The office worker's initial success and ability to advance largely depend on his ability to interact effectively. Eight recommendations for successful model office simulations in high school business courses are presented, based on a study measuring behavioral change in interpersonal relations resulting from participation in such a simulation. (AJ)

Discusses an approach to teaching typewriting that may result in higher student achievement by having students spell out loud newly presented keys during keyboard instruction. (JOW)

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)

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)

States that the advent of word and data processing centers necessitates an integrated approach to business education curriculum. Describes how a typical word processing center should operate in a school as if it were situated in a large corporation or business. (NRJ)

A description of two projects (secretarial handbook and memo pad and personalized stationery) for use in teaching the duplication process that will capture the interests of students in an advanced typewriting class. (HD)

Extensive use of the telephone by businesses should cause business educators to look at the objectives of the telephone unit. In addition to telephone personality, voice characteristics, listening skills, and the use of the directory and yellow pages, the telephone unit can be expanded to include telephone features, special equipment, and…

Describes a simulated model office to replicate various insurance occupations set up in Greenfield High School, Wisconsin. Local insurance agents and students from other disciplines, such as distributive education, are involved in the simulation. The training is applicable to other business office positions, as it models not only an insurance…

A rationale for the need to upgrade high school business programs. (SN)

Suggests a one-semester intermediate typewriting course for students who have not attained a speed of 30-35 words per minute. It would emphasize remedial exercises as well as exercises on letters, memos, reports, invoices, and other business forms. The student would then enter advanced typewriting, business machines, and communications. (JOW)

The office simulation course can be a very effective teaching method in the small school where schedules, staffing, financing, and community resources do not allow cooperative business education courses. Suggestions are provided for such exercises as an annual report, inventories, proofreading, and customer input data. (CT)

A major weakness in high school and college graduates is their inability to spell and use correct grammar. Secretaries do not correct obvious mistakes and young executives do not have good grammatical and letter writing skills. Teachers must develop proofreading skills in their students. (JOW)

If white-collar workers are to complete office tasks efficiently, they must know procedures and techniques that have been offered in office procedures courses. Courses must be designed as electives for secondary students who are not planning to be office workers. (JOW)

Describes functional literacy for those interested in office-based occupations. Components of office literacy include computer and cultural literacy, as well as reading skills. Offers six propositions that have implications for office literacy curriculum development. (CH)