Stating that employers consider the nontechnical aspects of office work to be as important as work competence, the author lists 12 nontechnical qualities that business teachers should place greater emphasis on, such as new terminology, new devices, communication skills, decision making, personal and professional characteristics, responsibility,…

The Business and Office Career Education Curriculum plan is discussed. Procedures for implementing the project are: identification and review of relevant curriculum materials; identification and development of curriculum materials to fill existing instructional system gaps; revision of existing materials; field testing of materials; and…

Methods used to make the learning of clerical office procedures more interesting include a tag quiz, a class demonstration of several kinds of office equipment with an opportunity for "hands on" experiences, and an on-the-job filing competition. (AG)

Seven articles deal with various occupational areas in the field of business. (AG)

The use of occupational clusters in business and office education provides students with experiences needed to make career decisions and with competencies to function successfully in a variety of occupations. (SK)

The objective of this study was to describe machine transcription in measurable terms for volume of keyboarding, materials handling, error correction, referencing activities, unit operation, and proofreading tasks. Descriptive statistics from the observation of 23 word processor operators are given. The observation device and its implications for…

The author states that a systems approach to office work consists of combinations of people, processes, and equipment in subsystems of communication, processing, and storage. To complement advanced office technology, workers need education in such competencies as reprography, typewriting, records management, and human relations. (MF)

Presentation of microcomputer information and hands-on activities help students develop employable microcomputer skills and enhance the office procedures class. (JOW)

Describes a model secondary business education program that simulates an actual office. The program is for senior-level students and provides a transition for students from school to the workplace. (CH)

Guidelines on designing and managing the instructional system for the clerical program of vocational education. (MU)

Describes a procedure in which students maintain daily records of the number of minutes available for typing per class and the number of usable lines of copy typed in that time. The method allows students to evaluate their own production work realistically. (SK)

Concentrates on effective procedures for teaching typewritten transcription. Discusses teaching typewritten transcription early; teaching transcription rather than monitoring transcription; teaching punctuation and spelling; and teaching transcription of mailable letters. (CT)