A STUDY OF THE EFFECTIVENESS OF THE
OFFICE TRAINING PROGRAM AT FLINT-
COMMUNITY JUNIOR COLLEGE
AS "RELATED TO THE EMPLOYMENT NEE‘DS’
OF FORMER STUDENTS

Thesis far the Degree of Ph. D. '
MICHIGAN STATE UNIVERSITY
Fame ‘WiIfiI‘Iams I
1960'

on-ww .. -_.~"': “W:

IIII IIIII IIIIII

This is to certify that the

thesis entitled

A STUDY OF THE EFFECTIVENESS OF THE OFFICE
TRAINING PROGRAM AT FLINT COMMUNITY JUNIOR
COLLEGE AS RELATED TO THE EMPLOYMENT NEEDS
OF FORMER STUDENTS.

presented by

F ERNE WILLIAMS

has been accepted towards fulfillment
of the requirements for

Mdegree ill—ILL

/’
Date July, 1960

0-169

 

 

 

 

AMOFIWSOFTEEOMCE
WRWATFLMCWITY JUNIOR COME
ASWEDTOMWWOFFDRMERSWS

by
Ferne Williams

”ABSTRACT

. Submitted to the College of Education
Michigan State University in partial fulfillment
of the requirements for the degree of
DOC'IOR 0F mom .

Department of Adult Education

1960 I

WvW/EOV - m)

Pemeflillins W

m5 study was concerned with an appraisal of the effectiveness
of the office training of students at Flint Calamity Junior College as
related to Job expectancy of students versus uployment realities. {this
wasdmethroughcalparing (1) the Job expectancyoftwohtmdredtwonty
students now on the program with realities found on Jobs by a similar num-
ber of former students who are now esployed, in terms of vocational and
basic skills and personal qualities, and (2) the training given students
and the training expected by employers in terms of the criteria used.

time questionnaire technique was used for all three groups,
supplasented by interviews with directors of office personnel in sane of
the large industries. Survey instruments were designed which were similar
in content but specific for each group surveyed. The information sought
fran students was the type of work which they hope to secure, employment
conditions they expect to encounter, and the vocational skills and personal
qualities they think will be valuable. From employees, the information
sought was the uployment conditions they have encountered, together with
an deficiencies they have felt in their training. Fran alployers,
infomtim was sought regarding uployment conditions, vocational skills
and personal qualities they consider most 'inmortant, and deficiencies
they have found prevalent in employees.

In interpreting findings of the study, percentage group response
of 25$ or more was designated as significant representation of student,
employee and uployer response. So far as possible, itans assessed were
identical and percentage response was caspared.

Fran these'data it appeared that students, uployees and mloyers

agreed on the knowledges and skills canonly used in office occupations,
together with personal factors which contribute to success on a Job.
Inadequacies and deficiencies were reported which warrant sane revision
of existing practices. I

these findings suggest that there is sane lack of understanding
m students of the types of Job opportunities which are available in
the area and the subjects which will best prepare than for the kind of
Jobs they‘h0pe to secure. There also appears to be over-emphasis in sane
areas of academic instruction and lack of emphasis in others which provide
basis for the stuchr of possible revisions in the training program.

{Innis study represents one attempt to provide realism in the school
program for’office training. Additional studies should be made and con-
ferences held to provide for continuing interchange between business and
the educational institution. In this way, realistic preparation for

vocations will result .

A.STUDY OF'THE EFFECTIVENESS OF'TRE OFFICE
TRAINING EROGRAMIA! FLINT COMMUNITY JUNIOR COLLEGE
AS RELNIED'TO TEE EMPIOEMENT Nflfln5 OF'FORMER STUDENTS

by

Ferne Williams

A.TRESIB

8nh1tted to the College of Education
Mdchigan.8tate university in partial fulfillment
of the requirements for the degree of

DOCTOR OF PHILOSOPHY

Department of Adult Education

1960

ACKNOWIWS

The writer wishes to express her appreciation
to Dr. Harold J. Dillon for his encouragement and
causal dating the cmdncting and reporting of this
thesis, and to Dr. Walter F. Johnson and Dr. PeterG.
Haines’ for their criticism and valuable suggestions.

In addition, the writer wishes to «press her
gratitude to the many students, former students, and

uployers who co-operated in the study by providing

the data for analysis.

{“3130ch

worm ......OOOOOOOOOOOOOOO

Chapter.
I.

II.

III.

Introduction . . . . . .'
hekgrbund of the Problen . . . . .
StatementoftheProblem . . . . . . . .
lleedfor,the8tudy......
TheHypotheses........ ...
MicAssImptionsofThisStudy. . . . .
The Scope and Limitations of This Study .

mormsooooooooooo

ScopeofOfficeOccupations . . . . . . .
Training for Office Occupations . . . . .
Responsibility of Industry . .

Needovaaluation. . . . . . . . .
EvaluationsofOfficel‘raining. . . . .
A.WorkPerfomed.........

B.PersonalityFactors. . . . . . .
C.njsploymentPractices. . . . '. .,
D. Job Satisfactions . . . . . . .- .

when. or MMION

memuoooosssooosooss
Assm.oossoossssoo

B..Ihployess.........

s Q s
C.finployers.-...........
Themstrmnents.............
A. Questionnaire for Students. . . .

B. Westionnaire for nuployees . . .

C. Questionnaire for Employers. . . .

D. Interview for maployers . . . . .
Procedure for Collecting Data . . ‘. . . .
Procednreforsnalysis ofData. . . . . .

111

O O O .4 O O O O C

Page
ii

5:" Etna-rand H

sass:

8mm

Chspter
Iv. WWMMAOOOOOOOOOOOOOOOO

Analysis .

A. Analysis of Survey of Students . . . .
B. Analysis of Survey of nuployees. . . .
C. Canparison of Students and Euployees .

D. Analysis of survey of Eutployers. . .
E. Casparison of Employees and Employers

V. W, COMLUBIONS AND IMPLICATIONS OF m STUDY.

SumryofStudentResponses. . . . . . . . .

SmryoffinployeeResponses. . . . . . . . .

StmaryofnnployerResponses. . .. . . . . .
conclusions and Implications of the Study. . .

met in . . O . . O . . . O . . . O O 0
APPENDIX 0 o o o s o o o o o o o o o o o o s o o o o o o o o 0
3W 0 o s o o o o o o o o o o o o o o o o o o o o o 0

iv

107
109

116

IMOFTABIE

CurriculumofStudents...........
PreviousOfficeExperience. ........
l‘ypeofJobsPreviouslafield... .. . ..

TimeStudentshpecttoVork.........

SizeofOfficePreferred..........

nnployeeBenefitsExpected..........
PsyBracketncpected.............

Estimated Value of SubJects Taken. . . . . .
TypeofJobWsnted.............

ListofDutiesMected............

SkillsStudentsExpecttoUse........
Wtyl'sctors............
WofTineVorking...........
PresentJob'i‘itle.............
Siseochffice...............
Opporttmityforndvanoement.........
In-Servicei‘raining............

Persuall'eelingAboutJob... .. . . . . .'

Responsibilities of Job Defined . . . . . .
WMts.............

”WOOOOOOOOOOOOOOOOO
Relationswithrelloprloyees. . . . . . .

Estinted Value of SubJects Taken . . . . .

V

Table Page
21$. Subjects Employees Wish they Had Taken ..... . . Tl
‘25. PersonalProblemsontheJob... ........ . 72
26. SkillsUsedontheJob............i_... 72
27. PersonalityPactors.................76
28. CmparismofSizeofOffice. . . . . . . . . 81
29. CaparisonofPayhpected...‘.......... 82
‘30. Cuparison ' of Positions . . . ........... 83
31. Casparisonoflhployeenenefits ..... ... 83
32. Percentage Cauparison of SubJects. . . . . . . . . . 85
33. Percentage Canparison of Skills Used . . . . . . . . 87
3h. Percentage Canparison of Personality Factors . . . . 89
35. EmberoflhIployees.... ........ ..... 9O
36. BeginningPayBrackets.. ....... 91
37. Rateofl'mployee Turnover ........ . . . . . . 91
38. Sourceofliewmloyeos................92
39. Opporttmityforddvancassnt............. 9h
ho. mloyeehenefits..................9h-
hl. In-Service'i'rainingProvided ...... . ..... . 95
112. SkillRequirements.... ....... . ...... 96
1+3. ParsonalltyFactors......... ..... .... 97
MI. Deficienciesin'rraining...............98
1&5. Percentage ComparisonofNumberof Esployees . . . . . 10d.
ll-5. CmarisonofOpporhmity..............101
1+7. Percentage Casparison of Pay. . . . . ..... . . . 102
118. Casparisonofmployeehenefits...........102

vi

Table Page

#9. Caspar-ism of I'm-Service Training . ...... . . . 103
50. CmparisonofSkillsRequired..........l.. 101+

51. Cuparism of Personality Factors . ....... . . 105

vii

cm:

TEE PROM
* Introduction
American education is designed to assist every individual to
function at his best according to his ability, needs and interests,
ashedevelopstobecueanadultmnberofourcmplexeconanic
society.
”Risiness educaticm will have important responsibilities in
the missile daninated world of tomorrow. so matter how new capable
scientists and mthesaticians are prepared in the present crash
progrn in education, their achievussnt cannot develop beyond the
creative stage without the efficient operation of business and
W17 . . . .Ournatimcannothopstoholditsowninthepresmt
highly cametitive world scone-y unless «Musically-talented students
are prepared for responsible positions in business as well as science."1
Business education has mach to contribute to the general. pre-
paration of mabers of our eoonanic society. It has a dual obJective
of providing learning onperimces which will:
1. develop the potentialities of the student as a person who
will be a good citizen and a contributing masher of society,

 

1. Dorothy L. Travis, "Suppose Everybody Goes Into Science and
Mathennticsunen What?" Delta Kappa Gm Bulletin, XXVI (amer

1960): P015

2

2 . enable the student to develop the learning and skill.

reguisite to assmnning a responsible position in business.

There are general business courses which should be part of the
general ethication of all students, and there are vocational courses
leading to the developnent of marketable skills for those who plan to
enter business.

The development of an effective office worker implies more than
acquiring certain office skills which can be performed with some degree
of speed. Personal traits, work habits, and attitudes also make a big
contribution to success and happiness on the Job.

It is the canposite skill of Job performance that is the primary
concern of the employer. The mechanical skills of typing and shorthand
my be prime factors in initial employment, but these must be concom-
itant with other traits and abilities to make up a competent and pro-
Motive worker. The unployer will evaluate the effectiveness of the

school program by the results achieved by the workers .

BACKGROUND OF m PROM

I The volume of office work has grown as a result of the increase
in the nimber, size and functions of business enterprises. As business
firms expand, they require more services of every kind. In businessman
mat have accurate and up-tmdate information available for Govement
reports and for his own information in order to keep ahead in a compet-
itive business world. As production work has becane more mechanized,
the importance, responsibility, and number of persons involved in the
office in aspects of controlling, recording and interpreting have

increased.

3

The growth in the number of office workers has been much greater
than that of the working force as a whole. Fran 1870 to 191:0 the total
working force increased less than four times, while the mmber of
clerical workers increased fifteen times. Iron 191.0 to 1955s the total
population increased alts, the total working force increased 38$, and the
number in clerical work increased 80$. There are now some nine million
office workers throughout the country, about 11% of the total employment.1

This big increase in the number of office workers is shown by
these figures from the U. 8. Department of labor:

Number of persons in "Office workers"
population for each as per cent of

Dates "office worker" all workers

1910 70.7 1L3

1930 82.8 13.8

1920 101.8 12.0

1910 237.8 5.2

1900 727.6 2.0

1890 1,37u.7 1.1

1880 21,665.6 0.1 2
1870 ll-2,815.5 Less than 0.05

During this period of rapid growth, ans} person with basic
business skills could find an office Job. Now, however, the increased
office personnel and higher wages make office costs an important factor
in a business budget. There is demand for better-trained workers, the
office is becoming more mechanized, and there is a determined effort to
develop greater efficiency in office work to decrease the overhead costs.
In a study of over 1000 graduates employed by about 250 companies, Place
found that nearly 50% of these young people proved unsatisfactory or left

their position before the end of the first year. The cost of this

 

1. George R. Terry, Office Management and Control, (3rd Ed.;
Basswood, Illinois: Richard "D."Irwin", Inc. 19587: p. 10.12.

2. U. S. Department of Labor, Women's Bureau, Women's
Occupations _Th_rou_gh_ Seven Decades, (U. 3. Printing orri'ce—,""1"§T£7) p. 75.

h
relatively small error was estimted to be about $1,500,000.3-

The overwhelming increase of office workers is probably at an
end, and prospective employees will be more carefully selected. There
will always be demand for well-trained office workers, but the marginal
worker will fall among the ranks of the unemployed.

STATEMENT OF THE PROBLEM

This thesis is concerned with the evaluation of the effectiveness
of the office training program at Flint Community Junior College as a
basis for making improvements in course content and curricula. .

Students in school who have had no work experience generally have
a very vague idea of what they will encounter when they take a full-time
Job. Few realize what it will be like to work effectively on an eight-
hour basis after the fifty-minute periods they are accustomed to at
school. Most know little about the great variety of Jobs there are in
office work.

Students also need to realize the importance of personal adJust-
ment to a Job. Jensen found that approximately 60% of dismissals in
the San Francisco Bay area which he surveyed were caused by failure of
the worker to satisfactorily perform his Job. Another 15% of dismissals
were canto lack of certain personal qualities in the employees. The
remaining ass-ens due to absenteeism and tardiness.2

Seldon says that a functioning business curriculum either improves

 

l. Irene Place, "Evaluation in Business Offices," Evaluation 21:
mil as in; Business Education, American Business Education Year-
book, XVII, Samara-115,- —N.—_J. : Sane-root Press Inc., 1960), p. 368.

2. Warren M. Jensen, "Absent, Taniiness, and the Office worker,"
Balance Sheet, XL, (January, 1959), p. 206.

5

or retrogresses. It is improving as long as the business department
evaluates and makes the necessary changes in its own program1 and Davis

asphasized the fact that curriculum comittees are most successful when
they look beyond the campus to the profession for which its graduates are
being prepared, and what workers do on the Job should in a large measure
be the basis of what is taught in the classroan.2

Business education is constantly in need of a flow of information
concerning current business practices, conditions and thought. The
questionnaire is the most feasible means of obtaining this information.

Through former students and their employers, the effectiveness
of the preparation of students can be evaluated. Through the problems
former students have encountered on their first Jobs, and the deficiencies
they felt in their preparatim, courses may be improved so as to better
prepare students for that Job smoothest. Through the strengths end/or
weaknesses uployers find in their! beginning employees, curricula
revisions nu be side.

MI study should indicate which occupations are most frequently
entered by students, what training is recuired for these Jobs, what type
of instruction is most meaningful, what equinent is used on the Job.

It should show Job expectancy versus realities of the Job, uployer unpac-
tency in terms of vocational skills and personal qualities, and defi-
ciencies in training experienced by beginning workers. Adjustments and

 

1. William Seldon, "Curriculm Levels in Business Education,
Formal and Terminal Levels: In-Bervice and Continuing Levels,” Curric-
ulum Patterns in Busineu Education, American Business Education Year-
fi,mfiomrsot Press Inc., 1956), p. 159.

2. H. E. Davis, "Practices in Determining Instmctional Activities
in Dmocracy in the Administration of Higher Mucation." Tenth Yemook
of John Davey Society, Edited by H. BenJenin. (New York: Harper and
Brothers, 1950), p. 15h. ‘

6
revisions in the school program should be indicated. he infomtim
obtained will primrily have implications for the areas in which train-
ing of shadents has been found. to be deficient.

M m STUD!

nae stetenent in the Flint Cdmunity Junior College catalog
reg-fling the so-called "Terminal curriculus" is "Each curriculum is
planned to give the student both a. practical education in the vacation
which will prepare his for employ-ant after canpletion of the course, and
a general education which will enable him to have a better understanding
of present-day social and. economic problems.”-

The vocational obJective presupposes that placenent aid success
are the ultimte goals. If the placment is not satisfactory to both
qloyer end uployee, these students have not been adequately prepared
and the school he. not fulfilled its obligation to then. There must be
a high degree of understanding and correlation between the setisfsctions
the unloyee expects to find on entering full-tine ulploynent and what

the uployer expects of that uployee.
The problan of setting up acceptable business curriculums in the

Junior college is canplicated by the fact that students enter with e.
wide diversity of ability and previous training. The amount of previous
training varies from a single subject to the completion of a regular
cannercial curriculum in bookkeeping or stenographic work.2 Therefore,
these students cannotbepmredthroughthesanemoldasagroupwitha
hmogeneous background. The program of study must be flexible and

 

1. Flint Camnity Junior College Catalog, (1959), p. 73.

2. R. G. Halters, The Business Curriculum, (Cincinnati: South-
western Publishing Cm,M 76), p. 1171.

7
individualized to serve needs and interests of the student in relation

to his abilities, previous training, work experience and vocational
objective.

It is essential in this approach to know what skills and knowl-
edges are so basic for office work that they must be included for every
student, and which are variable according to the particular Job for
which the student is preparing himself. The Junior college should pro-
vide opportunity for the development of realistic and practical terminal
programs geared to the needs and desires of the people of each community.

Probably twmty per cent of the Junior college students are regis-
tered in business curriculums.1 The report of the survey which Jesse P.
Bogue ads in 1952 of the frequency of offerings of terminal curriculuns
indicates that secretarial and general business rank one and two, respect-
ively on the list.2

Although vocational competency has been an apparent aim of busi-
ness education, schools often fall short of the aim because of low
standards of achievement. No business teacher can truthfully say that
vocational canpetency has been achieved if graduates are unable to hold
business Jobs that are ordinarily filled by young peeple in that
camunity.

New occupations constantly appear and old ones disappear. In the
business field, occupational changes are due partly to new inventions;
partly to economic changes; partly to legislation, such as the incane tau:

#—

l. PaulS. lanax, "An InventoryofFactsandFigures inEdllcafi-e.
tim,” Curriculum Patterns in Disiness Education, American Business
Educati-on Yearb'ook,"'x1""n,' (STmervill' 'e, N. J.: Sanerset Press Inc., 1960),

p. 1L.

2. Ianence L. Bethel, "Vocational Education," The Public Junior
College, Fifty-Lfifth Yearbook of the National Society for the S of
Education, (Bloomington, Ill.: Public School Publishing Co. , 1956 , p. 100.

8
and the social security law; and partly to changes in the organization

of business enterprises. Business educators should do shat they can to
W students to meet these changes.1

Information regarding the constant changes in Job requirments,
duties and salaries is especially important at the Junior college level
since the Junior college student is closer to the Job than the high
school student and is usually concerned with a more technical Job than
the college student. The problem of obsolescence of current vocational
infomtim is a ‘very real one in Junior college business education?

What clerical workers do on the Job should in large measure be
the basis for what is taught in the classroom. An accellent source of
intonation for the improvement of the curriculum is the business grad-
uate who has been away from Junior college for one or two years. This
individual is in a position to evaluate his Junior college experiences.

Hickey and Finch say that business education is in an enviable
position for developing "live" obj actives based upon investigation, ohm,
and the considered Judgment of teachers and anployers. Their suggestions
of questions to which we need answers are: what degree of skill must be
attained before the stenographic pupil is anployable? m, the. shill-x. ,
ities, knowledges, characteristics, and attitudes your school is devel-
oping in students equipping them for a successful occupational and
commity life? What standards of production are required of office

 

l. Walters, . cit., p. 6.

2. Kenneth Knight, "Special Problems Related to Guidance in the
Junior College," Guidance Problems and Procedures in Business Education,
Merican Business Education Yearbook, XI, (Sanerville, N. J. : firset
Press Inc., 1951»), p. 122. -

9

asployees? What are the hiring standards of offices in the area?1

Studies to effect correlation between business and school programs

must be carried-on continuously. One cannot make such a study and expect

the results to be effective for a number of years. As business continues

to expand and change its requirements, educators must be aware of these

changes and mks curricular changes to insure maxim effectiveness in

the preparation of future office workers.

THE W

In formulating the hypotheses for this study, the following

considerations were motivating factors:

1.

that if the educators have lmow'ledge of the Job requirunsnts
of businessmen, they are better prepared to detemine the
subject matter content and training experiences needed in
the curricula,

that the views of former students regarding the problems
encountered as beginning workers and the strengths and/ or
weaknesses they felt were provided by their training can

be valuable to educators in their efforts to make the office
training program as meaningful as possible,

that an improved understanding between businessmen and
educational institutions will have a beneficial effect upon

the training provided for our students .

The hypotheses are as follows:

 

1.

Margaret A. Hickey and Robert Finch, "Testing the ObJectives

of Vocational Education," (mm Business Education, American Business
Sanerville,

Education Yearbook, III,

p. 62.

i. J.: Sanerset Press Inc. , 195k),

10
WIS I. That the ability of drop-outs or graduates fran office
training curricula to hold Jobs for which the curricula have prepared
then is a valid criterion in the evaluation of achievement and vocational
cmpetency. It is decided to accept this hypothesis and regard it as
true if evidence of the successful operation of this hypothesis is
indicated by:

l. placennent in business Jobs, continuation in those Jobs,
and promotion to others

2 . the report of employers and/ or workers that for success
on Jobs in these occupations, it is essential or desirable
for workers to have:

a. certain office skills
b. certain personal traits

WIS II. That the effect of office training on the employability
or probable success of the worker exists in different degrees for
different occupations. It is decided to accept this hypothesis and regard
it as true if:

1. a variation is revealed in the need of workers in different
occupations for different amounts of knowledge

2. the occupations studied are regarded by anployers and/or
workers thanselves to require a different degree of prepa-

ration.
EIPUI'EEBIS III. That, although the frame of reference of employers,
students and employees will be different, there will be subject areas and
types of training experiences of common importance. It is decided to
accept this hypothesis and regard it as true if:

1. anployers and employees indicate correlation in the degree
of skill required for particular Jobs

2. the enrployers and anployees indicate correlation in the
personal characteristics desirable for particular Jobs

3. the employers and anployees indicate correlation in the
deficiencies which they find in their preparation for Jobs.

EYPOTEESIS IV. That, in order for a school to make an evaluation of its

11

product for the purpose of recomnendation for employment, it is necessary

that the school have information about requirenents for Jobs and her the

measurement of the applicants for these. Jobs is to be conducted. It was

decided to accept this hypothesis and regard it as true if:

1.

2.

the employers and employees indicate deficiencies in the
programs which point the way to needed revisions

the unployers and employees indicate strengths in the
program which Justify existing practices.

BASIC ASSUMPTIONS

The following assumptions were considered basic to the plan

selected for this evaluative study:

1.

that when information is desired fran a large number of people,
the mail questionnaire method is the most feasible method of
securing responsesn

that anonymous responses to printed questionnaires tend to be
more realistic than responses which are identifiable,

that the information received from a large number of responses
will be typical rather than atypical,

that the adequacy of the Junior college office training
program as expressed by the response of employers to items of
the questionnaires will provide infonn ation of employment that
vrill be of value to business teachers,

that response to the questionnaire which provides opportunity
for the recent graduate to evaluate his training in relation
to the background and training he needs to perform his Job
successfully will provide information regarding relative weak-
nesses in the existing program,

that personal interviews with directors of office personnel in

12
plants employing large mmbers of office workers will provide
additional information regarding amploynent,

7. that the response to the questionnaire which provides oppor-
tunity for students to express their opinions regarding what
they expect of an office Job will provide information for
guidance of business students.

m SCOPE AND LDiITATIONS OF THIS STUDY
In order to secure a comprehensive and realistic evaluation,
replies were collected from students now on the programs, graduates of
the programs in recent years, and employers of our students. Data we
obtained by means of three questionnaires, one for each group, which vary
in same respects but secure web the same type of information from the
three groups.

It is recognized that, in assessing the effectiveness of the

Junior college program, as related to needs for employment in industry,
each respondent will tend to be influenced by his personal status, pro-
fessional aspirations and the responsibilities and limitations of his
present position.

The groups from whom replies were secured are as follows:

1. Student questionnaires represent almost a canplete coverage
of the students now in Flint Cmmity Junior College on the
office training programs during the 1959-60 school year.
However, it includes students who will never become office
workers either because of lack of ability or lack of interest,
whom we cannot identify at the present time. Tito hundred
twenty questionnaires were campleted.

2. Employee questionnaires were sent to students who have left

3.

13
school within the past three years who are now working. No
attempt was made to contact those who are now married and
are not working. These students did not all graduate from
the two year Junior college program. Many who had a good
background of high school business training were at Junior
college only one year. A high percentage of returns were
receivsd--198 or 90% of the 220 questionnaires sent.
Esployer questionnaires were sent to employers of recent
graduates. The replies enemas all of their unplayees,
not only those from Flint Conmmnity Junior College. The
employer responses cane mainly from employers with a rela-
tively small number of employees, the largest having 97
office unployees . It was felt the large number of employees
in the plants would tend to mks the replies too general
because of the great variation in offices within one plant.
Returns were received from 181+ or 83.6% of the 220 question-
naires sent.
In order to include information regarding employment practices
in the large plants, interviews were held with the directors
of office personnel in four of the eight major industrial
plants. It was felt that, since these plants are all branches
of the same corporation, the four would be representative of

the entire group.

MII

REVIEW OF 1.1mm
£922 2!; 21.21.22 _£_“E__°c time

he tern ‘office occluations" or "clerical occmtims" abrues
a large group. the term "clerical” is loose]: used in educatiml and
business literature uitnout identifying-a particular group. It seems
evident that there cannot always be a clear-cut distinction between the
antics of a clerk and those of a, stenographer or bookkeeper. Liles cites
the following quotatims frm well-Mn business education authorities as
to oust clerical work means: Nichols says, "The clerical worker is assmed
to be me he performs office duties other than taking and transcribing
dictation end. the keeping of a set of books." U. Herbert Freeinn defines
the tern as, "'nie clerical field is a specialized-Woman devoted to
the training of clerical workers for business and industries. In
addition to background courses, it generally includes typing, filing,
general office work, sale training on a for business nechines and simple
recordekeeping.” Tonne agrees vith these.‘ He sears, "For practical pur-
poses, clerical occlmatioos my be defined as! the occuyations that
include the duties not general]: assigned to bookkeepers, stemsraphers,
salespeople or nneged's." ' However, the Dictionary of Education defines
a clerical test-es, "A test of capacity or ability to do such work as

checking, suns, filing, accounting, tyning and taking dictation in

1%

shorthand."1

15

The mom Bulletin subdivides typical office positions of

A.

B.

C.

D.

l.
2.

B:
5.

3:

"clerical grade" according to function, as follows:
Accounting:

account classification clerk
account clerk

billing checker

bookkeeper A

bookkeeper B

cashier

cost clerk

invoice order clerk

payroll clerk

order clerk

Business Machine Operator

1.
2.

E:

5.

accounting whine operator
calculating machine Operator
duplicating machine operator
key punch operator

typing machine operator

General Clerk

1.
2.

2:

general clerk A
general clerk 8
general clerk c
general clerk D

(according to difficulty)

Office Services

1.
2.
3.
5.

file clerk

mail clerk
messenger
receptionist

store keeper
telephone operator

Btenographic

1.
2.

3.

clerk typist

secretary
stenographer

 

1.

Alton B. Liles, "Sane Factors in the Training of Clerical

Workers" (unpublished Ph. D. dissertation, Oklehana A a M College,
etillvstsr, 1919) pp. lit-16. ‘

l6

14-. tabulntor typi st
5. transcribing mchine operator

6. typist 1
7. teletype operator
Regardless of the term used, the value of vocational office

training in the school curriculum is shown by the rapid expansion of
occupations in the field of office work; a trend which pranises to
continue at'leastfor the an“. decade. Place, in "The Road to Secretarial
Success ," states; "The typewriter undoubtedly did more to change the .
pattern of our way of life than did Henry Ford's vehicles."2 Greenleaf
states, "Opportunity knocks loudly at the doors of people trained for
office work. In Government, industry, business and professions, there-is
constant need for clerical workers and office help. Even the smallest
business must have smone to keep the records and accounts."".3 Both
Travis and Zapoleon referred to office work as the "fastest-grosing
occupational group"ll and Travis estimates that before 1970 the number will
increase to the point that one in every five workers will be in office
work.5

There are about two men to every man engaged in office or cler-
ical occupations. However, only 6“ of all employed men enter clerical

 

1. National Office Management Association, Clerical £22 Evaluation,
(Bulletin No. 1, Philadelphia, 1916) p. 17-21.. —"'"

2. Irene Place, 5133 Road to Secretarial Success, (New York:
McGraw-Hill Book 00., Inc., 193“}. 8.

3. Walter James Greenleaf chFtions 213' Careers, (New York:
m-mn 300k COO, nee, 1955’ Fe 70 "

h. thrguerite Wykoff Zapoleon, 313 College Girl looks Ahead,
(How York: Harper and Brothers, 1957) p. 150.

5. Dorothy L. Travis, op. cit., p. he.

1?
workwhile 27$ ofslluwloyedwalenare in sanekindof officework.
The greatest rate of increase for wunen "office workers” in any decade
occurred fraa 1880 to 1890. Hanan in selected office occupations
mltiplied nearly 20 timesua testament to the growing acceptance of
the typewriter and of the trained m typist. Since 1920 the rate of
growthamongwusen inthese fieldshas shownamarkeddecline, as is
typical in the later stages of a growth curve as it approaches a satu-

ration point.
Per cent increase

Dates Number over preceding census
191:0 1,863,151. 25.6%
1930 l,1+82.9l+7 1.2.8
1920 1,038, 390 168.5
1910 336.765 270-3
1900 1015160 129.3
1890 “5.553 1.867.?
1880 2,315 lh8.9
1870 930 ----- 1

Further evidence that wanen constitute the majority of office
workers 18 shown by figures published by the National Manpower Council.
In 1950, women comprised 9% of the total occupational group of stenog-
raphers, typists, and secretaries, and 9.5% of all employed wmen were
inthis group. Bookkeepers are77$wasensnd3.5$ of enployedwanenare
in this group; clerical and kindred workers are 19% wmen and 9.25 of
all employed wasen are in this group.2

Thus states that office occupations anploy more than l/‘h of
all fmle workers, that the number increased twice as fast betwaen 1914-0
and 1950 as the umber in the total female labor force, and that it is

 

l. U. 8. Department of Labor, Wanen's Bureau, . cit., p. 75.

2. National Manpower Council, Mr, (New York: Columbia
University Press, 1957), p. 58.

18

the third best paid mg the occupations for unnaml

The 1958 Handbook of Wuhan Workers, published by the Walton's
Mall of the united States Deparhnent of Labor shows that 303$ of all
was uployed are in the category classified as "Clerical and Kindred
Workers". The report shows further that during the past 20 years there
has been an increase of approximately 160$ in the amber of clerical
workers. Parents, students, employers and uployees all consider business
subjects among the most worthwhile of the subJects offered. These people
feel that the time and effort spent in the vocational business classes
are an investment in occupational insurance for the future?

M :23; Office Occupations
Clerical work provides an almost limitless choice of employers.

If an person has a strong preference for a particular location, the
easiest, nost direct occupational channel is office work. Each office
differs from others in size, canposition, and. ptwsical attributes, aside
from the characteristics it derives frm the nature of its industry. The
challenges of office work cover Just as wide a range as ability. There
are opportunities for those capable of handling ally simple routine duties
and also opportunity for clerical workers of high intelligence . Zapoleon
says, "If you can type, you can find imadiate auployment in almost am
kind of business. If you can take dictation, your Opportunities are
multiplied."3

 

1. Lawrence Thus, 0cc_l_iEtional Structure g Education,
(hglewood Cliffs, n. J.: Prentice-Hall, Inc""'"., .1953), p. 57.

2. U. S. Department of Labor, Vol-en's Moon, 1258 Handbook o_f_
Hosea Workers, p. 1L1?

3. Zapoleal, . cit., p. 152.

l9

Snedley and Robinson state, "It is an interesting fact that the
difference between a superior applicant for office work and an inferior
chealies in the mltitude of small things. There is one outstanding
trait that personnel managers note--this is poise, a quiet, confident
mnl

Place emphasizes the fact that the schools should take into
consideration the types and levels of office auployment for which they
can best train and.that every opportunity should‘be taken‘by teachers to
insure that the organization and development of instructional materials
are in line with "calamity needs, current practices and local opportu-
nities in the types and levels of office work for which they are giving
preparation."2 Office training teachers will benefit from an awareness
of standard practices in the ecu-unity but should not apply them too
strictly. the goals and functions of education, as well as the needs and
capacities of the individual should be used as tapering agents in their
interpretation.

That a large proportion of girls at the Junior college level go
into office work is shown by the fact that Jobs in the clerical field are
held by about 50% of the girls who have some college education and about
15$ of the college graduates . The type of Jobs held by girls who enter
clerical work vary significantly with their education. About 25% of
those with less than high school education, W of the high school grad-
uates, and over 60% of the college graduates are employed as secretaries

 

1. Doree medley and Iura Robinson, Careers _i_n Business 32;
Hanan, (New York: E. P. Dutton 8: Co., Inc., 19555, . 173.

2. Irene Place, "Teaching for the Office Occupations",
ment of Business Education Practice, American Business Education Yearbook,
fin,_(hiffalo, New York: Niagara Frontier Publishing Co., 1951), p. 111-7.

20

andstenographers. Anongtheyoungwmenwhohave smeeducationbeyond
Machwl, nolessthsnMandasnswas95$erefo|mdinclericaL
professional, and seni-professimal fields.1

Ward believes that autmation has been a factor in creating a
demand for large numbers of sari-professional people with training beyond
high school but not the normal four-year college program. The functions
of tendnal motion are: (l) to develop Job skills and (2) to develop
personal adequacy for better workers and better citizens. Ward empha-
sizes the point that general education and vocational training cannot be
separated but must be related components.2

(he of the continually perplexing problems is that of the proper
relatimship betwem specialized education which prepares the student to
earn a living and the general education which enables hill to profit frcn:
his life in other ways. Both serve students and serve society. Each

portion of the student‘s education should canplment and enrich the other. ‘

As stated in the report of the President's Omission on Higher Education,
”he ends of Dasocratic education in the United States will not be ade-
quately served until we achieve a unification of our educational objec-
tives and processes. herican education nust be so organized and con-
ducted. that it will provide at appropriate levels proper canbinatials of
general and special education for students of varying abilities and
occupational obJectives."3

 

l. laticnalhnpower Council, . cit., p. 60.

2. Phebe ward, Teminal Education in. the Junior Coll e, (New ,
York: su-pcr and Brothers—W l 7)‘—'62", 'p. 15..

3." Report of the President's Commission on Higher Education,

"fiddler Education for Inerican Denocracy", I, Establis the Goals,
(New York: Harper and Brothers, 19M), p‘. 62153.

21
A balanced curriculum, according to the California State Omit-
tee on Vocational Mucaticm in the Junior College, is 1/3 technical
courses, 1/3 related courses and 1/3 general courses. An ideal educa-
tional program should assist the student to acquire the knowledges and
skills listed below:

1. Acquire the skill needed to perform successfully in an
occupation.

2. mter employment and adjust satisfactorily to a Job.

3. Acquire technical knowledge and general education related to
a specific Job.

h. Acquire social understanding.

5. Fonsulate a philosophy of life.

6. Learn to keep in good health.

7. Carry his responsibility as a citizen.1
While the first two would probably be considered vocational, there are
certain general elments also involved. The last four would probably be
called general education, but they are also necessary for satisfactory
Job adJustnent.

The advice of Smedley and Robinson should be strongly stressed to
students. "You cannot expect to hold your own in business with wobbly
skills anymore thanyouwould expect to run ifyourlegswerebandaged.
The effect of your shortcomings on you is serious. If you know that your
business skills are second-rate or unreliable, this knowledge is bound
to give you a chronic feeling of inferiority. Girls often rush through
their business courses, skimping on this or that phase of their studies
becausetheydonotrealizehowusefulthis trainingwillbetotheulater

 

1. California State Ccamittee on Vocational Education in the
Junior College, Vocational Education in E3 gunior Coll e, (1919), p. 2-h.

on.“-

Technological changes have resulted in the elimination of may
lower level Jobs and there is a growing training deficiency among 18 to
21!- year olds. uployment curves are rocketing upward for men and women
in seal-professional occupations. The age of employability is gradually
increasing as greater maturity in age and Judgment are needed for what is
essentially an a<hllt's world of work. If commnity colleges are to ful-
fill their responsibility to meet the needs of post-high school youths,
they should provide for broad and diversified programs.

Russell sakes the point that Michigan needs more opportlmity for
young people to obtain occupational preparation in college level courses
that are not degree length; and that, in general, such programs are best
developed in calamity colleges. He referred to Staff Study No. 1 in
which Dr. Martorann recanmended an increase in the facilities for occupan-
timal preparation in the cmmznity colleges. He also pointed out that
instruction: in such fields is a peculiar nmction of the cammmity college.2

Responsibility 93 Misty
Co-operation betvmen industry and educators is essential in all
fields of vocational training. That industry is recognizing its respon-
sibility and is facing up. to it is shown by the Special Education Subcon-
mittee of the Rational/Association of Manufacturers. In 1952, this
ccunittee, consisting of six industrialists and six educationalists frail

 

1. medley and. Robinson, . cit., p. 89.

2. John Dale Russell, Institutional 1153—135— for Higher__ Educa-
tion in W, Michigan legislative Study Camittee— on Higher Educa-
F'ion'f‘ Staff Study 11, State Capitol, lensing, Michigan, July, 1958,

P- 129-130-

23

the Ethication Advisory Council was appointed to focus attention on areas

ofagreasentbetwuneducationsndindustrywhichwouldserveasabasis

for better understanding and more effective cooperation between these

groups. In a "Statement Cmerning Education in America“- which resulted

from these daliberations, four basic respaisibilities of industry to

education are described.

1.

l.

The responsibility of Industry for more active participation
intheprepsrationofyoungpeoplewhoenterindustrial
uploymenthasincreasedeachyear. Acanplexmdustrisl
society, a mltiplicity of Jobs, the increasingly urgent need
for intelligmt citisuship, leave no alternative. Industry
is a natural co-partner in the educatia: of tomorrow's full-
time «hilt workers.

Industrial progress results in occupational. changes:
andnosingletrainingprogrsnwillasettheneedsofthe
natiu's industrialised society. Since Industry"and Business
ultisately «ploy large numbers of young people it is profit-
ablefranthe standpointofIndnstryandsocietytoequip
thsawith the kindof educationwhichwillprepare thusdee
quately for their careers and, their civic responsibilities.
Industrielists and businessmen can help by cooperating with
Education in practical arts courses and vocational and tech-
nical courses which are given in the regular school programs.

Educatim and Industry met go further than merely

A

Special Education Subcunittee of the Rational Associatim

of Manufacturers. This w_e_ Believe About Education In Aneri____<_:_a: A 8ta__t__e-

nentConc

Education in America, {New York: National. Association

To Manufacturers, March, "—‘"l'§"58"_— Fifth printing. ), p. 1.8.

at g
preparingindividmlstoataeawloynent. Afterpeopleare
aployed, it must be possible for than to work for promotion
and advacaent ad educators and industrialists, working
together, should provide opportunities for continuing
educatia.

Industryhas aobligatiatobe intelligentlyexare ofwhat
educatorsaredoingendtryingtodo; tohaveaviewpoint,
based on factual infomtia, regarding the educational goals
ad practices of institutions of learning; ad to nuke that
viewpointknoanforthebenefitandencouragaentofevery-
body cacerned.

An obvious calplaentary duty is to give educators
better and acre attractive opportunities to get acquainted
with Industry. The unfamiliarity of eacators with what
industrialistsaredoingendaretryingtodoisasgreatas
Industry's unawareness of Iducation' s problems, obJectives,
and accuplishnents. It is inperative that Anericen Industry
should have both the enlightened criticia and cafident
Emmanucatia. Iftheappraisaloflndustryby
Mueation istobebasedonsoundknowledge, actuelobserva-
tin, and shared experience, Industry mat naintain a contin-
uous open house to lducatia gm asks its hospitality evident
and secure.

Closely related to the purposeful "looking-in" on one
we.” the other, but nesting additiaalad different
needs, are Joint conferences where lducatia and Industry meet
on grounds of cannon interest. While both educators ad
industrialists should take the initiative in these ventures,

3.

h.

25
thefactraainsthattherecertainlyisaresponsibility
onthepartofIndustrytopronoteconferenceswhereboth
Industry ad Education ca gain through mtuel assistance
through a exchange of ideas, infomtion, or opinions.
Inastry has responsibility to Education for moral ad
spiritual backing against destructive criticisn and unwar- '
mm. It isthedutyofthoseinhdustrytotake
a firm stand for Judicial consideration of decimated charges
against specific individuals. It is also a duty of industri-
aliatstortepinontheirowninitiativeandexertnnnim
influence to restore tolerance and cannon sense vhenever
stores appear which consist prinrily of ”undead fury.
Mstry' s obligatiai to weatia for the preservetia of
Anerica's social ad ecuianic structure is in itself econmic;
it involves financial support. Industry must face and. accept
its respasibility‘ through contributions by individual indus-
trialists to the current operating funds of a private college,
leadershipinassuring adequatetaxnoneyfrancunmnityor
state to maintain good public schools and public institutions
of higher learning, ad all. the variations of responsibilities
between these two atrenes. Adequate financial swport must
be provided to keep public ad private schoolsnelaentery,
secondary, ad collegiateuinproving in quality ad expading
insizeat leastasfastasthepopulationtheyserve. Itis
inctmbat a Indiistryto “cruise leadership infindingweys

toprovidethis support,gadfornnnyyearstocme.

26
M _o_f_ Evaluation

Ethicatia does not proceed without special directed effort. he
teacherisaleaderandguidetothe student; acurriculumisaguideto
both the teacher ad the learner.

The need to evaluate realistically the effects of the educational
program has an important place in curriculum develoment ad revision.

Tyler” defines the process of evaluation as the process of deter-
mining to what extent the educational obJectives are actually being real-
ized by the mirricultna ad instructicai.1 This same idea is set forth by
Davis2 ad Dresse1.3

Tyler further supports this conception by stating that ethicational
evaluation involves at least two appraisals--one in the early part of the
educatimal program ad the other at sane later point so that the change
may be assumed. Schools ad colleges nake follow-up studies to get fur-
ther evidence as to the pemnence of the leanings of their graduates.
He points out the following six purposes of «elastic-1:“

1. To nuke a periodic check a the effectiveness of the program.

2. To validate the mothesis on which the college operates.

3. To provide infomtia basic to effective guidance with
individual students.

 

l. R. V. Tyler, Basic Princi es _o_f Curriculum and Instruction,
(Chicago, Illinois: Universityo Chicago Press , 1950),_ p. 95.

2. H. H. Da’wis, "Practices in Determining Instructional Activ-
ities in Democracy in the Administration of Higher Education, 'i‘enth
L__eerbook of the John Socie ,Edited by E. Marin, (ses— York:
mrper ad Brothers, 1950, . .

3. P. L. Dressel, "Curriculum Planning", Evaluation _i_n_ the Basic
$355.4 Edited by r. L. Dressel, (New York: Harper—__—and_ Brothers, —1§5'8')'I

he filer’ e Cite, p0 fl.

27

h. To provide a certain psychological security to the staff, the

studentsandtheparats.

5. To provide a sound basis for public relations.

6. To help both faculty ad students carefully evaluate and see

more concretely the direction in which they are moving.

In no other area is the necessity of bringing together the needs

of the learner and out-of-school life more apparent than in the field of

office training. The educational obi actives of the school are most

effectively determined when consideration is given to the interests and

needs of the learner as preparation for the everchanging conditions of

contenparary life outside the school.

Every evaluation has as its objective the desirable outcomes set

forth by Collins:

1.

2.

Systeantic evaluation of student program focuses attention on
the defects ad successes of the learner and enables the
school and the teacher to provide for evident! student needs
through revised curriculum and well-planned instructional
techniques. ‘

ihe basic requiranent in evaluation that obJectives be
clearly defined and stated helps teachers to know what they
are trying to appraise, what experiences to provide for
students and what evidenceof growth they must look for in .
students.

The evaluation of student progress locates the student's
deficiencies and Mists reasons for his failures. It
also reveals instructional weaknesses and nukes it possible
for teachers to redirect their efforts to these critical
points on thus inprove their instruction.

s: r"‘

1'

28.
h. Evaluatia places major qifasis a students rather tha on
subject nutter-.1
“W510" 9.! 2.31:: m
A follow-up of the men of Flint Calamity Junior College

frua 1953-1956 showed that the distribution of first full-tine Jobs
obtained by studelrts after leaving school was:

list in clerical and no.

25$ in service type occupations

20% in professialal adanfnagerial type occupations

the renaining 10$ in unarmed, sea-skilled occupatiasa
This is probably fairly typical . of Junior college level studats and
showstheinportaceoftheofficetrainingprogras.
A. Surveys of work rename!”

whet clericelucrhersdoontheacb should, inlargemeasure, be

the basis for correlating school instruction with work situations. W
surveyshavebeandeoftheworkperfomedbyofficeworkers inspecific
areas to -se' ve as a basis for correlating school: instruction with work
situstiens. All indicate that typewriting is the nest valuable, though
there is sons variatia in the order‘of value of other subjects. mtzel
found that typewriting was most valuable, followed by anglish, office

 

v f F‘rr . .
I

l. brim Josephine Collins, handbook for Office Pr_a_c___tice

rescuers (fiincinnati: southwestern Wm, Monograph 91,
1a,: PO J- °_

2. Louis A. video ad larie n. Prahl, "A Follow-up of the
lducatiml, Vocatialal ad Activity Pursuits at Flint Junior College
tron 1953-1956", Junior eollgg Journal, nix, (April, 1959). p- Ink-1m

29

whines, shorthand, nthantics and selling; and the subjects considered
nost neglected were Mglish hmdanentals, hum relations, office mchines,
personality developent, speech, work experience and mthantics. Subjects
workers wished they had taken were business English, office anchines, ad-
vanced shorthand, advanced typewriting, mathematics and bookkeeping.1
Cleveland found typewriting, bookkeeping and shorthand were considered
most beneficial, and those taken by the largest mmber were typewriting,
shorthand, bookkeeping, secretarial practice and general business.2

fits on the approximate percentage of total tine spent by 'office
employees on each of their basic activities provide a pattern of the .
nuke-up of office work. This infomtion, which was obtained in a nation-
wide representative study, helps to identify specifically the basic work
operations of the office. The work of typing or writing accounts for
nearly one-fourth of all office time. At first, this may sound high but
it should be remembered that a great deal of paper work necessitates
typing or writing--reports, letters, bulletins, and manorandlns, plus the
fact that em with office mechanization, typing is required to get much
of the data on a card or tape. Calculating is next highest, accounting
for 19.5 per cent. Next and in this order one checking, filing, tele-
phoning, duplicating, and nailing. These seven naJor activities nake up
nearly 90$ of the total office tine.

 

l. Doris 1mg Kintzel, "A Follow-up Study of the Business Edn-
cstien Graduates at Ellwood, Indiana, for the tears 1955, 56, and 57,"
(H. A. Ball State Teachers College, Mincie, Indiana, 1958

2. Edna Cleveland, "A Randal Survey of Office holoyees in Human,
Wiscaisin, Relative to qucatiual and Mloynent hperiences," (H. S.‘
Thesis, University of Wisconsin, 1958).

3O
Percmtage of Total Time

Typing ‘ ' 2h.6$
Calculating 195$
Checking 12.3%
Filing 10.2%
Telephoning 8.8%
niplicating 6.h$
hailing 5.5%
Other 12.7361

Casebier‘ found. that the secretary spends 72% of her time in the perfor-
nnnce and application of the mJor activities: l‘ypewriting, transcribing
shorthand notes, taking dictation, taking breaks, using the telephone,
handling the mil, conferring with the supervisor, filing and finding,
preparing for the day's work and for closing, and composing and type-
writing letters? Potters, in her survey of the work of beginning-general
clerical workers. in large businesses, found that over 85$ of the work
caisists of typing, filing and such non-specialized work as classifying,
sorting, checking names and numbers for accuracy; that 50$ of the work
of enperienced and inexperienced clerical workers is spent in typing and
non-specialized work; and that typing of forms casprised over 1/3 of the
tine spent in typing.3

 

1. George R. Terry, . cit., p. 5.

2. Virginia Eleanor Casebier, "A Time Study of Activities and
Responsibilities of Secretaries with Implications for the Training of
Prospective Secretaries.” (Unpublished Ph. D. Thesis, Northwestern
University, Evanstcn, Illinois, 1957).

3. Thelma Potter, "An Analysis of the Work of General Clerical
hlployees," (Ph. D. Thesis Teachers College, Columbia University,
Bureau of Publicatims, 191$).

13. surveys of Personality Factors

lharecentsurveyoftenselectedunployersoflargeclerical
forces in the San Francisco my area, Jason found that approxintely 601:
of dimissals were caused by failure of the worker to satisfactorily per-
form his job. Another 15% of dismissalswue due to lack of certain per-
sonal qualities in the uployees. The ruining 22$ undue to absentee-
isnandtardineshl adgerton's stamens-cotatonlyenieionespe-
cific group lost their jobs because of failure in shorthand and only 1.6%
because of deficiencies in typing, but as many as list lost their jobs
became of personality factors .2

Businesnen ask for "an unployable personality” , though there is
considerable variation anong businessnen in what they consider consti-
tutes desirable persmality. Personality is a nutter of behavior rather
than mere intention or mental outlook. It is a matter of adjusting to
one's anviroment. There is need for concrete, realistic techniques and
devices to use in the classroan. Personalities cannot be polished by
preaching. Agoodpersallityshouldma‘bletheindividnnltoestahlish
satisfactory working relatiais with one's fellow workers and mhers of
his business public.

Iiguori found that beginning office workers encumbered. a variety
of problcns which, for the most part, were related to job skills, attitude
toward work, personal relationships, personal qualities, and office

 

l. warren M. Jonson, gp. cit., p. 207.

2. files, H. Roberts, "More Education for Secretaries", Journal
21‘. 322-21 @3212. m1: (January: 1957). p. 166.

32
environmental conditions.1 solnes found that factors pertaining to job
productivity and satisfaction are very important--areas of supervision,
situations with fellow office workers, job factors, caspany policies,
and personality and character traits.2 He concluded that knowledge of
m-the-job relationships with office workers and supervisors, scope of
office jobs, praaotion and security, cm policies and practices,
supply econouy, huncheeping habits, resourcefulness and initiative, and
quality of work expected should be obtained through work experience and
school.
Thistlewaite gives the following list of personal qualities which
should be developed in the classrocniz3‘
l. mthusiasn and interest in work.
2. Conscientiousness; pride in work.
3. Industriousness and perseverance.
u. Trustworthiness in handling small details.
5. Ability to work under pressin-e.
6. Orderliness in planning and working.
7. Willingless to accept responsibility.
8. Punctuality.
9. Cooperaticn; ability to work with others.
10.. Courtesy, tact, and good manners.
11. Ability to see need for self-inprovenent.

 

l. Frail: E. Liguori, ”Problems of Beginning Office Workers,"
(Unpublished Ph.‘ D. nesis, University of Pittsburgh, 1955).

2. Walter M. Eolnes , "A Study of Office Workers' Attitudes
Toward Their Jobs," (Unpihlished M. S. Thesis, Kansas State College of

Pittsburg, 1958) .

3. R. L. Thistlewaite, "Improving Personality in Business Class-
rooms," aminess Education World, xxxv, (December, 1951i), p. 18-19.

33
12. Willingless to accept criticism.
13. Brawl groaning, posture and appearance.
C. Surveys of (Mploynent Practices
hployerswoulddowelltousethesethreecriteriainscreming
workers:

1. They should check the educational institution: from which
uployees graduate.

2. Esplayers should teat-.mny would do well to include an intell-
igence test, a special aptitude test and personality test along with
achievement tests.

3. Interview.

Wreportsastuwbyflarvesnakewhichfoundthat 90$of
the uployers hired office workers without testing and that tests of the
raining 10$ were of doubtful value .1 Rothermel mind that about m
tested clerical applicants and more then 1/2 of these firms ueed routine
letters and straight copy to test typewriting ability and routine letters
to test shorthand dictatim ability.2 Quarve found that most of the firms
contacted give sane sort of test to office applicants. Typewriting tests
weregivenbthfirns, shorthandtestsbythims andintelligence tests
byahriree, ofthelZOfirmscorveredbyher m3

Thesourceofemployeesseanstovarygreatlyanmgfims.

 

1. Mathilde Hardaweqr and Thus 3. Meier, "Tests EL". Measurements
13 Business Education", Second Edition, (Cincinnati: Smthwostern'
nib-"liming c—"_To., 1952 , p. 152.

2. Patricia A. Bothermel, "A Study of the Skill and Knowledge
Requirements of Clerical Workers in Oceanside-Carlsbad Area." (Unpub-
lished n. A. Thesis, sen Diego State College, California, 1950).

3. Jean M. Quarve, "Selection Procedures of Beginning Office
Personnel," (unpublished M. s. Thesis, University of wieconein, 1956).

3“ . _

Spriegel and‘Dale found that 58“ of 628 aployers use the State hphynent
Service.1 Stehr reported that walk-ins were the nest frequent source of
deployees.2 Radar-e1 also found that the direct application nethed of
contacting people for asploynent was most widely used with 68.1% of the
fins, and that the WW most difficult to obtain were cape'tent and
experienced workers in sales, general office work and stenography.3
Kendall reported that in 320 capsnies the most satisfactory sourcem of
applicants weranewspaper advertising 30$, employment agencies 2736, and.
uplayee referrals next. He also reported that the Office Executives
Associatim of New York listed commercial uploynent agencies first,
referrals second, newspaper advertisements third, non-professional
employees fourth and schools fifth. 1‘

Following usploynent, a good induction procedure is necessary.
It is an attempt to quickly give the use employee a feeling of acceptance,

belonging, endsecuritywhichwillaidindispelling fears ordinarily
associated with a new situation. It gives the new uployee a feeling of

calfidence in himself. Kendall states that whatever naneis applied to

the process of aiding the new uployee in his initial adJustnent, there
is general egreasent concerning the crucial nature of the first few days

 

1. William Spriegel and Alfred C. Dale "Trends in Personnel
Selection/and Induction", Personnel, xxx, (19533, p.38’+

2. Bennie William Stehr, "An Investigation of Esploynent Practices
in Selected Oklahoma Cities with Implications for Improvement of Terminal
Easiness Education in the Junior College," (Unpublished Ed. D. Thesis,
Colorado State College, Greeley, 1958).

3. Harold L. Rodarmel, "Business Curriculun Recanendations
W a Survey of Business Concerns," (Unpublished M. S. Thesis, Chico
State College, California, 1955).

1... Milton 1!. Kendall, Recruiti_ng__ and Selecti_gg___ Office m,
Anerican Manufacturers Association, Times Square, New York, N. Y.

35

andweeks. Labor turnover is foundtobe dependent ongood orpoor
inductim. the objectives of the induction process are to create a
favorable attitude, establish a sense of belonging and facilitate
learning. (fie-objectives are to reduce turnover, save time and trouble
and reduce grievances. Kendall found that methods of induction which
are in current and effective use, are caspany literature, lectures,
cmferences, visual aids, plant tours, and personal escort.1
D. Job Satisfactions

- In a survey of the satisfactions of the white collar Job, Morse
round that 514 of those surveyed feel that their Job is above average in
inportance and 17$ feel their Job is very important, 57$ make decisions
m the Job and 70$ would like the opportunity to sake more decisions.2

Halsey found that Job applicants want self-respect, security,

chance for prasotion, adequate pay, pleasantness of work and working
conditions.3

1. Milton )4. Mendell, op. cit.

2. Nancy C. Morse, Satisfactions _i_n_ the White Collar Job,
Survey Research Center, Institl'i't e of Social F53earch‘, (Ever-sitar of
Michisan. 1953). ‘ -

3. George D. Halsey, Select and Indictgg Mel, (New
York: Harper and Brothers, '41951 , p. 51? ~

WIII

l-D OF INVESTIGATION

as. men
A. Students:

All students who were enrolled in subjects comprising the office
training program at Flint Calamity Junior College during the second
suester of 1959-60 were included in the number surveyed, with the
exception of the few absentees on the day the questiomaires were can-
pleted. The instructors in the department directed the completion of
the questionnaires. Care was taken that only one questionnaire was
receivedfraseachstudsnt, thwghastudentnightbe inbothatyping
and shortth class in which the questionnaire was distributed. Two
hundred twenty questionnaires were caspleted.

B. Mloyees:

Allstudentswhohadcoupletedtheoneortwoyearcoursein
office trainingduringthepastthreeyearsandwhowereknowntobe
still working were contacted by means of a mailed questionnaire. these
groups cmprisedtwolnmdredandsix former students. Fourteenwere
sddedfrasthe students oftheprecedingyeutomke aintal oftwo
hundred twenty questionnaires (the some number as was received frm
students). A cover letter asking the cooperation of the former students
and a stamped, return envelopemincluded with each questionnaire. A
total of one hundred ninety-eight replies use received, 905% or the
number sent. m of the former students enclosed letters with their

36

37

returns giving additional infantim about thuselves .
C. Meyers:

Porthispertocthestudy,slistortwomndredtwenwuployers
whowereknowntohaveaployedauniorcollegesmdatswithinthelsst
riveyesrswasprepersd. Questimnsiresweresenttotheseaployers,
togetherwithastsned,returnawelopeendcoverlettereskingrorco-
epsratia in the survey. Returns were received In one hundred eighty-
tour-ployers,or83.6$. Thelistoreeployerstmissurveyedwascas-
poudotqloyerectemletiven-enmheroruoloyeee,thelergut
Whmm,asit?was-feltthelargemmberofawlayeeslmdthe
egrestvsristionintheoflicesinthelergeindustrislplentswouldtad
tonketherepliestoogeneral.

In order to include interaction remains «Inlays-st practices ‘
inthelargeplentsinthearea,interviewswereheldwiththedirectors

«emcepmcunelnrourortheeightmorinuetrielmte. Itwss
felt that, since these'jlnnts are all branches of the suns corporatim,
the four would tend to be Wu" or the aploynent practices or
3133 Instruments

The developent of a single“ questimnaire which would adequately
provide informtim true the three groups was not considered feasible.
Therefore, a questionnaire was developed for each group. Each question-
naire was so castructed as to bring out certain desired intention fras
sechgroupendcertainotherinromtiacmtothethreegroupsor
'two of the groups.

The basic intonation around which these questimnaires were
constructedwes the type or uploynent which students are interested in
entering and whether the ideas whichthey have in school are realistic

38
when CMIO to the Jobs which students secure when they leave school;

thetechnicelekillerhichtheydevelopinechooludthe correletion
betweentheseandthe skills ashlaJJJusedmthe Job; togetherwith
persmality factors which students believe they possess and the correla-
tiabetweentheir ideas andwhat employers andaployees findonthe Job.
The factors a which infomtim is sought, as listed below, were
accepted as appropriate criteria for this study.
I. Students and. employees
a. Type of position
b. Pu brackets
c. We benefits
d. Value of subjects taken in college
e. Duties and skills required
f. Personality factors
II. moyees and employers
a. Dunbar of aple
b. In-service training
c. uployee benefits
d. Pay brackets
e. Duties and skills required
f. Personality factors
g. Deficiencies found in training
h. opportunity for advanc enent
A. meetionnaire prepared for Students
nae questionnaire was directed to the 1959-60 students in the
office training classes at Flint Calamity Junior College. Since it was
administered to the classes by the instructors within the deperuneot, it
was possible to secure almost cmxplete coverage of the students, the

39.
, exceptions being the few absentees on the particular day given.

The purpose of the questionnaire was to determine the ideas of the
students as to what working conditions they expect to find on their first
jobs andwhat office skills they expect to use. The students who had
workedeitherfulltine orparttinewouldnaturallyhaveanore real-
istic concept of what will be expected of then on the job.

3. Questionnaire prepared for hployees

This questionnaire was directed to former students at Flint
Calamity Jmior College who are now working. The majority of these
studentscupletedaoneortwoyearcoursewithinthelastthreey‘ears,
with only fourteen from the fourth year back.

This group was chosen because it was felt their school experience
was recent enoughtobefreshinnindsndtheir recentwork experience
would give than a sasewhat objective view of their school training. It
was also felt that these former students had been beginning workers
recently enough so that their reneubrance of difficulties they encountered
and deficiencies they felt in their training would be of value in evalu-
ating the present school ’ program. .

C . Questimnaire prepared for hployers

This questionnaire was .directed to a list of alployers of junior
college students within the past five years. The list included lawyers,
doctors, imurance agencies, city civil service, utilities, wholesale
carpeniee, mil nanufacturers, etc.

The responses sought were conditions of employment within these
represatatiwe organizations, and their ideas regarding beginning workers
in general, not exclusively those fran Flint Cmity Junior College.

1.0

D. Interviews with Directors of Office Personnel

hwofourstudentsdo-findqloynentinthelergennufec-
turingplantsintheerea. Itwasfeltthat,wherehundredsofgir1s
are-playedinaverietyofofficeswithintheorganiaation,itwould
be difficult to secure questionnaire responses which would be represent-
stiveoftheindustry. herefore, interviewswereheldwithth‘eDirector
ofOfficePersomelinfourofthenajorplentsintheerea,toescertain
ugeneral employ-ant conditions within the industry. Since the eight mjor
plants withinthe area ereallperts of the sane corporatia, itwas felt
four would be representative of all.

Procedure for Collecting 31!...“
meetionnaires prepared by the students were caspleted in the
classes cmising the office training courses, with the assistance of
the instructors in the department. he questionnaires for apleyees and.
alployerswerenedled, withacover letterandastasped, returnavelope
enclosedwith each. lost ofthoeewhichwere returned canewithinatwo
weeks period.

__Proceoare in: near. 2: in: 222

he data gathered frcn this study inclmd facts, opinims and
judnents of sthdents, for-er students and «players. As far as possible
the questimaires were coded for key-punching prior to having than dupli-
cated. she questims to which a free’listing was cede were coded after
theywere returned. Allquestionnaireswerethenkeyeptmchedendthe
date sorted for each group before caposite replies were attelpted. lo
singletypenfanalysis seaedapplicabletosllpartsofthe study. in
aresult, eachpertwas evaluated separatelyand, whereit sea-appro-
priate, findings front two or three sections were considered comparatively.

ll-l
For the omen“, the curriculum inmw enrolled fell into
two so... groups; Secretarial and General. Business. A few scattered
:ones in Disiness Machines, Easiness Co-op and Accounting were put in
the "General Business" grouping. The job‘titles of aployees also
were scattered, but could be classified into the sane two major gimp...
ings.

0mm
WISEOFEEDATA

The Problem

Easiness education is constantly in need of a flow of inrornetion
concerning current business practices, conditions and thought. Only
through an exchange of intonation and understanding of purposes can
educators mks adjustments in the curriculum and revision in the subject
matter to improve and. make realistic the development of marketable skills
for those who plan to enter business, and aid in the develoynent of the
student as a contributing member of society.

This study is concerned with an evaluation of the effectiveness
of the office training program at Flint Camunity Jimior College as a
basis for mking inprovaents in course cmtent and curricula.

Methodolgg
Data wens gathered fran students, former students and employers

by leans of three questionnaires, one prepared for each group. The
replies from these questionnaires were key-punched and the date sorted
for each group in categories to provide the informtion sought.

Part A which follows is the tabulated report of students in respect
to. the two nsjor groupings of "Secretarial" and "General Business" in
which the replies seemed to fall. Part B is the tabulated report of

employees in the same two mjor groups. However, there was no clear

he

1+3

distinction between the groups. Many of the students in Part A are
taking courses which are primarily considered secretarial even though
they listed their course as "General Business". The sane thing is true
of Part a. ihere is no clear cut division of‘the different job classi-
fications anmg mloyees. A considerable number of those who acne inlder
the "Gaeral Business" classification use their shorthand to scene actent.

Part C is a canparison of the replies of the student group and
the employee group to show the difference between conditions which
mloyees expect and. the realities they will probably find on the job.

Part D is the tabulated report of employers in respect to the
jobs performed and skills required of employees. This is supplaented
by a report of interviews with directors of office personnel in several
of the njor plants. I

Part I is a canparison of.the replies of the aployee group and

WWW.

Part A. Analysis of Questionnaires of Students

0f the two hundred and twenty-two questionnaires received fran
students now in school most replies to the first question "In what our-
riculu- are you now enrolled?" were either "secretarial", "business", or
"general business" with three designating "Accounting", four "Business
Emlcatim", two "Business Machines", and four "Miness Co-op". For
purposes of tabulation, the replies were divided into the two min groups
of "Secretarial" and "General Business", as follows:

1514.

Table I
Currimilim of Students

Number of Per
Students Cent

Secretarial 60 27 .2$
amoral Business :_l_§g 2.
A. 222 100

he response to the second question, "Have you had any office
experience?" shows the amber who have worked. the ones who said they
hadworkedfulltins indicate thattherewas aperiodofat leastayear
bebweentheirhighschoolandcollegeas itwas indicatedintheinstruc-
tins thatawonewhoworkedonataporaryaobduringthe sun-er, even
though full tine, shmld consider it as pert-tine uuploynent.

A sunnrization oflthese respcnses follows:

Table II
Previous Office Experience of Students

 

 

 

 

 

 

 

 

 

 

 

 

 

Ember Yes i No mmber Y__es i No
Secretarial 15 25 75 in to 60
General Businesp 16 9.9 90.; 65 to; 59.9

 

his indicates that a relatively ml]. percentage of our students
have had full-tine office experience. The mmber of secretarial students
who have had full-tine experience my possibly be explained by the number
who, after starting work following high school graduation, find that they
need additional training to secure a better positim. It is interesting
that :9 mach larger percentage of secretarial students have had full-time
experience than general business students thong: ‘the:psrcentagee'ot pig-t...

1&5

time experience mapprcncimately the some.

hemmberwhohavehadpart-tine experimicemsy‘beoxplainedby
themnberwhoareenrolledonthebusiness co-operativeprog-anand
whose supervised work-experience is part of their program.

0f the 89 who have had part-tine office uperience, 65 or 73$
are currently enrolled in msineu oo-op; «fly at or 27$ of those with
pert-tine experience are not on the supervised program.

The type of previous office experience is listed in Table III.
mirteen of those who had some office experience had had 3 Jobs, twenty-
threehadhad2 Jobs, the others one each.

Table III
Types of Jobs Prewiwsly held

Office Assistant or gemral office 56
Secretary: Unstated 19

Insurance 6

School 7

In It

Church 3 39
Typist 18
Accounting or bookkeeping 1h
Receptionist in doctor or dentist office 10

nefourthquestionastohowlongstudsnts expecttoworkis
not greatly significant as it is a nutter of guess for the students. It
was included in the questionnaire because one of the verbal criticism
sofrequentlyhesrdfrmalployers is the rateofturnoverofymng
workers. the tabulatim is as follows: -

’46

Table Iv
Tine students aspect to work

Notovor

 

 

 

l- Indefini so 1?
Secretarial __hg'm' o lo %% :5 28 1%?
. 66

’10.? 52 32.1 ‘

 

General Easiness 5 3.1 39 2h.l

 

 

 

 

 

 

 

the size office in which students wish to work also is a matter
of opinion since most of then have had no experience or very limited
experience, usually in a null office. Sane, however, have very definite
ideas of getting into one of the plant offices and others have as defi-
nite ideas of wanting a mller office where there is more variety in the.
work. he tabulation is as follows:

Table V

Size of Office Preferred
lo Pref-
1 girl 1 to 5 5 to 20 cranes

Over 20
MLMJ—MJ—MLMb

Secretarial" 3 5 11l- 23.3 23 38.3 15 25

 

 

 

5 83
GeneralBus. 19 11.7 #9 30.2 he 25.9 11 6.9 hl 25.3

 

 

 

 

 

 

 

 

It should be noted that the preference for both groups is an office
611le between five and twenty; that a relatively null percentage
are definitely interested in working in a large office. (he-faurth of
each group indicated no preference.

The question or employee benefits expected’was inserted to -
determine the extent to which students are aware of the "fringe" benefits
whichhavebecaneapartofthepeyofthe average employee. Acupar—
ison my be made of what students consider desirable benefits and those
which are found in the typical office. To each part of this questim

1+7

there was a mmber of "No answer" replies, indicating sane students were
not familiar with the benefits and had not given then thought.

It is noticed that the groups are almost universally concerned
with vacation. The second benefit considered important by both groups
is "Hospitalization" and the next three for both groups are "Sick leave",
"Coffee Breaks" and "Unanployment Canpensation". They are less concerned
with "Retirement"; probably because it seem very distant to than at this
tine.

The percentages of the "No Reply" for "Unemployment" and "Dis-
ability Insurance" are significant because they probably indicate lack
of knowledge of the state lawspwhich require unpleyee benefits of this

1:196-

Table VI
Employee Benefits

 

 

 

 

 

 

 

 

 

 

 

Secretarial General BELQJQQLKNO Answer
MLM L f

Vacation 58 96 . 7 157 96 . 9 7
Sick Leave 53 88.3 131 80.8 38
Hospitalization- 91.7 133 82.1 31l-

Blue Cross 55

Other 3 5 5 3
Re‘birm 35 58 . 3 103 ' 63 . 6 8’4-
Mimi: 52 35-7 115 70-9 55
Disability Insurance #3 71.7 62 38.3 117
Best Periods 31 51 . 7 39 2’4» . 1 152
Coffee bredcs 53 88.3 1.15 70. 9 5’4-
No Restrictions ’4 6.7 3 1.8 215

 

 

 

 

 

 

#8

The-qnestion.regardingjpey’vas inserted so that a.conpsrison
lightbesndebetvsenstudentexpectencyandaobreeiity.

 

 

 

 

 

Title VII
m Bracket
WW

0m $75 is 30 78 1+8.1
$65 - $75 18 30 21+ 1h.8
$50 ' $65 19 3107 Eh 27-2
Less than $50 0 o 10 6.2
Pay less important than Job 5 8.3 6 3.7

 

 

 

 

Ihe following two tables that the valuejplscsd.by'the students
on.ths subducts they'hswe taken. Ihtde VIII c.shols e comparisongof'the
percentsge valuss of that's groups for the various subJects. ‘

It shoqubenotedthstovu-Mcmidsredshorthandverynlu-
able even‘thoughjthsy’are»onus.Gensrsl Business course. Accounting and
Minuslhchines mcmiwmhmniustisbythsoasrsi '
Business students than‘hy the Secretarial students.

49

 

n
n .

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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1 o o mm 3 o... mm Amen 3 3 3 e
1 o m m 3 3 3 o 3» n n m mil
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o m m NI 3 3 mm :3 mm Mn! 3 3
.1 o d H 3 3 wow 3 fiflllfif 3
m o n m 3 m m m o o o
1.110 c on S on 3 nmoa m m me n
J o o mm 8 3 e 3e 3 e e. n
m 3 m .o... mm 3 0 3m 3 m cu
m” wnmwnwfi in“
IN: w n m mm ma] W m lemma M. m W W
o m m as .3 n. 3 Rm 9 E 1... mm
11 o m, a no 3 a. m... 33 on no 9. mm
iii“. tan]... infirm. it... saw.

 

 

goon .. 3.3 3838 as on?» eons-«.5—

 

 

 

.CHHHFOHAIB

 

  

 

t :64

.08

noon 33:35
as: «ago.
3 3053

NH w 363 ... 0053 magnum

003

0039888830 30533

a! 000383

30383 0.» 8326895

 

90:00 30335

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

so

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

o 3. m 3 3 , n. «3 m .m 2. «3 o 3 .
m o _ 3 1.7 _ 3. m. .3 u n a m possum}:— 33.3.
i. 3 3.1 3 _ 3 3 cm 3 3 3 3 3 3 J 3 303.3
o o m c m , h m. .m m I m m i. .5:
m H o fiMm em 8 m. .o H lmelldwllowl .osn .
o 3, . a Imla on didnl. Idml .3 3 33m .. 338:. .833
«F s

o ... . w 3 mm m. . 3 m .Pm m. 3 n m 83.8.
o 3 .o H m . 3 m .73 3T3 3 m w in «3338 .833
o m fl is a 8 3 fl «3 m “3 m o S 3 . at: .833

la 4 . m 331:. j. 3. o 3 RI .833 3 833882“
a or w . m 3 .3 3 3 m m ..R m
a o w m dew. 3 lmlu! MI. I lama] ..R 3
a a n i an H mm 3 3 n. 3 .Imwl ..R a
a m d 3 3 «A a m m 3 m 31 3 its 3 .. naps—.83
3 4 d :3 E. «.3 3 3 3 3 S 3 was econ-pee

|W c 311d... - .3 33:13" 3. $1 6 countess 383.8

ts!- é» w .8 m . a.-. h 6.. ..Mylrhmfil

Ila-HIE. . .33» «in? to: Ease s5
is a - 7

.3373 :ggnnunhogb 33.3.."
Ayn—H.533

51

Table VIII c.

Percentage Cantu-1m of Banach
secretarial and. Guard. Mine”

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Var; Valuable Sane Vulue No Value
8ec.¥0en.Bu.a Sec. Gen.” Sec. M.
Advanced W _ 15 52 2h 19 1 :11
Advanced Ming “[1 T] 20 9 15
Accounting - 1 sun. _ 13 13 25 13 ‘3 »2
1 yea-f '2 17 3 23 . 2
1% you-s 0 1h ‘5 . :6 02
2 rem _ 5 25 5 :5 02
Introductim to heinous 13 6 he 20 10 . 1
Bulimia lath , 1o 22 33 .37 ,3
Business correspondence 30 . 9 28 9 ”"1
sues ' -3 8 .10 17 A 5 . 11
Business linemen - Basic 27 59 17 .19 . 12
Sec. #2 5h 17 -19
Adv. 15 ‘9 7 . m '5 3
minus In 13 12 17 22 >8 2
Offic- w he ‘7 .25 9 . 1
amass Co-op he .75 33 18 :2

 

 

 

 

 

 

mmwuaobwm,mMsmummm,
Mummmw,‘orm1ltuddmlmmm. It
inutmummtheiotthomlcmmmmmtmmm

mmammlfimaWcmuiu. homo-15m
hummus-smutmm'nnscqumstmk,mch1sw

runltio rwwmmsm. mm,mmw

52
splay-me “cm in Flint, has no such Job classification, and with the
mm1m at W' ind dentisw owe“, them are no Jobl or that
type «9.113310.

h‘blqlx
manhunt“
Searcher: $ 0mm. $

 

 

 

 

 

 

 

Baez-teary ho .67 68 A2
W 19 jg 28 .17
mm 25 .In. 72 M
mum Dyan-tor 15 25 68 he
Boo-puma.» 25 #1 79 #9
W \ 8 13 12 .7 »
om 01mm 8 13 66 #1

 

nm-mmmmmwmuunumuu
mammocttomomtoroptheaob. Itmamonltmzthrb
1|,nochockuflmmohthaymtonko‘mwiu. Bun
nmmymorm1m,othmnntdnnoromt. lawn-ted
mm, lhorthandandtelophcne, or typing, Wanting.
Typingmlintdbythomnmmmmm. nth.
"Bantu-1n” m north-ad dictum m 11th by the «can: more
nulbor, but thrbmonlyw. Mid. humus, the "6.110111. Min...”
multgdnoother duty frequcntlymaughtomh 1t significant...
More”: leftnothingtochanco,u1t Jilted "uncut mung."

53

Table x
List of Duties hpected

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Sezrttrlal I 4:35.? Balm”;
Typing 4 ho 67 73 #5
Shorthsnd dictation 35 58 ho 25
Filing 29 1‘3 50 31
Telephone 20 33 1&3 27
Receptionist 16 27 26 16
Office Machines 1% 23 26 16
Bookkeeping 5 10 37 23
Reports 6 10 3 2
mung 4_ 5 8 2 2
Money 4 3 5 7 h
Correspondence 0 l 6
Billing O 1 6
Proofreading O O

 

 

 

 

The folloving table shows the results of the check list of that
students expect to use on the Job. It shows much more realim in stu-
dents expectations that the free listing which they made. The number who .

expect to use mthaneticul skills is rather surprising for both groups.

5h

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Table no.
Skills Students aspect to Use
32'3"“? “$3?“ ““17““
Shorthend: Deny ' 35 58 23 1h
2 or 3 times a. week 15 ‘ 25 #8 30
Beldm 5 8 32 20
Never 5 8 38 2h
Typing: Tinnscribe notes 50 83 71 Ml-
Streight capy typed 1&0 67 100 62
Straight copy handwritten ho 67 ‘ 83 51
stantims 1:8 80 106 65
Envelopes ' 55 92 137 85
Invoices Mo 67 1.1.1 69
Fill in #8 80 116 72
Cards 1+0 67 10% 6h
Dictatim records A 35 ' 58 52 32
Dictation typewriter 22 1‘!-
Calpose letters to 67 35 52
Legal documents 25 he 51: 33 8
Hanchvriting: read by yourself 35 58 70 #3
read. by others ‘ 35 58 103 6h
med by outsiders 6 10 63 39
Adding ‘ 36 6o 1ho as
Subtracting A 35 60 136 , 8h
mitipiicstion no ' 67 126 78
Division 33 55 106 65
Mama I 30 50 79 1&9

 

 

 

 

55

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

jgcretarialr 6_e::ral Busigess
Discounts 20 33 BL kg
W others 15 25 59 5i
Posting accounts receivable 21 35 61 38
Posting accounts payable 20 33 53 35
Cash records __18 3Q 57 35
Petty cash 21 35 55 3’4-
Reconciling bank accomts 2o 33 118 20
Hiking bank deposits 30 50 78 ll8
Receiving nosey and. change 4 21L 1&0 81 50
hill key 30 50 80 1+9
10 key 14.0 61 117 72
Antantic calculators 16 27 53 33
Key driven calquntors 1h 23 21 1-3
Dictaphone ho 67 81!- 52
mectric typewriter 50 83 106 65
Manual typewriter to 67 £5 77
Telephone 50 83 115 89
reiepbone switchboard 5 a 32 20
Cash mister _15 25 #3 21__
Bookkeeping nebine 1h 23 56 35
KG! punch 1“; 22 28 fil__.1
Filing: Alphabetic 52 87 £57 85
Numeric 23 33 69 1‘3
811me 27 1+5 60 J!
Cards 15 25 65 1&0
Other A _5 19 la

 

 

 

 

.56.
whetenskfllsehichnoststudenteatpecttouse,1istedinthe
orderoi’mquency,areasi’ollavs:

hue 11b.
Frequency of Skills

Skill Secretarial $ Skillm Business

unlove- 92 Telephone 89
Alphebetic filing 87 Adding 86
Telephme 83 nphebetic ri1ing 85
nectric typewriter 83 Envelopes 85
Transcribe notes 83 Subtraction 81+
Tabulatiaie 80 maltiplication 78
me tin-ins 80 Jenna; typewriter 77
m1 typewriter 67 Type fill-1n! 72
Inc cards 67 io-xey Adding nechine 72
Type Invoices 67 Type Invoices ' 69

the mority of students evidntl: expected no dirt-iouity in
getting e1oegwith their renoevorkere. however, nine, or15$, orthe
secretarial students, and eleven, or 7",“ the general business students
thought theymt have dirticuityeith speed indoingwork; end33$ or
the secreteriei end 51.85 ortheaenereinuineee thouat theyeight
poeeibiy hen dirricu1ty.

 

 

 

 

 

 

Secretarial
W umber umber
Yes $ No $ gossib L
croub1e getting e1ong
with renew espioyeee 6 10 5h 90 o 0
Trouble sith speed in
doing soc-k ' 9 15 31 Q5 . 2° 41.—

 

 

General Business

 

 

 

 

 

 

 

sunbei Mar _, umber

Yes 5 ho $ Poesibiy 5
creme getting e1oeg .
with renew espioyeee u 2.5 158 97.5 o o
rroub1e with speedin
doing work _1L _7 .- __ 65 111.2 85 51.8

 

.— ...—_—

Studentsingenereithoughttheyvouidhsvenodirricuitywith
soetpereoumtytectors. However, thirty, «19$, ofthegueu'albusi-
neustndentethmthewniehthevedimmwexpreseingthmves
end7$thougsttheynighthevedirricn1tywith "Abmtytobeheveon
besis ofreasoa rstherthsn notions."

58

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Table XII“; .
Personality rectors
‘ Secretarial
Number er no

3 Yes 5 Mg” 1 {12:25.4 5 W
Consideration for others 2 5h 90 0
Understanding of correct 2 3 39 65 15 25 7
social usage
Ability to get e1ong with 2 3 51 85 2 3 8
M19 '
Ability to impress your-
self in speaking or 9 15 19 1.33 30 50 3
writing
Personal groaning E O 50 83 6 10 7 .-.
Ability to, plan and carry 7
through work without 5 8 35 58 17 28 5
direction
Ability to take 2 3 #3 72 10 17 8
responsibility
Initiative 3 5 1+9 82 5 8 1 5
”ability 0 1I5 75 10 17 F 8
Good natured-pleasant 2 3 115 75 7 12‘ ‘ 1o
Desire to give full value fl '
in service for m 0 5h 90 O O 1 10
received . ‘ -
Ability to behave on basis
of reason rather than 3 5 1:6 6 10 8
motims
Absenteeism 2 2 53 88 o o 7 8
Tardiness 1'2 ‘ 2 118 81+ 0 0, 8

 

 

 

 

 

 

 

 

 

59

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

lumber amber number Number No

_xser_i_c_nc__1_.ann+_i_m_1_
Considerstion for others 1 7—6— 1111 91_ 1o 6 t 2
Indsntending of social g 7 t 110 68 439 at 6
usage
Ability to get e1ong with L 1 _151 93 5 .3 t
hoopl-
Ability to express your-
self in speaking or 30 19 52 78 1:8 2
writing
Persmsl groaning j ’2 1 6 96 O 1
Ability to plan and carry ' .
through work without 9 6 9“ 25 35 ‘*
direction
Ability to teke h 2 128 79 27 17 3
responsibility
Initietive 2 _1_.L1311 81 22 _1}
mill-1t! . 2 1 117 72 35 32 3
Good naturedppleessnt 3 2 12k 77 2h 15 11
Desire to give m1 value
in «me- tor w 5 3 137 85 11 7 9
received
Ability to heheve os besis
of reason rather than ‘ 11 7 119 73 25 15 7
sections
ibsenteeiee 3 2 1&8 91 6 h 5
Tardiness 3 2 135 at J '5 15 .

 

 

 

60

Part B. pReportof Pomer Students WhoMJow neployed

Tvo W twenty quastimaires were mailed to students free
the office trsining programs at mint Calamity Junior co11ege within
thelastthreeyears, whoeithergradustedfrmthetwo-yearcourse or
took a me-year course at Junior College and then took a full-tine
position. This group was chosm because their school experience was
meant W'tobeveryrealistic tothenandtheyarenowauployedso
they could. asks the correlation betwoen their school and work experience.
hosewhohave harriedand are networking at present were not sent
questimnaires. 0f the two hundred twenty questionnaires sent out, one
hundred ninety-eight, or 90$, replies were received. The tabulation
inregardtothelengthoftinethesefomcrstudmtshfl'cbeenworking
shows fairly even distribution in the four groups.

 

 

 

 

 

 

 

Table 1111
Length of tine working
Secretarial ' General susiness
m: i M.» L
Less then 6 months 5 20 2o ‘ jag 30.5
Between 6 “the and 1 year _ 33 33 28 28.6
Between 1 year and 2 years 25 25 10 10.6
Over 2 years 22 22 30 30.5

 

 

 

 

The Job titles of these uployees shows cmsiderable variation
andinsuneinstances doesn't indicateveryclearlythetypeofwork
which is actually done. A tabulation of the grouping follows:

61

Tablem
Present Job Title '

Secretarial Dunbar General msiness Number
Secretary 3&5 Clark 12
hecutive secretary 1 Senior Clerk 5
Medical secretary 9 Clark typist 19
Legal secretary h Credit Information clerk 1
atonoarerher 25 Test Center c1erk 1
Stenographer-typist 13 Order clerk 1
Stanographer-bookkeeper 2 Clerk dispatcher 1
Office Manager 1 Typist 22

TypistéReceptionist 1
Bookkeeper 11+
Accountant

Account clerk

Dkkg . Machine Operator
Tabulator Operator

Teller

Supervisor Special Reports
General office work

6: t4 ’4 ID .1 l8 t4

No actual title, does
different things 1
Fifty-fiveofthesecretarialgraipendfifty-sirofthegeneraloffice
group indicated this was their first full—tine: position'end forty-five
of the secreteriei group and.fortybtwo of the gensrei office group said
they'had.had other full tine‘wcrk '
The positions they have had since leaving, school covers such the

.62

same range as the present poaiticnheld and 111-811. instances the
position hold is an upgrading from the previous one. For ample, one
questionnaire listed three former positions but they were all in the
senecupany, beingpraaotedfraeclerktostonographerandthento
secretary.

nemmberwhohadheldasnawasthreeforner Jobswas sur-
prising, although a umber had worked full time before entering Junior
College; one listed waitress as a former Job and a number listed sales
work. Ofthegroqpof62whohadheldprevious full-tile Jobs, 30had
held three Jobs, 18 two Jobs and 1h one Job.

Thenunberofotherasployeesintheofficerangedfranlfiin
a "me-girl" office, to the largest office in the survey which had 97.

Theyfall inthe following range:

Table XV
Size of Office

 

 

 

 

Number 3‘
"One girl" office 26 :_I._3.l3
Less than 5 4 82 111.111
Between 5 and 20 68 311.31;
Over 20 22 11.11

 

 

Apparently slightly more of those in the Secretarial grmp felt
their Jobs provided opportunity for advancement than was true of the

.Gaieral Business group of employees.

63 .
Table XVI
Opportunity for Advancasent

 

 

 

 

 

 

. - Mfi ngber _ s a
Excellmt 26 f 26 it it
new 27 27 23 29
Very little _ 32 32 ML 115
Rule 11!- 11|- 10 10
No answer 1 l 2 _ 2

 

 

 

 

The Ilia-service training given for both groups is largely direct
instmcticn frae either the aployer or the imadiate supervisor. A
fairly large umber use office annuals, 511$ for the secretarial group
and 39$ for the general business group. It would be worthwhile to know
how recently these office snnuals have been revised. Also a fairly
large coup encourage their esmloyees to take evenim classes; “1% of
the Secretarial and 28$ of the General mainess, new of the cquanies
paying the tuitim for the classes taken. my a shall number hold
regular classes for their employees. This may be explained by the large
number of eswloyees contacted who work in an office with a relatively
mill mnber of uployees; 5h.5$ less than 5 and 89% less than 20.

m1. m1
Jh-Bervice Training

 

 

 

 

 

 

 

Huber
orna- Imu- 5h 5h 38 39
Regular clssses 'm- qloyees 8 8 io 10
Training gin by supervisor for .39 33 52 13
specific Jobs
Directions for Jobs given by 75 J5 5.15 55
slalom-
Inccuraged to take evening classes 18. '18 18 ‘18
W m “1131“! L ‘
hceuraged to take evening classes 26 26 10 10
without finneial bnefit 4
lo training of an kind 6 6 lo 10

 

 

 

 

Itisgratifyisgfruthestandpointofplaeingthesestadantsin
the )ositimbest suited to their abilities, that nest of tho like their
Jebsvuynch. hisweuldindicate that theyhsvends a satisfactory
Job must-ant. nesecretarial ‘gncuphavesvidurtlyhadnore satisfactory
Pmmtmgeneralthanthegeneralbusiaessgroup.

fable XVIII
Personal reeling About Job

w L

56 - J'l-P-

 

weitverylnch

 

79
Like it nodes-stew well 20 fl £16

mew Job

 

OLM
1

Dislike it .I- 1h].

 

 

 

 

mm'ununmmw

...:
...;
S

 

 

'10.].

65
Ofthesecretarialgroup, Shfifeltthattheenployerhaddefined

the responsibilities ofthe Job veryvenvhehthewverehireaenam
felt itwasdefinedonlyfairlywell. Ofthegeneralbusinessgrouponly
39$ felt the Jobwas definedverywelland 51$ onlyfairlywell. This
may reflect ..the great variety of Jobs which are classified under clerical,
which leads to indefiniteness in explaining Job assigments when no
regular Job descriptim is available.

Table II!
Responsibilities of Job Defined to nyloyee when Hired

flw

Definedwerywell.

 

 

M what I enacted 3 51+ 5% 48 39
Defined fairly well. Job is

approrintely as enacted g, 112 kg 50 __ 51
Defined poorly. lbw Jobs M

which I did not expect . 2 2 8 # 8

 

lirdntiesarenotatallwhatl
expected 2 2 A

h)
N

 

 

 

 

The usployee benefits which employees say areprowidedseus to
indicate that uployees arenot always aware of these benefits. one
26$ofthe§e¢retarialgrmpandhfi$ofthe0eneral3usiness areaware
that "Unaploylent Carmensaticn” is a legal requirement of all anployers
ofnorethanfour persons.

 

 

 

 

 

 

 

 

 

 

 

Mal (Sacral iness
mmber - i We? 5
Vacation 90 90 32 9“
Sick leave i3 63 76 78
Hospitalization 60 60 68 69
Retire-set ha ha 58 59
Wt emanation g 26 26 MI. 15
Disability Insurance 3 32 fig #2 hL
Rest periods 32 32 32 33
Coffee breaks 75 75 80 82
Wé‘fii’m‘“ J. j. 1. 1.

 

 

 

The pay bracket of the employees shows that a. higher percentage

oftheSecretarialgroupareinthetoppaybracketsandalowerper-

centage in the hotter bracket than in the General Business group

 

 

 

 

 

Table XXI
Pay Bracket
_ Secretarial general Pusiness A
Number Ntnnber $
Over 75 3o 30 20 20
$65 - $75 is 18 18 18
$50 - $55 4 ML Ml he 1:1
less than $50 8‘ 8 20 20

 

 

 

 

Esployees generally did not consider their personal relations

with other workers caused difficulty. The number reporting "can't get

67
along" was very negligible and those with "occasional omfliots” was
probably not a significant number.

Table XXII
Relations with Fellow Workers

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

WWW
mower - very friendly _50 50 36 37
friend-1y _3§___36.._ln___L_
occasional conflicts h , 1|- L 6
can't get along 0 ‘ o
no cultact L J 16 16
Mate 'mormor - wry friend-1: __h2__£L_h2 1‘3
mm 53 53 “3 1‘9
occasional conflicts h 8 8
can't get dong 1 1 0
no contact a a
tailor work-r- - my friend]: Li_59__51_
friendly _LJLLL
occasional conflicts lo 10 h 1i
can't get almg l 0 _L 2
no contact __ o . o
Other workers - very friendly _ 36 3; __3; 33
friendly _ 50 50 58 59
oocasicnal conflicts 1h 1h 6 6
can't get almg 0 0
no cmtact 40_ 2 2

 

 

 

 

68
use following two tables show which sub: ects taken in Junior
college werecansidered most valuable and least valuable-on the Job.
As would be expected, there is considerable difference in subject value
betveen the "Secretarial" and "General aminess" usployees. The ones
considered most valuable will, of course, be influenced by the snot type
of work being done. Advanced Typing, howover, is considered most valu-

able byboth groups.

‘ Table XXII Ia.
Estinated Value of Sub.) ects Taken -- Mloyees

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

veg Valuable WWValuggish not Taken
. Number mil—7W W 7?
Advanced Shorthsnd __2g g in 3b 4 9
Advanced Typing 76 16 20 20 o 0
Accounting - l sen. 8 8 18 18 AL 0
.1 m _L_41_r__ln 8 8 _z_____2__
la} years 2 _g o o o
2 years it h h h L 2 0
Introductim to has. lh _15 2k 2k 18 18 h h
Business with ' 6 6 lo 10 o o
Easiness Corres. _LgLLJL 2 L
an... t u §__§+_e L
Dus. Machines - Basic 16 LLiJ 4
Sec 20 20 20 20 c 2 _g__
Adv. 6 6 6 6 h h 0
Business law 6 6 J2____g h h 2____J_g___
Office lhnagnsent 35 _3h 20 20 h h» 2 2
Business Co-op ' 1L 71 lo 10 h h o

69
. Table mm.
Value of Subjects Taken - W
' General D_u_siness

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

v8 VslnableBaneValns-loValue vishnettehee‘
1%meme
Advancechcrthand lit lh. _l_h_l§.3 in .;3 0 r
Ade-scum ' L_§__6_.L’;6 L54
Accounting - l sns __6__6,_i,_ 2 _2.0 0 ‘
lyear “l8; 18.1I- ll- h.l 8 8.2 O
liyears 0 2 2.0 2 2.0 0
'2 years __0 Lin h In; 0
lstredactiee to ass. 18 @A- 10 30.3 2 2.0
susissss usth 18 18.1; 12 12.; 0 0
business Corres. lg 18.!» 6 g; 0 0
Sales 0 0 0' 0
mussel-chines - Des 7 7.1 6 6.1 0 0
sec 20 20.5 12 .3 2 2.0 0
ET 6 8.2 u 11.1 6 6.1 0
nusiasssm 0 6 6.1 h h.l 0
Offioelanag-snt ' 33 36.7 16 16A 6 6.1 3 3.0
misses Ce-op - 22 22.6 in lt.3 0 ' 0

 

Tablennlhshewstheped-centagecqarisaiofvalueswhich
qloyeesplaoednsubdectswhichthqhadtakeninoollage.

70

Table XXIIIc

Canparison of Percentage Value of subjects Taken

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

3 Very Valuable j BanekValu_e_.__ LL No_Value
Advanced Shorthand. 52 11.3 3k in}; u 1M3.
Advanced. mm 16 112.9 20 22; 0 6.1
Accounting - l easester 8 18.1} 18 6.1 h 2.0
1 year 2 __164 g 1+.1 8 8.2
13 years 2 0 2.0 0 430
2 years ll- 0 4 2.0 2 L
Introduction to aminessg 1h 16.; 2h 18.1; 18 10.3L
Business lath 4 6 18A 10 12.3 0
Business Correspondence 2% 18A 11} 6.1 2 0
Sales it 0 §_ L____9_J.__9___
nasihess lachihes - Basic 16 1.1 3'1}; 6.; 0 0
Sec. 20 20.5 20 12.3 0 2
Adv. 6 8.2 6 h.l 1|- 6.1
hairless Law A 6 0 g 6.; h 1&1.
Office Mansguent _3h___3£.7 20 16A 1!- 6.1
Business Co-op k 71 22.6 10 1L3 h 0

 

 

 

 

 

 

 

Mstudantsdidnotfillinthepartofthequestionnaire

listing subjects they wish they had taken in college. However, those

who did gave sane replies which may be simificant and of assistance in

counseling students an subjects which may be met beneficial to than.

Thegreatestnunberwhofilledthisinwishedtheyhadtakenflhorthand,

and a close second. to that was Accounting. One wrote on her question-

aire, ”IfIhadtakenaccomtinngouldbesnkingmchnorencney."

71
Eight .ployeeswishedtheyhadtakenElsiness Comspondenceandseveral
wished rormremglish. mewishedfornore spellingandgrannnr, which
isunderstandableas shenispelled "gr-m”. Onewhowishedshehad
taken Elsiness Wes wrote that she "wouldn't use it but basic knowl-
edge is beneficial" . me tabulation follows:

Table XXIV
Subjects uployees Wish. They Had Taken
Shorthand 10 Easiness mth
More mine
Speech
Introductim to Business

Accounting

Business Correspondence
mush

Anatomy 2 Physiology
fineness Mines

Sales

CW1?!

Elsiness Iaw fiumn Relations

mwwww (DVD
PMNNNNNN

Office Dhnagaaent Eccnmics

Twalve "Secretarial" uployees and four "General Easiness"
said they had personal problems . These were a nutter of personal
adJus‘lnent with the people with whaa they work. One wrote "For the nest
part personal problems awe to be worked out for oneself . Iet in working
analgdifferat types ofpeoplemenustadaust accordingly. Amsythat
school can sake students aware of this probles and guide them toward
possible solutims would. be Inst helpful. I find this to be continual
addustlsnlt." '

Onewrote "Veareaveryclose knit office, pethstoonuch so.
Twooftheattorneysareyoungandunnarriedandsoanl. Thisproved.
to be a great problu for a while and still is at times. School couldn't

have prepared me."

72
Twenty-four "Secretarial" and sixteal "General Business" said
they had some difficulty with "Job Ability". Several said they needed
noreshorthandabilityandseveralnoretyping. Threeneedednore
knowledge of filing; one said she had difficulty in planningwork.
on. said "My only problem is spelling and. gramr. You really don't
realize how important it is until you start working." One said she
had difficulty expressing herself. (he said the possibility of taking
evening classes to improve on the Job should be stressed.
- A null lumber, six "Secretarial" enployees and eight "Gmeral
Business" anployees, indicated that they had difficulty in doing their
work rapidly enough to satisfy requirements.

Table ‘XXV
Personal Problems on the Job

 

 

 

 

Secretarial General Business
lumber 1 lumber
Persmal AdJustnent l2 12 ll- 1|-
Job Ability 2h 21 16 16. 3
Speed in doing work 6 6 8 8.1

 

 

 

 

The following tabulation shows the number and. percentage of
the various skills which anployees use on their particular Jobs.

Table XXVI
Skills Used on the Job

Sec .
Number 3 Number

 

Shortness: Daily 36 36 6 6

 

2or3tines 26 26

 

Selena 16 16

 

 

 

 

8
22
Never 1Q 10 jz 63

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Secretarial General Business
Number mmber
Speed 120 8 8 0 0
100 - 120 16 16 h 1+
80 - 100 30 :53 leg 22
60 - 80 38 3h 6 6
Typing speed: over 60 18 18 15 15
50 - 50 33 33 31. 31
1+0 - 50 __37 37 28 28
Speed not important 12 . 12 26 26
.iyping skills: transcribe notes 8h ‘ en 30 31
Straight typed con: 80 80 116 ii
Handxritten copy 78 18 118 1+9
Tabulations 76 76 1+0 1+1
hvelopes ‘ 81; 81 61+ 65
Invoices 36 35 31+ 35
Fill-in forms 90 90 5h 55
Cards 86 86 118 119
Dictation records 22 22 2 2
Dictation at typewriter 36 36 12 12
Canpose letters ' 82 82 311- _3;
legal dociments JD 30 10 10
Handwriting: Read by self M: 1.1+ l2 12
Read by outsiders 32 32 2h 21l-
Mathenatical Omputations: Adding 6% 6h 7h 76
Subtracting 6% 6h 68 69
Multiplication 52 52 58 59
Diwisim 1&6 1L6 50 51
Percentage 1&2 1‘2 33 39

 

 

 

 

Discounts
Checkins
Others
Posting Accounts Receivable
Posting Accounts Payable
Cash Records
Petty Cash
Reconciling beak account
Mk deposits 8
Money and change
Full key
lObkey
Intantic calculator
Key driven calculator
Dictaphone _
Electric typewriter
Manual typewriter
Telephale
Telephme switchboard.
Cash register
Bookkeeping mchine
Key. Pcmch
Filing: Alfisbetic
Huber
Cards
SubJ ect

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Secretarial ,General Mine”
number 1 number . $
' an an :30 31
88 38 M '5
2 2 1h 1h
28 28 ssh 35
22 22 26 27
3h 3% 22 ggi
£8 28 18 18
2° 29_1__1lh ply
he he 22 22111
111 an fit 30 31
A__h8 he 56 57
p 30 30 32 33
18 la 26 27
_ o o
22 22 h h
6hr 611' to In
62 62 58 . 59
._____£2: 92 86 88
10 lo 20 20
h h h h
2 2 ‘16 16
h h h 1+
1 88 88 72 73
60 60 58 59
50 50 36 37
32 32 26 27
1_p lo lo 10 lo

 

 

 

 

.75

The two following tables show the evaluation employees place
m factors of their own persmality. It is noticeable that a fairly
largemuberocrthe "Secretarial" groxrpflndditficultyinexpressing
themselves adequatdy. rho second factor cmlsing difficulty is "ability
toibehsme on basis of reason rather than aoticns". In the "General
Minus" group, persoml groaning is the factor causing the most
difficulty.

Table mIIc shows a comparison of the "Secretarial" anployees
and "General hairless” uployees in their evaluation of their personality
factors. It is noticeable that a much larger percentage indicate that
"perhaps" they have difficulty, than the number who admit definite]:
that they are deficient in that particular factor.

Persmality rectors Important On the Job

Number

76

Table XXVIIa.

Secretarial

Yes

NunberNo

 

Consideration for others

2

10

10

 

Understandingorcorrect _

lg.

 

social usage
Ability to get along,with4_

O

 

Pearle
Ability to express yourself

20

 

inspeakingandwriting
Personalgrocanng

 

Abilitytoplanandcarry
throughworkwithmt

 

direction
Ability to take

 

responsibility
Initiative

 

Adaptability .

 

Good natured - pleasant

A

 

Desire to give full value
in service for pay received

0 h) -F‘O

$93!? 82 g 8 83 82 fig

9.99.9323 g 8; 8 25') S 393*

six—$000300

503030)

 

Abilitytobehaveonbasis
otreasonratherthan

10

10

$
$

11+

 

«notions
Absmteeisn

‘8

(D

co

 

Tardiness

 

 

 

 

 

 

 

 

Table XXVIIb.

Parsmality Factors mortent 0n the Job
General Disiness '

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Number Number Number Mar lo
Yes $ No i m " ‘ ~ .1..—

Consideratial for others 0 80 82 8 8 lo 10
Understanding of correct ‘ 2 2 7.1+ 76 12 12 lo 10
social usage
AbilitytogetalengwithL 0 8h 86 6 6 8 8
peeple
Ability to express yourself 8 8 56 57 28 23 6 6
in speaking and writing
Personal groaning 10 lO 78 80 6 6 lh 1’!»
Ability to plan and carry .
through work without 2 2 76 78 lo 10 lo 10
directim
Ability to take 0 82 81$ 6 6 10 10
responsibility
Initiative 0 80 82 lo 10 8 8
Adaptability 0 81+ 86 h 1+ 12 12
Good natured - pleasant 0 80 82 6 l2 l2
Desire to give full value 0 78 80 6 6 18 it
in service for pay received '
Ability to behave a: basis
of reason rather than 0 76 8 8 1h 1‘}
emotions
Absenteeism 2 2 80 82 2 2 1h 11!»
Tardiness 2 2 82 8h 2 2 l2 l2

 

 

 

 

 

 

 

 

78

Table mne-
Casparison' of Personality Factors
Secretarial “ General Business

 

Number Number Number Number
Yes $ Perhaps$ Yes $ Perhgpg$

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Consideratim for others 2 2 1|- h 0 O 8 8
Understanding of correct 1+ 1L 18 18 2 2 12 12
social usage

Ability to get along with O 6 6 0 6 6
people

Ability to express yourself 20 2O 2O 2O 8 8 28 29
in speaking and writing

Personal groaning A 0 1|- 1+ 10 10 6 6
Ability to plan and carry

through work without p O 26 26 2 2 10 10
directim

Ability to take p o 6 6 o 6 6
responsibility

Initiative _,* O 8 8 O 10 10
Adaptability h h 10 10 0 ’1- ll»
Good natured - pleasant 2 2 6 6 O 6 6
Desire to give full value 0 2 2 O 6 6
in service for pay received

Ability to behave on basis

or reason rather than 10 10 1h 1h 0 8 8
motions

Absarteeisn O O 2 2 2 2
Tsrdiness 2 2 2 2 2 2 2 2

 

 

 

 

 

 

 

 

79

Student £93;

”I think you have a very good idea in issuing this questionnaire...
Soveryoftensmeoneattending schoolwishes thatheorshewouldhave
a very quiet and easy Job smewhere; but office Jobs are not as quiet
asmenight think, at least that iswhat Ihav'efound."‘

”I'vefoundthattherearemthingsthat caneaboutontheaob
that you can't calpletely prepare yourself for ahead of time . . .
experience helps a lot." ’

"You will note that I an dissatisfied with w present Job . . .
OnethingI'llbesuretodothenerttime isfindout exact responsi-
bilities before starting work. I found out about the opening has a
friend who is also an mloyee. This is a definite disadvantage for
several reasons."

(One who is leaving sow)

”I really enjoyed m. Job and feel secure about a Job in the future
if necessary." 8

”I treasure my going to Junior College because I can't help but.
thinkwhattypeof individual Iwouldhave turned out tobe (when one
has the initiative but not the knowledge or training) ."

"I have very few restrictions as I an the only girl in the office
nostofthe tine. Iknovlveuldhaveahardtime adJustingtoabigger
office after working alone almost two years."

"In all sincerity, I did obtain more fran aw education because I
was an adult and also because I added to the knowledge I alreaw possessed.”

a~"A1though I have had 3V share of problems here, I still wouldn't
trade In Job." .

8° _

"Ianverygratefultoyouforhelpingnegetthis position, and
Imeurethatnytwoyears spentatJuniorGollegewereveryworthwhile.”

'"l'o enJoyaJob, apersonhastobeonfriendlytemswith other
enployees, but their conduct should stop short of over-friadliness . . .
On Job ability, ny pet peeve is the use of the telephone. . . I feel
courtesy is often forgotten when the phone is used. I would like to
put in a good word for the co-op prom. It gives students sass
experience and cmfidence before being thrust full-tine into a Job.
Students earn money while in college and can, in new cases, mine
included, get a college education."

”Teachers relating their personal work experiences was most help-
ful. Sane "tips" have helped me daily in my work."

"One of the most important things I have learned while I have been
working, is that I should have paid more attention while I was going to
school.“

81
Part c: Omarison of Studmt and moyee Respalses

Acusparismoftherepliesofstudentsanduployeeswillshow
whether the Job conditions which the student expects are realistic in
terns ofwhat theywillactually findwhentheygo into a full-tine Job.

Thefirsttable showsthe size office inwhich students ssythey
prefer to work for both the ”Secretarial” and "General Business” groups
cmpared to the size office in which former students are now working.
It is noted that both the "one-girl" offices and the "one-to-five girl"
officeshavealargerproportionofenployees thanthemmber expected
bystudents; however, ammberof students indicatedthat theyhadno
preference, while there is no cmparable classification for the anployees.

 

 

 

 

 

 

 

 

 

Table mm:
Ouparism of Size of Office
- Students L W
Tee—retarial _seneral Busines . __
Number 5 mmber ' er Z

me girl office _ 3 5 ;9 11.7 26 13.13
(he to five unployees 1h 33.3 {#9 30.2 82 MAI
Between 5 and 26¢le 23 3.8.3 ha 25.9 68 1.4:.
Over 20 uployees j 8.3 11 6.9 22 11.11
No preference 15 25 1‘1 258

 

 

 

 

 

 

A emerism of the pay brackets shows that the percentage of
secretarial students who expect to receive pay in the upper bracket is the
sens es the qloyees in that category. However, it is quite possible
that this is not the booming m forthe anployees, but the result of
earned raises. the percentage of general business students who expect to
go into the highest bracket appears quite unrealistic. Actually a substan-
tial percentage of General Dusineu uployees are receiving less than $50

82
a week. The tabulatim is as follows:
Table XXIX

Cmparison of Pay Expected and Received

 

 

 

 

 

 

 

 

 

Studen__ts M2293! __ 1
Secretarial General Business Secretarial General Bus.
er 1 er % Number i Number >
Over $75 weekly 18 ' 30 78 118.1 30 30 20 2941;
$65 to $75 18 30 at 11+ .8 18 18 18 18 .3
$50 to $65 19 31.1 M 2L2 m. M to no.8
Less then $50 0 o 10 6.2 8 8 20 20.4;
Pear less inor- 5. 8.3 6 3.7
tent than Job _ [

 

 

 

 

 

 

 

 

A comparison of the type of Jobs in which students are interested
and. the Job classifications of anployees shows sane interesting discrep-
ancies. however, it met be kept in mind that many students gave multiple
responses to the type of Job in which they were interested and the per-
centages given are relative to the total number of interests expressed,
not the amber of students.

Althoughnorethansoiofthe anployeereturnswere inthe secretary-
stenographer category, only 29$ of the student replies indicated that they
would like that kind of work. Less than 3% indicated that they were inter-
ested in bookkeeping work, more than 8% are actuaJJJ in that work. on the
otherhand, near1y20$ofthe students indicated theywouldlike tobe
receptimists, but only about 1 of 1% do that type of work, and more than
15$wou1d1iketoheneehine operators canparedtolfiwhosework 1.1.1.1...

category. Apparently better counseling in regard to Job opportunities
should be done. no tabulation is the next table.

83

Table xxx

Omarison of Positions Expected and Positions Held

Secretary
Stenographer
Iypist
InchineNOperator
Receptionist
Bookkeeper
General Clerical

 

 

 

 

 

 

 

 

 

 

 

 

 

__mirm"; 111.2%—
:108 20.2 59 30

ILL 8.8 1&1 20.7
97 18.2 #2 21.2
83 15-5 3 1.1!-
10h 19.5 1 .5
g 20 2.8 16 8.1
71» 13.9 36 18.1

 

1 emporium of anployee bmefits scans to indicate that students

generallyexpecttoreceivemorehmefitsthanwillactuallybegiventhan

by their future «players. The conception is in "No restrictions" which

indicates that new employers leave the latter of free time to the discre-

ticn of the workers as long as they do not abuse their privileges. It is

notedthatonlyhalfasmuployeesareuareoftheirunaploynent
benefitsasthestudentsinschool,oritmbethatnswofthese

uployees are in businesses with less than four employees and thus except

frauthe legal requirements.

the tabulation of uployee-student benefits follows on the next

8h.

 

 

 

 

 

 

 

 

 

 

Table XXX
Cmparison of We Benefits

p.22“; mfi%—'
Vacation 215 97 .7 182 91. 9
Sick leave 18k 80. L » 139 70.1
hospitalization 196 89.1 128 6h.6
Retirement 138 62.7 106 SE
Mloynent coupmsation 167 75 .9 70 1L
Disability coupensation 10; h7.7 51+ 37.1;
Rest periods 70 31.8 6h 32.8
Coffee breaks __168 15 .9 155 7813
No restrictims m time 7 3.2 1+6 23.2

 

 

 

 

taken from Job
In the caparison of subJects considered valuable, students seen

toplaceahighervalueonshorthandthananplcyees do. 'nienunber of
uployees who consider it valuable, however, is consistent with the
mnnber who are in the secretarial end stenographic Job categories. Like-
wise, the lumber of students who consider it valuable is inconsistent with
the number of students who indicate they want that type of work. The first
year of accounting is considered to have approndnately the same value by
both although the advanced courses are rated as having very little value.
Another itan of note is that Busineu Inchines are rated much higher by
students than by mloyees. Business Co-op is rated mch higher by secre-

tarial employees than by general business uployees.

85
Table XXXII
Percentage Canparison of Subjects

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

7 Secretarial General; Business
jtudents oyees Students Emloyees
Advanced Shorthand and 75% 52% 52% 1h.3$
Transcription

Advanced Taming 75 76 77' 1+2.9
Accounting-4 sanester 13 8 13 18.1;
1 year 2 2 17 18 .1;
1% years 0 2 1h 0
2 years 5 1+ 25 O
Introthiction to Business 13 ll!- 6 16.3
Business Math 10 6 22 18.1!-
Business Correspondence 30 2h 9 18.1}
Salesmanship 3 1+ 0
Business Machines-~Basic 27 16 59 7.;
Secretarial 1+2 20 5’4- 20.5
Advanced 15 6 9 8$2
Business Law 13 6 12 0
Office Lhnaganent ”2 3h 7 36.?
Business Co-op 1+2 71 75 22.6

 

 

 

 

In the comparison of skills used, there were few outstanding dis-

crepancies between the skills students expect to use and skills used by

anployees. The ones that are noticeable are that shorthand is used less

frequently than students expect, though there is not a great discrepancy
behreen the percentage using shorthand and the secretarial students who

ekpect to use it. the typing skills are consistent accept that fewer

mloyees type invoices and legal docments and there is more dictation

86
given directly on the typewriter than expected by students. The dictaphone,
bookkeeping machine endkey punch mchine are used less thanlexpected by
students. However, the general agreement should indicate that the office
training instructors are doing a creditable Job in the training program.
Table mm

Percentage Caparison of Skills

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Secretarial i General Business
Students Employees Students haployees
Sherthand: Daily 58$ :65 118% 6%
2or3tinesawook 25 26 30 B
Seldon ' 8 16 20 22
never 8 Q 2h 63
Speed 120 or over 8 M O
100 - 120 4L 3
80 - 100 39 L
60 - 80 g 315 6
Typing speed: over 60 ILL AS
50 - 50 82 31
to - 50 37 28.—
Speed not important 12 26
Typing skills: transcribe notgfil 8h M 31
Straight typed cap; 67 80 62 1*?
Handwritten copy 61 78 51. #9
stulatims 80 76 65 In.
hulopes 92 81F 85 55
Invoices g 67 jfi 69 35
tin-in fetus 80 90 72 55

 

 

87

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

__Ttudfifimfifiloyees Sm ws—
Cards 67 86 8 6h #9
Ddctation.records 58 22 #32 2
Dictation at typewriter O 36 1h 12
Caspose letters 67 82 52 35
legal documents #2 330 +33 10
handwriting: Read by self ‘ 58 an #3 12
Read by outsiders 58 32 6t 2t
hthenntical Outputatims: Adm 60 6h 86 76
subtracting 6o 61. 81+ 62
Multiplication ' 67 52 78 59
Division 55 1+6 . 65 51
Percentage 50 11k? “-9 39
Discounts 33 2h 1&9 31
Checking work 25 438 36 #5
Posting accounts rec 3L 28 38 35
Posting accounts‘pay' 33 22 36 27
Cash records 30 3h 35 22
Petty cash 35 28 3h 18
Reconciling bank acct 33 2O 2O 11!-
Bank deposits 50 he he 22
Receiving money to m. 50 31
Easiness whines: Full-key Adding5O lt8 159 57
10-key Adding . _ 67 30 72 33
Automatic Calculators 27 1h 33 27
Key driven Calculators '23 0 13 0

 

 

 

 

88

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

MWs WW '
Dictaphone 67 22 ‘ 52 h
Electric typewriter __83 6h 65 ML
Manual typewriter 67 62 77 59
Telephone 83 92 89 88
Telephone Switchboard 8 10 20 20
Cash Regieter 25 h 27 12
Bookkeepins machine _gL 2 35 16
Key Punch 22 h 17 h
Filing: Alphabetic 8L BL 85 73
We 48 60 #3 59
Subdec’c #5 32 17 27
Cards 1 25 :0 1:0 37
Others 5 10 12 10

 

 

 

 

The following casparison of personality factors shows that both
mloyees and. students feel they have difficulty expressing thuselves.
Aside frat that me factor, they seen to feel quite confident of their
ability to get slug well, although sale admit that they might have dif-
ficulty. in general, unloyees eeen ncre were of deficiencies in social
usagethanstudentsare. Thesecondareaofeoneemforstudentsand
qloyeesisthattheyaremsureoftheirabilitytoactonthebasis
of reason rather than action. In view of the considerable percentage
who are discharged frat Jobs because of personality factors, according
to surveys which have been made, it would. eeen that students and alployees
both are movers of their short-canings.

Percentage Omarison of Personality Factors

39

Table XXIIV

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Sec £131 .
Stuggts 1 s \ St ent Legs“ -
p Yes Possib Yes lPossib Yes ssib Yes fissiblx _
Consideration for others 3 O 2 h .6 6 O 8
understanding of correct _ 3 25 h 18 h 2} 2 12
social usage
Ability 'to get along with_ 3 3 0 6 1 3 0 6
M10 '
Ability to express yourself 15 50 2O 2O 19 118 8 29
in speaking and writing
Personal groaning O 10 O 1|» 2 O 10 6
Ability to plan and carry 8 28 0 26 6 31+ 2 10
through work without
direction
3
Ability to take respmsibilitL 17 0 6 2 17 0 6
Initiative 5 8 O 8 1 11!- O 10
Adaptability 0 17 it 10 l 22 0 ll-
Pleasan‘tnesse-good hulor 3 12 2 6 2 15 O 6
Desiretogivefullvalue'inO O O 2 3 7 O 6
' service for pay received
Ability to behave on basis 0:5 10 10 1h 7 15 0 8
reasm rather than
emotions
Absenteeism 2 0 o 0 2 h 2 2
Tardiness 2 O 2 2 2 5 2 2

 

 

 

 

 

 

 

 

 

90

Part D. Analysis of Survey of anloyers

Two hundred twenty questionnaires were mailed to employers who
were known to have hired fonner Flint Camunity Junior College students
in the past five years and who have been co-operative with the school
placement service. These employers represent a variety of business offices;
such as law offices, doctors' offices, utilities, insurance, smll manufac-
turers, wholesale distributors, etc. Of the questionnaires sent out,
one hundred eighty-four, or 83.6% replies were received. The businesses
covered by these misstimnaires were relatively shall. A tabulatim of
the lumber of employees follows .

Table XXIV
Number of Office Employees in Organization

 

 

 

 

Number 56
Less than 5 mime: 3 9h :1 _
Between 5 and 20 4:31le 68 3'!
Between 20 and 100 11; L6
Over 100 employees 8 lid;

 

 

Since this survey did not cover the large industrial plants in
the area, interviews were held with the directors of office personnel
in four of the eight major industrial plants in the area. Since these
plants are all parts of the same corporation, it was felt that the four
would be representative of the entire industry. It was found through the
interviews that the general personnel policies are the same throughout '
the corporatim. The four plants visited represent a total of spproximte-
1y l1000 office uployees, as follows:

Plant A‘ 1200 office employees
Plant B 800 office employees
Plant C 500 office anployees

Plant D 1500 office employees

91
The beginning pay brackets for the businesses surveyed are as
follows:

Table XXXVI
Beginning Pay Brackets

 

 

 

 

Number %
Over$75 weekly 12 7
Between $65 and $75 weekly 31+ 18
BeWeen $50 and $65 weekly 92 50
Less than $50 weekly “-6 25

 

 

The beginning pay for the industrial plants is $295 a month, which includes
the cost-of-living raise.
The yearly rate of turnover indicated by the businesses surveyed
is as follows:
Table XXXVII
Rate of Turnover of Employees

Average Nulnber Hired Ech Year

3 l 2 3 111- or
rm: LMML

 

 

 

Less than 5 employees 3h 36.2 16 17 10 10.6 3‘} 36.2
Between 5 and 20 uployees 4 13 19.1 22 32.2 16 23.5 17 22.?
Between 20-and 100 unpleyees h 28.6 5 35.7 5 35.7

 

 

 

 

 

 

 

 

Over 100 employees 8 i100

Ag

 

The personnel directors at the four plants who were interviewed estimated
their percentage of turnover as ranging fran a low of 1% to 5% for one of

the others. They were: Plant A 1200 anployees 1% turnover
. Plant B 800 employees 3% turnover

Plant 0 500 employees 5% turnover

Plant D 1500 employees 2% turnover

92
In regard to the source fran which these businesses obtain new
anployees, many indicated more than one source.
Table EDWIII
Source of New Employees
Number E
School placenent 100 5

Newspaper advertisanents 1:0 22

 

Michigan Employment Service 41+ 21+

 

 

 

Mloyment agencies 58 32
Relatives and friends 68 37
Direct application 70 38

 

The criteria for. selecting new exployees were:

 

 

 

 

Tests . 62 34
Interview 175 95 3
School reccnnendation 122 66
Fomer anployer 120 65
Others 12 7

 

 

Of the 62 canpanies which give tests, there is considerable
variation in the tests given. Fifty-two of than give a typing test for
speed and accuracy end-twenty give shorthand dictation tests 3 two use
sample Dictaphone belts as a test. Several give an' English test and
several give an aritlnnetic test. One canpam feels that the applica-
tion blank which they use is in such detail that it serves as a test.
Of the cannercial tests used, the Wonderlic is the most frequently used,
although several use a Psychological Corporation Test and most insurance
caspanies use the Life Office Managansnt Association Test No. 1 Form A.
fine canpany reported that it has recently started to use "Skil-Test",
which is put out by Martin Publishing Company.

93

The plants mainly depend upon direct applications for their,
employees, though they do give preference to relatives and friends of

present mloyees if qualifications are equal. Plants B and D occa-
simslly call Michigan nnploynent Service when they need saneone with
special qualificatims and Plant D occasionally calls School Placanent.
Plants A and C report that they have no difficulty in filling their
vacancies. Plant D has difficulty securing sufficient stenographic
uployees, though there are plenty of typists and mchine operators.

All of the plants give a series of tests and interviews in hiring
new e-ployees. Plant A has the most canplete testing program. They use
the following tests: Minnesota Clerical Test

Thurstone Clerical Test

Wmderlic Porsonnel Test D
In addition the SBA Shorthand Speed Test Form A is used for recorded dic-
tation. Anininnnn speed of 80 to 100 is expected. A ten minute paragraph
typing test is given which is scored for gross words and number of errors.
The Thurstone Wt Schedule is sometimes used for additional screen-
ing.

All applicants are interviewed by saneone in the Personnel Depart-
mt, and for the final choice the imediate supervisor usually interviews
three frm whan the choice is mde. References of fomer employers are
checked by telephone and saletines a call is rude to the school from which
the applicant graduated, although this coverage is not complete. No follow-
up is mde of personal references.

Most uployers envision a good opportunity for advancment in their
particular business. The response they gave is in the fellow-lug table.

91

 

 

 

 

Table MIX
Opportunity for Advancement
Number :6
Barcellnnt 71 39
Frequent 69 37
Very little 3O 16
Dead-end Job 1h 8

 

 

In the plant offices , the line of advancanent fer stenographers
is from ”Iaarmr Stenographer" for the first year, then to "Stenegrapher."
Elbe next level is Secretary-Stenographer and the top level is "Executive
Secretary." However, there is roan at the top level for only about 1% of
the muiber of office upleyees.

mennployeeBenefitsasshownbythesurveyefanpleyersisas

 

 

 

 

 

 

 

 

 

 

fellows:
Table Xi.
Mleyee Benefits
Vacation $+
Sick leave 11:2 77
Hespitalizatim 4 98 53
Retirunent 70 38
Mloynent empensation 96 52
Disability coupon-ation 9o #9
Rest periods 68 37
Coffee breaks __ 152 83
No restrictions on time 66 136
taken fran Job

hemloyeebenefitsgivenattheplnntsarethesmsferall

plants in the corporation:
Vuatiw-twoweeksafterlyearandBweeksafterlOyears

95

Sicklavr-menekmnnlsalaryfrmthecmpanyanduptoone
yearprovidsdbythecmipamrandinsuranceiftheal-
ploycehasbeenwiththecaupanyfiveyearsormore.

Hospitalization--Blue Cross with additialal medical plan provided by
thecanpewataverysmllcost.

Retirauenta-Social. Security plus a non-contributory plan provided by
the company or a contributory plan which is optimal with

salaried apleyees.

thanpleynent canpensation and Disability cmpmsatien provided.

Rest periods and coffee breaks-Jo definite tine allowance. Vending
whines are available throughout the buildings and

uployees my have coffee at their desks ; the only
restriction is that employees are. expected not to

abuse their privileges regarding rest periods.
The largest lumber of employers give directions directly to the
anpleyee or directions are given by the imadiate supervisor. This is also
true for the uployees in the industrial plants. The survey is as follows:

 

 

 

 

 

 

Table XII
In- Service Training Provided
Number %
Office Manuals 65 21.
Regular classes 15 8.1.
Training given 'by Supervisor 137 71+.3
Directicns gim by nnployer 152 82.6
nicouraged teltake evening 30 16.2
classes by paying tuition
Encouraged to take evening 50 27.2
classes without reimbursenmt
No provision 10 5.1;

 

 

The plant offices do not use office manuals. They have recently
started a l2-weeks experimental class at Plant A for the purpose of giv-
ing information regarding company policy, but there are no classes in
regerdtotheworkdone. Job instructionsaregivenbytheimediatesuper-
visor, and an "0pm Door" policy is maintained through which an aployee who

96
has difficulty”with the supervisorznay appeal to the Director of Personnel
Relatims,tetheGeneralllsnagerofthatparticularplentandtethe
President of the corporation if she'wishes. Employees are refunded for

evening classes taken if they are for the purpose ef'iuproving the person's

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

work ability.
The skill requirements shown‘by the employer survey are as follows:
Table XLII
Skill.Requirements
Enmuthand: 120 or over f___npifier g
100 to 120 18 10
80 to 100 51+ 29
60 to 80 1h 8
no answer 90 #9
Typing: Over 60 words a.minute 25 ‘ 1h
Between 50 and 60 65 35
Between ho and.50 he 22
no attention to speed 5h 29
Busineu Machines: Full-key Adding 65 35
10'1“! Add-1138 96 52
Dictaphone 56 30
loitonatic calculator 32 23
Key-driven calculator 10 5
Electric typewriter 102 #55
bookkeeping machine 30 17
Key punch _ 7 h
Others 15 8

 

 

97

lbs other nachines mentioned are Mineograph, Telephone switchboard,
Addressograph, Photostat, ‘Natimal Cash Register, {memo-fax, and Peg
Board. lime of tho-were mentioned in any significant number. One
«player said, "Lhchine operatial my be learned after the worker has ad-
Justed to co-workers, assiments and responsibilities."

heplsntsrequireaninimofIOOwordsaminuteinshorthand
andaninimmofll-Swordsintyping. Theydonothireanyclerical
enployeec who do not have typing skill.

The following is the chart of personality factors which employers
believe cause difficulty:

 

 

 

 

Personality Factors
Yes No
Consideration for others 17 9 58 32
Understanding of correct social usage 18 10 1K) 22
Ability to get along with people 19 10 70 38
Ability to express herself in speaking or writiig 2O 72 gg

 

Persmalgrocning 21

 

 

 

11
ll
Abilitytoplanandcarrythroughassignedwork 22 12‘ 120 65
12
13

 

 

 

 

 

Ability to take respmsibility 23 90 #9
Initiative at 96 52‘
Adaptability 25 11+ 36 20
Pleasant - good humor 26 1h #8 26
Desire to give full value in service for pay 27 15 76 lI-l
Ability to behave on basis of reason rather than 28 15 55 30
motions
Absenteeism 29 16 12

 

Tardiness 30 16

if;
33

 

Bpeedinturningoutwork 32 17 72

 

 

 

 

98

A eminent on persaiality factors made by one asployer was, "At one

time or other, all of these items are problems with different employees."

The one personality factor which was mentioned by all personnel

directors at the plants was "lack of work effort" and the second one men-

tioned was "lack of ability to cooperate with others in the group."

Duployers mentiaied these training deficiencies:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Table HIV
MaJor Deficiencies
Number

Spell-ins T 30.5
Confidence in one's self 50 27.1
Responsibility for doing work M 23.2
Lack of maturity no . 21.7
Inglioh __36 19.6
Lack of initiative 30 16.h
Poor human relations 28 15.2
Lack of interest Q 10.2
Inaccuracy of work 20 10. 9
Lack of pride in work __Jlt 7.§___
lack of calm sense 12 6.5
Wasting time k 12 6.5
Poor arithmetic 12 6.5
Neatness of work 12 6.5
lack of shorthand ability as 5 .1;
Absenteeism 8 1&3
Poor pennanship % 8 #3
Poor telephone usage ' 8 4-1
Lack of knowledge of Office functions 8 k3

 

 

99

Sane of the cannents made by anployers were:

"lack of cm reason in determining relationship with management
and customers, and not being willing to depend on their own Judgment after
a decision is reached."

"The fact that they are hired to produce results. Too often they
think only of thanselves. In a period. of a few months we can sell our
point if it is a serious enployee. I feel that our present school system
(and parent education) is teaching the student to only think of himself and
the anployer (canpany) be 'damed'".

"It is aw ambition to find the girl or man who will be able to
assum respmsibility at a ment's notice and can work intently without
continued direction. The person who is only an '8 to 5er', 5 days a week,
in ny opinion, will never attain the leadership standing we all strive for.

”A thought: Our classrooms are‘producing the 'know how'. Our
society is producing the ways to avoid using that 'know how' ."

"Few appear to recognize the importance of htnnan relations, neatness
in their personal habits and proper respect for preperty rights."

"Inattention to accuracy of details--do not feel snail Jobs and
orders important-cannot see effect of small mistakes on Operation of office
as a whole."

"After the newness of the Job has passed, I have found the younger
girls, those who have never worked before, seen to forget they are expected
to work during an eight hour day. Perhaps this is a national disease, but
shortly after eight o'clock they can hardly wait until coffee break; as soon
as coffee break is over, they're not sure they can stand it until lunch;

after lunch, it's another drag until coffee break time, then finally they

100
can see five o'clock caning into view. The fact that they have been hired
to accauplish smething in betwaen these times scans to becane quite inci-
dental. I'm not sure what the solution is, but it scans the Job itself
doesn't mean much to than."

"Inability to be courteous to and considerate of the public, imprOper
social usage.”

"Taking advantage of sick leave provisions and rest periods and
coffee breaks."

"Not realizing responsibilities of Job and that life is a hard com-
petitive struggle for those who want to succeed."

"Young employees have difficulty in knowing how to say things more
than what to say to the public."

"At times the new employee is unable to distinguish the various
levels of importance with regard to work done in the office. We have tried
to help by setting up a system of work priorities for office personnel to
follow."

"Since we frequently ask our secretaries to keep records of meetings,
it is important that our office employees develop skill as recorders. There
has been no trouble with shorthand Speed, but much more ability could be
shown in editing the minutes so that they give the essential contents of the

meeting without digressions or repetitives."
I "Poor inmui (general)--1ack of in'terestm-clock watcherfi . The posi-
tion cones second. Expect a lot and give nothing in return."

"Lack of willingness to spend time in self-improvement after 5 pm."

101
Part :2: Casperism of Employee and hployer‘Respcnses
his sectienisscuperismofe‘nployeeandupleyerrespcnsesin
regardtovarious esploylent‘cenditims severed inthe survey. Asmar-
ison. of the miter of qleyees in the offices reflects the fact that most
of the businesses in the m were relatively ml]. offices, while m
efthe-ployeegreupworkinesofficeincneofthenacrplsntsinthis

 

 

 

ares.
‘ Table XLV
Percentage Omarison of Huber of nsployees
' Ms ‘ 'Mrs
(he-girl office 13.13 51
W 1 and 5 uni-mu him. 31
m 5 and. 20 «splays» 3L3 7,§
Over 20 ”levees __nfl_ 11.1;

 

 

A cqpsrison of the replies regarding opportunity for advancmant '
indicates that .pleyers think there is more opportunity with the particular

emanythuthe-ployeesdo.

 

 

 

 

 

treble XINI
Oppcrhmity for Advencuent
__MIq m m
Excellent ' W 1: 39
Frequent, __27 2.3 37
Very little :2 1+5 16
Deedpud. Job ____J.L ‘. JQ_ j—

 

 

 

 

102
Onthepayscaleforenmloyeesandanployers,auallernumberof
asployerspayinthetopbracketthanthemnberofuployeeswhoarein
that bracket. m: is‘probablrthe result of sane employee: having advanced
bevmd the beginning pay scale in their particular organization. Elbe be-
’ginningperscalefortheplantsfansaustoverthefisuacket.

 

 

 

 

 

 

Table XLVII
Percentage Casparison of Paar of uployees and Deployers
mum mm.
Secretarial General Business
Over $75 30 ‘ 20 . 7
Between $65 and. $75 18 18 18
Between $50 and. $65 “I #1 50
Less than $50 8 20 22

 

 

 

hemloyeebenefitsrhichareindicatadbythetwogroupserevery
camerahle, the greatest deviatim being in the Unaploynant Caspensation
shownbytheSecreterislgroup. Itmbethatelargentmberofthisgroqp
areinthemllerofficesenddonotcmemderthelew.

 

 

 

 

 

Table XLVIII
Percentage Cmison of mm sedent-
Vacation Secretarial GanerefilfimsinessJ W
Sick leave ‘78 77
Bospitalisstim 65 :3
Betiruent 59 3Q

 

Wt emanation
Disability eupensetion

 

1:: #9
33 3'1
Coffee breaks 75 82L 83

 

LlscsssJ
e:
is

Best periods

 

 

 

 

103
The In-service training reported by employer and asployee groups are
very cahparable encept in the number of uployees who report they have office
mnuals. Perhaps the sense interpretation is not put upon the term by both

 

 

 

 

 

 

 

 

W0
Table XLDI
Percentage Caper-ism of Ira-Service Training
W a m
Secretarial Kieneral Easiness
Office lhmals __51I- 19 A 21.6
Regular classes for qsployees 8 10 8.1
Directions given by supervisor 38 53 71+.3
Directions given by employer 75 55 A 82.6
‘hcoursged to take evening classes 18 18 16.2
by wins tuition
Mcouraged to take evening classes 26 10 27.2
without reinmrsanent
No training given 6 10 5.1!-

 

 

 

niere is little significant deviation in the skill requirasents
ofmloyersandthosereportedbyuployees. It istobenotedthatvery
ruineithergrowrequireeehorthendepeedorizowordeendtheepeed
torthei-eaority is intheBOtolOOgrmip. Ingeneral, thehightyping
speed is not required either. It should also be noted that the key-
driven calculator has very little use and that electric typewriters are
used. in approximtelly half of the offices.

10h
Table L

Krcentage Conparison of Skills

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Wfifm mm... W‘—
Shorthand: 120 or over win 8% r 2%
100 to 120 16 h 10 .
80 to 100 ___._30 22 29
60 to so 31. 6 a
Typing: Over 60 rpm 18 15 1h
50 to 60 33 31 35
to to so 37 28 22
No attention to. speed 12 26 29
Business Machines: Full key Adding {I8 5] 35 .
. lO-key Adding ___30 33 22
Dictaphone 22 h 30
mitonatic calculator 1h 27 23
Key-driven calculator o o 5
Electric typewriter 6h hi 55
Bookkeeping machine 2 16 17
Kev m u z. 1.
Others 8 .1

 

 

 

Though uployere have found that all the'personality factors listed

have caused difficulty with. sane employees, the two listed by unplayees in

a substantial number are "Ability to express one' s self" and "Ability “to act

on basis of reason rather than motion." , There are several other factors,

however, which uployees think possibly cause difficulty; such as correct

social usage and ability to plan and carry through work.

10 5

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Table LI
Pemen‘tag' e C'anparison of Personality Factors
Mg; m.
__ jecrgtarial Gene _Businesd . - ‘
Yes ' jPossib Yes Possibly

Consideration for others I 0% 8% 9%
Correct social usage 1+ 18" 2 12 10
Getting along with people 0 6 O 6 lo
Ability to express one's self 29 20 8 29 ll
Personal growing 0 h 1.0 6 :_l_._l
Abilitytoplanandcarrythrough o 26- 2 10 .12

work
Ability to take responsibility 0 6 o 6 12
Ability to take initiative 0 8 O 10 13
Adaptability h 10 f o h 11+
Pleasant-good humor 2 6 6 6 1h
Desire to give full value for O 2 6 6 15

pay received ,
Abilitv to behave on basis of 10 1h 8 8 15

reason rather than emotion
Absenteeinn L o 2 L 16
Tardiness 2 2 2 2 l6
. Speed in doing work 6 8 17

 

CHAPTER V
W, _DIPLICATIORS AND WWW

This study was concerned with an appraisal of the effectiveness
of the office training program at Flint eon-unity Junior College as related
to:

(l) the strangthsand/orweaknesses oftheprogranintems

of vocational skills and personality factors as shown
by student Job expectancy versus Job realities as found
by former students,

(2) employereacpectancyintemor skills andparsonal deal-“s
ities and training deficiencies found in beginning office
workers in terms of the criteria used.

Literature was cited toshow the rapid growth in theme? of
qloyees in the office occupations, especieJJy for men. "Thaliteratura
also points out the changing nature of business enterprises; which is
creating a dmnd for better-trained office workers, not only in the voc-
ational skills required, but also in general education background and
desirable personality factors.

“who."beenndeofwhat types ofworkare included
in the broad tern of "office" or ”clerical" occupations, the standards
expected by employers and the deficiencies most frequently encountemd
In aployeel and curl-carers-

Eowever, business education needs a continuing flow of informa-
tion regarding business practices and conditions if there is to be

106

107
correlation between schools and business to provide for the nest effec-
tive training of those students vho plan to enter business. It is
essential _to lawn uhich skills and knowledges are so basic for office
vorkthat theymstbe included for every student andvhich are variable
according to the particular Job for which the student is preparing himself.
Deficiencies encminteredinvorkareasvillpoint thevawtocurricula
revision and inn-ornate.

Students at flint Calamity Junior College during the second
semester of the 1959-60 school year. vere asked to project their Job espec-
tancyinrelationtothepositionstheyhapedtosecureandthevalueand
adequacyofthetreiningtheyverescquiringinschool. Recentgrsdnates
oftheofficetzainingpngrsnsvhosreuwloyedvereaskedtoeveluste
their training interns of vocatimal skill require-ants sndto give the
realities of Job conditions which they have ccperienced. ”layers were
asked "to state the Job conditions current in their businesses and to
evaluate tin adequacy of beginning ”1010”-

!BiischsptersunarizesthedataanelnedinChapterIV. Con-
clusions and. indications are drum and reca-endations for, revisim of
curricula and harther research are suggested. ‘

Bursary of Student Responses
A naJority of students vho expressed a preference are interested

in working in relatively all offices, employing nore than one girl but
“not over 20, with a slight preference for offices employing between 5 and
29. Their Job preference is secretary, typist, receptionist, whine
operator, and. stenogrcpher, in that order. ,The mority expect to receive
per between $50 and $75 a veek,‘ with the three groups of "Over $75" "$65
to $75" and "$50 to 4565" being rather evenly divided for the secretarial

108
group. For the general business group nearly half expect to receive over
$75. The uployee benefits they expect to receive are in keeping with the
ones given by nest uployers.

In interpreting findings relative to student assessment of the
office training at Flint Coo-smity Junior College, group response of 25%
or more was accepted as significant representation of Opinions given. ‘

On this basis, ratings of subject matter areas which deal primr-
ily with technical skills were more favorable than ratings of sub: ect
mtter areas concerned with general business. It is quite possible that
studmts fail to realize the value of general business infomtion as a
W to their skills.

A mority, 83%, of the secretarial students expect to use their
shorthand, as would be expected. however, a surprising mmber, 1M of the
general business students also expect to use shorthand. Both groups
expect a high degree of use of their typing skills. A rather surprisingly
high nunberof both the secretarial and general business groups expect
to nuke use. of mthalatical computations. More of the general business than
secretarial students expect to use various business machines, though a
substantial number of both groups think they will use adding Inchines and.
the dictephone in addition to typewriters and the telephone. 1

In general, few expect difficulty in getting along with their
fellow workers, though a calsiderable number thought the nutter of speed in
doing their work might be a factor. The number who definitely indicated
they expected trouble with personality factors was negligible, but a signi-
ficant nunber of both the secretarial group and the general business group
admitted they might have difficulty in the areas of ability to empress thes-
selves, understanding of correct social usage and ability to plan and. carry

through work.

109

Bulnary of moyee Responses

In interpreting the group response of former students, the mority
of these are working in offices asploying more than one girl but less than
29, with slightly more in offices anploying less than five. This is very
similar to the types of offices in which students hope to work, though
students show a slight preference for offices employing betmen 5 and 20.
he mority of thesuployees are in the $50 to $65 pay bracket, though a
mbstntial lumber of the secretarial group are in the group receiving
more than 4575. its number in the general business group who receive over
$75 is latch nullerthan the secretarial group and the number receiving
less than $50 is correspondingly larger. This indicates that sang students
in the general business group are unrealistic in estinsting the value of
their services in upectingtobe inthehighpeybracket.

A high percentage of'the alployees surveyed like their Jobs very
gash, thoughahigherperoentageliketheir Jobs inthe secretarial field
thanthsonesingsneralbusiness. Morsthsnsofiorthe secretarialand
nesrlyWofthegsneralbusiness mloyessfelt theirjobswereaustwhst
‘thq mooted. A very negligible number said the duties were not at all
what they expected. More than 25$ of the secretarial students felt there
were excellent opporhznities for advancasent and another 2736 felt there - '
were frequent opportunities. This is-in contrast to nearly 50% of the. gene
oral business uployees who felt there was very little opportunity for
advmcenent. .

the Job titles of positions held placed apprminately half of those
surveyed-in the secretary-stencgrapher classification. The Job titles of
the others were very scattered with about not in some type of typist class-

110
ificatim, 171 in sane type of bookkeeping classification and the others
listed in some type of clerical position. According to this classification,
the studentswhowanttobecahe receptionistsandmchine operators
should be advised to change their Job objectives.

Elbe anployee benefits received by employees are somewhat less
than expected by students but significantly so in only two areas-«retire-
nentsndunqloynentccupensation. Bothoftheseareasnnywellbe
affectedbythemnnberemployedinofficeshavingaverymllstaff.

In interpreting findings relative to assessment of employee
responses, group response of 25% or more was accepted as significant

representation of employee opinion. On this basis, ratings of subJeet
nattersressplseedtypingasthenostvaluahlie. Thiswasalsoplaced

highestbystudents. Bowmr, therating students placedontypingwas
cmsiderably higher than that of asployees. There was greater correla-
tim in ratings of secretarial students and secretarial employees than
inthegeneralbusiness area. Twoenceytialstothiswereinaecretarial
Inchines, which students ratedtwiceashighss employees, andBusiness
as-op, which unployees rated mch higher than students. The general
business mloyees valued the subjects of Introdllctial to Business and
mainess Correspcndence much higher than students, and both groups of
employees rated Basic business Dhcthes and Secretarial mchines lower
than raidsnts. Genoa-a1 nisiness usployees also rated business oo-op
mchlowerthanstudsnts inthatgroup, whichwasareversslofthe
rating of secretarial uployees.

may uployees wish they had taken shorthand, accounting, and
business correspondence. 'me other subjects which uployees wish they
had taken were widely scattered.

1.11

there ishighcon'elntimbe‘tween skillsusedbyemployees andthe
expected use by students. Ellie exceptions were that fewer anployees type
invoices than expected by students and fewer uployees type fran dictation
records, but more uployees take dictation directly on the typewriter.

The lumber of mloyees who use nathemtical casputations is high and corre-
lates well with the expectations of students. The number of uployees who
use machines, especially the dictaphone, key-driven calculator, cash regis-
ter, bookkeepingnschineandkeypmchwumchloverthanrtudent expec-
tations.

Mloyers generally reported that they were on "very friendly" or
"friendly" relations with their fellow auployees. Apprmclsntely 20$ of
bothgroupsofasployeesreportedthat theyhave difficultyinexpressing
themselves, and both students and uployees think they might possibly have
trouble with mderstanding of correct social usage.

Summary of Employer Responses
In interpreting the group response of employers, more than half

reportthattheyanployonlyone girlinthe office. Comparingthiswith
the number of unployees in a one-girl office, reflects the fact that most

of the businesses in the survey were relatively mall offices, while may
of the airployee group work in an office in one of the major plants.
Fewesployershaveabeginningpayscale of$75, Ind50%ofthe
enmioyers have a beginning pay between $50 and $65, exclusive of the plant
offices where beginning pay is Just over $65. thloyers generally feel that
their positions offer more opportunity for advancement than unployees do.
Perhaps the word "advaneanent" has a different meaning for the two groups.

112

www.moyumsreportthatworkdirectim
usuallycuefranthe-lployerhisselfortheinediatesmrvisor. A
substantialmbarofqloysrsmcoursgs'theirenloyeestetakeeming
classes,butmlypsrtofthureinbursestudmtsfortheirtuitim.

Wanduployeeswereinsgreanentthattheaverageshort-
hasdspsedrequiruurtisbetweenBOanleOwordsanimteandthe
aversgetypingspeadrequirassntisbetweenSOandéOwordsanimte.
Thereishigheorrelatimbetweenthetwogrotmsregardingthemchines
nostcmlyused.

_n-ployersdowngndspersosalityfactorstoamchgreaterertent
thanesployeesandetudents. Toe-players, thegreatest difficulty isin
speedindoingwork, with absenteeinandtazdiness next. (befactor that
wasfrequentlyconenteduponinthesurvevandalsobypersomeldirectors
intheplantswastheenployeenotwantingtogivefullvalueinwork
prodnced,orloafingmthedob. Althoughasignificantnunberof
mloyees and students felt an inability to express thanselves, that was
twelfthonthelistofpersonalityfactorsenployerscassantedupon.
WcWabmtpoorspellingandgrmnardeficiencies,andthatwas
also we of therein deficiencies employees felt they had.

Conclusims and Inplications of the Study
mfindlngsofthisttudyappeartosupportthefourhypotheses
formulated for this investigation. I '
Wis I was that the ability of drop-outs and graduates from
office training curricula to hold Jobs for which the curricula: have prepared
than is a valid criterion in the emluation of achievement and vocational.

.-

113

mislwpothesiswastobeaeceptedandregardedastrueiftwo
criteria were net. the first was evidence of the successful placment
of these students in business Jobs, continuation in these Jobs and pro-
motion to others. he second criterion was the report of employers and/
or workers that for success on Jobs in these occupatims, it is essmtial
or desirable for workers to have (a) certain office skills

(b) certain personal traits.

Cmclusions relative to Hypothesis I are that both the graduates
and those who drop out of college after one year of training are able
to find positims which are highly satisfactory to the majority of these
workerl.
' A substantially higher percentage of students who enter the secre-
tarial field are satisfied with their Jobs than is true of the gmeral
business students. These qloyees who have had more than one position
since leaving school, all report that the present Job is an upgrading
fro: the preceding one.

hployees report a high correlation between the vocational sub-
Jects which they considered valuable frun their school experience and the
skills they use on their respective Jobs and «player rating of the use
of these skills is comparable with the rating given then by anployees.

Personality factors coneanitant with ability to work co-operatively
in a grow situation are very important to the smooth functioning of an
office. Ability to plan work and produce results canensurate to the
requiranmts for that particular Job are also important. Students and
umloyees recognize the importance of these factors and, with few excep-
tials, seas confident of ability to adJust to anployment requirments.

11h

Hypothesis II was that the effect of office training on the
uployability or probable success of the worker exists in different
degrees for. different occupations .

This Mpothesis was to be accepted. and regarded as true'if two

criteriawerenet. hefirstwasthat avariationwas revealedinthe
need of workers in different occupations for different amounts of knowl-
edge. The second criterion was that the occupations studied are regarded
by uployers and] or workers themselves to require a different degree of
preparation.

Opinions of students, employees and employers offer support of
this hypothesis. The different skills perfomed by anployees in various
occupations bears this out , as does the variation in speed requirments
in the vocational skills. The employees in secmtarial positions report
Inch more intmsive use of, as well as need for greater ability in, typing
and shorthand than the general business group. Man of the nathanatical
skills are used more by the general business group than the secretarial.
his is also true of sane of the business machines, particularly the
autantic calculator and the bookkeeping machines .I The sub: ects aployees
wish they had taken reveal a difference in needs for different Jobs.

Another indication of the variation in ability needed is the range
in beginning pay which is sanewhat subject to supply and demand, and low
wages are usually indicative of low skills.

Hypothesis III was that, although the frame of reference of
employers, students and urployees will be different, there will be sub-
Ject areas and types of training experiences of common importance.

This Impothesis was to be accepted and regarded as true if three
criteria were met. The first was that employers and employees indicate

a correlation in the degree of skill required for particular Jobs. The

115
second criterion was that employers and cployees indicate correlation in
the persmal characteristics desirable for particular Jobs. The third
criterion was that the cployers and cployees indicate correlation in
the deficiencies which they find in their preparation for Jobs.

‘ ‘.

from this investigation there is indication of high correlation

betwaencployersandcployeesregardingthedegreeofskillrequired
for particular Jobs. A few cployers and a few cployees indicate super-

f

ior requirccts for a Job, the seniority of both groups indicate average
requircents for a majority of the Jobs. The greatest acadcic deficiency
indicated by both employees and employers was in uglishand spelling.
Both cployers and cployees cphasize the importance of personality fac-
tors which enable co-operation with others in the organisation. he
greatest deficiency in personality factors cpressed by cployers was
lack of nturity and lack of responsibility. The greatest deficiency
recognized by cployees was lack of ability to express thenselves.
mpothesis IV was that,'in order for a school to nake an'eval-
nation of its product. for the purpose of recancdation forr'cploynent, it
is necessary that the school. have infarction about requircents for! Jobs
and how the W1: of the applicants for these Jobs is to be conducted.
VThishyp‘othesiswastobeacceptedandregardedasitrueiftwo
criteria were net. The first was that employers and cployaes indicate
deficiencies in the progran which point the way to needed revisions. The
second criterion was that the employers and cployees indicate strengths
in the program which Justify existing practices.
Iron this investigation, there appears to be. sane variation between
beginning Jobs obtained by snidents on leaving school and the Jobs which
students in school expect to secure. Facts regarding the types, of positions

116
which will prdbably be available will aid counselors in discussing
vocational courses with students and aid students in making the best
choice of subjects while in school. In general, employers and cployees
indicate that the academic and. skill preparation for Jobs is satisfac-
tory. Howaver, sane deficiencies are indicated by both groups. ihese
deserve careful study and indicated revisions should be made so that the
program offered will provide the best possible preparation for office

positions.

Recomendations

This study indicates that the general pttern of the office train-
ing programs at Flint Calamity Junior College serves the needs of the
businesses in this area. There are, however, certain inadequacies appar-
ent and certain adJustments and. revisions which should be made.

1. There is need for more effective counseling to give students
a realistic understanding of the types of positions which will be avail-
able to them in this area. Since those entering an office training
course are primrily seeking vocational preparation, it is a disservice
to students to permit them to prepare for a vocation in which there is
little opportunity to secure a position. Those who alter Junior college
with a vocational goal of receptionist, which surprises nearly 20% of
those in office training courses, should be counseled that their Job
expectancy in that'field is about it of 1% if they plan to work in this
area. This does not mean that preparation for this vocation should be
entirely eliminated. Students should be encouraged to broaden the scope
of their preparation so that their vocational abilities will be versatile

enough to allow than a choice of positions upon graduation.

117

Alsc,coonsslorsnsedtoqhssiscthsinportenceorstensysphic
work,sinoethssurvvshouthat50$cftheiuwloyeesareclashifisdu
sscretariuasdstqogaphers,buton1ykzficfthestudctsareonthe
sscretarialcourse. nefactthatshorthandranksfirstiicgsubaects
wmmhsdtshsninschoolqhssisuthswsu
stencgraphicstudies.

actuarshonJAbssadeorths-uphssispucedmspssdrsqnire-
nutsinthe"skill"subdocts.-hesurweyshowsagzecctcmgcployers
ud-ploysssthstonlrssdinnspssumreqnirsdrornsstaobs. nulls-is
onthsdsnlopssntorhighspsadsrorsllstuasntsis'm-gslrnstsitiss._
‘Bclectiveplescctcantakecsrecfthosefewpositicsrquirisghigh
speeds. Forthsawu'agestudct,thatinsspslrtindewelepingspssd
fightbetterbespctdeeelopingaccuracyetancdsratespssd. hlployers
'ssnsrellyplscseccurscysbmspssdonderevmirgtogivsuplsyeos
‘sdsqnststinstodcsicbaslsngssitisdonsveu.

' mrsinpcrmtthenspssdisdsvslopingsbilitytoplnenicerry
throughwcrk,abilitytoprcdncewerkundsrpressuresftins,abilityto
hndle comtlsss intern-optics, and other activities whichwin-ke the
school sihaetiownore realistic in terms of office auditions. he reeli-
utisnorthisnssdisshsvnby‘themtthstsonssohsclssrepnttinsin
a ccuru in "Office Practice" or "Clerical Practice" in the final scatter
before mention, which is not the usual tattook-discussic course but
apaacticalworkingcourse.lbrnsrlrthmhasbscadsarthcft¢tbook
nterialforthistypsofcourse,butatlsasttwopublishingccpaniss
now have netsrialavailable, based on currct business practices and

sppropriateforthepost-highschoolrtudct.

118

3. Elbe surm'shows that in general students place more meals
upon mchine operation than is Justified by cployment conditions.
hployeesendcployers indicateverylittleuseof sanemachines such
as the key-driven calculator and the key-punch. Because of the publicity
being given to "citation", perhaps business educators have over-emphasised
the value of training on business machines. It is apparent that, at least
at the Junior college level, relatively few students (1% compared to the
15% who indicate thq want to booms mehine operators) secure positions
doing that work exclusively. For most students, a brief "acquaintanceship"
with the machines, involving as little time as possible, is 3].].th is »
Justified for most mchines. Several cployers indicated that We are
learned oaths Job, as it would be impossible to give instruction on all
the variousmakes andmodels ofmchineswhich onemight encounter ina
business office.

An. intensive course for Job preparation can be Justified only for .
such machines as the bookkeeping and key-punch machines. If instruction is
tobegivenonthosemachines, students shouldbecpectedtoattain on-
the-Job standards of speed and accuracy.

is. Manystudentsaredeficientinspellingandgrmr, andare
unable to express thcselves easily. These deficiencies are prevalent among
all students, but it is those in the business curricula inwhacwe are
primrily interested. The standard type of English and speech classes
sec to have little effect. Probably the most effective way to deal
with this problem is through the co-ordinated effort‘of all instructors.

Special attention to spelling and granular and opportlmity for oral en:-
pression could be incorporated in every class. Since it probably is not

119
practicable to obtain full cooperation for this method, several very
practical units might be included in such a course as Business Corres-
pmdence, or a special course might be developed which would produce the
needed results. However, it must he cmsidered that each new course added
nesnsthe eliminatimofsaseothereoursefmthecurricultn. Themst
sconmicsl nethod fran the standpoint of tins and results should be
studied. ‘

5.. Students, and often uployees, sen mereof thetpersonslity
faults which uployer responses indicste they possess. ' This involves more
than good ginning end clothing selection. may «players are critical or
attitudes. They think that mice the unloyee is oriented to the Job and
feelssscure, shalnafsonthedobanddoesnotgivofullvalnsforthe
wages received. Students need to be taught to take' responsibility for :
theirvork and develop Job loyalty. It would help if every instructor
stressed personal responsibility and Job integrity along vith his special-
ised subosct nstter. nuprovuent of attitudes should slso be included in
units in such classes as "Minus Co-op" and'"0ffice Practice."

' Poise is another personslity fault often mentioned. mloyers rind
newumloyesstinidandinsffectivsinhsndlingcallers inthsofficeand
intuiensonthstelsphons. Thisisoneofthenasonlthatnw-ploy-
srsprersrtohireolnsruployees. Theconsciousnessofgoodgroauingdoes
mch to instill poise. Students might be sssipsd interviews with other
instructors, and m businessnen would cooperate in interviewing students
ifthedusndsonthsirtinewerenottoogrsst. The importsnosotpurti-
cipating in social events provided at school night he stressed. All of
these contacts aid in the developnent of self-confidence and poise.

120

6. Selective placment of students is the crux of satisfied anployees
and uployers. The person who knows the abilities of the student and the
dmnds ofsparticular Job canplaceastudent inthetypeof Jobvherehe
will work most effectively. Those with limited ability vill not be placed
in the type or position where the demands are greater than her innate
ability, and those with greater ability will be placed in a position which
will provide a challenge.

7. Finally, it is important that the channels of cammicetion be-
tween business and the school preparing future employees be kept open.
The interchange of ideas and problems is the best possible way of providing
realistic preparaticn for evocation in business. Advisory cosmittees, con-
i’erences, and visitations between school personnel and businesnnen should

be utilized in every way possible. i

APPENDIX

121

 

Survewlnstrumsnt .

122

Page
123

l.

2.

5.

123
WESTIONNAIRE FOR STUDENI‘S IN SCHOOL

In what curricula are you now enrolled?

 

Have you had an office experience? Full-time 1. Yes 2. No
Part-time 3. Yes It. No

If the answer to the above is ze_s for either section, please list the
positions you have held.

Positim O_rlganization £15.33
1.
2 .
3 .

Indicate how long do you expect to work after canpleting your course
here.

 

 

 

1. Not more than 1 year
2. Between 1 and 3 years
3. Indefinitely

1+. No idea

 

Check the size office in which you think you tin prefer to work.

 

 

 

 

1. One girl office

2. ‘ Less than 5 employees

a. Between 5 and 20 anployees
. , Over 20 employees

5 . Have no preference

 

6-15. Check the anployee benefits which you expect fran your anployer.

 

 

 

 

 

 

 

Vacation weeks

Sick Leave weeks

Hospitalization Blue Cross
* Other Blue Shield

Retiranent

 

Unemployment compensation

Disability compensation

Rest periods

Coffee breaks

No restriction on time taken off frm Job

121:.

16. Indicate the pay you expect when you begin work.

1.
2.

3s
he
5.

17.20 s.

21-26.

' Accounting - 1 semester

Over $75 per week
5 to $75 per week
50 to $65 per week
Less than $50 per week
Payless importantthanfindingaaobllike

 

 

 

 

 

Checkwhat subjectsyouhave taken, aretaking orplantotake
before you casplete your course.

Have taken Nowteking Planto take
Advanced Shorthand

Advanced Typing

Accounting - l. sanester
w 1 year
1% years
2 years

 

 

 

 

 

 

Introtbiction to Business

 

Business Math

 

Business Correspondence

 

 

 

 

8alemnship

Business Machines - Basic
Secretarial
Advanced

 

Business Iaw

 

Office mnagenent

 

Business Co-op

 

Check what in your opinion will be the value of each course on the
Job .
Very Of sane No Wish I
Valuable Value Value had. not
\ Taken .

Advanced Shorthand
Advanced Typing

1 year
1% years
2 years

7125

Very Of sane No Wish I

Valuable Value Value had not

Taken

Introduction to Business
Business Math

Buiness Correspondence

Salesmanship

Business Machines - Basic
Secretarial
Advanced

Business law
Office Managexnent
Others

28. Checkthe-typeofaobwhichyouhopetosecure. (Checknorethanone
ifyouwouldlikea.

 

 

 

 

 

 

 

canbination)
l. secretary
2. stenographer
3. ‘ ‘ typist
h. mchine operator
5. receptionist
6. bookkeeper
7. general clerical

29-30. List the duties which you think may be included on your Job.“

31-35. Check the {skills which-you expect to use on the Job.

 

 

 

 

Shorthsnd: Daily
Two or three times a week
Seldan
Never

Typing: . Transcribe shorthand notes

 

Straight copy typed
Straight copy handwritten
Tabulations

 

 

 

Handwriting:

126

Envelopes
Invoices
Fill in form
Type on cards
Type fran dictation record
Dictation directly on the typewriter

 

 

 

 

 

 

Canpose letters
Legal documehts

To be read by yourself only
To be read by others in the organization

To be read by those outside your
organization

 

 

 

 

Mathematical canputations: Adding

 

Subtracting
Multiplication *
Division
Percentage
Discounts
Checking work of others

 

 

 

 

 

Others

 

Financial: Posting to accounts receivable

Posting to accounts payable

 

 

Cash records

Petty cash records

 

 

Reconciling bank account

Making bank deposits

 

 

Receiving money and making change

Lhchineswhichyouthinkyoumightuse: AddingFullkey

 

 

Adding 10 key

 

Antanatic calculator
Key driven calculator

Dictaphone

 

 

 

Electric typewriter

Manual typewriter
Telephone

 

 

Telephone switchboard

Cash register

 

Bookkeeping machine

Key Punch

Filing: Alphabetic
Nmneric
SubJ ect

Cards
Other

36. Do you think getting along with your fellow anployee will be a

problem on the Job?

 

 

 

 

 

1. Yes
2. No

 

 

:27

Doyouthink speedindoingyourworkwillbeaproblesonthe Job?
1. Yes
2. No
3. Possibly
. Have no idea

 

 

37-50. Check whether you think any of the following personality factors
may cause you difficulty on the Job.

Consideration for others Yes No Perhaps

Understanding of correct social

usage Yes No Perhaps

Ability to get almg with people Yes No Perhaps

Ability to express yourself in

spewing or writing Yes No Perhaps
_ Personal groaning Yes No Perhaps

Ability to plan and carry through

work without direction Yes No Perhaps

Ability to take responsibility Yes No Perhaps

Initiative Yes No Perhaps

Adaptability ' Yes No Perhaps

Good natured-pleasant to have

arotmd Yes No Perhaps

Desire to give full value in
service for pay received Yes No Perhaps
Ability to behave on basis of

reason rather than motions Yes No Perhaps
No Perhaps

Absenteeism - Yes

 

Coverletter........ Ego

SurveyInstnment......130

128

129"

March 11, 1960

Dear :

Students in school often have a rather hazy idea of the kind
of position they want, the working conditions they will find and
the qualifications which will best prepare than for a position.

Wearenakingasurveyofpresentandfomer students fran
when we-hope to rake an analysis of the relative value of subjects
taken in school and problems which are nest frequently encountered
a: the Job. his will ’aid us in making curricula adjustments which
will be of help to future students.

Will you please help by filling out, as canpletely as possible,
the enclosed questionnaire, and mail it back in the enclosed mvelope'

at once.

Yours very truly,
(Miss) Ferns Williams
Business Co-ordinator

P. S. I would appreciate receiving a personal note fran you also,
telling me'how you are getting along.

130
mmmmsnmmommwm
1. What is your present Job title?

2. Indicate the length of your employment in this position.

 

 

 

 

 

1. Less than 6 months
2. Morethan6monthsbutnotoverlyear
a. Betwaen 1 year and 2 years.
. Ifovertwoyears,pleasegivemnber
3. Is this your first full-tine office position? 1. Yes 2. No

it. If your answer to Qiestion 3 is 10', starting with your present position
list the positions held since leaving school.

Position. Mastion Dates

 

1.
2.
3.
5-6. Indicate the number of other office employees in your deperhneht.

7. Check what you feel is the opportunity for advancement on your presmt

Job. .
l . kcellent opportunity 3 . Very little opportunity
2. Frequent opportuni‘lar h. Dead-end Job

 

8. Check the in-service training provided by the organization in which
you are uployed.

1. Office mnuals

2. Regular classes for employees

3. ’ Training given by supervisor for specific Jobs

1}. Directions for Jobs given by mployer

5. . managed to take evening classes by paying tuition

6. . meouraged to take eming classes without financial
benefit

7. Notraining ofanykind

9.

10.

12.

131

Indicate your persmal feeling about your Job.

1.
2.

Like it very much

Like it moderately well
Just another Job
Dislike it

Will leave it for another Job as soon as there is an
WWW-

Signify how adequately your asployer defined the responsibilities

of your Job.

1.

2.

30

1‘.

Very well. Job is Just what i mooted.

Fairly well. Job is approximtely what i expected, with
very few unexpected duties.

Poorly. New Jobs expected of me which I did not
meet to ace

Not at all. W duties are not at all what I expected
than to be.

Checkthsmloyeebenefitswhichareprovidedbyyouraployer?

1.
2.

3.

1+.
5.
6.
7.
8

9..

Vacation __ weeks

Sick leave weeks

Bospitalizatim Blue Cross-Blue Shield
Other

Retith

Unemployment imurance

Disability canpensation
Rest «periods
Coffee breaks

No restrictions on time taken off fras Job.

Indicate your present pay bracket

1.
2.
3.

Over$75perweek
5to$75perweek
50to$65perweek
Lessthan$50perweek

13-1’4' s

within your organization.

please leave blank.

Esployer

mediate supervisor

Fellow workers _
Other workers in orgaiaation

15-20.

132

Very
m

 

 

Valuable value

Introduction to Eminess

Easiness mth

Eisiness Correspondence

Salemship

Elsiness machines - mic
Secretarial
Advanced

Euiness Is:
Office Managansnt

Easiness Co-op

 

Indicate your persmal relations with different mloyee levels
If no one fills such a position,

Can't No
get Con-

5.1.25 __th

Occas-
ional

m Conflicts

 

Indicate the subjects which you took at Junior College and their
valueinlight ofywraxperienceonthe Job.

Wish I
Very Of sane No had not
Value taken

133

21-22 Pleaselistawcourssswhichyouwishyouhadtakenratherthansane-
thingyoudidtake.

l. h.

 

 

2s 50
3' 6s

 

23. Please write briefly of am problems you encountered on the Job for which
school could have better prepared an.

1. Personal Problem
2. Job Ability

zit-31 Check the skills which. you use on the Job.

1. Shorthand:: Daily
Twoorthreetinesawsek

 

 

 

 

 

 

 

 

 

Seldon

Never
Approxintespesdrequired: Warmer
_ lOO’tol20
80tolOO
60to 80
.Below60
Noanmr

 

 

 

 

 

 

 

 

Type on cards
Type frat dictation records
Dictation directly on typewriter
Cupose letters
legal docuants

 

 

 

 

l. Handwriting: To be read by yourself only
To be read by others in organizaticn
To be read by those outside your cm

 

1. Financial: Posting to accovmts receivable
Posting to accounts payable
Kseping cash records
Petty cash records
Reconciling bank account
Ming bank dePOBits
Receiving money and making change

 

 

 

 

 

 

1.Machineswhichyouuseinyourwork:

13h

Full keyAdding
'10 keyAdding

 

 

Automatic calculator
Key- driven calculator

Dictaphone

 

Electric typewriter
Manual typewriter

Telephone

 

Telephone witchboard
Cash register
Bookkeeping maEhine

 

 

 

 

 

 

 

 

Key Punch
Others
1. Filing: Alphabetic
lumber
~ Cards
Sub: cot“
Others

 

 

32. Has speed in doing your work presented a major problm? Yes

No

 

33.-#7 Check whether you think any of the renewing personality factors
have caused you difficulty on the Job.

1.

2.
3.

13s.

1h.

Consideration for others

Understanding of correct social usage

Ability to get along with people

Ability to express yourself in speaking
or writing

Personal

Ability to plan and carry through work
without direction

Ability to take responsibility

Initiative

Adaptability

Pleasantness--good hmnor

Desire to give hill value in service
for pay received ‘

Ability to behave on basis of reason
rather than anotims

Absenteeism

Tardiness

Yes

 

No

 

Perhaps

PART 0: W MICE OF
SW MYERS

 

Page
cmwter0'0‘0~0‘0'0 O O'BB

Survey Instrument. . . . . . 137
WflShee’tooooe..m

«1:35

136

March 11+, 1960

M 811‘:

We appreciate your .co-operating with us in the past and I hope
you will again help us by filling out theenclosed questionnaire as
canpletely as possible and nailing it back in the enclosed envelope.

This survey is designed to give us a better idea of the
positions which our students find when they leave school, the abil-
ities which are expected of then and deficiencies which uployers

findwhichwecoulddosanethingaboutwhile studentsarestillin
school. a '

If,throughthefindings ofthis survey,wecanimproveour
instruction and our curriculum, you anployers will also receive bene-
fits in better prepared employees.

Thankyou.

Yours very truly,

(Miss) Ferns Williams
Risiness Co-ordinator

137
mmommmnmmms

1. Please indicatethemnberofoffice uployees inyourorgsnization.
IessthanS
Between5and§5
BetweuZOanleU
OverlOO

 

2-h. What is the average number of new employees you hire each year?
5. Check the in-service training which you provide for your uployees.

 

 

 

 

 

 

1. Office animals
2. Regular classes for uple
3.. Training given by supervisor for specific Jobs
h. Directions for Jobs given by atployer
5. Encouraged to take evening classes by paying
' tuitim
6. mouraged to take evening classes without
reimbursement
7. No provision for in-service training

 

6. Check what you feel is the opportunity for advancement for your
uployees.

 

 

 

 

 

l. Emellent opportunity 3 . Very little oppor-
' ‘ tunity
2 . meant WW
h . Dead-end Job
7. Check the uployee benefits which you provide for your employees.
1 . Vacation weeks
2 . Sick leave days
3 . Hospitalization Blue Cross-Blue Shield
Other
h. Retirunent other than Social Security
5 . Moyment Insurance
6. Disability carpensation

7. __ Rest periods

10.

11.

138
8. Coffee breaks

9. No restrictions on time taken off fran Job

Indicate your present beginning pay bracket.
General Clerical Typing-Shorthand

 

 

 

 

 

 

Machines
1. Over $75 per week
2. ' $65 to $75
3. $50 to $65
1+. Less than $50 per week

 

 

Indicate frm what source you usually secure new anployees. Check
more than one if you use several sources.

1. School plum office (either high school or Junior
_— college)

2. Advertisement in the newspaper

3. Michigan Deployment Office

it. Private employment agencies

5 . Friends of present employees

6. Direct applications

Indicate the criteria you use in selecting new enployees. Check
more than one if you use a canbination.
1. Moyment tests (Please indicate what kind)
2. haployment interview
3 . Reccunendation frun school
1». Recanendation from former employer
5. Other (Please indicate what)
Indicate what skills you expect of a new employee
Shorthand: Dictation speed required: 120 or over
100 to 120
80 to 100

 

60t080

139
12. Typing: Speed required: Over 60
Betnen m
Between 110 and 50
No attention to speed

33. Machines: Adding machine full key
Adding machine 10 key
Dictaphone M
Autamtic calculator
Key Driven calculator
Electric typewriter

Bookkeeping nachine
Key punch
Other

 

 

 

 

 

 

 

 

1h. legible Mining

15 . Knowledge of bookkeeping
16. Proficiency in mthenatical cmutations

 

 

 

17-32 . Check any of the following personality factors which have caused
difficulty with new uployees.
Yes No
Consideration for others
Uhderstmding of correct social usage
Ability to get almg with people
Ability to express herself in speaking or writing
Personal growing

Ability to plan and carry through work without
direction

Ability to take responsibility
Initiative

Adaptability

Good humor

Desire to give full value in service for pay
received

Ability to behave on basis of reason rather
. than auctions

Absenteeism

lho
Yes No

Tardiness
Accuracy
Speed in turning out work

33. Please indicate what you consider the greatest deficiencies of new
uployees.

31:1

mm
Industry
Number of Ehxployees .
Average Percentage Rate of Turnover
368111111138 PW Scale:

 

 

In-Service Training Given to haployees:
Office Manuals
Regular classes for anployees ’
Training gim by supervisor for specific Jobs
Directions for Jobs given by employer
Encouraged to take evening classes by paying tuition
nicouragad to take evening classes without reinbursanent_.__

 

 

 

Opportunity for Advancement:

Mloyee Benefits:

Vacation

 

Sick leave

 

Hospitalization

 

Retirment other than Social Security

 

Unasploynent Compensation
Disability Compensation

 

 

Rest periods

 

Coffee breaks '
No restrictions on time take: from Job

 

Source of’Enployees:
School placement office

 

Adyertisenent in.the newspaper

 

 

Michigan.Enployment Security Office
Private employment agencies

 

Relatives and.friends offlpresentiemployees

Direct applications

 

 

Criteria for Selecting‘new’Enployees:
Interview:

Pro-employment tests:

References:
Skills required:
Shorthand
Twins
Business Machines
Bookkeeping I
Mathematical computations
Personality factors:

Greatest deficiencies:

1.

2.

3.

9.

10 .

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63. Ward, Phebe, Terminal Education 1.2 the Junior Colle e, New York:
Harper 8: Brothers, 1957.

6k. Zapoleon, lurguerite Wykoff, The College Girl looks Ahead, New York:
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