AN I NTEGRATED PROJECT ma AN‘ lemma SECRETARY III AII EDUCATIONAL IIISTIImnoII _ BASED UPON A QUESTIONNAIRE ANALYSISOF TASKS PERFORMED An Independent Study for the M, A. Degree MICHIGAN STATE UNIVERsn'Y CLARA SHADE DUNCAN 1972 * 0 -¢ V: “a o-og- . "p-~9.‘«~« ...... >4F WK 5 ‘..A1:""*';3?.f* ! 5.." g?” "‘ *‘F “W.“ ””P'f' 'mér .. ' sh!" QS '5‘"'1~?‘..t'fi ' J "V ‘ dflfi EUt Lqrw 2 (2%! it. A ‘ 17" 1.» '1‘; e PLACE IN RETURN BOX to remove this checkout from your record. To AVOID FINES return on or before date due. MAY BE RECALLED with earlier due date if requested. I I DATE DUE DATE DUE DATE DUE I 6/01 C'JCIFIC/DaIeDuepes-p. 15 AN INTEGRATED PROJECT FOR AN EXECUTIVE SECRETARY IN AN EDUCATIONAL INSTITUTION BASED UPON A QUESTIONNAIRE ANALYSIS OF TASKS PERFORMED An Independent Study for the M.A. Degree by Ciara Shade Duncan Business and Distributive Education Michigan State University May, I972 ABSTRACT AN INTEGRATED PROJECT FOR AN EXECUTIVE SECRETARY IN AN EDUCATIONAL INSTITUTION BASED UPON A QUESTIONNAIRE ANALYSIS OF TASKS PERFORMED by Clara Shade Duncan The integrated project in this study was deveIOped to simulate the job of an executive secretary to the chairman of a department in a large university. An integrated project as defined in this study is a problem situation which requires the student to integrate skills, knowledges, and abilities previously learned in separate business courses in performing tasks in a simulated job situation. The project was developed to give the student experience in the type of tasks that would be encountered in the job of executive secretary in a large university. The Specific abilities to be developed are: following directions that are implied, determining tasks that must be done without explicit instructions, using forms and procedures unique to educational institutions. According to the objectives developed for the project, the student will be able to apply previously learned knowledges and procedures. To ensure the relevancy of the tasks included in the project to the actual job situation, a questionnaire analysis was made. A task was determined to be relevant if at least 50 percent or more of the respondents indicated they performed the task. The questionnaire indicated nineteen tasks that were relevant. The following tasks from the nineteen were included in the integrated project: typing corres- pondence from employer's handwriting, preparing travel authorizations and vouchers, composing routine correspondence, making travel arrange- ments and reservations, reporting absences of other clerical help, preparing labor payroll time cards, transcribing dictation from shorthand. This project may be used in secretarial practice or office procedures classes, block-time office practice classes, or cooperative office practice related classes, as well as other types of classes . depending upon the teacher‘s imagination. The actions and directions to the tasks in the project are implied as much as possible, rather than stated step-by-step to the student, in order to give the student experience in ascertaining the action required from the information given. AN INTEGRATED PROJECT FOR AN EXECUTIVE SECRETARY IN AN EDUCATIONAL INSTITUTION BASED UPON A QUESTIONNAIRE ANALYSIS OF TASKS PERFORMED May, 1972 Accepted by Chapter IV. V. TABLE OF CONTENTS Introduction Purpose of the Study Assumptions Method and Procedure Delimitations Limitations Definition of Terms REVIEW OF RELATED LITERATURE . . . . The Project Method in Education INTRODUCTION AND DISCUSSION OF THE PROJECT . . . . . The Project Method in Distributive Education The Integrated Project Method in Office Education ANALYSIS OF QUESTIONNAIRE . . . . . Determination of Relevant Tasks Other Implications Summary THE PROJECT . . . . . . . . . . . . Introduction Type of Classes Objectives Behavioral Objectives Student Comptencies Time Involved Supplies and Equipment Needed Suggested Evaluation SUMMARY 0 O O O O O O O O O O O O O O BIBL'OGRAPHY O O O 0 O O O O O O O O O O O APPEND'CES O C O I 9 O O O O O O O O O C O A - Sample Questionnaire B - Integrated Project C - Forms Needed in the Project Page 54 58 1.0 lo CHAPTER I INTRODUCTION AND DISCUSSION OF THE PROJECT Introduction Business educators are stressing very strongly the need for incorporating simulation into office education prOgrams and providing realistic experiences that relate to each student's Specific career objective or goal. Teachers have come to realize that if a student is to perform successfully on the job, he must, before leaving school, see the interrelation of knowledges and skills being learned as they relate to his career choice. Ideally, the way to accomplish this is to provide each student with c00perative work experience as a terminal experience before leaving school. For various reasons (size of community and/or school, jobs available, etc.), work experience may not be feasible for all students. Simulated experience-~the next best thing to actual experience--can offer a reasonable compromise. Ogunniyi states: The function of educational simulation is to integrate knowledges which an individual may possess and to put these knowledges into meaningful forms by presenting the learner with problem-solving situations which require the application of procedures, principles, concepts, psy- chomotor skills, identification, and strategies or a combination of any of these. This learning experience is a synthesis of the cognitive affective and psychomotor knowledges which an individual has previously acquired or may acquire during the simulation.] IOmotosho Ogunniyi, ”The Methodology of Educational Simulation and Design of a Simulated Instructional Model for Occupational Education,“ (unpublished Ph.D. dissertation, Michigan State University, I969), p. I56. One way to provide for simulation in office education is through the use of ”integrated projects” or ”integrated exercises.” The Dictionary of Education defines a project as: A significant, practical unit of activity having educational value and aimed at one or more definite goals of under- standing; involves investigation and solution of problems and frequently, the use and manipulation of physical materials; planned and carried to completion by the pupils and teacher in a natural, ”real life“ manner. A simulated project or integrated project in office education there— fore could be defined as a problem situation which requires the student to integrate skills, knowledges, and abilities previously learned in performing tasks in a simulated job situation, and may be designed for individual or a group. AS such, it meets the criteria for both ”simulation” and a I'project." With the present emphasis on career deveIOpment and individual- ized instruction, such projects can and should relate to the student's Specific career objective regardless of whether or not he happens to be one of a few studnets in the class with that particular career objective. His instruction should as nearly as possible be individ- ualized to meet his Specific needs and interests; however, preparation of such individual projects can be a very time-consuming and laborious task for the average classroom teacher. Consequently, there is a need for such projects geared to each student's career objective, whatever it may be, that help toward bridging the gap between the classroom and the initial job entry. Purpose of the Study The purpose of this Study is to determine the most frequently performed tasks of an executive secretary in an educational setting as a basis for constructing an integrated project that will simulate at least part of this particular occupation. Assumptions There are some secretarial tasks unique to secretaries in an educational setting as Opposed to those in a business setting. The integrated project when completed simulates actual tasks performed by an executive secretary in an educational setting. Method and Procedure A questionnaire was deveIOped and administered by mail to executive secretaries of a large midwestern university of over A0,000 students and a clerical-technical staff of approximately 2,IOO employees. The questionnaire was designed to obtain informa- tion concerning the kinds of tasks executive secretaries performed and with what frequency. The analysis of the questionnaire determined the tasks used to develop the integrated project for an executive secretary in an educational setting. Delimitations Only those persons listed as ”Executive Secretary” in the Faculty-Staff Directory of one educational institution were used in this study. The project was not administered to a sample of the group for which it was written. I. II‘III tat Ion s. A different method of gathering data may have resulted in more valid findings. This study did not include any executive secretaries employed after the Directory was published and does not account for the number of questionnaires n93 returned because the employee had left the institution. Definition of Terms Integrated Project (Simulated project, integrated exercise). A problem situation which requires the Student to integrate Skills, knowledges, and abilities previously learned in performing tasks that simulate actual job Situations. It may be for an individual or a group. 133k. A distinct major activity made up of one or more elements that requires the worker to integrate methods, procedures, techniques, and/or skills in performing logical and necessary steps. Educational Setting. For the purpose of this study, the term educational setting will refer to a college or university. Executive Secretary. For the purpose of this study, the title Executive Secretary will refer to an individual whose major duties are performed for one supervisor. She is reSponsible for carrying out minor administrative responsibilities, supervising other clerical personnel, in addition to taking and transcribing dictation. CHAPTER II REVIEW OF RELATED LITERATURE .Ihe Project Method in Education Historical overview. The project method has been used for many years in specialized forms of education particularly in the training of architects. The method can generally be said to have Started in I908 with Rufus Stimson being the first to employ the term ”home project” in the agricultural courses of the Massachusetts Vocational Schools.2 In addition to being used in the training of architects, business and agriculture, the project method gained momentum prior to l9l8 and was used in the practical arts, home economics, and general science with Supporters such as F. E. Heald, W. G. Whitman, J. F. Woodhull, W. W. Charters and Daniel Snedden contributing their particular definitions. Since the term was first used in Massachusetts, many variations of its original meaning were later applied to a variety of disciplines. The project method, according to Hofe,3 was misused over the years, and in a distorted form, was instrumental in creating the construct commonly known as progressive education. It appeared to 2John Stevenson, Project Method of Teaching, New York: The MacMiIlan Company, I922, p. A0. 3George D. Hofe, ”The Project Method and Its Origin,” Teachers College Record, Vol. 67 (February, I966). have gained pOpuIarity in part, due to the growing disatisfication with what was characterized as formal recitation. One of the better known ”progressives” at the time, and the name most often referred to as being responsible for the project method gaining national prominence, is that of William Heard Kilpatrick. During the same period, however, Charters and Snedden also wrote extensively about the project method.LI Kilpatrick, however, is given credit for broadening the field for educational projects to elementary education in general. Kilpatrick, in a paper written in I9I8, pr0posed ”a phiIOSOphy of methodology broadly applicable to any subject, one defined in terms of whole- hearted, purposeful activity proceeding in a social movement and one which urged involving student interest, encouraged physical activity and pupil interaction,”5 Tenenbaum, in his biography of Kilpatrick, quoted him as saying: What I was seeking. . .was a kind of education that took the person where he was, at whatever stage of deveIOpment he chanced to be, and helped him to grow as an individual, as a whole person; to grow creatively along his own lines, not in any selfish or egotistical sense, but in a socially useful way, so that our whole social process could go on better. The old way of learning concentrated on books and did not involve creation; in fact, it shut creation out; it shut out emotions, feelings, hOping, ideals, attitudes; it shut out behavior, caring nothing as to whether what this individual learned got into life and changed and made better this life.6 uMilton H. Bleeke, ”The Project: From a Device For Teaching to a Principle of Curriculum,” (Ph.D. dissertation, Madison: University of Wisconsin, I968). SWilliam Kilpatrick, ”The Project Method,” Teachers College Record, Vol. XIX, No. A (September, I9l8), p. 320. 6Samuel Tenenbaum, William Heard Kilpatrick: Trail_Blazer in Education, New York: Harper and Brothers Publishers, I95], p. IAO. In I92I with the founding of the National Conference on Educational Method and the publication of a journal under the editorship of James Hosic, the project method gained ascendancy. By I92A, Kilpatrick and Hosic, using periodical literature as the primary vehicle, urged that the project method be considered not only as a method to improve learning within a given subject, but rather as a way through which the entire curriculum could be reorganized. Correlating, fusing, and integrating subject matter through unifying activities gained the attention of educators from l92h to I934 and was broadly identified as the activity curriculum movement. Attempts were also made about this time to reorganize subject matter in terms of life activities as evidenced by the National Council of Teachers of English and its l936 publication, An ExPerience Curriculum in English.7 According to Hofe8 Kilpatrick merely p0pularized an innovation introduced and deveIOped by John Francis Woodhull. Hofe insists that Kilpatrick came to know about the project method after visiting with Woodhull. Tenenbaum states: He was not, he frankly says, the first to use the word in connection with educational implications. An associate, Professor Woodhull, had published an article suggesting that high school boys should be assigned mechanical projects, such as wiring a house for electric bells. Kilpatrick liked this idea very much, as he thought that practical tasks assigned in school would tend to make for a more meaningful education. . .But no one used the word 'project' in philos- Ophy or methodology or with the over-all significance that Kilpatrick did; and it can be said that in the way he con- ceived and preposed the 'project' with its emphasis on the purpgseful act, it was altogether original and unique with him. 7Bleeke, op. cit. 8Hofe, op. cit. 9Tenenbaum,__op. cit., p. IAO. Much of the literature would appear to bear out Tenenbaum' contention. The writer wishes to note here simply that, althOugh the literature points to Kilpatrick as the originator of the project method, other noted educators contributed to the adOption of the method by teachers. By I938, there was powerful Opposition to the project method. Teachers with vested interest in subject matter severely criticized the project method by describing it as ”a 'rabbit' kind of education, with children jumping hither and yon, nibbling here and there, and never mastering anything."10 There were other attacks such as l'by enthron- ing the child--his wishes, his desires, by making the educational process pivot around him--it had created chaos in the classroom; it ”I1 This was the had encouraged undisciplined behavior by children. beginning of the decline in pOpuIarity with project method or the Progessive Education movement. Bayles states that, not many years after publication of Kilpatrick's Foundations Of Method, the term "project'I declined in pOpularity among American educators and ”has long since almost disappeared from their vocabulary. The word 'unit' l2 now seems to have largely replaced it Definition. Numerous writers have attempted to define what the project method is and its role in education. Many definitions have evolved, most of which tend to agree in general as to what the pro- ject method is. The term ”problematic” appears frequently in these IOTenenbaum, op. cit., p. 229. IlTenenbaum, Op. cit., p. 230. IzErnest E. Bayles, “Project Method in Education,” Readings in Distributive Education, East Lansing: Department of Secondary Education and Curriculum, Michigan State University, I968, p. 26. definitions, and serves as a common construct. Heald writes that the term project ”carries with it the idea of a program of importance, of some duration, and an expectation of certain tangible and valuable results.”l3 Stevenson writes that ”a project is a problematic act carried to I“ He continues by eXplaining the completion in its natural setting.” definition as follows: I. there is implied an act carried to completion as over and against the passive absorption of information; 2. there is insistence upon the problematic situation demanding reasoning rather than merely the memorizing of information; 3. by emphazing the problematic aspect, the priority of the problem over the statement of principles is clearly implied and; A. the natural setting of problems as contrasted with an artificial setting is eXplicitly stated.IS Stevenson considered the staging of a situation which leads to activity, in completing the act as over and against the passive acceptance of information, as one of the most significant contri- butions of the project. If the solution is carried on in the same way in school then the problem has a 'natural setting' even though it is being solved in school. The provision for the natural setting of the teaching situation is the distinct I3Ibid., p. 21. thohn Stevenson, Project Method of Teaching, New York: The MacMillan COmpany, I922, p. A3. lslbid. ———_ contribution of the project method. Without the natural setting, there is no project. ' McMurry also expresses the problematic aspect in his definition: The project is a strongly, wisely organized body of thOught focused upon an important center of practical knowledge with a definite purpose. It is the intellectual formulation and mastery of a problematic situation as a preparation for it practical execution.I He further states that the project contains the most important elements of a standard unit of mental effort: I. It is an important whole. 2. It is dynamic in its essential forward movement; 3. it organizes and uses knowledge on the basis of a definite purpose; A. it sets up a series of problems requiring continuous, rational effort; 5. it works out a practical result which is embodied in a concrete object or situation in real life; 6. as an end result of the whole movement, from original conception to final objective realization, it leaves in the mind a knowledge product which serves to in- troduce and eXplain other kindred projects. It has a future as well as a past and connects up between the two. This contributes to the continuous organization of knowledge.] As a last definition, ”The term 'project' contemplates a complete act (or experience) which the agent projects, purposes, and within limits sees through to completion.“9 The tasks in the projects, I6lbid., p. 90. 17Charles A. McMurry, Teaching by Projects, New York: The MacMillan Company, l92h, p. l3. 18lbid., p. ILI. I9Stevenson, Op. cit., p. 57. ll therefore, should be determined by the student; it is the student who conceives, plans, and executes the tasks. This definition, as set forth by William Kilpatrick, is perhaps the one most significant to the Progressive Education movement and that later met with severe Opposition; Opposition from those Opposed to his ”pupil purposing, pupil planning, pupil executing, pupil judging” as a means or phiIOSOphy for reorganizing an entire curriculum. Projects are used presently by teachers but they have now taken prOper perspective and are used for what they are. A project is a method of instruction and not a phIIOSOphy. Bayles states: It is not a philosOphy or a prOgram, for it seemingly suffers when stretched to include ends as well as ways and means. That, I think, is what contributed to the Progressive dilemma of seeming to tell us that Egpil purposes should rule, yet all of us (including the Progressives) know that we as teachers are obligated to see that things do not get out of hand.20 The Project Method in Distributive Education Until about I963 students in distributive education programs that were federally reimbursed received their on-the-job experience with part-time jobs with business firms. In I963 the report of the Panel of Consultants on Vocational Education recognized the fact that COOperative distributive education prOgrams alone could not supply enough workers in the field of distribution and marketing. At the National Clinic on Distributive Education in October I963, John Beaumont, Director of the Distributive Education Branch, USOE, stated: 20Bayles, 223 cit., p. 26. The major concern in the past history of distributive education has been with an extension program. Instruction has been limited to employed persons. . .there is the added challenge to prepare individuals for the initial job. In this context, employment would follow education rather than as, at present, precede education.2I Mary V. Marks, USOE Program Specialists, at the same clinic stated: In addition to the COOperative method of training, participation activities. . .also include group or individual projects which may be used by the in- structor to encourage vocationalIy-centered learning. These may take place in a Specially equipped class- room, in a field assignment of narrow scope, and in situations simulating experiences of varying degrees of SOphistication related to employment Opportunities.22 Specifically, the passage of the Vocational Education Act of I963 with its emphasis on preparatory education permitted the use of project instruction or the project method in distributive education. The project method of instruction in distributive education has been defined as: Any individually designed learning activity that has a behavioral objective related to an individual'a dis- tributive occupational goal and is to be accomplished in a Specified length of time; an independent activity completed in a laboratory environment. 5 The use of the term ”project” itself is certainly not new to distri- butive education. Teachers have used for years what they considered projects, usually as a related class activity. However, the term project plan instruction as defined in I963 is based upon the utilization by the teacher of simulated projects to be completed in 2IPeter G. Haines, and E. T. Ferguson, Jr., “D. E.” Business Education World, XLVII (October, I966), p. l6. Ibid. 23Kay Brown, Distributive Education in the High School, USOE, Division of Vocational and Adult Education, Contract Publication, I966. l3 a laboratory environment, and designed to meet the individual student's distributive occupational goal. The student completes projects which simulate as nearly as possible actual tasks he will encounter in his chosen occupation. The project method combines classroom instruction with supervised laboratory activities in a block—time approach. This method has as its purpose: . . . to extend the capabilities of distributive education so that persons enrolled for full—time study will have ready access to an Option of vocational application of instruction, through project participation, which is realistic and meaningful in light of their occupational objectives and which is suited to their needs, interests, and ability in devel0ping employment qualifications.2 The project method seeks the same learning outcomes as the c00perative method. “The means for learning have been adjusted although the out- comes 50ught remain identical.”25 Unlike the cooperative method, the project method affords the teacher-coordinator direct control of the learning situation. It requires the teacher—coordinator to plan and supervise laboratory activities assigned to individual students. This is the major dif- ference between the project method and the c00perative method of teaching in distributive education. Marks, in discussing the dif- ferences between project and c00perative training noted: The obvious differences between c00perative and project training coordination is that the former provides a training partner for the teacher-coordinator. There is an employer-designated contact person who assists in developing learning experiences for student-trainees. The project teacher-coordinator is the prOgrammer of learning experiences for his student-trainees. Although 2“Edwin L. Nelson. ”Project Training--lts Impact on Program Development,” Readings in Distributive Education, Department of Secondary Education and Curriculum, Michigan State University, East Lansing, I968. 25Mary V. Marks, “Similarities and Differences in Project and COOperative Training,” Readings in Distributive Education, Department of Secondary Education and Curriculum, Michigan State University, East Lansing, I968. IA he may have the good fortune of being able to team with a cooperative teacher-coordinator or employer consultants he nonetheless serves as training sponsor and teacher- Ctxnxiinator.2 The project method was not meant to replace c00perative training whose value has been undisputed in training for distributive occupa- tions. Rather it was seen as an alternative-~a way to broaden the program outside the previous restrictions and make it available to more youth in light of their distributive occupational goal. Dis- tributive education had in the past served only a very limited number of students. With the project method, the number of business firms willing to provide part-time employment is not a restriction on enrollment. Students have a choice as to either c00perative or project method in many prOgrams, or may even participate in both plans of instruction. Buckner27 in I968 predicted that within a few years, the project plan would enroll more students than the c00perative plan. Nelson noted: By extending the capabilities of distributive education in this manner, we make the program available to all wishing to succeed in distributive employment. We make distributive education readily accessible to those students desiring to combine instruction offered in two or more vocational areas. We make distributive education flexible in organization by reducing or extending the amount of time needed to satisfy a level of performance.2 Ppo 7-80 Ibid. 27Leroy Buckner, ”Vocational Education for Sales and Related Occupations: Projections for the Future,” NBEA Yearbook, No. 6, Washington, D.C.: National Business Education Association, I968, p. I6. 28Edwin L. Nelson, IIProject Training--lts Impact on Program DeveIOpment,” Readings in Distibutive Education, East Lansing, lichigan: Department of Secondary Education and Curriculum, Michigan State University, I968, pp. 7-8. l5 By serving more youth, this method is therefore helping to meet the demand for quality manpower resources in the fields of distribution and marketing. While we find limitations in labor market breakdowns, we can place some confidence in the assumption that about 30 percent of the labor force is engaged in distributive occupations. This figure is supported by State surveys, interpretations of labor figures, and related descriptive material. . . Project training gives us the necessary flexibility so that we can be more responsive to the total nampower needs in dis- tribution. If distributive education is to be the natural roadway for those entering the field, it would appear that project training could be the vehicle for as many as 60 to 70 percent of the next decade's projected annual enrollment of 550,000.29 The utilization of the project method in Distributive Education has been slow in gaining acceptance. Samson asserts: The proven success of c00perative training has not encouraged changes in ongoing programs, and thus most project training has been initiated because of prOgram expansion.30 There has been very little research on project instruction in D. E. possibly because of limited pOpulations for study. In December I968, Wallace conducted a survey of state supervisors of distributive education to assess the status and deveIOpment of high school dis- tributive education block-time instruction. ”The project method was used to identify block-time instruction in distributive education.”3l Fourteen states reported having at least one distributive education 29mm. —-..- 3OHarland Sampson, llThe Teaching of Distributive Education,” NBEA Yearbook, No. 9, Washington, D. C.: National Business Education Association, l97l, p. 82. “mm. block-time project plan program. Seventy-one percent indicated the main value of the project method is ”as a substitute for the CO-Op method where adequate training stations are not available.”32 ngflggy. The basic difference between the project method in general education and the method as used in distributive education is that the latter is individually tailored to fit the student's partic- ular occupational goal. Kilpatrick, as discussed earlier, believed that the students themselves should determine the projects which they desired to complete. However, in distributive education, the teacher for the most part selects the types of projects that will prepare the student most effectively for his individual distributive occupational goal. The teacher is responsible for providing projects that are repre- sentative of the actual tasks the student will be required to perform in the actual job situation. ”Students do not always possess suf- ficient knowledge and understanding to determine and follow through on a project that would provide meaningful activities of educational value.”33 Regardless of these minor differences distributive education can make effective use of the project method. Bayles noted: The point in theory seems to be that teachers have to have a basic, overall educational purpose; one that is clearly formulated, consistently followed, and can be explained and defended when needful. Then, and only then, can any method be judged as applicable or not 32Ibid.. 33Gilbert Chancey, ”The Project Method in Distributive Education,” Balance Sheet, Vol. 50 (November, I968), p. IOI. applicable in particular cases and, if applicable, put to work with successful results. Project method j§_a method; not a philosophy.5 The Integrated Method in Office Education In recent years much emphasis has been placed on providing for simulation in office education. It is viewed as an effective means of helping students to bridge the gap between school and the initial job entry. There are certain assumptions about learning implied in the use of simulations. One implication is that people learn not by being taught, but by acting, and then learning from the consequences of that action. Another implication is that ”variations in learning are less dependent on variations in the quality of the teacher than upon the way in which the activity of learning is structured, in particular upon the kinds of actions the learners take and the kind of feedback they tet from these action."3S Simulation implies a sequence of learning in which understanding follows ability to per- form rather than preceding it. For example, a student may learn to perform very well in a given capacity yet not be able to verbalize what elements go into his action.36 A simulation activity, as used in instruction, is a re-creation of some aspect of reality in which students participate as part of the simulation of reality. Poland discusses the concept of simulation 3L'Bayles. Op. cit. 35James S. Coleman, ”The Role of Modern TechnOIOgy in Relation to Simulation and Games for Learning,” To Improve Learning, Sidney Tickton (ed.), New York: R. R. Bowker Company, I970, p. I85. 36lbid. in office education: The concept of simulation is based on the psychological premise that identical elements in two situations will provide for links in action by the individual who ex- periences both situations. Knowledges, skills, and attitudes which are encountered and learned in one situation will have a tendency to reassert themselves whenever enough elements of that situation occur again. When transfer of learning is the basis on which learning is to be constructed, as in the simulation approach, then the teacher tries to create situations in which the student will be expected to perform the skills. Thus meaningful practice will have contributed to greater learning. This occurs as students participate in simulated office situations which involve demonstration of the skills they have learned and application of formal knowledge to individualized problems which have to be solved before work moves ahead.37 Simulation in Business and Office Education can be implemented in many ways. The integrated project method is one instructional technique that can be used in office education to provide for simu- lation. The term ”integrated project” (also integrated exercise, simulated project) as used in Business Office education is very much similar to the project method in Distributive Education. An inte- grated project as used in office education can be defined as a problem situation which requires the student to integrate skills, knowledges, and abilities previously learned in separate business courses in performing tasks in a simulated job situation. The project is designed to meet the individual's Specific career objective or goal, as is the project method in Distributive Education. The project method in Distributive Education, however, differs from the integrated project in office education in that the latter is based 37Robert Poland, ”Typewriting Instruction in a Simulated Office Class,” Business Education Forum, Vol° 26 (January I972), p. 35. Upon providing a situation or project that requires the student to integrate knowledges and skills previously_learned in separate business courses. Emphasis is on a lltying tOgether” of isolated sub- ject matter by simulating an actual job situation which requires the student to perform certain tasks using those knowledges and skills previously acquired. Sawaia states: By using integrated and simulated projects, students are provided the Opportunity to experience realistic office procedures. Simulated office activities also permit consolidation and maintenance of previously learned skills for initial job entry. An additional advantage to this type of instruction is that it provides a means for realistic assessment Of the student's skill proficiency and knowledge acquisitions.38 Business educators are continually stressing the need for in- struction to be geared to each student's Specific career goal; there- fore, teachers must seek and utilize methods that can provide for individualization of instruction. The integrated project is an ideal way to provide for individualized instruction while at the same time providing for simulation in the instructional program. Fruehling in discussing the clerical curriculum predicted: The clerical curriculum of the future will increasingly rely on individualized, self-paced instruction. . . there is much to be gained by letting each student deveIOp skill at his own rate and proceed through a series Of job training sequences that best suit his evolving interests and abilities. Skills and concepts that have been previously taught in isolation will now be taught in integrated fashion, to prepare the students for the integrated patterns of activity he will encounter in the job.39 38Josephine Sawaia, “Block-Time Approach Meets Student Needs,” Business Education Forum, Vol. 2H (February, I970), p. l0. 39Donald Fruehling, ”The Clerical Curriculum of the Future,” Business Education Forum, Vol. 25 (February, l97l), p. 2l. 2O Schroeder and Danford list individualization of learning experiences as one of the fundamentals essential in the career ladder concept which focuses on the career goal of the student and his performance in meeting his objective. .’. learning eXperiences must be individualized so that he will achieve his maximum capability during the time he is enrolled in the prOgram. . . Fundamentally, each student is on his own path to a career thus necessitating a personalized iflstructional program designed specifically for him. 0 Jones also asserts that the student: . . must be given the Opportunity to pursue the kind of a prOgram of instruction that will enable him to progress from his own beginning learning level to that level of accomplishment which will enable him to obtain employment and successfully work in an occupation re- lated directly to his career Objective. The integrated project method is one way to provide for individualized instruction. Wagner states that by using the project method, ”students can work at their own pace, one of the major advantages of programmed instruction.“L'2 The teacher can design integrated exercises or projects from simple to complex that would enable a student to move from where he is to where he wishes his instruction to take him, i.e., the level of accomplishment he is capable Of Obtaining. uoBetty Schroeder and Janice Danford, ”Open Entry and Open Exit as Clerical Goals,” Business Education Forum, Vol. 26 (February, I972), p. l2. Al Adaline Jones, ”The Enigmatic D. E. Project Plan Laboratory,” Business Education Forum, Vol. 25 (February, I97l), p. 5h. 2Lana G. Wagner, “An Integrated Project Involving Low-Ability Students and Underachievers in the Operation of a Retail Store, A Wholesale House, and a Bank (unpublished Independent Study, East Lansing: Michigan State University, I969), p. 5. 2l The particular classes in which teachers may use integrated projects are as numerous as the teacher's imagination will permit. The literature suggests several classes in which teachers might make use of the integrated project method. Office Practice. Traditionally, office practice has utilized the rotation method, specifically for teaching office machines. How- ever, the rotation method does not allow for individual differences of varying abilities. Some students need a longer period on certain units than others; some require a shorter length of time. ”The ritualistic rotation plan has usually compartmentalized rather than integrated Office practice learning experiences."''3 It is obvious that much knowledge and skill can be develOped through the use of either the battery or rotation plan, but the knowledge and skill is pre- sented in an isolated, task-by-task way. . . Each task or unit is covered step-by-step; then a new unit is covpred, and the process is repeated over and over. I The student is not given the Opportunity to see the interrelation of the skills and knowledges that he is learning. He must be made aware of this interrelation while a student, and this can be achieved in the clerical office practice class through the use of integrated exercises and projects. Moskovis sees the use of integrated exercises in clerical office practice as a way to compensate for what he considers disadvantages in the model Office plan: A3Michael Moskovis, ”Three Aspects of Office Practice: An Inte- grated Approach to Office Practice,” Business Education World, Vol. A9 (March I969), p. IA. “hElizabeth Cress, ”DeveIOping Guidlines for Integrated Office Procedures,” Business Education Forum, Vol. 25 (March l97l), p. 26. 22 Although the model office organization plan seems the ideal instructional device, most plans require con— siderable class time and entail far too many repetitious and monotonous tasks. . . integrated exercises make possible an early synthesis of the various classroom experiences. Because the exercises are completed in two or three class periods, student interest remains high. And because each student works independently, effective classroom control and objective student evaluation are possible.+ Those who do not necessarily share Moskovis' view may consider the use of integrated exercises with a model office plan. Some students because of personal characteristics may not be interested in. nor capable of, filling all the positions in the model office simulation. If the model office runs for part of the year, perhaps after occupying their particular position for the assigned length of time, the students could work individually on a series of integrated exercises geared to their particular occupational objectives. The students could, before the model office simulation, work on integrated exer- cises which could enable them to perform more effectively while in the model office. On the other hand, perhaps the performance of a student in the model office indicated certain problems that could be dealt with by providing the student with an individual integrated project designed specifically to deal with his needs. Block-time Approach. The integrated project can be used effec- tively as one instructional technique that can provide for simulation in the block-time approach to office practice, or block-time scheduling for integrating other subjects as well. Poland and Haines, in a study of a block—time schedule for teaching vocational office practice, 1+5 . . MOSkOVIS, 09. cut., p. lh. 23 stated that ”The approach of regular drill and practice is replaced by integrated task practice, simulation and individualized instruction based on defined career golas."l+6 The ultimate objectives of the study were to improve education for employment and to integrate learning experiences for the students based, whenever possible, on “environmental situations simulating employment conditions.“l+7 Among the materials that were develOped for instructional use were inte- grated exercises. Poland and Haines stated as their personal inter- pretation: From this project has come the thought on the part of many people that instructional objectives must be more carefully defined and that instruction more carefully tailored. There appears to be many efforts in this direction including the definition of job training sequences and the integrated exercises and simulations which relate to these. Also underway is the work by #8 local teachers to build such instructional materials. Typewriting. Integrated exercises can be used in typewriting instruction in a simulated office class. PolandLl9 states that there are three distinct areas of instruction in typewriting in a simulated office class: remedial and skill develOpment, task simulation, and job simulation. In stage two, task simulation, the student brings tOgether previously learned typewriting skills and knowledges to perform tasks he would be expected to perform on the job: A6Robert Poland and Peter Haines, ”Final Report - A Study of a Block—Time Schedule for Teaching Vocational Office Practice,” East Lansing: Michigan State University, July, l969. h7|bid. Ibid. thobert Poland, ”Typewriting Instruction in a Simulated Office Class,” Business Education Forum, Vol. 26 (January, I972), pp. 35-37. 2h During this second stage, many instructors use the integrated exercise, a teaching device whereby a student is given a task or series of tasks for a given situation and is expected to perform them as though he were in a real office. The integrated exercise does not introduce new material, but permits the student to draw on his previously learned skills and knowledges to perform the task or tasks. In the second stage, task simulation, the instructional plan must insure: l. Clarification of procedures for doing the task. 2. An awareness that skills essential for performing the task were completed earlier. 3. Breaking down of all the elements of the task, so that the learner can identify the Specific type- writing activities. A. An awareness that conceptional knowledge of the task or activities has been developed. 5. Provision for individual performance. 6. Follow—up and evaluation.51 Rather than performing isolated tasks, the student is given an 0p- portunity to experience the situation in which he is to perform the task. “Through the use of integrated exercises the student is pro— vided a situation which he can structure--the Opportunity to pose n52 poland suggests that stage alternatives and to follow them up. two, task simulation, occurs throughout the school year. General guidlines for developing an integrated prgject. ”The linking together of skills in the classroom will better prepare the 25 student to meet the demands of the actual business world.“53 The integrated project method can afford the teacher a means for helping to prepare the student to meet these demands. However, the develop- ment of an integrated project or exercise does require a great deal of time and effort on the part of the teacher. There are few available commercially. Even if more were available commercially, they might not necessarily meet each teacher's individual needs and objectives of his students. Obviously, the teacher is better able to prepare projects and exercises that will best meet the needs of his particular students. There are certain points that the classroom teacher should con- sider when attempting to develOp his own integrated project. He should keep in mind that the projects can be as simple or as complex as he desires. They may be develOped for an individual student or a group of students. They may be designed to be completed in a single class period or several class periods. They can be utilized in separate business courses by allowing the teacher to stOp at any poh1t in instruction and integrate previously learned knowledges and skills in the form of an integrated exercise. After covering certain units, the students could complete an integrated exercise covering the knowledges and skills just learned in those units. Students do not have to wait until their twelfth year in c00perative office practice to begin to see the interrelation of knowledges and skills they are learning. A great advantage to the teacher of the integrated project is that it can be used regardless of the limited facilities. Many S3Cress,‘_(_)_p_;cit., p. 26 times present facilities can provide students the opportunity to work with such projects with few, if any, adjustments to the present classroom. When developing a project, the teacher should take note of the following guidelines: l. 2. Projects should be meaningful and be within the student‘s capabilities of accomplishment. Projects must be designed so they fit each student's level of motivation and maturity. Each project should be an integrated experience whereby each element interacts upon other elements of the curriculum. Projects should be allied to student's prior education. Projects should be realistic and life related. Projects should be applicable to the learnings to be obtained and the relevance and applicability should be obvious to each student. Project assignment must be apprOpriate for each student and his occupational objectives. Projects should be so designed that students will be able to bring them to favorable conclusions. Project accomplishment should not be teacher-dominated. The teacher should not provide so much assistanCfi that the students do not have to perform adequately.5 Specifically, the teacher should consider the following questions: What units of study will have to be covered before assigning the exercise? What skills are to be develOped? What reference materials, forms, and other sUpplies are needed? Sh Gilbert Chancey, ”The Project Method in Distributive Education,” Balance Sheet, Vol. 50 (November 1968), p. lOZ. 27 A. What standards should be used for evaluation? 5. What measures should be taken to allow for individual differences? 6. What amount Of time should be allowed for the completion Of the exercise?55 The teacher must be careful to insure that two factors are present when developing the integrated project: I. relevance Of the task or tasks to real office demands, and 2. situational equivalence, I.e., the extent to which the task in the learning situation is or appears real to the learner. Thus the tasks mus have some relevance to real or actual situations.5 The classroom teacher can insure the presence Of these two factors in many cases from his own actual job experience if fairly recent or through job analysis in the local community. Constructing the situation which sets the ”stage” or background for the tasks that are tO be performed in the project is very important. The situation should as nearly as possible represent a realistic work situation, as the tasks must appear real to the student in the situation in which he is to perform them. Avoid using names Of people and titles Of companies that detract from the realism, such as ”Bonnie Bookkeeper,” and “The XYZ Company.” For some students this may be his last Opportunity before leaving school to apply knowledges and skills he has learned to relevant tasks, so the situation and tasks should appear as real as the teacher can make them. Because the Objective Of the integrated project is tO integrate 55Elizabeth Cress, l'DevelOping Guidlines for Integrated Office Procedures,” Business Education Forum, Vol. 25 (March l97l), p. 6 5 Poland, Op. Cit., p. 35. 28 knowledges and skills previously learned in a simulated manner, the teacher should not present new knowledges and skills. The student should be aware that ”skills essential for performing the tasks were completed earlier.H57 Finally, the teacher should remember that no one single approach in the classroom can effectively meet the needs of every student in the classroom, because students have varying abilities and needs. The teacher must eXperiment with the integrated project method in order to determine if it can effectively meet the needs Of his students. While many approaches in classroom teaching procedures will produce equally good results, the teacher should experiment to find which techniques are especially suitable to his personality and individual interests Of his students. NO one method or device should be used excessively. However, by varying the approach in the classroom, the teacher can be sure that the sessions will be more interesting and valuable for the students. Variety in teaching methods also makes class presentation more interesting for the teacher.5 S7Poland, Op. cit., p. 38. r ) Reno S. Knouse, ”innovations in Distributive Education-- Planning to Teach,” Business Education Forum, Vol. 2i (April l967), p. 6. CHAPTER III ANALYSIS OF QUESTIONNAIRE A total Of ISO questionnaires were sent to persons listed as "Executive Secretary" in the Faculty-Staff Directory for l97l-72 Of a large midwestern university. Only llh or 76 percent were returned. The reSpondents were asked to indicate the frequency with which they performed certain tasks by the following: A (constantly), B (frequently), C (occasionally), D (practically never), and E (never). Table I gives a breakdown Of the responses for each task by number and percentage. Determination of Relevant Tasks Table II was developed in order to determine which tasks should be considered relevant to develOp the integrated project. It was decided that the percentages Of the reSponses under A and B (constantly and frequently) would be combined; these combined percentages were then ranked beginning with the highest combined response. A task was determined to be relevant if at least fifty percent or more Of the respondents indicated they performed the task. Table II revealed that nineteen tasks out Of a list Of 27 (plus write-in's) received at least fifty percent or more Of the responses. The tasks included in the integrated project were selected from the nineteen tasks in Table II. Other Implications The reSpondents were asked to write in any relevant task they performed that was not listed. Forty-four or 59 percent Of the lt’lfll’lllr‘ll‘Illll‘ar'llllI’lflll Ili‘llllltl .mm mm a. om em om m. e_ a m >u_sumc tee mmc__aso omLsOU was» mcmguao> _m>mco m m m a N_ om mm mm m4 mm vcm mco_umN_LO£uam _m>mcu mcmaocm _ _ a m m mm mm m4 mm .m ooconcoammccou mcmuJOc mmOaEOu mm me me m_ m __ m __ m. m. mm:_amme ccmam co mmu3c_e accuse _oceOmcma Logoo mm mm b m N w w m wm aw ecm >u_:omm co mpLOooc _occOmcoo qomx . mecmu .ma mm __ m_ m o. m_ m_ on as me_a __ot>ma acmesum new team. otmamta oo_wmo _occOmcoQ Ou so am m o_ m o_ m __ ma em a_m£ _mu_cm_u tmaao eo mmucmmsm utoama mucmesum m_ m_ a m a. e_ m_ _m mm m mc_es_oc_ a_w; .momtm_u tmauo mm_>tmasm m m m 0— _N am 04 we mm mm mco_um>cmmmc «mucmemcmccm _m>mcu mxmz mom: .mco_mmuuo Locuo one u 0 0— m_ on an on am >_ m. mocauoe_ so» 500; awesome pew m_:eosom _ _ m m I D m: om we we. 355.58% 0:633 m_ m_ mm mm mm mm mm mm 4 m mco_pamomc ecm choLuc:_ mmcmccq m m m m aw no am pm an em mmc_umme m_sem;um .. .2 p. -2 -2 a -2 a -2 cm>mz voEcOwcom mxmmk cm>oz >__mu_uomcm >~_meo_mmooo >_ucmaomcu >_ucmuchu m o u I < mxm_k:umXM 10—13 IH_3 >uzmsdmmu mzk no m_m>4u_:omm cu_3 uumueOu muceesum Lu_3 uumucou chu_m_> “mete 30> Ou >_uoec_e U®u30c m__mu omoeu >_co cosme< m_m3e_>_vc_ oum_ca0cqam Ou m__mo ounce pew m__mu mc_EOoc_ __m cosme< co>o_aEm oum_emEE_ mo __mE mc_EOoc_ __m cmao ecm ucOm peoEucmaoe LO u_c3 mc_ceuco __mE mc_EOuc_ __m coao new ucom LO>O_QEO >n eocmzmcm on Op oucmeeoamoccoo Op e_mw mummLQOLaam sumuum pew OumuOJ eucopcoamoLcOu o__m e__e uOc mwOp use mc___w LO» moceecoamoLcOO xcmz mcmp_L3ecmL m.cm>O_QEO EOE» .uuo ampLOooc «oucoecOQmeccou oa>k mmc_ecoomu ou_o> EOLw co_umuu_e on_cumcmch vcmLHLOLm c_ cohumuu_p exmb TABLE II RELEVANT TASKS AS DETERMINED BY THE COMBINED PERCENTAGES OF A AND B Tasks Performed Percentages A and B Greet visitors 88 Contact with faculty 87 Schedule appointments 86 *Type correSpondence, reports, manuscripts, etc. 85 from employer's handwriting Answer only those phone calls routed directly to you 85 Contact with students 82 File correspondence 79 *Prepare travel authorizations and vouchers 78 Schedule meetings 74 Sort and Open only incoming mail of immediate boss 7} Locate and attach appropriate file to correSpondence 72 to be answered by employer Supervise other clerical help including students 70 *Compose routine correSpondence 67 Keep personnel records on faculty and other personnel 6A *Make travel arrangements, reservations 62 *Report absences Of other clerical help to personnel 58 Office *Prepare labor and student payroll time cards 55 Contact other departments for data for special reports 55 *Take dictation in shorthand 5A *Tasks included in the integrated project 32 33 reSpondents indicated they handled all or certain aspects of the department bookkeeping. Thirtyuseven or 35 percent indicated that they handled all the requisitioning Of supplies for the department. These two reSponses indicated that perhaps they should have been written into the questionnaire. SUMMARY Chapter III summarizes the information needed tO begin writing the integrated project. The tasks selected for inclusion in some form in the project were: typing correSpondence from employer's handwriting, preparing travel authorizations and vouchers, composing routine corre5pondence, making travel arrangements and reservations, reporting absences Of other clerical help, preparing labor payroll time cards, taking dictation in shorthand. These tasks were selected from a possible list Of nineteen that were determined to be relevant tasks. CHAPTER IV THE PROJECT Introduction The integrated project in this study was developed to simulate the job Of an executive secretary to the chairman of a department in a large university. The questionnaire and analysis Of tasks indicated nineteen tasks that were frequently performed by executive secretaries. The project consists Of seven Of those tasks and was designed for a student with the career Objective Of executive secretary in an educ- ational institution. The actions and directions to the tasks in the project to be completed are implied as much as possible, rather than stated step~ by-step to the student, in order to give the student experience in ascertaining the action required from the information given. Type Of Classes This project may be used in secretarial practice or Office procedures classes, block-time Office practice classes, or cooperative Office education related classes. Objectives The project was develOped to give the student experience in the type of tasks that would be encountered in the jOb Of executive secretary in a large university. The specific abilities to be developed are: l. following directions that are implied; 2. determining tasks that must be done without explicit instructions; 5. using forms and procedures unique tO educational institutions. Behavioral Objectives The following behavioral Objectives were defined for this project: l. Given a partially filled Time Record Sheet for each employee and background information, the student will enter the appropriate information for the current pay period on the Time Record Sheet, and prepare the Daily Time Record card for each employee. 2. Given the dates Of absence, the student will prepare the appropriate form for each employee for reporting absences to the personnel office. 3. Given a letter in shorthand, the student will transcribe the letter with lOO percent accuracy. A. Given background information and flight schedule, the student will write two letters requesting room reservations for the appropriate number Of nights. 5. Given the necessary information, the student will prepare a Direct Payment Voucher for an honorarium payment to a guest lecturer with lOO percent accuracy. 6. Given the necessary information, the student will prepare a travel authorization for her employer's signature with lOO percent accuracy. 7. Given a letter containing background information, the student will compose a reply. 8. Given a letter in the employer‘s handwriting, the student will type the letter in mailable form with IOO percent accuracy. 9. Given a series Of tasks, the student will sign her name and title or her employer's signature when appropriate. 36 S tuden t Comp tenc i es Before attempting this project, the student should have some previous experience with integrated projects. Specifically, the student should possess the following knowledges and skills: l. Ability to type printed forms. Ability to follow written instructions. Ability to read shorthand. Ability in composing correspondence from general instructions. Ability to operate ten-key adding machine. Ability in typing mailable letters in any acceptable form with carbon copies and envelopes. Time Involved This project should take approximately five to six hours for completion. Supplies and Equipment Needed The student will need the following special materials and equipment to complete this project: I. 7. At least £h£§§_Daily Time Record cards. At least £h£§§_Report of Absences forms. At least three partially filled individual Time Record sheets. At least 93g Travel Authorization form. At least 22g Direct Payment Voucher form. Letterhead paper and envelopes, onionskin, and carbon paper. A ten-key adding machine. 37 Suggested Fvaluation The student's evaluation should be based on the concept of mailability; however, the total evaluation should be made in light of the student‘s individual ability and the progress made toward preparing for his career objective on this particular project as compared with previous class experiences. CHAPTER V SUMMARY The integrated project in office education as used in this study was defined as a problem situation which requires the student to integrate skills, knowledges, and abilities previously learned in separate business courses in performing tasks in a simulated job sit- uation. The integrated project can be a valuable method of instruction for providing for simulation in office education. Simulation is impor- tant in helping to bridge the gap between school and the initial job entry; consequently, business educators are stressing the need for teachers to simulate. The integrated project provides for the function of simulation in office education as stated by Ogunniyi: . . . to integrate knowledges which an individual may possess and to put these knowledges into meaningful forms by presenting the learner with problem-solving situations which require the application of procedures, principles, concepts, psychomotor skills. . . There is also the continued emphasis by business educators on providing instruction for each student based upon his individual career goal; there is a need, therefore, for teaching methods that can provide for individualization of instruction. The integrated project can be designed to simulate the tasks involved in whatever occupation a student chooses; he can progress from his own beginning level to the level needed to secure employment in his chosen occupation through the use of such individual projects. 39 Developing integrated projects geared to the student‘s career objective can be a laborious and time—consuming task for the average classroom teacher; consequently, there is a need for projects that the classroom teacher can utilize. This study was undertaken to write such a project--an individual integrated project designed for the student with the career objective of executive secretary in an educational institution. A questionnaire analysis was made to ensure the relevancy of the tasks included in the project to the actual job situation. A task was determined to be relevant if at least 50 percent or more of the reSpondents indicated they performed the task. The questionnaire indicated nineteen tasks that were relevant. The following tasks from the nineteen were included in the integrated project: typing corres- pondence from employer‘s handwriting, preparing travel authorizations and vouchers, composing routine correSpondence, making travel arrange- ments and reservations, reporting absences of other clerical help, preparing labor payroll time cards, transcribing dictation from shorthand. This project may be used in secretarial practice or office pro- cedures classes, block-time office practice classes, or cooperative office practice related classes, as well as other types of classes depending upon the teacher's imagination. The ultimate objective of the project was to give the student experience in the type of tasks that would be encountered in the job of executive secretary in a large university. The writer attempted as much as possible to avoid stating directly the tasks to be performed in order to develop the following specific abilities: following directions that are implied, and determining tasks that must be done without explicit instructions. B I B L l 0 G R A P H Y Bayles, Ernest E. llProject Method in Education,” Readings in Distributive Education, East Lansing: Department of Secondary Education and Curriculum, Michigan State University, 1968. Bleeke, Milton H. l'The Project: From a Device for Teaching to a Principle of Curriculum,” (Ph.D. dissertation, Madison: University of Wisconsin, l968). Brown, Kay. Distributive Education in the High School. U. S. Office of Education, Division of Vocational and Adult Education, Contract Publication, I966. Buckner, Leroy. ”Vocational Education for Sales and Related Occupations: Projections for the Future,‘| NBEA Yearbook, No. 6, Washington, D. C.: National Business Education Association, l968. Charters, William. ”The Project in Home Economics Teaching,” The Journal of Home Economics, Vol. 10 (March, l9l8). Chaucey, Gilbert. ”The Project Method in Distributive Education,“ Balance Sheet, Vol. 50 (November, I968). Coleman, James S. ”The Role of Modern Technology in Relation to Simulation and Games for Learning,” To Improve Learniqg, Sidney Tickton (ed.), New York: R. R. Bowker Company, l970. Cress, Elizabeth. ”Devel0ping Guidelines for Integrated Office Procedures,” Business Education Forum, Vol. 25 (March, l97l). Ferguson, E. T. ”A Comparison of the Effectiveness of the Project and COOperative Methods of Instruction on Selected Competencies in Distributive Education at the Secondary Level,” (Unpublished - Ph.D. dissertation, East Lansing: Michigan State University, 1967). Fruehling, Donald. ”The Clerical Curriculum of the Future,” Business Education Forum, Vol. 25 (February, l97l). Haines, P. G. and E. Ferguson. ”D. E.” Business Education World Vol. #7 (October, l966). Hofe, G. D. ”The Project Method and Its Origin,” Teachers College Record, Vol. 67 (February, l966). in Jones, Adaline. ”The Enigmatic DE Project Plan Laboratory,” Business Education Forum, Vol. 25 (February, l97l). Kilpatrick, William H. Foundations of Method, New York: The Macmillan Company, I926. Kilpatrick, William H. ”The Project Method,” Teachers College Record, Vol. l9 (September, l9l8). Knouse, Reno S. ”Innovations in Distributive Education--Planning to Teach,” Business Education Forum, Vol. 2i (April, I967). Marks, Mary V. ”Similarities and Differences in Project and Cooperative Training,” Readingsin Distributive Education, East Lansing: Department of Secondary Education and Curriculum, Michigan State University, I968. McMurry, Charles A. Teaching by Projects, New York: The Macmillan Company, l92h. Moskovis, Michael. ”Three Aspects of Office Practice: An Integrated Approach to Office Practice,” Business Education World, Vol. #9 (March, I969). Nelson, Edwin L. ”Project Training--Its Impact on Program Devel0p- ment,” Readings in Distributive Education, East Lansing: Department of Secondary Education and Curriculum, Michigan State University, I968. Ogunniyi, Omotosho. “The MethodOIOgy of Educational Simulation and Design of a Simulated Instructional Model for Occupational Education,” (Unpublished Ph.D. dissertation, East Lansing: Michigan State University, I969). Poland, Robert. ”Typewriting Instruction in a Simulated Office Class,” Business Education Forum, Vol. 26 (January, I972). Poland, Robert and Peter Haines. ”Final Report--A Study of a Block- Time Schedule for Teaching Vocational Office Practice,” Michigan State University, July, I969. Sampson, Harland. “The Teaching of Distributive Education,” .NBQQ Yearbook, No. 9, Washington, D. C.: National Business Education Association, I97]. Sawaia, Josephine. ”Block-Time Approach Meets Student Needs,” Business Education Forum, Vol. 2h (February, I970). llll‘lll i Eil[{[[{x[[lill[[‘|[[l{ [[1 ‘ll Schroeder, Betty and Janice Danford. “Open Entry and Open Exit as Clerical Goals,” Business Education Forum, Vol. 26 (February, 1972). Stevenson, John. Project Method of Teaching, New York: The Macmillan Company, I922. Tenenbaum, Samuel. William Heard Kilpatrick: Trail Blazer in Educatigfl, New York: Harper and Brothers Publishers, I9SI. Voyles, Jean. ”The Teaching of Office Practice,” NBEA Yearbook, No. 9, Washington, D.C.: National Business Education Association, I97l. Wallace, Harold. ”Block-Time Approach in Distributive Education,ll NBEA Yearbook, No. 8, Washington, D. C.: National Business Education Association, I970. Wagner, Lana G. ”An Integrated Project Involving Low-Ability Students and Underachievers in the Operation of a Retail Store, 8 Wholesale House, and a Bank (Unpublished Independent Study, East Lansing: Michigan State University, I969). APPENDICES APPENDIX A SAMPLE QUESTIONNAIRE QUESTIONNAIRE Please indicate fig!,often you perform the duties listed below by the following letters: A (constantly), B (frequently), C (occasionally), D (practically never), E (never Indicate the priority of each item by the following numbers: 1 (immediately), 2 (as soon as possible), 5 (as time permits) At the bottom, Space is provided for you to write in any duties that were not listed that you perform. Freguency Priority l. Schedule meetings I. 2. Arrange luncheons and receptions 2. 3. Schedule appointments 5m______ A. Schedule and request rooms for lectures and other A. occasional uses. 5. Make travel arrangements, reservations, etc. 5. 6. Supervise other clerical help (including students) 6. 7. Report absences of other clerical help to personnel office 7. 8. Prepare labor and student payroll time cards 8. 9. Keep personnel records on faculty and other personnel l0. Record minutes of staff meetings l0a______ ll, Compose routine correspondence ll. l2. Prepare travel authorizations and travel vouchers l2. l3. Type course outlines for faculty members lh. Take dictation in shorthand lh. l5. Transcribe dictation from voice recordings l5. l6. TYpe correspondence, reports, etc. from 8055' handwriting I6. 17. Mark correspondence for filing but does not file l7. l8. File correspondence l8. l9. Locate and attach appropriate file to correspondence to l9. be answered by employer II III IIIIIIIIIIIIIII III 20. Sort and open all incoming mail entering unit or dept. 20. 21. Sort and open 221; Incoming mail of immediate Boss 2i. 22. Answer all incoming calls and route calls to appropriate 22. individuals 23. Answer only those calls routed directly to you 23. 2h. Greet visitors 2h. 25. Contact with students 25. 26. Contact with faculty 26. 27. Contact other departments for data for Special reports , 27. 28. 28. APPENDIX B INTEGRATED PROJECT EXECUTIVE SECRETARY IN A LARGE UNIVERSITY I N T E G R A T E D P R 0 J E C T EXECUTIVE SECRETARY IN A LARGE UNIVERSITY May I9]_ June l97_ s M T w TH F s s M T w TH F s l 2 5 A 5 6 l 2 5 7 8 9 lo 11 12 15 4 5 6 7 8 9 IO 14 15 16 17 18 19 2o 11 12 15 1A 15 16 17 21 22 25 2 25 26 27 18 19 2o 21 22 25 24 28 29 50 31 25 26 27 2 29 5o You are employed as Executive Secretary to Dr. Benjamin Kofi, Chairman of the Department of African and Afro-American Studies at Northern Central University, Lansing, Michigan 4882]. The Department address is I20 Harbarger Hall, telephone BAA-I800. The Department is a unit within the College of International Programs and Studies at I55 Duke Hallo You supervise three department clerks: Doris Williams (Clerk III), Janice Snowden (Principal Clerk VI), and Anita Patrick (Clerk TV). Today is Monday, May 22. It is your first day back after being ill Thursday and Friday of last week. You learn that Janice was ill Thursday and Friday also. Doris was ill on Tuesday of last week. Dr. Kofi, your employer, will not be in this morning as he is on his way to lecture at another university and will not be back in the office until tomorrow morning. He has left several items in a folder in the middle of your desk. Background Information Your department has two major sources of funds: I. The College of International Programs and Studies, Account No. ll-BTEB, which covers all salaries: labor payroll, salary payroll, and faculty payroll; 2. United States Office of Education grant (abbreviated USOE), Account No. 7A-4702, which covers all other disbursements connected with the normal operation of the department. All disbursements from either account must be countersigned by the Dean of the College of International Programs and Studies. You are authorized to sign your name in the absence of your employer for disbursements from both accounts that cannot wait until his return. However, as a matter of routine, you always sign such items as labor payroll Daily Time Record cards, personnel absences (including your own), and frequently honorariums. Your employer wishes you to answer all routine correspondence that he gives you using your name and title (Executive Secretary to Dr. Kofi) unless he specifically asked you to compose a letter for his signature. The labor payroll is prepared for those employees paid by an hourly wage. When an employee on the labor payroll is absent and has sick leave to cover the absence, the employee 12.2319 for that day and -"85" is entered on the Time Record Sheet. If the employee does not have sick leave to cover the absence, she is.flQ£.Eil§ for that day and "0" hours is entered. If she worked part of the day, the actual number of hours she worked is entered on the Time Record sheet. When preparing the labor payroll, the Time Record sheet is filled in first for each employee, and then a Daily Time Record card is prepared. Honorariums for lectures are paid by a Direct Payment Voucher Instructions Folder No. l contains the messages left you by your employer. You should read through the entire folder before doing anything to see what is required of you. In addition to whatever your employer has left for you, there are certain routine tasks that must be done today. Your absences and the absences of the other girls must be reported to the Personnel Office (including the absence of Doris last Tuesday that you omitted to send in on Wednesday). The labor payroll for Doris, Janice, and Anita is due today. This payroll will cover the previous two-week pay period. A check on sick leave reveals that Doris has used up all of her accumulated sick leave. Folder Noc 2 contains the necessary information for preparing the labor payroll. There is also included a page from your Shorthand pad that was not transcribed before you left on Wednesday of last week. Only type envelopes for those items that will be mailed outside the campus. Interoffice envelopes are ordinarily used for mail to other units on the campus, but we will omit them in this exercise. Your instructor will assume the roles of your employer and the Dean of the College of International Programs and Studies. PRESENT ALL WORK TO YOUR INSTRUCTOR WHEN COMPLETED. Supplies and Equipment Needed . At least three Daily Time Record cards. At least three Report of Absences forms. At least three partially filled individual Time Record sheets. #wm— 0 At least one travel authorization form. 5. At least one Direct Payment Voucher form. 6. Letterhead paper and envelopes, onionskin, and carbon paper. 7. A ten~key adding machine. FOLDER NO. I LEFT BY YOUR EMPLOYER DER NO. 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