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DES'GAWAW-mcom
A MODEL OFFICE cumcummm

An independent Study for them. A Degfee‘ -_ g . -
ANNHLAVKA McCALL " ‘ ‘ "
Business and Gistributive Education
Mien-mm STATE unwgasmj
JULY 1972

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An Independent Study

for the H.A. Degree

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731
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And “levka McCall

 

,usine55 and Distributive Eduoetion
Michigno State University

Julqr 19”E’

one yaw ,pv e'vgution, or in probinf
any'rrrojaotrixq C(Pth ‘3‘« Ao' * i: in61‘ uni to‘tfluewmork o.

a great many other poor“: Yaw » :cu orb on; efforts Supplement
one's own. :hir help 3-* CC‘ SA rvxtyi?1ted to the complen
tion of this yepcr. In riflipiz. *3 o*ow1%io words and helpful
comments from fellow SxKWCHLfi. : ‘hihd tlso like to express a?
indebtedness to D“. *Joiné Utau for her oon3tructive suggestions,
to Dr. Peter Faines for his CTL7e“fl, and to Dr. Helen Green for
her careful criticism in ghe T1: 7 repfiiny. Much credit goes

also to my family for LL31? yifiiqtoe era forbearance with all

‘LA ‘—A§!-\n T fl'.~l\V‘+ fi+‘ 1'“.'.r~ *"'r-\p * u ‘VK'R‘ ff} f *7 L‘ .
but. Hum. c.) A. D: Luv (AU CAM.» va‘u 1.. '«r ..... ‘3’ ‘Jrh U282;

If this paper is a rc91t3”m step toward improving education

(f-

or building the value of any ehzicnts to scale y, them credit

must reflect on each of those pro;le me well as on the writer.

DESIGNING TEE AQUARIUS PAPER COMPANY,
A MODEL OFFICE CURRICULUM AID

 

An Independent Study

for the M.A. Degree

 

BY
Ann Hlavka McCall

 

Business and Distribute Education
Michigan State University

July 1972

ABSTRACT

Prior to taking their first job, business education stu-
dents need an Opportunity to integrate their newly acquired
skills and apply them to realistic situations. A co-Operative
work station would often fulfill this need. Often, however,
such a station is not available or sometimes students need a
chance to test their ability and strengthen their self-
confidence in a more controlled situation. The curriculum
materials explained and developed in this paper will offer
the student this trial period for testing and stretching his
office competency. Through the student's experience in work-
ing in a classroom with materials such as this "model office,"
which are designed to develOp interrelated tasks typical of an
office, a student can gain some of the preparation and polish
which he might receive in a co-Operative station.

The materials in this model office are planned with the
hope that, after functioning in such an office, the students
will have sufficient realistic orperiencc to be able to adjust
more readily to a real office situation. They should be able
to use certain business machines, to make minor decisions, to
efficiently manage their own work, to better understand how
one office Job generates work in others, to successfully
handle much of the work which is thus generated, and to have
more self-confidence in their ability to function satisfacto-

rily in a real office in their first job.

The verbs which were researched by the New Office and
Business Education Learning System (NOBELS) project as
representing the most common activities in offices were
utilized as a guide for insuring that most types of typical
activities were included in the model office.

A model office is deve10ped and appended. It is
patterned after a wholesale paper company which handles
stock from several paper mills. Three positions are de-
velOped--secretary, clerk, and bookkeeper. Approximately
eight hours of work are provided. A teacher's handbook, an

employees' handbook, and all forms used are included.

DESIGNING THE AQUARIUS PAPER COMPANY,
A MODEL OFFICE CURRICULUM AID

An Independent Study
In Partial Fulfillment
of the Requirements for ED 883

.by
Ann Hlavka McCall
July, 1972

Accepted by:

 

ACKNOWLEDGMENTS

The farther one progresses in education, or in probing
any project in depth, the more one is indebted to the work of
a great many other peeple whose support and efforts supplement
one's own. This help has certainly contributed to the comple-
tion of this paper. In addition to empathic words from fellow
students, I would also like to express my indebtedness to Dr.
Elaine Uthe for her constructive suggestions, to Dr. Peter
Heines for his concern, to Pat Swagler for her helpful comments,
and to Dr. Helen Green for her unselfish eXpenditure of time
and careful criticism in the final reading. Much credit for
the completion of this paper goes also to my family for their
patience and forbearance with all the hours I Spent at the
typewriter instead of with them. If this paper is a positive
step toward improving education or building the value of any
students to society, then credit must reflect on each of these

peeple as well as on the writer.

TABLE OF CONTENTS

ACCEPTANCE SLIP . . . . . . . .

ACKE‘IOIJLE

TABLE OF

Chapter
I.

II.

DGEI'IEITTS o o o o o o o 0

CONTENTS . . . . o . .

INTRODUCTION AND STATEMENT or
NEED FOR THE STUDY . .’

‘LIMITATIons/DELIMITATIon .

DEFINTTIONS. . . . . .
PROCEDURE. . . . . . .
Selecting a Model .
Determining Action.
Breathing in Life .
Choosing a Name_. .
Procedural Pointers

REVIEW or LITERATURE. .

BIBLIOGR‘.1PI'H0 o o c o o o o c 0

APPENDIX
A.
E.

ES. 0 O O O O O O O O 0

Model Office. . . . . .
NOBELS Action Verbs . .

for

the

. . . .
. . . .
o o o o‘
. . . .
. . . .
. . . .
. . . .
... . .
Teacher
. . . .
. . . .
. . . .
. . . .
. . . .

vi.

uflmmmmIr-C'HH

NNNH
O\O\N\.d

133

CHAPTER I

INTRODUCTION AND STATEMENT OF PROBLEM

Business educators and businessmen agree that some practical
application and integration Of office skills is desirable before
a student is well equipped to handle his first Office job. TO
transform a business education student into an efficient office
worker requires an opportunity for the student to apply some of
his skills to actual problems in some sort Of transitional pro-
cedure. Rather than practice just isolated skills, the embryo
office workers need an Opportunity to receive a task and apply
to it whatever skills are applicable, to utilize related skills
when necessary tO complete a task.

In the classroom tasks are generated from a textbook or
from the teacher. The student needs an Opportunity to see how
work is generated in an Office. He needs to recognize how work
flows from one station to another as well as how it is generated
outside the company. He also needs an Opportunity tO realize
the importance Of each step in the handling Of information flow-

ing through the Office.

NEED FOR THE STUDY
RecOgnizing this need for practical application Of Skills
prior to taking responsibility for an Office job, educators have
used several means Of Offering this training. A OO-Operative
work station, if it is an ideal one, Offers practical learning

experience which, in addition to pernitting a student to apply

2
and improve his new skills, allows him to trace Office work
as it generates and flows through a business, to recognize
where his abilities can contribute to the function Of an
Office, to Observe business and Office human interaction and
to participate personally in this interaction. With the sup-
port Of a related class and advice and concern from the co-
ordinator and from the training supervisor, this first job
erperience can be a well-managed learning experience.

Unfortunately, however, a co-Operative station is Often
not available or is not suitable for the student's career
objectives or is not satisfactory as a learning situation.
{hen a suitable cO-Operative station is not available, an
Office simulation can be established within the classroom to
achieve some of the Objectives set for a cO-Operative station.
Also, where co-Operative stations are not stuiable or in cases
where a student needs particular attention, the model office
night lend itself even more satisfactorily than a co-Operative
station, because the teacher is working with a controlled task
situation which can be supervised more closely.

Realistic practice materials for clerical training are
always needed, structured materials which can lead to accom-
plishments of Specific learning objectives. Practice sets,
projects, or unipaks can Offer progress toward some Of these
objectives, but a more extensive project such as the model
office can more adequately develOp a realistic flow Of work

and demonstrate interaction between positions.

3

A "model office” of the tgpe which is developed for this
paper is an attempt to fill the need for instructional materials
which simulate a real office and to give practice in realistic
work flow. It includes a descriptiuL of the office and a descrip-
tion of each-cf the positions which the student will fill,
identification of objectives, nstrnetions to the student and
to the teacher, samples of all ferns to be used, and suggestions
for evaluation standards. It pTOVlflgs work for three stations ’
with approximately eight hours work at each station. Since the

onsibilities are estab-

basic work flow and job position res;
lished, additional work can be fed into the system. Many types
of activities such as duplicating, coienlating, and typing over-
lap from one station to another, givir: the students repeated
practice and review. The office posStions included in the model
.office fit, approximately, the job analyses of a clerk, a
secretary, and a bootkeeper.

The company to be portrayed in this model office simulation
is a paper supply firm which furnishes bulk paper supplies for
printers, schools, offices, and institutions and is, therefore,
an outlet for several producers. The bulk of its sales are
wholesale, but a few retail sales are also handled. An office
manual and flow charts are part of the iasic information pro-
vided for the ”employees“ (as well as for the teacher).

Since most businesses develop jargon pecuier to that
special business, a few terns are introduced which apply Specif-
ically to the kind of business carried on by the office after

which the model office was cepied.

LIMITATIONS/DELIMITATION;

The model deve10ped in this paper does not include any
of the positions in other offices which generate material. No
attocpt is made to Specifically point out the similarity of
the Vslk of this office to work which might be done in other
offices, though the abilities to transfer the experience from
office to ma'y other offices is intended. No complex ac-
counting tasks are included. No practice is provided in working
with electronic data processing materials or techniques. Pay-.
ables-in the model office are handled by the office manager,
whos~_job is not develOped. The time period covered by the
tasks provided is limited to one week in the office or eight

class hours. The work flow is planned for interaction rather

than efficiency.

EFINITIONS
The "model office," as the expression is used to describe
the material in the appendix of this paper, refers to the in-
struetional package. It is restricted to a Specific time period
and to jobs applied to a particular office. Any attempt to

crewte an office-like atmoSphere or materials can be considered

an effort at office simulation. The "model office" in this paper

[.30

s one implementation. The nomenclature model office could be

to refer to any type of office setup which is a simulation

of on office. It would not necessarily refer to a time period nor
to a particular set of materials or jobs. The distinction that
the materials in this paper have is that they refer to a Specific

set of materials with defined objectives and defined limitations

L) .. a

5

identified by connection with an office name and a type of
business. The learnings are transferable to other offices

and provide a rehearsal for typical office situations.

PROCEDURE

§e1ecting a Model

'An office which serves as an outlet for larger firms as well
has acting as its own agent at times was chosen because it is
typical of many small offices located in small cities as well
as in large cities. Although each office employs only a small
number of employees, the total number of possible positions in
this type of situation are many. Therefore, the understanding
of this type of Operation or company will be transferable for
many of the students to their future employment. It also reprem
sents an office in which each person would be called upon so do
a variety of office work. An important objective of this model
office is to offer practice in a variety of learnings which

have been studied in previous classes.

Determining Action '
The office activities researched and listed by the New

Office and Business Education Learning System (KOBELS) study

were studied and incorporated, with some consideration for the

frequency which the study has determined each activity is per-

formed in real offices. A list of the 60 verbs listed by the

study as representing the most frequent activities in the

office is appended to this paper. For each of the three posi-

tions in the model office the list was checked to determine which

of the activities would be included in the tasks in that partic-

ular position. Almost all the NOBELS verbs could be used in

6
dose thing the work in the model office developed in this paper.

‘

The "sceptions are: take dictation, transcribe, punch, weigh,

 

 

,ggf;jg, fy;*r‘". Minor modifications could include these also.
ltperience with the particular office after which the model
offie: in this paper is patterned will also help students estab-
lish an unferstending of the relationship of an outlet office
to the firms it represents. This relationship is eXplained in
the :vuroduot ion to the office and can be used as is or can be
utilized by the teacher as a basis for further elaboration of
distzibution systems. .
HOSt of the loarnings in the model office, however, are
app] M<rhle in almost any office. Information-handling, the
major function of any office, involves tasks which are universal,

and nfiny of the tasks in the model office should demonstrate

that silversalitg.

Biz-e: + "~ 2.5.23.1,
Constructing a model office is more relevant and vibrant
if it is modeled on one which the author-constructor himself
envisions clear ". One way of breathing life into the model is
by visiting an office similar to one which might employ the
student s who use the model. This visit could be a field trip
for an entire class or could be an individual visit. On a
field trip, students would be observing with the question in
their minds: where do I fit into an organization such as this?
The questions in the mind of the potential constructor of a

model office would be: What are the relationships between

various positions in this of: ice? Which procedures have use

7

only in a particular office and which are basic to many
offices? How does the work flow from one step to another?
What type of equipment is used? Does this office seem to
have progressed with the times? Is the office efficient?
What principles in use in this office can be taught in the
classroom? Which ones are too complex or too specialized to
be generally useful or practical?

A local high-quality paper distribution firm was visited
in preparation for designing the model office in this paper.
The office manager-treasurer was very willing to expalin his
office procedure. Five girls formed the office staff. Two
were considered to be in sales and distribution and did various
clerical tasks; two were bookkeepers; one was secretary for
everyone in the office, which included the president, the
'office manager, and two in-house salesmen. The firm also em-

ployed eight outside salesmen.

Choosing a Name

Though a more mundane company name would be satisfactory,-
the name for the model office included in this report was sug-
gested by a line of paper carried by the company which was
visited. The colors of paper were named after the zodiac signs;
Aquarius seemed apprOpriate as the identification for a teen-

age company.

Procedural Pointers for the Teacher
Keeping in mind the administration of the model office,
several procedures can be incorporated which simplify and support

the work of the teacher—user of the model office.

’ 8

(1) Different colored paper or coding can be used for the
various portions of the materials. General instructions or
review learning could be a different color than the actual model
office paper or the teacher's handbook.

In the appended office a code system was utilized because
‘only white paper was available. Colored paper is more easily
distinguishable; coding has more variations.

(2) Forms could be run off by a related class, or the
Job of running off forms can be programmed into the model office
itself.

(3) Staff conferences or some other realistic name can
denote general class sessions where problems are discussed or
where topics of general interest (Job application, unions,
employee benefits, evaluation, promotion, personal appearnce)
,can be discussed. -

(h) Evaluation and comment by students, though they may
not be part of a regular office procedure, will assist the
teacher in her own evaluation, may promotaunderstandings be-
tween student positions, and can pinpoint trouble spots. They
can be an important contribution to the learning process.

(5) Students should be told the objectives of the model
office and be enlightened about the career ladder, if there is
one, within the model office and within offices in general.

This could be done either by the teacher, by a school counselor,
or by a visit from an office manager or other businessman.

(6) Suggestions should be encouraged from students which

might help in the flow of work or in additional learning. Their

ideas should be incorporated whenever possible, since this
aids in building self-concept.

(7) A flow chart will be invaluable in clarifying office
procedures for the designer as well as for the students and
teacher using the model office. Students should understand how
their Job relates to others in the office.

, .(8) Instructions should be clear and complete. Questions
to the office manager (teacher) should be primarily about learn—
ing problems, not about office procedure. 5

(9) Proof reading, accuracy, and an office level of effi-
ciency should be stressed. A double check on work should be
built in whenever possible. .

(10) If Job positions are shifted, the outgoing occupant of
a position can train the incoming worker. Step-bywstep eXplana-
tions should be encouraged. } -

(11) An employee handbook or manual is a realistic way to
include some of the rules of the office as well as the school
rules which apply in this particular class.

(12) Fill-in work should be planned which can be done when
workers are not busy or are waiting for a job to be passed along.
This should be a learning process also, not Just busy work.

Some suggestions are introduced in the supplementary tasks in
the appended office. _

Students should also be encouraged to discover their own
fill-in work, to help to reCOgnize a need for extra emphasis in
some area in light of their individual vocational goal.

(13) A block of time contributes to a more realistic

situation and builds continuity and stamina.

‘ 10

(lb) A w rker—tc~worker relationship should be encouraged
which supports the idea of COOperation to get a job done satis-
Afactorily and accurately, not a competitive effort to find other
people's errors.

(15) Additional mark can be easily input into the design,
once a procedure for processing certain information is estab-
lished, simply by changing numbers or names or addition of
another perscn or another firm with whom the company does busi-
ness. This should be done if a teacher recognizes inadequate
learning from the amount of material originally given in a
particular area.‘

(16) Routine order tasks can be generated by giving stu-
dents in the class a price list, purchase order blanks, and the
list of customers, and letting them act as firms ordering goods.

(17) Because the telephone is so integral a part of the
modern office and because students so often have had little
practice in initiating calls since this cannot be taught in a.
textbook, it should be integrated into the model office in a
realistic way with legitimate calls and inquiries whenever
possible. A “staff meeting" in preparation for its use might
be helpful. Students need to remember to have all their ques-
tions in mind and be ready with additional questions which might
arise as a result of the information received. They should also
recognize that all figures or amounts given are important and
should be written down when they are received. Telephones are
supposed to increase efficiency; the more complete the informa-

tion on the first call, the fewer calls are necessary.

ll

(18) Consciousness of the hierarchy of an office should be
part of the student learning. Though the importance of every
Job is stressed by the interplay of forms and information within
the office, the concept should be introduced that with additional
reaponsibility and training also comes additional authority--
and additional pay. In this way students may gain insight into
the value of education, while guidance is still readily avail-
able in the school if they need it. They may recognize reasons
for staying in school if they were considering dropping out or ‘
in getting additional training after they leave school.

(19) A designated time period with Specified days or dates
is necessary in order for the daily progression of paper work
and incidents to have relativity. For example, in the attached
office the time cards and salesmen's reports are due on Friday;
paychecks go out on Tuesday. The office starts on a specific
‘day, which makes events and dates relate to one another.

(20) A calendar with sections large enough to use for
reminders might be used by any or the positions. Sometimes con-
mercially printed ones are available free from various sources.
A blank form is included in the appended office which can be
used to make a calendar. The work of the secretary includes
marking appointments for office manager and president.

(21) Any colorful forms or realistic materials used by the
office which serves as model or is visited will make the class-
room more realistic and more interesting. Related work in other
classes regarding the type of industry or the type of work in

which the office deals might also make the office more realistic.

12
(22) Since most office workers are women, constructing

one's own model gives Opportunity to strengthen women's posi-
tion. The office manager (teacher) should attempt to be the
kind of boss he/she should like the students to work for,
whatever the sex of the teacher of students. However, if the
teacher is a woman, a fine Opportunity is presented to help her
female office workers/students to relate to a woman executive,

and possibly visualize this in their own career ladder also.

,CHAPTER II
REVIEN or LITERATURE

In this study the term "model office” is used to denote a
program of study or a technique of teaching for a capstone course
.cr a pre—cmploymcnt course in office subjects. It is an instruc-
tional ”package" of materials, forms, and tasks patterned after
the actual work which would be encountered in a particular busi-
ness, and for a Specific number of work stations. The terms "in-
. tegratcd office laboratory," "office occupations laboratory," or
”intensive office training" might be used to describe integrated
'classrcers which could utilize a "model office." This paper
illustrates and eXplains development of a "model office.”

A review of literature for a model office would logically
be a review of other model offices which have been written and
published. Because the model office is a relatively recent

curriculum technique, such publications are few in number. Many
personal experiments of teachers in develOping a model office

or parts of one have probably been developed but not published,
as is true of much classroom research. Model offices which are
published-are mentioned in this review, but primarily this re- .
View includes comments on materials which relate to the develOpu
ment of the model, the rationale for pre~employment classroom
study to be offered in the model office form, and on use of the

method or similar methods in certain classrooms as reported in

1h

the literature. Periodicals were the prime source of material,
since the usable constructs of this teaching method are so
recent that no books have been published on this subject alone.

Work in an office includes not only separate Specific sub-
Jects such as typing, shorthand, and filing but also a relation-
ship among all factors, both human and inanimate. The work flow
as well as the interaction of workers should be part of pre-
employment training. Traditional separation of office educa~
I tion into subjects without some eXperience in the integration
of the learning as well as the lack of training in the flow of
work in a business has left a gap between the classroom and the
office and left students without a clear concept of the function-
.ing of an office. Alexander and Robinson (I) recognized this
and considered the understanding of the ”salient features and
inter-relationships of the business firm.....for students who
have had no eXperience in business” one of the most difficult
tasks of the business teacher. Setting up a model office within
the classroom is one attempt to fill this gap.

DeveIOpment of the concept of integration of various learn-
ings and the move toward the use of a block of time is traced
by Boldt (5) beginning in 1872 with the first traces of inte~
gration. In 1937 she found the first mention of block of time
use, but a sharp increase in its use followed the Vocational Ed-
ucation Act of 1963. A block of time can be utilized in various
ways in office education (11, 21, 1H, 10, 22, 30) and its use

will aid in realism in the implementation of a good model office.

15

Determining what learning should be included in the model
office in order for it to reflect what actually happens in an
office could be done by job analysis of peeple actually'working
in an office. Personal interviews by the author would have been
limited in scOpe; but fortunately an extensive, thorough, and
very professional analysis of this type has recently been com-
pleted-~the New Office and Business Education Learning System
(NOBELS) study (h, 8, 9, 13, 16, 17). This study is a U.S.

' Office of Education-funded comprehensive investigation of office
jobs and office education with the objective of matching the two
more satisfactorily. The title of the project was originally
Moonshot (10) but was changed to NOELS, and the final report came
out under the initials N EELS. A summary report (4) lists ad-
dresses from which final reports can be ordered. Three dif-
ferent projects were included in the full investigation, one
headed by Lawrence Erickson, one by Ray G. Price and Charles R.
Hopkins, and one by Herbert A. Tonne. ,The summary report (12)
briefly reports taxonomy of office activities, critical inci-
dents for decision making, performance goals, and hardware used.
Results from this study should be a firm basis for updating of
curriculum materials in many office subjects and is particularly
useful in designing a relevant model office.

"Office simulation” is the designation given by Berger (3)
to her use of a model office. Eight positions in a department
store were included, with each student remaining at a position
for one week. The first class period was a general session for
setting up stations and orientation. This was followed by four

two-hour periods for training. Specific training time was not

16
necessary any further, because each student in the position
acted as trainer or helper to a "new" employee. One interest-
ing position was the simulator, who made planned interruptions,
for which a script was provided. Debriefing sessions were
planned for handling subjects or problems of general interest.
DeveIOpment of work was done in a way which was very interesting
for the students. Each person in the class selected a complete
wardrobe for herself appropriate for the office and ordered it
from the department store. ‘

“Simulation" was also the designation used for a distri-
butive education model develOped by Meyer (Michigan, #5).
Seventeen packets were develOped for 17 work days or class
periods in a retail credit and collection department. Each
person in a class could receive a packet so the class could
work as a group, but the teacher could also utilize the mate-
rial in other arrangements. All materials and forms were
included, plus directions to the stufents and helps for the
teacher. The pedagogy in this study seemed good; the model and
materials seemed very complete; the paper itself, however,
needed editorial work. There were errors in punctuation,
syntax, and Spelling. One flagrant error was the misapelling
of one of the three major department stores where the author
interviewed. The model itself was very complete and would be
very useful.

Long (19) discribes a program which he develOpcd for use
where high schools are unable to secure work stations for their
co-operative office education students. It resembles a co-

. 1
Operative work station even more closely than the "model office'

.. 17
as defined in this report. In the classroom the "equipment,
layout, furniture and arrangement were planned with the 'real'
office in mind.” Rather than use the rotation plan, a student
used whatever equipment and facilities were necessary to per-
form a given task. Coreelated with the classroom was a com-
munity survey. The suggestion was also made that the supervisor
be someone other than the co-ordinator. These last two pro-
cedures further differentiated this program from a "model
office.” _

Jones (1h), in "The Enigmatic Intensive Office Laboratory,"
suggested that many pe0ple are confused by the exact meaning
of the terms used to describe simulation or integration of
office education skills and learnings. This study lists 2b
characteristics of the intensive office laboratory. A primary
one directed toward the intent of the laboratory was listed:
.'Instructional materials are designed so that the work eXperi-
ence of the students are like or very similar to the work done
in the office occupations.” ’Another one was: ”Work stations~
lrelated to office occupations-in the employment community are
establiShed." One important objective was "SOphistioations....
comparable to those which would be deve10ped in....an on-the-
Job training program.” These characteristics and objectives
indicate that the intensive office laboratory is striving
toward the same goals as the model office and that a model
office might also be classified as an office laboratory. The
"model office" as offered in this paper should meet the objeou
tives of the laboratory, though the specific characteristics

differ somewhat.

18

Clippinger (7) described a simulated office which con-
centrates on only one subjectu—typewriting. In this high
school class of 43 juniors a pencil company was formed. Two
positions in the company were planned, so many companies
operated simultaneously in the classroom. The work done was
primarily on business forms and ran for 15 days. This type of
simulation, though appropriate as it was used, does not fulfill
completely the objectives of the model office as deve10ped in
this paper since a variety oftasks and manipulations were not
presented. No mention is made of interaction or interruptions
which are customary in a real office situation. The tasks were
apparently realistic but did not offer much variety in learning.
.How much flow of data through a business was developed was not
indicated in the article.

Another adaptation of an office~type situation in a type-
writing class was reported by Brubeck and Irvin (6). A payroll
situation was used for evaluation. A time period for each set
was established, and four hours' work would earn $9.20 (92 for
a hO-hour week). A deduction of 50 cents from the paycheck was
made for an error. The students worked consistently and liked
the system. Though the erperiment described in this article
does not illustrate a skill learning principle, it does illus-
trate interaction of how a student's production will act to
bring monetary reward from the company. The basic idea could
well be adapted to a "model office" either in a payroll depart-

ment or through evaluation for the project.

19

The class which LeGrand described (18) functioned as a
simulated office, working with students as groups, in a team
teaching situation. Twenty-four seniors were divided into
four groups for three-fourths of the senior year:

automation and data processing

duplicating

calculating machines

transcriber and other typing
During the last quarter of the year the class met as a group.
According to LeGrand there was an attempt at office atmOSphere,
individual instruction, and the use of the teacher as office
manager. No materials designed to flow from group to group
were mentioned. In Spite of the attempt at an office atmos-
phere, this classroom as described seems to lack the illustra-
tion of interface and interaction in business which is necessary
for adequate pre-employment training. '

Many articles can be found in the Journals or in inde-
pendent studies which illustrate bits of the model office tech-
niques. Some of these are:

Integrated project--Hansen (Michigan, #3)

Unipak--Loudon (Michigan, an)

In-basket--Seifert (Michigan, #6)

Decision-making--Uthe (31)

Role-playing-—Willey (33; Kirk (in)

General creativity--Angela (2)
The decision-making dialogue illustrated by Uthe (31) is
similar in its objective to the script of the simulator posi-
tion included by Berger (3). Realistic interruptions and

resultant decision-making are important in making a model

office realistic.

20

A number cf curriculum aids have been developed by indi»
viduals and groups for classroom use (37-51), Though they are
unpublished, many can be secured in mimeographed form from the
state or district for which they were develOped. They provide
materials which allow the student to integrate and improve
various skills by applying them to a realistic situation.

Under a grant from the Federal government, educators at
Michigan State University developed a five-volume set (37) on
°the vocational office block. This set not only illustrates a
model office but also provides invaluable helps to a school
system in planning and implementing a block program in their
business education department. The two-hour block or a similar
‘block of time contributes toward making the model office more
realistic.

Some "model offices" with integrated planning, forms,
materials, objectives, and suggestions have been deve10ped,
published, and are available to the classroom teacher. South-
western Publishing Company offers for purchase a series of
model offices (23-28) which allow for l, 2, 3, h, 5, or 6
stations in the office. The prices, type of company, and
length are: I

No. of No. of

Type of company Stations Pages Price
Home Products 1 38 $ .80
Bakery 2 8% .80
Insurance 3 160 1.20
Jewelry and Appliance 4 223 1.08
Department Store 5 26b .80
Supermarket 6 337 1.20

21
Gregg-McGraw-Hill sells an office simulation (15) of a hotel
and motel supplies and equipment firm which is adaptable for
from 6 to 30 students and for #5 to 90 hours. The program
available from the 3A Company (20) provides for ten entry-level
positions and three promotional positions and supplies 5&0
classroom hours for 20 students.

A Specialized model office which offers a firm foundation
for students interested in working in an insurance office is
distributedfree of charge by the Washington Insurance Council.
(29).' The materials provide for in—depth experience in working
with insurance tables and many specialized insurance concepts
as well as generalized office procedures. They would be
.particularly valuable in an area where a large insurance company
might be the potential employer of a high percentage of the

graduating students in office education.

BIBLIOGRAPHY

1. Alexander, Milton J. and Robinson, Leona.rd A., "A Systems
PerSpect ive 01 7‘ siness firm Operations, Journal of
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2. Angela, Sister Mary, "Putting Practice Into Office Practice,"
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3. Berger, Virginia, "Office Simulation, An Effective Technique,"
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h. (Board of Governors for Res earch and DeveIOpment in Business
Education of the NOBELS Project, "NOBE LS: A Summary Report, ”
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5. Boldt, Bonnie, "Tracing the Evolution of Integrated Office
Practice Courses, " Delta Pi Epsilon Journal, 9 (November,
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6. Brubeck, James F., and Irvin, Jane, "Simulated Office Atmos-
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7. Clippingcr, Dorina A., "A Simulated Office Erperience for
Typewriting II, " Journal of Busine*s Elucation, L7 (Jam nary,
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8. Cook, Frszd 3., and Lanham, Frank w.,"1:osELs (New Office and
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9. Cook, Fred 8., and Brown, Daniel P., ”Research and Deve10p-
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10. Funk, Beverley, hcl eth, J031n, and P0112.1d,Robe1t, ”Vocational
Office Block Pro~~tn," £:‘~‘el of Visinevs "~ontion, “3
(March, 1968), 2L0-h2. "‘

11. Griffiths, Horace F., "Vocational.0ffice Program--Deve10ping
a 8100‘s Program," Journal of Business Education, #3 (April,
1968),? 2/8 80.

 

12. Hert~h"W(nn,{aM}1een H., and Lanhan, Frank w., "TWO “$15—-
the Offi<ze in tne Classroom," NEVA News Bulletin, 35 (Ray,
1970), 5’60 ' I

13. Jones, Adeline D., "The Eni;m1atic Intensive Office Laboratory,”
§a152me_§heet, #9 (April, 968) 395-96, 38“.

 

1h.

150

16.

17.

18.

19.

22.

23.

21;.

25.

26.

23
Kir‘, Beverly Clem, "Preparing Office Clrrical W: 31ers
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Krawitz, Myron J. The I1 ster F111 Office Sinuln 32,
Hightstown, N.J.: Gro 'g/thleunhili, 19/1.

Lanham, Frank W., and velar, Cathryn P., "NOBELS cation

Verbs and Synonyms, Part I, ” JOHI‘nal of Fosinesw ;'uoatiTE’
45 (April. 1970) 289-290

Lanham, Frank w., and Weber, Cathryn P., "NOBELS Action
Verbs and Synonyms, Part II," Journal of Business Bjucatiog,

“5 (May, 1970) 329-30. 335.

LeGrand, Angela J., "Every Station a Vital Part of the Office,“

Balance Sheet, 51 (May, 1970), 388-89.

Long, R. Charles, ”Vocationalizing the On-Campus Co-operative
Office Education Program: A Simulated odel Office) Work
Environment for High Schools, " Business Tducation World,

#8 (October, 1967), 15, 28, also” VUSA Fansletfir, (orptembei,\

1967) 3-1

933133: “colitv “Training Th st_h_-iuu19 ion, The. St. Paul,

}' \‘ ‘l' h‘ 'i ‘6 .
l'olinllbDOUEA: 'ji‘ Leque'A-l ' LEI/.1 .L.

L

 

 

 

Poland, Robert, ”Bloc1:~time App10&ch in Office Education,"
National Business Education A“o‘iotion lrsnbe 0k. 8 (19?0)

 

 

R5.090

Poland, Bo ert, "Office Block Pregr ams ," phBTE qulet1g,

88 (1968), 83- 87.

Rosenberg, Henry J. . BusineSS Proieots 1.1%)We Prrfi 13§_
ComggnY. Chicago, Illinois: coutuweetvrn BIisniug

 

 

Rosenberg, Henry F. '3‘ ss Prffofiis 2. Stjr ?"1fj§
CO L:}Hr' 2:. Ckli 08113.30, I.L.L..LuU.Lo: QJMVA'LI Uuti;1.i1 1 L101... uJ LIAS

(oopany, 1970.

 

Rosenberg, Henry J. Business Proiocts 3, Grneral IN‘ur"* e
r— . " "“‘i' 0“" "'U" .l)’ '-’"‘-w‘--““ »- “'1
ACPBIJ\J 3". Chicago, 111;.ILE’L5: S'UL‘VI“ (k; :JUCJ Al rub Vol.1.de UJAML"- :I‘V,
I/(Uw '
Rosenterg, Be enry J. Business Praise sh. Crgxn T Lfilry F21
uvrli‘“~'o 1:;iw:. Chic;§fi*T_IEIELxLu3: Soiun..esccl..l.ioii.x 2r:

-. cwac .‘.‘-.'-I-r

 

 

 

C(J if.) ’1le , (To.
Rosenberg, Henry J. Business Projects 5. Cofnunijv Boyer;-
nent_8tore. Chicago, iillncls: celeb s...xn 1.3' shin:
Rosenberg. Henry J. TVHSJH2“"'“~~fiw~t" 6. fiver S «'rns79'“:.
ae' --'-‘ a ’- -- ‘M-‘m- ‘1‘ ‘ " ‘.-':'-"p-"-- "-,‘ .H: rmo: ---' -: 1' “may; ‘ 3,10
Chicago, Illinois: bout. estcln 14-1-1...) c:.-w»3. *12J2

2a

0 I -'.§«. ,V . ‘ 2 “I". _¢'-\ .- _u 7 ~.- - .. ~- .~ '2 " .0 - -
29. Umtr‘ ; . ‘ Mn? Seattle,
L‘tALJllJ-k‘b‘l“ “:_ ‘zuf)l',1.;.-l‘uijll .L“,.‘,-L‘JU\I‘ [\l'L"..A--x~‘.d-Li. J¢,/(l0.

30. Stoogell Foul H., Jr.. ”12y B1ve $1011 of Time Programs in
B mines" .3 13:;11205113101'1'} " if” *7“ a”, (February , 1970),

5-7, (MaJ', 1970), Roll,

31. Uthe, Blair" “Futvzz Seco3313113ts Kiri Training in Decision
Laking, " 'wsire': ..azvt‘v. “wrld, L3 (February 1968), 16-17.

”wammmn an . . ern... g - -.— ---’~.-.-..—-—

32. Eggftlggfl O’fgco 7‘” E A1w51rt. Five volumes. (Conducted

radcr C1figTdifiZfi"p;{£5363’5J"€oceti,nnl and Comerehensive
Research, U.S. 031113 of livouiion $2102502 Project #7029),

Director, Er. Peti* G. F ;3a3; project leader, Dr. Robert
Poland. fiast .ns.-:, Hich;gan: Hi(higan State University,

1969.

33. Willey, Dorothy M013}. 9, "Role Playing in Secretarial Science,“
Journal of I*°1h*~ ‘cv0"'rn, as (H: 1ch,1970), 2&9-51.

'I'.~- --altt--..‘W ‘,~L"'

Unpuhl 1 Shed 0*1ricu1v: Aids ~
(Listei by state)

California

3&. Fuller, Robert, and Reevon, Hate. “FLpioyee Hfinfibook for
Student Use in a :juulot;1 Office," Clovis, California:
Closiv 1111gh Schoo 1 Office Occupations Laboratory, 1967.

Connecticut

35. "LAP (Lesnnina Acafnvi ty Pncaago)," nonstructr 1 at a curri-
culum wo1wsn p SDU.LOLCU by State of Connecticut, Depart-
ment of Euucatio“ Vocrt1:“*l Div :;’C>n, Helen Lynch,
Chairman, March 1d 20,1921. Him eogrophed.

Maryland

36. ”T0800, (Training on Simuletua Cece 101: Operations), Simulated
Office Education F1ojeotfl“ VJI"’"1 St3ce D onrtment of
Education, Division of 13~;“01ai~£ccgnical lduc: «tion,
coordinated by 13;“33 E. Liller, .Lii~1oeth P. Djett, and
Pearl M. Kisser, Summer 1371. fiiECLgraphed.

37. 89.5 seer, Pearl M. 1 Otxfi : “Inie,'utod Projects and Job
Sim lotion for IULensivo Orifice Luff. Lory, Baltimore,
Karjldni: Feltincre City Inlllc Soh:m_13, 19’fC Himaoargphed.

38. Tronsuc, Iiery Ldno1130n, "Lho esslo Grc Lcery Corpany
Employees canuoLut," Bel itinore, Maryland: Elmondson Hig I1

School, 1959. himeograph4fi.

Michigan
39. Hansen, Loretta Ann, "An Integrated Project icr Use
in an Office Procedure Class.” Establisncu study,
Michigan State University, Last lensing, Hitiigan,

1971.

#0. Loudon, Barbara, "DeveIOpmcnt of a tnipak to Intro-
duce Decisionumaking Abon’ Tob Priu‘iiies to High
School Stanceiaph1c Studc 8.“ Us ublished study,
Michigan State University, Last L nsing, Hiebigan.

fl

#1. Meyer, Robert A., "A Simulation of a Re

and Collection Department for 11th Gr:
tive Education Students.” Unpub““nea M.A. thesis,
Michigan State University, E:st I ulg, Hishigan,

1969.
#2. Seifert, Delores, "The In‘.J,Iet a.m;1 Its Ayplication

to Office Education.“ Unpuolisncd study, Michigan
State University, East Lansing, Hiohigan, €67.

Pennsylvania
#3. Plough, Anita, "Simulated Office F1L0t ce. Phila-
delphia, Pennsylvania: Srfl~ool Dist: ct o: Philru
delphia, Board of Public Lducation, 1969.

Virginia

an. Hancock, Sandra, and others, "ELF Corporation, Sten0«
graph II Project." Madison Collegnr: Virginia
Assistant State Superintenaent, Ju J6 1971. Mimeom
graphed.

#5. Houff, David E., and Lee, Ruth, "(5’ ulsted Projec t,
Futuristic Furniture Company," for Data Processing
II. Madison College: Virginia Assistant State
Superintendent, June 1971. Himaoyrnphed.

#6. King, Phyllis A., and Boothe, Phyfl.1§s D., “Carl‘s
Turntable, Inc., .eceivin; “spartnw.t Pro 16
for Clerical Accounting II. Madly n Oi1t(C:
Virginia Assistant State 5 DCrLubuh-Lnt, June 1971.

Mimeographed.

#7. Midgett, Nancy L., and otners, "In ’ltoaravcd Project
for Clerk Tinst I to be Used the jerks I;eoedins
the Cnri.stmas xnliiay Inflison Culltgez Virginia
Assistant State.Superintcndent, 19?I. Himcoyrapned.

 

 

APPENDIX A.

THE AQUARIUS PAPER COIJPANY

MODEL OFFICE

 

 

THE AQUARIUS PAPER corcpm

SECTION

TEACHER'S HANDBOOK
EMPLOYEES' HANDBOOK
LISTS AND FORMS

 

 

EI-IPLOYEE'S HAN BOOK

 

 

EMPLOYEE'S HANDBOOK

TADLE OJ. COIITIZIIT. S

ORIENTATION. . . . . . . . . . . . . .

Description . . . . .

Codes and bbreviations , . , . . .
Organizational Chart . . . . . . .
Office Activities . . . . . . . . .
Daily. 0 o o o o o o o o o o o 0
weekly O O O O O O O O O O O O O
Intermittent . . . . . . . . . .
Suppler entary. . . . . . . . . .
0181‘“: o o o o o o o o o o o o
Bookkeeper. . . . . . . . . .
Secretary . . . . . . . . . .
Anyone. o o o o o o o o o o 0
EMPLOYEE RELATIONS . . . . . . . . . .

Job Descriptions. , , , , , ,
Clerk. . . . . . . . . . .
DutieS. . . . ' . . I
Flow Chart - IncoIrn3 Orders
Flow Chart - layroll , ,
Bookkeeper . . . . . ... . .
Duties , , , .
Flow Chart - Stool: 1eceived
Flow Chart - {eceivables ,
Flow Chart - Incoming Orders
Secretary. . . . . . . . . . .
Duties , , .‘. .
Flow Chart — Receivables. ,
Flow Chart - Incoming Orders
General Policies, , ,

Office Spirit. . . . . . . . .
Personal Appearance, , , , , ,
Absences o o o o o o o o O O 0
Time Card-3 . o o o o o o o o o
PayCheCkS. o o o a o o o o o 0
HOlidays o o o o o o o o o o 0

POLICIES REGARDING TRANSACTIONS. . . .

Office Pro 031
Cler’ . .

o o o o o o o o o o o

BOOICKCGPC’I‘ o o o '0 o o o o o o 0
Secretary. . . . . . . . . . . {
‘ BOOkkeeper o o o o o o o o o o o
Clerk 0 0 o o o o o o o o o o o

O O O O O O O O O O O O

O O O O O O C O O O O O O O O I O O O O O

,0 O O O 0

as for Handlin3 Incomin3

O O O O O O O O O O O O C O O O O O O O O

I O O O O O O O O O O O O O O O I O O O O

ooooooooooOo

O O O O O I O O O O O O O O O C O O O O O

O O O O
Orders.
0 O O O
O O O O
0 O O O
O O O O
O O O 0

O O O O O O I O O O O O

O O O O O I O O O O O O C I O O O O O O C O

O O O O O O O O O O O O C O O O O O O O O C

O O O O O I

Shipping Policy.

Credit Policy. . I I I : I I :
Price Changes. . . . . . . . .
Pricing . . . . . . . . . .

Salesmen's Credit for Sales. .
Mill Prices for Replacement of

TECHI‘II CAL DAT!“ o o o o o o o o 0

Paper Stock Identification . .
Company Stock Paper. . . . . .

ORIENTATION

Description

The Aquarius Company is a distributor of high-quality
paper in wholesale quantities. Its customers are primarily
printers, governments, colleges, or any company utilizing
paper in large quantities. The office staff consists of
three positions: a secretary, a bookkeeper, and a clerk.
The president of the company is also the sales manager for
the company. The office manager is also the treasurer of
the company. 518 (or her) Job also carries reSponsibility
for the functioning of the office. Seven outside salesmen
complete the sales staff.

The tasks are set up to cover a week's Span in the
office beginning on a Wednesday. A two-hour block of
time in the classroom should be considered a calendar day.

Any work directed to go to the office manager or to
the company president is to go to the teacher.
I In the office after which this office is patterned,
the atmosphere is relaxed and friendly but also very
efficient. The office staff takes pride in being ace rate
and in getting their Jobs done on time. They feel reapon-
sible for the office work but not pressured. People rely
on one another to do their own job well so that work runs
smoothly. No one is eXpected to be perfect, so fair
criticism and keeping out errors is a mutual and c00pera-
tive effort. It is heped that the persons using this model

will work with this same attitude.

EH 5

Codes and Abbreviations

Flow Chart Code

\\\Input // Instruction, //guestion‘u
.7 -..—......"J' .--.. ”...! \ //
/’

Initials: Code
AQ

 

 

 

 

 

 

Aquarius Company
Bookkeeper

Clerk

Employees' Handbook
Form

Opening Office
Salesman

Secretary

Student

Tasks

Teacher's Handbook
Lists and Forms Section

0
llflllll

EH

(I)
m
uuunuuuu

Abbreviations

ctn. carton

out. hundredweight (hundred pounds)
# or 1b. 2 pounds

p.o. or P.O. = purchase order

Organizational Chart

‘-_

 

 

 

 

 

 

 

 

 

 

 

 

3 President- !
[ :ilgaarewerl
'7 I ..L. J. ....L w I ..l , - — -
L3: [3le El 3' MHE‘ [NI Office [
‘ ' ”“ Manager/ ‘ (teacher)
Treasurer }
...—I i .

 

 

 

_ F” L”
[Secretary‘ [Bookkeeperj Clerifi]

—-—-~—.———.-—.— -... . ... ‘fi-‘h—o-u

 

 

EHG

Office Activities

 

Daily

Orders, invoices

Register of invoices
Salesmen's record

Register of check 8 received
Inventory stock sheets

Bank deposit

Filing

Weekly

Payroll
Payroll checks

Intermittent

Telephone calls

CorreSpondence

Price changes

Sales meetings arrangements
Materials for potential accounts
Compiling sales statistics
Inter—office memoranda

Supplementary '
(Inform office manager when you start one of these.)

Clerk

Make two sets of file cards from the list of
salesmen. File one set alphabetically and the
other set geographically. Check with the tele-
phone operator for the area code in each of
these cities (or check the map in the front of
the tele hone book if you know the location of
the city , then make up a telephone number for
each salesman and include it on the file card.

Work on tasks given by inter-office memoranda.

‘gookkegper

Find totals of each type of paper (or each grade
of paper) (or each weight) (or each color).

Find percentages of these of our total sales.
(You will have to find total sales for the period
first.)

EH7

Secretary

 

Work on tasks given by inter-office memoranda
or telephone or dictaphone.

Anyone

Make graphs or diSplays from the totals found
by the bookkeeper as suggested above.

Open a petty cash account.
Plan for Community Chest collection.

List customers or each salesman and volume of
purchases.

List customers by volume of purchases.
Critique filing systems and make suggestions.

Critique business forms and make suggestions.

EMPLOYEE RELATIONS

Job Descriptions

ElEEE - The duties of this position are varied. She
receives mail and distributes it. She acts as receptionist
for the office. As part of her job in answering the tele-
phone she has the authority to accept orders for paper stock.
She does most of the filing for the office. She is reSponsible
for seeing that sufficient forms and office supplies are on I
hand.‘ Supplies are ordered by filling out a company purchase
order.. She begins the work on invoices following the pro—l
cedure given in the flow chart and in "Office Procedures
for Handling Incoming Orders." She is responsible for
having the correct quoted prices on the invoice. She com-
pletes her own time card. She figures the payroll following
the procedure on the flow chart. Supplementary work is sug-
gested in "Office Activities."

Flow charts for this position are on the pages following

this one.

EH9

FLOW CHART - INCOMING ORDERS (Clerk)

 

Receive order from
salesman, from mail

 

League

I

Make out rough

-.....

.ormby phone

I

draft invoice is
one is not already

 

 

 

 

n-u—a.-.

Check and record
credit rating

 

 

/

 

 

Record prices and
make extensions

 

 

 

m m l

Send r.d. invoice
to bookkeeper

 

 

»- -v .— --.... .-.—.-. —.—- ~,

 

V—vw ‘ w

Receive from

I secretary second
cOpy of our p. o.
tggmill

. J, ¢ ‘

/que by dat>\\
Z_and hold

——...“~— ...-.... -..—can. ”M. on” 0-.“

 

I/VIReceive from secretary
\Lsecond copy of invoice'

cnt to customer

 

 

.. .—--_ w... .

 

I _.

File in customer's
file

 

 

 

v—fi

Receive copy .
of letter from;
secretary /’

i»

 

N File in) I

customer's fileI

.w

 

 

 

Key:
p.0. 2 purchase order
r.d. = rough draft
4- 2

any other papers stapled

with listed item

FLOW cram - person (Clerk)

Time cards //
, turned in//
Friday I

Cepy time card!
information to
ppayroll form I
. I ._
IEKtend totals, I
.compute salaries

i.__.__

 

 

 

 

 

 

 

 

IIConsult
~office'
Imanager

 

 

zest

 

 

 

No

....“ Y ———-

IMake out payroll
checks to be
signed by office
manager

XL

Give to office I
manager for hisI
signature by I
Tuesday

 

 

 

 

 

EH11

ggokkeeoer ~ The position of bookkeeper is reaponsible

 

for the accuracy of the extension on the invoices, so the
person in this position will check the figures obtained by

the clerk. .She posts receivables accounts and keeps the
inventory record as well the record of salesmen's commissions.
(Payables are not included in this model office. They are
assumed to be posted and handled by the office manager/
treaSurer.) She fills out her own time card. Directions

for procedures will follow the flow charts or "Office Pro--
cedures for Handling Incoming orders."

Flow charts for this position are on the pages following

this one.

EH12
FLOW CHART - STOCK RECEIVED (Bookkeeper)

I? Invoice for 1
\\\\stock
,recgived

F,,.wgi__.i.

Record on
inventory
record

V

 

 

 

 

 

 

=Note terms
of payment

 

 

 

,//’DiScount\fo;\\“ . m‘.. I
rompt payment1:::> No Held until
«’fi7//’ "' "% three days
es - " , before invoice
I I //// Iis due
Hold until \\
three days before\\

discount can be
”taken \\x

i

i, __‘L

Hake out check I
for payment, f0r=f
sigreture of I
general manager

 

 

  

 

 

 

 

W if '1‘
Send to office- I
manager for signatureI
and for posting of

Ithe account I

 

</

_ £313
FLOW CHART - RECEI ABLES (Bookkeeper)

 

 

Check from x{\Examine ledger n“

incoming mail /’ cords daily for
received from/’ unpaid accounts

clerk /
._Mflwje__,w¢
V

 

          

 

,x/Cverdue
ccount

upw—u-q

"EEQEhah cashier's
log

a.____....__ ......q

I

 

Yes No

 

 

 

 

 

 

 

 

 

 

__uwwlx;m_u,

Post PM“ I

customer's I 5 Send name, -

Leccount amount? and No I

' ”"“"”““"' date 0 action
I_ invoice to '-“****J

Post ‘secretary

salesman's " '

account

 

 

 

.. ... ,‘,L—_._._..._-_

hList on bank1
Idepcsit slip
I(2 copies)

I.

 

 

 

File second Send original
capy of . - deposit clip with
deposit slipI _checks to office

Imancger

 

 

 

 

Eth

FLOW CHART - INCOMING ORDERS (Bookkeeper)

k—g—

 

«-\

J

Check prices and
extensions

 

 

 

 

 

 

Record shipping
instructions ac-
cording to credit
rating

‘\
\
/\
Any item \\

' j / 4\\1200 or more~
Mark 1200# Yes ounds? ~
and over
items "Ship \
direct" iNo

”/Sufficient} ’ .-.
\\\s::ck?;' /
I No

’Iark "Ship direct"
on r.d. for items
S

_Jlacking -. i
I .

 

 

 

.-.. -... - .I

 

 

    

 

 

 

 

 

 

 

 

 

 

 

R\ Receive rough draft
\\invoice+from clerk \\\

{account

..—...—.I

Receive second
cepy of completed//

invoice+ from
\\secretary

fi

 

7--....—,‘- M...

Post customer's

Mm.~—"r.-—~..-H... - .7 .. ..

 

 

'ahflmm- .

J,

”.0.- -— »~-—~ {

Send second

 

--

 

IcOpy+ to clerk I

 

 

Record items on“.<
inventory fern

_-..— —. .....- .. . ,. 3-": 912.24

 

 

 

 

Send completed I
r. d. invoice+ to‘
_ secretary . I

a“......_.._ .

 

 

 

A
fi‘

purchase order

rough draft

any other papers stapled
with listed item

+
II

EH15

Secretary - The secretary carries reSponsibility for
typing of letters or other material for the office manager
and for the president of the company and may do some typing
for other parts of the office. She types up the invoices
and handles credit letters. Travel arrangements are made
through this position. Details involved with sales meetings
and other secretarial duties are done by the person in.this
position. She makes out her own time card. Flow charts
will guide her for some of the procedures.

Flow charts for handling of collection action on
receivables and for handling of incoming orders by the

secretary are on the pages following this one.

FLOW CHART - RECEIVABLES (Secretary)

Names and
information
'on accounts
due and unpaid
received from
_~bookkeeper

 

 
     

 

 

' Ho;\\\\\\
, long past £_ -
due?
30 days 90 days
Y \

 

 

 

 

Send information
to office managétl

‘Type letter
similar to

 

 

 

 

Form Letter I

 

—\ Type letter
similar to
Form Letter II

 

 

 

 

IGive to officeI
manager for
signature

 

 

 

FLOW CHART - INCOMING ORDERS (Secretary)

 

Give
first cepy

/

 

Yes

\

 

Receive rough draft/1
of invoice+ from
Ahookkeepcrv

I

__._._...._.. --...---. .Y ..

Type up order on I
consecutively
numbered invoice
(2 copies). List

 

"Direct ship” items

 

 

_cn separate invoices.

t

 

 

to office
manager to ’
“be mailed;

 

 

 

 

.‘

 

 

 

‘1
Give second 1

cepy to clerkr

 

 

‘ Key:
Po'O.
r.d.

 

 

 

With first oopy§:I -

type up letter
similar to form
letter A

\I 4].- -

Attach letter tor?
invoice and give I
to office manager;

I

to be mailed. J

L~--_—..

 

in

l
......

...}...4

 

 

With second copy-~i
make out our p.0.

(2 ccpies) for
stock to be
shipped direct.

Record p.c. number

on second cepy.

 

Make separate p.o.;

for each mill.

1
1

 

‘4

 

 

 

Give second

 

clerk

copy of invoice
and our p.o. to

 

 

 

purchase order
rough draft
any other papers stapled

with listed item

Give firgt cepy
of our p.o. to
' office manager
to be mailed.

7

~

I

I

ER18
General Policies

Office Spirit - Your work with this company is in-

 

tended to be a pleasant and rewarding experience. Employees
should show a Spirit of cooperation with one another. The
daily flow of orders and payments is of first importance.
When there is need, employees should help one another.

Personal Appearance - Different offices establish dif-
ferent standards for their own workers, often depending upon
the type of business or the neighborhood in which they are
located. Dress code can be determined by a staff meeting
or by'school rules. Neatness and cleanliness would, of
course, be a part of any of these codes.

Absences - If an employee is absent, other employees
should complete the essential work to he done by the empty
position so that there is continuity in the flow of work.
Orders should go out on the day they are received.

Time Cards - Each employee is reSponsible for making
‘outzhis own time card and getting it to the clerk by Friday.'
Regular hours are 8:30 to 5:00 with a half hour for lunch.
In the classroom a two-hour block will be considered one
eight-hour day of work or one calendar day. Overtime is
rare. The office manager will determine what will be .

counted as overtime.

Paychecks - Paychecks are issued on Tuesday for work

 

done the preceding week.

EH]. 9

Holidays - All holidays observed by the rest of the
school will also be observed in the model office. Payment
will be made for these days as though the employee had been

at work.

EH20
POLICIES REGARDING TRANSACTIONS

Office£§rocedures for Handling Incoming Orders

Clerk

1.

Receive order. This could be in various forms:

a. Customer's purchase order (Make out rough
draft invoice and attach to the p.o.)

b. Rough draft invoice from salesman

c. Telephoned order (Record order on rough
draft invoice.)

Record credit rating on the rough draft
invoice, referring to the customer list.

Record prices and make extensions.

Send rough draft invoice and any other papers
to bookkeeper.

‘EQOkkeeper

4x.

5.

Receive rough draft invoice (may also include
customer's p.o. or other papers) from clerk.

Check prices and extension. Review company
policy is necessary. Record shipping instruc-
tions as per shipping policy.

If there is sufficient stock in inventory and
if the order does.not have any item as great
as or greater than 1200 pounds, subtract the
items from inventory. '

If any item cannot be filled from stock, mark
"Ship Direct" on that item on the invoice. Do
not ship a portion of any item. Show item in
and out on inventory stock sheet, initialled
S.D. (Shipped direct).

If an item totals 1200 pounds or more, mark
"Ship Direct" on that item on the invoice.
Record it on the inventory stock sheet as
though it had been received and sold (initial
it S.D.) so we can keep an accounting of which
items are selling best.

Send completed rough draft invoice (and related,
papers) to secretary.

EH21

Secretary

 

7x. Receive rough draft invoice (and related papers)

8.

10.

from bookkeeper.

Type up an invoice (two cepies). Number invoices
consecutively. List direct ship items on a
separate invoice.

If the order is complete, give the first cepy
to the office manager to be mailed and the
second COpy to the bookkeeper.

If order is not complete and some items are

to be shipped direct, type up a letter similar
to Form Letter A, attach it to the first cepy
of the invoice and give it to the office
manager to be mailed. (Form letters do not
require a carbon copy.)

With the second copy of the invoice, make out

our purchase order (two cepies) for the stock
marked "Ship direct." Record purchase order
number on invoice copy. Note: Make separate
p.o. for each mill.

Give first copy to office manager to be mailed.
Give second cepy of invoice plus the purchase
order to bookkeeper.

Bookkeeper

10x.

11.

12.
9.2215.

12x.

13a.

Receive second cepy of invoice and any other
papers from secretary.

Post customer's account with the amount of
the invoice. ' '

Give second copy of invoice and any other
papers to clerk.

Receive second cepy cf invbice and other
papers (may be second c0py of our p.o. to the
mill, may be cepy of a letter).

If the order is complete (and there is not
a cOpy of our p.o.), file invoice in customer's
file. . . -

If our p.o. is attached, file invoice and p.o.
by date and hold until invoice comes from mill.

If a letter is attached, file in customer's
file.

EH22

Shipping Policy

If credit rating is G or better, shipment is made with
our regular policy of 2/10, net 30 (2 percent discount if
invoice is paid within ten days, net amount due after that).

If credit ranks lower than G or if the customer has
charges on his account which are 60 days past due, the
invoice is to be sent marked for "Cash" terms. This means
the tranSportation company will collect cash or a check
before it releases the goods.

If any item weighs 1200 pounds or over, that item is
to be shipped direct from the mill. That means that we
will order it from the mill with directions to ship it to
‘the customer. The mill will bill us for the material; we

will collect from our customer.

CreditiPolicy

A ten percent discount is allowed for payment made
within ten days from the date of the invdice. The entire
amount is due after that. Thirty days after the date of
the invoice it becomes past due. If it is not paid after
60 days from the date of the invoice, a collection letter
(Form Letter I sample) is sent. This is intended as a
polite but firm reminder. If the invoice is not paid
after 90 days from the date of the invoice, a second let-
ter with a little more insistence in its tone is sent to
the customer. If payment is not received within the next

30 days (120 days from the date of the invoice), the office

E523
manager will make a decision whether to turn the account over
to a collection agency or to find out why the account is not
paid and make some Special arrangements.

If partial payment is made, letters are sent on the
regular schedule, but the wording would be less harsh and ac-
knowledgment would be made of whatever payment was made.

If there is any question about how to handle an overdue

account, consult with the office manager.

Price Changes

When a notice of a price change is received, the Clerk is
reSponsible for changing that item on the master list with a
notation of the'effective date. She is also reaponsible for
making up a memorandum with the change, putting it on ditto,

and distributing it to the office staff and to the salesmen.

Pricing
All prices are listed on the basis of hundredweight. This

means that a carton, which weighs 120 pounds, costs 6/5 of the
price quoted. The price quoted is for 100 pounds, which would
be 5/5 or 100 percent of 1.00 unit. The additional 20 pounds
would be an additional 1/5 or 20 percent or .2 of a unit. For
example, a carton (which weighs 120 pounds for all the stock we
Icarry) which is listed at suo.oo, costs $t8.oo for the carton
€40 x 6/3 =?U8). If the order is by pounds, the dollar amount
can be found by changing the pounds ordered to a decimal figure
by moving the decimal point two places to the left, then using
that decimal to multiply by the price. For example, if 200

EHZQ
pounds are ordered at $h0.00 per hundredweight, the cost
if $80.00 (2.00 x $h0.00 = $80.00). If 60 pounds were
ordered the cost would be figured: .60 x $#0.00 -_$2u.00
or .6 x $h0.00 = 32h.00. The 60 pounds are 60/100 or .60
(which can be expressed .6) of the unit (cwt.) for which the
price is quoted.

’ The formula for this is:

pounds ordered

unit wEiEnt X Price Per unit

( where unit weight is 100 pounds or hundredweight
cwt. .

The formula for figuring the price when the number of
cartons is given is: number of cartons x120/lOO unit price.
This can be simplified to:

number of cartons x 6/5 unit price

Salesmen's Credit for Sales

Credit is given to salesmen for all orders which come
from their territory. In this model office, territories
are the same as their home city. Orders coming in from

Lansing or East Lansing are credited simply to "Office."

Mill Prices for Replacement of Inventory
For purposes of this model office, our cost of paper
stock ordered from the mill is assumed to be 80 percent of

the listed price on our price lists.

EH25
TECHNICAL DATA

Paper Stock Identification
Paper stock is identified by the weight per ream (500

sheets) of sheets 17 x 22 inches in size.

 

 

Size of Substance Weight, pounds
stock,

inches 20 20

8% x 11 5 6

17 x 22 20 20

22 x 3h #0 48

Note that in the table a basis for 20-weight substance of
12 x 22-inch stock is 20 pounds. It also shows that when we
talk about 20-pound paper, a pack of typing paper of that
substance weight would weigh 5 pounds.

Note that in the colored folders from the paper mills, which
' are included with the model office, stock is listed in one place
on the basis of 120. That means that stock of the type listedlon
that basis would weigh 120 pounds per 500 sheets cut 17 x.22

inches (or for 250 sheets cut twice that 1arge,and preportionately

for any other size).

Company Stock Paper
To simplify figuring in this classroom model office, it is

assumed that this company handles only 1? x 22-inch size sheets.
It keeps in inventory only 20-pound stock. Cartons of 20-pound'

substance weight contain 3000 sheets. That is the weight which

this company handles.

 

 

 

TEACHER‘ S HANDBOOK

 

 

TEACHER’S HANDBOOK

TABLE OF

OPENING THE OFFICE. . . . . .
Hirins.. . . . .

O 0'. O
Intr0t~ uctory St eff Meeting
Generating Work. . . . . .
Time Period Covered. . . .
Paper Stock and Orders . .
Shipping Department. . . .
Flexibility or Variation .
Equipment and Supplies . .
Teacher's Aids . . . . . .

Index of Forms. . .

Filing Key - Copying Service

Filing Key - Printers .

ASSUMPTIONS ABOUT STUDENTS. .
Clerk. 0 O O O O O O O O O
BOOkkGCDeT o o o o o o o 0
Secretary. . .
Adjustments for Varied Pre-

OBJECTIVES. o o o o o o 0
General Objectives . . . .
A. Skill objectives. .

B. Vbcational objectives

C. Social objectives .
D. Personal objectives
E. Academic Objectives
Behavioral Objectives. . .
Clerk 0 o o o o o o

Bookkeeper o o o o : :
Secretary. . . . . . .
A11 Employees . . . . .

EVIXLUATIOI: ' 0 0 o a
Sample Evaluation Tool , ,

TASKS o o o o o o o o o o
Pre-Opening Tasks , ,

Led:;er Cards Already Active :
Stock Sheet Records at Opening 0

Daily Tasks

. . . . . . .

Day One a o o o o o o 0
Day $FO o o o o o o o r
Day an08 o o o 0.0 o 0
Day 1:01-11; 0 o o o o o 0
Day Five 0 o o o o o o
Intermittent Ta sks , , . .

CONTENTS

0 o o o o
o o o o o
o o o o o
o o o o o
o o o o o
o o o o o
e o o o o
O C . O O
o o o o o
O . . C
S o o

o o o o o
o o o o o
o o o o o
o o o o o
O C O O .
Learnings
o o o 0'.
o o o o o
o o o o o
O . . O

o o o o o
C C .O C .
o o o o o
o o o o o
o o o o o
o o o o o
o o o o o
o o o o o
i o o o o
o o 0 0'0

[—5. O O

O O O D O
O O O O O
O O O G O
O O O C O
O O O O O
O O O O O
O O O O O

O O O 5 O O O

O. O O

O O O O 0 O C O O O O O O O O O O

O

O O O O O O O O O O O O

O O O O O O O O O O O

O O O O 0'. O O O 0..
O .0000... ...

O O O O O O O O Q I O O O O O O O

O O O O O O O O O O O

O O 0‘. O O O O O O O O. O O O O

VDGPQO\OWRUWAU\¢\QMJ \O

\flbJRHVNJNPOHL
FUCCL\JbflfufiQ

OPENING THE OFFICE

An application blank is included which will give much
pertinent information to help the teacher select students
for each position who are prepared for that position and are
interested in it. To interview or not to interview can be
(at the discretion of the teacher. The teacher may feel, .-.
however, that evaluation of previous class work will be
sufficient for placing of students and that application and
interviewing techniques might be better discussed at the

end of the course nearer to the time that the student will

be seeking employment.

Introductory Stafffleeting

An orientation "staff meeting" should be held to ac- ‘
quaint the students with the company and with their Jobs.
There should be practice in putting an invoice through its
travels around the company. The difference between a pur-
chase order and an invoice should be discussed. This company
does not send statements: payment is to be made on the basis
of the invoice.

Since all the positions are involved with the invoices
and since the method of figuring prices must be done accord-

ing to a formula which will be unfamiliar to the students,

practice problems should be tried in this introductory

period.

Thu

Generating dork

 

Certain tasks must be completed before opening the
office. Some of these are concerned with ongoing records
within the office already established and some are concerned
with incoming work. Some of this work could be done by an-
other typing class and some could be done by the students
themselves with the understanding that these are pre-Opening
tasks. .

The jobs which can be done by the office workers them-
selves as pre-opening tasks are: (l) heading up the stock
sheets and entering supplies on hand, (2) filling out ledger'
cards with names and amounts outstanding. The necessary
information is included in the "Office Opening Tasks” section.
Samples of these are also included in.that section. If the
teacher prefers, these could be done by a related class
rather than the potential office workers themselves.

The purchase orders and checks which are to be incoming
mail each need to be filled in as they would appear in the
'mail. Samples of these are included in the "Office Opening
Tasks" as well as the lists and information needed. The.
telephone messages can also be typed at this time, or they
can be given orally by the teacher on the preper day. Addi-
tional daily work could be generated by students outside the
model office by using the various lists and assuming the role
of customer. Salesmen's orders appear as rough draft invoiceS.

The incoming mail (as typed by other students) should be
given to the clerk by the teacher on consecutive days as

indicated on the tasks, to be handled as shown on flow sheets.

THS

lime Period Covered

 

The model office tasks cover a five working~day Span.
Since certain dates were used which needed relativity, May
10 is called the first day. Any date could be used, but the
related dates would need changing. Students are not ex-
pected to complete all the supplementary tasks or long-term

work.

Paper Stock and Orders -

In this model office it is intended that all stock be
only one substance weight and one size in order to simplify
figuring prices. In the real wholesale paper firm, quota-
tions could be given and orders taken for many more vari-
ations, with a much more eXpansive price and inventory
schedule. The company after which this office is patterned
also bids on business for colleges and governments, but

this type of order has not been included in the model.

ShippinggDepartment

In the real office, provisions for shipment would be
provided by routing certain papers to the shipping depart-
ment. Since this office does not provide a person in that

position who could receive the papers, no routing was made.

Flexibility or Variation v

Varied methods of assigning some of the tasks would make
the work more stimulating. Daily work or supplementary work
could be diSpensed in various ways in addition to typed

material or voice directions from the office manager.

THC)
If your telephone has an in-house connection, tasks could be
given by telephone. Letters or direction could be put on a

dictaphone or could be dictated. Other persons might call in

with some of the tasks.

Eguipment and Supplies

Forms as per the samples included

A real telephone hookup, telephone book (an in-house
line is optional but would give opportunity for
flexibility in presenting material)

File folders

File Space

File cards

Zip code directory

Typewriters (it would be possible for the bookkeeper
and clerk to share one)

Calculator

Bookkeeping machine (Optional)

Staplers, paper clips, misc. supplies
Dictating machine (Optional)

Secretarial handbook (Optional but helpful)

Teacher's Aifs

 

The following three pages contain: "Index of Forms,”
listing all the forms used and the approximate number needed
to complete the work given in this model Office; "Copying
Services" filing key; "Printers" filing key, which will
lighten the teacher's burden if these supplementary tasks

in filing are completed,

TH?
Index of Forms - Quantities listed allow very little

margin for error. Each employee should also have a cepy of
Employee's fiandbook, price lists, list of salesman, and list

of customers.

Form Approximate
Description NO. NO. Needed
Letterhead F-l 12
Telephone message F-2 15
COmpany purchase order F-3 10
Blank purchase order F-u 35
Credit memorandum F-S 5
Company invoice F—6 65
Register of invoices F-7 2
Ledger account F-8 40
Salesmen's record F59 7
Cashier's log F-lO 10
Company check F-ll 10
Blank check ‘ F—lZ. 32
Deposit slip F-13 10 '
Stock sheet F-lh . 55
Inter-office memorandum F-lS 20
Time card F116 15 I
Payroll F-l? 1
Calendar page (only May and
June necessary, more are
Optional) F-18 a
Price change memo (example F-l9
only) '
Application blank F-20 3
Evaluation tool F-21 (see

Form letters (examples only)

“Evaluation")

12
11

13

10

Filing_KoX - COPYING SERVICES

1.
2.
3.
a.
5.
6.
7.
a.
9.

10.

11.

12.

13.

A & E Multi-Service Corp.
Aladdin Printing Service
Aldinger Direct Mail Advertising, Inc.
Brotts Printing Service
COpy Quick

Copy ShOppe,The

Copygraph Services
Hasselbring Company, The
Insty-Prints

1-2-3 Service Corp.

Rapid Printing Service
Student Book Store

Xerogrnphic Copy Service

*3
L0

(T119

 

Filing Key » PRINTERS
1. Art Color Printing CO.
2. Art Pres
3. Automated Business Forms Corp.
h. B & M Printing Co.
5. Baffle Printing
6. Bergen, Preston L., Inc.
7. Blue, I. N., Printing CO., Inc.
8. Boise Printing Co.
9. Bradstreet, Walter R.
10. Central Jersey Fine Arts
11. Central Printing Co.
12. Christie Press
13. Cordes, E.
l“. Cranbury Press
15. Dangell, N. J.
16. Dunbar Printing Co.
17. Dunbar Wedding Center
18. Fairmail Service, Inc..
19. Fidelity Printing Co.
20. Franklin Park Press, Inc.
21. Franklin Printing Co.
22. G A S Printing, Inc.
23. G & G Pringing Co., Inc.
2“. Graphic Color Co.
25. Heidin:.sfe1d Printing Corp.
26. Home NEWS Puullsulng CO.
27. Jamesburg Press
28. Jennings, Kitchen, Grygo, Inc.
29. Karkus Press
30. La Roe Press, Inc.
31. Las‘sy CO. -
320 LOgan 86 Son
33. Magretto Advertising & Printing Co.
3h. Mariano Press
35. Mercury Printing Co.
36. Middlesex Press
37. rational Printing Co.
38. New Brunswick Letter Shep
39. New Parker Photo Offset Printing CO.
ho. OK Printing Service
#1. Quality Rubber Sta -.mp Service ‘
#2. Raritan Printing Co., Inc.
#3. Remsen Printing Shep
an. S & Sr rinting & Duplicating Service
45. Silvano Press
#6. Spallueei & Son
U7. Spokesman Printing
#8. Standard Press-
#9. Star Letter & Offset Service, Inc.
50. Thatcher-Anderson Co.
51. TOp Notch Advertising CO.
52. Unimo.n Printers
53. Van Vechten Press, Inc.

T1110

ASSUHPTIOHS ABOUT STUDENTS

A vocational objective on the part of the students who
will use this curriculum device is assumed. The application
blank will be of help in placing students according to their
skills and to their Objectives.

Clerk - Typewriting I
Business Arithmetic
Percentages
Price extension
Payroll

Duplicating Machine

Filing
Alphabetic
Chronologic
Geographic
Numeric

Basic Business
Purchase orders
Invoices
'Credit rating
Flow charts
Organizational charts
Organizing time
Business Machines
Calculator
Adding Machine

Bookkeeper - Bookseeping
Posting of T-accounts

 

Record-keeping ,

Business Machines
Calculator
Adding Machine

Basic Business
Purchase orders
Invoices
Credit rating
Flow Charts
Organizational charts
Organizing time

THll

 

Bookkeeper
(cont.) - Filing
Alphabetic
Secretary - Typewriting II (one year)
Invoices Proofreader's marks
Itinerary Booklets

Speeches, programs
Form letters

Duplicating Machine
Basic Business
Purchase orders
Invoices
Flow charts

Organizational charts

Credit and collection
Organizing time

Secretarial Practice
Making arrangements for meetings
Making appointments
Scheduling itinerary
(Adjustments for Varied Pre-Learnings

Some of the supplementary jobs cOuld be administered
with consideration for the skill of the students or for
their need for extra practice in seme skills. Typing for
the routine work done by the clerk is minimal, but some Of
the supplementary Jobs of lists to be alphabetized could
require more typing skill; the bookkeeper rarely does any
typing.

Acquaintance with some form of duplicating machine is
eXpected for the clerk and secretary, whether or not the -
business forms used are done in the office or in the graphic
arts department or elsewhere. If either the secretary or
the clerk is familiar with a duplicating process, that
person could teach the other.

If a bookkeeping machine is available, it could be

utilized by the bookkeeper in the model Office in this paper.

T1112
OBJECTIVES

The objectives of any model office center around

acclimating students to a work environment,

General Objectives

 

A. Skill objectives
Gain eXperience and increase facility in use
of previously learned skills and in
combining skills
Apply skills to new situations
‘8. vecational objectives .

Learn relationships of positions in an office

Recognize the interdependence of Job tasks in
an office

DeveIOp a businesslike attitude:

Arrive on time

Be neat

Feel reaponsibility for the completion of

a task by oneself and others

Start efficiently ("dig in" immediately)

Learn to work under office pressures
Learn to organize time
Develop proofreading skill and accuracy
Judge by acceptability and mailability
Improve efficiency

Learn to keep busy constructively during slack
periods

Gain concept of the telephone as a tool

DeveIOp decision-making ability

T1113

C. Social objectives
Learn to cooperate to get a task completed
Learn to instruct others clearly and patiently
Get information tactfully from outside sources

Recognize value of time of others as well as
one's own

Gain eXperience in working with others
Gain self-confidence in working with others

Recognize Opportunities for courtesy and
consideration of others

D. Personal objectives

Gain confidence in working with office
procedures

Gain self—confidence in outside contact through
the telephone

Improve self-identity through recognizing
importance of one's own contribution to
work flow and to group effort

E. Academic objectives
Gain familiarity with business forms

Increase understanding of flow charting

Learn some terms involved with handling paper
stock

Gain a little knowledge about paper stock

DeveIOp ease in working with percentages in
certain applied types of problems

Behavioral Objectives

 

Given various items to file alphabetically,
numerically, chronologically, or geographically, student
will demonstrate filing skill by filing accurately and being
able to retrieve items when needed.

Given price list and customer order information
student will indicate knowledge of pricing by recording the
correct figures on purchase orders or invoices.

Given prices and order information, student will
indicate knowledge of figuring prices used by the paper
industry and of mathematical calculations by preperly and
accurately extending prices on rough draft invoices.

Given customer credit rating information, student
will demonstrate use of credit rating information by record-
ing this information on rough draft invoice.

Given authority to order forms as needed and reaponsi-
bility for having supplies of forms available when needed,
student will demonstrate responsibility by checking on
supplies of forms and ordering sufficient numbers as needed.

Given various pieces of mail to distribute, student
will show positive attitude toward her work by distributing
the mail promptly and accurately and'with a smile or a

comment in a pleasant voice.

THIS

Bookkeeper -

 

Given invoice figures and payment figures, student
will post ledger sheets neatly and accurately, indicating
ability to transfer bookkeeping knowledge of working with
T-account to a realistic situation.

Given figures from invoices and from payments,
student will keep salesmen's accounts neatly and accurately,
indicating recognition of dependence of others upon his
' accuracy.

‘ Given figures from invoices and from stock orders,
student will keep inventory records neatly and accurately,
indicating knowledge of inventory control and of the alternate
Open to a company of shipping direct from the mill rather
than carry huge inventories.

Given rough draft invoices, student will indicate
proof reading skill and facility with figuring paper stock
prices by checking these invoices and_carrying reaponsibility
for their accuracy in figuring. ‘

Secretary -

Given rough draft invoices, student will type fin-
ished invoices neatly, completely, and accurately, indicating
transfer of typewriting skill to a realistic problem as well
as an understanding of business forms and familiarity with
paper stock terms.

Given similar material over a week or more time
period, student will demonstrate increase in typing skill
and greater familiarity with this office by having fewer

erasures, greater neatness or better arrangement, fewer

restarts, faster completion of forms and/or letters as time
progresses, as indicated by improved marks on the evaluation
tool.

Given tasks which require planning time schedule
over an extended period of time, student will demonstrate
decision-making by planning schedule so that Jobs with a
critical time element will be completed at the preper time,
6.3. making a time schedule of work to be completed for
upcoming sales meeting.

' Given a list of overdue accounts and sample letter
to fellow, student will complete apprOpriate letter or take
apprOpriate action, indicating understanding of basic credit
policy and demonstrating decision-making.

Alllrffknployaea -

 

Given necessary information and forms, student will
indicate knowledge of business forms by filling in all
possible or necessary blanks apprOpriately. .

Receiving telephone calls, student will indicate
good telephone usage, appreciation of value of time, and
consideration of others by speaking pleasantly, recording
information neatly, completely and accurately and by enun-
ciating clearly. In addition, in initiating calls, student
will indicate planning for the call by having all necessary
information available and questions clearly in mind or on
paper when possible.

Given a situation where information is best sought

by telephone, student will show appreciation of the tele—

phone as a business tool by getting the information from

outside sources as appropriate,

T317

Given various items which are to be written, stu-
dent shows respect for others by writing legibly.

Given various materials, tasks and equipment, stu-
dent demonstrates efficiency by arranging work area so items
can be used with least effort.

Given Specific daily, weekly, and intermittent jobs,
student will indicate good organization of time by complet-
ing daily jobs daily, weekly jobs on the day prescribed, and
other work as necessary.

Given a flow chart of a procedure, student will indi—
cate understanding of flow charting by following procedure
properly. .

Given a business office setting and work material
student will indicate a businesslike attitude by:

-arriving on time I
~maintaining a neat appearance according to

standards accepted by this particular office
-beginning work immediately upon arrival in the

office .
~adJusting organization of work on putting pressure

on himself when there is Special need to get a Job done with
a cOOperative effort, e.g. a rush Job or the absence of an
employee .

Given work which fills less than a work day, stu-
dent will indicate willingness to keep constructively busy by
working on supplementary tasks (available from office manager)
if regular work is completed or

Given work which fills less than a work day, student
will show initiative and attitude of coOperation by observing

need for and carrying out unassigned tasks.

Given certain tasks which are tO‘bc worked on also by

others in the office, student will indicate rec0gnition of

T2118
the interdependence of jobs by O‘ganizing work so that his
portion of the task is completed and passed along promptly.

Given information which might be best not trans-
mitted, student will indicate tact by refraining from repeat-
ing the information, e.g. when getting quotations on sales
meeting arrangements from selected meeting places, not
mentioning the quotation from some other Specific place; or
not mentioning how long a superior might have been out of
the office, when answering a telephone call for him.

Given directions either by dictaphone, by written
- message, by oral communication, or by telephone, student
will demonstrate dependability, attentiveness, and ability
to handle many types of communication by following direc-

tions as they are given.

EVALUATION

Mailability and usability are the main criteria for
evaluating the paper work in this office. Precise techniques
or processes are not stressed as they are in beginning
classes, if the final product is satisfactory. Activities
are also evaluated by the Spirit in which they are performed.

An evaluation tool (Form F-21) is provided which can be.
attached to papers as they are passed along from person to
person, each student acting as evaluator for the previous
, person in that procedure. Some procedures, like telephone
calls, should be self-evaluated. A number of cepies of the
evaluating tool should be provided for each student.

The teacher may use these in various ways. One could
be attached to every task; this would make a large number of
papers but should give an accurate evaluation. A certain number
each day, e.g. 10, could be completed by students on random
tasks. Specific tasks or papers could be designated by the
teacher for evaluation by the students.

Use of this evaluation tool will aid in Spotting areas
of learning weakness as well as aid in final evaluation.
Comments by students at a staff meeting may also help in
Spotting problems.

Evaluation would depend upon the number of evaluation
tools used and the points on each. Using ton evaluation
tools, a score of 30 would indicate a passing level. A

sample of the evaluation tool is on the following page.

 

THZO
SAMPLE F-Zl
EVALUATION TOOL
Item 01‘ Tasl' n. .__ ’77 I “A” r
Evaluated -eg/4f’if::x{4 yyzeeqsccp’
/ r; . , .
Executed by ' 4/ , w ’1“ A4 ,m Position (7.7/7

 

 

 

..s:" r
Evaluator 2%maa:gg ,gng a is, ngositionflflgirr4gaxsé>saai

I

Accuracy, Neatness, Cooperation, Initiative, Ready
Completeness Legibility Courtesy (Decision— When
making) Needed

 

 

 

 

 

[1 ‘7— C. B

does not apply

~above average, exceptional

good, acceptable for a high quality office

fair, usable in an emergency '

poor, not acceptable for an average office, lacks some
part

indicates nega ive or very careless effort

til

I
H
II

If handled by more than one person, complete this step:

Item or Task

 

 

 

Evaluated __M
Executed by a ‘- Position
Evaluator Position

 

 

 

r “m; , ’1 {7* CJ

If handled by a third person, complete this step:

 

 

 

 

 

 

 

 

Item or Task

 

 

 

Evaluated _
Executed by Position __
Evaluator Position

 

 

 

 

 

 

 

[:1 C1] ‘_____4. A [j

 

 

 

132].

TASK S

The tasks are divided into two groups. The first group
consists of pro-Opening tasks. The second group will provide
daily tasks, with work flowing through the office. The third
group consists of intermittent tasks which are not meted out
so precisely day by day. These could be interruptions or sup-
plementary work as the teacher sees the need. Supplementary
tasks are also suggested in the Egployee's Handbook under
"Office Activities."

Certain material must be completed before the office
Opens. As suggested in "Generating Work," these pre-Opening
tasks could be done by a typing class or could be done by the
'employees themselves, with the understanding that these are
pre-Opening jobs and not regular daily w '
ger Cards Already Active" and "Stock Sheet Records at Opening
of Office."

The daily work and the supplementary work tasks should
be prepared by a group other than the employees. They con-
sist of intoices, purchase orders, checks, memoranda,
telephone messages, and other directions which could be
handled orally by the office manager. The daily work would
represent incoming mail and would be given to the clerk on

the appropriate days.

TH 22

Premflnhninn TSSWS

 

Ledger Cards Already Active

 

Date Amount Inv. No.
U/QO Douglas Printing Co. $ 25.00 30
u/is David Davis $ 50.00 32
0/13 Medlar Press $ 120,00 27
0/20 Priesman Printers $ 85.00 16
0/21 Jones Printing & Litho-

graphing Co. $ 325.00 18
4/22 Hugo Benson Printing, Inc. 3 97.50 28
h/ZO Colonial Press, Inc. $ 87.00 15'
Q/Zh Gate City Press 3 885.00. 8
0/21 Paragon Printing, Inc. 8 385.00 10
#/30 " " " 3 95.00 19
u/25 Blair House of Printing 3 45.00 11
3/13 Commercial Lithographing Co. 3 95.00 -7
4/20 Tilford Printing & Card ShOp- $ 60.00 3
3/16 Zimmer Printing Co. $ 25.00 1h
h/28 Ralph Printing & Lithograph-

ing, Inc. ‘ ' t 3uo.oo 9
h/25 varsity Press $ 60.00 1
3/13 Zenith Office Services 3 2h.00 12
2/15 Duplicating Services $ 60.00 25
U/ZS Miller Printing Co. $ 96.00 17
5/h TOp Advertising Co. $ 800.00 31
5/5 Record Printing Co. '3 280.00. . 2
0/12 Oth Printing & Duplicating 3 38U.OO 26
2/15 Inland Press, Inc. 3 608.00
3/16 Industrial Label Corp. 31788.00 22
5/10 ’Quality Printing Co. - 3 87b.00 20

THE}

Stock Sheet Records at Opening of Office by Paper Mills

 

 

 

 

Type 3311 Ctns.# Broken Ctns.#

Kimberley~Clarksoq

 

 

 

Andorra white 900 60
" Grey 360 20
Tcx-O—Set White 1200 80
” Blue 240 90
" Green 600 -
“ Lemon 720 00
Victorian Ihite 1800 30
" Peach 1080 05
Velopaque Text White 200 20
. Zodiac White 2000 30
" Gemini Violet 080 05
'" Aries Red 800 30
" Taurus Orange 360 30
" Leo Yellow 200 30
" Virgo Olive 1080 ' 05
” Scorpio Brown 360 , 15
Classic Laid white 2000 60
“ Lt. Blue 360 -
” ” Lt. Yellow 600 30
" " De. Blue 360 as
“ " “ Yellow 360 05
Cascade Paper Company
Mountie Antique White 120 .
” India 120 30
” ” Yellow 200 -
Howard Offset Cover White Wove 1000 20
" Felt 120 ' .30
” ” ” Yellow Hove 360 60
. “ " " Lt. Blue Felt 120 60
Tuscan Antique Finish White 080 30
n " " Dk. Blue 200 60
” " ” Black 120 05
" " “ Scarlet 360 30
” " " Lt. Blue 120 60
Yosemite Paper Commenx
Cameo Dull Book 1200 00
fl “ Cover ”80 00
" Gloss Book 1080 30
" " Cover 080 30
' Saxony ’J80 -
Cas co Enamel Gloss Book 1200 30
" Dull Look 200- )0
" " Gloss Cover 12 30
" " _ Dull Cover 360 60'
Cumberland Dull Book 1920 60

leagnite Paper Company (cont.)

Cumberland Dull Cover
" Gloss Book
. " " Cover
Fontana Suede
Lustro Offset Enamel Dell Book
“ " " " Cover

" ” " Gloss Book
0' fl 8! fl COVer
” " ” Saxony

Overprint Label C-l-S Offset
Prentice Gloss

" Suede
Shorewood Gloss
Trufect Enamel Letterpress
Woodbine Duplex Enamel

720
800
800
1160
120

360
120
1560
720
120
080
200

1920

T1125
Daily Tasks
" ' - 1 - ‘7? ‘ .
Dav One caecls from.

David Davis, 721 N. 58th St., Mackinaw City, MI'
MI 09701 $50.00 Invoice no. 32 -

Medlar Press, 1037 s. 13th St., Livonia, MI 08151
$120.00 Invoice no. 27 .

Priesnan Printers, 018 S. 15th St., Jackson, MI
09201 $35.00 Invoice no. 16

Jones Printing & LithOgraphing Co., 1817 Vinton St.
Onosso, MI 08867 $325.00 Invoice no. 18

Hugo Benson Printing, Inc., 6571 Maple, Seneca, MI
09280 $97.50 Invoice no. 28

Colonial Press, Inc., 813 Jones St., Livonia, MI
08151 $87.00 Invoice no. 15 '

Gate City Press, 016 S. 10th St., Mt. Pleasant, MI
08858 $885.00 Invoice no. 8

Paragon Printing Inc., 0226 Florence Blvd., Livonia,
MI 08151 $385.00 Invoice no. 10

Day One - purchase orders from:

No. 37 Citizen Printing 00., 2308 N St., Seneca
MI .

100 pounds White Tex-O~Set

60 pounds Cool Blue Tex-O-Set

No. 198 Beacon Press, 1210 Howard, Niles MI
300 1b. Howard Offset Cover, Yellow--Wove
80 lb. Howard Offset Cover, White-~Wove

No. 776 COpycat Duplicating Service, 015 S. 12th
St., Mt. Pleasant, HI 08853
3 cartons White Andorra
2 cartons Grey Andorra

No. 385 Bonnie Sales Company, 3515 Walnut, Livonia,
'MI 08151
6 cartons White Tex-O-Set
3 cartons Green Tex-O-Sot
l8 cartons White Classic Laid

No. 179 Moran Printing Co., 1510 Cass St., Muskegon,
MI 09903 .
200 lb. White Zodinc_
60 lb. Gemini Violet Zodiac

>5
:1:
:o
ox

No. 3378 Nedlar Press, 1037 s. 13th St., Livonia,
MI 08151
0 cartons Victorian White

No. 77867 Douglas Printing Co., 111 N. 18th St.,
-Livonia, MI 08151

cartons Zodiac White

carton Aries Red

carton Taurus Orange

carton Leo Yellow

tdhudco

Dav Two - checks from:
Blair House of Printing, 1730 S. 13th St., Owosso
MI 08867 $05.00 Invoice no. 11

Commercial Lithographing Co., 1203 Pacific St., Niles,
MI 09120 $95. 00 Invoice no. 7

Tilford Printing a Card Shop, 108 S. Main St.,
Lansing, MI 360.00 Invoice no. 3

Zimmer Printing Co., 1220 S. Logan, Lansing, MI
08930 $25.00 Invoice no. 10

Ralph Printing & Lithographing, Inc.. 1933 St.
Marys Ave., Livonia, MI 08151 $300.00
Invoice no. 9

Varsity Press, 1902 California, Jackson, MI 09201
W60. 00 Invoice no. 1

Zenith Office Services, 1517 Harney, Muskegon, MI
09903 $20. 00 Invoice no. 12

Dog Two - salesmen send in purchase orders:

From salesman Rice:
A-l Printing Co.
0 cartons White Classic Laid
2 cartons White Victorian

Inland Pre ess, Inc.

‘ 6 cartons Cum berland Gloss, Book
8 cartons Caneo Gloss, Book
2 caitons Ca roeo Glosss, Cover

Colvinunullin Printing Co.
600 lb. Lustre Offset Enamel Saxony

Standizl Iiinting Co.
50 pounds Tuscco1 Antique Finis :1 Lt. Blue
20 pounds LOVEL‘LI-fl 01.1 SLO COVC‘I, Lt. Blue-mFGIt

T1127

From salesman Johan: _
Barnhart Press, 2566 Farnin, Mackinaw City, MI
09701
3 cartons Cameo Dull Book
2 cartons Cumberland Dull Book
1 carton Cameo Dull Cover

Western Printing Co., 215 N. 12th St., Mackinaw
City, XI 09701

0 cartons Noodbine Diplex Enamel

2 cartons Prentice Suede

From salesman Parker:
Harris & Sons, 0002 N. 22nd St., Niles, MI 09120
300 pounds Tuscan Antique Finish White
120 pounds Tuscan Antique Finish Dk. Blue

Ritchey Press, Inc., 3020 Leavenworth, Niles, MI
09120 '

60 pounds Mountie Antique, white
120 pounds Eountie Antique, yellow

Dav Three - checks received from:

Bonnie Sales Co., 3515 Walnut, Livonia, MI 08151
01112.00 Invoice no. 3 -

Copycat Duplicating Service. 015 S. 12th St., Mt.
Pleasant, MI 08858 $200.00 Invoice no.

Douglas Printing Co., 111 N. 18th St., Livonia, MI
08151 $25.00 Invoice No. 30 ‘

Duplicating Services, 200 Kew Plaza, Seneca, MI
09280 $60.00 Invoice no. 25

Miller Printing Co., 1310 William St., Owosso, HI
08867 $96.00 Invoice no. 17

TOp Advertising Co., 0110 Commercial Ave., Mt.
Pleasant, MI 08858 $800.00 Invoice no. 31

Dgy Three - orders received from:

P.O. No. 713 Industrial Label Corp., 715 S. 12th
St., Livonia, MI 08151
6 cartons Cameo Dull Book
12 cartons Casco Enamel Gloss Book

TH28

P.O. 9876 M-S-N Printing Co., 1900 Cuming St.,
Jackson, MI 09201 ‘
800 pounds Fontana Suede
1200 pounds Cumberland Dull Book

P.O. 7302 Dependable Printing, 0609 Dodge St.,
Owosso, HI 08867
16 cartons Woodbine Duplex Enamel
0 cartons Lustre Offset Enamel, Saxony

From salesman Parker:

Duplicating Services, 200 Kew Plaza, Seneca, MI
09280
600 pounds Zodiac Virgo Olive
30 pounds Zodiac Aries Red

Paper Trousseau
60 pounds Zodiac White
30 pounds Leo Yellow Zodiac
30 pounds Taurus Orange Zodiac

From salesman Friedmann:

Ralph Printing & Lithographing, Inc., 933 St.
Marys Avc., Livonia, MI 08151
180 pounds Texno-Set White
300 pounds TeX-O-Set lemon

Day Three - telephone message

Rapid Printers called. They need 2 cartons of
Andorra White in a big rush. They will have a
messenger pick it up in the next half hour.

Dex Four - checks received:

Inland Press, Inc., 0012 S. 20th St., Muskegon, MI
1“9903 $078.00 Invoice no.

TOp Advertising Co., 0110 Commercial Ave., Mt.
Pleasant, MI 08858 $800.00 Invoice no. 29

Record Printing Co., 508 s. 19th St., Niles, MI
_09120 3280.00 Invoice No. 2

Oh—K Printing & Duplicating, 111 N. 00th St.,
Mackinaw City, MI 09701 $380.00 Invoice no. 26

Day Four - orders received from:

P.O. 3333 ”Mapleview Press, 8100 Maple St., Niles,
20 cartons Howard Off: 3st Cover, White Hove

P.O. #3879 Corey-I'cKenzie Co., 1203 Fflrngnm’
Muskegon, 111 4/9h3
9O pouzzds Iountie Antique dhite
120 pounds Tu 53can Antique Finish Black

P. 0.,Rcdficld & Company, 1901 Howard, Lansing, MI
”8 932 P.O. L37
#80 pounds Cv.r berland Dull Cover
120 pounds Cu1oerland Dull Book

P.O. #403 Haas Printers, 518 S. 27th St., Huskegon,
MI #9903
8 cartons Fontana Suede
2 cartons Lustre Offset Enamel Gloss Book

Salesman Ordman sends in the following orders:

Priesman Printers, #18 S. 15th St., Jackson, MI
49201
1200 pounds Cles sic Luid {hite
120 pounds Classic Laid Light Blue
120 pounds Classic Laid ight Yellow
120 pounds Classic Laid Dark Yellow
60 pounds Classic Laid Dark Blue

Epscni Lithoeraoiine Co., 2002 California St., Jackson,
IiI 09201
3 cartons Victorian white
6 cartons Victorian Peach

Dav Four - office manaper ordered inventory,on our
pvicnase order form:

8 cartons Howard Offset Cover White Wove
h cartons Tuscan Antique Finish white
2 cartons Tuscan Antique Finish Darn Blue

Day Fozr - check received from bank, marked "Insufficient
lunus," froa:

Western Printinc Cozr n>nv, 21$ N. 12th Iiackinaw City,
I'll #9/01 198.05
(Hark INSUF FICIEIT FUNDS across the check)

T1130

Day Four — telephone messages

Standard Printing Company was shipped the wrong color
paper and is returning it. They should be issued a
credit memorandum for the amount of the purchase.

Salesman Parker has asced for an extension of time of
15 days on a paynent due from Williams-Bredin
Printing Company, due May 15 for 895.00.

Day Five - checks received from:

Paper Trousseau, 2035 Harney St., Seneca, MI
#9280 $130.00 Invoice no. 17

Inland Press, Ind., #012 S. 2#th St., Muskegon, MI
#99#3 $608.00 Invoice no. 31

Industrial Label Corp., 715 S. 12th St., Livonia, MI
#8151 81788.00 Invoice no. 22

Paragon Printing Inc., #226 Florence Blve., Livonia,
H #8151 395.00 Invoice no. 19

Uarco Business Forms, #8## Hamilton, Owosso, HI
A I
#8867 p36#.00 Invoice no. 2#

Quality Printing Co., #735 S. 2#th St., Owosso, HI
#8867 $87#.OO Invoice no. 20

Dav Five - orders received from:

P.O. #82 Douglas Printing Co., 111 N. 18th St.,
Livonia, MI #8151
30 1b. Tuscan Antique Finish, white
15 lb. Tuscan Antique Finish, scarlet
15 lb. Tuscan Antique Finish, dark blue
10 lb. Tuscan Antique Finish, light blue

P.O. 5551 Blair House of Printing, 173# S. 13th St.,
Owosso, MI #8867
15 1b. Lustre Offset Enamel Saxony
15 lb. Prentice Gloss

Salesman.frhomas sends in the following orders:

Acme Printing Co., 1260 S. 16th St., Mt. Pleasant, HI
#8858 _
#5 lb. Cumberland Gloss, Book
20 1b. Cumberland Gloss, Cover

T831

Cepycat Duplicating Service, #15 S. 12th St., Mt.
Pleasant, MI #8858
20 lb. Shorenood Gloss
15 1b. Cameo Gloss Book
10 1b. Cameo Dull Cover

Salesman Grossman sent in the following orders:

Anderson Printing Co., 1216 Barney, Oresso, MI
#8867 -
75 1b. Tuscan Antique Finish, white
90 1b. Mountic Antique, white

Blair House of Printing, 173# S. 13th St., Owosso,
MI #8867
160 1b. Zodiac Virgo Olive
180 lb. Zodiac Scorpio Brown
300 lb. Zodiac White‘

Intermittent Tasks

Memorandum - from Company President

 

I need the name and telephone number of a paper
company in Keenan, Wisconsin, any paper company in
that city. Get a name and number from the long
distance Operator.

Memorandum - from Company President

 

On August 17-23 I am planning to attend a convention
on paper processors in Milwaukee. I am to chair an
afternoon meeting on August 17 and also am going to
give a speech on August 18 on morality in advertising.
Please type up this rough draft of the Speech. I need
only one copy. The rough draft material is included
in this section and should be attached to the memoij

Memorandum - from Salesman Thomas to Secretary

 

Mr. (the company president) said he would see Mr.
Leonard Hall from my district on Friday, May 12.
An appointment was supposed to be made for 3:30.
Will you check to see if this is on his calendar?

Telephone message - to Secretary.

Mr. Gerald Johnston will be in town Tuesday and
Wednesday and wants an appointment. He handles paper
cutting equipment. (Should he be given an appoint-
ment? If so, with whom? Put this on the calendar if
it should be there.)

Task

Mr. Jay Mason calls when your boss has a caller.
What do you tell him? Write a memo telling what
you would say or do.

Task - forSecretary

John Richardson is coming in at 10:00 on May 11 at
Capital City Airport. Type a memo to your boss to
remind him to pick up John at the airport. (You
know that this is a person your boss plans to meet_-
a personal friend or Special client.

Task - for Secretary

Bids for the State Department of Vocational
Rehabilitation are due on May 15. The office manager
wants a reminder three working days before then.

Type a memo. .

 

TH33

Memorandum - from Company President

 

Please get me the names and addresses of seven book
publishers. You can probably find these in various
books or in the library. Type a list and get the
zip codes for these publishers if they are not
included.

Memorandum - from Company President

 

I need to get a gift for my 15-year-old daughter for
her birthday next week. Would you type up a few
suggestions?

Memorandum - to Secretary from Office Manager

I want to go to St. Paul, Minnesota, on Monday,
June 12. Will you check on flights available?

Memorandum

A two-day sales convention for our company is being
plannedofor July 5-7. Check on motel accommodations
in town for six salesmen, four with wives.

For the sales convention a meeting place at one of the
motels is necessar’. Get estimates for the cost of an
evening dinner with families for a meeting (private
(room). We also need facilities for a daytime meet-
ing with lunch--from 9:00 to 3:00 o'clock-~with
morning coffee (16 peeple). Check if a blackboard or
diaplay board is available for the morning meeting.
Check on what the menu could include. Are there
facilities for a meeting without lunch? About 25
people will be attending the evening dinner.

You should have three to five estimates in order to
compare prices fairly, as well as to judge menu
where the dinner is concerned. They do want a good
dinner. Check if drinks can be served in the same
room as the dinner.

Memorandum - from Office Manager

I am making: a trip to St. Paul to contact some
Gli€3t3,2bavhig.Monday, June Jfih Please type up
a tentative travel and appointment schedule for me.
[The handwritten rough draft should be attached to
this memorandum.) -

THBU

Memorandum - to Secretary

 

Please type up an agenda for the sales meeting,

including these items. Space it out a little so
there is a little room for note-taking if anyone
wants to jot something down. The meeting starts
at 9:00 on July 5. Include the following items:

Introduction«-Company president -

Introduction of all salesman with brief personal
sketch from each one

Sales reports - Office manager

Comments on product lines - all salesmen

Discussion on special problems, frustrations,
suggestions

Presentation of new product line - Kimberly—
Clarkson representative

demorandum - to Secretary

Please type up an attractive double-fold booklet
for the sales banquet, 6:30 p.m., July 6. with
the menu which was offered by the motel which you
called. The program for the evening will be:

Introduction

Introduction of all salesman and their wives
(List them in the booklet, also the names
of the company officers.)

Report on company standings

Presentation of awards

Hemorendvm - to Secretary

 

Write a letter making reservations at the Park
Hotel in St. Paul, Minnesota (Fourth Street at
Washington) for Honday night for the trip in the
itinerary. when you check on the flight to St.
Paul, see if I con make a 10:00 o'clock appoint-
ment on Monday. If not, check on a Sunday flight
and make the reservation for Sunday and Monday
nights. ‘

Memorandum « to Clerk

 

Yesemite Paper Company has increased the price
‘ of Fontana Suede in cartons to $56.00 for broken
package, and 33?.00, $32.00 and 930.00 for
l carton or 60¥,-Q cartons or befi, and 16 cartons
or 960?, reapectively. Please send this notice to
'our salesmen and clip a notice to the price list
to the effect that this change is~effective on
June 1. Hake the change on the price list at that

time.

c.

T1135

"-m- - - . . . -, a‘u“ - "
HBMOTQEQNE - to Secretary fsum Officé manager

Please send the following letter to Mr. H. A. Hilbert
Cascade Paper Company, 113 w. 13th St., St. Paul,
Minnesota 55116: Dear Mr. Hilbert: The new
process for treating paper to resist the effect of
humidity about which you wrote in the Packarinfl
$233221 sounds very intriguing. I shofilfi~112e to
discuss it with you further. ‘fl I shall be in
Milwaukee on Monday, July 11. Would it be possible
to see you that morning? Very truly yours,

9

Send a similar letter to Mr. John Garson, Marion
Paper Company, ?M36 Well Street, St. Paul. Minnesota
55116, but refer to the process for resistance to
staining, and ask for an appointment in the afternoon.

Memorandum ~ from Office Manager

 

Please send a notice to all salesmen about the sales
convention. It can go out as a memorandum. The
subject will be: Sales Convention.

A sales convention will be held on July 5-7 in
Lansi 5.

Your reports have been coming in with strong sales
records in most lines. We shall discuss these at
the meeting and work out any problems you may have.
Kimberly~Clar son is introducing a new line of
colors. A representative from that company will be
present to tell us about it.,

Your wives are invited.

Further details will be sent to you later.

Memorandum

 

 

Please alphabetize the list of cepying services in
Lansing and East Lansing, find the zip codes for
each and type up a list. {The list is included in
this section and should be attached to the memoi]

Memorandum

 

Please alphabetize the list of printers. List
their numbers as they appear alphabetically. In
other words, number 1. on your list will have the
number 1? behind it. [The list is included in
this section and should be attached to this memo;]

THBG

// 7"“ "‘."“"' [+— '
z w? ‘ 7“-
V-u/4—é 7 (I Lr/L C..- 9~L(. ’ \.,«)Ll(}Lc 1""; if’
(”A
{/7/ ; W

/‘ /’ C ”ff/(é Ex-Xé-auz/ /2‘

@7311“ "Z ”J “’ (,4 “[71" /(/,’027 ’2‘

// fl ’4/[(~l/t(

(g’t'l-(fia; «CCL/ /(,/L (C
// 3 AV/S’Z/ [/3

J/ofl/1:o 7L1 Hrf ”54%(‘7/ . ZfC’K’Z') (7

/
“ELL L ' \TJZZTL 1-- {via (“71/
//. " _. /) ,
‘71) /’ (. /£.
,// C 5L. ‘L-C ’5’7’9' KL .—‘ I’I/ ’

, // I ..AZ
7 7’ 3 é flfccflfi Ail/l
[457%sz / mu.» 5747 ‘ ’7,” (#0

64,2111,th X,” /f/vc 1,, /,// [1.7471,
fi’ZL/wLarf/Lg // Ntm/

/::t ,/L,{(
”KI/i a» //z~/H" ‘ ’C’.

/
.V’fi ///’, /(/-L:¢’{-’/

“. L g / A . /
[é ‘7, i, .t 97’ 4. 7.524 ’ ‘-
. / -
/

TH37

Rough draft -M,r /¢ , .. . ,

The Clearwater River, fifty miles upstream from Potlateh—

[C ///V(_ L C1’(C [2! ’—

Fares Incorporate” pulp and paper mill, is, as Newsweek
put it, a "scene 01 breathtaking natural bequfy." The
llft‘jf’zt'ié/ /’ [/é’onézg

fotlatchflpeOple apparently agreed; they photographed it,

added the caption It cost us a bundleJ but the Clear»

 

 

water River still runs clear, and ran an ad. But(:tkthe:1

t,—

 

’4‘.“
__ _ '——

“A .,..—- "‘ -—-
‘ ...m __ -—— .— - ——.- ~ _ .... ....__ -———— --—-—---“-—-~ --- - -— r—-- -—

. .fi 1‘? ,,,,. L)
C’plant site ca—dOW7rtreaa from the pictuie location,‘(-

 

”--.—-

,5” 1‘”
, (":(z'zttct.

hetxesea pumps fresh water in from the stream and

pumps out forty tons of suSpended organic wastes.
I '77

«TQQ(//7V‘ 4/
Simultaneously, ?ot1o tch exudes some 2. 5 million tons

of sulfur gasses and 1.8 million tons of particulates

into the air. The implication that the river, as
2%(/’/"1{:/:7(1//{QL’7L;/2472 l /"
shown in the ad, was the creation of 5 tlatch is //V'

,/ ~-’-.
.641 [ ((/.

-tel¢ed-by the subsequent phoics, never shown in the

ads, taken of the sittation at the plant and below it.

 

Says Newsweek: "When an enterprising local college

neWSpaper editor pointed out the discrepancy between ad.

cepy and reality, the company reaponded by cancelling

all corporate advertising." Other such incidents and

the growing concern throughout the country with questions

relating to the social reaponsibility of corporations
,{éhV/ZM ' Infée/

all point to the need forAa new view of the morality

or advcx‘ti Sing .. c x . 7/ [2” I(_"/
’ $- I, “ - ; , /,I~(} ’4 liCI’ = n. C ’ re.
Argo! 4;'~C , (4‘76 1415/? as y: ,éz ..¢ 2.. z. ,,

WhatAde—we-meanwey morals in advertising, and how

 

 

 

can we approach the question? Is all advertising and
mrlgéa- '

,/ , .
are all parts of,a’given ad to be subject to the same
rules and standards of morality? There is a need for
discussion and assessment of the moral state of adver-

/ / v , -
jag/{231121115253
tising now, as well as the recogntttvn of guidelines
and rules for the future.

Theodore Levitt, in his article “The morality (7)

of advertising," has performed a valuable service in

TH39

raising the discussion of the role of advertising in our
5(5- ///54/
fihfiiety to a new level of abstraction. -Qhe article

. / '
AfintéL-V 4-2/ to /% J-{ 4’ ~
prevides—aflframenork for considering the question of

advertising morals in particular, and business morality
,7
’é:yt/" fit 7L6 m(/
«generallyu Deepite his thoughtful consideration and the
deveIOpment-of a rationale for a conception of adver-
tising morality, the aigfiment in its totality ie—likely~
~te leadeown some blind, and even unprofitable, alleys.
_ C. £71,101,» ”-6 «a? '
Levitt visualises the roles of advertising and packaging
as being much the same as those of art and poetry, in
that they all help create the sémbolic and anticipated

/

world rather than simply reflect reality. ”I shall argue
: 4:31-7:15

that embellishm*ht and distortion are among advertising's

legitimate and socially desirable purposes, and that

illegitimacy in advertising consists only of falsification

with larcenous intent," Levitt says. He believes the

common purpose of art and advertising is to "persuade."

I g (,7
{-qu kW“. [ft—(5. '1 ) .
Levitt's distinction is a'neminal—one: ”Commerce,

it can be said without apology, takes essentially the
same liberties with reality and literality as the artist,
except that commerce calls its creations advertising, or
industrial design, or packaging. As with art, the
purpose is to influence the audience by creating illu-
sions, symbols, and implicationsthat promise more than
pure functionality."

This argument presents serious problems. Although
one can generalize similarities by using the word

flrfi‘ undo _ 74"$71th[;12'(2;‘—n2

“ascends it seems to me that such atnse evades and justi-

 

”m

I

fies rather than clarifies the issues. Thereuagaes-a
sharp distinction between what the artist and the

company are being persuasive about.

4/16); Cr?“- ’41")
The key difference in asiivi—ty Inflow—wand

{/(K’L/L/L C__J‘-£.L);L -..,”

...-

m£~___ __
(1;;;;;tising/cannot be disregarded lightly. It results
- J/xi’d‘u'nzb’

in the develOpment of a-enaneed set of standards and

. 4 I
criteria by \:hich we judge t? e merit of a p/inting or

 

n 4"
a poem on the one hand, and a package orfladvertisement

(."i ‘J/Z; .
on the othe:r.-i=ranci'. If we4talk of advertising morality,

fl?L£-¢e;t;'
wefital-ze this into account.

TEMP.

COPYING SERVICES

Insty—Prints, 1456 E. Michigan, lansing

Cepygraph Services, 208 M.A.C., E. Lansing

Bretts Printing Service, 2&35 Bundle, Lansing
Xerographic Cepy Service, 201 E. Grand River, Lansing
Hasselbring Company, The, 809 Center, Lansing

Copy Quick, 2316 E. Michigan, Lansing

Aldinger Direct Mail Advertising, Inc., 533 N. Clippert,
lensing

Student Book Store, #21 E. Grand River, E. Lansing
Rapid Printing Service, 2600 E. Kalamazoo, Lansing
1-2-3 Service Corp., 1316 Jerome, Lansing

Aladdin Printing Service, 2913 Leon, Lansing

A & E hulti~3ervice Corp., 3612 N. East St ., Lansing

The Copy Shoppe, 3&1 E. Grand River, E. Lansing

Til-’43
PHINTEIRS

Dunbar Printing Co.
Mercury Ininting Co.
Jamesburg Iress
Remsen Printing Shep
Fidelity lTinting Co.
B & M Printing Co.
Top Notch Advertising Co.
Cordes, E.
Standard Press
Uniman Printers
National Printing Co.
Central Jersey Fine Arts
S & S Printing & Duplicating Service
Home News Publishing Co.
Blue, I. N., Printing Co., Inc.
Silvano Press
Art Color Printing Co.
G A S Printing, Inc.
Magretto Advertising & Printing Co.
Star Letter e Offset Service, Inc.
Karkus Press
New Parker Photo Offset Printing Co.
Dunbar Wedding Center
Quality Rubber Stamp Service
Franklin Park Press, Inc.
Thatcher-Anderson Co.
Boise Printing Co.
Lasky Co.
OH Printing Service
Bradstreet, Walter R.‘
New Brunswick Letter ShOp
van Vechten Press Inc.
Art Press
G & G Printing Co., Inc.
La Roe Press, Inc.
Kariano Press
Spokesman Printing
Fairmail Service, Inc.
Jennings ,Kitchen, Grygo, Inc.
Automated Business I‘orms Corp.»
Dangell, W. J.
Hiddlesex Press
Logan & Son
Spallucei & Son
Eiffic Printing Co. .
Eeidingsfeld Irinting Corp.
Central Printing Co.
Bergen, Preston L., Inc.
C13 1Stic IIU!SQ
P1ngi‘lin iri :ing Co.
€51 .lfi Yul"; flu;
1;,an illuc‘rI Co., Inc.
ulUiHiv CCJ or Co.

 

 

 

 

 

LISTS AND FORMS

 

 

LISTS AN? FORKS

TABLE OF C01

LISTS O O O O O O O O O O 0 O O O

~m-~\
1.1 JJA

Customers and Potential Customers

Price Listx . . . . . . . .
Kimberley-Clarkson . .
Cascade Paper Company.
Yosemite Paper Company

Salesman. o o o o o o o 0

USE or P‘qus . . . . g o o o o O

Aquarius Company Letterhead -
Telephone Hesso.ge - F- 2 , . ,
Company Purcnase Order - F-B,
Blank Purchase Order - F- u.

Credit Memorandum - F-S . . .
Company Invoice - F-6 . . . .
Register of Invoices - F-7. .
Ledger Account - F-8, . . . .
Salesmen's Record - F-9 . , .
Cas‘n:icr 8 Lo r - F-lO. . . . .
Comes ny Chec -{ - F-ll. . . . .
BICUK ChCCn “IE-12.. . g . .
Deposit Slip - F-13 . . . . .
Stock Sheet ~ F-lh. . . . . .
Inter—Office} Iemorandum - F-lS
Time Card - F-l6o o o o o o o
Payr011 ‘ F-17o o o o o o o 0
Calendar Pare - F~18. ... . .
Price Che nge Memorandusn — F- l

are

Application for Employment -
Evaluation Foxm -F—21..

Form Letter Sample - A. . . .
Credit Letter Sample - I. . .
Credit Letter Sample ~ II , ,

EEXAHPLES . o o o o o o

Invoice - F~6 . . .

Ledger Account “ F-Bo o o o 0
B18“:( CHECK “ .‘1200 o o o 0
Stock S‘zeet - i-lh . . . . .
Tim 3 Card — F 16 . . . . . .
Paerll “ F—17. o o o o o o o

FOPEflS

’fi
I
...;

O O
O O
O C
O O
O O
O O
O O
O O
O O
O O
O O
O O
O O
O O
O O
0 ' O
O O
O 0
~20
O O
O O
O O
O O
O O
O O
O O
O C
0 O
O O
O O

ITS

O O O O O O

o o co 9 oo o o. o oo o oo o o. o oo o o . . .. . .

o o. o o. o 00 o oo o oo o oo o o. o co . .. . ..

O O 0 O O C

O O O O Q C

o oo o oo o oo o oo o 00 o 00 0‘0. 0 co . .. . ..

O O Q I O O

o oo o o. o o. o oo o oc»o‘oo o o. o o. . .. . ..

(
O O O O O O 0 O O O O I O O O O O O O O C O O 0

0‘00 0 oo|o4oo .400 o oo o 01.0 o<oo o o ... . .. .

0CD\)0\O\\0 \J-J

CUSTOMERS AND POTENCIAL CUSTOMERS

A-l Printing Service...........................
1111 Farnan, Muskegon, MI #99#3

Acme Px‘intlng COO..............OCOOCOOCOOCOOOOO
1260 S. 16th, Mt. Pleasant, MI #8858

Alnsworth Printing cooocoooooocooo0000000000000
Main Floor, Masonic Temple, Livonia, MI
#8151

American Printing cocoooooooooooooooo0000000000

. 1326 Military, Niles, MI #9120 ~

Anderson Printing Co...........................
1216 Barney, Owosso, MI #8867

Arrow Printing C00...cocooooooooooooooooooooooo
25#3 N. 16th, Mt. Pleasant, MI #8858

Automatic Printing C0......o...................
1713 Cuming St., Seneca, MI #9280

Barnhart Press.................................
2566 Fernam, Mackinaw City,‘HI #9701

Battaglia Printing C0000.00000000000000.0000...
1227 S. 13th, Jackson, MI #9201

Beacon Pressoooooooooooooooooooooo0030000000000-

1210 Howard, Niles, MI #9120
Beekel‘ Pl‘eSSOOOOOOIOOOOOOOOOOOOOO.0.0.0.0000...
2217 Franklin Blvd., Mt. Pleasant, MI

#8858

Benson, Hugo, Printing Inogoooooooooooooocooooo
6571 Maple, Seneca, MI #9280

Blacker Printing & Publishing Co...............
#808 S. 25th, Owosso, MI #8867

Blair House Of Printingooooooooooooo00000000000
173# S. 13th, Owosso, MI #8867

Bonnie Sales cocooooooooooooooooooo000000000000
3115 Walnut, Livonia, MI #8151

Bradley Art Printing Co........................
1011 N. 16th, Mackinaw City, MI - #9701

Brady-KIOpp Printing Co., Inc..................
.#13 S. 12th, Jackson, MI #9201 .

Buriness Printing Service......................
2#09 Farnam, Seneca, MI #9280

Campbell Printing & Lithographing .............
3151 Leavenworth, Muskegon, MI #99#3

Cardinal Printing C0...cocooooooooooooooooooooo
393# N. 2#th, Jackson, MI #9201

Citizen Printing Co............................
2308 N St., Seneca, MI #9280

Colonial Press, Inc., The......................
813 Jones St., Livonia, MI #8151

COlVln—Hullin Printing CO......................
121# Howard, Muskegon, MI #99#3

commCrCial Lithographlni COoooooooooooooooooooo
1203 Pacific, Niles, MI #9120

Cepycat Duplicating Service...................
#15 s. 12th St., Mt. Pleasant, MI #8858

Lr3

Credit Bating*

D+
G

WMUUEIUHU

C)

C1 C4 (3 t3 ‘9 I: C) Co 03 C) C) in m

2

LF#

Credit rating

corey~IiCICQn21e co.O.........-....0..........C. C 1%
1203 Farnan, Muskegon, MI #99#3

Cornhusker Press.............................. F 3
603 s. 13th, Niles, m #912

Daily I“£303rd’ CC}L€.O....................OOCOCOO E 3

508 S. 19th St., Mt. Pleasant, HI #8858

DBV1SQ DaV1dooooo00000000.00000000000000.0000. D+ 1}
721 N. 8th St., Mackinaw City, MI #9701

Dependnl‘Jle Prin'tirlg.I............IOOOOOOOCCO.O E 3
#609 Dodge St., Owosso, MI #8867

Douglas 1‘1rint11‘18 00.0.0000.........COOOOOCOOOO F 3
111 N. 18th St., Livonia, MI #8151

mplicating serViceSOOOOOOIOOCC......OOCOOOOOO L a
200 Kew Plaza, Seneca, HI #9280 '

Epsen Lithographing Co........................ H 3%
2002 California, Jackson, 41 #9201

Gate City Press...oooooooooooooooooooooooooooo E 2%
#16 s. 1#th St., Mt. Pleasant, MI #8858

Haas PrinterSOOOOOOOCOOOCOOO0.000.000.0000...- G 3-321
518 S. 27th St., Muskegon, MI #99#3 .

Iiar‘x‘j-S an sons.........O.........OCOOOCCOCCCCOO F 3

' ##02 N. 22nd St., Niles, MI . #9210

HaSkett Printing.........COOOCOCOOO......OOOO. G 3.13.
615 N, 18th St., Mt. Pleasant, MI #8858

InduStrial Label Corp...o..ooo.o.oo.......o... K 3%
715 s. 12th St., Livonia, MI #8151

Inland Press, Inc.......OOOOOOOOOOO...00...... J I}
#012 S. 2#th St., Muskegon, MI #99#3

Jones Printing & Lithographing Co............. C 1%
1817 Vinton St., Owosso, MI L886?

Klopp Printing & Lithographing Co............. F 33
1001 Douglas, Livonia, MI #8151

”‘8‘“ Printing COOOOOOOOOIOOOOOQoooaquosqvttai J 3%
190# Gaming St., Jackson,'MI #9 01

MapleVICW Press...ooooooooooooooooooaoauuooe:9 G 3%
810# Maple St., Niles, MI #9120

Med-1&1. Pl‘ess, TheOCQCOOOCOOCOOCOO......OCOOOCO D 2
1#37 S. 13th St., Livonia, MI #8151

Miller Printing CO........d...o.......o...oo.. C 1%
131# William St., Owosso, MI #8867

Miller's Bridal Stationery.................... F 2%
3508 Leavenworth St., Livonia, MI #8151 '

Noran Printing cocooooooooooooooooooorococoon. K 3%
151# Cass St., Huskegon, MI #99#3

NeerSka Farmer COoooooooooooooooooooooooooooo J 3%
#225 Cuming St., Owosso, MI #8867

Oh-K Printing & Duplicating,,,,,,,,.,,........ G 3%
111 N. 40th St., Mackinaw City, MI #9701

Osborn Printing Co.....5...................... E 2%

301 Farnam St., Mt. Pleasant, MI #8858
Paper Trougseauo0.000000000000000...00 000000 F 3

O.
2035 Barney St., Seneca, MI #9280

LF5

Credit Ra.ting
Paragon Print inT Ina........................... G 3%
#2726 llorence Blvd., Livonia, NI #8151
Priesman Frintel rs..............................
#18 S. 15th St., Jackson, H. #9201
Quality Printin: Co............................
#735 S. 211th St., 0130330, HI #8867
Ralph Printing % Lithoqrephing, Ino............
1‘53 St. fir-rm Avenue, Livonia, NI #8151
Rapid ”lintcroooooccoco.cocoooooooooooocooooooo
5L, 15 S. Pe;lnsylvania, Lansing, N #8916
Reoor Printing CO.coo.ooooooooooaooooooooooooo
508 S. 19th St., Niles, NI #9120
Redfield & company-coco.ooooooooooooooooooooooo
1901 Howard. Iansinpt, NI #8932
Riggert Printihfi C0......:........o...........o
1201 Fern nal, Jac‘nscn, mI #9201
R1t0h8:f }DTC'SS’ IlloOOOOOOOOOOOOOOOCCOO00.0.00...
3020 Leavenxort h, Niles, MI #9120
Standard Printing companbrc00000000000000.0000.-
1008 N. l6tn St.,‘ nskegon, NI #99#3
Tilford Printing & Card Shop...................
108 S. Main St., Lansing, NI #8991
Top Advertising CO.oucooooooooooooogooooooocooo
#110 Commercial Ave., Mt. Pleasant,NI#8858
UarCO BuSineSS Forjsooooooooooooooooooo00000000
#8## Hamilton, Owosso, NI #886
varSity P:Ce‘€58000......OCOOOOOOCCOOOO00.0.0.6...
1902 California, Jackson, MI #9201
Wallace Printing C000...ooooooooooooooooooooooo
200 N. Broadway, Mackinaw City, MI #9701
Western Printing CO............................
215 N. 12th, Kackinaw City, MI #9701
Willialqwrlkdin Prilth: COOOOOOOOOOOOIOOOOOOOO
1(310 ChiCctO, N1185,NI “9120
wright Flint-limp COOOOOOOZOOOOOOOOOOOOO0.......O
2623 N. 16th, Livonia, MI #8151
Yaffe, No SogPrintinq C0000crooooooeooooocooooo
2026 halnez, Mackinaw City, 41 #9701
zenit‘il OIT.CG SOL\riceSoooo0.0000000000000000...
151. fialneJ. Nuskegon, NI #9923
Zimmer Prizltins Co.............................
1220 3.105an, Lansing, MI #893#

2

F'
NP

0* u) \n P’ k» to
my ma my

a-

0)
NF

14
'u

u: #4 \fi A)
M4 MA my

NW

P; r“

E! F: :n C} C) <4 ’fl :1 C) Ed :n t‘ C) In 11 C) 13 E! C) (3

F’ k0 \J A) (0 \&

NH

*The letters re;)1€S€ nt estimated finalcial strength of each
comp can/, in desccusina order from he to L.‘ The numbers, in
descending order from Al to 5, represent a composite credit
appraisal of the firm.

LF6

PRICE LIST ~ KIMBERLEY-CLARKSON

Pricc§_Based on Carton fackingLfer th.

 

 

Broken l # 16
Packing Package Carton Cartons Cartons
or 60# or 2#0# or 960#
Andorra
White Carton 82.00 #8.00 #2.00 39.00
Colors, except
Cinnamon Carton 85.00 50.00 ##.00 #1.25
-Cinnamon Carton 90.00 5#.00 #6.00 #3.00
Tex-O-Set
White Carton 76.00 us.oo 39.00 36.00
Colors Carton 79.00 #7.00 #l.00 38.00
Victorian
White Carton 53.00 35.00 31.00 29.00
Colors Carton 56.00 37.00 32.00 ' 30.00
Velopaque Text -
White Carton 56.00 37.00 33.00 30.00
Colors Carton 60.00 #0.00 35.00 32.00
Zodiac .
White Carton 88.00 52.00 #6.00 #3.00
Colors Carton 92.00 5#.00 #8.00 #5.00
Classic Laid -
White Carton 76.00 #5.00 39.00 36.00
Light Colors Carton 78.00 #7.00 #1.00 37.00
Dark Colors Carton. 82.00 50.00 ##.00 #0.00

m7

PRICE LIST - CASCADE PAPER COMPANY

Prices Based on Carton Packing Per th.

Broken‘ l ‘ U 16
Description Packing Package‘ Carton Cartons Cartons
or 60# or 200# or 960#
Mountie Antique
White Carton 07.00 30.00 29.00 27.00
Colors Carton 60.00 36.00 31.00 29.00
India Carton 59.00 35.00 30.00 28.00
Howard Offset Cover
White Wove Carton 53.00 35.00 31.00 29.00
White Felt Carton 56.00 37.00 32.00 30.00
Lt.Colors Wove Carton 55.00 37.00 32.00 30.00
" " Felt Carton 58.00 38.00 33.00 31.00
Dk.Colors Wove Carton 57.00 38.00 33.00 31.00
" ” Felt Carton 60.00 40.00 34.00 32.00
Tuscan Antique Finish
White Carton 57.00 38.00 33.00 31.00
Regular Colors Carton 60.00 00.00 35.00 32.00
X. Blue Carton 65.00 03.00 38.00 35.00
Black Carton 71.00 07.00 01.00 38.00
Scarlet Carton 73.00 09.00 02.00 00.00

PRICE LIST - YOSEHITE PAPE

Erices Bgsed on Carton Packing Per th.

Packing
Cameo Dull
Book & Cover Carton
Cameo Gloss
Book & Cover Carton

Casco Enamel Gloss & Dull

Book & Cover Carton
Cumberland 0011

Book & Cover Carton
Cumberland Gloss

Book & Cover Carton
Fontana Suede Carton

Lustre Offset Enamel Dull
Book & Cover Carton
Lustro Offset Enamel Gloss
Book & Cover Carton

Lustro Offset Enamel
Saxony , Carton

Overprint Label C-l-S
Offset or

Letterpress Carton
Prentice Gloss Carton
Prentice Suede Carton
Shorewood Gloss Carton
Trufect Enamel

Letterpress Carton
Woodbine Duplex

Enamel .

Carton

Broken
Package

70.00

57.00

63.00
62.00
50.00

65.00
60.00
70.00

61.00

65.00
65.00

57.00

50.00

70.00

1

Carton
or 60%

07.00
06.00
38.00

02.00
02.00
36.00

03.00
02.00
06.00

01.00
03.00
03.00
38.00
37.00

07.00

4

Cartons
or 200#

01.00

00.00

33.00

37.00
36.00
31.00

38.00

37.00
00.00

35.00

37.00
37.00

33.00

32.00

LF8

l6

Cartons

or 960#

38.00

38.00

>31.00

30.00

33.00
29000

35.00
35.00
38.00

33.00
35.00
35.00
31.00

30.00

33.00

LF9

LIST OF SALESMEN

Rice, George A., 1010 Perry St., Muskegon, MI 09903

Post, Alfred N., 7289 Sherwood Lane, Seneca, MI 09280
Thomas, William W., 0920 Beaver St., Mt. Pleasant, MI 08858
Johan, Mary N., 5139 Lincoln Blvd., Hackinaw City, MI 09701
Grossman, Sherman A., 2180 N. 17th St., Owosso, MI 08867
Friedmann, Jonas 8., 312 N. Tipton St., Livonia, MI 08151
,Ordman, Gordon F., 3230 Hart St., Jackson, MI 09201

Parker, Ted 3., 6379 North St., Niles, MI 09120

LF 1 0
USE OF FORKS

égggrius Cowponv

\
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Letterhesi _ F-l

 

 

 

This form is used for all company correSpondence to outside

conpanies. Carbon cOpies can be made on a plain sheet of paper.

Telephone fiessege - F—2

This form is used for recording message to be transmitted

to someone in the office.

Iggmpany Purchase Order - F-3

This form is used for ordering paper stock for inventory.
Two cOpies should always be typed. The first cOpy goes to the
company from which the material is ordered: the second copy is

held until shipment is received.

Blank Purchsse Order - F-0
This form is used to represent purchase orders which have
come from customers. The customer's company name must be

inserted in the heading.

Credit Memorandum - F—S

This form is used for issuing credit for merchandise
returned. Two 00pies should be typed. The first COpy goes to
our bookkeeping department and is credited to the customer's

account and filed; the second copy goes to the customer.

Com any Invoice - F~6
This form is used for filling orders received by our

company. These should be zum.ered consecutively by the typist

so that there is assurance that all orders have sen hanGJCQ-

LFll

Two copies should be made of each invoice. First COpy.goeS
to the customer; second copy is filed numerically. These
should be completed on the day the order is received from the

customer-

Register of Invoices - F-7
This form is used to list all invoices. It is a summary
account and a double check to see that all invoices are handled.
Only the initials of the salesman are necessary int the

salesman's column.

Ledger Account - F-8 (see sample p. LF17),
This form is used for all customer accounts. The credit
rating of the customer should be entered at the time the card is

made out with customer's name.

Salesmep's Record - F-9

This form is used to keep a running account of each sales-
man's completed sales. The first four columns are filled in
when the invoice is sent out. The commission is extended when
payment is received from the company. Commission is 20 percent
of the amount of the sale.

Keeping this record could be carried over a day if necessary.

Cashier’s £Q§ - F-lO
This is a daily register of checks received in the office.
It is made out when the check is received, insuring that no

checks are miSplaced in the flowcfi‘work.

gpmpany Check - F—ll

This form is used for all payments made by this office.

Egank Cheek F-lZ (see sample p. LFl?)

This form is used to represent all checks from other
companies. The company name must be filled in as though it
were printed somewhere on the check so that the check can be

easily identified.

Deposit Slip — F-13
This form is used for all bank deposits. It should be
made out in duplicate. One cOpy goes to the bank; the second

cOpy is kept for our records.

Stock Sheet - F-lu (see sample p. LF18)

 

This is used to keep a running inventory of stock on
hand and also an accounting of stock sold and shipped direct.
From the figures on these stock sheets, an accounting can be
made of the types of paper stock which is selling the most.

A separate stock sheet is used for each type of paper in
stock. Shipments of more than 1200 pounds are shipped direct
from the mill but these shipments are_shown on the stock
sheets so that there is an indication of sales volume of

each type of paper. If the office continues for a long
period, longer than this model office design, stock could

be reordered on some basis eStablished from previous volume
of each type of paper. In the work in this model office, the

office manager reorders inventory.

LF13
Inter-Office Nemerendug g F—lS
This form is used for transmitting information through-
out the office. Most of the messages will result in a task

to be performed.
;-

Time Card - F-l6 (see sample p. LF19)

 

This is used for all office employees. The hourly

rate is:

Clerk $1.75

Bookkeeper 2.00

Secretary 2.50
Regular hours are 8:30-5:00 with a half hour for lunch.
In the classroom it is presumed that a tonhour block would
be a day of work and will count as a calendar day. Over— '
time is not anticipated but if it arises, payment is at
1% times the regular rate of pay.

Each employee should fill in his own time card and get

it to the clerk on Fridays..

Payroll - F—l? (see sample p. LF19)

This form is made out when time cards are turned in on
Friday. It should be completed so that checks can go out
on Tuesday. Payroll checks are made out for signature of
the treasurer.

Deductions are 6 percent of earnings unless otherwise
Specified.

Hourly rates are: clerk, $1.75; bookkeeper, 32.00;
secretary, $2.50. Overtime is figured at 1% times the

regular rate 0? pay. Use 8 Separate line to list overtime.

LFlb

Calendar Page - F~18

 

This form could be duplicated and filled in to use as
an.appointment calendar if no commercially printed calendars

are available of sufficient size.

Brice Chan:e_nemorandug - F-19
This form can be used to inform employees of price

changes. Since it would be fairly quick to type entirely,
the method of its use would depend on the number of changes
.which go through the office. With only a few price changes,
the entire memorandum including the price changes themselves
could be typed when a change is made. If a great number of
changes were to be made, having a prewprinted form on paper

which could be used, for duplicating, might save time. This

office has few price changes.

Application for Employment - F-ZO

This blank could be used as part of the procedure in

placement in the model office.

Evaluation Form - F-Zl
This evaluation tool can be used in the manner selected

by the office manager. It can be used for self-evaluation

or for evaluation of the work of other employees.

Form Letter Simple - A

This is sent to customers when their order is not

filled directly from our stock.

Credit Letter Sample - I

This is a credit letter sent when a customer's account

is 30 days past due.

Credit Letter Sample - II

 

This is a credit letter sent when a customer's account

is 60 days past due.

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301.9 73 305 N S" 3.‘G ;t SW52? Same
*0 Seneca, MI #9280
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60 lbI 17 x 22 20$ Cool Blue ‘
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PRICE CHAKGE ”WVORANDUM
To: All Salesmen Date:
From: Office Manager
Subject: Price Change
following changes on your price schedules:

Fackingr Broken 1 # 16
Curtqg Cartons Cartons

‘
Paedsme

Please make the

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ADUAul: lfii LR CG“1%.NY "' F-ZO
AT'MLICA ION FOR IJIILIOYIIL

 

 

 

 

 

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Type of work desired _uGosl 3 years

 

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Checn were in whi oh you have he d CXperience:

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Bookkeeping Typing
Stockroom Invoicing
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Mimeo graph Typewriter

Spirit Duplicator ' Calculator

Adding Machine ‘ Dictaphone

Other
EDUCATIOQ

Crammer School Attended Date
Dusiners Courses Taken '* Date
(If you need Date
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How many days have you missed due to illness in the past year?“
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9 . ‘ ' 9 r . _. ‘ ' ---. -_
Height weight; ' -.;.=.L1:‘.3:_;le-‘ undersea.
Sex Married Widowed -
EXPERIBIICE
Employer‘s name Position held
Ao.dress=_ Date employed
Reason lor leaving Date left
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I under: tand and I hereby afiirm the truth oi the above
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EVALUATION TOOL

Item or Task

 

 

 

 

 

 

 

 

 

 

 

 

 

Evaluated__
Executed by _w Position
Evaluator Position
Accuracy, Neatness, Cooperation, Initiative, Ready
Completeness Legibility Courtesy (Decision- When
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4 = above average, exceptional , ,
3 = good, acceptable for a high quality office
2 3 fair, usable in an emergency
1 = poor, not acceptable for an average office, lacks some

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Form Letter A

Gentlemen:
Thank you for your order of (date) .
(The material) (Part of the material) which you

ordered is being shipped to you direct from the
mill. It should reach you within two weeks.

(The remainder of your order is being shipped
from our warehouse, and you should receive it
in a few days.) We are sure you will be pleased

with this fine quality paper.

Very truly yours,

Office Manager

Sample Credit Letter I

Gentlemen:

"Our records Show that there is a balance of

3 ( ) on your account for paper shipped to
you on (date) , our invoice number ( ).
All accounts are due within 30 days from date

of shipment.

This emount may have been overlooked, but it is
now considerably overdue and we would appreciate
your checking your records and sending a check
to clear the amount within the next few days.

Very truly yours,

Office Manager

 

Sample Credit Letter II

Gentlemen:

This letter draws attention to the overdue
amount on your account of $ - . This is
now outstanding over 60 days.

We would appreciate a prompt payment of this
account in reSponse to this letter so that this
amount does not affect your credit standing with
our company. We shall espect your check within
a few days. - -

Very truly yours,

Office Manager

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MICHIGAN STATE UNIVERSITY LIBR I

III IIHIHI lilllilm
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