The success of shorthand/transcription programs should be judged more on students' abilities to satisfy the ultimate goal of shorthand/transcription--neat, error-free copy--rather than on their abilities to pass three-minute speed takes with 95 percent accuracy. (CT)

The author describes a special telephone training program at Arcadia High School, Phoenix, Arizona, to give office education students instruction in proper telephone techniques. The self-paced units include voice evaluation, telephone usage, telephone directory usage, telephone spelling, and recording telephone messages. (MF)

A formula for a rotation plan and eleven steps for individualizing programs for student assignment on office machines or other individualized units are presented. Illustrating the plan are a worksheet showing time allotments for the students and machines and the rotation units for the same students and machines. (MF)

A study was undertaken to learn about the work behaviors of urban business education students and clerical workers and about the nature of the office work environment. Results indicated that the two groups had similar work values and job perceptions, and that the satisfaction of intrinsic needs was deemed important. (Author/JOW)

Sex-role stereotypes of what was considered the proper attitude toward working women are reflected in popular fiction between 1890 and 1950, according to this study. Despite increased educational and work opportunities, women are still affected by these stereotypes which limit their business aspirations and achievement. (MF)

Four exercises to help students get ready for class activities are presented. The exercises are designed to develop skills in listening and following directions, awareness and retention, giving directions, and office problem solving. The exercises involve paper and pencil, newspaper articles, and office problem situations. (MF)

Examines Fullerton College's individualized self-pacing (ISP) program. Reviews twelve ISP objectives including provision of enrollment/scheduling flexibility; lists twenty-two class offerings, including basic business math, business English, and business machines. Compares costs, learning, and course completion in ISP and traditional programs.…

The author explains how she converted her adult medical office assistant program to an open-entry, competency-based curriculum. She describes a typical class period. (CH)

With changes in word origination to the more cost- and time-efficient methods, office productivity and efficiency can be increased to a level competitive with that of industry. Business educators are urged to take the initiative to implement these methods into existing courses as the business executives of today and tomorrow are educated. (CT)

Presents figures that indicate the extent of change in women's enrollment patterns since the passage of Title II of the Education Amendments of 1976. Discusses enrollment patterns in office occupations education, health occupations education, marketing and distributive education, trade and industrial education, occupational home economics,…

Describes the development of an office simulation program at a California high school. The program also permits career exploration at business offices in the town in the student's area of interest. The article also discusses a followup study of program graduates, who were overwhelmingly supportive of the program. (CT)

The author notes the various present and future uses of keyboarding, the entering of alphanumeric data on a stationary desk-top unit with a typewriter-like keyboard on it. She states that teachers should prepare typewriting students for the transition to keyboarding according to acceptable standards used in offices. (MF)

The basic office skills will be more necessary than ever in the office of the future, says the author in describing basic skills that should be taught for the word processing system: business English, language and communication skills, proofreading and editing, letter-writing principles, and communication psychology. (MF)

The author states that typewriting activities related to student organizations may be integrated into typewriting and other classes in which typewriting skills are needed. She cites advantages of typing in student organizations and suggests selected classroom typing activities to motivate students and also benefit student organizations. (MF)

Describes and gives results of a program of individualized instruction in typing and shorthand classes in the Department of Business Education, Brigham Young University. Although the program did reduce costs and accommodate increased enrollments, it was not successful in terms of student achievement or faculty utilization. (MF)