.4 .\. o . . .a. it; flalls V mu .‘O.J l! fill; ’01 ‘ 014.3. PVos‘W . . ‘3. a o o . a I U»... 6 y" - OJ . n‘ .LOO II ‘Vfi hr .1. "JIH‘ .!«o 0.» “Hal cl .’ "I'... .' ~‘ {Af‘ : 05V .Ihl‘. HQ‘ ”I! a . .. ‘ .1' a. J. J: .9 a r ‘ . n I. L x» .n ., i... KIM“; - .50 ‘ .1, C d ‘i ' int“ .5.» .6... up C CL. .1.” Vii,” ‘-.I.‘ .00.; 1 . will ‘ ‘3‘ a is. o . r ...L .5. .0..." 0‘.» out... .0. .u ‘33.. A .1 n .00. ‘ nau .z.i.... n. L m... . saw. an”. CU . .6 I: . . .Q’OLI. .' a ‘ O .t“ ,l‘ \ I. l b . “IV I q “5‘.“ § :c I. I. 3le ’I... V n L. .n c‘!. 1’. .ov ‘- ‘th .. .o‘s c a . a “ w u ‘..-'—II (I! N .‘I..! .‘ .3 1. A «I 'I 'L .. . “I! I ‘ .61.. ‘ ‘3’! .‘; A 1‘ I 0‘ ill-- .M .3 . . ... u 00 . . . u; C i \ V . - In ‘4‘ II a a. or. I I r.-. U V ‘0 .K O’!‘ o-IXL P‘u m! Pia -. I “\v 3.5.qu AZ.” ’3'... an...” .77» . . '1‘... m4 9 a: -2.“ Ru... “‘1. ..“\ 2‘ s .l\ a K (a .Lyn‘l can. ”I . xl'l ~ 5 cl . 1\ h . PM!» c a . t’r ‘1 r‘ I”. I x ' V. .l. 0-»... , On. w. -0 all the .‘I-{Q .11. “.3 L. .d” I. ‘3‘ ‘- n 5‘ ’IO‘ a .nt- -|‘.o‘ u.“ l .. 31H\,I\c. 01h,“ Vv s‘ i n “"I a..- .‘o “a.” girl . a 6 3 I‘c r a E . v 0" w s 7! J a .Q gill. .3 o. .I‘? VII ." ~ 0 ~ ‘L c K v I .15 «L I. 'p‘. “4-. v 5 II II PHI-IL CI v-00. Q. .15 \.lo a. It ,. . . x \. .J .... ‘y—th I... “‘1 I P. v .— .‘ .‘ni if... ‘D 1‘ ..Idl Irv 1. o and! . ) .io .01.. I'oot 1.... ‘v .J \l) IV, v p. '1. fl...“ V ) . I Q \ . U v5-“ .fs rt .5 :0 A U C l n.“ ) +9 =5::_1:__5_~_5_E mm lHl”WI!”IIIHIIHWIUIHIIIJHHHHUHIHIHWIIHI u’ LIBRARY. Michigan State, University PLACE IN RETURN BOX to remove We checkout from your record. To AVOID FINES roturn on or More date due. DATE DUE DATE DUE DATE DUE MSU Is An Affirmative Action/Equal Opportunity Inflation m ”391 hi... .‘ e ‘v‘J 1" a ACCEPTANCE SLIP A SURVEY OF TRAVEHLSE CITY (MICHIGAN) HIGH SCHOOL BUSINESS EDUCATION GRADUATES (1963-1966) TO DETERMINE ADEQUACY OF INSTRUCTION Date Signed ABSTRACT A SURVEY OF TRAVERSE CITY (MICHIGAN) HIGH SCHOOL BUSINESS EDUCATION GRADUATES (1963-1966) TO DETERMIHE A“QUACY OF INSTRUCTIUN by Bernard K. Ackerman The purpose of this study was to determine the degree to which the business education department of Traverse City High School has met the employment requirements of the 1963 to 1966 business education graduates of Traverse City High School living within the United States. Of the 1h? questionnaires sent, 110 were returned, for a return rate of 7h.6 percent. Data was compiled for those persons who were currently employed in office positions or had worked in an office within the last six months. Major findings: 1. Thirtybeight, or 3h.5 percent, of the rBSpondents attended one or more terms of college. or this group, h7.h percent did so for personal satisfaction rather than for lack of entryblevel Job skills. 2. Of the 110 reapondents, 21.82 percent felt inadequately trained in how to get a job, 32.73 in English skills, 17.27 percent in shorthand, and 12.73 percent in typewriting. 3. General job groupings of general office or clerk-typist contained 51.39 percent of the 72 respondents. An additional 37.5 percent were found in the title areas of secretary and stenographer. h. Of the 110 respondents, 96.37 percent have worked at some type of paying job since graduation. S. Eighty-three, or 75.h5 percent, of the 110 respondents felt they had acquired adequate business skills in high school. 6. All of the respondents used filing, with the majority using alphabetic filing daily. 7. Over 20 percent of the office workers performed five bookkeeping duties regardless of Job title. 8. A wide range of typing skills were used by many of the respondents on a regular basis. 9. Relatively few of the office worker reapondents used shorthand consistently. 10. 0f the workers who reapondsd,79.17 percent indicated they transcribed from rough drafts and longhand material. Machine transcription was done by 22.22 percent. 11. Only 12, or 16.67 percent, of the office reapondents used some form.of electronic data processing skill daily. 12. Newer type duplicating methods were used by 91.67 percent of the office workers, most of them at least weekly. Ditto or mimeograph type equipment was used by h1.66 percent. 13. The most frequently used general office machines were the telephone, electric and manual typewriters, and switchboard. The telephone was the most often used item as indicated by 9h.hh percent of the office respondents. 1h. Thirteen, or 18.18 percent, of the office respondents desired additional training on a variety of office machines. Seven, or 9.72 percent, desired acquaintance with additional duplicators. A SURVEY OF TRAVERSE CITY (MICHIGAN) HIGH SCHOOL Busnmss EDUCATION GRADUATES (1963—1966) TO [Bream-m ADEQUACY OF INSTRUCTION An Independent Study Education 883 By Bernard K. Ackerman Business and Distributive Education Michigan State University March, 1968 TABLE LiSt 0f Tables e e e e e e e 0 Chapter I. II. III. IV. INTRODUCTION . . . General Information Statement of Problem Purposes . . . . Assumptions . .4 Hypotheses . . . Delimitations . Limitations . . Need for the Study RELATED LITERATURE . . e . . General Information Literature and Follow-Up Findings Concerning Findings Concerning Findings Concerning Findings Concerning Findings Concerning Findings Concerning Findings Concerning Implications of the OF CONTENTS e e e e e e e e e e e e e e’ e' e e e e e e e . e . . . . I . . . O . . . . . . . . O 0 0 e e e 0 Studies Shorthand 00.0.00. . O O O . . . O . . . . . O . . . . . . . 0 O O . . . . . . O . . . Machine Transcription Office Automation . . Satisfaction with Job Bookkeeping Skills HAChinBI e e e e e Graduates Training Findings e e e e e METHODS AND PdOCEDURES . . . . . . . Construction of the Questionnaire Survey POpulation ........ PRESENTATION OF DATA e e e e e e e Post high School Education Inadequate Training Job Satisfaction . . . . . Jab Titles 0 e e e e e e e werk Record Not Presently Working in an Office Adequacy of Business Skills . . iii 0...... ....... .00.... .00.... 0....000 ....... . . O . . O . . 0 . O O . . . . 0......O... .......0 .0..... Chapter V., Most and Least Liked nepects of Office Work - Filing Skills e e e e e e e e e e e e e e e Bookkeeping Skills e e e e e e e e e e e e e Typewriting Tasks e e e e e e e e e e e e e Shorthand Tasks e e e e e e e e e e e e e e Transcription Tasks . . . . . . . . . . . . Electronic Data Processing . . . . . . . . . Adding and Calculating Machines . . . . . . Duplicating Equipment .. . . . . . . . . . . General Machines 0 e 'e e e e e‘ e e e e e e 0 Additional Skills Needed 0 e e e e e e e e 0 SUMMARY, CONCLUSIONS, AND.RECOMMENDATIONS . . Summary Of Findings e.. e e e e e e e e e e CODC1USiOn8 e e e e e e e e e e e e e e e e Results Not Supporting Author's Hypotheses . Re come ndations e e e e BIBLIOGRAPHY . . . . . . . . . . APPENDIXES A. Cover Letter . . . . . . B. Follow-Up Letter . . . . C. Questionnaire . . . . . iv .0........ .......O... .0...’..... .00....O... 55 56 57 Table 2. 3. h. S. 6. 7. 8. 9. 10. LIST OF TABLJS Page Courses Offered to Business Majors at Traverse City'High SChDOl e e e e e e e e e e e e e e e e e 1 Number of Questionnaires Returned by Traverse City High SChOOl Business Graduates, 1963-1966 e e e e e 25 Number of Terms of Post High School Education Taken by 38 Traverse City High School Business Graduates, 1963-1966...............00.... 26 Number Who Took Post High School Education of 110 Traverse City High School Business Education Graduates, 1963-1966- e e e e e e e e e e e e e e e 27 Rank Order of Reason(s) that 36 Traverse City High School Business Graduates Attended Post High SOhOOl, 1963-1966 e e e e e e e e e e e e e e e e e 27 Rank Order of Areas ianhich 110 Traverse City High School Business Graduates Felt Inadequately Trained, 1963-1966 e e e e e e e e e e e e e e e e 28 Degree of Satisfaction With Present Job As EXpressed by 83 Currently Employed Traverse City High School Business Graduates,.1963n1966. . . . . . . . 29 Rank Order of Current Specific Job Titles of 110 Traverse City High School Business Graduates, 1963-1966 e e e e e e e e e e e e e e e e e e e e e 30 Rank.0rder of General Job Title Classifications Held by 72 Traverse City High School Business Graduates Currently Employed in Offices, 1963-1966 . . . . . 31 Full- and Part-Time‘wcrk Record (Since Graduation) of 110 Traverse City High School Business Graduates, 196301966 0 e e e e e e e e e e e e e e e e e e e e 32 Rank Order of Reasons that h8 Traverse City High School Business Graduates Were Not How Working in an Office, 1963-1966 e e e e e e e e e e e e e e 32 V Table 13. 15. l6. 17. 18. 19. 20. 21. 22. 23. Page Opinions Concerning Adequacy of Business Skills for First Office Job As EXpressed by 110 Traverse City High School Business Graduates, 1963-1966 e e e e e e e e e e e e e e e e e e e e e 33 Rank Order of Work Factors Indicated As Most Liked by 72 Traverse City High School Business Graduates Now Working, or Who Have Worked Within Six Months, in an Office, 1963-1966 e e e e e e e e e e e e e e 3h Rank Order of WOrk Factors Indicated As Least Liked by 72 Traverse City High School Business Graduates Now Werking, or Who Have Worked Within Six Months, in an OffICO, 1963-1966 . e e e e e e e e e e e e e 3h Filing Systems and Frequency of Use by 72 Currently Employed Traverse City High School Business Graduates, 1963-1966 e e e e e e e e e e e e e e e 35 Name and Frequency of Bookkeeping Tasks Performed by 72 Currently Employed Traverse City High School BUBIDBBB Graduates, 1963-1966 e e e e e e e e e e e 36 Type and Frequency of Typewriting Tasks Performed by 72 Currently'EMployed Traverse City High School Business Graduates, l963~1966 . . . . . . . . . . . 37 Type and Frequency of Shorthand Tasks Performed by 72 Currently Employed Traverse City High School Business Graduates, 1963-1966 9 . e e e e e e e e e 38 Type and Frequency of Transcription Tasks Performed by 72 Currently Employed Traverse City High School BUSIDGBS Graduates, 1963-1966 e e e e e e e e e e e 38 Type of Data Processing Machines and Frequency of Use for 72 Currently Employed Traverse City High School Business Graduates, 1963-1966 . . . . . . . 39 Type of Adding and Calculating Machines and.Frequency' of Use by 72 Currently Employed Traverse City High School Business Graduates, 1963-1966 . . . . . . . to Type of Duplicating Process and Frequency of Use by 72 Currently Employed Traverse City High School Business Graduates, 1963-1966 . . . . . . . . . . . bl Names of General Machines and Frequency of Use by 72 Currently Employed Traverse City High School Business Graduates, 1963-1966 e e e e e e e e e e e h2 vii Table Page 224. Rank Order of Additional Skills or Training the 110 Traverse City High School Business Graduates Would Liked to Have Had While in High School, 1963.1966 0 O O C O O O O O O O O 0 O O O O O O O O ’43 General Information. CHAPTER I INTRODUCTION The business courses offered and.the courses required at Traverse City High School were the same dur- ing each of the four years, 1963, 196b, 1965, and 1966. The teacher factor was constant to the degree that the same persons TABLE l.--Courses offered to business majors at Traverse City High School a Length of Grade Required for Name of Course Course Offered Business Graduates Jr. Bus. Tr. I 1 Sem. 9 yes Jr. Bus. Tr. II 1 Sam. 9- yes Typing I 1 Sem. 10-11-12 yes Typing II 1 Sam. 10-11-12 yes Typing III 1 Sem. 10-11-12 yes Typing IV 1 Sem. 11-12 no Business Arithmetic 1 Sam. 10-11-12 yes Business Law 1 Sam. 11-12 yes Office Practice 1 Sem. 12 yes Bookkeeping I 1 Sem. 11-12 yes Bookkeeping II 1 Sam. 11-12 yes Bookkeeping III 1 Sam. 12 no Shorthand I 1 Sem. 11-12 no Shorthand II 1 Sem. 11-12 no Shorthand III 1 Son. 12 no Sec. Training 1 Sam. 12 no taught within the business department during that four-year period of time. The teachers were assigned tc-the low numbered course levels according to need during any one semester. The advanced typing, bookkeeping, shorthand, and office practice -2. courses were taught by the same persons each successive semester. No follow-up study has been done of business graduates. This leaves the business department in the position of not know- ing the current status of the business graduates. The graduates might also have constructive comments concerning the present curriculum. Statement of Problem. The "better life" desired by all peeple cannot be attained by massive handouts of money, Federal or otherwise. Only when man is educated and trained so that he can earn a reapectable living via his own efforts can he hold his head high with pride. He can have self respect and comand reapect from others as a contributing member of society. The training and educating of this person implies some sort of pro- gram or process. Wanous states, "Secondary schools are not con- sidered a luxury... . Every pregram.nust be Justified by the results it achieves.‘1 Justification can come only through research, preferably research applied directly to concrete problems as they exist in the local school system. Business education has a unique problem in the area of curriculum.design. The tremendous rate of change in employment factors, especially technological change, is lulling many' business education departments to sleep on a bed of quicksand. . 18. J. Venous, "The High School Business Curriculum,” National Business Education Quarterly, XXII (Fall, 1962), . 15. 113. -3. No known complaints does not mean the product is a satis- factory ons. Business educators cannot assume what was suf- ficient in instruction five years ago, or even one year ago, is sufficient new. ”If the business department in the high school is to keep abreast with tne present-day needs of modern business in the community, the business teachers must make an honest effort to revise the business curriculum for vocational training... .‘1 This study was an effort to determine how well the business education department of Traverse City High School has met the employment requirements of its graduates. This information will then hopefully be used to improve the curriculum. Purpose. To be specific, the purposes of this study were to determine; (1) whether or not the Traverse City High School business education graduates attained the basic skills and knowledge necessary to gain initial employment in an office occupation, (2) what skills and knowledge the business education graduates use in their employment, (3) what skills and knowledge are being used by the business education graduates in their employment for which they feel insufficiently trained, or for which they had no training at. the high school level, and (h) the degree of job satisfaction expressed by the business edu- cation graduates and their Opinions as to why they feel the way they do about their job. ;Marietta Spring, "Community Surveys Help the Business Teacher,” The Balance Sheet, XLVII, Mo. h (December, 1965), pp. 161-62. -u- To carry out the purposes of this study, answers to a number of questions were sought. Among these questions were the following 3 l. 2. 3. h. S. 6. 7. What are the job title classifications of the positions in which the business graduates are employed? What percentage of business graduates have worked for pay at any time since graduation? What percentage of business graduates have worked in office occupations either full- or part-time since graduation but are now either unemployed or employed outside the office OCCUpations? What percentage of business graduates are presently working in office occupations either full- or part- time? Why are the rest of the business graduates not working in office occupations? To what degree do the business graduates feel satisfied with their present office employment? What factor concerning their employment gives them the lost satisfaction? The least? Did the business graduates feel adequately pre- pared for initial employment in office occu- pations after high school graduation? In what knowledges and/or skills do the business graduates feel inadequately trained? Does the graduate feel this inadequacy is of major or 9. 10. 13. 15. 16. -5- minor importance? For what length of time, if any, and for what reason, was post high school training taken in business education? Do the business graduates use rough drafts? If so, to what extent are they used? How my business graduates have need of using shorthand? Of those who use shorthand, what types of materials do they write and by what method? How often? What methods of transcription are used by the business graduates? How often? How many business graduates use a method of filing; what method? How often? What duplicating machines do the business graduates need to use? What duplicating machines do the gaduates use? How often? What types of adding machines and calculators do the business graduates need to Operate? What types do they Operate? How often? What types of electronic data processing equip- ment do the business graduates need to Operate? What types do they operate? How often? What bookkeeping skills are needed by the business graduates? What skills do they use? How often? -6-. 17. What machines and equipment commonly found in offices and not yet herein surveyed do the business graduates need to Operate? ‘Which of the machines and equipment do the graduates Operate? How often? 18. ‘What additional skills or training would the graduates like to see offered in high school? Assumptions. 1. Curriculum change and departmental evaluations should be based insofar as possible on Objective facts. Therefore, the collection of information in this survey is both neces- sary and desirabde. 2. Traverse City High School business graduates are capable of eXpressing the true conditions of their employment on the questionnaire supplied to them. 3. Most of the reapondents will complete the question- naire truthfully. h. This survey will indicate whether or not the business graduates have attained the basic skills and knowledge necessary to gain initial office employment after high school graduation without further training. 5. This survey'will indicate the areas, if any, in the business education curriculum which need to be revised.or initiated. hypotheses. 1. Respondents who work in business offices use a type- writer as their main aid. -7... 2. At least one method of filing is used by a majority of the gradiates employed in office occupations. 3. Of those persons who transcribe material at the type- writer, a majority do so from shorthand. h. Bookkeeping skills are used by certain of the business graduates but very few are in positions as bookkeepers. S. There are business graduates who need to know skills in the use of electronic data processing equipment. 6. Business education graduates attained the basic skills and knowledge necessary to gain initial employment in an office occupation. 7. A majority of business graduates employed in office occupations will BXpress an Opinion of satisfaction with their job. Delimitationso 1. This study was restricted to students presently living within the United States who graduated from.Traverse City Senior High School (public) with a business education diploma during the years 1963, l96h, 1965. and 1966. Requirements for a business diploma are at least an average of "C“ on an approved program of all courses taken during grades 10, 11, and 12. 2._ The data used to coupile the percentages concerning what is presently being done in office occupations 18 further restricted to those who are currently working in office positions or have worked in office occupations within the past six months. Limitations. 1. The sample chosen of all 1963, 196h, 1965, and 1966 -8- business education graduates may not be representative of the parent pepulaticn which includes all previous business edu- cation graduates or Traverse City High School. 2. The reaponses of the one (1) person residing outside the United States might have slightly changed the percentage figures reported. (Her address and work status is unknown to her parents.) 3. The reaponsee of the four (h) persons who could not be contacted, but are believed to be within the survey area, might have changed the percentage figures reported. h. The reapcnses of those not returning the questionnaire might have changed the percentage figures reported. 5. Probably many of those who did not graduate with a business diploma during 1963, l96h, 1965, and 1966, but had some business courses, are employed in office occupations. Need for the Studx. Curriculum changes and departmental evaluations in business education should be based insofar as possible on objective facts concerning occupational require- ments. “Increasingly, businessmen are demanding improvements. in business education."1 The need for a study such as this seems to be self-evident when one considers the fact that no previous study has been done of the business education graduates of Traverse City High School. "There is a need for grave concern lLenell M. Slaten, ”Business Subjects in the Secondary School Curriculum,“ The Balance Sheet, XLVIII, No. b (December, 1966), P0 1590 -9- and careful study of the nation's secondary schools to determine the adequacy of business curriculums.“1 The author feels the constantly changing business world with its ever shifting employment Opportunities and requirements requires the schools to keep fully informed of the latest in- formation available. It is felt there are few, if any, better sources of up-to-date information than the persons currently working within the actual employment situation. 11bido, p o 1600 CHAPTER II RELATED LITERATURE General Information. A large amount of material concerning follow-up studies and trends in job content was found. This indicated some degree of concern by many persons in all parts of the United States about some of the relationships between what is being taught in the classroon.and the requirements in the world of work. It is significant that many others have questions in their minds concerning the adequacy of program content and student needs. Schools such as Traverse City High School which profess to be basically- "college prep” in philosOphy are missing to a greater or lesser degree a very important segment of the school population. This segment is the large group of youngsters who do not finish college. The basic necessity of getting food and shelter will ferce most of this group to find work very soon after graduation from.high school. Are they trained in some skill to the degree they can obtain a job and keep it! It is not only the concern but should be the duty of each teacher to know if he is training for employment at the level employers demand. He should know about any shifting demands being made of his former and present students and change his methods accordingly. -10- -11.. At this point, lest the high schools branch out into try- ing to do all things for all pecple, a note of caution must be sounded. Some division of functions must be maintained be- tween the various levels of education. No one level can hope to teach all things. A limit in the amount of things possible to be taught is reached at some point on the continuum, though just where this point is reached is Open to debate. The limi- tations of physical plant epace and money usually require making any improvements close to, or within, the present curriculum structure. The needs of graduates in any one geographic area are felt to be somewhat different than the needs of those in any other given geographic area. Thus the findings in other studies must be examined for similarities in background conditions to those of the graduates of Traverse City High School before being applied. Only after careful comparison can one be sure a finding from any given geographic area is applicable to another area. Several summaries of job requirements and trends were found in the literature. If these same findings are also found to be true by this study for those persons being surveyed, a basis for evaluation of the present business curriculum could be more strongly established. LITERATURE AhD FOLLOW-UP STUDIES Findings Concerning_Shorthand: A study done in Syracuse, New York, was reported in New Perspectives in Education for Busi- ness. Of the 1h job titles investigated, one out of every four workers was found to be employed in the general job classification of stenographer. The four general Job classifications reported as employing the greatest number of office workers were stenographer, general clerk, typist, and accounting clerk. These four class- ifications accounted for 63 percent of the office employees re- ported in the study.1 "Stenographers and secretaries are eXpected to continue to have a wider choice of jobs than persons with typing skills only."2 The findings given above were substantiated by others. Blackstone reported that by 1975 there will be 13.7 million persons working in offices. "...not even 3 in 10 office Jobs require stenography."3 He goes on to say that nonstenographic fields should have more emphasis than they do at present. ‘Ward found of the 38 female employees having shorthand, 1Doris H. Crank and Floyd L. Crank, New Perspectives in Education for Business (Washington, DC: National Business Education Association, 1963), p. 1h. 21bid., p. 13. 3Bruce I. Blackstone, "The Office Worker and His Education," Journal of Business Education, XXXVIII (October, 1962), p. 27. -12- -13- 33 used it on their office jobs. Ten of the 25 employers surveyed stated they would pay more to those persons with shorthand skills.1 Even more definite than the studies so far mentioned is the one by Sister Gervase Parpart, DC, who found that “short- hand was used on the job by 126 (61.8 percent) of the re- spondents; ... ."2 These studies as well as others point to continued use of shorthand at the same level, or higher, than at the present time. Some pointed out the degree of use de- pended.to some extent on the level of proficiency attained at the skill. Some persons were afraid of the effects of automation on office workers. Throughout history man as feared that which he did not understand. Patchen reported, "Automation has touched our shorthand classes only in that the demands are for more and more well-trained stencgraphers, not fewer."3 Here is at least one person who did not see a threat to this skill area from automation. A majority of the rest of the authors thought 1Raymond A. Ward, "A Survey of Employers in selected Business Firms in Grand.Forks, North Dakota to Determine the Office Requirements for Clerical and Secretarial workers" (Unpublished Master's thesis, University of’North Dakota, 1962), abstract. 2Sister Gervase Parpart, DC, "A Study to Determine the Effectiveness of the Business Curriculum of the Immaculate Conception Academy, Washington, D.C., in Reference to Office Skills and Personal Qualifications Requisite for Successful Federal Government Employment! (Unpublished Master's thesis, The Catholic University of America, 1961), abstract. 38. A. Patchen, "Automation Affects Secondary Business Education," journal of Business Education, XXXVII (February, 1962), p. 193. -m- automation would be felt most at the lower levels of office job classifications. 0n the other hand, Davitt found in a followbup study that "Shorthand and history were considered least valuable business and nonbusiness high school subjects."1 The rest of the report shows straight typing as the most frequently used office skill. This also shows why several studies should be reviewed before conclusions are drawn. In summary, the shorthand.skill is used extensively by those well trained in its use. Others report varying degrees of use and satisfaction. The demand seems to be holding steady, or advaucing, in percentage of office workers employed. Auto- mation has had very little effect on the use of shorthand. Findings Concerning:§achine Transcription. Not much material was found discussing this tepic. What there was seemed confusing owing to the nature of the findings. Studies and authors from various parts of the United States found vary- ing degrees of use of transcription machines. Falk found "transcription machines continue to be used in increasing numbers in both large and small offices.”2 This in essence is the feeling of most of the reports read. Some of 1.101111 J. Davitt, "A Study of the Business Department and Its Graduates of Alexander Ramsey High School“ (Unpublished Master's thesis, University of Minnesota, 1959), abstract. 2Ruel F. Falk, "A Survey to Determine the Number and types of’Office Machines Used in Appleton, Kenasha, Nenah, and Oshkosh, Wisconsin, and Some of the Implications of Automation for the Teaching of Office Machines" (Unpublished Master's thesis, University of Wisconsin, 1965), abstract. -15- the others found almost the reverse of this. Extent of mechanization of offices might account for some of this dis- agreement of findings. Size of industry'would.often have much effect also. Trimble found about 13 percent of his respondents used a transcriber.1 This is not a large figure when the near 80 percent figures are considered for shorthand users. In summary, no consensus was found as to amount of use nor importance in training for use with machine transcription. Most studies agreed that training is necessary but disagreed as to the depth and amount. Possibly the results of each study depend on local factors.which varied to a great degree among the various geographic areas surveyed. Findings Concerning_9ffice Automation. Most of the articles and studies read agreed on the degree and effects of automation in office occupations. A representative example of the feelings is eXpressed by Carter from a study done in Denver: A majority of the companies with and without regular training programs emphasized data-process- ing courses for the high schools at the junior and senior levels; key punch, sorter, tabulator, and reproducsr equipment, objectives of business appli- cations, machine acquaintance, and occupational in- formation; entralce requirements such as machine2 interest, tests, and inclination to detail... .” 1Dale Trimble, "A Survey of Office Machines Used in Selected Offices in the Owosso and Corunna, Michigan, Area" "Unpublished independent study, Michigan State University, 1966), Po hoe 2Deane Piilton Carter, "A Study of Office Training Prograns for Data-Processing Personnel in Selected Businesses in Metro- politan Denver, Colorado, with Implications for Business Edu- cation in the Secondary Schools“ (Unpublished Pn.D. dissertation, ~16- So far as job implications resulting from.data-processing are concerned, Anderson stated "Small, medium, and large sized offices are using more business data-processing machines to perform routine tasks efficiently and accurately."1 Most of the jobs affected involved posting, checking and maintaining records, filing. making computations, tabulating information, use of key'punch, and related machines operations.2 The general consensus of opinion is that the levels of office occupations such as stenographer, typist, and office manager are little affected by office automation at present. Some portions of these Jobs will change in the future though, although this is the area in which the authors do not agree. It is generally felt that only the routine portions of office, Jobs will be affected. Summary of findings concerning office automation cal be summed up by stating the "numbers of automatic electronic systems handling business applications have grown ... more than 6,700 percent is found for the 1951-1958 period."3 This rate of increase is bound to have effect on office occupations. The State University of Iowa, 1965), abstract. lMary Jane Andersen. "Integrating Office Automation Knowl- edge in High School Business Education“ (Unpublished.Maeter'e thesis, Manhato State College, 1965), abstract. 21.31.. wood, "Trends in Clerical Employment," Business. Education World, XLII (November, 1961), p. 19. 3Mary‘Adele Frisbie, "Emerging Electronic Data Processing and Its Relation to Office Employment and Costs, 1930-19573 And Implications for Business Training" (Unpublished Ph.D. dissertation, New Ybrk University, 1961), abstract. -17- amount of change will only be known with the passage of time. At present only the so-called "low level" jobs have been greatly affected by being relieved of the routine, repetitive type activities. -indings Concerning Satisfaction'Yith Job. Most studies indicated more than 50 percent of the reapondents were satis- fied with their office positions. A small number (less than 20 percent) were found to be dissatisfied. Bratt reported "sixty percent of the questionnaires indicated satisfaction... ."1 Findings Concerning BookkeepingSkills. Most of the material read concerning bookkeeping concluded the bookkeeper's duties have changed since the introduction of automation. “The job title of bookkeeping Operation has become more specializet'l."2 More Specialization calls for more education and training. One of the studies showed bookkeeping to be the course most often listed by the business graduates as least helpful.3 Roman stated that, since industry requires that "office automation and accounting be co-ordinated with management, there is a great need for high school students to prepare for such lMarilyn Rothney Brett, "A Follow-Up Study of the 1963. l96h Business Education Graduates of East Detroit High School to Determine the Effectiveness of their Business Training" (Unpublished independent study, Michigan State University, 1965), P0 360 2n. Claire O'Brien, "Automation, Office Occupations, and Business Education," Business Education Forum, XVIII (October, 1963), p. 26. 3Brett, abstract. -18- positions with good, solid bookkeeping courses."1 In summary, these studies have found the job of bookkeeper changing and often disappearing. They say the bookkeeper must now be trained differently for a new type of job. There is now more need for interpretation skills and procedures for inte- grating the material with other facets of business operation. Less emphasis is eXpected on the routine record keeping skill portion of bookkeeping. Findings Concerning Machines. By far the most used machine by those in the office occupations is the typewriter. Typewriting is the one skill which office executives agree cannot be learned completely on the job. The use of the type- writer is basic to most jobs in a general office.2 Studies, such as by Trimble, consistently reported that more manual typewriters than electric ones were being used. About 20 per- cent of the offices also reported using key driven caluclatore.3 After typewriters, adding machines were as the next most used office machine.h 1John C. Roman, "Automation's Challenge to Business Edu- cation," Business Education World, XLII (November, 1961), p. 22. 2Doris Anita Berry, ”Typewriting: General Office Assign- ment Number One," Business Education Forum, LIX (November, 19611), p. 70 3Trimble, p. ho. hElaine Dymczyk, "A.Follow-Up Study of Selected Gradu- ates of the Cromwell, Connecticut, High Scnool to Determine the Effectiveness of High School Business Courses as Pre- paration for Positions in Business." (Unpublished Master's thesis, Central Connecticut State College, 1965), abstract. ~19- Findings Concerninggfiraduate's Training. The one recurring theme in the studies reviewed was the necessity of training high school students to think. Other necessities were to improve skills in problempsolving, leadership, self-discipline, self- direction, and decision making.1 Continued emphasis is urged for thoroughly learning funda- mental skills such as typewriting, shorthand, secretarial practice, and bookkeeping. A majority'of the respondents in each of the studies in- vestigated reported they "felt adequately prepared for full- time office positions.“3 Another finding which was interesting to note in this age of automation was the need for thorough instruction in alpha- betic and numeric filing for office occupations."h Implications of the Findings. 1. Most of the material studied agreed shorthand was, and will continue to be, a necessary skill for secretaries. Female workers with the skill at most office job levels will find it easier with the skill to get a job than will those without the Skill. J‘Romn, p. 22 o 21bid. BBratt, p. 36. hEdwin E. weeks, "A Study of EXpressed Employment Needs of Employers in the Syracuse MetrOpolitan Area with Inpli- cations for the Office Occupations Program in the Syracuse Public Schools“ (Unpublished Ed.D. dissertation, Syracuse University, 1961), abstract. -20— 2. Specific skills such as shorthand, typing, and filing should be learned well enough to survive at entry level office jobs. 3. Bookkeeping skills should be changed from.the learning of recording steps to those of interpretation and work flow. h. Introductoryblevel knowledge and job possibilities concerning electronic data processing should be stressed. 5. Displacement of office workers will be felt most at the lower job levels. Stenographic and secretarial Jobs have not yet been changed appreciably by automatic data processing. 6. A ratio of about two to one of manual and electric typewriters was found in "average“ offices. Students should have job proficiency on both kinds, at least at the entry level. 7. Students should be trained more thoroughly in think- ing logically, in problem-solving, and in interacting effeo- -- tively with other persons. 8. A decision must be made at some point as to what depth of training and educating the high school will provide. CHAPTER III METHODS AND PRO CE EJURES The most desirable method of obtaining information necessary to answer the questions raised in the introduction portion of this study is that of the direct interview. In considering the geographic spread of those in this survey, the cost of direct interviews would exceed by several times the limited personal budget for this study. The values and limitations of the survey method were weighed. The values are: (1) such knowledge can provide a basis of comparison if similar data are available from an earlier time. Trends or shifts can be noted and may provide clues for future action; (2) current weaknesses and strengths can be revealed through the knowledge of what the situation is presently; and (3) survey data are often used as the basis for making decisions.1 I After careful study a decision was made to use the question- naire for the survey instrument, as this method of gathering data allowed the widest possible coverage with a minimum.cf money and effort. 1Lawrence“. Erickson and Mary Ellen.Oliverio, “Evaluative Criteria for Survey Instruments in Business Education, Mono a h lll,fi_(0hicago: South-Western Publishing Co., l96h):p. E. Construction of the Questionnaire.1 The questionnaire was constructed by the author. Several refinements were made after criticisms were obtained from persons in a research seminar, the seminar director, other students at Michigan State University, and nine recent high school business graduates. The finished questionnaire consisted of four sheets of check charts. General areas of information sought by the questionnaire V91? 3 l. 2. 3. h. 5. 6; What areas of office occupations are the graduates presently employed in? What office machines are the graduates operating? To what degree are the graduates using skills in filing, typing, shorthand, bookkeeping, and transcription? What skills or knowledge do the graduates need in their jobs for which they either were not trained, or had insufficient training, in high school? What percentage of graduates took post high school training in business education? How much, and why? Opinions concerning satisfaction with present Job and concerning adequacy of high school training for their first full-time job. Survey Pepulation. A list of all (1963-1966 inclusive) business education graduates was obtained from official graduation See Appendix A for sample questionnaire. -23- lists. A file card was typed for each person with information obtained from school records as to last known local address, parents' names, telephone number, 1d work experience data. Each family still living within a toll free area surrounding Traverse City, Michigan, was contacted by telephone to obtain current addresses and employment status of the graduates and to enlist cosperation in completing the questionnaire. Those families outside the toll free area were contacted concerning the same information by use of‘a post card, return card technique. The survey pOpulation of all graduates for the years 1963, 196h, 1965, and 1966 was chosen because (1) the teacher factor in the business department was constant during this time in terms of persons teaching, (2) graduates of 1967 have not had sufficient time to complete any post high school edu- cation and settle down to a relatively permanent, full-time job. Earlier graduates have had a chance to sample job offer- ings and settle in the one they think is most desirable (and of course attainable), (3) tne graduates for years prior to 1963 have probably forgotten merits and shortcomings of high school courses as well as initial employment, and (h) a large portion of graduates for years prior to 1963 are married and not working. All persons in the survey pepulation who did not return the questionnaire within four weeks were contacted with a followeup latter. Those living within the telephone toll -Zh- free area surrounding Traverse City, Michigan, were also contacted by telephone urging them to complete and return the questionnaire. Data were compiled as received by entering in replicas of tables used in this study which were drawn on a large sheet of cardboard. Eight weeks after the first questionnaires were sent, the data were grouped into totals, chauged to percentages of the total reSponding, and analyzed in this study. CHAPTER IV PnESENTATION OF DATA The purpose of this study was to determine the effective- ness of the high school education and training received by Traverse City High School business education graduates. A total of 1h? questionnaires were mailed and 110 returned for a return of 7h.8 percent. I Table 2 shows the rate of return. Based on rate per class of returns, each class achieved close to the average of 7h.8 percent. Thus each class is represented at about the same ratio in this study. TABLE 2.--Number of questionnaires returned by Traverse City High School business graduates, 1963-1966 Tear Question. Number of %.of % of'Total Graduated naires Sent Returns Returns Returns for Year 1963 27 * 19 70.37 17.3 196h h5 33 73.33 30.0 1965 ho 31 77.50 28.2 1966 _;§ _31 77.1h 2h. Totals lb? #110 100.0 *7h.8 percent of questionnaires sent. -25- -26- Post High School Education. Table 3 shows thirty-eight business education graduates (3h.5 percent of the 110 returns) attended one or more terms of post high school education. Table 3 also shows that 2h (63.2 percent) of the 38 business graduates attended one year or less of post high school classes. Eleven, or 29 percent, of the 38 took two or more years of post high school training. The non-office jobs reported account for h of the 11 with 6 or more terms of advanced training. TABLE 3.-Number of terms of post high school education taken by 38 Traverse City High School business graduates, 1963-1966 . T ' No. With Post No of arms Post High Scnool Year High 30h001 Education ’0 Graduated Education 1 2 3 h 5 6 7 or more 1963 5 1 ‘ 3 ’ ’ 1 . 196h 1h ‘ 2 2 2 1 ' h 3 1965 10 l 2 3 1 ‘ 2 1 1966 _2 ..l .... J3- 3- ~7- -'-'- ' Totals *38 5 7 12 3 ' 7 h *3h.5 percent of the base (110 returns). Table b shows ever 26 percent (1963 had fewest who took post high school education with 26.3 percent) of each year's respond- ants indicating thsy took 1 term or more of post high school education. The largest nuMber of reaponses indicating having taken post high school education came from business education graduates of l96h (h2.h percent). -27- TABLE h.-Number who took post high school education of 110 Traverse City High School business education graduates, l963-l966 ‘ W M- °f ”ti‘éii'é’éfioi‘i“ Raisin. .76 01 craduated Responses Education For Class Total 1963 19 5 26.3 h.5 196h 33 1h hZ-h 10-3 1965 31 10 32.3 9.1 1966 27 9 33.3 8.2 Table 5 summarizes the reasons that respondents gave for attaining additional training beyond high school. A total of 18, or 7h.h percent, of 38 business graduates pursuing additional TABLE s.—.aank order of reascn(s) that 38 Traverse City High School business graduates attended post high school, 1963-1966 —._. _._‘. Number of 1 of Total Reasons Reaponses Returns Combination of reasons 11 10.00 You wanted to sample college life 11 10.00 swanted a broader educational background 7 6.h Needed training to advance on job h 3.6h Parents wanted you to get more training 3 2.73 High school skills not adequate to get job 1 .91 ewanted to be a teacher 1 .91 Employer asked you to attend - - Friends convinced you to go ‘__: - Total *i38 *Listed under ”other" classification **3h.S percent of the 110 returns. ~28- etudies did so for personal satisfaction, rather than for lack of sufficient skills for employment. An additional 11 of the 38, or 29 percent, indicated a combination of reasons. The reason for this is not clear, but it could point to a complex answer containing segments of direction of counseling emphasis and work structure in the adult community. Only one person re- ported inadequate skills tc obtain a job in the field of business.- These results are an indication that Traverse City High School business graduates receive sufficient training to be employabls in the field of business directly after graduation. Inadequatefigrainigg. Table 6 points out several areas which need consideration. or the 110 reapondents, 1h, or 12.73 percent, indicated they did not receive sufficient training in typing. Nineteen, or 17.27 percent, indicated a lack of short- hand skills and 11, or 10 percent, indicated a lack of skill in TABLE 6.-Rank order of areas in which 110 Traverse City High School business graduates felt inadequately trained, 1963-1966 1 Number of mem" * Area Reaponses Major. Minor English Skills 36 23 13 How to get a job 2h h 20 Shorthand 19 12 7 Typewriting 1h 7 7 Business math 11 2 9 Bookkeeping 7 2 5 Business machines I; 2 2 Business law 1 - 1 Speech _“$ ..E ..2 Totals 117 53 6h ~29- the use of business mathematics. Investigation of several respondents indicating a lack in one or more areas showed they achieved only at a low level in school in these areas. Several of the respondents indicating a lack of shorthand skills had not taken more than one semester in the seriesa At least two of the respondents indicating a lack in shorthand skills had not taken even one semester. The deficiency in English skills indicated in Table 6 by 36, or 32.73 percent, of the respondents merits careful con- sideration also. At present little emphasis is placed in this area in business education classes. Lack of information on how to get a jobwas indicated by 2h, or 21.82 percent, of the reSpondents. Additional emphasis on this tOpic seems to be desired. Job Satisfaction. Eightyafive percent of the graduates now working eXpressed themselves as being either satisfied or highly satisfied with their present position. Table 7 also shows 3 TABLE 7.-Degree of satisfaction with present job as expressed by 83 currently employed Traverse City High School business graduates, 1963-1966 Degree of Job :1 Number of . i of Total Satisfaction Reaponses EMployed Highly satisfied hl h9.h Satisfied 30 3601 Indifferent 3 3.6 Dissatisfied l ' 1.3 Very dissatisfied 3 3.6 No response ‘__2 6.0 Totals 83 100.0 -30. persons eXpressed indifference and 3 were very dissatisfied with their present job. None of these six worked in an office; they held the following jobs: retail clerk, telephone Operator, armed forces, fudge sales-lady, and cabinet cleaner. Those working with the business skills for which they'were trained in high school appeared to be satisfied with their positions. Job Titles. In Table 8 the rank order of specific job TABLE 8.--Rank order of current Specific job titles of 110 Traverse City High School business graduates, 1963-1966 Specific Job Number of i of 110 Titles Responses ‘ Responses Not werking 27 ' 2h.55 Clerk Typist 18 16.36 Secretary 18 16.36 General Clerk 9 . 8.18 Bookxeeper 8 7.27 Stenographer 5 h-SS Telephone Operator 5 b.55 Receptionist 3 2.73 Typist 3 2 073 Data Processing 2 1.82 Executive Secretary 2 1.82 Legal Secretary 2 1.82 Nurse 2 1.82 Beautician l .91 File Clerk 1 .91 Laborer 1 .91 Laboratory Technician 1 .9l Motel manager 1 .9l Retail Clerk __1 .91 Totals 110 100002 titles in the classifications of clerk typist and secretary indicates that the largest percentages are grouped with 16.36 percent of the reSpondents in each. A few persons were found -31. in each of the other classifications including several non-office jobs such as nurse, retail clerk, beautician, etc. For many years the business department has pursued a course of training and educating in basic office skills and knowledge rather than for specific office positions. The findings shown in Table 9 seem to support this decision. Thirtybseven point five TABLE 9.-Rank order of general job title classifications held by 72 Traverse City High School business graduates currently employed in offices, 1963-1966 General.Job Number of Titles 3989011868 1 0f Total Secretary 22 30.56 Typist 21 29017 General Office 16 22.22 Bookkeeper 8 11.11 Stenographer ;_2_ 6.9“ Totals {-72 100.00 s62 presently working in office positions and 10 who have worked in an office within the last 6 months. percent of the reporting office workers held the general job titles of secretary and stenographer. An additional 51.39 percent were in general office or clerk typist positions, with over 11 percent classified as bookkeepers. These findings were about as eXpected, except for the bookkeeping classification. In addition, several persons in other jobs, such as data process- ing, indicated a large portion of their work required using bookkeeping information. Work Record. One hundred six of the 110 respondents (96.37 -32- percent) have worked at some type of paying job, as shown in Table 10. TABLE lO.--Full- and part-time work record (since graduation) of 110 Traverse City High School business graduates, 1963-1966 work Record Yes No 52:: $22: Have you held a paying job at any time? 106 h 101 5 Are you presently working in an office occupation? S7 53 SO 7 Have you worked in an office occupa- tion in the past but are not now? 3h hS 23 ll Fiftybseven point eightyaone percent of the respondents are presently working in an office occupation. An additional 3h (30.91 percent) have at some time in the past worked in an office position but are not working there now. Not Presently'wOrking in an Office. Table 11 points out TABLE ll.-«Rank order of reasons that h8 Traverse City High School business graduates were not now working in an office, 1963-1966‘ Number of % of 110 Not Reasons Responses In.0ffices Are a housewife 22 20.00 In college 8 7.27 No reaponse 6 S.h5 Maternity leave 5 h.55 LOW pay 3 2 073 In service 2 1.82 Lack adequate skills ‘__g 1.82 T012818 148 ’43 e613 -33- that h3.6h percent of those reaponding to the questionnaire were not now working in an office. Of these, 20 percent listed “housewife" as their reason with the remainder of the reasons spread fairly evenly throughout the other categories. Adequacy of Business Skills. Table 12 indicates that 75.n5 percent of the 110 reapondents feel they acquired adequate TABLE 12.-0pinions concerning adequacy of business skills for first office job as eXpressed by 110 Traverse City High School business graduates, 1963-1966 j— Type of Reaponse g::22232: S of’Total Yes 83 75oh5 Ho 2 1.82 Have not had an office job 23 20.91 No reaponse ___g ' __1:§2 Totals 110 100.00 business skills in high school for their first job. Only two persons, or 1.82 percent, felt they received inadequate training. The rest had either not held an office job (20.91 percent) or did not reapond (1.82 percent). This indicates the business department is apparently doing an adequate job of training for entryblevel positions. Most and Least Liked Aspects of Office work. A majority of 56.9h percent of the 72 office workers reaponding to this question said the most liked aSpect of their job was the type of work. -3h- The next most liked aspect shown in Table 13, with 20.83 percent of the reaponses, was that of working conditions. Table 1b shows that 16.67 percent of the office workers disliked having a job so close to home. Almost 28 percent could not find anything to dislike about their job. TABLE l3.A-Rank order of work factors indicated as most liked by 72 Traverse City High School business graduates now working, or who have worked within six months, in an office, 1963-1966 V ber of Work Factors fizzponses z of Total Type of work hl 56.9h Working conditions 15 20.83 Co-workers 10 13.89 8085 . h 5056 Located close to home __2 2.78 T013818 72 100000 TABLE 1h.--Rank order of work factors indicated as least liked by 72 Traverse City High School business graduates now working, or who have worked within six months, in an office, 1963-1966 Number of work Factors Responses S of Total No dissatisfaction 20 27.78 Located close to home 12 16.67 Working conditions 8 11.11 Cedworkers 7 9-72 Salary 7 9072 No reaponse 7 9.72 Boss 6 8.33 Type of work '_‘§ 6.9h Totals 72 99099 -35- Filing*$kills. Table 15 shows that alphabetic filing was used by 91.67 percent of the office workers. The next most often used method is that of numeric filing with 63.89 percent reaponses. Fifty percent of the office workers checked subject filing. The least used method is geographic filing. The above figures indicated continued emphasis should be placed on the filing section of the office practice class. None of the special methods of filing were listed as write-ins. The high frequency with which each method of filing was used further indicates its importance to the female office worker. TABLE 15.-Filing systems and frequency of use by 72 currently employed Traverse City High School business graduates, 1963-1966 Frequency of Use Name of Less Total Filing System, Daily weekly' Monthly‘ Than Using“ gézil Monthly Skill Alphabetic 61 - 3 2 66 91.67 Subject 25 10 1 - 36 50.00 Geob aphic 10 h 1 1 16 22.22 Numeric 38 6 2 - h6 63.89 BookkeepingASkills. Duties in the area of bookkeeping were performed by a larger number of person than expected. Table 16 shows five of the duties were performed by over 20 percent of the office workers. These most frequently performed duties were in the areas of petty cash, purchasing, accounts receivable, accounts payable, and banking papers. All of the bookkeeping activities except State Taxes were checked by over 16 percent of the office workers as shown in Table 16. -36- TABLE 16.-Nane and.frequency of bookkeeping tasks performed by 72 currently employed Traverse City High School business graduates, Frequency of Use Bookkeeping , Less Total. % of Tasks Daily weekly Monthly Thanar Using Total Monthly' Skill Petty cash 18 S - - 23 31.9h Purchasing 12 3 1 - 16 22.22 Payroll - S S - 2 12 16.67 Inventory h l 6 ‘ 3 1h l9.hh Acct. receivable l6 2 2 l 21 29.17 Acct. payable 12 2 l l 16 22.22 Banking papers 13 1 2 - 16 22.22 State Taxes - ‘ l l - 2 2.78 University budget 1 - - - l 1.39 Typewriting Tasks. Table 17 points out that typewriting tasks were performed extensively by the currently employed reapondents. A careful look at the daily and weekly usage columns indicated a wide range of typing tasks were used by many of the workers on a regular basis. This correSponds with job tasks normally associated with the two main job classifi- cations of secretary and clerk typist held by graduates (Table 8). All typewriting tasks were checked by over 25 percent of the workers. Major frequency of usage seems to occur in the following areas: business letters, composing letters, tabulations, form letters, and reports. The frequency with which letters were composed by the graduate indicated much emphasis should be placed on this task in the classroom. ‘The high frequency of persons typing from rough drafts pointed out the need for continued emphasis on typing this material in finished form efficiently. This in turn would point 'to a problem-type course in advanced typing as Opposed to the mainly straight-cepy type course. TABLE l7.-Type and frequency of typewriting tasks performed by 72 currently employed Traverse City High School business graduates, 1963-1966 Frequency of Use Typewriting Less Total I of Tasks Daily weekly' Monthly' Than Using Total Monthly Skill Business letters 38 9 2 2 51 70.83 Tabulations 29 7 5 2 h3 . 59.72 Form letters 28 9 6 - h} 59.72 Filling in forms 33 9 3 1 h6 63.89 Composing letters 20 13 3 2 38 52.78 Reports 11; 13 10 h hl 56 .91; Stencils h 11 - h 19 26.39 Dittos 8 11 1 2 22 30.56 Invoices 11 5 3 1 19 26.39 Memos 28 5 3 3 39 Shel? Rough drafts 16 8 h 3 31 1.3.06 Shorthand Tasks. As shown in Table 18 shorthand was used most often for taking telephone messages. Most of the persons TABLE 18.-—Type and frequency of shorthand tasks performed by 72 currently employed Traverse City High School business graduates, ' 1963-1966 Frequency of Use Shorthand L883 Total x or Tasks Daily Weekly Monthly Than Using Total Monthly Skill Dictation 15 2 2 1 20 27.78 Telephone messages 29 S - l 35 h8.61 Instructions 18 l - - 19 26.39 Minutes 1 3 l - S 6.9h MEMOS 17 1 - - 18 25000 Personal use 16 S l - 22 30.56 ~38- . who used shorthand skills did so daily. Only 27.78 percent actually used shorthand for taking formal dictation of letters. Nest of the female students are graduated fron.a clerk-typist track of courses due to their inability to handle advanced shorthand and bookkeeping. This could account also for the level of jobs they occupy in offices and the degree to which they use shorthand skills.- The author does not teach shorthand. It was surprising to note though the 30.56 percent who made personal use of short- hand skills. Possibly many cf these workers do not have occasion to use the skill on their Job. Transcription Tasks. Table 19 shows transcription from shorthand notes was made by only'31e9h percent of the office workers. This corresponds to the information obtained about the general usage of shorthand. Use has made of machine tran- scription by 22.22 percent of the workers. Increased emphasis on the proper use of this tool is suggested. TABLE 19.--Type and frequency of transcription tasks performed by 72 currently employed Traverse City High School business graduates, 1963-1966 Frequency of Use maxim was Tom , ... Daily 'Weekly' Monthly Than ‘Using Total Monthly Skill Shorthand notes 18 2 1 2 23 31.9h Machine 7 7 2 - 16 22.22 Longhand material 2h 5 l 1 31 h3.06 Rough drafts 15 7 2 2 26 36.11 -39- Most of the workers, a total of 79.17 percent, transcribed from rough drafts and longhand material. This information also indicates that a problem-oriented advanced typing course is needed. Electronic Data Processigg. Table 20 shows that a small group (16.67 percent) of the office workers used electronic data processing skills daily. About 32 percent of the workers used the skills to some degree on their job. The order of importance is; bookkeeping machine, 11.11 percent; key punch, h.17 percent; and collator, h.l7 percent. TABLE 20.--Type of data processing machine and frequency of use for 72 currently employed Traverse City High School business graduates, 1963-1966 Frequency of Use Types of Data Processing Less Total 1 f Machines Daily Weekly Monthly’ Than Using Total _ Monthly Skill Key punch 3 - - - 3 8-17 Tape punch 1 - - 1 2 2 .78 Verifier. .2 - - - 2 2.78 Sorter 2 - - - 2 2 .78 Collator 2 l - - 3 h.17 Bookkeeping 1 h 2 1 8 11°11 TWX - l - - 1 1.39 Proof - - - 1 1 1039 Computer 1 - - - 1 1.39 The low frequency of Data Processing would point to two facts: The present system does not provide sufficient training so that graduates can find entry-level positions or there is no need for training on specific machines as there are few job Opportunities in this area. -ho- Adding and Calculating_Machines. Table 21 shows that the 10- and full-key listing machines, used by h1.67 percent and 31.9h percent of the office workers respectively, were the most frequently used machines in this category. Table 21 shows that a rotary calculating machine was Operated by 15.28 percent of the workers, followed by 11.11 percent who used a lO-key printing machine. At present the emphasis in the office machines course is on the printing type adding machines; however, the emphasis should be changed to 10- and full-key listing machines. Most of the persons who used a machine did so on a daily basis. TABLE 21.-Type of adding and calculating machines and frequency of use by 72 currently employed Traverse City High School business graduates, 1963-1966 Frequency of Use Type of Adding and Calculating Less Total Machines Daily Weekly Monthly Than Using ioiil Monthly Skill lO-key listing 21 h h 1 30 hl.67 Full-key listing 18 .3 2 - 23 31.9u lO-ksy printing 6 2 - - 8 11.11 Full-key printing 6 1 - - 7 9.72 Key-driven -- - - - - --- Rotary S 1 3 2 11 15.28 Duplicating Equipment. The newer type duplicating methods, such as photoc0py, xerox, verifax and thermo-fax were used by 91.67 percent of the responding office workers. Most of the respondents used one of the methods at least weekly. Table 22 shows that the ditto- or memeograph-type equipment was used by .hl- approximately 20 percent of the workers and most of them used the equipment at least weekly. The high rate of usage in the newer processes of duplicating was accompanied by an almost complete lack of school instruction in their use. This lack of instruction could be easily remedied as several of the machines are located in the high school complex. TABLE 22.-Type of duplicating process and frequency of use by 72 currently employed Traverse City High School business Graduates, 1963-1966 Frequency of Use Type of “ Duplicating Less Total % f ' Process Daily Weekly Monthly Than Using T :31 Monthly' Skill 0 Ditto-type 11 2 - 1 1h 19.1w Himeograph 7 S 1 3 16 22.22 Photocopy 13 9 3 2 27 37-50 Xerox 17 S 1 - 23 31.9h Verifax 2 - - 2 h 5.56 Thermo-Fax 7 1 h - 12 16.67 General Machines. The four most frequently used general machines in the office were the telephone, electric typewriter, manual typewriter, and switchboard, as shown in Table 23. The telephone was used by 9h.hh percent of the respondents which makes it by far the most often used item in the general machines category. Increased and improved training is needed by Traverse City High School business graduates in the use of the telephone. Inadequate telephone training mentioned by office workers ins eluded such things as how to say "no" gracefully, how to stay calm while talking to an angry customer, and how to ask for information. -uz- TABLE 23.-Names of general machines and frequency of use by 72 currently employed Traverse City High School business graduates, 1963-1966 - Frequency of Use Types of General Machines L833 Total % of Daily WGekly' Monthly Than U51nB Total Monthly Skill Telephone 67 1 - - 68 9h.hh Electric typewriter 36 3 2 1 h2 58.33 manual typewriter 36 2 1 2 hl 56.9h Flexowriter - - - l 1 1.39 Switchboard 6 h l 2 13 18.06 Teletype 5 2 - 1 8 11011 Cash register 9 - - - 9 12.50 Billing machine 3 1 2 - 6 8.33 Blueprint machine - - - 1 l 1.39 The ratio of workers, 58.33 percent, who used the electric typewriter and 56.9h percent who used the manual typewriter was about as eXpected. Most persons who used only one typewriter used a manual. Most office workers that used an electric typewriter also used a manual typewriter. This information should direct the business department toward continuing to teach all basic classes on manual machines and possibly the advanced classes on electric machines. The use of a flexowriter by only one person on a less than monthly basis was far less than eXpected. One of the largest local employers makes extensive use of this machine. The use of a cash register by 12.5 percent of the office workers indicates training on this equipment might be desirable. At present there is no training available at the high school in any area of distribution. A basic distribution course is intended ~h3- for the near future, possibly next fall. This area of the curriculum will be enlarged and up dated as soon as possible. Additional Skills Needed. All areas mentioned by graduates as being desirable were mentioned by more than one person. Table 2b shows that 13 persons (18.06 percent of the workers) desired eXperience with additional types of office machines such as adding, calculating, and bookkeeping machines. The next most mentioned item was that of additional types of duplicators, mainly those of a photo or heat process. TABLE 2h.-Rank order of additional skills or training the 110 Traverse City High School business graduates would liked to have had while in high school, 1963-1966 Number Skills or Training Desired Responses g of Total Additional calculators, bookkeeping machines 13 18.06 Use additional duplicators 7 9.72 Office procedures 5 7.00 Business English 3 h.17 Data processing 3 h.17 Good grooming class 3 h.17 Telephone techniques 3 b.17 More accounting 2 2.78 PsycholOgy’ 2 2.78 Writing a resume 2 2.78 Additional rough draft work 2 2.78 Several of the items listed by the office workers could be incorporated in one class on pre-employment information. Some of these items are grooming, how to write a resume, psychOIOgy, telephone techniques, and possibly additional office procedures not now covered in office practice. CHAPTER V SUM-WY, CONCLUSIONS, AND RLCOW‘EBIDA‘I‘IONS The tremendous rate of change in employment factors, cepecially technological change, requires constant evaluation in the area of business education. No formal follow-up study has ever been done of Traverse City High School business edu- cation graduates. This study was an effort to determine how well the business education department of Traverse City'High School has met the employment requirements of its graduates. The Specific purposes of this study were to determine: (1) whether or not the Traverse City High School business edu- cation graduates attained the basic skills and knowledge neces- sary to gain initial employment in an office occupation, (2) what skills and knowledge the business education graduates used in their employment, (3) what skills and knowledge were being used by the business education graduates in their employment for which they felt insufficiently trained, or for which they had no training at the high school level, and (h) the degree of Job satisfaction eXpressed by the business education graduates and their Opinions as to why they felt the way they did about their job. In September, 1967, lb? questionnaires were sent to the 1963-1966 business education graduates of Traverse City High -hh- -55- School. All business education graduates for these years were used in the survey except the five for whom no current address could be obtained. After a follow-up procedure was used, 110 questionnaires were returned which is 7h.6 percent of those sent. The data on the returns was compiled and analyzed. Data used to compile the percentages concerning what is presently being done in office occupations was restricted to those persons who are currently employed in office positions or have worked in an office within the past six months. This was done to insure that only current practices were considered to reject as much guesswork as possible. Summary of Findings. l. Thirtyheight, or 3h.5 percent, of the reapondents attended one or more terms of college. Eleven of the 38, or 28.95 percent, attended two or more years of college. 2. Eighteen of the 38, or h7.h percent, who attended college did so for personal satisfaction rather than for lack of entryb level Job skills. 3. Of the 110 reapondents, 21.82 percent felt inadequately trained in how to get a job, 32.73 percent in English skills, 17.27 percent in shorthand skills, and 12.73 percent in typewriting. h. Eightybfive percent of the graduates now working were either satisfied or highly satisfied with their present job. Only one person working in a business occupation was dissatisfied. 5. The most frequent job classifications were clerk-typiet and secretary, each with 16.36 percent of the reapondents. 6. The general job groupings of general office and -hé- clerk-typist contained 51.39 percent of the reapondents currently employed in offices. An additional 37.5 percent were found in the title areas of secretary and stenographer. 7. One hundred four, or 96.37 percent, of the total reapond- ents have worked at some type of paying job since graduation. Of the total reapondents, 51.81 percent were working in an office at the time they reaponded to the questionnaire. 8. Eighty-three, or 7S.h§ percent, of the total reapondents felt they had acquired adequate business skills in high school. 9. A majority of 56.9h percent of the 72 currently employed ' office workers indicated the most liked aspect of their job was the type of work. The next most liked aSpect indicated by 20.83 percent of the currently employed reapondents was that of working conditions. The most disliked sepsct indicated by 16.67 percent of the office workers was that their job was too close to home. Twenty, or 27.78 percent, of the 72 could find nothing they die- liked concerning their jobs. l0. All of the office workers surveyed used filing, with 8h.8 percent using alphabetic filing daily, 3h.8 percent using subject filing daily, l.h percent using geographic filing daily, and 52.8 percent using numeric filing daily. 11. Five bookkeeping tasks were performed by over 20 percent of the office workers. The most frequently used duties were in the areas of petty cash, purchasing, accounts receivable, accounts payable, and banking papers. 12. A wide range of typing skills were used by many of the -hé- clerk-typist contained 51.39 percent of the respondents currently employed in offices. An additional 37.5 percent were found in the title areas of secretary and stenographer. 7. One hundred four, or 96.37 percent, of the total reSpond- ents have worked at some type of paying job since graduation. Of the total reapondents, 51.81 percent were working in an office at the time they responded to the questionnaire. 8. Eighty-three, or 75.h5 percent, of the total reapondents felt they had acquired adequate business skills in high school. 9. A majority of 56.9h percent of the 72 currently employed ' office workers indicated the most liked aSpect of their job was the type of work. The next most liked aSpect indicated by 20.83 percent of the currently employed respondents was that of working conditions. The most disliked aSpect indicated by 16.67 percent of the office workers was that their job was too close to home. Twenty, or 27.78 percent, of the 72 could find nothing they die- liked concerning their jobs. 10. All of the office workers surveyed used filing, with 8h.8 percent using alphabetic filing daily, 3h.8 percent using subject filing daily, 1.h percent using geographic filing daily, and 52.8 percent using numeric filing daily. 11. Five bookkeeping tasks were performed by over 20 percent of the office workers. The most frequently used duties were in the areas of petty cash, purchasing, accounts receivable, accounts payable, and banking papers. 12. A wide range of typing skills were used by many of the -h7- workers on a regular basis. Major frequency of usage occurred on the following tasks: business letters, composing letters, tabulations, form letters, and reports. 13. Relatively'few of the office workers used shorthand consistently. The skill was used most often for taking telephone messages. 1h. A total of 79.17 percent of the reapcnding office workers indicated they transcribed from.rough drafts and longhand material. Machine transcription was performed by 22.22 percent of the office workers. Transcription from notes was performed by 31.9h percent of the workers. 15. Twelve, or 16.67 percent, of the office workers indicated they used some form.of electronic data processing daily. 16. The 10— and full-key listing machines were used by hl.67 and 31.9h percent of the reapondents reapectively. Some type of rotary calculator was Operated by 15.28 percent of the workers, and 11 percent used a lO-key printing machine. ‘ l7. Newer type duplicating methods were used by 91.67 percent of the office workers, most of them at least weekly. Ditto or mimeOgraph type equipment was used by h1.66 percent. 18. The most frequently used general machines were the tele- phone, electric and manual typewriters, and switchboard. The most often used item (by 9h.hh percent of the total reSpondents) indicated was the telephone. An approximate equal ratio of electric and manual typewriter usage was reported. 19. Thirteen, or 18.16 percent, of the respondents desired -38- additional training on a variety of office machines. Seven, or 9.72 percent, desired acquaintance with additional duplicators. Conclusions. l. Typing is definitely a necessary skill for business graduates of Traverse City High School. Training is equally important on both the manual and electric typewriter. 2. Filing was a very important part of the office worker's job duties with most emphasis on alphabetic filing. 3. Electronic data processing machines were used by some (about 3 percent) of the 72 currently employed office workers. h. The Traverse City business education graduates attained the basic skills and knowledge necessary to gain initial employb ment in an office occupation. This assertion was supported by 82.72 percent of the reapondents indicating they either are presently working or have worked in an office. Twenty percent of those not working in an office listed "housewife" as the reason, not lack of business skills. Only two persons stated they were inadequately trained for office work. The success of the Traverse City business education program in supplying the basic skills was further supported by 97.6 percent of the respond- ents who have had an office job stating that they felt their training was adequate. S. A majority of the persons who are either presently employed, or have been employed within the last six months, expressed an Opinion of satisfaction with their job. -ug- Results Not SupportingAuthor's Hypotheses: l. A majority of the office workers did not transcribe material from shorthand. Transcription was done by 79.17 percent of the respondents from rough drafts or longhand material, 36.11 percent and h3.06 percent reapectively. Only 31.9h percent of the workers transcribed from shorthand. V 2. The position of bookkeeper was held by 11.11 percent of the 72 reapondents currently working in offices. This was sub- stantially more than the position of stenogrepher. Five specific bookkeeping duties were performed by over 20 percent of the reaponding office workers regardless of Job title. Thorough training of all office uvrkers in bookkeeping skills is more necessary than was previously thought. Recommendations. 1. Training on the newer type duplicating machines should be done by use of discussions, demonstrations, and visiting the machine stations used in the high school complex. 2. Class standards in typesriting and shorthand should be reviewed and shortcomings eliminated. More eMphasis should be placed on problem solving and rough drafts, with more extensive use of shorthand skills being the goal. 3. The application of various bookkeeping skills by secretaries should be stressed to a greater degree in all business classes. h. Increased emphasis should be placed on producing mailable c0pies on the first try in advanced typing classes. -50. S. More emphasis should be placed on how to prOperly use a telephone for business purposes in the office practice classes. 6. The office machines course should be eXpanded to include a wider variety of machines. 7. More stress should be placed within present units of instruction on such tepics as grooming, how to write a resume, office etiquette, psychology of worker interactions, and other immediate, before-employment information. 8. The purposes and goals of the business mathmetics claSses should be re-evaluated from the view point of the needs of office workers. BIBLIOGRAPHY Books Barma, M. An Introduction to Educational and Psychological Research. New York: PS Jayasinghe Asia Publishing muse , i965 O Crank, Doris H., and Crank, Floyd L. New Perspectives in Edu- cation for Business. Washington (UC): National Business Education Association, 1963. Good, Carter V. Essentials of Educational Research. New York: Appleton-Century-Crofts, Division of Meredith Publishing Company, 1966 . McCarthy, John 1. Vocational Education: America's Greatest Resource. Chicago: American Technical Society,fl952. MehrOtra, Po V0, ”MOtra, Re No, and Sukhia, S. P. Elements of Research. Bombay: Allied Publishers Private Limited, 1966. Rummel, J. Francis. An Introduction to Research Procedures in Education, Second Edition. New York: Harper and Row, Publishers, 1959. Travers, Robert H. W. An Introduction to Educational Research, 2nd Edition. New York: The Macmillan Company, l9éh. Articles and Periodicals Berry, Doris Anita. "Typewriting: General Office Assignment Number One," Business Education Forum, XIX, No. 2 (November, 1961:), 7-9. Blackstone, Bruce I. "Office Education Today," American Vo- cational Journal, XXXVIII, No. 5 (May, 1963): 15. . "The Office Worker and His Education," Journal of Business Education, XXXVIII, No. 1 (October, 1902), 27. -51- -52- Erickson, Lawrence W. and.011verio, Mary Ellen. “Evaluative Criteria for Survey Instruments in Business Education, Monograph 111. Chicago: SouthpWestern Publishing Company, 19630 Eyster, Elvin S. "New Directions in Business Education,“ American Vocational Journal, XL, No. 6 (September, 1965), l8e21. Gideon, Francis C. ”The Impact of Data-Processing Technique and the Information Systems Concept," Business Education werld, XLII, No. 3 (November, 1961), 1h~l7. Leonard, George B. ”Are Us Cheating Twenty'Million Students?," Look, XXVII (June h, 1963), 37-h8. O'Brien, M. Claire. “Automation, Office Occupations and Business Education,“ Business Education Forum, XVIII, No.1 (October, 1963). 26-27. Patchen, E. A. “Automation Affects Secondary Business Education,” Journal of Business Education, XXXVII, No. 5 (February, 1962); l93’9he Roman, John C. "Automation's Challenge to Business Education," Business Education'World, XIII, No. 3 (November, 1961), 21-22. Shilt, Bernard A. "Office Education, A Partner in Vocational Education,‘I American Vocational Journal, 1L, No. 3 (March, 1965). 21-22. Slaten, Lenellh. “Business Subjects in the Secondary School Curriculum,” The Balance Sheet, XLVIII, No. h (December, Spears, Harold. "Educational Implications of Automation as Seen by a Curriculum Specialist,” Automation and Challenges to Education, XXXI (1962), Sl-6h. Spring, Marietta. "Community Surveys Help the Business Teacher," The Balance Sheet, XLVII, No. h (December, 1965), 161-62. Strony, Madeline 3. “Plans Ahead in Secretarial Programs,“ Edu- cation for Business Beyond High School (National Business Education Yearbook}; XIV (1957); 2124B9. Venous, S. J. ”The High School Business Curriculum," Business Education Quarterly, XXXI (Fall, 1962), h3-58. ~53- wood, Helen. "Trends in Clerical Employment,"‘ Business Edu- cation World, XLII, No. 3 (November, 1961), 16-20. Unpublished Material Andersen, Mary Jane. "Integrating Office Automation Knowledge in High School Business Education." Unpublished Master's thesis, Hankato State College, 1965. Brett, Marilyn.Rothney. "A Follow-Up Study of the 1963-196h Business Education Graduates of East Detroit High School to Determine the Effectiveness of Their Business Training." Unpublished independent study, Michigan State University, 1965. Carter, Deane Hilton. "A Study of Office Training Programs for Date-Processing Personnel in Selected Businesses in Metro- politan Denver, Colorado, with Implications for Business Education in the Secondary Schools." Unpublished Ph.D. dissertation, State University of Iowa, 1965. Crisman, Leo Eugene. “A.Follow-Up Study of the Lehi, Utah, High School Business Graduates for the Years 1955 to 1965, Inclusive." Unpublished Master's thesis, Brigham Young University, 1965. Davitt, John J. "A Study of the Business Department and Its Graduates of Alexander Ramsey High School.” Unpublished Master's thesis, University of Minnesota, 1960. Dublanko, Tofen. "A Follow-Up Study of the Victoria Composite High School, Edmonton, Alberta, Business Education Grad- uates for the Years 1956, 1957. and 1958.“ Unpublished ‘ Master's thesis, University of North Dakota, 1960." Dymczyk, Elaine. "A.Follow-Up Study of Selected Graduates of the Cromwell, Connecticut, High School to Determine the Effectiveness of High School Business Courses as Prepa- ration for Positions in Business." Unpublished Master's thesis, Central Connecticut State College, 1965. Falk, Ruel F. "A Survey to Determine the Number and Types of Office Machines Used in Appleton, Menasha, Neenah, and Oshkosh, Wisconsin, and Some of the Implications of Auto- mation for the Teaching of Office Machines.” Unpublished Master's thesis, University of Wisconsin, 1965. Friebe, Donald R. 'A.Follow-Up Survey of 1963-1965 Distributive Education Graduates of Northern High School, Pontiac, Michigan, to Determine the Value to Them of Gosperative Training in Their Present Employment." Unpublished independent study, Michigan State University, 1967. -52” Frisbie, Mary Adele. "Emerging Electronic Data Processing and Its Relation to Office Employment and Costs, 1930-19573 And Implications for Business Training." Unpublished Ph.D. dissertation, New York University, 1961. Johnson, Richard C. "A.Follow3Up Survey of Selected Graduates of the Lansing Public High Schools for the Purpose of Determining the Value of Forkner Shorthand to College Students.“ Unpublished independent study, Michigan State University, 1966. Larson, Donn. “A Study of Local Legal Secretaries and Their Employers Pertinent to the Educational Preparation of the Legal Secretary in the Grand Rapids Area.“ Unpublished independent study, Michigan State University, 1966. Parart, Sister Cervase, DC. "A Study to Determine the Effec- tiveness of the Business Curriculum of the Immaculate Cons caption Academy, Washington, D.C. In Reference to Office Skills and Personal Qualifications Requisite for Successful Federal Government Employment.” Unpublished Master's thesis, The Catholic University of America, 1961. Schenck, Katherine Mildred. "The Need for Teaching Bookkeeping in the Public Secondary Schools of the District of Columbia." Unpublished Master's thesis, The Catholic University of America, 1965. Trimble, Dale. "A Survey of Office Machines Used in Selected Offices in the Owosso and Corunna, Michigan Area." Unpub- lished independent study, Michigan State University, 1966. Walejko, Charles. “A Follow-Up Study of the Brussels,‘Wisconsin High School Secretarial Training Graduates.and Their Employ- ers From 1959 Through 1961." Unpublished Masters thesis, University of North Dakota, 1962. Ward, Raymond A. “A Survey of Employers in Selected Business Firms in Grand Forks, North Dakota to Determine the Office Requirements for Clerical and Secretarial Worker." Unpub- lished Master's thesis, University of North Dakota, 1962. weeks, Edwin.E. ”A Study of the EXpressed Employment Needs of Employers in the Syracuse MetrOpolitan Area With Implications for the Office Occupations Program in the Syracuse Public Schools." Unpublished ED.D. dissertation, Syracuse University, 1961. Zandi, Don F. "A FollowBUp Study of the P. J. Jacobs High SChool, Stevens Point, Wisconsin, Business Education Graduates for Years 1959, 1960, and 1961." Unpublished Master's thesis, University of North Dakota, 1962. APPENDIX A COVER LETTER Date Address Dear : Will you help me solve a problem? The problem is to find out how adequate the business skills learned in high school are compared with the requirements of present office jobs. Even if you are not presently employed, your answers to the general information questions will be helpful in evaluating many parts of the high school business program. All infor- mation will be “total number reported" so your name will not be used. The enclosed questionnaire is a check list type and can be completed in a few minutes. A.stamped, return envelOpe is enclosed for ease in returning the questionnaire. Please do so soon. Your c00peration in helping me complete this study will be greatly appreciated. Sincerely, Bernard Ackerman, Business Teacher Traverse City High School den -55- APPENDIX B FOLLOW-UP LETTER Date Address Dear : Your completed questionnaire did not get here. Possibly you did not receive the first one mailed. A.reply from each of those surveyed is important to get an accurate picture of how adequate our business program is. I know you are very busy, but would you please take a few minutes now to complete the check list questionnaire and return it. A staMped, self-addressed enve10pe is enclosed. Your COOperation will be greatly appreciated. Sincerely, Bernard Ackerman, Business Teacher Traverse City High School dca -56- APBEI-JDIX C Name_A_ Year Graduated Did you attend college? yes“ no. If yes, how many terms did you comrlete? terms. If you attended college check one item to indicate the main reason: high school skills not adequate to get job ..... parents wanted you to get more training ........ employer asked you to attend ................... you Wanted to Sample college life 00000000000000 needed training to advance on job .............. friends COHVinced me to go 00.000000000000...000 several Of the above 0.0.0000000...000.000.00.00 other (please explain) In which of tne following areas How important was the lack of do you feel you received inade- this skill? q ate training in high school? major minor type. writing 00.00.00.000 how to get a jOb 00000.0 EngliSh Skills 0.00.0.0. bCOkKeeping-000000000000 shorthand 000.000.00.000 bUSiness m3th 0.0.0.0000 other (list) HHII mm: IIIIIII Check the one title which most closely fits the type of work Check one indicating how well you do. you like your present job. Clerk Typist ........ Secretary 0.0.0.00... highly satisfied 0000000 TypiSt 00.00.000.000. General Clark 0.00.00 BCOkkBeper 0000.00.00 Stenographar .0000... Receptionist ........ Executive Secretary . Legal Secretary ..... Other (explain) satiSfied 000.000.00.000 indifferent 000.00.00.00 dissatiSfied 00000000000 very dissatisfied ...... (not employed) ......... HHH HHHIH In your Opinion, did you have adequate business skills for your first office job (either full- or part-time) after high school? yes no have not had an office job. -57- -58- Since you graduated from school: full part yes no time time Have you held a paying job at any time? L x Are you presently working in an office occupation? Have you worked in an office occupation in the past, but are not now? If you are not now working in an office, please check (if possible) one item which most closely resembles your reason. in college 000000.00... in Bari/ice 000000000... 8111 a housewe 0.00.... lack adequate skills .. maternity leave 00.0000 10" pay 00.000.00.00... poor working conditions several of the above .. other (list) lHllHl Place an "M" after the one item you like most about your job. Place an "L“ after the one item you like least about your Job. working conditions .... boss .................. (to-workers 000.00.00.00 type Of "Ork 000000000. located close to home.. other (list) Hlll not need to use. Skip any of the numbered categories which you do not use and do briefly on the line following. When the choice "other" is used, please eXplain l. FILING alphabetic 000000.00 BUbJBCt 00000000.... geographic 000.000.. numric 00.0.0000... other Need to use Skill YES NO I l —‘ ON YOUR PRESENT JOB APPROXIMATELY 'HOW OFTEN YOU God SKILL daily --.-001 ----- y ————— flees than weekly monthly monthly ON YOUR PfiESEfiT JOB APPROXIMATELY Read How OFTEN you USE SKILL touse -..-........ .......... Skill less than 2. BCCKKEEPING YES NO daily'weekly monthly monthly petty C3511 ooooooooo purchasing 00000090. payroll cocooooooooo inventory oooooooooo accounts receivable. accounts payable ... banking papers .0000 State tEXBS oooooooo other HIHH 3 0 TYPE“? ITER business letters ... tabulations 0.000000 form 18tt6r8 ooooooo filling in forms ... composing letters .. reports cocooooooooo stencils ooooooooooo dittOB ooooooooooooo 1HVOices ooooooooooo memos 0000000000.... rough drafts 00000.. other HHHHH ' l ‘=»=LLJ====:L====I==+=EL —————————;——————.— h . SHORTHARD dictation oooooooooo telephone messages.. instructions ....... minutes oooooooooooo mamos 00000000000000 personal use ......- other I S. TRANSCRIPTION shortnand notes c...‘ maChine 000000000000 longhand material 00 rough drafts ooooooo other H A .o..oo|00 ‘OODOUOOI. 6. 7. 8. 9. ELECTRONIC DATA PNLCESSING key punCh oooooooooo tape punch 00.000000 verifier 00.00.0000. Sorter 0000000000000 collator coo-coco... bookkeeping machine. other -60- ON YOUR PnEJENT JOB APPROXIMATELY Need _ How OFTEN You use SKILL to use - " - '-' - - ‘F '- “- .- 1 —————— Skill less than YES JO daily weekly monthly' monthly ADDING & CALCULATING MACHINES lO-key listing ..... full-key listing ... lO-key printing .... full-key printing 0. key-driven ......... rotary ooooooooooooo other DUPLICATING EQUIP. dittOOtyp. 0.0000000 mimograph 000000000 phOtOCOpy oooooooooo Xerox oooooooooooooo Verifax oooooooooooo ThermD-Fax ooooooooo other ngRAL memes telephone coo-cocoon electric typewriter. manual typewriter .. flexowriter oooooooo switchboard oooooooo teletype ooooooooooo caSh ragister oooooo billing maChina 0000 other What additional skills or training do you think should be offered in high school? Use back of page it necessary. __#. "..’ ‘fi; as? m“ --. , . . ‘f'ss “S F55??? :6 . -_- "$ka 'i'é‘)‘ ... _' ICHIGQN STQTE UNIV. LIBRRRIES 31293010256596