Traditional and individualized instruction include the same four elements and the same learning activities. The methods differ through the use of taped media. The author offers steps for the instructor to follow in organizing a course and preparing materials which allow students to choose their best learning methods. (AJ)

The challenge of the expanding computer industry to business educators is discussed--a new profession, emerging organization leaders, program objectives, and ethical/professional guidelines. (EA)

The mobile unit--an individualized instructional program in office occupations in which nine weeks are devoted to typewriting--was developed to meet the needs of the disadvantaged junior high school students. (BP)

Presents results from a study of job analysis and job satisfaction data collected from 236 secretaries in Ohio to determine differences in job dimensions and job satisfaction, aptitudes for secretarial work, and correlations among three secretarial categories: traditional, administrative support, and word processing. Includes implications and…

Describes how an office simulation experience that combines a 2-quarter laboratory experience with an office internship in the local business community is being conducted by Everett Community College in Everett, Washington. (HD)

To provide increased career potential for secretaries, the author gives procedures for teaching secretarial students how to dictate business correspondence and includes a guide on how to speak on a dictating machine. (MF)

Reports a study which included a one-year occupational patterns and program assessment survey of the graduates and dropouts of secondary business and office education programs in Alabama. A flow chart (which evolved out of the study) depicting a local-state system for conducting periodic follow-up studies in business and office education is…

Describes outstanding business education programs in individual schools. (JOW)

Points out that the employment of secretaries is expected to rise faster than the average for all occupations through the 1980s. This presents a challenge for business teachers: training students with necessary skills to fill these vacancies. (JOW)

To help students find job satisfaction, teachers should advise office education students about what employers will expect of them, how to fill out a job application, what to expect in clerical tests, the reason for personality and intelligence tests, and different aspects of the job interview. (CT)

The author suggests subjects and methods for including word processing competencies in office curriculums pending implementation of curriculum revisions. She discusses word processing concepts and processes, communication skills, equipment skills, and supervision skills. (MF)

To evaluate office occupations realistically, evaluation procedure criteria were developed using office simulation techniques. Grading methods given cover quality, quantity, attenance, tardiness, use of time, and cost of extra supplies, with grade penalties for performance deficiencies. (MF)

Describes office procedures covered in various office education courses at the secondary level in response to the challenge and responsibility to develop an awareness of trends in the contemporary office. (SH)