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)

Describes and critiques four computer assisted instruction software packages designed to teach typing skills--TYPING TUTOR, MICROTYPING, TYPE-IT, and MASTER TYPE--and their prices and the microcomputers on which they can be used. A summary suggests eight improvements that could be made on some or all of the packages. (EAO)

Describes a study that used survey research techniques to identify duties and tasks related to work performed by data entry operators. Based upon survey findings, a catalog of performance objectives and guides was developed, which is especially useful for instructors, as well as administrators and curriculum specialists. (NRJ)

Describes a study that assessed the impact of microcomputer use on the computer literacy of high school accounting students. Results indicated that the computer literacy of the group exposed to microcomputers changed more from pre- to posttest than it did for the group not exposed to microcomputers. (NRJ)

This catalog, intended to enable business educators to furnish classrooms and laboratories for business and office education, lists appropriate equipment, office furniture, and specialty items. Each category identifies vendors' names and addresses and describes their product lines and price ranges. (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)

This article provides indices of typing difficulty of typical business writing. These indices are somewhat higher than those found in earlier studies and are much higher than the indices used in textbooks as representing normal difficulty. (SSH)

The aim of this field study was to assess the impact of word processors on teaching business and secretarial subjects in higher education, by determining the extent to which they are already used, and investigating the availability of equipment for teaching purposes. An additional aim was to learn the extent and methods of staff training. (Author)

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)

The authors raise the question of how to file electronically handled business mail. They show how they concentrate on more than simply teaching filing systems and other technical areas of records management in their office administration courses. Techniques for reducing filing costs are explored. (CT)

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)

In business classes, a combination of case study and simulation techniques allow students to see theory in practice by demonstrating the outcomes of student-selected values or decision. (Author/MK)

This research was an attempt to determine whether there was a relationship between the interpersonal relations skills of office education teacher/coordinators and a satisfactory job performance by their students. The relationship between demographic variables of both students and teachers and the students' job performance was investigated. (Author)

A high percentage of young people (16-24 years of age) lack essential skills in reading, writing, and arithmetic needed to become workers and citizens. The teaching of reading should be of importance to all educators, not just language arts teachers. (JOW)