A.
T e a c h in g .
1 . N o n - v o c a tio n a l.
2 . P r e - p la n n i n g .
3 . R e la te d i n s t r u c t i o n .
B.
D ire c tin g .
1 . S im u la te d o f f i c e e x p e r ie n c e .
2 . C lub p ro g ram .
P r o v is io n s f o r an e x te n d e d c o n t r a c t o r r e l e a s e d tim e f o r d i r e c t o r .
P rogram o f i n s t r u c t i o n .
A.
C o n te n t o f g e n e r a l i n s t r u c t i o n .
B.
C o n te n t o f w ork e x p e r ie n c e p ro g ram .
1 . P o l i c i e s and P ro c e d u re s M anual.
2. In -s e rv ic e tr a in in g .
C.
D e s c rib e p ro c e d u re u se d t o a s s u r e t h a t th e n a t u r e and c o n te n t o f
i n s t r u c t i o n a r e b a s e d on o c c u p a tio n a l n e e d s ,
P rogram o f o f f i c e e x p e r ie n c e t r a i n i n g u s in g s i m u l a t i o n .
A.
D e s c rib e c r i t e r i a f o r s e l e c t i n g s t u d e n t s .
B.
D e s c rib e c r i t e r i a f o r p la c e m e n t o f s tu d e n t s an d r o t a t i o n s c h e d u le .
C.
D e s c rib e p r o c e d u r e s u s e d t o in s u r e t h a t a maximum o f c l a s s
tim e w i l l b e u s e d i n - t h e s im u la te d work e x p e r ie n c e p ro g ram .
D.
D e s c rib e p r o c e d u r e s u s e d t o i n s u r e a w e ll- r o u n d e d
s im u la te d t r a i n i n g .
p ro g ram o f
E n ro llm e n t i n th e p ro g ra m , ( in c lu d e who may e n r o l l , t h e s c h e d u lin g ,
and t h e num ber t h a t s h o u ld b e maximum, e t c . )
lU o
V III.
IX .
X.
X I.
X II.
X III.
XIV.
P r o v is io n f o r t h e l o c a l c lu h p ro g ram .
P r o v is io n f o r f a c i l i t i e s an d eq u ip m en t,
(D e s c rib e c la s s ro o m and o t h e r f a c i l i t i e s , e q u ip m e n t, and s u p p lie s
a v a i l a b l e , and b r i e f l y o u t l i n e p la n s f o r t h e i r u s e . I f now c o n s id e r e d
in a d e q u a te , d e s c r ib e p la n s f o r im p ro v em en t.)
P r o v is io n f o r a d v is o r y c o m m itte e .
A.
S e le c tio n p r o c e d u r e s .
B.
G e n e ra l d u t i e s and r e s p o n s i b i l i t i e s .
P ro c e d u re s f o r s u rv e y s an d f o llo w -u p s t u d i e s .
P ro c e d u re s f o r l o c a l e v a l u a t i o n .
A.
C lassro o m i n s t r u c t i o n .
B.
S im u la te d o f f i c e e x p é r i e n c e .
C.
E n t i r e c la s s ro o m p ro g ram .
P r o v is io n s f o r f u r t h e r t r a i n i n g o f t e a c h e r - d i r e c t o r .
P r o v is io n s f o r p u b l i c r e l a t i o n s and u s e o f s p e a k e r s
t r i p s as re s o u rc e s .
and f i e l d
XV. R e p o r ts .
( D e s c r ib e .p r o v is io n s for- p e r io d i c s t a t i s t i c a l and d e s c r i p t i v e
r e p o r t s o f a c t i v i t i e s b y ^ th e t e a c h e r - d i r e c t o r w hich a r e p r e p a r e d
f o r th e a d m i n i s t r a t i o n , im provem ent o f th e p ro g ram , an d th e s t a t e
and n a tio n a l s u p e r v is o r s .)
XVI.
X V II.
X V III.
P r o v is io n s f o r a p p l i c a t i o n f o r F e d e r a l fu n d s .
( D e s c rib e a p p ro a c h t o b e u se d in o b ta in in g fu n d s f o r t h e dev elo p m ent
and e n la rg e m e n t o f t h e p r o g r a m .)
F orm s.
( Subm it one copy, o f eac h o f th e v a r io u s form s u s e d b y th e p ro g ra m ,
su ch a s a p p l i c a t i o n f o r a d m itta n c e , e v a l u a ti o n fo rm s , a g re e m e n ts ,
s c h e d u le o f e x p e r i e n c e s ,' s u rv e y fo rm s , e t c . )
R e s p o n s ib ilitie s .
A.
S c h o o l.
B.
V o c a tio n a l D iv is io n o f S t a t e D ep artm en t o f P u b lic I n s t r u c t i o n .
l4 l
A SAMPLE FORM - ESSAY TO WRITE BEFORE CHANGING JOBS
The O f f ic e in Which You Work
1.
D e s c rib e i n g e n e r a l t h e ty p e o f b u s in e s s f ir m in w hich you a r e
e u ^ lo y e d and t h e s e r v i c e o r commodity i n w hich i t d e a l s .
2.
E x p la in b r i e f l y th e m a jo r f u n c t i o n ( s ) w h ich y o u r o f f i c e p e rfo rm s
i n s u p p o r t o f t h e t o t a l b u s in e s s o p e r a t i o n .
3.
I n w hich o f th e above f u n c ti o n s a r e you w o rk in g and t r a i n i n g ?
D e fin e y o u r p o s i t i o n and g iv e y o u r jo b t i t l e .
Ù.
D e s c rib e in some d e t a i l y o u r m a jo r t a s k s and r e s p o n s i b i l i t i e s in
t h e d a y - to - d a y p e rfo rm a n c e o f y o u r d u t i e s . L i s t y o u r d a i l y r o u t i n e
and t e l l o f some o f t h e e x c e p tio n s t h a t come u p .
Ik2
5.
T here a r e v a r io u s k in d s o f ty p e d m a t e r i a l s p ro d u ced in o f f i c e s , i . e . ,
l e t t e r s , m a n u s c r ip ts , fo rm s , c a r d s , memos, e t c . What k in d o f ty p e d
m a t e r i a l s a r e p r e p a r e d by y o u i n y o u r p r e s e n t p o s i t i o n ? What
p o r ti o n o f t h e a v e ra g e day do you d e v o te t o ty p in g ?
6.
What a r e t h e jo b c o m p e te n c ie s i n t a k i n g d i c t a t i o n and t r a n s c r i p t i o n
r e q u ir e d i n y o u r p o s i t i o n ? How much tim e do you d e v o te t o t h i s each
day?
7.
What s k i l l s d oes t h e f i l i n g done in y o u r p o s i t i o n r e q u i r e , o th e r th a n
know ing t h e a lp h a b e t? D e s c rib e th e f i l i n g s y ste m u s e d i n y o u r jo b
and e x p l a in why i t i s d e s ig n e d as i t i s .
I s r e c o r d s management an i n t e g r a l p a r t o f th e o f f i c e o r f ir m w here
you a r e w o rk in g ? Does y o u r w ork c o n t r i b u t e t o t h e r e c o r d s management
program ? How?
9.
The v e r i f i c a t i o n o f f i g u r e s an d w r i t t e n m a t e r i a l s i s o f g r e a t im p o rta n c e
i n a l l o f f i c e s . D e s c rib e i n d e t a i l t h e e x t e n t t o w h ich you a r e
r e q u i r e d t o v e r i f y e i t h e r y o u r own work a s s ig n m e n ts o r th o s e p r e p a r e d
o r p a r t i a l l y p r e p a r e d by someone e l s e .
1 0 . What o f f i c e m ach in es do y p u u se ?
o f f i c e m ach in es?
What a r e t h e m ain jo b s you do u s in g
Ik 3
11.
How can y o u r p r e s e n t p o s i t i o n b e in ç ro v e d ?
12.
E x p la in y o u r i n d i v i d u a l p r o g r e s s s in c e s t a r t i n g t h i s p o s i t i o n .
13.
What p r e v io u s l e a r n i n g was most im p o r ta n t i n d o in g y o u r jo b ?
lU .
What ad v an ced o f f i c e p o s i t i o n s may b e o b ta in e d th ro u g h a g r e a t e r
d ev elo p m en t o f t h e s k i l l s y o u a r e u s in g i n y o u r p r e s e n t p o s i t i o n ?
15.
A tta c h a sam p le o f t h e form s you u s e d an d g iv e a d e s c r i p t i o n o f
t h e p ro c e d u re s u s e d t o p r o c e s s eac h o n e.
lUU
POLICIES MD PROCEDURES MANUAL - SAMPLE TABLE OF CONTENTS
N a tu re and O b je c tiv e s
O rg a n iz a tio n C h a rt
P a r t I G e n e ra l
E v a l u a ti o n , P ro m o tio n and T r a n s f e r
A bsence from Work an d L a te n e s s
V a c a tio n S ch ed u le
S u g g e s tio n P rogram
P e r s o n a l M a il and T elep h o n e C a lls
R e s p o n s i b i l i t y o f V a rio u s D ep artm en ts
P a rt I I
A.
B.
C.
D.
E.
G e n e ra l O f f ic e
R e c e p tio n i s t
C le r k - T y p is t
C le r k , G e n e ra l
S e c re ta ry
M essage C e n te r and M ail Room
P a r t I I I A cco u n tin g D ep artm en t
A. P a y r o l l C le rk
B. P o s tin g C le rk
C. D is b u r s in g C le rk
D. B i l l i n g C le rk
E . F i n a n c i a l O f f ic e r
P a r t IV
A.
B.
C.
D.
S h ip p in g and R e c e iv in g D ep artm en t
R e c e iv in g C le rk
S to c k C le rk
C le rk -iy p is t
S h ip p in g C le rk
P a r t V E x te r n a l O f f ic e
P a r t VI Flow
F ig u r e 1
F ig u r e 2
F ig u r e 3
F ig u r e U
F ig u r e 5
C h a rts
S a le s O rd ers and I n v o ic e s
S a le s R e tu rn s and A llo w an ces
R e q u i s i t i o n , I s s u e and P u rh c a s e O rd ers
C e n tr a l F i l i n g , S to ra g e and P e r s o n n e l R eco rd s
R e q u e s ts f o r D u p lic a tio n
Locked S to r a g e U 'x l5 '
CO
M odel O f f ic e
5 - 1 / 2 *x8*
C e n tr a l F i l i n g
C e n tr a l SupplyG e n e ra l S to ra g e
ri g
M odel O f f ic e
5 - l / 2 'x 8 '
M odel O f f ic e
12Ï10'
3 /4 p a r t i t i o n s
O
§
I
S p e c i a l M achines
l 4 'x l 5 '
CO
H
o
4
1
w
V» g
Pi
•
G e n e ra l Work A rea
L ib ra ry ,
S e m in a r, &
P r o j e c t Room
9 ’x l 8 ’
o
O
Model O f f ic e
1 2 'x lO '
ffn
H fD
^ OO
S to ra g e C lo s e t
viirc ow
T e a c h e rD i r e c t o r 's
O f f ic e
6 ’x l 4 '
§
-id
H
8
o
g
P o r ta b l e C halk
B oard an d S c re e n
CO
1 2 'x l 8 '
D u p lic a tin g A rea
1 2 'x 6»
I
I
D a ta Proc e a s in g Eq lipment
K
4=r
VJl
BIBLIOGRAPHY
BIBLIOGRAPHY
V o c a tio n a l E d u c a tio n , B u s in e s s E d u c a tio n , O f f ic e E d u c a tio n
A s b e l l , B e rn a rd . The New Im proved A m erican .
Book Company, 1 9 6 3 .
New Y ork:
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