Identifies behaviors that should be taught in the classroom to help the student adjust to the work world. They include poise in accepting criticisms and suggestions, concern for quality, and familiarity with the systems concept of office operations. (CT)

Survey responses from 166 (35%) administrative support personnel and interviews with 55 revealed that technology enriched and upgraded their jobs; it enabled them to use thinking skills; and their success derived from overcoming computer anxiety and using initiative, flexibility, and confidence in their ability to learn. (JOW)

Compares the National Business Education Association's National Standards for Business Education and the Vocational Technical Education Consortium of States' Administrative Support Occupations Skills Standards. Discusses their use in preparing secondary and postsecondary students for the changing workplace. (SK)

This scope and sequence guide, developed as an introduction to a vocational office education program, represents an initial step in the development of a systemwide articulated curriculum sequence for all vocational programs within the Metropolitan Nashville Public School System. It was developed as a result of needs expressed by teachers, parents,…

This instructor's guide and student activity packet (together with a slide/tape presentation not available here) comprise a module for the postsecondary office occupations education competency area of handling office callers and appointments. Modules for other competency areas are available separately (see note). The purpose stated for the module…

This instructor's guide and student activity packet (together with a slide/tape presentation not available here) comprise a module for the postsecondary office occupations education competency area of making decisions and setting priorities. Modules for other competency areas are available separately. The purpose stated for the module is to help…

This study was designed to obtain detailed information on the qualifications and needs of young people seeking employment in Connecticut business offices. Survey forms were mailed to every fifth Connecticut company listed in the 1966 "Dun and Bradstreet Reference Book" and other companies recommended by the Connecticut State Employment…

Shows the business education teacher ways to teach students transcription skills. Includes classroom organization, copy distribution (work in progress, for teacher's signature, to be filed), grading (production plan, percentage plan), interruptions (idle chatter, additional dictation, directions), filing the carbons, and businesslike atmosphere.…

Business educators can guide potentially successful people into office occupations by being familiar with job design, job satisfaction, and clerical aptitudes. Teachers can also play a role in the development of satisfying office jobs and of personal selection criteria. (SK)

The types of skills employers require of today's office worker fall into two categories: general office competencies and changing technology skills. (SK)

Major metropolitan newspapers' ads were analyzed to identify trends in job skill requirements. Communication skills, organizational abilities, human relations skills, and automated equipment training were the qualities most sought by employers. (SK)

Explores skills needed by staff in the automated office; skills needed by administrative support personnel; and skills needed by executives and managers. Also makes recommendations for updating classroom equipment. (CT)