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REPORT RESUMESED 019 484 VT 004 842STENOGRAPHIC, SECRETARIAL, AND RELATED OCCUPATIONS, ASUGGESTED CURRICULA GUIDE.OFFICE OF EDUCATION (DREW), WASHINGTON, D.C.REPORT NUMBER 0E...86011 PUB DATE 67EDRS PRICE MF...$1.00 HC NOT AVAILABLE FROM EDRS. 199P.
DESCRIPTORS- *CURRICULUM GUIDES, *OFFICE OCCUPATIONSEDUCATION, TEACHING GUIDES, *SECRETARIES, *STENOGRAPHERS,CURRICULUM, HIGH SCHOOLS, POST SECONDARY EDUCATION, *PROGRAMGUIDES, OCCUPATIONAL INFORMATION,
THE PURPOSE OF THIS GUIDE IS TO ASSIST THOSE INVOLVED INADMINISTERING FULL-TIME, PART-TIME, REFRESHER AND UPGRADING,AND MANPOWER DEVELOPMENT AND TRAINING PROGRAMS INSTENOGRAPHIC, SECRETARIAL, AND RELATED OFFICE OCCUPATIONS INHIGH SCHOOLS, POST - SECONDARY, AND SPECIAL SCHOOLS. IT WASPREPARED BY C.E. LESLIE AND ASSOCIATES UNDER CONTRACTUALARRANGEMENTS BETWEEN THE U.S. OFFICE OF EDUCATION ANDMCGRAW -HILL, INC. JOB DESCRIPTIONS, OCCUPATIONALPREREQUISITES, AND SUGGESTED TRAINING ARE GIVEN FORCLERK - STENOGRAPHER, COURT REPORTER, NOTE READER OR STENOTYPEOPERATOR, STENO -POOL SUPERVISOR, ENGINEERING STENOGRAPHER,FOREIGN-LANGUAGE STENOGRAPHER, LEGAL STENOGRAPHER, MEDICALSTENOGRAPHER, POLICE STENOGRAPHER, PRINT SHOP STENOGRAPHER,PUBLIC STENOGRAPHER, SCIENTIFIC STENOGRAPHER, EDUCATIONSECRETARY, ENGINEERING SECRETARY, EXECUTIVE SECRETARY,FOREIGN- LANGUAGE SECRETARY, LEGAL SECRETARY, MEDICALSECRETARY, POLICE DEPARTMENT SECRETARY, SCIENTIFIC SECRETARY,AND SOCIAL SECRETARY. THIRTY-TWO GENERAL, 23 SPECIALIZED, ANDFIVE ADMINISTRATIVE OFFICE EDUCATION UNITS ARE PROVIDED FORTHE SUGGESTED TRAINING. EACH PRESENTS CLASS HOURS, TEACHINGSUGGESTIONS, STANDARDS OF STUDENT ACHIEVEMENT, PREREQUISITES,TOPIC OUTLINES, AND SUGGESTED TEXTS AND OTHER TEACHINGMATERIALS. A SUGGESTED LESSON PLAN, PHYSICAL FACILITIESREQUIREMENTS, AN EXAMPLE OF A TYPICAL LAYOUT OF CLASSROOMSAND LABORATORIES, AND SOURCES OF EDUCATIONAL MATERIALS AREINCLUDED IN THE APPENDIX. THIS DOCUMENT IS AVAILABLE ASFS5.28685001 FOR $1.50 FROM SUPERINTENDENT OF DOCUMENTS,U.S. GOVERNMENT PRINTING OFFICE, WASHINGTON, D.C. 20402. (PS)
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Stenographic and
Secretarial
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U.S. DEPARTMENT OF HEALTH, EDUCATION 8 WELFARE
OFFICE OF EDUCATION
THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THEPERSON OR ORGANIZATION
ORIGINATING IT. POINTS OF VIEW OR OPINIONSSTATED DO NOT NECESSARILY
REPRESENT OFFICIAL OFFICE OF EDUCATIONPOSITION OR POLICY.
0E-86011
STENOGRAPHIC, SECRETARIAL,
AND RELATED OCCUPATIONS
A Suggested Curricula Guide
U.S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFAREOffice of Education Division of Vocational and Technical Education
Discrimination Prohibited
Title VI of the Civil Rights Act of 1964 states "Noperson in the United States shall, on the ground ofrace, color, or national origin, be excluded from par-ticipation in, be denied the benefits of, or be subjectedto discrimination under any program or activity re-ceiving 'Federal financial assistance." Therefore, anyprogram or activity making use of this publicationand/or receiving financial assistance from the Depart-ment of Health, Education, and Welfare must beoperated in compliance with this law.
Prepared and first published by C. E. Leslie & Associates, Glen Head, N.Y.,and McGraw-Hill, Inc., New York, N.Y., 1967
Reprinted at U.S. Government Printing Office, Washington, D.C.
Superintendent of Documents Catalog No. FS 5.286:86011
U.S. GOVERNMENT PRIN TING OFFICEWASHINGTON : 1967
For sale 1w the Superintendent of Documents. U.S. Government Printing OfficeWashington, D.C. 20402 Price $1.50
FOREWORD
This publication was prepared to assist those involved in administeringvocational education programs in stenographic, secretarial, and related officeoccupations. It offers suggestions for courses of study, tests, and teaching ma-terials, and other information helpful in conducting programs under currentlegislative enactments. The "suggested" curricula should be adapted to meetlocal conditions and needs.
The Vocational Education Act of 1963 is a landmark in the history of voca-tional education. The Act authorizes Federal grants to help the States support,expand, and improve their programs, so that all persons will have access tovocational training or retraining opportunities consistent with the Nation'smanpower and employment needs.
The Act further assures flexibility in training programs that keeps themup-to-date with the current needs of management and labor. It is also concernedwith the quality of training or retraining programs, thus offering a challenge tovocational education administrators and local public educational agencies toprovide services assuring high quality programs. These services include teacher-training, supervision, research, vocational counseling and guidance, programevaluation, curricula development, and training programs for persons withspecial needs.
The 1963 Act is comprehensive and realistic in its concern more with groupsof people and their special educational needs for gainful employment as skilledworkers or technicians than with occupational categories. Therefore, unlike pre-vious legislation affecting vocational education, this legislation covers all occu-pations, including education for stenographic, secretarial, and related officeoccupations.
This guide was prepared by C. E. Leslie & Associates under contractualarrangements between the U.S. Office of Education and McGraw-Hill, Inc.Among those serving as consultants to C. E. Leslie & Associates were specialistsfrom industry; administrators from State level vocational-technical educationprograms; faculty members of high school, junior college, college, and univer-sity business education departments; members of secretarial associations; andpublishers' representatives. A wide range of suggestions and approaches to thesubject were received and, wherever possible, incorporated into the final docu-ment. Since the resulting materials represent many opinions, no approval orendorsement of any institution; agency, or persons should be inferred.
The suggested study units for each area of specialization are intensive,enabling students to meet the job requirements of the occupational field. Thestudy units may be modified and lengthened to include required general educa-tion studies for in-school trainees. With minor modifications, the content can beused in Manpower Development and Training Programs.
GRANT VENN
Associate Commissioner for Adult,Vocational, and Library Programs
iii
ACKNOWLEDGMENTS
THE COMPLETION of the curricula guide depended upon the assistance and cooperation of manypersons. The U.S. Office of Education, Division of Vocational and Technical Education, wishes to acknowl-edge in particular the contributions of the following professional leaders, members of associations,specialists in the field of office education, and publishers' representatives.
Dorothy AdamsAssistant Chairman, Secretarial Science Dept.Colby Junior CollegeNew London, New Hampshire 03257
Leland P. BaldwinChief, Junior College ServicesBureau of Vocational-Technical EducationState of CaliforniaDepartment of Education721 Capital MallSacramento, California 95814
Catherine H. BarryBusiness Education Department HeadPlainedge High SchoolWyngate and Peony DrivesNorth Massapequa, New York 11758
Marilyn BensonExecutive AssistantAmerican Medical AssociationChicago, Illinois 60610
Philip BergovoyReacting InstructorNorth Shore High SchoolGlen Head, New York 11545
Miriam Bredow227 East 57th StreetNew York, New York 10022
Leroy BrendelChairman, Business Education DepartmentWest Hempstead Junior and Senior High SchoolWest Hempstead, New York 11552
Carl E. ClarkChairman, Advisory BoardAmerican Association of Medical AssistantsSycamore, Illinois 60178
iv
Marvin A. ClarkInstructorBusiness EducationUniversity of MinnesotaMinneapolis, Minnesota 55455
Kenneth B. CoffinProfessor, BusinessHead, Office Administration DepartmentSan Jose State CollegeSan Jose, California 95136
William CohenOfficial ReporterSupreme Court, Nassau CountyNew County Court HouseMineola, New York 11501
Marian G. CooperEducational ChairmanAmerican Association of Medical Assistants413 Jenkins BuildingPittsburgh, Pennsylvania 15222
Norma CurchackChairman, Secretarial Studies DepartmentMonroe Business Institute1930 Boston RoadBronx, New York 10460
Sidney W. EckertTeaching AssistantBusiness EducationUniversity of MinnesotaMinneapolis, Minnesota 55455
Elvera FischerPresident-ElectAmerican Association of Medical AssistantsChicago, Illinois 60614
Jean De Berry FritschePresident, National Association of Educational
SecretariesNormandy School District7837 Natural Bridge RoadSt. Louis, Missouri 63121
Kitty HawthornePast President, National Association of Legal
Secretaries2400 North 32ndWaco, Texas 76708
Hazel KellarPresident and World Council Chairman 1961-65World Council of Secretaries1100 S.W. 6th AvenuePortland, Oregon 97204
Mary KinnChairman, Certifying BoardAmerican Association of Medical AssistantsSanta Ana, California 92701
Isobelle KreyAssistant ProfessorBronx Community College120 East 184th StreetBronx, New York 10468
Margaret A. KurtzChairman, Secretarial Science DepartmentColby Junior CollegeNew London, New Hampshire 03257
Frank W. LanhamAssociate ProfessorSchool of EducationUniversity of MichiganAnn Arbor, Michigan 48104
Dorothy E. LeeHead, Secretarial DepartmentRichmond Professional Institute901 West Franklin StreetRichmond, Virginia 23220
Marie Lehnert, CPSNational Secretaries Association15 Pierce DriveFont HillEllicott City, Maryland 21043
Dean R. MalsbaryAssociate ProfessorBusiness EducationSchool of EducationUniversity of ConnecticutStorrs, Connecticut 06268
Viola Fedorczyk MargaronesFormerly InstructorExecutive Secretarial StudiesThe School of Business AdministrationUniversity of ConnecticutStorrs, Connecticut 06268
James J. McGrathAssistant Professor and CoordinatorDivision of CommerceNew York City Community College300 Pearl StreetBrooklyn, New York 11201
Dorothea MeyerSchool of BusinessHofstra UniversityHempstead, New York 11550
Dene MurrayExecutive DirectorAmerican Association of Medical AssistantsChicago, Illinois 60610
Mary Ellen OliverioProfessor of Business Education'Teachers CollegeColumbia UniversityNew York, New York 10027
Irene PlaceAssociate ProfessorSchool of Business AdministrationUniversity of MichiganAnn Arbor, Michigan 48104
Roy W. PoeEditorial DirectorGregg DivisionMcGraw-Hill, Inc.New York, New York 10036
Estelle PophamChairman, Department of Business EducationHunter CollegeCity University of New YorkNew York, New York 10021
Leonard J. PorterBusiness Education EditorEducational Book DivisionPrentice-Hall, Inc.Englewood Cliffs, N.J. 07632
Ray G. PriceProfessor of Business EducationCollege of EducationUniversity of MinnesotaMinneapolis, Minnesota J J` J irr Irr
John RaglanMarketing ManagerGregg DivisionMcGraw-Hill, Inc.New York, New York 10036
Mary RasbachBroome Technical Community CollegeBinghampton, New York 13902
R. Robert RosenbergEducation ConsultantPresident, Jersey City Junior CollegeJersey City Board of EducationJersey City, New Jersey 07305
Robert J. RueggVice-President, Business EducationStenographic Machines, Inc.Skokie, Illinois 60076
Allien R. RussonProfessor, Office AdministrationCollege of Business
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University of UtahSalt Lake City, Utah 84112
Marge SlaymakerPresidentAmerican Association of Medical AssistantsNewton, Kansas 67114
Rosalind H. SolonAssistant Professor & ChairmanAccounting DepartmentNew York City Community College300 Pearl StreetBrooklyn, New York 11201
John F. SterlingEastern District ManagerSouth-Western Publishing Co.New Rochelle; New York 10803
Elaine F. UtheInstructorBusiness AdministrationUniversity of MinnesotaMinneapolis, Minnesota 5455
George A. WagonerHead, Business Education 8c Office AdministrationUniversity of TennesseeKnoxville, Tennessee 37916
Lawrence A. WalshSenior EditorGregg DivisionMcGraw-Hill, Inc.New York, New York 10036
CONTENTS*
PageFOREWORD iii
ACKNOWLEDGMENTS iv
INTRODUCTION 1
HOW TO USE THE GUIDE 5
ABOUT THE DICTIONARY OF OCCUPATIONAL TITLES 8
JOB DESCRIPTIONS, OCCUPATIONAL PREREQUISITES, ANDSUGGESTED TRAINING 17
OCCUPATIONAL AND TRAINING ANALYSES 38
ABOU 1 "HE CURRICULA 41
CURRICULA OUTLINES 45
CURRICULA SYNOPSES 47
SELECTION, GUIDANCE, AND COUNSELING 53
GENERAL OFFICE EDUCATION UNITS 57
Shorthand Principles (Shorthand I) 57
Beginning Dictation (Shorthand II) 59
Introduction to Transcription (Shorthand III) 60
Speed Dictation and 'Transcription (Shorthand IV) 62
Advanced Speed Dictation and Transcription (Shorthand V) 64
Stenographic Machine Operation I 65
Stenographic Machine Operation II 67
Stenographic Machine Operation III 68
Fundamentals of Typing (Typing I) 69
Production Typing I (Typing II) 71
Production Typing II (Typing III) 72
Production Typing HI (Typing 1V)_ 73
Advanced Typing and Production Problems (Typing V) 74
Secretarial Orientation 75
Personal Development 78
Secretarial Procedures and Practices 80
Indexing and Filing Practices 83
Office MachinesComputing and Duplicating 85
Receptionist and Telephone Training 86
Business Mathematics 89
Elements of Fiscal Records ,. 90
Payroll Records 93
Communication and Basic Language Skills 95
Oral Communication 97
lc
PageAccelerated Reading 98Business Correspondence 100Business Principles and Organization 101Business Terminology 103Fundamentals of Business Law 106Introduction to Business Data Processing 107Economics and International Trade 109Money Management I 1 I
SPECIALIZED OFFICE EDUCATION UNITS 114Legal TerminologyDictation and Transcription 114Legal Typewriting 116Legal Office Records and Procedures 118Stenographic Machine Operation IVShorthand Reporting 120Shorthand Reporter's High Speed Dictation and Transcription 122Court Reporter Training Assignment 123Medical TerminologyDictation and Transcription 124Medical Office Practices, Procedures, and Records 127Hospital Practices, Procedures, and Records 131Science Survey 133Scientific Typewriting 135Engineering TerminologyDictation and Transcription 137Engineering Office Practices, Procedures, and Records 140Organic Chemistry TerminologyDictation and Transcription 144Physical Sciences TerminologyDictation and Transcription 145Foreign-Language Shorthand 1 146Foreign-Language Shorthand II 147School System Practices and Administration 148Education Office Records and Procedures 149Procedures Writing 152Forms Design 154Records Management 156Business Reports 157
ADMINISTRATIVE OFFICE EDUCATION UNITS 159Office Administration 159Executive Secretarial Practices 161Executive Secretarial Development 163Principles of Effective Supervision 166Personnel Administration Practices 168
RELEVANT WORK EXPERIENCE 171
APPENDIXES
A. Sample Suggested Lesson Plan 179B. Physical Facilities 180
C. Sources of Educational Materials 183
D. Other Instructional and Reference Materials 186Texts and References_ 186Periodicals, Guides, and Directories 188Films and Filmstrips 189Additional Instructional Materials 190
Only selected subheadings are cited.
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INTRODUCTION
The Vocational Education Act of 1963 and the Manpower Development and Training Act of 1962(as amended in 1963 and 1965) provide unparalleled opportunities for realistic vocational preparationfor virtually all qualified and interested persons who evidence the potential to achieve competence in aparticular occupation or occupational field. These legislative acts reflect the concern of the Nation toutilize, and support financially, the vocational education resources of the various States for the benefitof each person and of the Nation itself.
This section presents some pertinent provisions of these laws as they relate to the development ofthis suggested curricula guide.
OFFICE OCCUPATIONS EDUCATION
The Area Redevelopment Act gave Federal sup-port for office occupations education, in additionto training in other occupations. The scope of theprogram, the number of people, and the areas in-volved, however, were modest by comparison tothose affected by subsequent legislation. The Man-power Development and Training Act of 1962(M.D.T.A.) provided Federal funds to the Statesfor the vocational and on-the-job training of un-employed and underemployed persons. This pro-vided them with new skills, refreshed old skillsfallen into disuse, upgraded skills for job and eco-nomic advancement of the individual, and pro-vided basic education (as needed).
Among the most popular programs offered underthe M.D.T.A. were those for training in .office occu-pations. In fact, three of the top ten positions werein office occupations. Two U.S. Office of Educationsuggested curricula guides, 0E-86006-Clerical andRecord Keeping Occupations and 0E-86007-Steno-graphic and Secretarial Occupations, were devel-oped under the M.D.T.A. for use by teachers andlocal and State school administrators. These guideswere job-oriented in accordance with the require-ments for these occupations included in the Dic-tionary of Occupational Titles and other sources.The generalized nature of the job descriptions, ordefinitions, resulted in a clustering of skills andduties presented in those guides. There was, how-
ever, no definition of specialization studies re-quired, except for supervisory positions.
Another suggested curricula guide, also devel-oped by the U.S. Office of Education under theM.D.T.A., was 0E-86010-Electronic Business DataProcessing Peripheral Equipment Occupations.This guide considered the areas of study, training,and practice needed for specialization in some ofthe jobs associated with buSiness data processing.In addition, this guide included job descriptionsfrom the Dictionary of Occupational Titles, de-tailed occupational and course of study prerequi-sites, and, similar to the previously mentionedguides, standards of achievement or the objec-tives to be attained in each study unit.
Training programs are still being offered, ex-panded, and implemented in the States for per-sons qualifying for support and education underthe provision of the M.D.T.A. A 1965 amendmentof the M.D.T.A. provides refresher and reorienta-tion education of unemployed professional persons.
The continuation of the M.D.T.A. stenographicand secretarial occupations programs was consid-ered during the initial stages of development ofthis guide, which, in effect, supersedes OE-86007.With only minor modification, it can be used ef-fectively in M.D.T.A. programs.
The need for vocational education in office occu-pations was recognized in the Vocational Educa-
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tion Act of 1963, which states in part, ". . . in rec-ognized occupations (including any program de-signed to fit individuals for gainful employment inbusiness and office occupations) . . ." This Act putsgreater emphasis on office occupations trainingthan did the M.D.T.A., by providing this type oftraining for students in secondary schools as well asfor other individuals. The Act further states thatthe vocational education programs are to include
guidance and counseling in connection with thevocational training. This feature serves to assureseveral purposes: (1) selecting trainees who can rea-sonably profit from the training by evidencing thenecessary aptitudes, attitudes, and capacities; (2)helping the eligible trainee to state a "career objec-tive" first; and (3) providing means to ascertain theexpectancy of employment meeting career objec-tives, within specific localities.
PROVISIONS OF THE VOCATIONAL EDUCATION ACT OF 1963
Section I of the Act declares its purpose andreads as follows:
Section 1. It is the purpose of this part toauthorize Federal grants to States to assist themto maintain, extend, and improve existing pro-grams of vocational education, to develop newprograms of vocational education, and to providepart-time employment for youths who need theearnings from such employment to continuetheir vocational training on a full-time basis, sothat persons of all ages in all communities of theState-those in high school, those who have com-pleted or discontinued their formal educationand are preparing to enter the labor market,those who have already entered the labor marketbut need to upgrade their skills or learn newones, and those with special educational handi-caps-will have ready access to vocational train-ing or retraining which is of high quality, whichis realistic in the light of actual or anticipatedopportunities for gainful employment, andwhich is suited to their needs, interests, andability to benefit from such training.
A portion of Section 4 (a) of the Act defines theeligible training population and reads:
Section 4. (a) Except as otherwise providedin subsection (b) , a State's allotment under Sec-tion 3 may be used, in accordance with its ap-proved State plan, for any or all of the followingpurposes:(1) Vocational education for persons attending
high school;(2) Vocational education for persons who have
completed or left high school and who areavailable for full-time study in preparationfor entering the labor market;Vocational education for persons (otherthan persons who are receiving training al-lowances under the Manpower Developmentand Training Act of 1962 (Public Law 87-
(3)
2
415), the Area Redevelopment Act (PublicLaw 87-27), or the Trade Expansion Actof 1962 (Public Law 87-794) who have al-ready entered the labor market and .whoneed training or retraining to achieve stabil-ity or advancement in employment;
(4) Vocational education for persons who haveacademic, socio-economic, or other handi-caps that prevent them from succeeding inthe regular vocational education program;Construction of area vocational educationschool facilities;Ancillary services and activities to assurequality in all vocational education programs,such as teacher training and supervision,program evaluation, special demonstrationand experimental programs, development ofinstructional materials, and State adminis-tration and leadership, including periodicevaluation of State and local vocationaleducation programs and services in light ofinformation regarding current and pro-jected manpower needs and job opportuni-ties.
Section 8 of the Act excludes ". . . any programto fit individuals for employment in occupationswhich the Commissioner determines, and specifiesin regulations, to be generally considered profes-sional or as requiring a baccalaureate or higherdegree .. ."
Some of the regulations referenced in Section 8of the Act have been reprinted from the FederalRegister, August 28,1964, and are titled, Part 104-Administration of Vocational Education, FederalAllotments to States, Rules and Regulations.
Selected abstracted sections of these Rules arcnot to be construed as legal in any sense, but arepresented here to assist users of this guide. For ac-curacy and completeness of the regulations, thereader is referred to the Federal Register reprint.
(5)
(6)
SELECTED ABSTRACTSPART 104ADMINISTRATION OF VOCATIONALEDUCATION, FEDERAL ALLOTMENTS TO STATES, RULES AND REGULATIONS
Section 104.1 (c) defines business and office occu-pations as ". . . occupations pursued by individualsin public or private enterprises or organizationswhich are related to the facilitating function of theoffice . . ."
Section 104.1 (1) defines an occupational field asa ". . . group of recognized occupations having sub-stantial similarities common to all occupations inthe group . . ."
Section 104.6 (a) (2) (iii) . specifies that vocation-al education by the State which qualifies for Federalfunds shall be suited to the needs, abilities, andinterests of the students.
Section 104.7 (a) states that the employment of-fices will make occupational information regard-ing reasonable present and future prospects ofemployment in the community and elsewhere avail-able to the State board and local educational agen-cies. Reciprocally, Section 104.7 (b) reads: "Guid-ance and counseling personnel of the State boardand local educational agencies working throughthe cooperative arrangement will make availableto the public employment offices information re-garding the occupational qualifications of personshaving completed or completing vocational educa-tion courses in schools. The State plan shall pro-vide how such information will be considered inthe occupational guidance and placement of suchpersons." Both of these regulations have been usedin developing the section in this guide titled, Se-lection, Guidance, and Counseling, in the prerequi-sites for each occupation, in the Standards ofAchievement, and in the Record of Completion.
Section 104.13 (a) (2) (iii) (c) states that theState board or local educational agency responsiblefor vocational education shall have full charge ofdetermining content and organization of coursesand curricula. It follows that all outlines, curricula,teacher and trainee materials, and program plansin this guide are to be considered as only sugges-tions.
Section 104.13 (b) (1) provides for fitting indi-viduals for employment in a recognized occupation.The training specified may be for entry into anoccupation or for upgrading skills to achieve sta-bility or advancement in employment. In thisguide, program plans have been designed for con-tinuous study by the trainee beyond initial entryrequirements. At the same time, trainees who de-
sire to upgrade skills can be "slotted" or be ad-mitted to study any subject unit for which theymeet the prerequisites by exhibiting either equiva-lent education or proficiency as stated in the Stand-ards of Achievement of the prerequisite unit (s) .
The course of study for an upgrading trainee canbe tailored by the school counselor or administratorto meet the individual needs.
Section 104.13 (b) (2) states that all trainees orstudents will have an occupational objective or ca-reer objective, which is a matter of record. The ob-jective may be a specific occupation or a cluster ofclosely related occupations.
Section 104.13 (c) (2) (i) , dealing with orienta-tion of instruction, states that such instruction shallinclude classroom instruction and field, shop, labo-ratory, cooperative work, or other occupationalexperience. Subsection (ii) provides for the cor-rection by instruction of whatever educational de-ficiencies the trainee may have that prevent himfrom profiting from such instruction. The scope ofthis guide is such that remedial education (withthe exception of speech correction) is not included,but is left to the discretion of school administra-tors to determine and to include in the school'sprograms.
Section 104.13 (d) (1) indicates that a State planfor vocational instruction may be supplemented bysuch other general education subjects as may benecessary to develop a well-rounded individual.However, Section 104.13 (h) (4) says that the pro-gram of instruction is to be sufficiently extensive induration and intensive, within a scheduled unit oftime, to enable the trainee to develop employablecompetencies. Thus, the suggested subject units inthis guide vary in length of time of study, and theschedules or programs are designed to allow inclu-sion of general education subjects which may berequired by the State.
Section 104.17 deals with business and office oc-cupations and provides for both subject matter andpractical experience to be included in the voca-tional instruction. The Relevant Work Experiencesection of this guide suggests some work experi-ence projects that should be adjunctive to the cur-ricula.
Section 104.18 details the extent of vocationalguidance and counseling services. Suggestions re-garding the provisions of Section 104,18 will be
3
e
found in the Selection, Guidance, and Counselingsection.
For further information regarding rules and
regulations, the reader is referred to the VocationalEducation Act of 1963 and to the individual Stateplans.
MANPOWER DEVELOPMENT AND TRAINING ACTThis act was designed primarily for entry, re-
fresher, and upgrading training, with certain sub-sistence and travel allowances for eligible trainees.Although trainees in M.D.T.A. programs are ex-cluded in Section 4 (a) (3) of the Vocational Edu-cation Act of 1963, much of the curricular contentin this guide can be used for training persons eligi-ble under the M.D.T.A.
The concern of the Nation for persons to betrained vocationally and to continue in school hasalso been expressed in other legislation. Some ex-amples are an amendment to Social Security, theElementary and Secondary School Act, and amend-ments to the George-Barden and Smith-HughesActs. The Social Security Amendment, for example,
4
provides that a person over age 18, who receivedSocial Security benefits until age 18, can receivefurther benefits until age 22 provided he is a full-time student. Full-time student means a person en-rolled in a normal day program, or an eveningstudent in a course of study which will take at least3 months and who carries a subject load sufficientto 'complete the course in the time normally re-quired by a day student. Although certain personsspecified in the amendment are excepted frombenefits, nevertheless, it makes vocational trainingpossible for many persons who otherwise wouldhave had to forfeit the opportunity because of thelack of funds.
;
HOW TO USE THE GUIDE
This suggested curricula guide may be used tosuit a variety of vocational education needs andconditions. It incorporates unitized subject studiesand suggested patterns for continuous education tomeet specific career objectives of trainees eligibleunder both the Vocational Education Act of 1963and the Manpower Development and Training Actof 1962, as amended.
The development of this suggested curriculaguide was based on the job definitions or descrip-tions (including worker requirements) found inthe 1965 edition of the Dictionary of OccupationalTitles, as amended or amplified by informationfrom professional contributors. Teachers, counsel-ors, school administrators, and members of com-munity vocational education committees shouldbecome acquainted with the job descriptions,worker' trait requirements, and occupational pre-requisites detailed in the next two sections of thisguide. Since local conditions may affect some em-ployment standards set forth in the occupationalprerequisites, modifications may be required. Thefocus of teaching should be to develop trainees tomeet the suggested standards of employability.Teachers should alert counselors about traineeswho are not progressing adequately. This advicewill enable the counselors to help the trainee by
recommending greater effort, remedial training orto discuss possible change of the trainee's careerobjective in sufficient time to prevent unnecessaryfrustration or loss of time in vocational prepara-tion.
Just as this type of cooperation must exist be-tween teachers and counselors, close cooperationand full communication should exist betweenteachers, counselors, school administrators, commu-nity boards, employers, and employment offices.
For example, if the selection of trainees is wrong,teaching efforts may be unduly increased and facili-ties may be used inefficiently. Or, if trainees havedeveloped employable skills and work (either fulltime or for relevant experience development) isnot available, skills and knowledges may declinefrom employability levels and, as a result, individ-ual morale may be lowered. Department chairmenand school administrators should be advised peri-odically by teachers and counselors of facility andequipment needs, extent of anticipated enrollment,remedial training needs, and levels of achievementbeing attained within the suggested time allow-ances. Program offerings should be coordinatedwith those of other schools or with a specializedarea school offering specific courses of study.
SUGGESTED TRAININGUnder each job description, a group of study
units is suggested for the development of requiredproficiencies. In most instances, these units can beconsidered as "core" education. Thus, depending
oh what the individual trainee offers as educationor experience, units may be deleted from or addedto the suggested material. This flexibility shouldprovide for the needs of the training population.
BASIC STENOGRAPHIC-SECRETARIAL PROGRAM (USOE Code 14.0700)The Curricula Synopses section shows typical
full-time training programs, predicated on a 6-hourschool day, that can be used to develop employ-able skills and knowledges in minimal time forseveral entry level occupations, and to provide afoundation for specialized stenographic and secre-tarial occupations. Because of the variations intrainee qualifications for vocational education, for
example, subject units dealing with citizenshipeducation or other studies that may be required byindividual States, some alteration of this basic pro-gram may be made. It is suggested that the skillunits sequence be maintained, wherever possible,since basic skills should be highest when traineesare ready to be employed.
5
FULL-TIME TRAINING PROGRAMSFull-time programs, which require no specialized
studies, may be offered in high schools, post-second-ary, and special schools. A variety of sources forremedial work should be made available for train-ees who require remedial training in order to profitfrom the regular program.
Programs which require elective or specializedstudies, such as medical or legal terminology, mayoriginate in the high school and be continued inthe post-secondary school where the trainee's spe-cialized skills and knowledges can be developed.
Skills covered by the Specialized Office EducationUnits section may be offered in post-secondaryschools, area schools, or community, junior, orsenior colleges. The studies in the AdministrativeOffice Education Units section can be offered inpost-secondary schools or community, junior, orsenior colleges.
Provision for relevant work experience projectsshould be made by each local educational agencyas indicated in the programs.
PART-TIME TRAINING PROGRAMSSince the curricula are unitized, special part-time
programs can be organized in high schools or post-secondary schools to suit the needs of trainees. Such
programs should be sufficiently intensive to meetapproved State plan requirements.
REFRESHER AND UPGRADING PROGRAMS FOR ADULTSAs in the part-time programs, the skill and
knowledge units can be selected to meet the needsof adults who wish to refresh or upgrade their
skills. Careful assessment by counselors should bemade of the trainee's claimed proficiencies and ex-perience before suggesting a course of study.
MANPOWER DEVELOPMENT AND TRAINING PROGRAMSThe suggested full-time programs can be used
for trainees qualifying under the Manpower De-velopment and Training Act. Because the Act pro-
SUGGESTED STANDARDS OF ACHIEV
vides for refresher and upgrading training, the pro-grams can be tailored to meet a variety of traineeneeds as previously stated.
EMENT AND RECORD OF COMPLETIONEach unit has suggested achievement standards.
These standards are expressed in several ways, de-pending on the nature of the studies. Some stand-ards, usually those dealing with basic skills, arequantitative; others arc in terms of the knowledgeto have been acquiredin qualitative terms regard-ing attitudes, interest, and other performance cri-teria not easily measured objectively. Collectively,the suggested standards for each unit of study inthe program should equal or exceed the employ-ability standards stated in the occupational pre-requisites.
One unifying element suggested for the varioususes to which the guide may be put is the Recordof Completion. This record has several purposes:
6
I. It safeguards the school (s) against possiblemisrepresentation or error by an applicantseeking a position in the occupational field, asregards completion of a course of study.
2. It serves as a reward to motivate a student tocomplete a course of study successfully.
3. It can be used as a transcript for school trans-fer purposes for future enrollment for special-ization by a trainee.
4. It can be used as a base from which counsel-ors or teachers in the same or different schoolscan prepare specific programs of study forthe trainee.
5. It can result in a saving of time or investiga-tion by an employment office.
6. It can be used in lieu of grades to standardizeon skill and knowledge achievements, thussaving possible embarrassment of the traineeby an employer or employer's representative.It also provides a basis to evaluate the traineewith other trainees from different groups,rather than solely on his performakice as con-trasted with trainees in a given local group.
7. It can be used as an objective measurementagainst certain employment standards.
The record has some shortcomings which shouldbe noted:
1. While providing statements of trainee skillachievement in quantitative terms, it alsoprovides for qualitative statements. Thesequalitative assessments, however, are usuallylimited to the knowledge items of study.
2. Many judgments of proficiency are left to theindividual teacher. This may result in evalua-tion differences. When objective tests areused, some of these differences may be re-duced.
A trainee who leaves a program, either after hav-ing completed his suggested program or earlier,should be given his Record of Completion indicat-ing partial or full completion of appropriatestudies. Copies of this record should be kept in theschool office.
Trainees, who have been away from trainingfor a period of time which in the judgment ofcounselors, teachers, and school administrators issufficiently long to have effected a deterioration ofskills, should be reexamined when entering a voca-tional education program. The prerequisites forunit study usually state completion of prior unitsof study or demonstration by the trainee of pro-ficiencies equivalent to the standards of achieve-ment for those prior units. Discretion in the evalua-tion of these equivalent proficiencies should beexixcised. The acceptance of trainees for furtherstudy should be c.onF. istent with school policiesunder State plans.
It is suggested that the Record of Completionshow the detail of the program by skill and knowl-edge areas and the competencies achieved by thetrainee. A folder for each trainee should includeevaluations at completion of each unit of study.Interim evaluations for record accuracy should beobtained from teachers. Teachers should incorpo-rate the last quantitative measures of achievementby the trainee, as well as the qualitative judgmentsrequired in the unit. One suggested version of aRecord of Completion is shown in the section, Se-lection, Guidance, and Counseling.
7
ABOUT THE DICTIONARY OF OCCUPATIONAL TITLES
The third edition of the Dictionary of Occupa-tional Titles, published in 1965, was produced bythe United States Employment Service. It containsinformation about the world of work for use bypersons engaged in the fields of manpower utiliza-tion, classification, recruitment, and selection. It isalso useful for those concerned with vocationalcounseling, education, and training. Users of thissuggested curricula guide who may not have readyaccess to the Dictionary of Occupational Titles(D.O.T.) will find this section helpful in under-standing the structure of the new D.O.T. and howinformation contained therein has been used inthe development of the curricula.
Since its original publication in 1939, the D.O.T.has undergone several changes to keep pace withchanging job patterns and the needs of those in-volved in various manpower resource services. Thethird edition reflects the results of new occupa-tional research and job analysis techniques, pilotstudies, and contributions by industry, professionalsocieties, trade organizations, government agencies,and subject-matter specialists. The new D.O.T.supersedes the 1949 edition of Volumes I and II,supplement of March 1955, and D.O.T. part IVissued in 1944.
The major portion of Volume I of the new issueis devoted to the names and definitions of variousoccupations arranged alphabetically by job titlesand their commonly used alternates. Occasionally,inversion or modification of the job title is made inorder to group similar jobs and to assist users tolocate a definition of a particular job. The jobdefinitions provide or imply information about thecontent, execution, and purpose of the work; the
nature of functions performed; the significant apti-tudes, interests, temperaments, knowledges, andabilities required; and the physical demands andworking conditions necessitated by the particulartype of work. As a consequence, the wording of thejob definitions is in broad terms with an attempt tobe all-inclusive. Not all definitions, therefore, willcoincide exactly with like jobs in particular estab-lishments or localities. A job definition usually re-ceives the designation of the industry in which itis found. However, jobs which are found in severalindustries are designated by the particular type ofactivity. The term "clerical", for example, is ap-plied to typists, stenographers, secretaries, adding-machine operators, and the like. Volume I also hasinformation about occupational classification andcoding, arrangement, and uses of the Dictionary.
Volume Il of the D.O.T. presents the groupingof jobs, "having the same basic occupational, indus-trial, or worker characteristics to help the user dis-cern relationships among occupations; and, as astandard approach to classifying the abilities, voca-tional experiences, and potential of workers." TheIntroduction to Volume II states: "It (the thirdedition of the D.O.T.) should be more useful toguidance and placement personnel in dealing withpersons planning careers or seeking employment."In addition, Volume II contains a Glossary whichdefines technical terms found in Volume I and twoappendices which explain coding relationships andworker trait components.
Pertinent information from Volumes 1 and IIhas been abstracted selectively and is presentedhere in brief.
DICTIONARY OF OCCUPATIONAL TITLES CODING
Each job definition has a code number of sixdigits. The digits have individual significance forusers of the D.O.T. The coding for the job defini-
8
tion of secretary (clerical) , alternately titled girlfriday and secretarial stenographer, is 201.368 inthe D.O.T.
The First Three Digits
The first three digits, 201, refer to the occupa-tional classification by category, division, and thefurther refined (referred to as such in the D.O.T.)3-digit group. The first digit refers to an occupa-tional category, the second to a division, and thethird to the subsequent 3-digit group. There arenine number designated occupational categories asfollows:
OZ Professional, technical, and managerial oc-1 cupations2 Clerical and sales occupations3 Service occupations4 Farming, fishery, forestry, and related occupa-
tions5 Processing occupations6 Machine trades occupations7 Bench work occupations8 Structural work occupations9 Miscellaneous occupations
The first digit, 2, places the job in the clerical andsales occupations group. A definition of category 2as found in the section, "Occupational Group Ar-rangement of Titles and Codes," of Volume IIreads:
2 Clerical and Sales OccupationsThis category includes occupations concernedwith preparing, transcribing, transferring, sys-
tematizing, and preserving written communica-tions and records; collecting accounts; distribut-ing information; and influencing customers infavor of a commodity or service. Includes occu-pations closely identified with sales transactionseven though they do not involve actual par-ticipation.
The next digit, 0, refers to a particular divisionwithin category 2. The title and definition of thisdivision is:
20 Stenography, Typing, Filing, and RelatedOccupations
This division includes occupations concernedwith making, classifying, and filing records, in-f.;14,:ting written communications.
The third digit, 1, refers to a three-digit group defi-nition which is:
201 Secretaries
This group includes occupations concerned withcarrying out minor administrative and generaloffice duties in addition to taking and transcrib-
ing dictation. Occupations concerned primarilywith taking and transcribing dictation are in-cluded in Group 202.
The secretarial occupations listed in the D.O.T.with these first three digits (201) are shown below.The letters in parentheses in the column left of thecode numbers do not appear in the D.O.T., but areused for reference and will be explained in thissubsection.
(a) 201.268(a) 201.368(b)(b)(c)
(c)
Social Secretary (clerical)Secretary (clerical)
girl fridaysecretarial stenographer
Legal Secretary (clerical)Medical Secretary (clerical)
The stenographer grouping as it appears in theD.O.T. is given below with coding. Again, letters inparentheses to the left of the code number columndo not appear in the D.O.T. and are used for ref-erence only .
(a) 202.388 Court Reporter (clerical)(b) law reporter(a) Stenographer (clerical)(b) clerk-stenographer(d) Foreign - Language Stenog-
rapher (clerical)(d) Legal Stenographer (cleri-
cal)(d) Medical Stenographer (cler-
ical)(d) Police Stenographer (gov.
ser.)(d) Public Stenographer (cleri-
cal)(d) Technical Stenographer
(clerical)(c) Stenographer, Print Shop (print.
& pub.)(a) Stenotype Operator (clerical)(b) stenotype-machine operator(b) steno-typist
The ters in parentheses indicate the types oftitles, Cie manner of their listing, whether or notjob definitions will be found for these titles in theD.O.T., and the way in which they appear in the"Occupational Group Arrangement of Titles andCodes" section of the D.O.T. All titles designated(a) are in capital letters and are classed as basetitles. Titles with designation (c) , and in capitalletters, are classed as defined related titles. The let-ter (b) designates alternate titles. Titles indentedand bearing initial capitals are designated (d) and
9
are called undefined related titles in the D.O.T.Base titles and defined related titles are defined inthe D.O.T. Defined related titles bear the samecode number as the base title and their definitionsare found in Volume I indented under the basetitle definition. Alternate titles appear in lower caseletters and are alternates or synonyms for the titlepreceding them and are not defined separately.Undefined related titles are contained in the bodyof the definition of the title under which they ap-pear, and they are specializations of the more gen-eral duties as described in the definition.
The Last Three Digits
The three digits to the right of the decimal point(places 4, 5 and 6) refer to coding which indicatesthe job's relationship to Data, People, and Things,respectively. They identify the highest appropriatefunction in each hierarchy required by the joband when taken together indicate collectively thetotal level of complexity at which the worker mustperform. The following table, taken from theD.O.T., presents the three groupings arranged indescending order of complexity, that is, the higher
the digit, the less complex the function. UnderPeople, the D.O.T. cautions that the relationshipscan only be considered in the most general sense,since the arrangement is somewhat arbitrary andeach relationship represents a wide range of com-plexity.
Data in the D.O.T. is defined as: Information,knowledge, and conceptions, related to data,people, or things, obtained by observation, investi-gation, interpretation, visualization, mental crea-tion; incapable of being touched. Written data takethe form of numbers, words, symbols; other dataare ideas, concepts, and oral verbalization. Of sig-nificance to users of this guide are the definitions ofI, 2, and 3 under Data. 1. Coordinating is definedas: Determining time, place, and sequence of oper-ations or actions to.be taken on the basis of analysisof data. Executing determinations and/or report-ing on events. 2. Analyzing is defined as: Examin-ing and evaluating data. Presenting alternativeactions in relation to the evaluation is frequentlyinvolved. 3. Compiling is defined as: Gathering,collating, or classifying information about things,data, or people. Reporting and/or carrying out aprescribed action in relation to the information isfrequeinly involved.
Data (4th digit) People (5th digit) Things (6th digit)0 Synthesizing 0 Mentoring 0 Setting-Up1 Coordinating I Negotiating 1 Precision Working2 Analyzing 2 Instructing 2 Operating-Controlling3 Compiling 3 Supervising 3 Driving-Operating4 Computing 4 Divertihg 4 Manipulating5 Copying 5 Persuading 5 Tending6 Comparing 6 Speaking-Signaling 6 Feeding-Offbearing
7 Serving 7 Handling81 No significant relationship8 No significant relationship 8 No significant relationship
NOTE: The numeral 7 in the Data hierarchy is used when the worker's involvement in the Things hierarchy is at the 0, I or2 level and there is no significant relationship to Data or People.
The definitions of the functions under People, asthey appear in the D.O.T., are presented below:
0. Mentoring: Dealing with individuals in termsof their total personality in order to advise,counsel, and/or guide them with regard to prob-lems that may be resolved by legal, scientific,clinical, spiritual, and/or other professional prin-cipals.1. Negotiating: Exchanging ideas, information,and opinions with others to formulate policiesand programs and/or arrive jointly at decisions,conclusions, or solutions.
10
2. Instructing: Teaching subject matter toothers, or training others (including animals)through explanation, demonstration, and super-vised practice; or making recommendations onthe basis of technical disciplines.3. Supervising: Determining or interpretingwork procedures for a group of workers, assign-ing specific duties to them, maintaining harmoni-ous relations with them, and promoting efficiency.4. Diverting: Amusing others.5. Persuading: Influencing others in favor of aproduct, service, or point of view.
6. Speaking-Signaling: Talking with and/or sig-naling people to convey or exchange informa-tion. Includes giving assignments and/or direc-tions to helpers or assistants.7. Serving: Attending to the needs or requestsof people or animals or the expressed or implicitwishes of people. Immediate response is involved.
Although the jobs covered in the curricula aregiven the numeral 8 designation for the Thingshierarchy, it may be of interest to some users toknow the definitions given for Operating- Control.ling and Manipulating. These are shown below.
2. Operating-Controlling: Starting, stopping, con-trolling, and adjusting the progress of machinesor equipment designed to fabricate and/or proc-ess objects or materials. Operating machines in-volves setting up the machine and adjusting themachine or material as the work progresses. Con-trolling equipment involves observing gages,dials, etc., and turning valves and other devicesto control such factors as temperature, pressure,flow of liquids, speed of pumps, and reactions ofmaterials. Setup involves several variables andadjustment is more frequent than in tending.4. Manipulating: Using body members, tools, orspecial devices. to work, move, guide, or placeobjects or materials. Involves some latitude forjudgment with regard to precision attained andselecting appropriate tool, object, or material, al-though this is readily manifest.
Referring back to the six-digit number given forsecretary which was 201.368, the last three digitscan now be interpreted as to the types of demandsmade of the worker to carry out the job's relation-ships with respect to Data, People, and Things.Most jobs classed in secretarial and related workhave as their last three 'digits either .268 or .368while those in stenographic and related work aredesignated .388.
The D.O.T. uses the last three digits to classifyjobs into worker trait groups. Since there is littleor no variation in the last three digits, it would ap-pear that there is a high correlation between rela-tionships to Data, People, and Things and the spe-cific worker trait requirements that characterize agroup.
Worker Traits
Each worker trait group is defined by presentingnarrative information that describes the work per-formed, identifies significant worker requirements,
suggests possible clues that may be useful in relat-ing applicants for employment and the require-ments, and gives a general picture of typical train-ing and methods of entry pertinent to the jobslisted in the group.
In addition to the narrative information, the dis-play of the worker trait grouping shows relatedclassifications of work and a qualifications profile.These displays are found in the section titled"Worker Traits Arrangement of Titles and Codes."The details necessary to explain the qualificationsprofile are found in "Appendix B-- Explanation ofWorker Trait Components" of Volume H. Theworker trait components are training time, bothgeneral educational development (GED) and spe-cific vocational preparation (SVP) ; aptitudes(Apt.) ; interests (Int.) ; temperaments (Temp.) ;and physical demands or capacities (Phys. Dem. orCap.) .
Two typical displays of interest to users of thisguide are exhiLited on pages 12 and 13.
Symbols and Digits in the Qualifications Profile.The following is a brief explanation of the codingused in the qualifications profiles:
GEDGeneral Educational Development. TheGED for the secretarial and related work qualifica-tions profile is specified at level 4. This numberdoes not refer to a school grade, but rather to thestage of reasoning, mathematical, and language usedevelopment required to do the job. This level callsfor the application of ratic.,nal systems, such asbookkeeping, to problems and to the interpretationof instructions; the use of ordinary arithmetic, alge-braic, and geometric procedures in standard appli-cations; and the ability to transcribe dictation,make appointments, handle mail, interview andscreen visitors, and write routine correspondence.
For the stenographic and related work qualifica-tions profile, the GED is specified at level 3. Thislevel means the application of common sense tocarry out oral or written instructions; to deal withproblems involving several concrete variables instandard situations; to make arithmetic calcula-tions involving fractions, decimals, and percent-ages; to file, post, and mail materials such as forms,checks, receipts, and bills; to copy data from onerecord to another; to fill in report forms; and tocopy-type from rough draft or corrected copy.
SVPSpecific vocational training. SVI' indicatesthe training received under a variety of circum-stances and is expressed in units of time. The num-ber 6 indicates vocational training of more thanone year, up to and including two years; number
11
CLERICAL
Exhibit
263 SECRETARIAL
Web. PerfameclWork activities in this group primarily involve performikig such clerical tasks as taking dictation and typing,
and assuming minor executive duties which relieve organizational officials from these responsibilities. The basicduties are taking dictation either by hand or shorthand machine and transcribing by typewriter from these notesor from a recording played on a transcribing machine. Other duties include making and reminding executives ofappointments, interviewing and screening office visitors, answering and making telephone calls, and reading andwriting routine correspondence.
Worker Requirements
An occupationally significant combination of : Facility with words; the ability to successfully perform work ofadetailed nature and avoid errors; diplomacy and tact in dealing with people; an interest in meeting different kindsof people and the ability to adapt to fluctuating situations; form perception to perceive differences in shorthandsymbols; and motor coordination and finger dexterity for some office machines.Clues for Relating Applicants and Requirements
Success in high school commercial course.Poise, good grooming, and tasteful manner of dressing exhibited in interview.Pleasant personality and speaking voice.Part-time work experience as receptionist.Expressed preference for public contact work.
Training and Methods of EntryA broad educational background is of considerable value to a person who wishes to gain entry. Completion
of a business course in high school or commercial college, demonstrated ability in office skills, and such personalqualifications as conscientiousness, discretion, and a pleasant personality are most important. Additional educa-tion in night schools and college work in secretarial studies is very often required for most responsible positions.Some employers require a knowledge of the terminology of a particular field, such as medicine, law, or engineering.
Workers frequently start with basic typing or stenographic positions and advance to secretarial jobs when theyhave acquired the necessary background and training. Some schools conduct cooperative work-study programsthrough which students gain job experience before graduation.
SECRETARIAL AND RELATED WORK
.268; .368
RELATED CLASSIFICATIONS
Stenographic and Related Work (.388) p. 278Typing and Related Recording (.588) p. 287
CUALIFICATIONS PROFILE
GED: 4SVP: 6
Corresponding and Related Work (.288; .388) p. 256 Apt: GVN SPQ KFM ECInformation Gathering, Dispensing, Verifying, and 223 4 2 2 23.3 54
Related Work (.368) p. 258 5Interviewing, Information-Giving, and Related Work Int: 2 6
(Vocational, Educational, and Related Activities) Temp: 1 5 9(.168; .268) p. 250 Phys. Dem: S 4 5 6
20 STENOGRAPHY, TYPING,FILING, AND RELATED WORK
201. Secretarial Work201.268 Social Secretary (clerical)201.368 Secretary (clerical)
Legal Secretary (clerical)Medical Secretary (clerical)
12
96 AMUSEMENT, RECREATION ANDMOTION PICTURE WORK, N.E.C.
969. Miscellaneous Amusement, Recreation,and Motion Picture Worky n.e.c.
969.368 Script Clerk (motion pic.)
CLERICAL
Exhibit
278
STENOGRAPHIC AND RELATED WORK
.388
STENOGRAPHIC
Work Performed
Work activities in this group primarily involve taking shorthand by hand or machine and transcribing itwith a typewriter.Worker Requirements
An occupationally significant combination of: The ability to understand the meaning and relationships ofwords and sentences; finger dexterity and eye-hand coordination for taking dictation or typing; form perceptionto recognize shorthand symbols; adaptability to routine, repetitive, and uninvolved tasks; attention to detailin dictation or typed materials to avoid error; willingness to work according to instructions; ability to work withspecialized terminology, such as that in the medical, legal, or engineering fields.Clues for Relating Applicants and Requirements
Completion of typing, shorthand, and other business courses in high school or business school.Successful performance on clerical aptitude and achievement tests.
Training and Methods of EntryA majority of workers who enter this field are high school graduates who have received specialized training in
typing, shorthand, and business courses in high school or business schools. Passing of typing and shorthand testsusually are required.
RELATED CLASSIFICATIONS
Secretarial and Related Work (.368) p. 263Typing and Related Recording (.588) p. 287Classifying, Filing, and Related Work (.388) p. 276Corresponding and Related Work (.288; .388) p. 256
QUALIFICATIONS PROFILE
GED: 3SVP: 5 4 6Apt: GVN SPQ KFM EC
324 4 2 2 233 5 523 2
Int: 3 6Temp: 3 Y 2Phys. Dem: L 4 5 6
20 STENOGRAPHY, TYPING,FILING, AND RELATED WORK
202. Stenography202.388 Court Reporter (clerical)
Stenographer (clerical)Stenographer, Print Shop
(print. & pub.)Stenotype Operator (clerical)
13
1
5 specifies training time of more than six months,up to and including one year; number 4 is statedas a training time over three months, up to andincluding six months. In the stenographic qualifica-tions profile, the use of codes 5, 4, and 6 indicatesthat sonic of the occupations in this grouping re-quire more training than others.
AptAptitudes. The letters used to specify apti-tudes are defined as follows:
G Intelligence or general learning ability.V Ability to use and understand meanings and
relationships of words and verbally expressedideas.
N Ability to perform arithmetical operationsquickly and accurately.
S Ability to comprehend forms in space and tovisualize objects and geometric forms.
P Ability to perceive pertinent details in ob-jects or pictorial representations.
Q Ability to perceive pertinent details in verbalor tabular materials, to observe differencesin copy, to proofread words and numbers,and to avoid perceptual errors in arithmeticcomputations.
K Ability to coordinate eyes and hands or fin-gers when making precise, rapid movements.
F Finger dexterity.MAbility to use hands skillfully.E Eye-hand-foot coordination.C Ability to recognize color values such as con-
trast and harmony and the ability to matchcolors.
In the secretarial and stenographic profiles, cer-tain aptitude symbols appear in boldface type.These aptitudes are G, V, P, Q, K, and F, and theyare considered to be the significant aptitudes re-quired for average successful job performance. Thedigits below the aptitude symbols indicate the de-gree of aptitude required, expressed in terms ofequivalent averages found in segments of the gen-eral working population. The following, scale isused:
1The top 10 percent of the population: Thissegment possesses an extremely high degree ofthe aptitude.
2The highest third, exclusive of the top 10 per-cent, of the population: This segment pos-sesses an above average or high degree of theaptitude.
3The middle third of the population: This seg-ment possesses a medium degree of the apti-tude, ranging from slightly below to slightly
above average.
14
4The lowest third, exclusive of the bottom 10percent, of the population: This segment pos-sesses a below average or low degree of apti-tude.
5The lowest 10 percent of the population: Thissegment possesses a negligible degree of theaptitude.
IntSignificant interests. The significant inter-ests in the exhibited profiles are 2, 3, and 6. Theseare defined as:
2Situations involving a preference for activitiesconceri.:r-6 business contact with people.
3Situations involving a preference for activitiesof a routine, concrete, organized nature.
6Situations involving a preference for activitiesconcerned with people and the communica-tion of ideas.
TempTernperatments. In the exhibited pro-files, temperaments are given by the symbols 1, 2,3, 5, 9, and Y. These occupational situations towhich the worker must adjust are defined as fol-lows:
1Situations involving a variety of duties oftencharacterized by frequent change.
2 Situations involving repetitive or short cycleoperations carried out according to set proce-dures or sequences.
3 Situations involving doing things only underspecific instructions; little or no room for in-dependent action or judgment in working outjob problems.
5 Situations involving the necessity of dealingwith people in actual job duties, beyond giv-ing and receiving instructions.
9 Situations involving the evaluation (arrivingat generalizations, judgments, or decisions)of information against sensory or judgmentalcriteria.
YSituations involving the precise attainment ofset limits, tolerances, or standards.
Phys. Dem. or Cap.Physical demands or capaci-ties. The physical demands or capacities symbolsin the exhibited profiles are L, S, 4, 5, and 6. Theseare defined as:
LLight Work: Lifting 20 pounds maximum,with frequent lifting and/or carrying of ob-jects up to 10 pounds. Even though the actualweight lifted may be only negligible, a job isconsidered to be in this category when it re-quires walking or standing to a significantdegree, or when it involves sitting most ofthe time with a degree of pushing and pull-ing of arm and/or leg controls.
4
S Sedentary Work: Lifting 10 pounds maxi-mum and occasionally lifting and/or carryingsuch articles as dockets, ledgers, or small tools.Although a sedentary job is defined as onewhich involves sitting, a certain amount ofwalking and standing is often necessary tocarry out job duties. Jobs are sedentary ifwalking and standing are required only oc-cassionally and other sedentary criteria aremet.
4 Reaching, Handling, Fingering, and/or Feel-ing:(1) ReachingExtending the hands and
arms in any direction.(2) Handling Seizing, holding, grasping,
turning, or otherwise working with thehand (s) . (Fingering is not involved.)FingeringPicking, pinching, or other-wise working with the fingers piimarily,rather than with the whole hand or armas in handling.
(4) FeelingPerceiving such attributes of ob-jects and materials as size, shape, tem-perature, or texture, by means of recep-tors in the skin, particularly those of thefingertips.
5 Talking and/or Hearing:(1) TalkingExpressing or exchanging ideas
by means of the spoken word.(2) HearingPerceiving the nature of sounds
by ear.6 Seeing: Obtaining impressions through the
eyes of the shape, size, distance, motion, color,or other characteristics of objects. The majorvisual functions are:
(3)
(1) Acuity, farClarity of vision at 20 feetor more.Acuity, nearClarity of vision at 20inches or less.
(2) Depth perception (three - dimensionalvision) The ability to judge distancesand space relationships so as to see ob-jects where and as they really are.Field of visionThe area that can beseen up and down or to the right or leftwhile the eyes are fixed on a given point.
(4) AccommodationThe adjustment of thelens of the eye to bring an object intosharp focus. This item is especially im-portant when doing near-point work atvarying distances from the eye.Color visionThe ability to identify anddistinguish colors.
(3)
(5)
Related Classifications. The related classificationssection of the worker trait group display identifiesother worker trait groups that have something incommon with the group examined and also servesas a reference to the D.O.T. user. A careful exami-nation of these related classifications will revealwhich characteristics, skills, and funCtions are com-mon to all.
Additional Comments About the D.O.T.
The D.O.T serves as a useful springboard forthe occupational activities analysis necessary to thedevelopment of curricula. When information con-tained in the worker trait group display, includ-ing the qualifications profile, is examined, a gen-eralized pattern emerges for the particular jobunder consideration. This is probably a result ofthe blending of the all-inclusive terminology em-ployed by the D.O.T.
A more accurate delineation of skills, functions,duties, and responsibilities required by each job inthis guide, in terms of employability standards to beachieved and training content, became necessaryto bring particular jobs into proper focus. It wasdecided to obtain a consensus of observations, de-scriptions, and prerequisites of the covered jobsfrom the contributing specialists and consultants.These consensus job definitions and refined pre-requisites are included for each job in the nextsection of this guide. The job descriptions, in someinstances, are enlargements of similar D.O.T. defi-nitions. In other instances, job descriptions are in-cluded which have no direct counterparts refer-
enced or defined in the D.O.T. The objective in allinstances has been to give guidance, placement,and selection counselors, teachers, and school ad-ministrators, at all levels, a more comprehensiveview of the jobs covered. This comprehensive ap-proach should enable clearer information to begiven to the trainee to help him establish hiscareer objectives.
It is recognized that some teachers, administra-tors, and counselors may take issue with some ofthe coding in the Data, Things, and People hier-archies and also with the details of the qualifica-tions profile as set forth in the D.O.T. Amendmentsto some of the job specifications and indicatorswill probably appear or will be implied in the oc-cupational prerequisites which appear with the jobdescriptions in this guide. These amendmentsshould be taken as supplements to the D.O.T.,
15
rather than corrections, because of the generalizedterms employed by the D.O.T.
There may be varying viewpoints regarding theinterests, abilities, aptitudes, and temperaments,and the level of each, required for particular jobs.Workers in any occupation will exhibit a widerange of abilities, temperaments, and interests.Exact matching of these qualities with individualswill pose serious selection, training, and employ-ment problems. Merely because a worker has basicaptitudes which are thought to be directly relatedto job performance does not insure success eitherin training or employment. However, failure to ex-hibit any of the well-correlated aptitudes for theoccupation will often result in failure of the indi-vidual. Teachers, counselors, and others are re-ferred to the section on guidance in this guide forfurther information regarding the selection processand testing.
The Occupational and Training Analyses sec-tion of this guide should also be consulted. Thissection contains a short analysis of each job's activi-ties in terms of required skills, functional knowl-edge and duties, and environmental knowledge.
The D.O.T. was used, as much as possible, to
16
determine common elements of skills and func-tional requirements for each of the pertinent jobslisted in its threedigit occupational grouping.Predicated on these findings a general pattern oftraining was developed for basic skills and some ofthe functional duties required for each job. It be-came obvious that the subject units included in thebasic training had to be tailored and that special-ized units would have to be evaluated carefully todetermine their contribution to each particularjob. Additional consideration was also given to thepurposes that each curriculum was to serve. Infor-mation concerning these considerations is set forthin the section About the Curricula.
The D.O.T. was also used, in terms of aptitudes,interests, and temperaments defined therein, toestablish fundamental occupational prerequisites.Again, these were expanded to include employ-ability standards and su:ested training. Skills andknowledges gained from work experience, equiva-lent to the suggested training, are acceptable inlieu of the training. These knowledges and skillsshould be assessed carefully by counselors andteachers before enrollment of the trainee in par-ticular courses of study.
JOB DESCRIPTIONS, OCCUPATIONAL PREREQUISITES,AND SUGGESTED TRAINING
This section presents stenographic and secre-tarial job descriptions, as they .appear in theD.O.T. and as amplified for the purposes of thisguide. Each job description section has four divi-sions. The first presents some brief general com-ments, the second gives the job description, thethird presents the prerequisites for the occupationincluding employment standards for skills, andthe fourth shows the suggested preparatory train-ing.
The expanded job descriptions are based on in-formation received from consultants, subject-matterspecialists, government agencies, and various asso-ciations who participated in the development ofthis guide. The user of the guide is cautioned toaccept the job descriptions as approximate and notdefinitive. Employers may specify in much greaterdetail the tasks and duties expected to be per-formed in a particular position. These details willvary according to the size and composition of theoffice staff; the nature of work done; the location ofthe office, agency, or branch; the availability ofskills in the labor market; and the individual em-ployer's work philosophy.
The word "may" in the job descriptions signifies
that the duty following it may be asked by someemployers or may be performed only on occasion.In any event, the duty following the word "may"will be subordinate to other duties in the job withrespect to the time and effort given to it by theworker.
The occupational prerequisites are a combina-tion of information from the D.O.T. and generallyused employment standards expressed in quantita-tive and qualitative terms. The qualitative aspectsof job requirements, in terms of the deee towhich the particular ability or characteristic is ex-hibited, will vary with individual employers in theimportance in which they are held and in the wayin which they are judged. It is suggested that teach-ers be especially alert to these aspects and evaluatetrainees using criteria for the character tics similarto those used by employers.
The suggested training data refer to the basicprogram and the specialized units suggested forstudy by the trainee to achieve vocational com-petencies. The guide user should refer to the pro-grams suggested for the job in the Curricula Synop-ses section for a typical arrangement.of courses.
DEFINITIONS FROM THE D.O.T.
The following job definitions for stenographic,secretarial, and related occupations appear in theD.O.T.
STENOGRAPHER (Clerical) 202.388, clerk-ste-nographer. Takes dictation in shorthand of cor-respondence, reports, and other matter, and trans-scribes dictated material, using typewriter. Per-forms variety of clerical duties (Clerk, GeneralOffice) , except when working in stenographic pool.May transcribe material from sound recordings(Transcribing-Machine Operator) . May performstenographic duties in professional office and bedesignated as Legal Stenographer; Medical Ste-nographer; Technical Stenographer. May take
dictation in foreign language and be known asForeign-Language Stenographer. May be desig-nated according to department in which employedas Police Stenographer (gov. sea.) . May work forpublic stenographic service and be designated Pub-lic Stenographer.
STENOGRAPHER, PRINT SHOP (print. &pub.) . Takes dictation and transcribes dictatedmaterial, and types copy to be printed, usingtypewriter: Takes dictation. Types manuscriptin English or foreign languages. Proofreads typedmaterial. Types directly on metal printing platesused in multilith machine, using electromagnetictypewriter. May use justifying typewriter to pro-
17
duce uniform margins on sides of typed matter.May cut stencils for mimeographing machine,using typewriter.
STENOGRAPHER, PRINT SHOP (print. &pub.) see under Stenographer (clerical) .
STENOTYPE-MACHINE OPERATOR (clerical)see Stenotype Operator.
STENOTYPE OPERATOR (clerical) 202.388,stenotype-machine operator; steno-typist. Takesdictation of correspondence, reports, and othermatter on machine that writes contractions or sym-bols for full words on paper roll. Transcribes steno-type notes on typewriter or dictates notes into re-cording machine for typist to transcribe.STENO-TYPIST (clerical) see Stenotype Opera-tor.
COURT REPORTER (clerical) 202.388, law re-porter. Records examination, testimony, judicialopinions, judge's charge to jury, judgment or sen-tence of court, or other proceedings in court of lawby manual or machine shorthand. Reads portionsof transcript during trial on judge's request, andasks speakers to clarify inaudible statements. Trans-scribes recorded material, using typewriter, or dic-tates material into recording machine.
STENO-POOL SUPERVISOR (clerical) 209.138.Supervises and coordinates activities of stenogra-phers and typists: Assigns stenographers to execu-tive and department heads to take dictation andtranscribe correspondence and memos. Assigns dic-taphone records to typists for transcription. Checksstenographers' and typists' copy for neatness, spell-ing, and punctuation. Assigns other typing workto typists. Performs other duties as described underSupervisor.
SUPERVISOR (any incl.) see Foreman. (cleri-cal) chief; group leader; head; leader; principal;section chief; senior. Supervises and coordinatesactivities of group of workers engaged chiefly inone type of clerical function as bookkeeping, typ-ing, and filing: Determines work procedures. Issueswritten and oral orders or instructions. Assignsduties to workers and examines work for exactnessand neatness. Prepares composited reports fromindividual reports of subordinates. Maintains har-mony among workers. Adjusts errors and com-plaints. May perform essentially same duties asother workers, .or assist subordinates in perform-
18
ing duties. May keep time reports and other per-sonnel records. May employ, train, and dischargeworkers. Classifications are made according to typeof work supervised as SUPERVISOR, COM-PUTER OPERATIONS; SUPERVISOR, MES-SENGERS (tel. & tel.) ; TELEGRAPHIC-TYPE-WRITER OPERATOR, CHIEF.SECRETARY (clerical) 201.368, girl friday; secre-tarial stenographer. Schedules appointments, givesinformation to callers, takes dictation, and other-wise relieves officials of clerical work and minoradministrative and business detail: Reads androutes incoming mail. Locates and attaches appro-priate file to correspondence to be answered byemployer. Takes dictation in shorthand or on sten-otype machine (Stenotype Operator) and tran-scribes notes on typewriter, or transcribes fromvoice recordings (Transcribing-Machine Opera-tor) . Composes and types routine correspondence.Files correspondence and other records. Answerstelephone and gives information to callers or routescall to appropriate official and places out-goingcalls. Schedules appointments for employer. Greetsvisitors, ascertains nature of business, and conductsvisitors to employer or appropriate person. Maynot take dictation. May arrange travel schedule andreservations. May compile and type statistical re-ports. May supervise clerical workers. May keeppersonnel records (Personnel Clerk) . May recordminutes of staff meetings.
LEGAL SECRETARY (clerical) . Prepares legalpapers and correspondence of legal nature, suchas summonses, complaints, motions, and sub-poenas.
MEDICAL SECRETARY (clerical) . Preparesmedical charts and reports for doctor or hospitalpersonnel, utilizing knowledge of medical ter-minology. May prepare and send bills to patientsand record appointments.SOCIAL SECRETARY (clerical) 201.268. At-tends to social, business and personal affairs ofemployer: Confers with employer on contem-plated social functions, sends invitations, and ar-ranges for decorations and entertainment. Advisesemployer on etiquette, dress, and current events.Reads and answers routine correspondence, mak-ing replies on typewriter or in own handwritingas situation demands. May manage financial af-fairs of entire house.
STENOGRAPHIC JOBS COVERED BY THE GUIDE
The stenographic job descriptions which follow are amplifications of the definitions appearing inthe D.O.T. Some of the stenographic jobs described in this section do not appear in the D.O.T. Othersare shown with alternately accepted titles (together with descriptions) which are not referred to asalternate titles in the D.O.T.
Stenographers (Clerical)-202.388
General
Clerical stenographers working in general busi-ness, industry, with professional persons, or in gov-ernment service are often classified according totheir exhibited skills and experience, the extent ofassigned responsibility, and the supervision re-quired. Stenographers who specialize in particularfields (law, medicine, science, engineerirg, or short-hand reporting of courtroom proceedings, conven-tions, and the like) are shown separately in thissection, even though the D.O.T. includes themunder the titles, STENOGRAPHER (Clerical)202.388 and COURT REPORTER 202.388.
In industry, titles usually used for stenographicjobs not requiring specialization are:
(1) Stenographer A or I, Beginning or JuniorStenographer, or Clerk-Stenographer GS-3(or other civil service designation) ;
Stenographer B or II, Senior Stenographer,or Clerk-Stenographer GS-4;
The classification of Intermediate Stenogra-pher (sometimes designated by letter ornumber rank in a series) is used also.However, due to the variations in employ-ers' standards, a general description forthis position is omitted from considerationhere.
(2)
(3)
STENOGRAPHER A OR I, BEGINNING ORJUNIOR STENOGRAPHER,CLERK-STENOGRAPHER GS-3
Job Description
Takes dictation, in handwritten notes or byshorthand machine, of unspecialized business orprofessional terminology. Transcribes dictation,from notes or transcribing machine, into final ordraft form of memoranda, correspondence, reports,etc., given by supervisors or other personnel to
whom assigned. Prepares layouts and types a vari-ety of correspondence, publication manuscripts, re-ports, and similar material from drafts in whichcorrections have been noted. Sorts, cross indexes,and files material such as correspondence, memo-randa, regulations, or procedures, etc., in subjectmatter, alphabetical, numerical, or chronologicalorder according to a relatively small number of dis-tinct subject headings. Searches files for supple-mental material or uses other sources prescribed bythe dictator or defined in standard procedures forthe assembly of such material, in addition to steno-graphic notes, as may be required for preparingmanuscript. Prepares spirit, stencil, or other typesof reproducible masters. Produces copies, usingsimple wet and/or dry process duplicating ma-chines. Performs clerical work involving simplecomputations, postings and statistical reports, in-cluding the typing of results. May open and routemail, answer telephone, greet visitors, and performother minor and sundry clerical duties. Works onown initiative, in accordance with established direc-tions.or procedures, on regularly assigned duties, ormay perform work under close supervision. Allcompleted work, in final or draft form, is subjectto review for neatness, clarity, and accuracy ofgrammatical construction of words and sentences,and compliance with procedures or regulations.
Prerequisites for the Occupation
Workers in these entry positions should exhibitthose characteristics described in the QualificationsProfile and Worker Requirements (except for thelast phrase which applies to stenographic work spe-cialties) included in ti tz Stenographic andRelated Work, .388. if. ployers generally requirethat this classification of stenographer be able totake dictation at a rate of 80-100 wpm for 5 min-utes with 95 percent or better accuracy, to tran-scribe the dictation accurately at approximately15-30 wpm, and to type at a rate of 40-50 wpm.(Some variation in these rates may be expected
due to vocabulary difficulty level, demand for ab-
19
solute accuracy of the document, or labor marketconditions in the local area.)
Because of the variations in employer expecta-tions and the individual desires of beginning ste-nographers to assume responsibilities normally as-signed to receptionists or secretaries, the stenogra-pher's training must include some secretarial andreceptionist training.
Suggested Training
(1) Basic Stenographic-Secretarial Program;(2) Relevant Work Experience.
STENOGRAPHER B OR. II, SENIORSTENOGRAPHER, CLERK-STENOGRAPHERGS-4
Job Description
Takes dictation, in handwritten notes, by short-hand machine (touch shorthand) or by transcrib-ing machine, of difficult and specialized or profes-sional terminology. Transcribes dictation, fromnotes or transcribing machine, into final or draftform of memoranda, correspondence, reports, spe-cial manuscripts, bills, records, vouchers, job or-ders, agenda, and minutes of meetings. Prepareslayout and types a variety of correspondence, pub-lication manuscripts, reports, and other similarmaterial from drafts in which extensive correctionshave been made. Sorts, cross indexes, and files ma-terial such as correspondence, reports, requisitions,job orders, regulations, or procedures, etc., in sub-ject matter, alphabetical, numerical, chronological,or geographical order according to departmental orcompany needs. Searches files and uses othersources for the assembly of supplemental material,in addition to stenographic notes, as may be re-quired for the preparation of a variety of copy.Prepares spirit, stencil, or other types of reproduci-ble masters. Produces copies, using wet and/or dryprocess duplicating machines. May prepare repliesto general and/or routine correspondence. Mayserve as alternate receptionist and/or secretary,greet and interview visitors, make appointments,answer telephone, and remind employer of engage-ments. May requisition sundry office supplies, andrepair and duplicating services. May perform otherassigned minor clerical duties. May supervise otherstenographic or clerical workers. All completedwork is subject to review for meeting standards ofhigh accuracy, neatness, and completeness. Works
20
largely under general supervision, and exercisesjudgment in supervision of other stenographersand in solving problems involving established pro-cedures and policies.
Prerequisites to/ the Occupation
The worker in this position should exhibit thosecharacteristics described in the Worker Require-ments and in the Qualifications Profile included inthe exhibit, Stenographic and Related Work, .388.The worker may also be required to demonstrateson-e of the requirements set forth in the exhibit,Secretarial and Related Work, .268, .368. Otherabilities generally required by employers are tak-ing dictation at a rate of 100-120 wpm, transcrib-ing at 30-35 wpm, and typing at a rate of 50-60wpm with errors corrected. (Some variations inthese rates may be expected due to vocabulary dif-ficulty level, demand for absolute accuracy of docu-ments, or labor market conditions in the localarea.)
Since senior stenographers are often called uponas alternates to a secretary, the senior stenogra-pher's training must include secretarial and recep-tionist training. The senior stenographer may haveto supervise other stenographers and clerical work-ers and should therefore have training in super-visory fundamentals. Senior stenographers oftenmay progress to Secretary or Steno-pool Supervisor.
Suggested TrainingHours
(1) Basic Stenographic-Secretarial Program(2) Speed Dictation and Transcription
(Shorthand IV) 90(3) Advanced Typing and Production Prob-
lems (Typing V) 30(4) Principles of Effective Supervision 60(5) Relevant Work Experience: Steno-
graphic Machine Operation II (formachine shorthand stenographers inlieu of 2 and 3) 135
Stenotype Operator (Clerical)-202.388
General
The D.O.T. definition describes this job in termsof the basic skills involved. It differentiates theposition from STENOGRAPHER 202.388 only asto the method by which shorthand notes are taken.However, persons possessing basic machine short-hand skills usually are employed in particular clas-
sifications such as medical or legal stenographersor secretaries. Some stenotype operators who donot possess additional skills, or who have no desireto employ them, may find work as Note Readers.
NOTE READER
Job Description
This occupation, not defined in the D.O.T., maybe full time or part time depending on the volumeof work to be done and the worker's willingness todevote time to the job. The position is usually asso-ciated with shorthand reporters or secretaries.These persons may turn over machine shorthandnotes [for transcription] to Note Readers for tran-scription to drafts or final copy.
Prerequisites for the Occupation
Proficiency at machine shorthand transcription.
Suggested Training
Intensive study of machine shorthand and typ-ing units to the degree of transcription proficiencydesired. The basic stenographic-secretarial pro-gram could be helpful.
Legal Stenographer-202.388
General
Employment level gradients found in this occu-pation range from beginning to senior legal ste-nographer. Because the senior legal stenographermay perform many secretarial duties, it is oftendifficult to distinguish between "stenographer" and"secretary" in the legal office. Employers usuallydifferentiate between beginners and senior stenog-raphers on the basis of experience, proficiency,legal office knowledge, maturity, and responsibilityassigned. The job description and the occupationalprerequisites represent average employer expecta-tions and acceptabilities for this specialized careerposition from which both beginning and experi-enced stenographers can advance into legal secre-tarial positions. The job description below ampli-fies that shown on the D.O.T.
Job Description
Takes dictation, using manual or machine short-hand, of client and witness interviews with attor-
ney, counsel opinions, special instructions, corre-spondence, office memoranda, significant court tes-timony, memorandum notes, public meetings, andlegal form data, from a variety of lay and profes-sional persons. Transcribes dictation, from notes ortranscribing machine, into final or draft form ofinformation for completion of special legal forms,correspondence and other documents, or manu-scripts including legal briefs. Prepares layouts andtypes from corrected drafts, legal documents, cor-respondence, and memoranda. Proofreads ownwork and may proof that of others. Prepares spirit,stencil, or other types of reproducible masters. Pro-duces copies, using wet and/or dry process dupli-cating machines. Keeps books of account, sends outstatements of account, receives and may make pay-ments for office and client estates, makes out bankdeposit slips, and may perform bank statementreconciliations. Assembles and prepares documentsin accordance with direction and procedure. Mayperform clerical duties such as receiving mail,opening and distributing mail, ordering office sup-plies, arranging or maintenance of office equip-ment, handling telegraphic messages and interofficememoranda, filing legal forms and correspondence,and maintaining docket and tickler files. May per-form such secretarial duties as reminding employerof appointments, greeting, screening, and conduct-ing visitors to appropriate person, answering tele-phone, caring for employer's incidentals, preparingand mailing routine collection letters, assisting inpreparing briefs and miscellaneous documentsneeded at, court, obtaining source material, andmaintaining the lawyer's library. May work underclose or limited supervision depending on experi-ence and/or employer confidence. Work is usually,but not always, subject to close review.
Prerequisites for the Occupation
The worker in this position should exhibit thosecharacteristics described in the Worker Require-ments and in the Qualifications Profile included inthe exhibit, Stenographic and Related Work, .388.The worker may also be required to demonstratesome of the requirements listed for the legal secre-tary occupational prerequisites. Other abilities gen-erally required by employers are taking legal ter-minology dictation at the rate of 100-140 wpm(rate depends on classification as a beginner orsenior) , typing accurately at 50 wpm or better, andtranscribing at a rate of 30-40 wpm with errorscorrected. Transcription rate demands will vary
21
because of extreme accuracy required on finishedwork which usually does not permit erasures (un-less skillfully done) , and the reference work re-quired of the legal stenographer because of specialterminolaby. Knowledge of legal terminology andforms, general business, the elements of businesslaw and codes, and preparation of routine corre-spondence arc also indicated. Knowledge of court-room procedures and practice is usually an extraconsideration in employment.
Suggested TrainingHours
(1) Basic Stenographic-Secretarial Program(2) Speed Dictation and Transcription
(Shorthand IV) 90(3) Advanced Typing and Production Prob-
lems (Typing V) 30(4) Advanced Speed Dictation and Tran-
scription (Shorthand V) 90(5) Legal Typewriting 60(6) Legal TerminologyDictation and Tran-
scription 60(7) Legal Office Records and Procedures 60(8) Business Correspondence 30(9) Relevant Work Experience:
Stenographic Machine Operation II(for machine shorthand stenogra-phers in lieu of 2 and 3) 135
Stenographic Machine Operation III(Elective) (for machine shorthandstenographers in lieu of 4) 240
Medical Stenographer-202.388
General
As in other stenographic occupations, workers inthis occupation are also classed as beginning orsenior medical stenographers on the basis of ex-perience, maturity, assigned responsibility, com-plexity of work, and supervision required.
The following job description and prerequisites,which encompass both levels in this occupation, arean amplification of the brief job description in theD.O.T.
Job Description
Takes dictation, using manual or machine short-hand, covering varied medical fields and character-ized by special medical terminology, from physi-cians and medical laboratory personnel, of confi-dential information relating to diagnoses, autop-
22
sies, laboratory and clinical procedures and results,medical reports, histories, records, and correspond-ence. Assists in the preparation of summaries orresumes of medical histories and digests of medicalrecords. May take dictation during the perform-ance of operations, autopsies, or other medical ex-aminations. Transcribes dictation from notes ortranscribing machine, into final or draft form ofmanuscript or special medical forms. Prepares lay-outs and types various kinds of manuscript copyfrom corrected drafts. Prepares spirit, stencil, orother types of reproducible masters. Producescopies, using wet and/or dry process duplicatingmachines. Performs a variety of stenographic andclerical duties requiring knowledge of medicalprocedures, filing practices, and medical office rou-tines. May perform secretarial duties such as mak-ing appointments, greeting and routing visitors,preparing routine correspondence for signature,screening telephone calls, opening and routingmail and interoffice memoranda, arranging meet-ings, keeping sundry records as required by em-ployer, and performing simple bookkeeping tasks.Senior medical stenographers may supervise smallgroups of other stenographers. Work is usually sub-ject .to close review, and supervision may be close(beginning stenographer) or limited (senior medi-cal stenographer)
Prerequisites for the Occupation
The worker in this position should exhibit thosecharacteristics described in the Worker Require-ments and in the Qualifications Profile included inthe exhibit, Stenographic and Related Work, .388.The abilities to take medical terminology dictationat a rate of 100-120 wpm, transcribe at a rate of30-40 wpm, and type at a rate of 50 wpm or betterare generally required by employers. (Some varia-tions in these rates may be expected because ofvocabulary difficulty level, transcript accuracy de-mands, consultation of reference materials, andavailability of skills in the local labor market.)
Since general clerical and secretarial duties mayalso be performed, medical stenographic trainingshould include secretarial and receptionist train-ing. Senior medical stenographers should have somesupervisory training, since they may be called uponto supervise other stenographic and clerical per-sonnel.
Suggested TrainingHours
(1) Basic Stenographic-Secretarial Program
Hours(2) Speed Dictation and Transcription
(Shorthand IV) 90(3) Advanced Typing and Production Prob-
lems (Typing V) i 30(4) Medical Terminology - Dictation and
Transcription 210(5) Hospital Practices, Procedures, and Rec-
ords 135(6) Medical Office Practices, Procedures,
and Records 140(7) Relevant Work Experience: Steno-
graphic Machine Operation II (formachine shorthand stenographers inlieu of 2 and 3) 135
Technical Stenographers-202.388
General
The D.O.T. refers to technical stenographer inits general description of stenographer, 202.388.Technical stenographers can be subdivided intothe general classifications of beginning and seniorstenographers in specialized Scientific Stenogra-pher and Engineering Stenographer classifications.These latter classifications reflect the type of pro-fessional by whom technical stenographers areusually employed. Although some of their dutiesare similar, the stenographic activities differ largelybecause of the terminology used, and the II P!",70.!
of the organization, and the work performed. Thefollowing job descriptions and prerequisites, whichencompass both beginning anti senior levels in thetwo specialized fields, are amplifications of the jobof technical stenographer which is briefly refer-enced in the D.O.T.
ENGINEERING STENOGRAPHER
Job Description
Takes dictation, characterized by specialized en-gineering terminology, symbols, and formulae,using manual or machine shorthand, of informa-tion relating to client and interoffice correspond-ence, bids, proposals, test and engineering reports,manuscripts being prepared for publication, feasi-bility studies, customer progress reports, minutesof meetings, and verbatim transcripts of projectmeetings. Transcribes dictation from notes or tran-scribing machine, into final or draft form of pre-viously referenced documents and information.
Prepares layouts and types various kinds of manu-script copy from co!rected typed drafts or hand-written notes. Types formulae and symbols, usingspecial keyboard typewriters, onto drawings or inspecial manuscript sections requiring knowledgeof scientific and/or engineering typewriting prac-tice. Prepares manuscripts for submission to pro-fessional journals. Prepares stencil, spirit, or othertypes of reproducible masters, and produces copiesusing wet and/or dry process duplicating ma-chines. Maintains project distribution and controlrecords of classified data, engineering drawings,records, reports, job control sheets, and other engi-neering material. May perform a variety of special-ized and clerical duties such as: maintaining rec-ords of project material forecasts; maintainingsmall engineering library; searching files for sup-plementary materials; preparing purchase order re-quests, material releases, and requisitions; checkingmaterial requests and work releases for complete-ness and authorized signature; keeping minor proj-ect cost control; setting up and using files; main-taining personnel data; and performing simplemathematical computations using office adding ma-chines or calculators. May perform minor secre-tarial duties such as screening telephone calls andreceiving visitors. May handle secret and confiden-tial material. Works large15, on own initiative fol-lowing established directions, procedures, or regu-lations, or may work under close supervision. Workis usually subject to review and verification.
Prerequisites for the Occupation
The worker in this position should exhibit thosecharacteristics described in the Worker Require-ments and the Qualifications Profile included inthe exhibit, Stenographic and Related Work, .388.The abilities to take dictation of engineering ter-minology at a rate of 100-120 wpm, transcribe at arate of 30-50 wpm, and type at a rate of 60-65 wpmare generally required by employers. (Some varia-tions in these rates may be expected because ofvocabulary difficulty level, transcript accuracy de-mands, consultation of referntice materials or hand-books, and availability of skills in the local labormarket.)
Since clerical and secretarial duties may also beperformed, some clerical and secretarial trainingshould be included in the engineering stenogra-pher's vocational training program. Althoughmuch of the specialized terminology and many ofthe duties required by an individual engineer or
23
engineering office are usually learned on the jobby the engineering stenographer, general knowl-edge of engineering work or experience in engineer-ing departments may be sought by some employ-ers. The :specialized Office Education Units havebeen designed to meet general engineering ter-minology and practice needs. Because of the natureof some engineering work, especially that dealingwith secret government work and research, someworkers may be required to meet security and loyal-ty standards.
Suggested Training
(1)
(2)
HoursBasic Stenographic-Secretarial ProgramSpeed Dictation and Transcription
(Shorthand IV)(3) Advanced Typing and Production Prob-
90
lems (Typing V) 30(4) Scientific Typewriting 60
(5) Science Survey 60(6) Engineering Terminology-Dictation
and Transcription 90(7) Engineering Office Practices, Procedures,
and Records 80(8) Relevant Work Experience: Steno-
graphic Machine Operation II (formachine shorthand stenographers inlieu of 2 and 3) 135
SCIENTIFIC STENOGRAPHER
Job Description
Takes dictation, characterized by specialized ter-minology, symbols, and formulae, using manual ormachine shorthand, of information relating to cor-respondence, interoffice memoranda, internal re-ports, reports prepared for publication in scientificjournals, records of experimentation, scientificstudy and research documents, minutes of meet-ings, verbatim transcripts of meetings, speeches tobe delivered to professional and lay groups, andnotes for classroom use. Transcribes dictation fromnotes or transcribing machine, into final or draftform of previously referenced documents. Prepareslayouts and types various kinds of manuscript copyfrom corrected typed drafts or handwritten notes.Types formulae and symbols, using special key-board typewriters, onto drawings or in specialmanuscript section" requiring knowledge of sci-entific typewriting practice. May type data for com-puter input. Prepares manuscripts, according to
24
prescribed formats, for submission to professionaljournals. Prepares stencil, spirit, and other typesof reproducible masters. Produces copies using weand/or dry process duplicating machines. Performsclerical duties such as filing and indexing. Maymaintain scientific records and information con-trol according to prescribed security regulations.May maintain small scientific libraries, using itsreference sources for gathering supplemental ma-terials required for reports. May perform simplearithmetic calculations. May perform certain secre-tarial duties such as screening telephone calls,greeting visitors, reminding employer of appoint-ments and schedules, processing requisitions andexpense accounts, maintaining stationery supplies,and performing other sundry duties as assigned.Works largely on own initiative or may workunder close supervision. Work is usually subjectto review and verification.
Prerequisites for the Occupation
The worker in this position should exhibit thosecharacteristics described in the Worker Require-ments and in the Qualifications Profile included inthe exhibit, Stenographic and Related Work, .388.The 'abilities to take dictation at a rate of 100-120wpm, transcribe at a rate of 30-50 wpm, and typeat a rate of 60-65 wpm or better are generally re-quired by employers. (Some variations in theserates may be expected because of vocabulary diffi-culty level, transcript accuracy demands, consulta-tion of reference materials, and the availability ofskills in the local labor market.) The ability to usespecial keyboard typewriters with Greek symbols,superscripts and subscripts, and other technicalcharacters is a definite requirement. Familiaritywith scientific terminology in general or in a sci-entific specialty is usually sought by employers.
Clerical and secretarial training should also beprovided in the scientific stenographer's vocationaltraining program. Since the trainee may be em-ployed in any of a variety of scientific specialties,some of the training in specialized vocabulary mustbe learned on the job. Because of the nature ofcertain scientific work, some workers may berequired to meet security and loyalty standards.
Suggested TrainingHours
(1) Basic Stenographic-Secretarial Program(2) Speed Dictation and Transcription
(Shorthand IV) 90
HoursAdvanced Typing and Production Prob-
lems (Typing V) 30Science Survey 60Scientific Typewriting 60Organic Chemistry Terminology-Dicta-
tion and Transcription 120Physical Sciences Terminology-Dicta-
tion and Transcription 120Relevant Work Experience: Steno-
graphic Machine Operation 11 (formachine shorthand stenographers inlieu of 2 and 3) 135
Foreign-Language Stenographer-202.388
General
Foreign-language stenographers are usually well-grounded bilinguals, having acquired knowledge ofthe foreign language from family or country ofnational origin. On the other hand, extensiveforeign language educational preparation can beobtained in a variety of ways to qualify for employ-ment in this field. Employment opportunities existin publishing, in import-export companies, in com-panies having domestic and foreign operations, ingovernment posts, and in schools and universities.The following job description and prerequisites arean amplification of the brief reference in theD.O.T. It is difficult to distinguish between foreign-language stenographers and foreign-language sec-retaries because of the wide differences in employerneeds and expectations.
Job Description
Takes dictation in foreign language, using man-ual or machine shorthand, of correspondence, tele-grams, memoranda, reports, shipping document in-formation, manuscripts, and speeches. Transcribesdictation from notes or transcribing machine, usingspecial keyboard typewriters, as required, into finalor draft form of various types of documents pre-viously referenced, using the style and idiom of theforeign language country. Prepares layouts andtypes various kinds of manuscript copy from cor-rected typed drafts. Prepares stencil, spirit, or othertypes of reproducible masters. Produces copies,using wet and/or dry process duplicating machines.May type student tests in foreign language forteachers. May perform clerical and secretarialduties such as filing and indexing, screening tele-phone calls, greeting visitors, opening and routing
mail, reminding employer of appointments, mak-ing simple arithmetic computations, answering rou-tine correspondence, and performing other sundryduties as assigned. Works largely on own initiative,but work is subject to review and verification.
Prerequisites for the Occupation
The worker in this position should exhibit thosecharacteristics described in the Worker Require-ments and in the Qualifications Profile includedin the exhibit, Stenographic and Related Work,.388. Other abilities generally required by employ-ers are taking dictation at a rate of 80-90 wpm,transcribing at a rate of 20-30 wpm, and typing ata rate of 50-60 wpm in the foreign language.(Some variations in these rates may be expectedbecause of vocabulary difficulty level, transcript ac-curacy demands, consultation of reference ma-terials, and the availability of skills in the locallabor market.) Since general clerical and secre-tarial duties may be performed, stenographic train-ing should include secretarial and receptionisttraining.
Suggested TrainingHours
(1) Basic Stenographic-Secretarial Program(2) Speed Dictation and Transcription
(Shorthand IV) 90(3) Advanced Speed Dictation and Tran-
scription (Shorthand V) 90(4) Foreign-Language Shorthand I 90(5) Foreign-Language Shorthand II 90(6) Economics and International Trade 30(7) Advanced Typing and Production Prob-
lems (Typing V) 30(8) Relevant Work Experience
Public Stenographer-202.388
General
Among the stenographic positions offering themost varied activities is that of public stenographer.These workers may be called upon to take dicta-tion involving terminology in a variety of fieldsand transcribe that dictation rapidly to letter orreport form. Usually, public stenographers do nothave a steady routine in any one business areawhere terminology is standardized or repetitive.Their "calls" may range from the businessmanwho wants to prepare a letter while on a trip toprofessionals at a convention who need steno-
25
graphic services. Rate of activity in a public steno-graphic service varies, depending on location, fromvery active to sporadic. Many public stenographersare self-employed. The job description below sup-plements that of Stenographer B or II.
Job Description
To the basic duties of Stenographer B or 11 (cler-ical stenographer) add: The taking and transcrib-ing of dictation, from a variety of individuals, deal-ing with many different fields of business or in vari-ous industries or professions, in a wide variety ofworking locations. Usually maintains an office inor is employed by a hotel or is available at someother central location easily accessible to transients.May act as a notary public.
Prerequisites for the Occupation
Same as for Stenographer B or 11. Elective unitsinclude those to develop additional stenographicand typing skills and to expand knowledge of spe-cialized terminologies such as legal, medical, orscientific.
Suggested Training
(1) Same as Stenographer B or 11, except deletethe unit, Principles of Effective Super-vision;
(2) May elect specialized terminology shorthandor advanced machine shorthand studies.
Police Stenographer-202.388
General
The work done by the police stenographer isessentially the same as that performed by Stenog-raphers A or B, I or II, Junior or Senior Stenog-raphers, or Clerk-Stenographers GS-3 or GS-4,except that police stenographers are often con-cerned with taking deposition or testimony. Muchof the stenographic or secretarial work in a particu-lar police department is learned on the job andinvolves knowledge of the specific procedures of thelocal police office.
Prerequisites for the Occupation
Clerical and stenographic skills should be equiva-lent to Stenographer A for entry into these posi-tions. Promotion to a stenographic job in a largemunicipal police department is often through the
26
local civil service system. On-the-job training ar-rangements for those interested in police depart-ment stenographic work should he made with localpolice offices.
Suggested Training
(1) Basic Stenographic-Secretarial Program. Ad-ditional studies same as items (2) and (3)for Stenographer B;
(2) Relevant Work Experience.
Court Reporter-202.388
General
Although the D.O.T. refers to COURT RE-PORTER 202.388 (law reporter) , a more gener-ally accepted classification and titling for this oc-cupational group is SHORTHAND REPORTER.Shorthand reporters may specialize in court pro-ceedings, parliamentary proceedings, conventionreporting, and a variety of freelance work such asfound in arbitrations, radio and television, andother situations in which rapid and changing con-versation and action are to be recorded. The short-hand reporter must have the highest level of steno-graphic skills, as well as extensive knowledge of theparticular specialized area of work. High pay levelsare usually associated with these positions. Thedescription and job prerequisites which follow arethose for a shorthand court reporter and are anamplification of the job definition in the D.O.T.
Job Description
Makes verbatim stenographic record, manuallyor by machine shorthand, of examinations of wit-nesses, colloquy and argument, depositions, mo-tions, judge's charge to jury, openings and sum-mations to jury, oral decisions of judges, sentences,and other proceedings connected with a trial. Tran-scribes manual or machine shorthand notes, uponrequest, either using a typewriter or by dictatingmaterial into recording or transcribing machine,immediately during the trial or post trial for ap-pellate purposes. Types copies of any instrumentsrecognized as evidence which do not appear in theshorthand notes containing the record. Completestranscript of minutes of the trial. Records pollingof the jury. Marks exhibits. Secures names of liti-gants, counsels, and witnesses. I'repares copy ofappearances for the judge. Makes tallies of peremp-tory challenges, and records statement of fact when
4.
jury is accepted and sworn. Reads manual or ma-chine shorthand notes of portions or all of pro-ceedings to judge and jury upon request. May in-terrupt proceedings to ask for a restatement due toinaudibility of voices. May supervise work of notereaders. Works largely on own initiative and maybe self-employed. May work under supervision ofjudge, attorneys, or court clerk.
Prerequisites for the Occupation
The worker in this position should exhibit thosecharacteristics described in the Worker Require-ments and in the Qualifications Profile included inthe exhibit, Stenographic and Related Work, .388.Generally required abilities are to take diet-involving legal, medical, accounting, scientific, adpolice terminology at a rate of 175-225 wpm with97 percent accuracy, to type straight copy at a rateof 70-90 wpm, and to transcribe at the rate of50-70 wpm. Good short-term memory is requiredas well as the ability to read back rapidly fromnotes during a trial. Hearing, vision, and dictionshould be good for transcribing into recording ordictating machine or reading back in court. Com-mand of legal terminology a.- , procedure, medicalterminology, and engineering terminology shouldapproximate the vocabulary of professionals inthose fields. Excellent command of English gram-mar, vocabulary, including idiomatic expressions, isindicated. Shorthand court reporters should be ableto ascertain the nature of the subject matter atissue, the likely context of expert testimony, and begenerally familiar with the technical topics andvocabulary which may be used during particulartrials.
Suggested Training
(1)Hours
Shorthand Principles, Beginning Dic-tation, Introduction to Transcrip-tion, Speed Dictation and Transcrip-tion, and Advanced Speed Dictationand Transcription, or 450
Stenographic Machine Operation I, II,and III (for machine shorthand re-porters) 645
(2) Fundamentals of Typing, ProductionTyping I, II, and III, and AdvancedTyping and Production Problems_' 250
(3) Indexing and Filing Practices 30(4) Office Machines-Computing and Du-
plicating 30(5) Business Mathematics 30
(6)
(7)
(8)
(9)(10)(11)(12)(13)
HoursElements of Fiscal Records _________ 60Communication and Basic Language
Skills 60Business Correspondence (additional
studies in English grammar will bevery helpful) 30
Accelerated Reading 50Business Principles and Organization_ 60Business Terminology 15Fundamentals of Business Law 30Shorthand Reporter's High Speed Dic-
tation and Transcription, or1,000 (variable)
Stenographic Machine Operation IV(for machine ,orthand reporters) _
700 (variable)Court Reporter 'ining Assignment
2 weeksLegal Typewritir g \i,lective) 60Legal Terminology - Dictation and
Transcription (Elective) 60Medical Terminology-Dictation and
Transcription (Elective) 210Engineering Terminology - Dictation
and Transcription (Elective) 90
Steno-pool Supervisor-209.138
General
In addition to the job definition for Steno-PoolSupervisor which appears in the D.o.T., this occu-pation may require either general stenography ora specialty area such as medical, legal, scientific, orengineering stenography.
Prerequisites for the Occupation
The worker in this position often requires basicskills in stenographic and secretarial work. Depend-ing on an employer's needs and volume of work,however, some of these positions may not requirethe incumbent to exhibit stenographic skills. Theposition requires persons who can exercise inde-pendent, mature judgment, solve problems, andcoordinate working relationships. The abilities toplan, direct, and control an activity, including theworkers engaged therein, are also required. Goodclerical preparation is needed to be able to perceivepertinent detail in verbal, tabular, or specializedmaterials and formats; to observe differences incopy; to proofread words and numbers; and toavoid errors in arithmetic computation.
27
Suggested Training
Because prior experience and needs vary, traineeprograms will have to be tailored specifically tomeet individual requirements. As a minimum, thefollowing units should be included:
Hours(1) Principles of Effective Supervision__ 60(2) Office Administration 30(3) Personnel Administration Practices 60Stenographic studies such as machine or hand-
written shorthand and typing would be helpful inmost instances.
SECRETARIAL JOBS COVERED BY THE GUIDE
Secretary-201.368 and 201.268
General
The D.O.T. defines three related titles, Legal,Medical, and Social Secretary, under the generaldescription of Secretary. It would not appear use-ful nor practical to prepare curricula for (nor list)each of the specialized secretarial jobs in terms ofthe industry, work, or profession to which theyare related. However, in addition to legal, medical,and social, several other types of secretarial jobswhich require special vocational education prepa-ration, on-the-job, or vestibule-type training arealso included in this suggested curricula guide.These are: Educational Secretary, Police Depart-ment Secretary, Scientific Secretary, EngineeringSecretary, Foreign-Language Secretary, and Execu-tive Secretary. Two of these titles, Police Depart-ment Secretary (Secretary of Police) and Execu-tive Secretary (Administrative Assistant) will befound in the D.O.T. These jobs are coded 169.268and 169.168, respectively, indicating that they areexecutive positions not necessarily related to basicsecretarial work. Therefore, they have been ex-cluded from consideration in this guide. The titlesExecutive Secretary and Police Department Secre-tary, as used and defined in this guide, are ex-plained separately and are allied with other secre-tarial positions.
Job definitions or descriptions and prerequisitesfor each of the secretarial positions covered bythis suggested curricula guide, taken from theD.O.T. and from other sources, some of whichhave been amplified, are included in this section.As in the stenographic classifications, secretariesare often classified as either beginners or seniorsecretaries by some employers. Assigned responsi-bilities vary, as does the volume of work. Individ-ual preferences and employer expectations of sec-
28
retaries vary widely. In certain types of employmentsituations, salary determinants may have no rele-vancy to skill or knowledge levels attained by theworker. Sonic of the job openings and the work per-formed therein may be associated with customer,public, and other employee contact. In isolatedinstances, the secretary may be regarded as a "statussymbol." There has been no attempt in the train-ing programs to include what every secretarial jobmay demand. Instead, the concentration has beencan general requirements.
Job Description
In addition to the job definition in the D.O.T.,the job description should include: Prepares lay-outs and types finished copy of correspondence andreports from handwritten notes or corrected drafts.Prepares stencil, spirit, or other types of reproduci-ble masters. Produces copies using wet and/or dryprocess duplicating machines.
Prerequisites for the Occupation
The worker in this position should exhibit thosecharacteristics described in the Worker Require-ments and in the Qualifications Profile included inthe exhibit, Secretarial and Related Work, .268;.368. Other abilities generally required by em-ployers are taking dictation of general businessterminology at a rate of 100-120 wpm,. transcrib-ing at a rate of 30-40 wpm, and typing at a rateof 50-60 wpm. (Some slight variations in theserates may be expected because of factors such asavailability of skills in local area, employer ex-pectations, cabulary difficulty level, and accu-racy demailus.) In addition to the exhibition ofnormally requisite personal attributes, employersoften require secretarial workers to have a roundedoffice education background. It is often difficult todistinguish between senior stenographic and secre-tarial competencies because of the similarities of
job requirements and demands on the worker. Inmany instances, basic preparation of certain steno-graphers and secretaries is identical. Some em-ployers, however, may not require basic steno-graphic skills, preferring instead to employ thesecretary as an aide, administrative assistant, orpublic or client contact person. Training for thesetypes of positions has not been provided in thisguide.
Suggested TrainingHours
( 1 ) Basic Stenographic-Secretarial Program(2) Speed Dictation and Transcription
(Shorthand IV) 90(3) Advanced Typing and Production
Problems (Typing V) 30(4) Office Administration 30(5) Principles of Effective Supervision 60(6) Payroll Records 30(7) Economics and International Trade 30(8) Money Management 30(9) Business Correspondence 30
(10) Introduction to Business Data Process-ing 30
(11) Relevant Work Experience:Records Management (Elective) 20Business Reports (Elective) 15Stenographic Machine Operation II
(for machine shorthand secretariesin lieu of 2 and 3) 135
Legal Secretary-201.368
General
In some law offices, the legal secretary is the en-tire office staff. In larger law firms, legal secretariesmay be classed as beginning or experienced secre-taries. The areas and degrees of assigned responsi-bility and the specialized nature of the work doneby the secretary in the law office may vary con-siderably. While the following job description doesnot include all the specialized work that may bedone by a particular secretary, it covers broadly thework done in offices specializing in criminal orbusiness law.
Job Description
Takes dictation, using manual or machine short-hand, consisting of legal or business terminologyand ordinary conversation from attorneys, clients,and witnesses, and of memoranda, correspondence,
counsel opinion, testimony, trial notes, and datafor completing legal forms. Transcribes dictation,from notes or transcription machine, into final ordraft forms. Prepares layouts and types copy fromcorrected typed drafts or handwritten notes. Pre-pares spirit, stencil, or other types of reproduciblemasters. Produces copies, using wet and/or dryprocess duplicating machines. Completes a varietyof legal forms. Assists in preparing briefs, draftingof pleadings and legal forms needed by clients, andpreparing miscellaneous documents needed incourt. Makes and receives payments, sends outstatements of account, handles bank transactionsand reconciliations, and may maintain books ofaccount. Receives, sorts, and routes incoming mail,posts outgoing mail, sends telegrams, and distrib-utes interoffice memoranda. Greets, interviews, anddirects visitors and answers telephone. Arranges in-terviews and appointments and keeps appointmentcalendar and daily diary of the firm's activities.Sets up and maintains files, including tickler filesand docket register, and reports on same. Main-tains office supplies. May obtain source materialsand collect other data from office or law libraryfor use by attorney. May open and close office, at-tend to employer incidentals, and attend specialmeetings with employer. May supervise other cleri-cal workers. Works largely on own initiative fol-lowing employer guidelines or may work underclose supervision.
Prerequisites for the Occupation
The worker in this position should exhibit thosecharacteristics described in the Worker Require-ments and in the Qualifications Profile included inthe exhibit Secretarial and Related Work, .268;.368. Other abilities generally required by employ-ers are taking dictation at a rate of 100-140 wpmand typing at a rate of 50-75 wpm. Transcriptionspeed is difficult to establish because of the refer-ence material that must often be consulted, the ter-minology dictated, and the accuracy required ofthe finished work. In general, transcribing at therate of 30-40 wpm should be acceptable.
The legal secretary should be able to exercise in-dependent judgment and be mature in conductregarding the maintenance of confidences and re-sponsibility for the office in the employer's absence.In addition, the legal secretary must be familiarwith legal terminology, courtroom procedures,legal office records and procedures, and businesslaw. Additional studies, such as those for executive
29
secretary, are suggested for upgrading purposes tomeet positions requiring a greater degree of re-sponsibility and office supervision.
Suggested TrainingNoun
(1) Basic Stenographic-Secretarial Program(2) Speed Dictation and Transcription
(Shorthand IV) 90(3) Advanced Speed Dictation and Tran-
scription (Shorthand V) 90(4) Advanced Typing and Production
Problems (Typing V) 30(5) Legal Typewriting 60(6) Legal TerminologyDictation and
Transcription 60(7) Legal Office Records and Procedures 60(8) Business Correspondence 30(9) Principles of Effective Supervision 60
(10) Payroll Records 30(11) Money Management 30(12) Court Reporter Training Assign-
ment 2 weeks(13) Relevant Work Experience:
Economics and International Trade(Elective) 30
Stenographic Machine Operation IIand III (for machine shorthandsecretaries in lieu of 2, 3, and4) , to the level of desired pro-ficiency 375 (variable)
Medical Secretary 201.368
General
The D.O.T. job description for this position re-fers to the work of the medical secretary in generalterms and highlights the terminology aspect in ad-dition to normal secretarial duties. A wide varietyof work is found in this position since the workermay be employed in a physician's office, hospitaladmissions office or medical department, medicaland medically related associations, pharmaceuticalfirms, public health facilities, insurance companies,medical laboratories, and research centers. A medi-cal secretary is limited to performing normal sec-retarial duties. Work emphasizing the medical as-pects (assisting the physician in various aspects ofhis work) requires a medical assistant, which neces-sitates additional specialized training. A medicalsecretary should not attempt to perform semitech-nical duties without this additional specialized
30
training. The description below is not all inclusiveof the medical secretarial job; it focuses on theoffice work facilitating functions rather than theblended job duties relating to work similar to thatperformed by nurses and laboratory workers.
Job Description
Takes dictation, using manual or machine short-hand, covering varied medical fields and charac-terized by special medical terminology, fromphysicians and medical laboratory personnel, ofconfidential information relating to diagnoses,autopsies, laboratory procedures and results, medi-cal or drug reports, histories, records, interviews,interoffice memoranda, and correspondence. Assistsin the preparation of digest medical records, sum-maries of medical histories, and a variety of tech-nical papers. May take dictation during the per-formance of operations, autopsies, medical exami-nations, and interviews with patients. Transcribesdictation, from notes or transcribing machine intodraft or final form of manuscript or special medicalforms. Prepares layouts and types various kinds ofmanuscripts from corrected draft copies or hand-written notes. Prepares spirit, stencil or other typesof reproducible masters. Produces copies using wetand /or dry process duplicating machines. Com-poses and mails collection letters and other routinecorrespondence, or prepares same for physician'ssignature. Assembles data for use by employer inpreparing speeches or for use in court actions. Re-ceives and routes (or may compose answers for)professional or personal incoming mail and postsoutgoing mail. Greets patients and other office visi-tors, with or without appointments, and acts asphysician's or employer's representative untilphysician or employer can be seen. Interviews pa-tients or visitors, according to prescribed routine,to obtain data for records (physician's or hos-pital's) . Makes appointments, under direction, forpatients, for professional persons requiring subse-quent office visits, or with other persons, profes-sional staffs, departments, or physicians when re-ferrals are involved. Maintains appointment calen-dar and office visitation records. Maintains receiv-ing area in order and arranges for custodial serv-ices. Answers telephone and places outgoing callsfor physician or employer. Files and retrieves pa-tient or other records as required. Maintains finan-cial and other records of office involving the receiptof materials or services, collection of due bills andmailing of statements, terms of payment, bank de-
posits, withdrawals and reconciliations, income taxrecords, or other personal expenditure records ofemployer. Arranges with hospitals for admission ofpatients. Maintains record of employer's itineraryand makes travel arrangements. Prepares work-men's compensation benefit, medical insurance,and oilier legally required forms for patient andphysician, and explains various requirements topatients. Inventories, with or without employer,various office and medical supplies. May reordersupplies in accordance with procedures estab-lished by employer. Assigns and conducts patientsto examination rooms or special medical depart-ments. Restocks physician's bag. May dispense cer-tain medications under direction of physician. Maysupervise other office workers. Works on own ini-tiative or may work under close supervision ofphysician or employer.
Prerequisites for the Occupation
The worker in this position should exhibit thosecharacteristics described in the Worker Require.ments and in the Qualifications Profile included inthe exhibit, Secretarial and Related Work, .268;.368. Other abilities usually required are taking dic-tation of medical terminology at a rate of 110-140wpm, transcribing at a rate of 30-40 wpm, and typ-ing at a rate of 50-70 wpm. The worker should befamiliar with many medical words, phrases, andprocedures. Other expected duties require knowl-edge of medical receptionist practices and secre-tarial functions. The worker must exhibit maturityin judgment, decisions, conduct, and acceptanceof responsibility. The medical secretary must alsohave a liking for public contact and be under-standing of and sympathetic to people. Frequentmovement is often required and proper reactionto emergency conditions must be evidenced. Work-ing conditions may vary from extremely activesmall offices, such as a medical records library or aphysician's office, to spacious areas of operation.Workers should be able to work alone for extendedperiods.
Suggested TrainingHours
(1) Basic Stenographic-Secretarial Program(2) Speed Dictation and Transcription
(Shorthand IV) 90(3) Advanced Typing and Production
Problems (Typing V) 30(4) Medical TerminologyDictation and
Transcription 210
Hours(5) Medical Office Practices, Procedures,
and Records 140(6) Hospital Practices, Procedures, and
Records 135(7) Payroll Records 30(8) Principles of Effective Supervision 60(9) Business Correspondence 30
(10) Money Management 30(11) Relevant -York Experience:
Stenographic Machine Operation II(for machine shorthand secretar-ies in lieu of 2 and 3) 135
Engineering Secretary
General
Engineering secretaries may find employment inas wide a variety of engineering offices as there areengineering specialties. Because of the specializa-tion of engineering and engineering practices,documents, and liaison work associated with each,much of the final training must take place on thejob in the particular engineering office or depart-ment. As in other secretarial positions, workersare classed as beginners or seniors by the degree ofassigned responsibility given, or by the status ofthe position as compared to other secretarial orstenographic positions in the organization. Thisposition is not referenced in the D.O.T. The fol-lowing job description includes the basic steno-graphic work of the secretarial position and de-scribes, in general terms, those activities commonto work in several different engineering offices.Some employers may assign additional duties.
Job Description
Takes dictation, characterized by specialized en-gineering terminology, symbols, and formulae,using manual or machine shorthand, of informa-tion relating to client and interoffice correspond-ence, bids, proposals, test and engineering reports,manuscripts being prepared for publication, feasi-bility studies, customer progress reports, minutes ofmeetings, and verbatim transcripts of project meet-ings. Transcribes dictation, from notes or tran-scribing machine, into final or draft form of pre-viously referenced documents and information.Prepares layouts and types various kinds of manu-script copy from corrected typed drafts or hand-written notes. Types formulae and symbols, using
31
special keyboard typewriters, onto drawings or inspecial manuscript sections requiring knowledgeof scientific and/or engineering typewriting prac-tice. Prepares manuscripts for submission to pro-fessional journals. Prepares stencil, spirit, or othertypes of reproducible masters. Produces copies,using wet and/or dry process duplicating machines.Maintains project distribution and control recordsof classified data, engineering drawings, records,reports, job control sheets, and other engineeringmaterial. Performs a variety of specialized dutiessuch as: maintaining records of project materialforecasts; maintaining small engineering library;searching files for supplementary materials; pre-paring purchase order requests, material releases,and requisitions; checking material requests andwork releases for completeness and authorized sig-nature; keeping minor project cost control; set-ting up and using files; maintaining personneldata; and performing simple mathematical compu-tations using office adding machines or calculators.Greets, screens, and directs office visitors to properengineer or other person. Answers telephone,places outgoing calls, and sets up conference calls.Keeps schedule and calendar of employer's ap-pointments. Serves as liaison with contractors,vendors, clients, and other engineering personnel.Processes, prepares, and checks employer's or staff'sexpense accounts. Reads, sorts, and routes incom-ing mail. May set up and maintain security con-trols for confidential or secret information. Mayarrange employer itineraries. May be required tobe familiar with administrative regulations andprocedures and to answer procedural questions.May compose answers to routine correspondence.May supervise engineering stenographers and otherclerical personnel. Works largely on own initiativeor under close supervision.
Prerequisites for the Occupation
The worker in this position should exhibitthose characteristics described in the Worker Re-quirements and Qualifications Profile included inthe exhibit, Secretarial and Related Work, .268;.368. Other abilities generally expected are takingdictation at a rate of 110-140 wpm, typing at arate of 60-70 wpm, and transcribing at a rate of25-40 wpm. (Some variation in these rates may beexpected because of vocabulary difficulty level,transcript accuracy demands, consultation of refer-ence materials, and the availability of skills in thelocal labor market.) The ability to use special key-
32
board typewriters, a familiarity with engineeringterminology and the Greek alphabet, and theability to use a variety of duplicating and otheroffice machines are also required. Because of thenature. of some engineering work, especially secretor confidential government work and research,some workers may be required to meet loyalty andsecurity standards. Maturity in judgment and ac-ceptance of responsibility are additional traitsusually sought by employers.
Suggested Training
(1) Basic Stenographic-Secretarial Program(2) Speed Dictation and Transcription
(Shorthand IV) 90(3) Advanced Typing and Production
Problems (Typing V) 30(4) Business Correspondence '30(5) Payroll Records 30(6) Principles of Effective Supervision 60(7) Office Administration 30(8) Science Survey 60(9) Scientific Typewriting 60
(10) Engineering TerminologyDictationand Transcription 90
(11) Engineering Office Practices, Proce-dures, and Records 80
(12) Introduction to Business Data Proc-essing '30
(13) Money Management 30(14) Relevant Work Experiences:
Stenographic Machine Operation II(for machine shorthand secretar-ies in lieu of 2 and 3) 135
Hour
Scientific Secretary
General
Scientific secretaries work directly with scientistsand require on-the-job training to develop highcompetencies in a particular field of interest. Thefollowing job description and the curricula are notall inclusive in the secretarial training requiredfor every field of scientific specialty. Training forworking with social scientists such as psychologistsand sociologists has not been included, largely be-cause most of the language used in these areas,although containing some technical terminology, isgenerally familiar. Formats for publication ofpapers in these fields can be learned on the job ascan the filing practices. No reference to the scien-
Altif,014
F
tific secretary is made in the D.O.T. It should benoted that the job description for this occupationclosely parallels that for scientific stenographer, withthe emphasis on the public contact and employerassistance aspects of the secretarial function.
Job Description
Takes dictation, characterized by specializedterminology, symbols, and formulae, using man-ual or machine shorthand, of information relatingto correspondence, interoffice memoranda, internalreports, reports prepared for publication in scien-tific journals, records of experimentation, scientificstudy and research documents, minutes of meetings,verbatim ti anscripts of meetings, speeches to bedelivered to professional and lay groups, and notesfor classroom use. Transcribes dictation, from notesor transcribing machine, into final or draft formof previously referenced documents. Prepares lay-outs and types various kinds of manuscript copyfrom corrected typed drafts or handwritten notes.Types formulae and symbols, using special key-board typewriters, onto drawings or in specialmanuscript sections requiring knowledge of scien-tific typewriting practice. May type data for com-puter input. Prepares manuscripts, according toprescribed formats, for submission to professionaljournals. Prepares stencil, spirit, or other types ofreproducible masters. Produces copies, using wetand/or dry process duplicating machines. Performsclerical duties such as filing and indexing. Main-tains scientific records and information control ac-cording to prescribed security regulations, main-tains small scientific libraries, uses reference sourcesfor gathering supplemental materials required forreports, performs simple arithmetic calculations.Orders supplies as directed. Greets, screens, androutes office visitors to appropriate person. Answerstelephone and places outgoing and conference calls.Prepares employer itineraries and makes travel andmeeting arrangements. Maintains schedule and re-minds employer of appointments. Processes requisi-tions and expense accounts. Maintains office sup-plies. Serves as liaison with other personnel ordepartments. Reads, sorts, and routes incomingmail and may compose answers to routine corre-spondence. May be involved in patent work withattorneys. May assist scientist with speech prepara-tion, lecture preparation, and other educationalfunctions. May assist in minor laboratory work.May supervise other office personnel. Works largelyon own initiative or may work under close super-vision.
Prerequisites for the Occupation
The worker in this position should exhibit thosecharacteristics described in the Worker Require-ments and Qualifications Profile included in theexhibit, Secretarial and Related Work, .268; .368.Other abilities generally expected are taking dicta-tion at a rate of 110-140 wpm, typing at a rate of60-70 wpm, and transcribing at a rate of 25-40wpm. (Some variations in these rates may be ex-pected because of vocabulary difficulty level, tran-script accuracy demands, consultation of referencematerials, and the availability of skills in the locallabor market.) The ability to use special keyboardtypewriters, a familiarity with special scientificterminology, and the ability to use a variety ofoffice duplicating and calculating machines arealso required. Because of the nature of certainscientific work, some workers may be required tomeet loyalty and security standards. Maturity injudgment and acceptance of responsibility are ad-ditional traits sought by employers. Secretarieswishing to extend their knowledge in a particularfield may elect to take other science courses whichare available at junior or community colleges.
Suggested TrainingHours
Basic Stenographic-Secretarial ProgramSpeed Dictation and Transcription
(Shorthand IV) 90Advanced Typing and Production
Problems (Typing V) 30(4) Business Correspondence 30(5) Payroll Records 30(6) Principles of Effective Supervision 60(7) Office Administration 30(8) Science Survey 60(9) Scientific Typewriting 60
(10) Organic Chemistry Terminology-Dic-tation and Transcription 120
(11) Physical Sciences Terminology-Dicta-tion and Transcription 120
(12) Introduction to Business Data Process-ing 30
(13) Money Management 30(14) Relevant Work Experience:
Stenographic Machine Operation
ies in lieu of 2 and 3) 135
(1)(2)
(3)
11
(for machine shorthand secretar-
33
Foreign-Language Secretary
General
This position is not referenced in D.O.T. as isForeign-Language Stenographer. The two positionsare similar in many ways, except that the foreign-language secretary usually has a greater scope ofaction and is involved primarily with public con-tact and employer assistance services.
Job Description
Takes foreign-language dictation, using manualor machine shorthand, of correspondence, tele-grams, memoranda, reports, shipping documentinformation, manuscripts, and speeches. Tran-scribes dictation, from notes or transcribing ma-chine, using special keyboard typewriters as re-quired, into final or draft form of various types ofdocuments previously referenced, using the styleand idiom of the foreign language country. Pre-pares layouts and types various kinds of manuscriptcopy from corrected typed drafts. Prepares stencil,spirit, or other types of reproducible masters. Pro-duces copies, using wet and/or dry process dupli-cating machines. Translates incoming letters,telegrams, and reports from foreign language intoEnglish and vice versa. Prepares reports. Greetsoffice visitors and refers to appropriate person. Re-ceives, sorts, and routes incoming mail. Recordsand reminds employer of appointments. Performssuch clerical duties as filing, recordkeeping, andposting of mail. May attend to sundry personalrecords of employer. May act as interpreter forvisitors. May travel with employer to foreign coun-tries. Works on own initiative or may work underclose supervision.
Prerequisites for the Occupation
The worker in this position should have thosecharacteristics described in the Worker Require-ments and the Qualifications Profile included inthe exhibit, Secretarial and Related Work, .268;.368. Other abilities usually required are being pro-ficient in a foreign language; taking dictation inthe foreign language at a rate of 80-90 wpm, typ-ing at a rate of 50-60 wpm, and transcribing at therate of 25 wpm or better. If employed in an import-export firm, a familiarity with geography and inter-national trade is desirable.
84
Suggested TrainingHours
(1) Basic Stenographic-Secretarial Program(2) Speed Dictation and Transcription
(Shorthand IV) 90(3) Advanced Speed Dictation and Tran-
scription (Shorthand V) 90(4) Advanced Typing and Production
Problems (Typing V) 30(5) Foreign-Language Shorthand I 90(6) Foreign-Language Shorthand II 90(7) Economics and International Trade 30(8) Payroll Records 30(9) Business Correspondence 30
(10) Money Management 30(11) Principles of Effective Supervision 60(12) Office Administration 30(13) Relevant Work Experience
Educational Sec Wary
General
This occupation is not referenced in the D.O.T.Employment levels vary from part-time workers tothe full-time, college-trained, professional educa-tional secretary in an educational association. Skilllevels required in stenography, typing, and tran-scription range widely from those equivalent to be-ginning stenographer and upward. Some educa-tional secretary positions are characterized moreby public contact and clerical work routines ratherthan by stenographic skills. The job descriptionand prerequisites below encompass a range ofeducational secretarial work. The National Asso-ciation of Educational Secretaries, a department ofthe National Education Association, maintains de-tailed job descriptions for a number of jobs in thisoccupation. Many positions in this occupation arecivil service. In some cities or states, a stated num-ber of college credits may be required.
Job Description
Composes, edits, and prepares bulletins, sched-ules, memoranda, and routine correspondence.Takes and transcribes dictation of correspondence,minutes of meeting, and speeches, using shorthandnotes or dictating machine. Types stencils, spirit,or other types of reproducible masters. Producescopies, using wet and/or dry process duplicatingmachines. Receivel and routes mail. Prepares andmay assist in evaluating a variety of statistical and
confidential reports, including students' and facultytranscripts dealing with school records and activi-ties of students and staff. Serves as liaison betweenprincipal, teachers, pupils, parents, and the gen-eral public. Greets, interviews, and directs visitorsto appropriate person. Arranges appointments andmaintains calendar of appointments for adminis-trator or principal. Organizes and maintains filesand records. Answers telephone inquiries andrefers to proper person. Assists with the prepara-tion of materials and facilities for special meetings.Notifies substitute teachers, directs them to class-room, and answers inquiries. Performs compilingand computing operations necessary for the prep-aration of assigned reports. Prepares catalog mate-rial. Maintains supplies for office. May maintaintape library and teach operation of language labo-ratory equipment. May assist in grading objective-type tests. May participate in ordering speciallaboratory equipment. May assist local parent-teacher associations with arranging use of schoolfacilities and in typing and duplicating materials.May assist with enrollment of students to securenecessary information for school records. May han-dle receipt of monies for a variety of student activi-ties. May perform minor accounting and cashieringduties, including bank reconciliations. May super-vise and train clerical assistants. May plan andorganize work for other clerical workers or offices.May work under close supervision or on own ini-tiative. May exercise wide latitude of judgment,decision, and scope of action as secretary to educa-tional association.
Prerequisites for the Occupation
The worker in this position, whether at entry orsenior level, should exhibit those characteristics de-scribed in the Worker Requirements and in theQualifications Profile included in the exhibit, Sec-retarial and Related Work, .268; .368. Other abil-ities usually required are taking dictation at arate of 80-120 wpm, typing at a rate of 50-60 wpm,and transcribing ut a rate of 20-40 wpm. Maturity,good judgment, and the ability to maintain con-fidences are required. Ability to assist in evaluationsof records may also be required.
Suggested Training
(1) Basic Stenographic-Secretarial Program(2) Speed Dictation and Transcription
(Shorthand IV)
flouts
90
(3)
(4)(5)(6)
(7)
(8)
(9)
HoursAdvanced Typing and Production
Problems (Typing V) 30Money Management 30Btisiness Correspondence 30Principles of Effective Supervision 60Payroll Records 30Introduction to Business Data Process-
ing 30School System Practices and Adminis-
tration 30(10) Education Office Records and Proce-
dures 60(11) Relevant Work Experience:
Stenographic Machine Operation II(for machine shorthand secretar-ies in lieu of 2 and 3) 135
Elective units may be studied to conform withmunicipal or State requirements.
Police Department Secretary
General
This position is not referenced in the D.O.T. Aclosely associated title is Secretary of Police-375.168, which is largely a police department jobon an administrative level.
Prerequisites for the Occupation
Secretaries working in a police departmentshould possess the basic clerical and stenographicskills and worker trait requirements associatedwith SECRETARY 201.368. On-the-job trainingarrangements for trainees wishing to enter thisarea of secretarial work should be made with localpolice departments. In some municipal police de-partments, normal entry into secretarial jobs isthrough the local civil service system.
Social Secretary-201.268
The job description for this position, defined inthe D.O.T., characterizes the work to be done. Itshould be noted, however, that the position oftenrequires that the incumbent perform many of theduties associated with Secretary 201.'368 and Execu-tive Secretary as included in this guide. The basesfor choosing social secretaries are not easily de-scribed. For example, some eniployers may choosethe person for this position on the basis of ac-quaintance or family background; others may be
35
more impressed with the education or the exhibitedpoise, maturity, and intelligence of the individual.The position is one of trust with personal affairs,and confidence in the person by the employer isof paramount consideration. Sonde social secretar-ies may not need the basic stenographic or secre-tarial skills normally r.quired in secretarial posi-tions. There are some areas of study that can beuseful to aspirants for this position as well as toincumbents. These are: Money Management,Principles of Effective Supervision, SecretarialOrientation, Personal Development, and the Typ-ing series (to the extent needed) . Elements ofFiscal Records, Payroll Records, and Receptionistand Telephone Training can also be helpful.Shorthand studies may be elected by persons inthese positions who need to refresh or acquire theseskills because of employer requirements.
Executive Secretary
General
This title is one which is used in two ways. It isgiven to those persons holding administrative postsin corporations and associations, and also to thoseworkers who are secretaries to top executives, di-vision heads, or department heads. In this guide,the curriculum for Executive Secretary is directedtoward the latter concept of the position ratherthan to preparation for the administrative postassociated with this title. Executive secretaries maybe found in any business or professional field. Asa consequence, some employers insist on a numberof years of experience within a particular field.Others may prefer a secretary with a diversifiedbackground of experience. Some employers mayinsist on a college degree with a specified major.Surveys by the secretarial associations slum that themajority of executive secretaries prepared them-selves for advancement by ontinuing their edu-cation beyond the high school secretarial offeringsand by combining further education with theirwork experience. Since the post of Executive Secre-tary is a sensitive one, employers are often moreimpressed with the personal attributes of theworker, such as personality, behavior, maturity,poise, tact, and flexibility, rather than by the tech-nical skills exhibited. The executive-secretary re-lationship is usually a close one, and compatibilityis the prime faun; in retention. It is therefore diffi-cult to define rigorously one set of personal attri-
36
butes which would characterize the success of anyindividual in this post. The job description belowdoes not appear in the D.O.T. . It is general innature, since positions may vary in character withthe type of work performed by the executive orthe employing firm.
Job Description
Takes dictation, using manual or machine short-hand, of a variety of correspondence (general andspecialized) , interoffice memoranda, reports, andminutes of meetings. Transcribes dictation, fromnotes or transcribing machine, into final or draftform. Types final copy from corrected drafts orhandwritten notes. Prepares reproducible masters,and may produce copies using wet and/or dryprocess duplicating machines. Composes corre-spondence for employer and may transmit eitherunder own signature or that of employer. Main-tains schedule of employer appointments. Greets,screens, interviews, and directs office visitors.Answers telephone and places outgoing and con-ference calls. Sets up filing methods and recordsmanagement controls. May develop forms, compileprocedures manual, make process charts, andsimplify work methods. May edit house organ andbulletins. May assist in writing public relations re-leases, preparing speeches, and compiling annualreports. Trains, assigns, and supervises other officepersonnel. Makes travel arrangements for em-ployer. May interview job seekers. Performs cleri-cal duties as may be assigned. Attends to personalsundries as requested by employer. Acts as em-ployer's representative in his absence. Works largelyon own initiative. Work may or may not be subject
. to close review.
Prerequisites for the Occupation
Several routes may be taken to prepare for thisposition, and the areas of study can be fairly di.verse. Prime concern in this guide is for develop-ment of the basic secretarial skills and the admin-istrative knowledges and skills which are commonto the position. Several specialized office educationunits have been included in the curriculum whichare not necessarily administrative in character, butwhich are important to implementh.; certain func-tional duties often expected.
The worker should exhibit those characteristicsdescribed in the Worker Requirements and theQualifications Profile included in the exhibit, Sec-retarial and Related Work, .268; .368. In addition,
1
employers usually expect the secretary to take dic-tation at a rate of 100-140 wpm, type at a rate of55-65 wpm, and transcribe at a rate of 30-35 wpmor better. The worker should exhibit a high degreeof fluency in correct English, have complete mas-tery of secretarial-clerical skills, and be orderly andaccurate in the performance of work. The workeralso should have a good understanding Of business,office administration, and personnel practices, beable to supervise and train others effectively, beable to design forms as needed, compile proceduresmanuals in conjunction with the employer, and beable to systematize and control various types ofrecords. Desirable personal characteristics includepoise, maturity, and the ability to accept many re-sponsibilities. Workers may elect any of the severalspecialized areas of secretarial preparation or takespecial courses in areas closely allied to the workpresently performed. These elective courses may betaken in junior or senior colleges, institutes, oradult education programs. It is suggested that someof the specialized and administrative office educa-tion units be studied by Executive Secretary as-pirants after they have had a number of years ofactual work experience.
Suggested Training
(1)(2)
Hours
Basic Stenographic-Secretarial ProgramSecretarial Program with either man-
ual or machine shorthand, or com-pletion of a specialized secretarialprogram, including Relevant WorkExperience, Advanced Speed Dicta-tion and Transcription (ShorthandV) (Elective) , or 90Stenographic Machine Operation
III (Elective) 240If trainees have had several years of
secretarial experience, the follow-ing units are suggested:
(3) Personnel Administration Practices 60(4) Office Administration 30(5) Executive Secretarial Development 30(6) Executive Secretarial Practices 30(7) Forms Design 20(8) Procedures Writing 15(9) Records Management 20
(10) Business Reports 15
37
OCCUPATIONAL AND TRAINING ANALYSES
Information from the D.O.T., the assembled job descriptions in this guide, and information fromthe professional contributors were used to identity the component skills, functional duties and require-ments, and environmental knowledges needed by workers to perform adequately in the various occupa-tions. This identification served as a guide for preparation of the topical content in the curricula.Skills, functional requirements, and environmental knowledges were further subdivided into thosenecessary to a particular position, those that would be helpful in terms of accepting added responsibili-ties (meeting employer needs and preparing for advancement) , and those that are supplemental inhelping to enlaige the trainee's perspective of the world of work. The requirements are shown, in gen-eral terms, in the subsection, Occupational Analyses. As illustrations: recording skills include the record-ing of job progress reports, requisitions, expense accounts, and miscellaneous data; general typingincludes typing general business letters, office memoranda, reports, requisitions, and school or businessforms; and general shorthand includes manual or machine shorthand to take dictation, except for special-ized terminology. Very high speed and multiple dictation are classed as separate skills in the shorthandarea.
In addition to the occupational analyses, this section of the guide discusses relevant work experi-ences in general, and suggests the schools which may offer basic, specialized, or administrative units ofstudy. This categorization is quite broad and undoubtedly many exceptions exist. For example, short-hand may be given in all types of educational institutions.
OCCUPATIONAL ANALYSIS
The following tabulations show various skills and functional requirements and the jobs to whichthey apply:
Required Sitilisfiling. indexing, recording, proofreading, arithmetic or calcu-
lating, proper use of English language and grammar, speedreading.
General shorthand, typing, transcription, operating duplicat-ing machine, operating transcribing machine.
Receiving visitors, answering telephone, composing corre-spondence, mailing, simple fiscal and payroll recording, pro-ducing manuscripts.
Operating adding machine
Proficiency in foreign languageUsing special typewriters. knowing special professional ter-
minology.Very high speed shorthand, typing, and transcriptionSupervisory practices
Helpful SkillsGeneral shorthand, typing. and transcription
38
Applicable JobsAll.
Allexcept social secretary and steno-pool supervisor.
All secretariesexcept social secretary.
Al! secretaries except social; engineering and scientific stenog-raplr:rs.
Foreign-language stenographer and secretary.Court reporter; medical, legal, foreign-language, scientific and
engineering stenographers and secretaries; note-reader.Court reporter.Executive secretary; steno-pool supervisor; social secretary.
Applicable JobsSocial secretary; steno-pool supervisor.
Helpful Skills Applicable JobsOperating adding machine, receiving visitors, answering tele- All stenographers; court reporter.
phone, producing manuscripts, simple fiscal recording,mailing, composing correspondence.
Supervisory practices
Functional Duties and RequirementsAcceptable office and social behavior, good oral communica-
tion, proper dress and grooming, making and schedulingappointments, cancelling appointments, using referencesources, using office equipment and supplies, maintainingoffice in order, practicing basic office procedures.
Knowing professional office and court practices, record pro- Medical, legal, scientific, and engineering stenographers andcessing, and procedures secretaries; court reporter.Knowing school system and educational office practices, rec- Education secretary.
ord processing, and procedures.Knowing international trade practices and currency, process- Foreign-language secretary.
ing of shipping documents.Knowing fundamentals of business lawKnowing personnel administration practices, setting up and
managing business offices.Writing procedures, designing forms, managing records, writ-
ing business reports, knowing secretarial practices.Managing personal and householders' finances
Helpful Functional Duties and Requirements Applicable JobsManaging personal finances All.
Supplemental (Environmental) Knowledge Applicable JobsEconomicsthe American economy, business data processing All secretariesexcept social secretary.
fundamentals.Business terminology, basic business principles and orga- All.
nization.
All secretaries; senior stenographer.
Applicable JobsAll.
All secretaries; legal stenographer; court reporter.Steno-pool supervisor; executive secretary.
Executive secretary.
Social secretary.
RELEVANT WORK EXPERIENCE
Relevant work experience projects are set forth for each position in the section, Relevant WorkExperience. Relevant work experiences may be obtained in a variety of ways. They may be gainedthrough direct work-experience programs or through simulated or intensive laboratory-learning pro-grams. The regulations governing cooperative programs are found in Section 104.16 of Part 104Administration of Vocational Education, Federal Allotments to States, Rules and Regulations, of theVocational Education Act of 1963. Directed work experience and simulated experience programs shouldsupplement regular study plans to provide realistic opportunities to practice developed skills andknowledge. Flexibility of scheduling can be provided by counselors and school administrators to allowwork-experience project time to be concurrent with the final phases of a course of study or as employ-ability standards for the career objective occupation of the trainee are achieved.
Youth organizations which offer work experience complementary to the course of study may alsobe employed as vehicles to provide relevant work experiences, insofar as they are supervised in accord-ance with Section 104.13 (1) of the Rules and Regulations,
SCHOOL OFFERINGS
The matrix below identifies the various occupations and levels covered by the curricula and indi-cates the educational facility at which the studies may be offered.
39
1
1
Occupation
General O.E. units Specialized O.E. units Administrative0 E. units
.-8.c4s...W
I1
). It..t4S0ew.g0 4
vhisvaluI.a=g
I-0
ci
3ca,Ea,
Et:a
-is
5
....eIU
Tg4=. '2!)
=
a.ti.0C.0gB
cl.
F=.fji..oag
-:1-1
0X
30
15'.Q.g...g...5.,
.'",J
'0uf0X
gl
0.`-'o4A
2It13u
Level 1
Clerk-stenographer (GS-3 and 4) _
Stenographer Print shopPublic stenographer____Note reader or Stenotype operator (unclassed
as to specialty).
X
X
X
X
X
X
X
X
X____.___
X________
X
X
X
X
X
X
X___________
X_____________Level 2
Legal stenographerForeign-language stenographerMedical stenographer_Engineering stenographerScientific stenographerPolice stenographerSecretary (girl friday, clerical stenographer). ______Court reporter_
XXXXX
X
XXXXX
XX
XXXXX
XX
XXXXX
XX
X________X________X________X________X________
XX___.____
. _ _ . _ _ _
XXXXX
XX
X ____X________X____X____________X ____X.._______________X____X______________X____X_______________
X XX____X
X XX____
X..___
_ _ __ X XX X
Level 3
Police department secretary XMedical secretary XLegal secretary XEducation secretary_ XForeign-language secretary XScientific secretary XEngineering secretary XSteno-pool supervisorExecutive secretary XSocial secretary
,.
XXXXXXX
X
XXXXXXX
X
X::.:
XXXXX
X
X_.________________XXXXXX
X
X____XX____XX___________________X________X_.__X____XX____X
X____X
X
X____X________X____X________
X____X____X_______X____X
X____
X
X
X
X________
X____
________
X____
XX XX X
XX XX XX XX X
40
ABOUT THE CURRICULA
Many factors had to be considered in the designof the curricula to provide trainees with realisticpreparation for the occupational field. Implemen-tation of the curricula in associated schools offer-
ing either, or both, general and specialized units ofstudy was also considered. This section explainshow various factors affected the curricula design.
TRAINING POPULATION
The Vocational Education Act of 1963 and theManpower Development and Training Act pro-vide funds for training of in-school persons, per-sons who are employed and with to upgrade skills,unemployed or underemployed persons who wishto develop new skills according to their abilitiesand aptitudes, and persons whose previouslylearned skills have fallen into disuse and who needrefreshment of these skills to reenter the labormarket. Age, experience, and educational conti-nuity that would characterize possible participantsin the various programs had to be weighed inorder to provide for continuous training to theproficiency levels desired and to tailor specific pro-grams to meet individual needs. As a consequence,many units of study evidence overlap or repetitionof content. This overlap should provide opportun-ity for review and refreshment. It is suggested thatteachers, supervisors, and administrators carefully
consider group or class composition based on as-sessment of individual achievements and trainingneeds by counselors and teachers. If achievementand aptitude testing is accomplished before atrainee enters the program, counselors and teach-ers should be better able to make recommendationsof tailored programs to meet individual careerobjectives. Teachers should continually assess theprogress of every trainee in each unit, and discussand plan for the remedial work that may be re-quired. Teachers should also determine whetherthe trainee would profit from continuing hiscourse of study.
Because of the variation in the eligible trainingpopulation, some units may be given in the eve-ning or in part-time programs. The courses of studyfor the occupations are sufficiently flexible to per-mit their adaptation to the time available by eitherlimiting the program "load" or extending the dailyor total hours of particular units.
JOB DESCRIPTIONS
The D.O.T. job titles and definitions were usedto identify most of the jobs covered by the curricula.Precision in identifying job titles, especially thoseof executive secretary and technical stenographersand secretaries, resulted in the detailed job descrip-tions explained in a preceding section. The purityof each job and job description in the occupationalfield posed a problem. Overlap exists between theduties of stenographers and secretaries because ofemployer utilization and expectations and because
of the worker's personal aspirations to status andidentification with other jobs in the occupationalfield. Often the worker must be prepared to copewith tasks and exhibit knowledge and abilities ex-ceeding that of the impersonal job description. Ineach program of study, provision has been made todevelop skills and knowledges of the trainee tomore than "just meet" minimal requirements. Thisfeature should provide motivation for the workerto pursue further office education and thus pre-pare for advancement.
41
I1
i1
1
I
LINES OF ADVANCEMENT
Clear-cut lines of job progression are not foundin the occupational field except possibly for civilservice practice, such as from GS-3 to GS-4 toGS-5 grades. Thus, it is difficult to establish levelsof personal achievement such as improved steno-graphic skills which would result in automaticadvance. In addition to the basic skills, other vari-ables of employment such as skills availability inthe labor market, personal interest, intelligence,appearance, loyalty, experience, and tenure areoften weighed in employer considerations of pro-motion. The curricula design permits trainees inany position or course of study to elect, subjectto advice from the counselor, certain units which
Level IClerk-Stenographer (GS-3 and 4)StenographerPrint shopPublic stenographerNote readerStenotype operator (unclassed as
to specialty)
might further their career objectives.The educational programs for each job, shown
in the Curricula Synopses section, are intended toqualify the trainee for jobs in any of three levelsas follows:
Level 1. Entry office worker positions and up-grading to skilled office worker positions
Level 2. Entry office technician positions and up-grading to specialized office positions
Level 3. Entry office administrative positionsand upgrading to executive administra-tive assistant positions
The levels for the jobs covered by the curriculaare shown below:
Level 2Legal stenographerForeign-language stenograph-rMedical stenograpliciEngineering stenographerScientific stenographerPolice stenographerSecretary (girl friday, clerical
stenographer)Court reporter
Classification into levels indicates the degree towhich the worker must be specialized. or at whichthe worker assumes minor administrative respon-sibilities. The levels do not indicate the extent orintensiveness of study required or suggested in thisguide nor the degree to which employers dis-tinguish between them. Neither are they indicativeof the salary levels associated with the positions.The social secretary, for instance, may or may notneed to possess stenographic skills. A senior legal
Level 3Police department secretaryMedical secretaryLegal secretaryEducation secretaryForeign-language secretaryScientific secretaryEngineering secretarySteno-pool supervisorExecutive secretarySocial secretary
stenographer may be called von to supervise be-ginning or junior legal stenographers. A publicstenographer or shorthand reporter may be self-employed, a consideration which is not part oftheir normal job duties as described herein. If theperson's work requires proficiency in a specializedor administrative area, for the purpose of job re-tention or advancement, the particular course ofstudy can be tailored or extended to include theneeded units of study.
STARTING AND CONTINUING OFFICE EDUCATIONThe possible variation in the time at which of-
fice vocational education may be started by eachtrainee was a factor influencing curricula design.Some in-school trainees may elect to start voca-tional preparation in the eleventh grade of highschool; others may wait until after graduation fromhigh school and start in a post-secondary school.Mobility of the training population was also con-sidered. Rather than comparing offerings of oneschool with another, the curricula design provides
42
for continuation of studies, regardless of the schoolin which vocational preparation was initiated andprovided that the trainee meets the specific pre-requisites for the unit of study. Almost all of theunits specify standards of achievement to be met bythe trainee. Where the standards are expressed inquantified terms. the achievement of the standards(rather than grades) by the trainee would indicate
his eligibility for advanced units of study.Certain units in the skills areas are numbered.
This was done to facilitate «flitinuing study fromsecondary to post-secondary schools and to simplifytranscripts. Coordination of school offerings in a
.tiA en district or area can be facilitated in mostinstances by reference to the achievement stand-.ards.
SPECIALIZATION STUDIESThe study units are divided into three sections:
General, Specialized, and Administrative OfficeEducation Units. This permits using one or severalfacilities in an area to complete the basic voca-tional preparation required for entry into special-ized work. It also permits a district to offer certainspecialized programs in one location and others ata different location. Further, the grouping oftrainees of like career objectives from different lo-cations within the district can be effected.
Many of the specialized units of study are neededfor certain jobs. In other cases, where they arehelpful in attaining a proficiency, they can beelectives.
Specialization is also included in the GeneralOffice Education Unit studies. For example, atrainee may elect manual or machine shorthandand pursue either to the proficiency level neededfor work in a particular job.
ADMINISTRATIVE AND INDETERMINATE STUDY PROGRAMSBecause of the requirements of certain positions,
especially the social and executive secretarial jobs,a definite program of study is difficult to design forany given group of individuals. Differences in ex-perience, education, and employer expectations oftrainees will affect the training required. Similarly,secretaries or senior stenographers who need super-visory training may elect specified administrative
units after discussing their situations with thecounselor. The steno-pool supervisory position hasa suggested program to meet the supervisory re-quirements of the position. The Basic Stenographic-Secretarial Program is strongly suggested for thisposition, even though some steno-pool supervisoryjobs can be performed without the person havingthe basic stenographic skills.
SUBJECT UNIT ALTERATIONThe suggested units of study do not attempt to
provide the extent of detailed subject coverageusually associated with teachers' manuals or othercurriculum materials. The descriptions for eachunit of study include some teaching and evaluationsuggestions which may be helpful. Insofar as possi-ble, an attempt has been made to provide a chrono-logical sequence of topics in each unit of study.Because such factors as the differences of traineeknowledge and skills may be disparate in any givengroup, the extent of review, methods of presenta-tion, and the topical sequence is left to the discre-tion of the teacher and/or department supervisor.In addition, teachers and administrators are en-
couraged to develop detailed lesson plans and touse ingenuity in devising or using various teachingaids to accelerate learning time. Helpful, recenttexts and materials are listed under each unit.Others are listed in the appropriate appendix sec-tions. Many materials should be previewed beforeselections are made.
The stenographic machine units show accel-erated time. This notation has been included to behelpful to special offerings preparing note readersor others who may have a good typing backgroundto acquire this particular stenographic skill. Otherunits can be shortened similarily by close consider-ation of trainee skills.
GENERAL PRESENTATION SUGGESTIONSTrainees enrolled in the program are expected
to have completed approximately 10 years offormal education and to have a working knowledge
of English and elementary arithmetic. Several ofthe units allow for a review of these importantbasic areas, but the depth of needed review in each
43
course unit must be assessed by the local instructor.In the skill development subjects, lectures and
discussions should be kept to the minimum re-quired for understanding procedures anti operatinginstructions. As much time as possible should bedevoted to actual trainee practice with the avail-able equipment.
In the social subjects, a variety of methodsshould be used. Role playing, case study, group dis-cussions, lectures, and motion pictures can all beused effectively. Varied presentation can serve toheighten interest, participation, and learning. Al-though a special unit has not been included in thecurricula for developing proper study habits,teachers and administrators should stress this area.Many booklets and pamphlets are available forhelping trainees with this important topic.
Periodic progress checks should be made through-out the course of study of each unit to evaluate
trainee progress toward meeting the suggestedstandards of achievement. In addition, these checkswill serve as a guide to review material that maynot have been learned fully.
The teacher should consider using communityresources for training. Guest speakers from busi-nesz, trade and professional associations, and in-dustry can assist with special topics and can helptrainees relate their activities to local businessneeds and standards.
Motivation and morale building should be apart of every class and practice period. It is sug-gested that teachers make an effort early in theprogram to establish a teaching climate which willheighten and maintain the trainee's interest. Thesuccess of the program can be judged only by thenumber of trainees who will remain gainfully em-ployed in careers which would otherw;se not havebeen available to them.
REMEDIAL INSTRUCTION
The Vocational Ed-'cation Act provides remedialwork for trainees who may be experiencing diffi-culties in a course of study for an occupation.Counselors and teachers alike should be alert totrainee handicaps and take appropriate steps to
provide remedial training. One of these remedialareas which is highlighted in the curricula is OralCommunication. The teacher should not hesitateto recommend this elective unit to persons whorequire remedial speech training.
OVERLEARNING
Each course or unit of study provides oppor-tunity for the trainee to overlearn rather thanmerely meet minimal occupational requirements.This is important, since there is often a time lagbetween completion of the studies and employ-
ment or subsequent learning. In addition to thecurricula, adjunctive and relevant work-experienceprojects have been suggested to help in overlearn-ing skills and knowledges.
RELEVANT WORK EXPERIENCE PROJECTS AND STANDARDS OF ACHIEVEMENT
The simulated or on-the-job experiences pro-vided as part of the total curricula design serve notonly the purpose of overlearning a skill, but alsohelp the individual trainee improve on other prior
44
achievements. This improvement will help in thoseoccupations where accuracy is required above thatindicated in the final unit of study for the occupa-tion.
CURRICULA OUTLINES
GENERAL OFFICE EDUCATION UNITSUnit title Code Hours
Shorthand Principles (Shorthand I) SI 90Beginning Dictation (Shorthand II) SI1 90Introduction to Transcription (Shorthand III) SIII 90Speed Dictation and Transcription (Shorthand IV) SIV 90Advanced Speed Dictation and Transcription (Shorthand V) SV 90Stenographic Machine Operation I SMI 270Stenographic Machine Operation II SMII 135Stenographic Machine Operation III SMIll 240Fundamentals of Typing (Typing I) TI 70Production Typing I (Typing II) TII 70Production Typing II (Typing III) T--III 40Production Typing III (Typing IV) TI V 40Advanced Typing and Production Problems (Typing V) TV 30Secretarial Orientation SO 40Personal Development PD 40Secretarial Procedures and Practices SPI' 40Indexing and Filing Practices IFP 30Office MachinesComputing and Duplicating OM 30Receptionist and Telephone Training RTT 15Business Mathematics BM 30Elements of Fiscal Records EFR 60Payroll Records PR 30Communication and Basic Language Skills BLS 60Oral Communication RC 15
(variable)Accelerated Reading AR 50Business Correspondence BC 30Business Principles and Organization BPO 60Business Terminology BT 15Fundamentals of Business Law BL 30Introduction to Business Data Processing BDP 30Economics and International Trade ES 30Money Management MM 30
SPECIALIZED OFFICE EDUCATION UNITS
Legal TerminologyDictation and Transcription LTD 60Legal Typewriting LT 60
,ti%,...."
Legal Office Records and Procedures LOR 60
45
Stenographic Machine Operation IVShorthand Reporting SM 1 V 700(variable)Shorthand Reporter's High Speed Dictation and Transcription SRD 1,000(variable)
CR 2 weeksMD 210
Court Reporter Training AssignmentMedical TerminologyDictation and TranscriptionMedical Office Practices, Procedures, and RecordsHospital Practices, Procedures, and RecordsScience SurveyScientific TypewritingEngineering TerminologyDictation and TranscriptionEngineering C tri:e Practices, Procedures, and RecordsOrganic Chemistry TerminologyDictation and TranscriptionPhysical Sciences TerminologyDictation and TranscriptionForeign-Language ShorthandForeign-Language Shorthand IISchool System Practices and AdministrationEducation Office Records and ProceduresProcedures WritingForms DesignRecords ManagementBusiness Reports
M P 140HP 135SS 60ST 60ET 90El' 80OC 120PS 120FL I 90FL II 90SA 30EO 60PW laFD 20RM 20BR 15
ADMINISTRATIVE OFFICE EDUCATION UNITS
Office AdministrationOA 30Executive Secretarial PracticesESP 30Executive Secretarial DevelopmentESD 30Principles of Effective SupervisionPES 60Personnel Administration PracticesPA 60
46
CURRICULA SYNOPSES
Since many of the occupational training pro -grains have identical subject units for certainperiods of time, trainees with different career ob-jectives may be grouped for certain of the units,thus effecting conservation of teaching time, space,facilities, and equipment. The programs shownbelow are suggested for intensive training eitherunder the Vocational Education Act of 196'3 or theManpower Development and Training Act. Specialunits of study required in local areas are not shown.
General education and special State requiredsubjects of study are not shown in the typical pro-grams. Administrators and teachers incorporatingthese types of studies in the vocational trainingprogram may provide for them by extending theprograms shown. For example, the typing andshorthand sequence can be lengthened by pre-senting the units for one hour each day rather thanthe suggested two hours. Another way to includeother required study units is by deferring certainof the suggested units until a later time in the pro-gram. In each instance, factors such as massed vs.distributed practice, motivation and orientation tothe world of work, and isolation of skills develop-
!Tient must be considered carefully along withschool enrollment, availability of teachers' time,teachers' workload, and required facilities.
Trainees requiring specially tailored programssuited to their particular needs, such as refreshingor upgrading of skills, can be slotted into theschedule for appropriate units, and separate ar-rangements made for special studies. Althoughremedial study units such as Oral Communicationare not shown, special programs should be de-veloped where deficiencies exist.
Programs are assumed to be continuous. Normalsemester lengths are not indicated. Provisions forvacation time, free periods, etc., should be madeby State and local school administration. Units ofshorter duration in particular programs are shownwith suggested follow-ons. The training day isassumed to be six hours. Luncheon perity:s, homeroom time, and counseling time are not shown.Reference should be made to the Relevant WorkExperience section for trainees who may be nearingcompletion of their programs. Codes for the sub-ject units in the program are shown in the Cur-ricula Outlines section.
BASIC STENOGRAPHIC-SECRETARIAL PROGRAMThis program is basic education for most of the for social secretary, note reader, court reporter orjobs in the occupational field. It is not required steno-pool supervisor trainees. Certain units of this
Program week Suggested units (hour of training day) i Alternate units (hour of day)1 2 3 4 5 6 5 6
1 to 3 BLS T-I T-I BT BPO BPO4 to 6 BLS T-I T-I SO BPO BPO7 BLS T-I T-I SO S-I S-I SM-I SM-I8 to 11 _ BLS T-II T-II SO S-I S-1 SM-I SM-I12___________ _ _ BLS T-11 T-II PD S-I S-I SM-I SM-I13 to 14______ BL T-II T-II PD S-I S-I SM-I SM-I15 BL AR T-III PD S-I S-I SM-I SM-I16 to 18 BL AR T-III PD S-II S-II SM-I SM-I19 BM AR T-III PD S-I1 S-II SM-I SM-I20 to 22 BM AR T-III SPP S-II S-II SM-I SM-I23 BM AR T-IV SPP S-11 S-II SM-I SM-I24 BM AR T-IV SPP S-II S-II SM-I SM-I25 to 27 EFR EFR T-IV SPP S-III S-III SM-I SM-I28 to 30 EFR EFR T-IV OM S-III S-III SM-I SM-I31 to 33.. . ______ IFP IFP WIT OM S-III S-III SM-I SM-I
4'7
4
program can be studied by note reader and courtreporter trainees and may be electives for socialsecretary trainees. It is suggested that to achievegreater competency in their jobs, steno-pool super-visor trainees study the stenographic, typewriting,indexing and filing, office machines, acceleratedreading, and language skills units. Trainees havethe option of choosing manual or machine short-hand as a foundation skill.
Relevant work experience should be providedfor those trainees who have completed the basicprogram. Stenographer-print shoji trainees may in-clude a course in the fundamentals of printing inconjunction with their work experience.
Trainees completing the tabulated units arestenographer (A, I, beginning, or junior) , policestenographer, or stenographer-print shop.
STENOGRAPHIC-SECRETARIAL SPECIALIZATION PROGRAMS
These programs apply to trainees continuingtheir studies, for specialization in given fields, be-yond the suggested basic program. Demonstratedproficiencies equivalent to achievement standardsfor units in the basic program, or completion ofthe basic program, are acceptable for entry intospecialization for most of the jobs. Time is ex-pressed in numbered weeks continuing from theend week of the basic program. Excepted jobs andsuggested training for them are treated separately.
Stenographer (B, 11, Senior, or GS-4) and PublicStenographer Program
Programweek
Suggested units (hour of training day)
1 2 3 4 S 6
34 to 39_40 to 42__43 to 47_
S IVSIV
SIVSIV
Relevant
TVRelevant
work
PESwork experienceexperience
PES BCprojects
The above program is for trainees who electmanual shorthand. For trainees who elect machineshorthand as a foundation skill, substitute SM -Ilfor S-IV and T-V. In all programs that followwhere substitution of SM-II for S-IV and T-Vis indicated, one hour of home practice is assumed.Public stenographer trainees may elect otherspecialized units in addition to the above, such asadvanced manual shorthand, advanced machineshorthand, or specialized terminology shorthand ofchoice. This will extend training time accordinglybefore relevant work experience phase.
Legal Stenographer (D.O.T. 202.388) ProgramThe program below is for trainees who elect
manual shorthand. For trainees who elect machineshorthand, substitute SM-II for S-IV and T-V.SM-II requires an additional practice hour which
48
can be done at home. SM-Ill can be elected bytrainees with machine shorthand in place of S-V.SM-I II will require an additional two hours ofpractice which may be done at home. They mayleave SM-III when the desired proficiency level hasbeen obtained.
Programweek
Suggested units (hour of training day)
1 2 3 4 S 6
34 to 39__40 to 42_43 to 45_46 to 51__52 to 55__
SIVSIVSVSV
SIVSIVSVSV
Relevant
TVLTDLTD
Relevantwork experience
BCLTDLTDwork experience
LTLTLT
LORLORLOR
projects
Legal Secretary (D.O.T. 201.368) Program
The program for these trainees is the same asfor legal stenographer through week 45. The train-ing program beyond week 45 is shown below.
Programweek
Suggested units (hour of training day)
1 2 3 4 S 6
46 to 51_- SV52 to 54_ PR55 to 56_ CR57 to 61__
SV MM Elective PES PESPR Relevant work experience projectsCR CR I CR I CR I CRRelevant work experience
'Legal secretary trainees with machine shorthandas a foundation skill may substitute SM-Ill forS-V, and may be permitted to leave after attain-ing dictation speeds in the 140-150 wpm range.Economics and International 'Trade (30 hours)is an elective.
CURRICULA SYNOPSES
Since many of the occupational training pro-grams have identical subject units for certainperiods of time, trainees with different career ob-jectives may be grouped for certain of the units,thus effecting conservation of teaching time, space,facilities, and equipment. The programs shownbelow are suggested for intensive training eitherunder the Vocational Education Act of 1963 or theManpower Development and Training Act. Specialunits of study requited in local areas are not shown.
General education and special State requiredsubjects of study are not shown in the typical pro-grams. Administrators and teachers incorporatingthese types of studies in the vocational trainingprogram may provide for them oy extending theprograms shown. For example, the typing andshorthand sequence can be lengthened by pre-senting the units for one hour each day rather thanthe suggested two hours. Another way to int,mdeother required study units is by deferring certainof the suggested units until a later time in the pro-gram. In each instance, factors such as massed vs.distributed practice, motivation and orientation tothe world of work, and isolation of skills develop-
ment must be considered carefully along withschool enrollment, availability of teachers' time,teachers' workload, and required facilities.
Trainees requiring specially tailored programssuited to their particular needs, such as refreshingor upgrading of skills, can be slotted into theschedule for appropriate units, and separate ar-rangements made for special studies. Althoughremedial study units such as Oral Communicationare not shown, special programs should be de-veloped where deficiencies exist.
Programs are assumed to be continuous. Normalsemester lengths are not indicated. Provisions forvacation time, free periods, etc., should be madeby State and local school administration. Units ofshorter duration in particular programs are shownwith suggested follow-ons. The training day isassumed to be six hours. Luncheon periods, homeroom time, and counseling time are not shown.Reference should be made to the Relevant WorkExperience section for trainees who may be nearingcompletion of their programs. Codes for the sub-ject units in the program are shown in the Cur-ricula Outlines section.
BASIC STENOGRAPHIC-SECRETARIAL PROGRAM
This program is basic education for most of thejobs in the occupational field. It is not required
for social secretary, note reader, court reporter orsteno-pool supervisor trainees. Certain units of this
Program weekSuggested units (hour of training day) Alternate units (hour of day)
1 2 3 4 5 6 5 6
1 to 3 BLS T-I T-I BT BPO BPO4 to 6 BLS T-I T-I SO BPO BPO7_ BLS T-I T-I SO S-I S-I SM-I SM-I8 to 11 BLS T-II T-II SO S-I S-I SM-I SM-I
12 BLS T-II T-II PD S-I S-I SM-I SM-I13 to 14 BL T-II T-II PD S-I S-I SM-I SM-I15 BL AR T-III PD S-I S-I SM-I SM-I16 to 18 BL AR T-III PD S-II S-II SM-I SM-I19 BM AR T-III PD S-II S-II SM-I SM-I20 to 22 BM AR T-III SPP S-II S-II SM-I SM-I23 BM AR T-IV SPP S-II S-II SM-I SM-I24 BM AR T-IV SPP S-II S-II SM-I SM-I25 to 27 EFR EFR T-IV SPP S-III S-III SM-I SM-I28 to 30 EFR EFR T-IV OM S-III S-III SM-I SM-I31 to 33 IFP IFP RTT OM S-III S-III SM-I SM-I
47
program can be studied by note reader and courtreporter trainees and may be electives for socialsecretary trainees. It is suggested that to achievegreater competency in their jobs, steno-pool super-visor trainees study the stenographic, typewriting,indexing and filing, office machines, acceleratedreading, and language skills units. Trainees havethe option of choosing manual or machine short-hand as a foundation skill.
STENOGRAPHIC-SECRETARIAL
These programs apply to trainees continuingtheir studies, for specialization in given fields, be-
yond the suggested basic program. Demonstratedproficiencies equivalent to achievement standardsfor units in the basic program, or completion ofthe basic program, are acceptable for entry intospecialization for most of the jobs. Time is ex-pressed in numbered weeks continuing from theend week of the basic program. Excepted jobs andsuggested training for them are treated separately.
Stenographer (B, II, Senior, or GS-4) and PublicStenographer Program
Programweek
Suggested units (hour of training day)
1 2 3 4
34 to 39__40 to 42__43 to 47._
S-IVS-IV
S 6
S-IV T-V PES PES BC
S-IV Relevant work experience projectsRelevant work experience
The above program ii for trainees who electmanual shorthand. For trainees who elect machineshorthand as a foundation skill, substitute SMI1for SIV and TV. In all programs that followwhere substitution of SMII for SIV and TVis indicated, one hour of home practice is assumed.Public stenographer trainees may elect otherspecialized units in addition to the above, such asadvanced manual shorthand, advanced machineshorthand, or specialized terminology shorthand ofchoice. This will extend training time accordinglybefore relevant work experience phase.
Legal Stenographer (D.O.T. 202.388) ProgramThe program below is for trainees who elect
manual shorthand. For trainees who elect machineshorthand, substitute SMII for SIV and TV.SMII requires an additional practice hour which
48
,2-
Relevant work experience should be providedfor those trainees who have completed the basicprogram. Stenographer-print shop' trainees may ir.-
chide a course in the fundamentals of printing inconjunction with their work experience.
Trainees completing the tabulated units arestenographer (A, 1, beginning, or junior) , policestenographer, or stenographer-print shop.
SPECIALIZATION PROGRAMS
can be done at home. SMIII can be elected bytrainees with machine shorthand in place of SV.SM-111 will require an additional two hours ofpractice which may be done at home. They mayleave SMIII when the desired proficiency level hasbeen obtained.
Programweek
Suggested units (hour of training day)
1 2 3 4 5 6
34 to 39__ S-IV S-IV T-V BC LT LOR40 to 42__ S-IV S-IV LTD LTD LT LOR43 to 45__ S-V S-V LTD LTD LT LOR46 to 51__ S-V S-V Relevant work experience projects52 to 55__ Relevant work experience
Legal Secretary (D.O.T. 201.368) Program
The program for these trainees is the same asfor legal stenographer through week 45. The train-ing program beyond week 45 is shown below.
Programweek
Suggested units (hour of training day)
1 2 3 4 5 6
46 to 51__ S-V S-V MM Elective PES PES52 to 54__ PR PR Relevant work experience projects55 to 56__ CR CR CR I CR I CR I CR57 to 61__ Relevant work experience
'Legal secretary trainees with machine shorthandas a foundation skill may substitute SMIII forSV, and may be permitted to leave after attain-ing dictation speeds in the 140-150 wpm range.Economics and International Trade (30 hours)is an elective.
1.
Medical Stenographer (D.O.T. 202.388) Program
Programweek
Suggested units (hour of training day)
1 2 3 4 6
34 to 39_- S-IV T-V MD MD MD40 to 42__ S-IV S-IV Study MD MD MD43 to 47__ HP HP HP MD MD MD48 to 51.- HP HP HP Study MP MP52 to 61__ Relevant work experience MP MP
Medical stenographer trainees with machineshorthand as a foundation skill should substituteSM-II for S-IV and T-V in the a;,,,ve program.
Medical Secretary (D.O.T. 201.368) Program
The program for medical secretary trainees isthe same as that for medical stenographer traineesthrough week 47. The program below shows con-tinuation studies for medical secretary traineesbeginning with week 48.
Engineering Stenographer Program
Programweek
Suggested units (hour of training day)
2 3 1 4 6
34 to 39__ S-IV S-IV40 to 42__ S-IV S-IV43 to 45__ EP EP46'to 48__ EP EP49 to 50_ EP EP51 to 53__
T-V SSST STST ST
Elective
SSETETET
StudyETETET
Relevant work experience projectsRelevant work experience
Engineering stenographer trainees with machineshorthand as a foundation skill should substituteSM-II for S-IV and T-V in the above program.
Engineering Secretary Program
The program for engineering stenographertrainees applies for engineering secretary traineesthrough week 45. The program below shows con-tinuation studies for engineering secretary traineesfrom week 46 on.
Suggested units (hour of training day)
Programweek
ProgramSuggested units (hour of training day) week
2 3 4 6
1 2 3 4 6
46 to 48_ EP EP BC BDP ET ET48 to 51__ HP HP HP BC MP MP 49 to 50_ EP EP BC BDP PES PES52 to 53__ MM PES PES BC MP MP 51 PR PR BC BDP PES PES54 to 57__ MM PES PES Study MP MP 52 to 53 PR PR MM OA PES PES58 to 60-_ Elective PR PR MP MP 54 MM OA Study PES PES61 Relevant work experience projects MP MP 55 to 57__ MM OA Relevant work experience projects62 to 66 Relevant work experience 58 to 61 Relevant work experience
Scientific Stenographer Program
Program weekSuggested units (hour of training day)
2 3 4 6
34 to 39 S-IV T-V Study SS SS40 to 42 S-IV ST ST PS PS Home43 to 45 PS PS ST ST OC OC Study/OC46 to 50 PS PS OC OC OC Study51 PS PS Relevant work experience projects52 to 55 Relevant work experience
For scientific stenographer trainees with machine shorthand as a foundation skill, substitute SM-IIfor S-IV and T-V. Home Study/OC one hour per day during program weeks 43-45.
49
1
Scientific Secretary Program
Program weekSuggested units (hour of training day)
1 2 3 4 5 6
34 to 3940 to 4243 to 45_ _ ___46 to 505152 to 535455 to 565758 to 61
S-IV.-S-IV
PSPSPSPESPESPESPES
S-IVS-IVPSPSPSPESPESPESPES
T-VSTSTOCBDPBDPBDPI. )P
StudyRelevant work experience
BCSTSTOCPRMMMMMMMM
SS SSPS PSOC OC Home Study/OCOC OAPR OAPR PR '.
R.W.E. projectsR.W.E. projectsR.W.E. projects
For scientific secretary trainees with machineshorthand as a foundation skill, substitute SMIIfor SIV and TV. Home Study/0C one hour perday during program weeks 43-45.
Foreign-Language Stenographer (D.O.T. 202.388)
Program
Programweek
Suggested units (hour of training day)
1 2 3 4 5 6
34 to 39_40 to 42__43 to 45_46 to 51_52 to 55
S-IVS-IVS-VS-V
S-IVS-IVS-VS-V
Relevant
ESElectiveElectiveStudy
work
FL-IFL-IFL-IIFL-IIexperience
FL-IFL-IFL-IIFL-II
StudyT-VT-VStudy
Foreign-Language Secretary Program
Programweek
Suggested units (hour of training day)
1 2 3 4 S 0
34 to 39__ S-IV S-IV ES FL-I FL-I BC
40 to 42__ S-IV S-IV OA FL-I FL-I T-V43 to 45__ S-V S-V OA FL-I I FL-II T-V46 to 48_ S-V S-V MM FL-II FL-II Study
49 to 51__ S-V S-V MM FL-II FL-II Study
52 to 54__ PES PES PR PR R.W.E. projects
55 to 57__ PES PES Relevant work experience
58 Relevant work experience
Secretary (D.O.T. 201.368) Program
Secretarial trainees who are not specializingshould have completed the basic stenographic-secretarial program or exhibit equivalent profi-ciencies. The program below is suggested for con-tinuation studies from week 34 on.
Programweek
Suggested units (hour of training day)
I 2 3 4 5 6
34 to 39__ S -IV S-IV T-V PES PES BC
40 to 41_ S-IV S-IV BDP MM ES OA
42 S-IV S-IV BDP MM ES OA
43 to 45 PR PR BDP MM ES OA
46 to 50 Relevant work experience
Secretarial trainees with machine shorthand asa foundation skill should substitute SMI1 for
SI V and TV in the above program. Records
Management (20 hours) and Business Reports(15 hours) are electives.
Educational Secretary Program
Programweek
Suggested units (hour of training day)
1 2 3 4 5 6
34 to 39__ S-IV S-IV T-V PES PES BC
40 to 42__ S-IV S-IV BDP SA EO EO
43 to 45__ MM OA BDP SA EO EO
46 to 48__ MM OA PR PR R.W.E. projects
49 to 53__ Relevant work experience
In some States or municipalities, a number ofcollege credits or studies are required for educa-tional secretaries. These studies should be arrangedfor at the local level. Educational secretary traineeswho have machine shorthand as a foundation skillshould substitute SMII for SIV and TV in theabove program.
Police Department Secretary Program
The program for these trainees should be thesame as for Secretary 201.368. Often the police
department entry jobs require applicants to pass acivil service examination. On-the-job training maybe arranged with local police departments for rele-vant work experience.
Social Secretary (D.O.T. 201.268) ProgramPrograms for these trainees should be tailored
to fit their particular backgrounds. For suggestedelect,ve units, see the social secretary descriptionin the section, Job Descriptions, Occupational Pre-requisities, and Suggested Training.
Executive Secretary ProgramTrainees for executive secretarial positions
should have finished the basic stenographic-secre-tarial program and either the Secretary (D.O.T.201.368) Program or one of the specialized pro-grams such as legal, medical, educational, engineer-ing, or scientific secretary. Demonstrated proficien-cies equivalent to achievement standards of theunits in the aforementioned programs should beacceptable. Several years of experience in respon-sible secretarial positions may also be taken asevidence qualifying trainees for entry into theexecutive secretary training program.
Because of the variations in education and ex-perience that may be offered by the trainees, theprogram shown below should be tailored to meetthe needs of trainee groups. Program weeks areshown beginning with week 1.
Manual Shorthand Reporter's Program
Programweek
Suggested units (hour of training day)
1 2 3 4 5 6
1 to 3.._.. BR PW S-V' S -V' ESP ESD4 to 6__- FD . RM S-V1 S-V" ESP ESD7 FD RM S-Vs S-V1 OA' MM'8 to 12 PES2 PES2 PA PA 0A2 MM'
13 PES2 PES2 PA PA Elective
I This unit is required only for trainecs who have not already achievedthe level of proficiency specified for this occupation, and it needs to betaken only until this level of proficiency is attained. Trainees with machineshorthand as a foundation skill may substitute SM-1I1 for S-V in theprogram. This will require 2 hours of home study.
2 These units should be studied only if the trainee has not had them inthe Secretary 201.368 program.
Trainees should also elect other units according to need.
Stenotype Operator (D.O.T. 202388) Program orNote Reader Program
Trainees for these positions should study SMI,SMII, SMIll, TI, TII, T-111, and TIV.The basic stenographic-secretarial program couldbe helpful. It is strongly suggested that traineesinclude units in business law and legal terminologyin their programs.
Court Reporter (law reporter) (D.O.T. 202388)Program or Shorthand Reporter Program
Because shorthand reporter trainees may offerdifferent educational backgrounds, the programsuggested below should be kept flexible. Languageskill for these trainees should be very high. Elec-
Program weekSuggested units (hour of training day)
1 2 3 4 s 6
1 to 6 BP() BPO S-I S-I T-I T-I7_ BLS BM S-I S-I T-I T-I8 to 9 BLS BM S-I S-I T-II T-II
10 to 12 _ BLS BM S-II S-II T-II T-II13 to 14_ BLS BT S-II S-II T-II T-II15_ BLS BT S-II S-II T-III AR16 to 18- BLS Study S-II S-II T-III AR19 to 21 IFP IFP S-III S-III T-III AR22.. EFR EFR S-III S-III T-III AR23 to 24_ EFR EFR S-III S-III T-IV AR25 to 27 EFR EFR S-III S-III T-IV OM28 to 30 BC BL S-IV S-IV T-IV OM31 to 33 BC BL S-IV S-IV T-V Elective'
34 to 36 LTD2 LTD' S-IV S-IV . T-V Elective'
37 to 39 LTD2 LTD2 S-V S-V ET' ET'40 to 45 Elective' Elective' S-V S-V ET' ET'46 to 59 MD2 MD2 MD2 SRD SRD SRD Home Study/SRD59 to proficiency level desired_ SRD SRD SRD Home Study/SRD2 weeks after completion Court reporter training assignment
I Elective may be Legal Typewriting (LT) for kweeks, 2 hours each day. 2 Electives of specialized terminology dictation units.
51
,
tives in specialized terminology studies such asmedical, legal, or engineering should be available.Trainees who complete the basic stenographic-secre-tarial program or demonstrate equivalent pro-ficiencies should have specially tailored programs.The program above includes only requisite skilland knowledge development units and assumes noprior stenographic training.
Machine Shorthand Reporter's ProgramShorthand reporters with machine training
should substitute SMI, for SI, S--II and SIII;SMII for SIV and TV (may require one hourof home study) ; SMIII for SV (requires twohours of home study) and SMIV for SRD. Also,these trainees may eliminate LTD and LT (elec-tive).
52
Steno-Pool Supervisor (D.O.T. 209.138) Program
It is suggested that steno-pool supervisor traineescomplete the basic stenographic-secretarial pro-gram. However, some steno-pool supervisory jobsmay not require stenographic skills. The programbelow suggests a course of study geared to meetingthe supervisory demands of the position.
Programweek
Suggested units (hour of training day)
1 2 3 4 s 6
1 to 3____4 to 6____
PESPES
PESPES
PAPA
PAPA
OAOA
PW
SELECTION, GUIDANCE, AND COUNSELING
Section 104.18 (a) of the Rules and Regulationsof the Vocational Education Act of 1963 declaresthat State plans for vocational education shouldinclude information on the "standards and require-ments of vocational guidance and counseling serv-ices which are designed to (1) identify and encour-age the enrollment of individuals needing voca-tional education, (2) provide the individuals withinformation necessary for realistic vocational plan-ning, (3) assist them while pursuing the plan, (4)aid them in vocational placement, and (5) con-duct follow-up procedures to determine the effec-tiveness of the vocational instruction and guidanceand counseling program."
Section 104.18 (b) states that in addition tovocational guidance consultative services to be pro-vided that "the State Bbard shall utilize the re-sources of the State employment service pursuantto the operative arrangement provided for in§ 104.7." Section 104.7 details the mutual sharingof information by the State employment serviceand the local educational agency regarding presentand future prospects of employment in the com-munity and elsewhere, and the occupationalqualifications of trainees who have comFleted orare completing vocational education courses in
schools. Community advisory committees compris-ing employers, employment office personnel, educa-tors, and counselors can be used advantageously tofulfill this requirement.
To meet all these requirements and the othersdetailed in the State plan, the school's vocationalguidance counselor must be the focal point to makeinformation available for the selection of traineesand for giving them, their teachers, and their em-ployers the necessary assistance to insure thattrainees can obtain and retain employment, andthat they can advance in their jobs.
An additional stipulation of Section 104.13 (b)(2) is that each trainee will have an occupational
objective which is a matter of record. This objec-tive will be referred to as a career objective andcan be a specific recognized occupation or a clusterof closely related occupations in a given field.
These suggestions are offered to assist counselors,teachers, and others in the selecting and guiding oftrainees. Specific State plans may detail whichselection instruments, procedures, and criteria areto be used for specific occupational fields. Thecriteria and selection devices suggested are thosewhich can be considered for the occupational fieldcovered by these curricula.
SELECTION CRITERIA
Section 104.13 (g) (1) of the Rules 'and Regula-tions provides for the admission of individualson the basis of their potential for achieving com-petence in the occupational field. Part . (2) of thissection provides for the admission of individualsto special remedial classes if these individuals haveacademic, socio-economic, and other handicaps thathave prevented or might prevent their success inother vocational educational programs.
For the purposes of this curricula guide, theselection standards below are suggested for traineeseligible under the Vocational Education Act of1963. Manpower Development and Training Actselection criteria are shown later.
A. Completion of at least 9th grade, and pref-erably 10th grade, of high school with acceptableacademic achievement. Prior academic achieve-ment results should be evaluated with discretionin the overall evaluation of the applicant. Greatestweight should be given to social studies, English,arithmetic, and typewriting, if these courses werecompleted earlier than the 19th grade. Prior aca-demic achievement results are usually good indi-cators of future success in course studies. However,they should not be the sole criteria because of thepossibility of "late-blooming" and because ofeconomic, social, or other handicaps which mayhave influenced earlier schooling. Consideration
53
should also be given to maturity. Those adultseligible for training under the Act who have beenaway from school may have acquired good personaleducation and experience in the intervening years.
B. Scores on aptitude tests should also be con-sidered in selection of the applicants. Tests shouldbe carefully chosen on the basis of their abilityto discriminate between successful and unsuccess-ful trainees. Coefficients of validity (or determina-tion) should be considered carefully, along withthe criteria used. Standardization of the tests, alongwith norm group factors and extensiveness of avail-able data and test intercorrelations, also should beconsidered. Tests, of course, should be only onefactor in overall evaluation of applicants. TheQualifications Profile in the job definition exhibitsin the section, About the Dictionary of Occupa-tional Titles should be consulted.
Some tests suggested for consideration are:1. Minnesota Clerical Aptitude Tests2. Iowa Test of Basic Skills3. Differential Aptitude Tests4. General Aptitude Test Battery5. Holzinger-Crowder Uni-Factor Tests6. Strong Vocational Interest Blank7. General Clerical Test (Psychological Cor-
poration)8. SRA Clerical Aptitudes Test9. Purdue Clerical Adaptability Test
10. Turse Clerical Aptitudes Test1l. Short Employment Tests12. Turse Shorthand Aptitude Test13. Kuder Preference Record14. E.R.C. Stenographic Aptitude Test15. Byer's Shorthand TestOther tests not listed above, but which may have
high validities, should also be considered; the listis not restrictive. Counselors selecting tests shouldconsult the Mental Measurements Yearbooks,various test issuing and scoring companies' cata-logs, and reference works on psychological testingbefore deciding which tests should be used. Teach-ers should obtain as much professional help in
this area of applicant testing as possible. The pur-pose of the test is to obtain objective infortnationabout the applicant. It should be appreciated thaterrors can be made in selection and appraisal evenwith, good cut-off scores. The applicants' frame ofmind should also be considered when evaluatingtest results.
C. Applicants having skills developed beforeentry into the training programs should be eval-uated carefully by standardized achievement testsof skills such as shorthand, typing and transcrip-tion, and ollice machine operation. Knowledge invarious study areas can be assessed by using avail-able objective tests that are used in the regularprogram. The measurable skills should be cam-!pared to the standards of achievement for theparticular program unit and to the occupationalprerequisites for each job. The demonstratedequivalent proficiencies can then be used as a baseto tailor programs for the individual trainee whichwill enable him to reach employable competencieswithout the necessity of marking time.
D. Interviewing is an essential part of theappraisal process since it offers the opportunity tofeed back test scores and appraisals to that point,and it can help the applicant to decide on a career 'objective. Whether the interview is held non-direc-tively or is structured, it should center on theapplicant developing optimism about success in agiven occupation and the productive use of hisaptitudes and other assets. The decision made bythe applicant regarding his career objective, andthe career objective itself, should become a matterof school record. The career objective should beset before the trainee enters any program.
Counselors and coordinating teachers shouldalso consider that success in a given field may beachieved by persons of different interests and abili-ties. Obvious evidences of possible failure in agiven occupational choice, because of lack of apti-tude in the most requisite skills, should be carefullyconsidered during both appraisal and subsequentinterviews.
AFTER ENROLLMENT
After a trainee has been selected for the pro-gram, periodic counselor-teacher-trainee confer-ences should be scheduled. Effort should be madeto uncover problems that may hinder the success ofthe trainee in his studies and necessary remedial
54
study should be offered. Throughout the program,teachers should advise counselors of the progressthe trainee is making toward attaining requiredskills and knowledges for employment.
RELEVANT WORK EXPERIENCE PHASE
Counselors should play an integral part in theplacement activities and should work with localplacement offices, employers, and coordinatingteachers to select suitable employment which willfurther a trainee's skills before the start of regularemployment.
During the work-training period, and also at itsconclusion, the coordinating teacher, ,trainee, andcounselor should schedule conference time to as-
certain the development and experiences of thetrainee in attempting to attain employable skillsand knowledge.
Prior to the completion of the work experiencephase, counselors should consult with local place-ment offices, according to State plan requirements,for the eventual placement of the trainee into aregular position.
EVALUATION AND REPORTING
Counselors should continually assess the valueof the program studies, in terms of adequate voca-tional preparation, and should suggest changes in
curricula content to strengthen individual pro-grams.
TAILORING PROGRAMS
Individuals who demonstrate certain achieve-ments, can be "slotted" into regular programs,both basic and specialized. This requires a certain
degree of flexibility of scheduling. Advice onspecial needs of individuals should be given to thetrainee's teachers.
RECORD OF COMPLETION
After completing or leaving a course of study,each trainee should receive a Record of Comple-don. The Record should not only reflect the skillsand knowledges attained during the program, butit should also indicate exhibited skills for whichno unit of study was incorporated into the pro-gram. If the tailored program included a unit toadvance the development of exhibited skills andknowledge, and the unit was not studied becauseof the lack of available time, no recording shouldbe made about that unit in the Record. All reportsof skill knowledge for the various subject units ofstudy should be made by the administrator's office
at the time of exit or upon completion of the pro-gram by the trainee. The school office should main-tain a folder for each trainee which contains theemployability evaluations made for every unit ofstudy. It is further suggested that the school main-tain at least two copies of the Record for transcriptand reference purposes. If the form is standardizedwithin a particular State, trainees moving fromone school to another should be asked to submit(for the record) their Record of Completion.Achievements in studies at the new school (s)should be entered in the Record. A suggestedsample Record is illustrated.
MANPOWER DEVELOPMENT AND TRAINING ACT ENROLLEES
The selection and evaluation procedures de-scribed for the Vocational Education Act of 1963can also he used with trainees who are eligibleunder the M.D.T.A. program. Certain limitationsthat apply to trainees under the Vocational Educa-tion Act of 1963 .do not apply to the M.D.T.A.trainees. Intense M.D.T.A. programs may be usedfor entry, refresher, or upgrading purposes. Tailor-
ing of programs is also necessary for some personsin this group. By law, local employment officesinitiate selection and placement of these candidates.Counselors should be familiar with local employ.ment office selection procedures. Many of the unitsin this curricula arc similar to those in M.D.T.A.programs for stenographic and secretarial occupa-tions.
55
56
STATE OF
RECORD OF COMPLETION OF OFFICE VOCATIONAL EDUCATION
(Under The Vocational Education Act of 1963 or Manpower Development and Training Act)
TRAINEE'S NAME: TRAINING PROGRAM:
SCHOOLS ATTENDED:
SKILLS FUNCTIONAL AREAS (TEACHERS' Evaluations)
Manual Shorthand-Business Terminology Secretarial Practices and Procedures
Machine Shorthand-Business Terminology BusinAss Mathematics
Shorthand - Special Terminology Elements of Fiscal Records
Typewriting-General Payroll Records
Language Skills
Typewriting-Special Business Correspondence
Transcription (specify terminology) Personal Development
Calculators Forms Design
Duplicators Business Reports
Reading Speed Procedures Writing
Receptionist and Telephone Records Management
BASIC KNOWLEDGE AREAS (Tests and Teachers' Science SurveyEvaluation)
Business Law (for secretaries) Engineering Office Practice, Procedures and Records_
Fundamentals of Business Date Processing School System Practices and Administration
Economics and International Trade Education Office Records and Procedures .SPECIALIZED FUNCTIONS AND KNOWLEDGES Office Administration
(Teachers' Evaluation)
Medical Office Practices, Procedures, and Records Executive Secretarial Practices
Hospital Office Practices, Procedures and Records Principles of Effective Supervision
Legal Office Records and Procedures Personnel Administration Practices
Court Reporter Training Assignment Executive Secretarial Development
ATTESTATION
PRINCIPAL PRINCIPAL
SCHOOL ADMINISTRATOR SCHOOL ADMINISTRATOR.
DATE DATE
Suggested Record of Completion Form
-I,
)
GENERAL OFFICE EDUCATION UNITS
General office education units are those studiesthat are common to most of the jobs in the occu-pational field. The studies should help the traineesdevelop:
1. Basic skills such as manual or machine short-hand, typing, transcription, arithmetic orcomputation, office-machine operation, basicfiscal and payroll recording, office reception-ist duties, telephoning, indexing and filing,and language facility.
2. Specific knowledge in areas such as businessterminology, elements of business law, andbusiness data processing fundamentals, whichwill enable the trainee to function ade-
quately in office activities.3. Functional requirement practices such as sec-
retarial orientation, procedures and prac-tices, personal development, and good speech.
4. Initial understanding of the office environ-ment and business practice,.
Trainees may elect either manual or machineshorthand. Counselors should explain this care-fully. Trainees should be tested for eye-hand coor-dination, short-term memory, and clerical abilitybefore discussing electives with the counselor.
Local or State requirements for general educa-tion courses at secondary or post-secondary schoollevels have not been included in this guide.
SHORTHAND PRINCIPLES (Shorthand I)Basic Tete Skill for Stenographers and Secretaries
Hours Class: 1 hour daily; Laboratory: 1 hour daily
Description and Teaching Suggestions
This is a foundation skill development unit fortrainees electing written shorthand. The unit out-line can be used to teach either a symbolic or anabbreviated alphabetic system. In addition to studyof the abbreviated forms through reading andwriting, the trainees learn to take verbatim dictadon and to transcribe from text plates as well asfrom their own notes. Transcription.may be oral,handwritten, or typewritten. Supervised laboratorypractice periods are designed to reinforce in-classinstruction to further develop skill.
Repetitive review and recall of shorthand wordsand phrases should be used to develop requiredmotor skills. Both group and individual readingshould be used in the early part of the program.Easy, familiar, and repetitive short "takes" aresuggested. New matter dictation should be pre-sented only after trainees have completed thetheory of shorthand.
Spelling and vocabulary skills may be developedconcurrently with the introduction of theory
Total: 90 hours
words. The importance of correct punctuation andspelling should be stressed from the very begin-ning.
Use of dictation records and tapes will accelerateprogress. Where dictation laboratories are avail-able, individuals may progress at their own rate.If a dictation laboratory is not available, grouptrainees according to ability and simulate thelaboratory using a record player, tape recorder, anddictation by teachers.
Standards of Achievement
1. Transcribe, with at least 95 percent accuracy,familiar material dictated at:a. 60 to 80 wpm for three minutes, orb. 50 to 70 wpm for five minutes.
2. Transcribe, with at least 95 percent accuracy,unfamiliar material dictated at a median rateof 60 wpm for three minutes.
Nom: Error rate (in percent)Number of words transcribed incorrectly
IX 00Numb4r of words per minute X number of minutes
57
Prerequisite for Study of Shorthand Principles
Fundamentals of Typing (may be concurrentstudy).
Topic Outline
I. Introduction to ShorthandII. Reading and Construction of Shorthand
Words and AbbreviationsIII. DictationIV. SpellingV. Vocabulary
VI. PunctuationVII. Pre-transcription Training
TOPIC I. INTRODUCTION TO SHORTHAND
A. Vocational opportunities for beginningstenographers:1. Business2. Industry3. Government
B. Abilities needed for development of short-hand skill:1. Listening2. Reading3. Writing4. Phonetic association5. Symbol recognition6. Spelling7. Punctuation8. Word understanding
C. The nature of shorthand:1. Symbolic systems2. Alphabetic systems
TOPIC II. READING AND CONSTRUCTION OF SHORTHAND
WORDS AND ABBREVIATIONS
A. Symbolic systems:1. Simple strokes and words2. Principles of joining3. Brief forms and brief form derivatives4. Phrases5. Word beginnings and endings6. Omission of sounds and letters
B. Abbreviated alphabetic systems:1. Understanding and application of rules
for formation of word abbreviations2. Understanding and application of rules
for brief words and phrases
TOPIC III, DICTATION
A. Familiar material practiced and previewedB. Familiar material previewedC. Unfamiliar material previewed
TOPIC IV. SPELLING
58
TOPIC V. VOCABULARY
TOPIC VI. PUNCTUATION
A. ApostropheB. Brace and bracketsC. ColonD. CommaE. DashF. EllipsesG. Exclamation pointH. HyphenI. ParenthesesJ. PeriodK. Question markL. Quotation marksM. Semicolon
TOPIC VII. PRE-TRANSCRIPTION TRAINING
A. Oral transcription:1. From text plates2. From student homework notes3. From dictation notes
B. Handwritten transcription:1. From text plates2. From diction notes
C. Typewritten transcription:1. From text plates2. From homework notes3. From dictation notes
Texts and Other Teaching Materials
From the following suggested texts and materials(or other equivalent commercially available ma-terial), select trainee and teacher materials for usein this unit. Additional materials are listed inAppendix D.AVANCENA, MANUEL C. Stenoscript ABC Shorthand. Wash-
ington: Stenoscript Shorthand Institute, Inc., 1964.CARTER, THEODORE HAMPTON; FREEMAN, M. HERBERT; MC-
GILL, E. C.; AND YERIAN, THEODORE. Carter Brief hand.
Portland, Oregon: Allied Publishers, Inc., 1958.FORKNER, HAMDEN L. Forkner Alphabet Shorthand. New
York: Forkner Publishing Co., Inc., 1958.GREGG, JOHN ROBERT; LESLIE, Lours A.; AND ZOUBEK, CHARLES
E. Gregg Shorthand, Diamond Jubilee Series, Text Edition.New York: McGraw-Hill, 1963.
---. Gregg Shorthand Dictionary, Diamond Jubilee Series,Text Edition. New York: McGraw-Hill, 1963.
LESLIE, Lows A., AND LOCHER, CHARLES E. Gregg Shorthand,Functional Method, Diamond Jubilee Series. New York:
McGraw-Hill, 1963.LESLIE, Lows A.; &MK, CHARLES E.; AND HOSLER, RUSSELL
J. Gregg Shorthand for Colleges, Diamond Jubilee Series,Volume I. New York: McGraw-Hill, 1965.
LESLIE, LOUIS A.; ZOUBEK, CHARLES E.; AND Bon, HENRY J.Gregg Shorthand I: A Gregg Text-Kit in Continuing Edu-
cation, Diamond Jubilee Edition. New York: McGraw-Hill,1965.
----. Gregg Shorthand II: A Gregg Text-Kit in Continu-ing Education, Diamond Jubilee Edition. New York: Mc-Craw -Hill, 1965.
New Basic Course in Pitman Shorthand. New York: Pitman,1961.
Workbooks, teachers manuals and keys, methodsbooks, wall charts,. corrective slides, and dictation
books, records, and tapes and may be obtained fromthe publishers of the basic text for most of thelisted items. In addition, theory and dictationrecords may be obtained from Dictation Disc Com-pany, 170 Broadway, New York. Film strips forthe Skill-Builder Controlled Reader may be ob-tained from Educational Developmental Labora-tories, Huntington, N.Y.
BEGINNING DICTATION (Shorthand II)
Basic Job Skill for Stenographers and Secretaries
Hours Class: 1 hour daily; Laboratory: 1 hour daily
Description and Teaching Suggestions
Emphasis is placed on the review of the prin-ciples of the symbolic or alphabetic system studiedin Shorthand Principles and on the developmentof the ability to write shorthand fluently. Skilldevelopment is encouraged by means of graduatedspeed dictation of familiar copy. The ability toconstruct new shorthand outlines is developedthrough controlled dictation of unfamiliar ma-terial. English fundamentals and punctuation arcreviewed as they apply to the dictation-transcrip-tion process. Transcription skill is developedthrough oral and typescript transcription of textplates, homework notes, and dictation notes. Thesupervised dictation laboratory enables students tobuild skills at individual rates.
Writing endurance at controlled rates is achievedby building up a speed reserve. The teacher maywish to use a one-minute, speed-forcing plan inwhich the first "take" is dictated at the averagespeed the class can take, followed by a series ofone-minute periods of ten-word increases at speedswhich do not exceed desired goal by more than20 words.
Previews should be provided throughout the en-tire speed-building program. Use of dictation rec-ords and tapes may help trainees progress morerapidly at individual rates. When trainees are tak-ing mechanical dictation, shorthand dictionariesshould be available to check outlines about whichthey have doubt.
Preparation for typewritten transcription beginsas the student progresses from text-plate transcrip-tion to transcribing his own dictation notes. Con-tinued emphasis should be placed on recall andrepetition of previously learned or newly addedwords and phrases.
Total: 90 hours
Standards of Achievement
1. Transcribe, with at least 95 percent accuracy,new material dictated at:a. 60 to 80 wpm for three minutes or,b. 50 to 70 wpm for five minutes.
2. Transcribe, within 30 minutes, two mailableletters of 120 words each, exclusive of insideaddress, date, and closing.
3. Correct spelling, vocabulary, proofreading,punctuation, and grammar.
Prerequisites for Study of Beginning Dictation
Fundamentals of Typing.Shorthand Principles.Demonstrated proficiencies equivalent to stand-
ards of achievements for the above units are ac-ceptable.
Topic Outline
I. Review of Basic Elements of ShorthandII. Development of Speed and Accuracy
III. SpellingIV. VocabularyV. Punctuation
TOPIC I. REVIEW OF BASIC ELEMENTS OF SHORTHAND
A. Abbreviated alphabetic systems necessitate areview of:1. Rules for formation of word abbreviations2. Rules for brief words and phrases
B. Symbolic systems necessitate a review of:1. Principles of joining2. Word beginnings and endings3. Omission of sounds and letters4. Construction of phrases5. Brief forms and brief form derivatives
59
TOPIC II. DEVELOPMENT OF SPEED AND ACCURACY
A. Reading:1. Text plates2. Homework notes3. Dictation notes
B. Extension of shorthand theory:1. New outlines2. New phrases3. Special abbreviating devices4. Brief form derivatives
C. Dictation:1. Familiar previewed material2. Unfamiliar previewed material
D. Transcription:1. Oral2. Typewritten
a. Text platesb. Homework notesc. Dictation notes
3. Proofreading
TOPIC III. SPELLING
A. Review of basic spelling rulesB. Common office terminology
TOPIC IV. VOCABULARY
A. Words taken from the context of dictationB. Common office terminology
TOPIC V. PUNCTUATION
A. ApostropheB. Brace and bracketsC. ColonD. CommaE. DashF. EllipsesG. Exdamation pointH. HyphenI. ParenthesesJ. PeriodK. Question markL. Quotation marksM. Semicolon
Texts and Other Teaching MaterialsFrom the following suggested texts and materials
(or other equivalent commercially available ma-
terial) , select trainee and teacher materials for usein this unit. Some of the books listed under Short-hand Principles are applicable to this unit. Addi-tional materials are listed hi Appendix D.BOWMAN, W. B., AND OLIVERIO, MARY ELLEN. Shorthand Dic-
tation Studies, Simplified, 3rd ed. Cincinnati: South-West-
ern, 1961. Manual.---. Shorthand Dictation Studies, Jubilee, 3rd ed. Cincin-
nati: South-Western, 1966. Manual.GILSON, GOODWIN W. Dictation Patterns. New York: Pitman,
1961.GRECG, JOHN ROBERT; LESLIE, Louis A.; AND ZOUBEK, CHARLES
E. Most-used Words and Phrases, Diamond Jubilee Series.
New York: McGraw-Hill, 1963.LAMB, MARION M. Word Studies, 5th ed. Cincinnati: South-
Western, 1963. Workbook, Achievement Tests and Manual.LESLIE, LOUIS A. 20,000 Words, 5th ed. New York: McGraw-
Hill, 1965.LESLIE, LOUIS A., AND ZOUBEK, CHARLES E. Dictation for Tran-
scription, Diamond Jubilee Series. New York: McGraw-
Hill, 1963.LESLIE, Louis A.; ZOUBEK, CHARLES E.; AND HOSLER, RUSSELL
J. Gregg Shorthand for Colleges, Diamond Jubilee Series,Volume II. New York: McGraw-Hill, 1965.
LESLIE, Louis A.; ZOUBEK, CHARLES E.; AND STROM', MADELINE
A. Gregg Dictation, Diamond Jubilee Series. New York:McGraw-Hill, 1963.
Modern Business Dictation, Shorthand Edition. New York:
Pitman, 1954.SCHACHTER, NORMAN. English the Easy Way, 2nd ed. Cincin-
nati: South-Western, 1961. Achievement Tests and Manual.ZOUBEK, CHARLES E. Speed Dictation with Previews in Gregg
Shorthand, Diamond Jubilee Series. New York: McGraw-
Hill, 1963.Workbooks, teacher manuals and keys, methods
books, wall charts, corrective slides, and dictationbooks, records, and tapes may be obtained fromthe publishers of the basic texts. In addition,theory and dictation records may be obtained fromDictation Disc Co., 170 Broadway, New York, N.Y.
Film strips for the Skill-Builder Controlled Readermay be obtained from Educational DevelopmentalLaboratories, Huntington, N.Y.
INTRODUCTION TO TRANSCRIPTION (Shorthand III)
Basic Job Skill for Stenographers and Secretaries
Hours Class: 1 hour daily; Laboratory: 1 hour daily
Description and Teaching SuggestionsConsiderable time is spent in strengthening pre-
viously learned shorthand, typewriting, and Eng-lish skills to enable the trainee to produce mailable
60
Total: 90 hours
transcripts. Trainees transcribe from text plates aswell as from personal notes. Stress is placed upondeveloping the ability to take dictation at increas-
ingly higher speeds. The supervised dictation-
transcription laboratory provides opportunity forthe development of greater dictation and transcrip-tion skill.
Pre-transcription training started in previousshorthand and typing units, with the emphasisbeing given to spelling, vocabulary, punctuation,rapid reading of personal notes, and the de-velopment of touch typewriting techniques. All ofthese skills are now integrated and developed toachieve the end goal of shorthandthe mailabletranscript. The transcription process consists ofpractice in transcribing from text plates, home-work notes, previewed familiar dictation, and new-matter dictation which has been previewed forshorthand and transcription difficulties.
Laboratory time may be allocated so that certaindays are reserved for dictation practice, whileothers are used for uninterrupted transcription.
Proofreading drills, in addition to the emphasison careful proofreading of all transcripts, shouldmake trainees aware of the importance of tran-scribing for sense as well as for typographical cor-rectness.
The teacher may supplement basic instructionalmaterials with the transcription exercises providedin various shorthand periodicals. Additionally,practice 'should be given for civil service exami-nations, since Shorthand III may be a terminalunit for some trainees.
Standards of Achievement
1. Transcribe, with at least 95 percent accuracy,new material dictated at:a. 80 to 100 wpm for three minutes, orb. 70 to 90 wpm for five minutes.
2. Transcribe at the rate of 21 to 30 wpm, withfewer than five uncorrected errors, new ma-terial dictated at 50 wpm for three minutes.
3. Transcribe in 10 minutes, one mailable dic-tated letter of 120 words, with carbon copyand addressed envelope.
Prerequisites for Study of Introduction toTranscription
Production Typing I.Beginning Dictation.Demonstrated proficiencies equivalent to stand-
ards of achievement for the above units are ac-ceptable.
Topic OutlineI. Pre-test for Dictation and Transcription Rates
II. Reinforcement of Basic Elements of Shorthand
III. Further Development of Speed and Accuracyin Taking Dictation
IV. Further Development of Speed and Accuracyin Transcribing
V. Review of Secretarial Reference Materials
TOPIC 1. PRE-TEST FOR DICTATION AND TRANSCRIPTION
RATES
TOPIC II. REINFORCEMENT
SHORTHAND
A. Theory review for greater refinement in:1.
2.3.
4.5.
6.
OF BASIC ELEMENTS OF
B.C.
Word beginnings and endingsPrinciples of joiningOmission of sounds and lettersPhrasingBrief forms and brief form derivativesGeographical names
Further refinement of punctuationReview use of dictation tools
TOPIC III. FURTHER DEVELOPMENT OF SPEED AND AC-
CURACY IN TAKING DICTATION
A. Familiar material with previewsB. Unfamiliar material with previewsC. Creation of shortcuts in the process of dicta-
tionD. Frequent phrasesE. Extension of vocabulary
TOPIC IV. FURTHER DEVELOPMENT OF SPEED AND AC-
CURACY IN TRANSCRIBING
A. Diagnostic and corrective typewriting drillsB. Diagnostic and corrective spelling exercisesC. Transcribing activities:
1. Text plates2. Student's notes
D. Error correction:1. Partial erasing2. Allowable strikeoverse.g., c over c3. Use of commercially marketed correction
tapes and fluidsE. Intuitive placement of:
1. Letters2. Manuscripts3. Various types of business communications
F. Transcription with carbons:1. Single2. Multiple3. Pre-assembled carbon packs
G. Special transcription drills:1. Dates
61
2. Figures3. Addresses4. Word substitutions
H. ProofreadingI. Letter stylesJ. Letter format determined
head
TOPIC
A.
B.C.D.E.F.
V. REVIEW OF SECRETARIAL.
RIALS
Office manuals, handbooks,catalogsDictionariesAtlasAlmanacThesaurusSecretarial handbooks
by style of letter-
REFERENCE MATE-
guides, maps, and
Texts and Other Teaching Materials
From the following suggested texts and materials(or other equivalent commercially available mate-rial), select trainee and teacher materials for usein this unit. Some of the books listed under Short-hand Principles and Beginning Dictation may beapplicable to this unit. Additional materials arelisted in Appendix D.AGNEW, PETER L.; MEEHAN, JANIES R.; AND OtIVERIO, MARY
ELLEN. Secretarial Office Practice, 7th ed. Cincinnati:
South-Western, 1966. Workbook, Achievement Tests, and
Manual.BALSLEY, IROL W., AND ROBINSON, JERRY W. IntegrNed Secre-
tarial Studies, Simplified. Cincinnati: South-Western, 1963.
Workbook and Manual.---. Integrated Secretarial Studies, Jubilee Edition. Cin-
cinnati: South-Western, 196.1. Workbook and Manual.
Beast. Er, IRot. W., AND WANOUS, S. J. Shorthand Transcrip-tion Studies, Jubilee Edition. Cincinnati: Sou th -Western,
1967. Manual.BEAMER, ESTHER KAHN; HANNA, J. MARSHAL.(.; AND POPHAM,
ESTELLE L. Effective Secretarial Practices, 4111 ed. Cincinati:
South-Western, 1962.
DORIS, LILLIAN, AND MILLER, BESSE MAY. Complete Secre-
tary's Handbook, rev. ed. Englewood Cliffs, N. J.: Prentice-
Hall, 1960.GAviN, Rum, AND Hurc:msoN, Lots. Reference Manual for
Stenographers and Typists, 3rd ed. New York: McGraw-
Hill, 1961.GRI:co, JOHN R.; BLANCHARD, CLYDE; BALDWIN, WOODROW;
AND POPHAM, EMILE L. Gregg Speed Building for Col-
leges, Simplified, 3rd ed. New York: McGraw-Hill, 1966.
---. Gregg Speed Building for Colleges, Diamond Jubilee
Series. New York: McGraw-Hill, 1966.
HousE, CLIFFORD R., AND SkuRow, SAMUEL. Typewriting Style
Manual. Cincinnati: South-Western, 1963.
HUMI'HREY, KATHERINE; LAMBERT, AWE D.; AND NF.WHOUSE,
HOWARD L. Timed Writings for Typing and Transcribing,Diamond Jubilee Series. New Yolk: McGraw-Hill, 1965.
LARSEN, LENNA A., AND KOEBELE, A1'OLLONIA M. Reference
Manual for Office Employees, 4th ed. Cincinnati: South
Western, 1959.LESLIE, Louts A. 20,000 Words, 5th ed. New York: McGraw-
Hill, 1965.LESLIE, Lows A., AND ZOUBER, CHARLES E. Gregg Transcrip-
tion, Diamond Jubilee Series. New York: McGraw-Hill,
1964.---. Dictation for Transcription, Diamond Jubilee Series.
New York: McGraw-Hill, 1963. Teacher's book.
- --. Transcription Dictation. New York: McGraw-Hill,
1956. Teacher's book.- --. Graded Transcribing Tests, Diamond Jubilee Series.
New York: McGraw-Hill, 1964.SIGNEY, EDITH C., and MCDONNELL, BERNARD J. Introduction
to Transcription. New York: Pitman, 1955.SILYERTHORN, J. E. Word Division Manual. Cincinnati: South-
Western, 1958.
Workbooks, teacher manuals and keys, methods
books, wall charts, corrective slides, and dictationbooks, records, and tapes may be obtained fromthe publishers of the basic texts for most of thelisted items. In addition, theory and dictation rec-ords may be obtained from Dictation Disc Co.,170 Broadway, New York, N.Y. Film strips for theSkill-Builder Controlled Reader may be obtainedfrom Educational Developmental Laboratories,
Huntington, N.Y.
SPEED DICTATION AND TRANSCRIPTION (Shorthand IV)
Basic Job Skill for Stenographers and Secretaries
Hours Class: 1 hour daily; Laboratory: 1 hour daily
Description and Teaching Suggestions
Improved overall secretarial efficiency is achievedby developing the trainee's capacity to take dicta-tion at higher rates, to transcribe with greaterspeed, accuracy, and understanding, and to handle
62
Total: 90 hours
related office situations. Attention is given to re-
filling the business vocabulary and developingoccupational sophistication. The supervised dicta-tion-transcription laboratory allows for progress at
individual rates.
The teacher should try to develop the trainee'sability to respond automatically during the dicta-tion and transcription process. To develop control,many short, intensive speed c:rills should be fol-lowed by accuracy drills. To develop the abilityto construct new words under time pressure, aprinciple should be reviewed, and then a series ofwords containing the principle should be dictated.The teacher may use Blanchard's Pyramid Planfor building speed. The teacher may devote sometime to the improvement of writing habits. Em-phasis should be placed on fluent outlines, get-away strokes, importance of proportion of out-lines, and relative spacing of outlines. Wherenecessary, remedial work should be provided.
The trainee should be given office-style dictationwith dictated deletions and revisions, indicatingletters to be transcribed first by means of redpencil or paper clips. The trainee should be askedto transcribe cold notes and to correct obviousdictation errors, such as an incorrect date, or anobviously misused or incorrect word. A mailableletter standard is enforced. All transcripts shouldbe proofread before being removed from the type-writer. When being submitted to the teacher,originals, together with envelopes, should be ar-ranged as they would be for signature of anemployer.
Standards of Achievement1. Transcribe, with at least 95 percent accuracy,
new material dictated at:a. 100 to 140 wpm for three minutes, orb. 80 to 120 wpm for five minutes.
2. Transcribe, at the rate of 25 to 35 wpm, withfewer than five uncorrected errors, new ma-terial dictated at 60 wpm for three minutes.
3. Transcribe in 30 minutes, three letters of 125to 150 words each in body of letter, or
4. Transcribe 5 to 8 minutes, one letter of120 words, together with envelope andcarbon copies.
Prerequisites for the Study of Speed Dictation andTranscription
Introduction to Transcription.Demonstrated proficiencies equivalent to stand-
ards of achievement for the above unit are ac-ceptable.
Topic Outline
I. Refining of and Building on Basic ShorthandSkills
11. Further Development of Speed and Accuracyin Taking Dictation
III. Further Refinement of TranscriptionI V. Office-Style DictationV. Review of Secretarial References
TOPIC 1. REFINING OF AND BUILDING ON BASIC SHORT-
HAND SKILLS
TOPIC 11. FURTHER DEVELOPMENT OF SPEED AND AC-
CURACY IN 'FAKING DICTATION
A. Familiar material (previews when needed)B. Unfamiliar material with previewsC. Unfamiliar material without previewsD. PhrasingE. Special abbreviationsF. Encouragement of individual shortcuts dur-
ing dictationG. Extenuing scope of vocabulary
TOPIC III. FURTHEI. REFINEMENT OF TRANSCRIPTION
A. Transcription activities:1. Text plates2. Student's notes
B. Diagnostic, corrective, and developmentaltypewriting drills
C. Letter style reviewD. Judgment in placement of lettersE. Transcription of mansucripts and other office
communicationsF. Preparation of single and multiple carbonsG. Transcription to stencils, masters, and other
pre-duplication processesH. Transcription of datesI. Transcription of figuresJ. Transcription of addressesK. Proper forms of addressL. Error correctionM. SpellingN. Punctuation0. Transcription shortcuts:
1. Use of time-saving features on type-writera. Automatic repeat keysb. Partial carriage return
2. Chain feeding of envelopes3. Maintaining up-to-date mailing lists4. Use of well-designed office forms5. Arrangement of materials for efficient
work flow
TOPIC IV. OFFICE-STYLE DICTATION
TOPIC V. REVIEW OF SECRETARIAL REFERENCES
A. Office manuals, handbooks, guides, maps, andcatalogs
63
B. DictionaryC. AtlasD. AlmanacE. ThesaurusF. Secretarial handbooks
Texts and Other Teaching Materials
From the following suggested texts and materials(or other equivalent commercially available ma-
terial) , select traineee and teacher materials for use
in this unit. Many of the books listed under Short-hand Principles, Beginning Dictation, and Intro-duction to Transcription may be applicable to this
unit. Additional materials are listed in Appendix
D.GAVIN, RUTH, AND HUTCHINSON, Lois IRENE. Reference Man-
vat for Stenographers and Typists, 3rd ed. New York: Mc-
Graw-Hill, 1961.Git Ecc, JOHN ROBERT; LESLIE:, Louis A.; AND ZOUBEK, CHARLES
E. Gregg Speed Building, Diamond Jubilee Series. New
York: McGraw-Hill, 1964.HUTCHINSON, LOIS IRENE. Standard Handbook for Secretaries,
7th ed. New York: McGraw-Hill, 1956.PLACE, IRENE, AND HICKS, CHARLES B. College Secretarial Pro-
cedures, 3rd ed. New York: McGraw-Hill, 1956.ZOUBEK, CHARLES E. Speed Dictation with Previews in Gregg
Shorthand, Diamond Jubilee Series. New York: McGraw-Hill, 1963. Teacher's book.Workbooks, teacher manuals and keys, methods
books, wall charts, corrective slides, and dictationbooks, records, and tapes may be obtained fromthe publishers of the basic .texts for most of thelisted items. In addition, theory and dictationrecords may be obtained from Dictation Disc Co.,170 Broadway, New York, N.Y.
ADVANCED SPEED DICTATION AND TRANSCRIPTION (Shorthand V)
Basic Job Skill for Legal Stenographers and Secretaries, Court Reporters, and Executive Secretaries
Hours Class: 1 hour daily; Laboratory: 1 hour daily
Description and Teaching Suggestions
This unit offers each trainee an opportunity todevelop shorthand skill to levels required for aparticular career objective. High-speed dictation :sprovided. Continued emphasis is made for accuracyand greater speed in dictation and transcription.Provision is made for specialized dictation in suchfields as law, medicine, and government, accordingto the needs and interests of trainees. The super-vised dictation-transcription laboratory allows for
progress at individual rates. Completion of thiscourse should enable the trainee to handle hiscareer position competently and should also pro-vide a foundation for positions requiring greaterstenographic skills.
Because skill is developmental in nature, theteacher should review suggestions for teaching eachpreceding course. At this level of instruction, it isespecially important to maintain a high degree ofmotivation. Because the work calls for intensivepractice, the teacher should vary the drills. Prac-tice should always have purpose. The traineeshould be told why he is doing a particular drilland how the.drill will help him improve his skill.Transcription problems should be more complex.Correctness of work should be expected. The
64
Total: 90 hours
trainee should know how to find information inreference books.
Where trainees choose to prepare for specific
fields, they can increase their vocabularies by read-ing current books and magazines relating to theirfield as well as specific house organs. In addition,the trainee might write to associations in his
chosen field requesting glossaries of currentterminology. Special abbreviations should be de-
veloped for frequently used terms. Special short-hand studies of terminology and form will begiven in the legal, medical, scientific, and engi-neering areas.
Standards of Achievement1. Transcribe, with at least 95 percent accuracy,
new material dictated at:a. 120 to 160 wpm for three minutes, orb. 100 to 140 wpm for five minutes.
2. Transcribe at the rate of 35 to 45 wpm, withfewer than five uncorrected errors, new ma-terial dictated at 60 to 70 wpm.
3. Transcribe in 25 minutes, three averagelength letters (120 words) .
4. Transcribe in 4 to 7 minutes, one letter ofaverage length (120 words) , together withaddressed envelope and carbon copies.
Prerequisites for Study of Advanced SpeedDictation and Transcription
Speed Dictation and Transcription.Demonstrated proficiencies equivalent to stand-
ards of achievement for the above unit are ac-ceptable.
Topic OutlineI. Reinforcement of Shorthand Principles
II. Further Development of Ability to Generalizein the Construction of Unfamiliar Outlines
III. Development of Greater Fluency in Readingand Writing Shorthand
IV. Development of Ability to Transcribe Rapidlyand Accurately Any of the Many Types ofOffice Dictation
V. Increased Knowledge of Stenographic Pro-
ceduresVI. Extension of Business Vocabulary and Devel-
opment of Specialized Vocabularies
TOPIC I. REINFORCEMENT OF SHORTHAND PRINCIPLES
A. Brief formsB. PrefixesC. SuffixesD. PhrasesE. 'Geographical locations
TOPIC II. FURTHER DEVELOPMENT OF ABILITY TO GEN-
ERALIZE IN THE CONSTRUCTION OF UNFAMIL-
IAR OUTLINES
TOPIC III. DEVELOPMENT OF GREATER, FLUENCY IN
READING AND WRITING SHORTHAND
A. Automatization of high-frequency outlinesB. Use of special abbreviating devicesC. Greater development of sustained writing at
higher speeds.
TOPIC IV. DEVELOPMENT OF ABILITY TO TRANSCRIBE
RAPIDLY AND ACCURATELY ANY OF THEMANY TYPES OF OFFICE DICTATION
A. Emphasis on structurally correct EnglishB. Emphasis on contextual congruity of tran-
scriptsC. ProofreadingD. Office-style dictation
TOPIC V. INCREASED KNOWLEDGE OF STENOGRAPHIC
PROCEDURES
A. Efficiency in handling materialsB. Use and care of supplies and equipmentC. Competent use of reference materials
TOPIC VI. EXTENSION OF BUSINESS VOCABULARY AND
DEVELOPMENT OF SPECIALIZED VOCABULAR-
IES
Texts and Other Teaching Materials
From the following suggested texts and materials(or other equivalent commercially .available ma-terial) , select trainee and teacher materials for usein this unit. Many of the books listed under thethree previous manual shorthand units may be ap-plicable to this unit. Additional materials arelisted in Appendix D.BLANCHARD, CLYDE, AND ZOUBEK, CHARLES E. Most-Used Con-
gressional Record Terms, 2nd ed. New York: McGraw-Hill,1952.
BREDOW, MIRIAM. Medical Secretarial Procedures, fth ed.New York: McGraw-Hill, 1966.
LESLIE, Lows A., AND COFFIN, KENNETH B. Handbook for theLegal Secretary, Text Edition. New York: McGraw-Hill,1958.
PRENTICE-HALL EDITORIAL STAFF. The Handbook of AdvancedSecretarial Techniques. Englewood Cliffs, N. J.: Prentice-Hall, 1962.
ROOT, KATHLEEN, AND BYERS, EDWARD E. Medical TypingPractice. New York: McGraw-Hill, 1962.
---. The Medical Secretary: Terminology and Transcrip-tion, 2nd ed. New York: McGraw-Hill, 1960.
TURNER, BERNICE C. Private Secretary's Manual, Revised byPrentice-Hall Editorial Staff. Englewood Cliffs, N. J.: Pren-tice-Hall, 1963.
ZOUBEK, CHARLES E., AND RIFKIN, M. Gregg Reporting Short-cuts: A Compilation of Shortcuts Used by Noted GreggReporters, 2nd ed. New York: McGraw-Hill, 1959.
STENOGRAPHIC MACHINE OPERATION I
Basic Skill for Stenographers, Secretaries, Note Readers, and Shorthand Reporters Who Elect MachineShorthand as a Foundation Skill
Hours Class: 1 hour daily; Practice time: 1 hour daily
Accelerated Time Class: 2 hours daily; Practice time: 4 hours daily
Description and Teaching SuggestionsThis study unit stresses the initial phase in the
teaching of machine-shorthand theory and key-
Total: 270 hoursTotal: 160 hours
board operation. Also, the rules and application ofbeginning stenographic machine transcription arecovered in this unit. Quick recognition of phonetic
65
sounds, accuracy of notes, and rapid reading fromphonetic notes must be developed as. these are thebases for further speed progression. Transcriptionis required from the beginning of the theory phaseof the unit until the time that the trainee mastersthe coordination of English, typewriting, andphonetic skills. The trainee is encouraged to forcespeed by the introduction of short-speed spurts onfamiliar matter. Longer periods of dictation aregiven to develop endurance.
A "Manual for Stenograph Teachers" contain-ing step-by-step procedures is recommended for allteachers of machine shorthand. Utilization of long-playing records or tapes is suggested to provideuniform dictation speed, and drill from the TheoryManual, Workbook, and Beginning Speed Practice,For Machine Shorthand, Text Series in TouchShorthand, Book III, will help the trainee to de-velop his speed more rapidly.
Completion of Stenographic Machine OperationI and the satisfactory completion of typing, secre-tarial procedures, language skills, personal develop-ment, and other orientation and skill units willenable the trainee to perform adequately the basicduties of a beginning machine stenographer.
Standards of Achievement
1. Take and transcribe, with at least 95 percentaccuracy, two 5-minute "takes" dictated atspeeds of 60 and 80 wpm. Transcription timefor each set should be 20 to 25 minutes.
2. Transcribe in 20 to 30 minutes, two mailablebusiness letters, with carbon copies and ad-dressed envelopes, of 125 words each, dictatedat speed of 60 and 80 wpm.
Prerequisites for Study of Stenographic MachineOperation I
Fundamentals of Typing.Demonstrated proficiencies equivalent to stand-
ards of achievement for the above unit are ac-ceptal)le.
Topic Outline
I. Phonetics for Machine ShorthandII. Four Sections of Machine Theory and Work-
bookHI. Handbook PresentationIV. Beginning Speed Practice, For Machine
Shorthand, Book IIIV. Typewritten Transcription of Familiar Ma-
terialVI. Transcription of Unfamiliar Material
66
VII. Introduction to Intermediate Speed Practice,For Machine Shorthand, Book IV
VIII. Proficiency Tests
TOPIC I. PHONETICS FOR MACHINE SHORTHAND
A. Recognition of different sounds of wordsB. Writing soundsC. Transcribing practice of different sounds
TOPIC II. FOUR SECTIONS OF MACHINE THEORY AND
WORKBOOK
A. Section I of machine theory:1. Introduction and development of steno-
graphic keyboard, including consonantcompounds and brief forms
2. Vocabulary development3. Practice exercises in dictation and written
transcriptionB. Section II of machine theory:
1. Two-stroke words2. Numerals3. Letter-by letter spelling4. Machine theory rules5. Brief forms6. Practice exercises
C. Section III of machine theory:1. Advanced theory rules2. Punctuation3. Brief forms4. Practice exercises
D. Section IV of machine theory:1. Punctuation2. Numerals3. Proper names4. Simple letters5. Practice exercises for fluency
TOPIC III. HANDBOOK PRESENTATION
TOPIC IV. BEGINNING SPEED PRACTICE, FOR MACHINE
SHORTHAND, BOOK III
A. Use of book for self-teachingB. Graded timed lettersC. Theory reviewD. Emphasis on practice exercises
TOPIC V. TYPEWRITTEN TRANSCRIPTION OF FAMILIAR
MATERIAL
A. Selected dictationB. Punctuation correctionC. "Demon" spelling
TOPIC VI. TRANSCRIPTION OF UNFAMILIAR MATERIAL
A. Selected dictation at trainee speed levels
B. Transcription practice
I
C. Instruction on erasures, notes accompanyingtranscripts, carbon copies
TOPIC VII. INTRODUCTION TO INTERMEDIATE SPEED
PRACTICE, FOR MACHINE SHORTHAND, BOOK
IV
(Drills and practice exercises.)
TOPIC VIII. PROFICIENCY TESTS
A. Five-minute standard tests administered whentrainee is "ready"
B. Graduated intensity of materialC. Allowance for transcription time, erasuresD. Grading on spelling, letter placement, punc-
tuation, and paragraphing (See Standards ofAchievement for this unit)
Texts and Other Teaching Materials
From the following suggested texts and materials(or other equivalent commercially available ma-terial) , select trainee and teacher materials for usein this unit. Additional materials are listed in Ap-pendix D.
LESLIE, LOUIS R. 20,v,d Wools, Spelled anti Divided. NewYork: McGraw-Hill, 1965.
LEsuE, Lows A., AM) ZOUBEK, CHARLES E. Dictation for Tran-scription, Diamond Jubilee Series. New York: McGraw-Hill, 1963. 'Teacher's book.
STENOGRAPHIC MACHINES, INC. Handbook for Machine Short-hand. Skokie, Ill.: Stenographii.: Machines, Inc., 1965.
---. Keyboard and Thecry for Machine Shorthand. Skokie,III.: Stenographic Machines, lac., 1965.
---. Phonetics Workbook for Machine Shorthand. Skokie,111.: Stenographic Machines, Inc., 1965.
---. Beginning Speed Practice, For Machine Shorthand,Text Series in Touch Shorthand, !took HI. Skokie, Ill.:Stenographic Machines, Inc., 1965.
---. Intermediate Speed Practice, For Machine Shorthand,Text Series in Touch Shorthand, Book IV. Skokie, Ill.:Stenographic Machines, Inc., 1965.
---. Proficiency Tests for Machine Shorthand. Skokie, Ill.:Stenographic Machines, Inc., 1960.
---. Supplementary Dictation Material. Skokie, Ill.: Sten-ographic Machines, Inc., 1965.
---. Volume I, 80-160 Words per Minute. Skokie, Ill.:Stenographic Machines, Inc., 1965.
ZOUBEK, CHARLES E. Progressive Dictation with Previews.New York: McGraw-Hill, 1956.
STENOGRAPHIC MACHINE OPERATION II
Basic Skill for Stenographers, Secretaries, Shorthand Reporters, and Note Readers Electing MachineShorthand as a Foundation Skill
Hours Class: 1 hour daily; Practice time: 2 hours daily
Accelerated Time Class: 2 hours daily; Practice time: 4 hours daily
Description and Teaching Suggestions
The objectives of this unit are development offluent and accurate writing and the transcriptionof material dictated at speeds from 100 to 140wpm. It is suggested that Intereindiate Speed Prac-tice, For Machine Shorthand, Text Series in TouchShorthand, Book IV be used by the teacher duringthis stage of training. The trainee is 'introduced todictation from newspaper articles and financial re-ports, to officestyle dictation, to industrial termi-nology, etc. The trainee should be exposed tolegal and medical terminology, dictated at a slowspeed, to provide familiarity with the basic terms.Stress is placed on facility in transcription of un-familiar matter. Spelling, punctuation, grammar,and vocabulary development are foundations forthis unit.
It is suggested that dictation tapes or records beused to maintain uniform speed in dictation exer-
Total: 135 hours
Total: 125 hours
cises. In this unit, constant dictation and readingback are essential to producing correct transcripts.Trainees who meet the standards of achievementfor this unit should be able to qualify for begin-ning work in most of the jobs in the occupationalgroup, provided other required general and spr-cialized office education units are also completed.
Standards of Achievement
1. Take and transcribe, with at least 95 percentaccuracy, two 5-minute "takes" dictated at aspeed of 120 wpm. Transcription rate shouldbe between 80 to 85 wpm or better.
2. Transcribe four to six mailable letters, withcarbon copies and addressed envelopes, of 125words each, dictated at a speed of 120 wpm.Transcription rate should be between 30 and35 wpm.
67
Prerequisites for Study of Stenographic MachineOperation II
Stenographic Machine Operation I.Demonstrated proficiencies equivalent to stand-
ards of achievement for the above are acceptable.
Topic Outline
I. Intermediate Speed Practice, For MachineShorthand, Book IV
H. Proficiency TestsHI. Development of Speed in TranscriptionIV. Basic Terms of Medical and Legal Terminol-
ogy
TOPIC I. INTERMEDIATE SPEED PRACTICE, FOR MACHINE
SHORTHAND, BOOK IV
A. Proper names and numbersB. Repertoire lettersC. Punctuation exercisesD. Snort systems for note takingE. Facility lettersF. Drills
TOPIC II. PROFICIENCY TESTS
NOTE: Graduated speed tests from 60 wpm upwards to120 wpm are to be given to trainees as they progress inunit.
TOPIC III. DEVELOPMENT OF SPEED IN TRANSCRIPTION
A. Reading backB. Typing from notes
TOPIC IV. BASIC TERMS OF MEDICAL AND LEGALTERMINOLOGY
NOTE: Dictation of subject matter in these areas shouldbe at slow speeds. Trainees should be encouraged to ex-pand their vocabularies in each area to become familiarwith sound and spelling of technical words.
Texts and Other Teaching Materials
In addition to the materials listed under Steno-graphic Machine Operation I, teachers may selectappropriate materials from those suggested below:GAVIN, RUTH E., AND HUTCHINSON, LILLIAN. Reference Man-
ual for Stenographers and Typists, 3rd ed. New York: Mc-Graw-Hill, 1961.
LAMB, MARION M. Word Studies, 5th ed. Cincinnati: South-Western, 1963. Workbook, Achievement Tests, and Manual.
LARSEN, LENNA A., AND KOEBELE, APOLLONIA M. ReferenceManual for Office Employees, 4th ed. Cincinnati: South-Western, 1959.
LESLIE, Louis A., AND COFFIN, KENNETH B. Handbook for theLegal Secretary. New York: McGraw-Hill, 1958.
LESLIE, LOUIS A., AND ZOUBEK, CHARLES E. Dictation forTranscription, Diamond Jubilee Series. New York: Mc-Graw-Hill, 1963. Teacher's book.
ROOT, KATHLEEN B., AND BYERS, EDWARD E. The Medical Sec-retary: Terminology and Transcription. New York: Mc-Graw-Hill, 1960.
SILVERTHORN, J. E. Word Division Manual. Cincinnati: South-Western, 1958.
STENOGRAPHIC MACHINE OPERATION IIIBasic Skill for Legal Stenographers and Secretaries, Shorthand Reporters, Note Readers and Executive
Secretaries Electing Machine Shorthand as a Foundation Skill. Elective for Public StenographersUsing Machine Shorthand.
Hours Class: 1 hour daily; Practice time: 3 hours daily
Accelerated Time Class: 2 hours daily; Practice time: 4 hours daily
Description and Teaching SuggestionsThis unit is designed to advance the trainee be-
yond the 120wpm stage of development. Materialdictated is more difficult and of longer duration.Preparation time to master material is lengthened.Reading of notes is stressed. Diligent and consistentpractice is required to reach achievement stand-ards. Transcription time is shortened.
The trainee is introduced to different terminol-ogies, including medical, legal, and scientificnomenclature. Initial phases of testimony and jury-charge dictation are included in preparation for
68
Total: 240 hours
Total: 150 hours
next unit of study for shorthand reporters. Teach-ing suggestions will be found in appropriate man-uals. It is suggested that audio tapes and recordswith appropriate subject material be used to main-tain uniform speeds of dictation. Trainees achiev-ing standards of the unit may qualify as note read-ers helping shorthand court reporters. Legalstenographers may elect to pursue unit studies for90 hours or to completion. Achievement level ofthese trainees should be noted on their Record ofCompletion.
Standards of Achievement
1. Take and transcribe, with at least 97 percentaccuracy, four 5-minute "takes" dictated atspeeds of 140 to 160 wpm. Transcription rateshould be at 40 wpm or better.
2. Transcribe ten mailable letters, with carboncopies and addressed envelopes, of 150 wordseach, dictated at speeds of 140 to 160 wpm.Transcription rate should be 40 wpm or bet-ter.
Prerequisites for Study of Stenographic MachineOperation III
Stenographic Machine Operation II.Demonstrated proficiencies equivalent to stand-
ards of achievement for the above unit are accept-able.
Topic Outline
I. Advanced Speed Practice, For Machine Short-hand, Book V
II. Introduction to Congressional DictationIII. Legal and Medical DictationIV. Introduction to Scientific DictationV. Introduction to Testimony Dictation
VI. Introduction to Jury Charge Dictation
TOPIC I. ADVANCED SPEED PRACTICE, FOR MACHINESHORTHAND, BOOK V
A. Repertoire and facility lettersB. NumLers and proper namesC. Punctuation and abbreviationsD. EndingsE. Rules
TOPIC II. INTRODUCTION TO CONGRESSIONAL DICTATION
NOTE: Dictation should be given at increasing speedsfrom transcripts in the Congressional Record or otherCongressional reports.
TOPIC III. LEGAL AND MEDICAL DICTATION
A. TerminologyB. Prefixes, roots, and suffixesC. Dictation of medical reports and legal briefsD. Reading back and transcription practice
NOTE: Teachers may refer to the legal and medical areasin the Specialized Office Education Units section of thisguide for appropriate materials.
TOPIC IV. INTRODUCTION TO SCIENTIFIC DICTATION
A. Terminology from life and physical sciencesB. Prefixes, roots, and suffixesC. Dictation of scientific and engineering re-
ports, proposals, etc.D. Transcription practice
NOTE: Teachers may refer to the scientific and engineer-ing areas in the Specialized Office Education Units sectionof this guide for appropriate materials.
TOPIC V. INTRODUCTION TO TESTIMONY DICTATION
TOPIC VI. INTRODUCTION TO JURY CHARGE DICTATION
Texts and Other Teaching Materials
In addition to the materials listed under Steno-graphic Machine Operation II, teachers may selectappropriate materials from those suggested below:BREDOW, MIRIAM. Medical Secretarial Procedures, 5th ed.
New York: McGraw-Hill, 1966.Congressional Record. Washington, Superintendent of Docu-
ments, U.S. Government Printing Office.KELLY, HELEN J., AND WALTERS, R. G. How To Find and Ap-
ply for a Job, 2nd ed. Cincinnati: South-Western, 1960.STENOGRAPHIC MACHINES, INC. Advanced Speed Practice, For
Machine Shorthand, Text Series in Touch Shorthand, BookV. Skokie, Ill.: Stenographic Machines, Inc., 1965.
--. Courtroom Testimony. Skokie, Ill.: Stenographic Ma-chines, Inc., 1965.
. Jury Charge. Skokie, Ill.: Stenographic Machines, Inc.,1965.
---. Proficiency Tests for Machine Shorthand. Skokie, Ill.:Stenographic Machines, Inc., 1960.Also suggested are various medical, legal, and
scientific professional journals.
FUNDAMENTALS OF TYPING (Typing I)
Basic Skill for Stenographers and Secretaries
Hours Class: 2 hours daily
Description and Teaching SuggestionsThis unit introduces the trainee to touch-typing
techniques and to correct operation of the manipu-lative parts of the typewriter. It includes orienta-
Total: 70 hours
tion in the basic patterns of centering and arrang-ing reports and letters. Supervised skill-develop-ment sessions are an integral part of the course.Teachers' manuals contain many helpful su:4: es-
69
tions for skill improvement. In this introductoryunit, concentration should be on mastery of thealphabetic keyboard by touch, and on speed andaccuracy development, rather than on typing ap-plications. A teacher may use other equivalentstandards according to requirements of the spon-soring institution.
Standards of Achievement
Straight copy (syllable index-1.4)3 minutes; 30 wpm/eco 1, OR 35 wpm /eco, 2, OR40 wpm/eco 3, OR 45 wpm/eco 4.
"eco" is defined as the error cutoff, which is thaterror in the trainee's copy beyond which thetrainee does not compute wpm. In the abovestandards, "30 wpm/eco 1" means that thetrainee checks his copy to the first error and fig-ures wpm to that point; "35 wpm/eco 2"-traineechecks copy to second error and figures wpm atthat point; "40 wpm/eco 3"-trainee checks copyto third error and figures wpm at that point; "45wpm/eco 4"-trainee checks copy to fourth errorand figures wpm at that point. This definition isapplicable to standards in other typing units ofthis guide.
Prerequisites for Study of Fundamentals of Typing
Trainee selection standards.
Topic Outline
I. Machine FundamentalsII. Understanding Quality and Performance
StandardsIII. Typing Skill DevelopmentIV. Introduction to Typing Applications
TOPIC I. MACHINE FUNDAMENTALS
A. Parts:1. Identification (as required)2. Use (as required)
B. Typist's maintenance procedures:1. Regular cleaning2. Regular servicing by trained serviceman3. Erasing (as required)4. Handling of movable parts (as required)
C. Manual and electric typewriters:1. Similarities (as needed)2. Differences (as needed)
D. Operation:1. Desk, chair, and copy adjustments2. Inserting papers3. Proper position-
a. Hands
70
b. Arms (elbows)c. Posture (feet, back, etc.)
4. Stroking-a. Manual typewriterb. Electric typewriter
5. Proper mind-set6. Techniques for relaxing
TOPIC II. UNDERSTANDING QUALITY AND PERFORMANCE
STANDARDS
A. Speed and accuracy:1. Errors and error scores2. Information regarding erasures
B. Neatness:1. Format and layout2. Corrections3. Smudges and fingerspots
C. Language arts:1. Word usage2. Spelling3. Punctuation4. Figures5. Grammar
TOPIC III. TYPING SKILL DEVELOPMENT
A. Keyboard mastery:1. Alphabet2. Numbers (acquaintance level)3. Special characters (introduction)
B. Manipulation of machine parts (as required)C. Speed, accuracy, and erasingD. Areas of improvement:
1. Concurrent development of speed and ac-curacy
2. End-product qualityE. Individual differences:
1. Individualization via selectivity in drillmaterials and practice patterns
2. Error pattern analysis and remedial work
TOPIC IV. INTRODUCTION TO TYPING 'APPLICATIONS
A. Centering (horizontal, vertical)B. Informal reports (main heading and body; no
footnotes)C. Envelopes (one style only)D. Letters (one style only)E. Tables (one style only, beginner's level)
Texts and Other Teaching Materials
From the suggested texts and materials listed be-low (or other equivalent commercially availablematerial) , select trainee and teacher materials foruse in this unit. Some of the items listed are alsoapplicable to more advanced typewriting units.
Additional materials are listed in Appendix D.ALTHOLZ, GERTRUDE. Modern Typewriting Practice, 3rd ed.
New York: Pitman, 1962.CARTER, JUANITA E. Teaching Tapes and Records for 20th
Century Typewriting, 8th ed. Cincinnati: South-Western,1962.
CONNELLY, MARY, AND PORTER, LEONARD J. Typing Speediiuilders. Englewood Cliffs, N. J.: Prentice-Hall, 1962.
GRUBBS, ROBERT L., AND WHITE, JAMES L. Sustained TimedWritings, 2nd ed. New York: McGraw-Hill, 1963.
HOUSE, CLIFFORD R., AND SKUROW, SAMUEL. Typewriting Style
Manual. Cincinnati: South-Western, 1963.LESSENBERRY, D. D.; CRAWFORD, T. JAMES; AND ERICKSON,
LAWRENCE W. 20th Century Typewriting, 8th ed., Elemen-tary Course. Cincinnati: South-Western, 1962. Workbook,Achievement Tests, Teaching Tapes and Records, Manualand Placement Tests.
LLOYD, ALAN C.; ROWE, JOHN L.; AND WINGER, FRED E. Typ-ing Power Drills, 2nd ed. New York: McGraw-Hill, 1965.
---. Typing Skill Drives. New York: McGraw-Hill, 1960.---. Gregg Typewriting for Colleges, 2nd ed., Basic. New
York: McGraw-Hill, 1964.MACCLAIN, LENORE FENTON, AND DAME, J. FRANK. Typewrit-
ing Techniques and Short Cuts, 3rd ed. Cincinnati: South-Western, 1961.
Hours Class: 2 hours daily
MOUNT, DICK, AND HANSEN, KENNETH J. Progressive Type-writing Speed Practice, 2nd ed. New York: McGraw-Hill,1961.
NELSON, ROGER H. Accelerated Typing. Salt Lake City: Busi-ness Education Publishers, Inc., 1959.
OLWERIO, MARY ELLEN, AND PALMER, HAROLD 0. GradedTime Writings. Englewood Cliffs, N.J.: Prentice-Hall, 1959.
ROWE, JOHN L., AND ETIER, FABORN. Typewriting Drills forSpeed and Accuracy, 2nd ed. New York: McGraw-Hill,1959.
ROWE, JOHN L.; LLOYD, ALAN C.; AND WINGER, FRED E. Gregg
Typing-191 Series, Book One, General Typing and GreggTyping-191 Series. New York: McGraw-Hill, 1962.
THOMI'SON, DR. JAMES M. 101 Typewriting Timed Writings,2nd ed. Cincinnati: South-Western, 1961.
WANOUS, S. J., AND WANOUS, E. W. Basic Typewriting Drills,3rd ed. Cincinnati: South-Western, 1958.
WINGER, FRED E.; ROWE, JOHN L.; AND LLOYD, ALAN C.Gregg Typing I: A Gregg Text-Kit in Continuing Edu-cation. New York: McGraw-Hill, 1965.
Correlated tapes and records, manuals, tests, andworkbooks, not noted above, may also be availablefrom publishers of the listed items.
PRODUCTION TYPING I (Typing II)Basic Skill for Stenographers and Secretaries
Description and Teaching Suggestions
This unit continues supervised speed and accu-racy development, integrated with the basic pro-duction of correspondence, reports, and simpletabulations. Class time can be divided into onehour daily for production typing and one hourdaily for techniques refinement, keyboard mastery,and speed and accuracy development. A teachermay use other standards, equivalent to those sug-gested, according to his institution's requirements.
Standards of Achievement
1. Straight copy (syllable index-1.4) : 5 min-utes; 35 wpm/eco 1, OR 40 wpmJeco 2, OR45 wpm/eco 3, OR 50 wpm/eco 4.
2. Produce double-spaced report copy, withmain heading, from plain copy of approxi-mately 200 words. If production word-counted, time should be 6 minutes; other-wise, 9 minutes.
3. Produce mailable business letter of approxi-mately 150 words (no special lines, i.e., sub-
Total: 70 hours
ject, attention, etc.) , with envelope, fromplain, unarranged copy. If production word-counted, time should be 7 minutes; otherwise,10 minutes.
Prerequisites for Study of Production Typing I
Fundamentals of Typing.Demonstrated proficiencies equivalent to stand-
ards of achievement for the above unit are accept-able.
Topic Outline
I. Skill Refinement and DevelopmentII. Typing Applications
TOPIC I. SKILL REFINEMENT AND DEVELOPMENT
A. Concurrent development of greater speedwith high accuracy
B. Numbers and special characters, with specialemphasis on numbers
C. Areas for improvement:1. Techniques, including frequent analytical
check-ups of each student
71
2. Somewhat greater speed with high accu-racy
3. Numbers (emphasis) and special charac-
ters4. Organization of work station (study of
time and motions utilized in performingat the typewriter)
5. End-product quality
TOPIC II. TYPING APPLICATIONS
A. Business arrangements:1. Letters, envelopes2. Simple tabulations: 2 to 4 columns, main
headings, no column headings3. Reports with 1 and 2 footnotes, 2 to 3
pages long4. Simple office records (beginner's level)
B. Proofreading:1. Methods and techniques:2. Proofreading for
a. Typing accuracy and layoutb. Language arts: spelling, grammar, cor-
rect word usage, figures, etc.
Texts and Other Teaching Materials
Some of the texts and other teaching materials
listed under Fundamentals of Typing may be ap-plicable to this unit. The teacher may also wish to
consider the following suggested texts and ma-terials. Some of the items listed are also applicable
to more advanced typewriting units. Additionalmaterials are listed in Appendix D.AGNEW, PETER L. Typewriting Office Practice, 3rd ed. Cincin-
nati: South-Western, 1960.ANDERSON, RUTH L., AND PORTER, LEONARD J. 130 Basic Typ-
ing Jobs, 2nd ed. Englewood Cliffs, NJ.: Prentice-Hall,1964.
BELL, MARY L. Speed Typing, 3rd ed. Cincinnati: South-West-ern, 1959.
BRENDEL, LEROY, AND NEAR, DORIS. Spelling Drills and Exer-cises: Programmed for the Typewriter. New York: Mc-Graw-Hill, 1964.
FRIES, ALBERT C. Timed Writings about Careers. Cincinnati:South-Western, 1963.
FRIES, ALBERT C., AND NANASSY, LOUIS C. Business TimedWritings. Englewood Cliffs, N. J.: Prentice-Hall, 1960.
FRISCH, VERN A., AND SIV1NSKI, JOAN. Applied office Typewrit-
ing, 2nd ed. New York: McGraw-Hill, 1961.LESSENBERRY, D. D.; CRAWFORD, T. JAMES; AND ERICKSON,
LAWRENCE W. 20th Century Typewriting, Advanced Course,
8th ed. Cincinnati: South-Western, 1962. Workbook,Achievement Tests, Placement Tests, and Manual.
LILES, PARKER; BRENDEL, LEROY; AND KRAUSE, RUTHETTA. Typ-
ing Mailable Letters. New York: McGraw-Hill, 1960.LIQUOR!, F. Basic Typing Operations. Cincinnati: South-West-
ern, 1964.LLOYD, ALAN C.; ROWE, JOHN L.; AND WINGER, FRED E. Gregg
Typewriting for Colleges, 2nd ed., Intensive. New York:McGraw-Hill, 1964.
ROWE, JOHN L.; LLOYD, ALAN C.; AND WINGER, FRED. Gregg
Typing-191 Series, Book TwoOffice Production Typing.
New York: McGraw-Hill, 1962.Learning Guides and Working Papers for Book TwoOf-fice Production Typing, Parts 1-6.Learning Guides and Working Papers for Book TwoOf-fice Production Typing, Parts 7-12.
PRODUCTION TYPING II (Typing III)Basic Skill for Stenographers and Secretaries
Hours Class: 1 hour daily
Description and Teaching Suggestions
This unit continues the further refinement anddevelopment of basic typing skills in addition tosupervised, concentrated application of the typingskills to the production of practical business corre-spondence, forms, and reports. Attention is alsogiven to selection of appropriate tools and ma-terials.
Standards of Achievement
1. Straight copy (syllable index--1.5) : 5 min-utes; 40 wpm/eco 1, OR 45 wpm/eco 2, OR50 wpm/eco 3, OR 55 wpm/eco 4.
72
Total: 40 hours
2. Produce double-spaced report copy of ap-proximately 300 words, with no footnotes,from corrected draft and from handwrittencopy. If production word-counted, timeshould be 10 minutes; otherwise, 13 minutes.
3. Produce mailable business letter of approxi-mately 150 words (no special lines, i.e., sub-ject, reference, etc.), with envelope, from cor-rected draft and from handwritten copy. Ifproduction word-counted, time should be 8minutes; otherwise, 11 minutes.
Prerequisites for Study of Production Typing IIProduction Typing I.
Demonstrated proficiencies equivalent to stand-ards of achievement for the above unit are accept-able:
Topic Outline
I. Skill Refinement and DevelopmentII. Improvement of Production Typing Skills
TOPIC I. SKILL REFINEMENT AND DEVELOPMENT
A. Keyboard:1. Numbers2. Special characters (with emphasis on
11 ')B. Proofreading:
1. Typing accuracy and layout2. Language arts: spelling, grammar, correct
word usage, figures, etc.C. Areas of improvement:
1. Greater speed with high accuracy: straightcopy, production jobs
2. Organization of work station and sourcematerials
3. Proofreading4. End-product quality
TOPIC II. IMPROVEMENT OF PRODUCTION TYPING SKILLS
A. Organization of work station:1. Desk, chair, typewriter adjustments2. How to choose appropriate materials and
Hours Class: 1 hour daily
tools for tasks (carbon, ribbon, eraser,paper, etc.)
3. Source materials from which typist will beworking
B. When and how to erase.C. Proofreading
1. Typing accuracy and layout2. Language arts
D. MaterialsI. Correspondence
a. Letters (subject line, attention line,P.S., bcc, etc.) , envelopes, multiple car-bons
b. Interoffice memoranda carbons2. Reports
a. From draft copies, carbonsb. From handwritten copies, carbons
3. Tabulationsa. 4 to 5 columnsb. Blocked and centered column headings
4. Business forms and records5. Offset masters, stencils, spirit masters
Texts and Other Teaching Materials
Most of the texts and other teaching materialslisted under Fundamentals of Typing and Produc-tion Typing I are also applicable to this unit.Additional materials are listed in Appendix D.
PRODUCTION TYPING III (Typing IV)Basic Skill for Stenographers and Secretaries
Description and Teaching Suggestions
This unit provides supervised and integratedpractice on production projects that apply to andgive experience in the preparation of more ad-vanced tables, reports, correspondence, and forms.
Standards of Achievement
1. Straight copy (syllable .index-1.5) : 5 min-utes; 45 wpm/eco 1, OR 50 wpm/eco 2, OR55 wpm/eco 3, OR 60 wpm/eco 4.
2. Produce double-spaced report copy of ap-proximately 400 words, with main headingand paragraph headings but with no foot-notes, from corrected draft and from hand-written copy. If production word-counted,
Total: 40 hours
time should be 12 minutes; otherwise, 15minutes.
3. Produce mailable business letter of approxi-mately 150 words (no special lines) , with onecarbon and envelope, from corrected draftand from handwritten copy. If productionword-counted, time should be 8 minutes;otherwise, 11 minutes.
Prerequisites for Study of Production Typing III
Production Typing II.Demonstrated proficiencies equivalent to stand-
ards of achievement for the above unit are accept-able.
73
Topic Outline
I. Improvement of Production Typing SkillsII. Production Practice Projects
TOPIC I. IMPROVEMENT OF PRODUCTION TYPING SKILLS
A. Production typing:1. From corrected draft copies2. From handwritten copies
B. Areas for improvement:1. Greater speed with high accuracy; straight
copy, production jobs2. Organization of work station3. End-production quality4. Proofreading
TOPIC II. PRODUCTION PRACTICE PROJECTS
A. Correspondence: letters, interoffice memos, re-ports
B. Simple financial statementsC. Tables (boxed, unboxed)D. Telegrams, labels, filecards, etc.E. Programs, outlines, and similar projectsF. Statistical:
1. Orders, invoices, similar business papers2. Compilations of facts and figums
Texts and Other Teaching Materials
Most of the texts and other teaching materialslisted under previous typing units are also applica-ble to this unit. The teacher may also wish to giveconsideration to the suggested texts and materialslisted below. Some of the items listed are applicableto the next unit. Additional materials are listed inAppendix D.AGNEW, PETER L., AND ATKINSON, PHILIP. Medical Office Prac-
tice. Cincinnati: South-Western, 1966.HUMPHREY, KATHERINE; LAMBERT, ALLIE DALE; AND NEW-
HOUSE, HOWARD L. Timed Writings for Typing and Tran.scribing, Diamond Jubilee Series. New York: McGraw-Hill,1965.
LILES, PARKER; BRENDEL, LEROY A.; AND KRAUSE, RUTHETTA.
Typing Mailable Letters. New York: McGraw-Hill, 1960.MACCLAIN, LENORE FENTON, AND DAME, J. FRANK. Typewrit-
ing Techniques and Short Cuts, 3rd ed. Cincinnati: South-Western, 1961.
REIGEL, CHARLES, AND PERKINS, EDWARD. Executive Typewrit-ing. New York: McGraw-Hill, 1966.
SANDRY, ESTHER. Typewriting Office Practice Set. New York:Pitman, 1961.
Correlated tapes and records, manuals, tests, andworkbooks not noted above may also be availablefrom publishers of the listed items.
ADVANCED TYPING AND PRODUCTION PROBLEMS (Typing V)
Basic Skill for Stenographers and Secretaries
Hours Class: 1 hour daily
Description and Teaching Suggestions
This unit provides additional practical problem-solving experience in the preparation of advancedforms of reports, correspondence, tables, and forms.Work in special fields should be limited, while con-centration on the solution of typing problemsshould be stressed to improve the production ratein daily work situations. This is the final generalskill unit before specialized typing units.
Standards of Achievement
1. Straight copy (syllable index-1.5) : 5 min-utes; 50 wpm/eco 1, OR 55 wpm/eco 2, OR60 wpm/eco 3, OR 65 wpm/eco 4.
2. Produce mailable business letters of approxi-mately 150 words and having simple displayparagraph (s) , with envelope and two car-bons, from corrected draft and from hand-written copy. If production word-counted,
74
Total: 30 hours
time should be 8 minutes; otherwise, 11 min-utes.
3. In 10 minutes, plan and type a tabular formconsisting of four columns having shortblocked column headings and a maximum of15 lines with 5-15 horizontal characters percolumn.
Prerequisites for Study of Advanced Typing andProduction Problems
Production Typing III.Demonstrated proficiencies equivalent to stand-
ards of achievement for the above unit are accept-able.
Topic Outline
I. Further Improvement of Production TypingSkills
II. Advanced Problem Solving
TOPIC I. FURTHER IMPROVEMENT OF PRODUCTION TYP-
ING SKILLS
A. Production typing from corrected draft andhandwritten copies
B. Areas for improvement:1. Increased production2. Organization of work station3. Proofreading4. End-product quality
TOPIC II. ADVANCED PROBLEM SOLVING
A. Reports:1. Formal, informal (cover page, table of
contents, appendices, tables, footnotes)2. Statistical3. Financial statements (2-page copy)
B. Correspondence:1. Letters, including much display, statisti-
cal, and numerical data2. Interoffice memos, including much dis-
play, statistical, and numerical dataC. Composition:
1. Letters2. Interoffice memoranda
3. Short reportsD. Areas of special application (limited time) :
1. Legal2. Engineering3. Medical4. Publishing5. Other (possibly based on trainee's interest
and end-of-training goals)
Texts and Other Teaching Materials
Many of the texts listed under previous produc-dor typewriting units may be applicable to this
The teacher may also wish to give considera-On to the suggested texts and materials listed:Jelow. Additional materials are listed in Appen-dix D.LARSEN, LENNA A., ADO KOEBELE, APOLLON1A M. Reference
Manual for Office Employees, 4th ed. Cincinnati: South-
Western, 1959.SASS, ESTHER. Advanced Typing Projects. New York: Pitman,
1961.STUART, ESTA Ross; PAYNE, VERNON V.; AND ANDERSON, Rum
I. Complete College Typing. Englewood Cliffs, N. J.: Pren-
tice-Hall, 1959.
SECRETARIAL ORIENTATION
Environmental and Functional Knowledge Unit for Secretaries and Stenographers
Hours Class: 1 hour daily
Description and Teaching Suggestions
This unit will help trainees to understand the en-vironment in which most of them will work. Start-ing with a quick review of business purposes andorganization, the unit moves from an explanationof work done in various kinds of offices to the per-sonnel office function. The selection process is high-lighted by indicating what employers expect ofstenographers and secretaries in terms of appear-ance, skills, and deportment. Succmling topics aredevoted to office and social behavior training, both
in terms of the social manners a secretary (or, incertain cases, stenographer) is expected to exhibitin setting good office tone and adding dignity andprestige to the office. Practice in developing good
interpersonal relations with classmates is a must in
this unit. The importance of interpersonal rela-
tions should be stressed since it is most often a keyfactor in holding and advancing in a position and
Total: 40 hours
can often negate technical skills. Practice should begiven in good organization of the work station.Office projects should be organized to allow mul-tiple participation and cooperation.
Trainee attitudes should be explored in depth.The trainee should be provided sufficient stimulito develop motivation for success. Carefully plan-ned and supervised visits to business offices shouldbe part of the unit's activities. Planning shouldinclude brief talks by personnel of different de-
partments at the visited business offices. It mightalso be helpful to have a stenographer or secretaryat one of these offices explain his job. Role playingshould be used extensively in the areas of courtesy,interviewing, poise, business and social etiquette,and interpersonal relations. Films, filmstrips, lec-
tures, reading assignments, and group discussionsshould supplement role playing. Practice in workstation organization should be given. Self-analysistechniques should be encouraged. A helpful fol-
75
lowing unit for female trainees is Personal Develop:ment.
Trainees should be evaluated by objective testsof factual knowledge and by observations of theteacher regarding the trainee's interest and prog-ress in etiquette and interpersonal relations.
Standards of Achievement
1. Dress appropriately for business.2. Exhibit acceptable behavior for stenographers
and secretaries in interpersonal relations.3. Demonstrate acceptable office and social eti-
quette."4. Organize an efficient stenographic or secre-
tarial work station.
Prerequisites for Study of Secretarial Orientation
General Office Education units suggested for con-current study are Fundamentals of Typing andShorthand Principles or Stenographic MachineOperation I.
Topic Outline
I. Brief Review of Modern Business EnterpriseII. Types of Offices
III. Opportunities for Office WorkersIV. The Personnel OfficeV. What Business Expects of Office Workers
VI. Office and Social EtiquetteVII. Interpersonal Relations
TOPIC I. BRIEF REVIEW OF MODERN BUSINESS ENTER-
PRISE
A. Organization for modern business:1. Proprietorship2. Partnership3. Corporation
B. Purposes for being in business:1. To provide a needed service2. To produce goods in demand3. To make a profit
TOPIC II. TYPES OF OFFICES
A. Financial (banking, brokerage)B. Sales, advertising, and productionC. General administrativeD. Staff offices (including personnel, public rela-
tions, public information)E. Professional offices:
I. Legal2. Medical and hospital3. Engineering and scientific4. Others
F. Government
76
TOPIC III. OPPORTUNITIES FOR OFFICE WORKERS
A. Promotional practicesB. Training and opportunities for advanced
study offered in business and in the commu-nity
TOPIC IV. THE PERSONNEL OFFICE
A. Basic functions of the personnel office:1. Identification of workers needed2. Identifying requirements of jobs to be
done3. Recruitment4. Selection of workers5. Evaluation of workers6. Promotion of workers
B. Methods of selecting office personnel:1. Types of office personnel needed2. Evaluation of prospective employees-
a. Interviewb. Testsc. References
C. The relationship of the personnel office tooffice employees
TOPIC V. WHAT BUSINESS EXPECTS OF OFFICE WORKERS
A. General expectations:1. Speech2. Manner3. Grooming
B. Appropriate attire for work (see also Per-sonal Development unit) :1. Dress2. Shoes3. Accessories
C. Desirable work attitudes and habits:1. Punctuality2. Loyalty3. Courtesy4. Initiative5. Responsibility
D. Job skills:1. Standards of accomplishment on various
job tasks2. The assessment of skills by the employer
TOPIC VI. OFFICE AND SOCIAL ETIQUETTE
A. Bases of good manners:1. Respect for the other individual2. Social attitudes3. Understanding the role of each worker
B. Social graces at work:1. Greeting other workers2. Courtesy in working together-
a. Using "please" and "thank-you"
b. Waiting patientlyc. Interrupting with care and considera-
tiond. Avoiding disturbancese. Attending to individual's requestf. Respecting othersg. Fulfilling responsibilities independentlyh. Cooperating in joint venturesit Lending or requesting a helping hand
C. Maintaining comfortable office conditions:1. Adequate lighting2. Prompt servicing of equipment3. Comfortable temperatures and ventilation4. Smooth traffic flow5. Efficient organization of work space
D. Social-business situations:1. Introductions and acknowledgments-
a. Social formsb. Business forms
2. The lady and gentleman in business-a. Quasi-social situation behaviorb. Observation of amenities at workc. Consideration of physical strengths
E. At the restaurant:1. Leading to and seating at table2. Ordering3. Table manners4. Paying the check
F. The office party or outing:1. Dressing appropriately2. Organizing the party-
a. Invitations and guest listb. Activities and program
3. Maintaining decorumG. Special social services:
1. Congratulatory messages to employees andassociates for the employer's signature
2. Thank-you notes3. Reminding employer of family dates
H. Problems in office behavior:1. Dating2. Borrowing and lending3. Close friendships4. Employee evaluations during social con-
tacts5. In-groups3. Social acceptance of all workers
TOPIC VII. INTERPERSONAL RELATIONS
A. Roles of motives and emotionsB. Emotional conflicts:
1. Causes2. Adjustment
C. Intellectual awareness:1. The secretarial role2. Continuing growth of understanding,
knowledge, and skills3. Demands of secretarial or stenographic
position-a. Confidencesb. Loyaltiesc. Service
4. Adjustment to change5. Maturity of judgment6. Responsibility for decision
D. Relationships with others:1. Employer expectations2. Expectations of fellow workers3. Expectations of subordinates4. Expectations of customers, clients, and
other executives1 Importance of initiative6. Dealing with others-
a. Meeting expectationsb. Anticipating needsc. Developing understanding and accept-
anceE. Development of personal attributes:
1. Punctuality2. Physical health3. Integrity4. Leadership5. Attitudes6. Resourcefulness
F. Personal efficiency:1. Identifying job responsibilities2. Planning and organizing work3. Follow-up on work
G. Self-appraisal and improvement:1. Methods of self-appraisal2. Self-improvement-
a. Broadening interestsb. Changing habitsc. Improving communication skills
Texts and Other Teaching Materials
fr.,t,n the following suggested texts and materials(or (.,ther equivalent commercially available ma-terial) , select trainee and teacher materials foruse in this unit. Additional materials are listed inAppendix D.AGNEW, PETER L.; MEEHAN, JAMES R.; AND OLIVERIO, MARY
ELLEN. Secretarial Office Practice, i th ed. Cincinnati: South-Western, 1966. Workbook, Achievement Tests, and Manual.
BARRON, ALLAN E., AND TAYLOR, JAMES R. Clerical Office
Training. Englewood Cliffs, N.J.: Prentice -Hall, 1968.
77
BLAMER, ESTHER; HANNA, J. MARSHALL; AND POPHAM, ESTELLE
L. Effective Secretarial Practices, 4th ed. Cincinnati: South-Western, 1962. Workbook and Manual.
DAVIS, KEITH. Human Relations at Work, 2nd ed. New York:McGraw-Hill, 1962.
FAMULARO, JOSEPH, AND ATKINSON, P. Executive Development.
New York: McGraw-Hill, (in Press).GREGG, JOHN R., AND OTHER. Applied Secretarial Practice, 5th
ed. New York: McGraw-Hill, 1962.HUTCHINSON, Lois D. Standard Handbook for Secretaries, 7th
ed. New York: McGraw-Hill, 1956.JOHNSON, H. WEBSIER. How To Use the Business Library, 3rd
ed. Cincinnati: South-Western, 1964.KEILY, HELEN J., AND WALTERS, R. G. How To Find and Ap-
ply for a Job, 2nd ed. Cincinnati: South-Western, 1960.
LAIRD, DONALD A., AND LAIRD, ELEANOR C. Practical Business
Psychology, 3rd ed. New York: McGraw-Hill, 1961.LARSEN, LENNA A., AND KOEBELE, APOLLONIA M. Reference
Manual for Office Employees, 4th ed. Cincinnati: South-Western, 1959.
LEE, DOROTHY; DICKINSON, TILLY; AND BROWER, WALTER. Sec-
retarial Practice for Colleges, 2nd ed. New York: McGraw-Hill, 1965.
MILLER, BESSE M., AND DORIS, LILLIAN. Complete Secretary's
Handbook, 2nd ed. rev. Englewood Cliffs, N. J.: Prentice-Hall, 1960.
MUSSELMAN, VERNON A., AND HUGHES, EUGENE. Introduction to
Modern Business. Englewood Cliffs, N. J.: Prentice-Hall,1964.
PERSONAL DEVELOPMENT
Functional Knowledge for Stenographers and Secretaries
Hours Class: 1 hour daily
Description and Training Suggestions
This unit is devoted to improving the appear-ance and conduct of secretarial trainees to meetemployer expectations. It should assist each traineeto make a good first impression while job seeking.It forms a base to help the trainee advance in herchosen career. This intensive unit, designed exclu-sively for female trainees, builds on some of thetopics in the Secretarial Orientation unit. The lasttopic of this unit is related to the last topic in theSecretarial Procedures and Practices unit. The unitcontent should be useful for both entry and up-grading purposes.
This unit emphasizes personal hygiene, dress,makeup and hairstyling, posture, voice modula-tion, and job interview preparation. While some ofthe topical content can be conveyed by the teacherin a regular classroom, arrangements should bemade for special classroom facilities so that thetrainee can practice the various aspects of goodgrooming under the expert supervision of milliners,cosmeticians, models, etc. These experts should beselected carefully for their capability to give goodlectures and conduct worthwhile workshops. Indi-vidual analyses of trainee makeup and hair styleare strongly suggested to develop the aims of thisunit. A field trip to the employment office of a largefirm is also suggested. Liberal use of films, film-strips, transparencies, tape recordings, case studies,dramatizations, role playing, reviews, self-tests, and
78
Total: 40 hours
group evaluations can be used to help trainees real-ize their own needs and to develop motivation forimprovement. Role playing should be used to de-velop poise during job interviews. Evaluations oftrainee achievement can be made by the teacher.
Standards of Achievement
1. Exhibit poise, good grooming, and under-standing of personal hygiene.
2. KnoW proper dieting controls.3. Exhibit good voice control.4. Demonstrate job-interview preparation and
poise.
Prerequisites for Study of Personal Development
Secretarial Orientation or Secretarial Proceduresand Practices.
Topic Outline
1. Personal Care and AppearanceH. Dress
III. Voice DevelopmentIV. PoiseV. Preparation for Job Interview
TOPIC I. PERSONAL CARE AND APPEARANCE
A. ,Posture:1. Standing2. Walking3. Sitting
B. Figure control:1. Diet- -
a. Nutritionb. Weight control
2. Exercise-a. Daily routineb. Planned recreationc. Corrective exercises
3. Silhouette control-a. Girdlesb. Brassieres
C. Complexion:1. Care-
a. Cleanlinessb. Skin nutritionc. Treatment of skin flaws
2. Standards for makeup3. Skill in applying makeup-
a. Facial structures: camouflage, high-lighting
b. Eye makeupc. Lip makeupd. Finish
D. Health and happiness:1. Regular dental care2. Regular medical checkups3. Careful health routine-
a. Sleepb. Nutritionc. Exercised. Special needs
4. Emotional stability-a. Recreationb. Vacationsc. Interests and hobbies
5. Intellectual growth and artistic develop-ment
E. Legs, arms, and hands:1. Smooth legs and arms-regular use of de-
pilatories and creams2. Beautiful hands-
a. Soft and smoothb. Manicured nails of reasonable length
and soft colorF. Femininity:
1. Deodorants and light perfumes2. Sweet breath
TOPIC II. DRESS
A. Colors complimenting skin coloringB. Styles:
1. Suitability, attractiveness, and conformityto fashion
2. Basic styles for a wardrobe3. The "just rights" for the office
C. Accessories:1. Requirements for shoes2. Requirements for purse3. Gloves4. Millinery5. Hosiery6. Jewelry7. Blending total picture without ostentation
D. Blending components:1. Proper and "dash"2. Wearing all articles of clothing properly3. Maintaining cleanliness, good repair, fit,
and length of all clothing4. Pre-planning wearing apparel for the
week
TOPIC III. VOICE DEVELOPMENT
A. Clarity and pleasantness:1. Pitch and tone2. Enunciation and pronunciation-
a. Lazy tongueb. Environmental influences
3. Rapidity4. Speech pattern and grammar
B. Sparkling conversation:1. Building vocabulary2. Organizing thoughts3. Keeping abreast of the contemporary
world4. Becoming a good listener
TOPIC IV. POISE
A. Dignified, sparklingB. ResourcefulC. Emotionally controlled:
1. Facial grimaces2. Voice and speech patterns3. Hand and arm movements
D. TactfulE. CourteousF. Socially correctG. Cultured
TOPIC V. PREPARATION FOR JOB INTERVIEW
A. Preplanning:1. Preparing the rdsumd: neatness, organi-
zation, exactness, and correctness2. Choosing appropriate office attire3. Preparing answers to possible questions
in the interview4. Searching out information allout the com-
pany
79
B. Interview:1. Keeping poise2. Answering questions3. Elaborating with organized answers when
queried4. Obtaining information tactfully
a. Job responsibilitiesb. Promotional opportunities and raisesc. Salaryd. Fringe benefits
5. Creating a favorable impression on inter-viewera. Looking at him when answering ques-
tionsb. Listening carefullyc. Sensitivity to termination of interview
6. Making a decisiona. On the spotb. Following interviewwaiting period
C. Follow-up procedures:1. Thank-you letter for interview2. Acceptance or rejection of offer
Texts and Other Teaching Materials
From the following suggested texts and materials(or other equivalent commercially available ma-terial) , select trainee and teacher materials for usein this unit. Additional materials are listed inAppendix D.AGNEW, PETER L.; MEEHAN, JAMES R.; AND OLIVERIO, MARY
ELLEN. Secretarial Office Practice, 7th ed. Cincinnati: South-Western, 1966. Workbook, Achievement Tests, and Manual.
REAMER, ESTHER K,; HANNA, J, MARSHALL; AND POPHAM, Es-TPLI.E L. Effective Secretarial Practices, 4th ed. Cincinnati:South-Western, 1962. Workbook and Manual.
JoliNsoN, H. WEBSTER. How To Use the Business Library,3rd ed. Cincinnati: South-Western, 1964.
REMY, HELEN J., AND WALTERS, R. G. How To Find and Ap-ply for a Job, 2nd ed. Cincinnati: South-Western, 1960.
POWERS, JOHN R. How To Have Model Beauty, Poise andPersonality. Englewood Cliffs, N.J.: Prentice-Hall, 1960.
RUSSON, ALLIEN R. Business Behavior, 3rd ed. Cititinnati:South-Western, 1964.
SEERRA, ADAM; WRIGHT, MARY E.; AND RICE, Louts A. Per-sonality and Human Relations, 2nd ed. New York: Mc-Graw-Hill, 1961.
WHITCOMB, HELEN, AND LANG, ROSALIND. Charm: The Ca-reer Girl's Guide to Business and Personal Success. NewYork: McGraw-Hill, 1964. Workbook and Teacher's Man-ual.
SECRETARIAL PROCEDURES AND PRACTICESFunctioual Requirement for Stenographers and Secretaries
Hours Class: 1 hour daily
Description and Teaching Suggestions
This unit of study is designed to develop addi-tional trainee understanding and skills in thefundamental functional duties of stenographersand secretaries. The unit builds on material pre-sented in Secretarial Orientation. The ability tofollow efficient work procedures in completingcommon office tasks is fundamental to the mostproductive use of the basic stenographic and secre-tarial worker skills. This unit must be *taught witha concern for the development of procedures thatare acceptable and complete and, at the same time,not contain any unnecessary steps. By focusing on"a way of doing"whether in relation to handlingmail, using a reference book, or some other taskthe teacher will help the trainee to develop theprocesses for doing far more tasks than those se-lected for this unit. The unit should start byacquainting the trainess with the normal func-
80
Total: 40 hours
tional duties of secretaries and stenographers.Following the introduction to each of the unit'stopical areas, trainees should practice the proce-dures to develop their own competencies. Variousaudio-visual aids (tape recorder, telephone set-upwith feedback mechanism, etc.) and secretarialequipment should be available for simulating officeconditions during the practice sessions. The use oftelephone exercises in voice control will providebetter training than a mere exposition of telephoneand voice problems. More intensive telephonetraining will be provided in Receptionist and Tele-phone Training. Many case studies and problemsituations should be used for this unit. Recom-mended references should be made available forstudy. Trainees should be given problems thatrequire them to research information in the syste-matic fashion taught in the discussion of the topic.Topics such as duplicating processes and mail han-
dling should give the trainees opportunities toprepare appropriate materials.
Pencil and paper tests of knowledge should besupplemented by job achievement tests (prepare,proof, and run a stencil, for example) . Situationaltests such as handling telephone calls and in-basketmaterial should also be used.
Standards of Achievement
1. Answer and use telephone using businessetiquette and standard telephone practices.
2. Receive, screen, and route callers and makeappointments courteously.
3. Use standard and special sources of informa-tion for secretary and employer.
4. Set up secretarial work space-order and storeoffice supplies.
5. Prepare and proofread ordinary businesscopy for simple duplicating processes.
6. Operate simple duplicators-stencil, spirit,and direct-process machines.
7. Handle and route mail.8. Demonstrate process of locating employment.
Prerequisites for Study of Secretarial Proceduresand Practices
General Office Education Units suggested in theCurricula Synopses section or demonstrated pro-ficiencies meeting standards of achievement forthose units.
Topic Outline
I. Telephone ProcedureII. Meeting the Public
III. Use of Sources of InformationIV. Use of Equipment and SuppliesV. Use of Duplicating Processes
VI. Handling the MailVII. Working with the Employer
VIII. Good HousekeepingIX. Job Finding
TOPIC I. TELEPHONING PROCEDURE
A. The importance of the voiceB. Telephone mannersC. General policies in handling telephone calls:
1. Ways of handling identification2. Information that is to be revealed or with-
heldD. Calls that an office worker makes:
1. Nature of such calls2. How calls are made-
a. In the company
b. Localc. Toll
E. Calls that an office worker receives:1. Nature of such calls2. How calls are handled (include
monitor and transfer equipment)F. Telephone practice exercises
special
TOPIC II. MEETING THE PUBLIC
A. The company's relation to the public:1. The need to be helpful2. The need to convey the attitude of the
company toward the publicB. How people are received:
1. Greeting callers2. Determining caller needs3. Taking care of needs satisfactorily4. Handling callers who have appointments
C. Making appointments:1. Office record of appointment2. Confirmation to caller
D. Practice exercises in reception duties
TOPIC III. USE OF SOURCES OF INFORMATION
A. References for the secretary's desk:1. Dictionaries2. Secretarial handbooks3. Style books4. Books of quotations and special references5. Etiquette books
B. Business references:1. The telephone directory2. The city directory3. Various trade and professional4. Congressional directory5. Credit directories
C. Compilations, of facts:1. The World Almanac2. Atlas3. Postal and shipping guides4. Special dictionaries5.6.7.8.9.
10.
11.
directories
News indexesCatalogues of publishers and suppliersGovernment publicationsEncyclopediasWho's Who publicationsBusiness Periodicals IndexReader's Guide to Periodical Literature
D. Procedures for determining where to lookE. Procedures for becoming acquainted with a
particular referenceF. Procedures for taking notes
81
G. Procedures for seeking information by tele-phone:1. Possible sources for information-
a. Local libraryb. Publication officec. Newspaper office
2. Manner in which requests are madeH. Practice exercises in locating information
TOPIC IV. USE OF EQUIPMENT AND SUPPLIES
A. Care and use of desk and basic equipment:1. Setting-up and maintaining work station
(review)2. Reporting needed repairs
B. Available supplies and their efficient use:1. Letterheads2. Carbon sheets and carbon packs3. Typewriter ribbons4. Various forms and special papers
C. Securing supplies and equipment:1. Requisitioning methods2. Systematic storage of supplies
D. Practice in setting up desks, work areas, andrequisitioning
TOPIC V. USE OF DUPLICATING PROCESSES
A. Need for duplicationB, Methods of duplication and costs:
1. Copying equipment2. Direct process3. Stencil duplication4. Offset process
C. Choice of equipment suitable to needD. Preparation of copy for duplication:
1. Materials used2. Making corrections3. Proofreading practices4. Judging quality of final copy
E. Practice preparation of copy and duplication
TOPIC VI. HANDLING THE MAIL
A. Receiving mail:1. By company2. By secretary
B. The secretary's responsibility for incomingmail:1. Policies2. Mail-handling procedures-
a. Opening and markingb. Securing related materials from filesc. Placing the mail on the employer's desk
C. The secretary's responsibility for outgoingmail:1. Checking before release for mailing
82
2. Determining class of service3. Setting a schedule in relation to company
procedures for handling mailD. Handling volume mailings:
1. Use and maintenance of mailing lists2. Preparation of materials3. Routines for volume stuffing and sealing
E. Practice exercise in handling mail
TOPIC VI! WORKING WITH THE EMPLOYER
A. Employer's responsibilities:1. Responsibilities in relation to superiors2. Variations in the work loadDifferences in secretary-employer working re-lationships:1. Delegation of responsibility2. Supervision given3. Work schedules4. Employer's desire for initiative on the part
of the secretaryThe cooperative aspects of office work:1. The need for routines and schedules2. The need for verification and confirmation
of actions
B.
C.
TOPIC VIII. GOOD HOUSEKEEPING
A. Maintenance of efficiency and attractivenessof the office
B. Maintenance of order in files, desk, supplyclosets, lockers, and other office areas
C. Relationships with the maintenance depart-ment
TOPIC IX. JOB FINDING
A. Sources of jobs available:1. Personal acquaintances2.
3.
Employment agencies (public, private)Direct communication with potential em-ployers
B. Review of preparing information about com-petencies:1. Writing descriptive and accurate letters2. Developing personal data sheet or résumé
C. Review of preparation for personal interview:1. Proper dress2. Proper manners
D. Becoming acquainted withwhich you are interested:1. Through published sources2. Review of information secured
personal interview
Texts and Other Teaching MaterialsFrom the following suggested texts and mate-
rials (or other equivalent commercially available
a company in
during
material) , select trainee and teacher material foruse in this unit. Additional materials are listed inAppendix D.AGNEW, PETER L., AND MEEHAN, JAMES R. Clerical Office Prac
tice, 3rd ed. Cincinnati: South-Western, 1961. Workbook,Achievement Tests, and Manual.
AGNEW, PETER L.; MEEHAN, JAMES R.; AND OLIVERIO, MARY
ELLEN. Secretarial Office Practice, 7th ed. Cincinnati: South.Western, 1966. Workbook, Achievement Tests, and Manual.
BARRON, ALLAN E., AND TAYLOR, J. Clerical Office Training.Englewood Cliffs, NJ.: Prentice-Hall, 1963.
BEAMER, ESTHER K.; HANNA, J. MARSHALL; AND POI'HAM, Es-TELLE L. Effective Secretarial Practices, 4 ed. Cincinnati:South-Western, 1962. Workbook and Manual.
DORIS, LILLIAN, AND MILLER, BESSE M. Complete Secretary'sHandbook, 2nd ed. rev. Englewood Cliffs, N.J.: Prentice-Hall, 1960.
FRIEDMAN, SHERWOOD, AND GROSSMAN, J. Secretarial Practice.
New York: Pitman, 1960.GREGG, Jowl R., AND OTHERS. Applied Secretarial Practice, 5th
ed. New York: McGraw-Hill, 1962.HUTCHINSON, Lots D. Standard Handbook for Secretaries, 7th
ed. New York: McGrawHill, 1956.KEILY, HELEN J., AND WALTERS, R. G. How To Find and "sp.
ply for a Job, 2nd ed. Cincinnati: South-Western, 1960.LARSEN, LENNA A., AND KOEBELE, APOLLONIA M. Reference
Manual for Office Employees, 4th id. Cincinnati: South-Western, 1959.
LEE, DOROTHY; DICKINSON,.TILLY; AND BROWER, WALTER. Sec-
retarial Practice for Colleges, 2nd ed. New York: McGraw-Hill, 1965.
PLACE, IRENE, AND HICKS, CHARLES. College Secretarial Pro-cedures, 3rd ed. New York: McGraw-Hill, 1964.
STRONY, MADELINE; SMITH, MARY; AND GARVEY, CLAUDIA. The
Secretary at Work, 3rd ed. New York: McGraw-Hill, 1966.
INDEXING AND FILING PRACTICES
Basic Job Skill for Stenographers and Secretaries
Hours Class: 1 hour daily; Laboratory: 1 hour daily
Description and Teaching Suggestions
This unit will assist trainees to understand busi-ness filing requirements and to develop skills infiling and indexing. The unit should provide thetrainee with the sense of system and order necessaryto maintain records in a business office. Emphasisis placed on the rules and practices of alphabeticfiling. Geographic and numeric systems also shouldbe discussed and practiced. Identification, storage,and retrieval methods should be the heart of thetraining, and practice in retrieving filed informa-tion should also be given. The laboratory timeshould be used exclusively for practice, and thelaboratory should have book files, rotary files,
drawer files, open-shelf files, and vertical files.
Every subtopic presented in class should be fol-lowed by practice in the laboratory sessions. Afterparticipating in drills using single filing rules,trainees should practice filing procedures requir-ing a whole range of rules. Power files and otherspecial equipment files, such as microfilm andreaders, should be mentioned. Filing computertapes and punched cards will be covered in BusinessData Processing Fundamentals. They should bementioned, but not discussed in detail, since thistype of filing is usually handled by special workers.
Teachers should compile lists of names fromtelephone directories to be given to the trainees for
Total: 30 hours
typewriting on cards, sorting, and filing. Visits tolocal business offices by the trainees to observe filingsystems is suggested to highlight the importance ofadequate and proper filing practices. Written testsshould be given to evaluate basic knowledge.Achievetiaent tests of skills meeting the Standardsof Achievement for the unit should be given con-siderable weight.
Standards of Achievement
1. On fifty 3- by 5-inch cards, type 50 names andfile cards accurately in 40 minutes.
2. File accurately fifty to eighty 3- by 5-inchcards in 20 minutes.
3. File accurately sixty to ninety pieces of cor-respondence in 20 minutes.
4. Index a variety of documents having names,geographical locations, or numbers.
Prerequisites for Study of Indexing and FilingPractices
Production Typing I.Demonstrated proficiencies equivalent to stand-
ards of achievement for the above unit are accept-able.
Topic OutlineI. Why a Business Maintains Files
II. Nature of Business Records
83
III. Basic Rules for Alphabetic IndexingIV. Basic Rules for Numeric FilingV. Filing Material
VI. Special FilesVII. Filing Equipment
VIII. Information RetrievalIX. Retention and Purging of Files
TOPIC I. WHY A BUSINESS MAINTAINS FILES
A. Need for efficient storing of repetitively usedrecords
B. Need to retrieve information
TOPIC II. NATURE OF BUSINESS RECORDS
A. Correspondence files:1. Variations in systems2. Variations in types of equipment
B. Examples of files:1. Personnel department2. Raw materials inventory maintenance3. Financial department4. Miscellaneous files
TOPIC III. BASIC RULES FOR ALPHABETIC INDEXING
A. Terms used in indexingB. Rules for indexing:
1. Individual names2. Variations in names and applicable rules3. Company names4. Variations in company names and ap-
plicable rules5. Special considerationdeviations from
basic rules6. Geographic location filing7. Subject files8. Cross-referencing
C. Practice exercises and drills of all topics in B
TOPIC IV. BASIC RULES FOR NUMERIC FILING
A. Use of numeric filesB. Cross reference to alphabetic orderC. Chronological files (include follow-up files)
TOPIC V. FILING MATERIAL
A. Procedures for maintaining a correspondencefile:1. Nature of file folders2. Placement of material in the folder3. Designation of active vs. inactive material
B. Handling of correspondence:1. Notations for signaling materials ready
for filing2. Procedure for preparing materials for fil-
inga. Inspecting
84
b. Indexingc. Codingd. Sortinge. Labeling or marking folderf. Inserting
C. Practice filing projects using operations in B
TOPIC VI. SPECIAL FILES
A. Central files (where volume is large) :1. Filing material2. Charging out-of-file materials
B. MicrofilmsC. Computer tape filesD. Punched card
TOPIC VII. FILING EQUIPMENT
A. Cabinets (drawer-type)B. Open shelfC. DeskD. Card filesE. RotaryF. VisibleG. VerticalH. Power
TOPIC VIII. INFORMATION RETRIEVAL
A. Identifying nature of information or docu-ment to be retrieved
B. Knowing company filing systemC. Computer or microfilm use
TOPIC IX. RETENTION AND PURGING OF FILES
A. PerManent record identificationB. Length of retention for certain recordsC. Identification of active and inactive recordsO. Purging files according to company policyE. Transfer and storage of file information
NOTE: A filing system, such as the Varidex System(Remington Rand) , Super-Ideal (Shaw-Walker), TheSmead System, or other should be shown and explained,if available.
Texts and Other Teaching Materials
From the following suggested texts and materials(or other equivalent commercially available mate-rial) , select trainee and teacher materials for usein this unit. Additional materials are listed in Ap-pendix D.BASSE1T, ERNEST D., AND OTHERS. Business Filing and Records
Control, 3rd ed. Cincinnati: South-Western, 1963. PracticeSet and Manual.
FAHRNER, WILLIAM F., AND GIBBS, WILLIAM F. Basic Rules ofAlphabetic Filing, Programmed Instruction. Cincinnati:South-Western, 1965. Manual.
GRIFFIN, MARY C. Records Management. Boston: Allyn andBacon, 1964.
GUTHRIE, MEARL R. Alphabetic Indexing, 3rd ed. Cincinnati:South-Western, 1964. Manual.
KAHN, GILBERT, AND OTHERS. Progressive Filing, 7th ed. New
York: McGraw-Hill, 1961.--. Gregg Quick Filing Practice. New York: McGraw-Hill,
1965.
--. Progressive Filing and Records Management College
Series. New York: McGraw-Hill, 1962.KEITHLEY, ERWIN M. A Manual of Style for the Preparation
of Papers and Reports. Cincinnati: South-Western, 1959.Kim, JOSEPH L., AND MORRIS, J. Paperwork Management in
Transition. New York: American Management Association,1964. Teacher's Reference.
PLACE, IRENE, AND POPHAM, ESTELLE. Filing and RecordsManagement. Englewood Cliffs, N.J.: Prentice-Hall, 1966.
SELDEN, WILLIAM H., AND OTHERS. Filing and Finding. Engle-
wood Cliffs, NJ.: Prentice-Hall, 1962.
WEEKS, BERTHA M. Filing and Records Management, 3rd ed.rev. New York: Ronald Press, 1964.
Practice SetsBASSETT, E. D., AND AGNEW, P. L. Filing Practice Set. Cin-
cinnati: South-Western, 1963.Filing Practice Set. Baltimore: The H. M. Rowe Co.Indexing and Filing Workbook. Baltimore: The H. M. Rowe
Co.,lob Sheets and Tests for Filing and Finding. Englewood
Cliffs, N.J.: Prentice-Hall.KAHN, G.; YERIAN, T.; AND STEWART, J. Practice Materials in
Progressive Filing, College Series. New York: McGraw-Hill,1962.
---. Practice Materials for Progressive Filing, 7th ed. NewYork: McGraw-Hill, 1961.
Principles of Indexing and Filing, 4th ed. Baltimore: TheH. M. Rowe Co.
OFFICE MACHINESCOMPUTING AND DUPLICATING
Basic Skill for Stenographers and Secretaries
Hours Class: 1 hour daily
Description and Teaching Suggestions
This unit is designed to develop mastery of the10-key adding machine and simple duplicators. Italso acquaints the trainee with other calculatingmachines and duplicators. The preparation ofmasters or stencils and the operation of duplicatingmachines are both stressed. Trainees should becomefamiliar with various types of transcribing ma-chines or voice writers. Where school facilities arelimited, teachers should make arrangements toborrow machines at appropriate times during thecourse of study. Literature on duplicating equip-ment may be obtained from equipment manu-facturers. Each trainee should be given an oppor-tunity to choose the appropriate duplicating proc-ess for a piece of work, to prepare the materials,and to run the machine. Equipment in officemachines laboratories should be made available totrainees who are studying the Elements of FiscalRecords unit concurrently. Trainees should beevaluated by means of objectives tests, such asthose found in many of the manuals and textssuggested in the teaching materials list. Observationby the teacher of the trainee's skill in using ma-chines and equipment should be included in theevaluation. The Record of Completion shouldshow the types of machines that the trainee has
used.
Total: 30 hours
Standards of Achievement
1. Prepare masters and stencils, operate spiritand fluid duplicators, and operate wet and/or dry process photocopiers.
2. Perform all operations proficiently on 10-keyadding machines.
3. Operate rotary and printing calculators.
Prerequisites for Study of Office Machines- -Computing and Duplicating
Production Typing I.Demonstrated proficiencies equivalent to stand-
ards of achievement for the above unit are accept-able.
Topic Outline
1. Ten-Key Adding Machines and Printing Cal-culators
11. Rotary CalculatorsIII. Spirit DuplicatorsIV. Stencil Duplicators
V. Dry and Wet Process PhotocopiersVI. High-Volume Reproduction
TOPIC I. TEN-KEY ADDING MACHINES AND PRINTINGCALCULATORS
A. Adding by touchB. Subtraction
85
C. MultiplicationD. Decimals and fractions, conversionE. Division on printing calculator
TOPIC II. ROTARY CALCULATORS
A. AdditionB. SubtractionC. MultiplicationD. DivisionE. Fractions and decimals
TOPIC III. SPIRIT DUPLICATORS
A. When to use spirit duplication (costs anduse of copies) and limitations
B. Preparation of master (including properbacking)
C. Artwork on master (also indicate color proc-esses available)
D. Correction of masterE. Operation and care of machine
TOPIC W. STENCIL DUPLICATORS
A. When to use stencil duplication (costs anduse of copies) and limitations
B. Preparation of stencilC. Artwork on stencilD. Operation of machine
TOPIC V. DRY AND WET PROCESS PHOTOCOPIERS
A. Wet process photocopiers:1. Costs, limitations, and production rates2. Care of machine and supplies3. Safety precautions needed for some ma-
chinesB. Dry process photocopiers:
1. Costs, limitations, and production rates2. Care of machine and supplies
TOPIC VI. HIGH-VOLUME REPRODUCTION
A. Criteria for choosing a particular method ofhigh-volume reproduction
B. Multilith processC. Offset process
D. Practice in preparing multilith masters andcamera-ready copy
Texts and Other Teaching Materials
From the following suggested texts and materials(or other equivalent commercially available mate-rial) , select trainee and teacher materials for usein this unit. Additional materials are listed inAppendix D.AGNEW, PETER L. Machine Office Practice. Cincinnati: South-
Western, 1965. Practice Set.AGNEW, PETER L., AND CORNELIA, NICHOLAS J. Office Machines
Courses, 3rd ed. Cincinnati: South-Western, 1962. Teacher'sManual and Test.
AGNEW, PETER L., AND MEEHAN, JAMES R. Clerical Office Prac-tice, 3rd ed. Cincinnati: South-Western, 1961. Workbook,Achievement Tests and Manual.
AGNEW, PETER L., AND PASEWARK, WILLIAM R. Rotary Calcu-lator Course, 4th ed. Cincinnati: South-Western, 1962.Teacher's Manual and Test.
---. Ten Key Adding-Listing Machine and Printing Cal-culator Course, 3rd ed. Cincinnati: South-Western, 1963.Achievement Test and Manual.
ARCHER, FRED C.; BRECKER, RAYMOND F.; AND FRAKES, JOHN C.General Office Practice, 2nd IA. New York: McGraw-Hill,1963. (Chapters 17, 18, 19)
CANSLER, RUSSELL N., EDITOR. Fundamentals of Mimeograph-ing. Chicago: The School Department, A. B. Dick Co., 1963.
Dom., J. J. Business Machine Exercises. New York: McGraw-Hill, 1964. Workbook and Solutions Manual.
FASNACHT, HAROLD D., AND BAUERNFEIND, HARRY B. How ToUse Business Machines, 2nd ed. New York: McGraw-Hill,1962. Workbook and Instructor's Key.
Learning How To Use Ditto D-10 Duplicator. Chicago:Ditto, Inc.
MEEHAN, JAMES R. Using Rotary Calculators in the ModernOffice. New York: McGraw-Hill, 1965. Workbook and In-structor's Guide.
MEEHAN, JAMES R., AND KAHN, GILBERT. How To Use AddingMachines. New York: McGraw-Hill, 1962. Workbook andInstructor's Guide.
PAcroR, PAUL. Business Machines Projects. New York: Pit-man, 1962.
PACTOR, PAUL, AND JOHNSON, NIRA M. Business MachinesCourse. New York: Pitman, 1961.
WALKER, ARTHUR L.; ROACH, J. KENNETH; AND HANNA, J.MARSHALL. How To Use Adding and Calculating Machines,2nd ed. New York: McGraw-Hill, 1960. Workbook, Teach-er's Manual, and Key.
RECEPTIONIST AND TELEPHONE TRAININGBasic Skill for Stenographers and Secretaries
Houvs Class: 1 hour daily
Description and Teaching SuggestionsThis intensive unit focuses on practice in two
areas of work associated with almost every job in
86
Total: 15 hours
the occupational field. The unit is adjunctive totopics I and II of Secretarial Procedures and Prac-tice and provides the background information and
skills essential to good telephone technique andreceptionist duties. The separation of this unitfrom related topics, underscores the importance ofthese functions to secretaries and stenographersalike.
The smooth functioning of the office is enhancedby the ability of the secretary or stenographer touse proper telephone techniques and to greet anddisplay courtesy to office visitors. The ability tohelp the employer keep appointments, effect re-ferrals with tact, and maintain office visit andappointment records further improves the secre-tarial image and reflects upon the employer'sstandards. Films, filmstrips, tape recordings, discus-sions, case studies, practice on the teletrainer in-volving role playing, lectures by telephone com-pany representatives, and practice in completingtelephone forms are suggested as teaching aids.Projects in completing office forms and participa-tion in simulated office experiences relating toreceptionist duties, involving the entire class, areessential in developing receptionist skills. Amplepractice time should be allowed each trainee inboth major areas of this unit.
Standards of Achievement
1. Use various types of telephone equipment forconference, sequence, and toll calls.
2. Complete office forms usually associated withtelephone usage.
3. Demonstrate effective telephone techniquesregarding greeting, referrals, voice control,and routing of calls.
4. Greet all types of office callers, make themcomfortable, introduce them, and refer themto proper persons.
5. Keep employer appointment records.
Prerequisites for Study of Receptionist andTelephone Training
General Office Education Units as suggested.
Topic Outline
I. Acquiring Basic Telephone InformationII. Developing an Attractive Telephone Voice
III. Handling CallsIV. Keeping Telephone RecordsV. Receiving Office Visitors
VI. Housekeeping in Receptionist AreaVII. Managing Appointments and Appointment
Records
TOPIC I. ACQUIRING BASIC TELEPHONE INFORMATION
A. Types of telephone calls:1. Localunit or units2. Tolloperator, direct distance dialing,
centrex, direct inward dialinga. Person-to-personb. Station-to-stationcs Conferenced. Appointmente. Sequencef. Enterpriseg. Broad band service
B. Effect of time zonesC. Types of equipment:
1. PBX2. Call director3. Button phone4. Data phone
D. Directories:1. Alphabetic2. Classified
E. Special services:1. Information2. Weather3. Time4. Automatic answering and recording equip-
ment5. Mobile service
TOPIC II. DEVELOPING AN ATTRACTIVE TELEPHONEVOICE
A. Elements of speech: tone, pitch, inflection,resonance, speed, volume
B. Attitudes:1. Concentrating on conversation2. Speaking to the person not the phone3. Conveying friendly, cooperative, and in-
terested impressions
TOPIC III. HANDLING CALLS
A. Incoming calls:1. Prompt answering2. Identification3. Screening
a. Getting it,.;.w.mation(1) For whom(2) From whom(3) Purpose
b. Giving information(1) Unavailability of executive(2) Helpful suggestions
c. Transferring call(1) Technique in flashing operator
87
(2) Understanding and agreement ofcaller to be transferred
4. Getting information from employer as towhere he can be reached
5. Putting call through to employer6. Taking messages-office form7. Terminating calls
B. Outgoing calls:1. Local calls2. Toll calls-
a. Decision as to service desiredb. Use of DID, DDD, etc.c. Rapid contact of employer when party
is ready
TOPIC IV. KEEPING TELEPHONE RECORDS
A. Itemized accounting of toll calls and chargesB. Recording conversationsC. Keeping record of frequently .called numbers
TOPIC V. RECEIVING OFFICE VISITORS
A. Appointments:1. Greeting caller2. Handling details-
a. Caring for hat and coatb. Seating comfortablyc. Providing reading matter
3. Announcement to employer4. Escorting to office-
a. Introducing to employerb. Withdrawing or remaining
5. Meeting emergencies-a. Handling the long waitb. Making another appointmentc. Cancelling an appointment by tele-
phone, by telegram, or in persond. Interrupting a meeting
(1) Using intercom(2) Unobtrusive notification
B. Unexpected callers:1. Obtaining information, affiliation, and
purpose of call2. Making judgments-
a. Referralb. Setting appointmentc. Seeking preference of employer
3. Meeting preferences of employer
TOPIC VI. HOUSEKEEPING IN RECEPTIONIST AREA
A. Keeping order and attractiveness
88
B. Providing current reading materialsC. Checking cleaning services
TOPIC VII. MANAGING APPOINTMENTS AND APPOINT-
MENT RECORDS
A. Maintaining employer's and secretary's deskcalendars
B. Keeping caller's registerC. Updating card file of each visitor:
1. Date2. Time3. Subject4. Decisions5. Referral
D. Planning all meetings and appointments andpreviewing commitments weekly and daily
E. Easing employer's burden:1. Proper scheduling: timing, overlapping,
breaks2. Supplying background information: files,
reports3. Preparing daily card of appointments for
easy reference by employer4. Making referrals
Texts and Other Teaching Materials
From the following suggested texts and materials(or other equivalent commercially available mate-rial) , select trainee and teacher materials for use inthis unit. Additional materials are listed in Ap-pendix D.AGNEW, PETER L., AND MEEHAN, JAMES R. Clerical Office Prac-
tice. Cincinnati: South-Western, 1961. Workbook, Achieve.ment Tests, and Manual.
AGNEW, PETER L.; MEEHAN, JAMES R.; AND OLIVERIO, MARYELLEN. Secretarial Office Practice, 7th ed. Cincinnati: South-Western, 1966. Workbook, Achievement Tests, and Manual.
ARCHER, FRED C.; BRECKER, RAYMOND F.; AND FRAKES, JOHN C.
General Office Practice. New York: McGraw-Hill, 1963.BEAMER, ESTHER K.; HANNA, J. MARSHALL; AND POPHAM, Es-
TELLE L. Effective Secretarial Practices, 4th 'ed. Cincinnati:South-Western, 1962. Workbook and Manual.
GREGG, JOHN R., AND OTHERS. Applied Secretarial Practice, 5thed. New York: McGraw-Hill, 1962.
LEE, DOROTHY; DICKINSON, TILLY; AND BROWER, WALTER. Sec-
retarial Practice for Colleges, 2nd ed. New York: McGraw-Hill, 1965.
PLACE, IRENE, AND HICKS, CHARLES. College Secretarial Pro-cedures, 3rd ed. New York: McGraw-Hill, 1964.
Telephone Company Pamphlets and Local Telephone Directories.
Teletrainer Equipment and Materials. Telephone Company.WOOD, MERLE, AND MCKENNA, MARGARET. The Receptionist, A
Practical Course in Office Reception Techniques. NewYork: McGraw-Hill, 1966.
BUSINESS MATHEMATICS
Basic Skill for Stenographers and Secretaries
Hours Class: 1 hour daily
Description and Teaching Suggestions
The four fundamental matheniatical operations,addition, subtraction, multiplication, and division,are reviewed, and their application to businesscomputations are emphasized. The trainee shouldbe given exercises in applying the skills to problemsin percentage, interest, discounts, payroll, depreci-ation, expense accounts, etc. Another objective ofthe unit is to develop the trainee's ability to applyshort-cut methods and to work, with speed andaccuracy, either with or without calculating andadding machines. Study of this unit will facilitatemathematical computations performed in Ele-
ments of Fiscal Records and Payroll Records. Theteacher should relate the specific computationalskill, as reviewed, to job applications, to insure theoptimum results for all trainees. Practice sets ofdifferent types should be employed when available.Pencil and paper objective tests should be used toassess the trainee's facility with numbers.
Standards of Achievement
Perform arithmetic calculations involving per-centages, averages, measurements, and simplemoney transactions requiring proficiency in addi-tion, subtraction, multiplication, division, and con-version of fractions and decimals (95 percent ac-curacy on tests).
Prerequisites for Study of Business Mathematics
Trainee selection standards.
Topic Outline
I. AdditionII. Subtraction
III. MultiplicationIV. DivisionV. Fractions
VI. PercentageVII. Interest
VIII. DiscountsIX. Business Mathematics Applications
TOPIC I. ADDITION
A. Improving skills:1. Adding whole numbers
Total: 30 hours
2. Increasing speed3. Checking accuracy
B. Types of addition:1. Horizontal2. Vertical3. Combination
C. Addition of decimalsD. Application to expense accounts, columnar
tallies, etc.
'TOPIC II. SUBTRACTION
A. Improving skills:1. Subtracting whole numbers2. Increasing speed3. Checking accuracy
B. Horizontal subtractionC. Subtraction of decimals
TOPIC HI. MULTIPLICATION
A. improving skills:1. Multiplying whole numbers2. Increasing speed3. Checking multiplication accuracy
B. Multiplying decimal numbersC. Shortcuts in multiplicationD. Horizontal multiplicationE. Price extensions
TOPIC IV. DIVISION
A. Improving skills:1. Division of whole numbers2. Increasing speed3. Checking division accuracy
B. Dividing decimal numbersC. Shortcuts in divisionD. Computing averages
TOPIC V. FRACTIONS
A. Improving skills in using fractions:1. Changing fractions to equivalent fractions
and decimals2. Addition3. Subtraction4. Multiplication5. Division
B. Aliquot parts
TOPIC VI. PERCENTAGE
A. Improving skills in using percentage:
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I. Percentage value in equivalent forms2. Decimal numbers and fractions as per-
centage values3. The percentage formula
B. Computing depreciation charges
TOPIC VII. INTEREST
A. Interest formulasB. Simple interestC. Compound interestD. DiscountingE. Installment interestF. 60-day method
TOPIC VIII. DISCOUNTS
A. Trade discountsB. Cash discountsC. MarkupD. Markdown
TOPIC IX. BUSINESS MATHEMATICS APPLICATIONS
A. Job situation applications:1. Bank reconciliation2. Depreciation3. Interest comparison4. Taxes5. vnventory6. Purchase and sales invoices7. Payroll8. Petty cash
B. Techniques of applicption:1. Making change2. Shortcuts3. Machine application (as available)
a. Ten-key addingb. Full-bank addingc. Calculators
Texts and Other Teaching Materials
From the following suggested texts and materials(or other equivalent commercially available ma-terial), select trainee and teacher materials for use
in this unit. Additional materials are listed inAppendix D.BEIGHEY, CLYDE, AND BORCHARDT, GORDON C. Mathematics
for Business, College Course, 4th ed. New York: McGraw-Hill, 1965. Workbook and Tests.
BRIGGS, MILTON. Mathematics Skill Builder, 2nd ed. Cincin-nati: South-Western, 1960. Manual.
---. Programmed Supplement for Mathematics SkillBuilder, 2nd ed. Cincinnati: South-Western, 1965. Manual.
CUTLER, ANN, AND MCSHARE, RUDOLPH. The TrachtenbergSpeed System of Basic Mathematics. New York: Doubledayand Co., 1961.
Federal Tax OfficeSpecial Kits: Enlarged Form 1040, Hand-book, Blank forms, etc., for Federal income taxes.
HUFFMAN, HARRY. Programmed Business Mathematics. Parts1, II, and III. New York: McGraw-Hill, 1962.
KEELONG, JOHN K. Tested Problems for Calculators and List-ing Machines. Englewood Cliffs, NJ.: Prentice-Hall, 1959.
MCCULLOUGH, ROBERT J., AND EVERARD, KENNETH. Bank Rec-
onciliation Projects. New York: Pitman, 1959.MCNELLY, A. E., AND OTHERS. Business and Consumer Arith-
metic, 5th ed. Englewood Cliffs, N.J.: Prentice-Hall, 1964.Workbook and Tests.
PENDERY, JOHN A. Clerical Payroll Procedures, 4th ed. Cin-cinnati: South-Western, 1965. Manual.
PENDERY, JOHN A., AND KELLING, B. LEWIS. Payroll Recordsand Accounting. Cincinnati: South-Western, 1966. Achieve-ment Tests and Manual.
PIPER, EDWIN B., AND GRUBER, JOSEPH. Applied BusinessMathematics, 8th ed. Complete. Cincinnati: South-Western,1965. Workbook, Achievement Tests, Key, and Manual.
---. Applied Business Mathematics, 8th ed. Abridged. Cin-cinnati: South-Western, 1965. Workbook, AchievementTests, and Key.
RICE, LOUIS A.; BOYD, ALFRED C.; AND MAYNE, F. BLAIR. Busi-ness Mathematics for Colleges, 5th ed., Brief Course. Cin-cinnati: 'South-Western, 1966. Inventory Test, AchievementTests, and Manual.
ROSENBERG, R. ROBERT. Business MathematicsExercises,Problems, and Tests, 3rd ed. New York: McGraw-Hill, 1965.
---. College Business Mathematics, 3rd ed. New York: Mc-Graw-Hill, 1961. Workbook, Tests, Teacher's Manual, andKey.
ROSENBERG, R. ROBERT, AND LEWIS, HARRY. Business Mathe-matics, 6th ed. New York: McGraw-Hill, 1963.
---. Essentials of Business Mathematics, 6th ed. New York:McGraw-Hill, 1964.
ELEMENTS OF FISCAL RECORDS
Basic Skill for Secretaries
Hours Class: 1 hour daily; Laboratory: 1 hour daily
Description and Teaching SuggestionsTrainees are introduced to the principles of rec-
ordkeeping and bookkeeping and apply the
90
Total: 60 hours
knowledge acquired to actual business situations.The trainee will become acquainted with thefundamental accounting equation, debits and
credits, journalizing, and posting. Concepts shouldbe developed through the use of an apperceptivebase to assist trainees to understand some businessterminology. This approach can be implementedbest through the use of the discussion method.Trainee participation during each session is essen-tial.
Discussions should pertain to actual businessproblems selected in advance by the teacher. Theproblems and the necessary business forms andpractice sets to be used in their solution should beduplicated or ordered in advance so that they maybe distributed to the trainees. Specimens of actualbusiness forms should also be used liberally duringthe course. Some of these forms are: checks, depositslips, sales and purchase invoices, and petty cashslips. Class and laboratory time should be dividedby the teacher so that trainees have maximum prac-time time, especially in the areas of bookkeeping,recording business transactions, and specialized, re-cording techniques. It is paramount that secretarialtrainees understand the use of these fiscal record-keeping and recording techniques. Since some em-ployers may assign recordkeeping activities tostenographers, this unit should provide advancetraining to trainees who may be employed as stenog-raphers. Materials used in the business world, andthe extent to which the trainee will use them, willbe determined by the employer or the firm's ac-counting requirements. Periodic quizzes are sug-gested to uncover areas of weakness.
Standards of Achievement
1. Set up and operate simple books of account.2. Record simple cash and credit transactions,
purchases, and sales.3. Perform bank reconciliation.4. Post simple transactions to journals and
ledgers.5. Perform simple trial balances.6. Record petty cash transactions and expense
statements.
Prerequisites for Study of Elements of FiscalRecords
Business Mathematics.Demonstrated proficiencies equivalent to stand-
ards of achievement for above unit arc acceptable.
Topic Outline
I. General IntroductionII. Introduction to Recordkeeping
III. Basic Bookkeeping PrinciplesIV. Recording Business TransactionsV. Trial Balance
VI. Bookkeeping for Merchandising FirmsVII. Specialized Recording Techniques
VIII. Cash Procedures
I'OPIC I. GENERAL INTRODUCTION
A. Purpose of business (profit motives)B. Need for records in business:
1. Determining income or loss2. Preparing tax information3. Keeping accurate information about em-
ployees, customers, and creditors4. Preparing information for insurance com-
panies
TOPIC II. INTRODUCTION TO RECORDKEEPING
A. Items for which records must b, kept:1. Cash2. Merchandise3. Accounts receivable4. Accounts payable5. Equipment6. Supplies7. Other expenses
B. Definitions:I. Property (assets)2. Debts (liabilities)3. Ownership (proprietorship)
TOl'IC III. BASIC BOOKKEEPING PRINCIPLES
A. Accounting equationA equals L plus P(assets = liabilities + proprietorship) :1. Elements of ownership and debt2. Symbols to note changes in assets, liabil-
ities, and proprietorship. (+ and )B. Simple transactions affecting the relationship
of assets, liabilities, and proprietorshipC. Proprietorship:
Nom: Do NOT use purchases and sales at this point.Merchandising transactions will be developed in Topic VI.
1. Review of definition of terms2. Introduction of concepts of income and
expense3. Transactions involving income and ex-
pense4. Transaction and entries for the weekly
salarya. Expense (salary)b. Liabilities (deductions)c. Asset (cash paid to employee)
D. Summary review:1. Drill on accounting equation
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2. Use transactions for service industries only3. Include practice on simple income and ex-
pense transactions
TOPIC IV. RECORDING BUSINESS TRANSACTIONS
NOTE: Unt.1 the merchandising business (Topic VI) is
introduced, use ONLY service industries to record trans-actions.
A. Accounts1. T accounts2. Increases and decreases in T accounts
(debit and credit) -a. Left and right hand sides of accountb. Debit and credit in relationship to in-
creases and decreasesc. Income and expense accounts-in-
crease and decrease of proprietorship3. Ledger grouping of accounts4. Need for additional recordkeeping
B. Journals:1. Why kept (daily recordkeeping)2. How to record transactions in a two col-
umn journal-journalizing procedureC. Drill in journalizing and posting-form and
procedur
TOPIC V. TRIAL BALANCE
A. Pencil footing accountsB. Preparation of the trial balanceC. Location of errors
TOPIC VI. BOOKKEEPING FOR MERCHANDISING FIRMS
NOTE: Concept of cost of goods sold need not be taughtto secretaries.
A. Differentiated from a service companyB. Merchandise. inventory:
1. Merchandise inventory as an asset2. Inventory until end of accounting period3. Year-end adjustments4. Sales and purchases as proprietorship ac-
countsC. Transactions involving sales and purchases:
1. Journalizing and posting2. Review accounts receivable and payable
TOPIC VII. SPECIALIZED RECORDING TECHNIQUES
NOTE: Discuss use of the journals presented below withparticular emphasis on use by secretaries in small offices.
A. Four-column cash journal-service organiza-tions:1.. Cash-debit and credit columns2. Sundry-debit and credit columns
92
B. Multi-column cash journal-merchandisingfirms:1. Bank-debit and credit columns2. Check number column3. Purchases-debit4. Accounts payable-debit and credit5. Sales-credit6. Accounts receivable-debit and credit7. Sundry-debit and credit
C. Posting procedures for above journals:1. Time-saving by special columns2. Items posted daily3. Items posted at end of month
D. Review:1. Pencil-footing2. Trial balance
TOPIC VIII. CASH PROCEDURES
A. Petty cash:1. Need and use2. Vouchers3. Petty cash sheet4. Replenishment
B. Cash in bank:1. Review cash journal recording-major
transactions-a. Sales for cashb. Payment of accounts payablec. Receipt of monies owed
2. Checks-checkbook, stubs3. Receipts-endorsements, deposit slips4. Bank statement-cancelled checks5. Bank reconciliation-
a. Balance on stubb. Relation to general ledger cash accountc. Reconciling general ledger cash account
with bank baland-(1) Deposits in transit(2) Checks outstanding(3) Bank adv ices-charges and credits
C. Cash on hand:1. Need to make change2. Constant balance3. Handling of shortage and overage
Texts and Other Teaching MaterialsFrom the following suggested texts and materials
(or other equivalent commercially available mate-rial) , select trainee and teacher materials for usein this unit. Additional materials are listed inAppendix D.BARON, HAROLD, AND SIEINEELD, SOLOMON C. Clerical Record
Keeping, 2nd ed. Cincinnati: South-Western, 1965. Workbooks, Achievement Tests, and Teacher's Editions.
BARRON, ALLAN E., AND TAYLOR, JAMES R. Clerical OfficeTraining. Englewood Cliffs, N.J.: Prentice-Hall, 1963.
CARLSON, PAUL A.; FORKNER, HAMDEN L.; AND BOYNTON, LEWIS
D. 20th Century Bookkeeping and Accounting, 22nd ed.First-Year Course. Cincinnati: South-Western, 1962. Work-books, Teacher's Manual, Overhead Projector Transparen-cies, Tests, and Key.
CARSON, DR. A. B.; SHERWOOD, J. F.; AND BOLING C. (editedby Verna R. Evans) . Accounting Essentials for the Secre.tary, 2nd ed. Cincinnati: South-Western, 1964. WorkingPapers, Accounting Test, and Key.
ELLSWORTH, PHIL, AND JACKSON, PAUL. Applied Bookkeeping,4th ed. New York: McGraw-Hill, 1965.
FREEMAN, M. HERBERT; HANNA, J. MARSHALL; AND KAHN, GIL-
BERT. Gregg Bookkeeping and Accounting, 3rd ed. New York:McGraw-Hill, 1963. Practice Sets, Workbooks, ObjectiveTests, Teacher's Manual, and Key.
FRITZ, NOBLE, AND HOFFMAN, FRANK. Bookkeeping Funda-mentals: A Gregg Text-Kit in Continuing Education. NewYork: McGraw-Hill, 1965.
HEICF.S, P. MYER; SCHNEIDER, ARNOLD E.; HUFFMAN, HARRY;
AND STEWART, J. General Record Keeping, 5th ed. NewYork: McGraw-Hill, 1965.
JANIS, ARTHUR, AND MILLER, MORRIS. Fundamentals of Mod-ern Bookkeeping. New York: Pitman, 1965. Workbook 1,Transparencies, Tests, and Teacher's Manual.
KIRK, JOHN, AND OTHERS. General Clerical Procedures, 3rd ed.Englewood Cliffs, NJ.: Prentice-Hall, 1959.
MAYNE, F. BLAIR. Accounting for Secretaries, 2nd ed. NewYork. McGraw-Hill, 1957.
OLSON, MILTON C.; &MOTT, ERNEST A.; AND LEIDNER, WALTER
E. Introductory Bookkeeping, 3rd ed. Englewood Cliffs,NJ.: Prentice-Hall, 1961. Workbook I and Progress Tests.
PENDERY, JOHN A. Record Keeping for Small Business, 3rded. Cincinnati: South-Western, 1959. Key.
---. Professional Projects. Cincinnati: South-Western, 1962.Key.
PERRY, ENOS, C.; FRANKES, JOHN C.; AND ZABORNIK, JOSEPH J.
Clerical Record Keeping, 2nd ed. New York: Pitman, 1962.WHELAND, HOWARD E. Bookkeeping Projects, 3rd ed. Cincin-
nati: South-Western, 1963. Key.
PAYROLL RECORDS
Basic Skill for Secretaries
Hours Class: 1 hour daily; Laboratory: As required
Description and Teaching Suggestions
This unit will introduce trainees to the conceptsof payroll recordkeeping. Considerable attention isgiven to the various forms required by governmentunits. While the major emphasis is on the prepara-tion of payrolls and attendant records for smallbusiness firms, the concepts included in this unitmay also be applied to the payroll records of largeorganizations.
This unit was designed to be taught to studentswith little or no background in bookkeeping. None-theless, it may also be used concurrently with Ele-ments of i. scal Records.
This course requires that the teacher employ thelecture method to introduce payroll concepts. How-ever, most class hours should be devoted to workon practice sets and problem materials. Along withthe preparation of actual payroll accounting forms,this will motivate trainee participation and devel-opment of proficiency. Teachers should have prac-tice sets available for group use.
Standards of Achievement1. Compute gross and net earnings.2. Deduct Federal, State, and local taxes such as
income and others.
Total: 30 hours
3. Prepare simple payrolls starting from timecards to journal entries and payroll book orledger.
4. Prepare appropriate forms for employers andemployees such as Federal depositary receipts,W-2, W-4, 940, 941, and unemployment andinsurance forms.
Prerequisites for Study of Payroll Records
Trainee selection standards.Elements of Fiscal Records (may be studied con-
currently) .
Topic OutlineI. Introduction to Payroll Accounting
II. Computation of Gross EarningsIII. Deductions from Gross Earnings to Determine
Net PayIV. Recording the PayrollV. Employer's Share of Payroll Tax Expense
VI. Forms Used in Payroll Accountingand TheirPreparation
VII. Methods of Preparing Payrolls
TOPIC I. INTRODUCTION TO PAYROLL ACCOUNTING
A. Need for payroll recordsB. Employer-employee relationship
93
C. Definitions of and distinction between terms:1. Wages2. Salary
D. History of payroll legislation from 1913 topresent:1. Withholding tax2. FICA3. Medicare4. Minimum wage
TOPIC IL COMPUTATION OF GROSS EARNINGS
A. Salaries:1. Weekly2. Biweekly3. Monthly4. Annual5. Overtime
B. Wages:1. Time cards2. Piece work3. Overtime4. Other
TOPIC III. DEDUCTIONS FROM GROSS EARNINGS TO DE-
TERMINE NET PAY
A. Federal:1. FICA-current rates and rate changes2. Withholding tax-
a. Dependentsb. Methods of determining withholding
tax-percentage method and govern.ment tables
3. MedicareB. State (where applicable) :
I. Income taxes2. Unemployment insurance3. Disability
C. City income taxes (as applicable)D. Other:
1. Savings bonds2. Hospitalization and insurance3. Union dues4. Pensions5. Garnishees6. Loans7. Credit unions8. Other
TOPIC IV. RECORDING THE PAYROLL
A. Debit salary expense-gross salary
94
B. Credit: Cash-net salaryC. Treatment of various deductions as current
liabilities
TOPIC V. EMPLOYER'S SHARE OF PAYROLL TAX EXPENSE
A. FICAB Unemployment:
1. State2. Federal
C. Journal entries
TOPIC VI. FORMS USED IN PAYROLL ACCOUNTING-AND
THEIR PREPARATION
A. W-4B. W-2C. 941D. 940E. Federal Depositary ReceiptF. State quarterly reportsG Unemployment information formsH. Employees' earnings records
TOPIC VII. METHODS OF PREPARING PAYROLLS
A. Payroll journals and regular checksB. Write-It-Once Forms (Hadley System)C. Mechanized recording procedures
Texts and Other Teaching MaterialsFrom the following suggested texts and materials
(or other equivalent commercially available mate-rial) , select trainee and teacher materials for usein this unit. Additional materials are listed inAppendix D.BARON, HAROLD, AND STEINFELD, SOLOMON C. Clerical Record
Keeping, 2nd ed. Cincinnati: South-Western, !965. Work-
books, Achievement Tests, and Teacher's Editions.HADLEY EDITORIAL STAFF AND THISTLETHWAITE, ROBERT L.
Payroll Accounting, 5th ed. New York: McGraw-Hill, 1961.
---. Payroll Record Keeping, 7th ed. New York: McGraw-Hill, 1965. Enveloped Kit and Teacher's Key.
HUFFMAN, HARRY. Programmed Business Mathematics, PartII. New York: McGraw-Hill, 1962.
NANASSY, Louis C. Standard Payroll Project, 2nd ed. NewYork: Pitman, 1962.
PENDERY, JOHN A. Clerical Payroll Procedures, 4th ed. Cin-cinnati: South-Western, 1962. Teacher's Manual.
PENDERY, JOHN A., AND KEELING, B. LEWIS. Payroll Records
and Accounting. Cincinnati: South-Western, 1966. Achieve-
ment Tests and Manual.PIPER, EDWIN B., AND GRUBER, JOSEPH. Applied Business
Mathematics, 8th ed., Complete. Cincinnati: South-West-
ern, 1965. Workbook, Achievement Tests, Key, and Manual.
COMMUNICATION AND BASIC LANGUAGE SKILLS
Basic Skill and Function Requirement for All Trainees in theStenographic-Secretarial Occupational Field
Hours Class: 1 hour daily
Description and Teaching Suggestions
This foundation unit in communication skillshas been designed with several purposes in mind.First, it stresses the importance of communicationin both the business world and everyday living.Second, it provides for remedial training in thelanguage-skill area by "slotting" trainees accord-ing to their proficiency with the English languageas they start the unit. Third, it is presented so thatthe proper use of language skills are developedwithin the framework of the unit, rather thanbeing developed in isolation. Using the buildingblock principle, the trainee is prepared for thetopic which emphasizes language structure andgrammar principles.
Under the last major topic, Basic LanguageSki ll:Grammar Review, the s dy of words con-tinues, but primary emphasis is given to uses andclassifications of words as they function in sen-tences. The concept of grammar begins with theanalysis of a simple basic sentence, to which modi-fiers, including words, phrases, and clauses, may beadded.
It is suggested that teachers adapt the requiredemphases, remedial work to be done, text materialsand references, programed texts and workbooks,and audio-visual materials to meet the educationalbackground and vocational objectives of the indi-vidual trainee. The writing phase of the Englishlanguage program, Business Correspondence, forexample, builds on this unit and provides for con-tinuous application of skills. Individual remedialtraining may be accomplished partially withoutseriously interfering with the group's progress.Short writing assignments should be given whenthe language skill topics are being presented. Thus,basic language skill and structure can be integratedto produce a capability for accurate and clearexpression.
The first week should be used to develop aphilosophy of communications, using language asa tool for thinking, learning, and conveyingthoughts and feelings. During this first week, a filmon communications may be shown. The teachercan use the film to demonstrate the pitfalls and
Total: 60 hours
cautions in communication and, in a sense, showthat the whole of human activity involves com-munication.
Introduction to the spoken language should beplanned for the second week, with emphasis onthe importance of personal communication. Stressshould be placed on informal speechon how peo-ple speak rather than on what they say. The topicoutline presents the areas of spoken communica-tion that should be presented. Trainees should beencouraged to participate actively in discussions.Some procedure should be planned to insure thatevery trainee has an opportunity to speak to thegroup for one or two minutes. Films and taperecorders can be used effectively for voice training.Trainees who evidence speech difficulties shouldbe enrolled in Oral Communication for remedialwork.
Under the language skill topics, the traineeshould develop an awareness of words and how toexpress thoughts. The trainee should be urged todevelop a continuing habit of vocabulary enrich-ment by looking for new words in his daily read-ing and listening. The dictionary should be usedconsistently and efficiently. Thesauri and otherreference books should also be consulted.
Presentation of spelling and interpretation ofwords should always be in context. Major empha-sis should be placed on the ability to find correctinformation quickly when it is needed. Words re-cently learned by trainees should be used as soonas possible in writing assignments.
Sentence analysis develops the ability to recog-nize complete sentences, thus avoiding sentencefragments; to identify different kinds of sentences(simple, compound, and complex) ; and to selectsubjects, predicates, and modifiers.
Weekly writing assignments may be lengthenedfrom one or a few paragraphs to letters requiringconsiderable organization. Revising poorly writtenor poorly organized letters is useful, provided thatit focuses on the particular grammatical problembeing studied. Rough drafts for revision or rewriteshould be distributed to trainees several days be-fore the revisions are due.
95
In most classes, providing for varied back-grounds will present real problems. Creative-think-ing assignments may be made for the few excep-tional trainees who may require little or no gram-mar review. Programed texts should supplementrather than replace a textbook in the review proc-ess. Constant emphasis in this unit should beplaced on the applicability of the learning to thetrainee's career objective. Criteria for evaluationshould be high.
Standards of Achievement
1. Exhibit correct spelling and usage of wordsas required on objective tests.
2. Write satisfactory letters of one or two pages.3. Demonstrate ability to use fundamentals of
grammar as required on objective tests foraverage high school graduates.
Prerequisites for Study of Communication andBasic Language Skills
Trainee selection standards.
Topic Outline
I. Introduction to CommunicationII. Effective Spoken Communication
III. Basic Language SkillWord UsageIV. Basic Language SkillGrammar Review
TOPIC I. INTRODUCTION TO COMMUNICATION
A. Definition of communicationB. Communicationthe tool for understandingC. Communication in business:
1. Why it is essential2. Criteria for effectiveness3. Forms of communication used in business
D. The importance of language skills in com-munication
E. The importance of good listening
TOPIC II. EFFECTIVE SPOKEN COMMUNICATION
A. Function and importance of spoken com-munication in business
B. Elements involved in clarity of spoken lan-guage:1. Choice of words2. Tone of voice3. Pronunciation problems
C. Responsibility for listening and interpreting:1. Posture of attention2. Checking understanding of the sender3. Facial expressionsa key to feeling and
emotion-
96
a. Senderb. Receiver
D. Special problems in telephone communica-tions
E. Spoken communication in group discussions
TOPIC III. BASIC LANGUAGE SKILLWORD USAGE
A. The sentence (group of words to conveythought and feeling)
B. Spelling words:1. Need for accuracy in business2. Words often confused
C. The dictionary:1. Spelling2. Meaning and usages3. Syllabication
D. Developing variety in writing and speech:1. Through reading2. Through employing new woras in speech
and writing as practice3. Continuing enrichment of vocabulary
E. Precision in choosing words:1. Dictionary help2. Thesauri
F. Practice exercises in writing and speaking
TOPIC IV. BASIC LANGUAGE SKILL-GRAMMAR REVIEW
A. Sentence analysis and' constructionB. Verbsregular and irregularC. Nounsplurals and possessivesD. Pronounscases and agreementE. Subjects and predicatesagreementF. Choice and use of adjectivesG. Placement and function of adverbsH. Selection and use of preposition:,I. Conjunctionskinds and function
Developing simple sentences into complex,compound, and complex-compound
K. Practice writing exercises should includeanalysis of all preceding topics
Texts and Other Teaching MaterialsFrom the following suggested texts and materials
(or other equivalent commercially available ma-terial) , select trainee and teacher materials for usein this unit. Additional materials are listed inAppendix D.American College Dictionary, The. New York: Random
House.ANDERSON, Rum; &RAUB, LURA LYNN; AND GIBSON, E. DANA.
Word Finder, 2nd ed. Englewood Cliffs, N.J.: Prentice-Hall,1964.
AUNIER, ROBERT R., AND BURTNESS, PAUL S. Effective English
for Business, 5th ed. Cincinnati: South-Western, 1962.Workbook, Achievement Tests, and Manual.
J.
BLUMENTHAL, JOSEPH C. (A series of programed texts atthree levels.) English 2200, A Programed Course in Gram.mar and Usage; English 2600, A Programed Course inGrammar and Usage; English 3200, A Programed Course inGrammar and Usage. New York: Harcourt, Brace, & World,1963.
BROWN, LELAND. Communicating Facts and Ideas in Business.Englewood Cliffs, N.J.: Prentice-Hall, 1961.
CRANK, DORIS; CRANK, FLOYD; AND CONNELLY, MARY. Words:
Spelling, Pronunciation, Definition, and Application, 5thed. New York: McGraw-Hill, 1962.
Funk dr Wagnall's Standard College Dictionary. New York:Harcourt, Brace, & World.
HENDERSON, GRETA. Business English Essentials, 3rd ed. NewYork: McGraw-Hill, 1965.
HIMSTREET, WILLIAM C.; PORTER, LEONARD J.; AND MAXWELL,
GERALD W. Business English in Communications. Engle-wood Cliffs, N.J.: Prentice-Hall, 1964.
JOHNSON, H. WEBSTER. How To Use the Business Library, 3rded. Cincinnati: South-Western, 1964.
KIERZEK, JOHN M., AND GIBSON, WALKER. Macmillan Hand-book of English, 4th ed. New York: The Macmillan Co.,1960.
LESLIE, Louis A. 20,000 WordsSpelled, Divided, and Ac-cented, 5th ed. New York: McGraw-Hill, 1965.
MALSBARY, DEAN R. Spelling and Word Power, 2nd ed. En-glewood Cliffs, N.J.: Prentice-Hall, 1964.
MONRO, KATE M., AND WIITENBURG, MARY ALICE. ModernBusiness English, 3rd ed. New York: McGraw-Hill, 1962.
NORMAN, LEWIS, ED. The New Roget's Thesaurus of the Eng-lish Language in Dictionary Form. Garden City, N. Y.:Garden City Books, 1961.
PARKHURST, CHARLES C. Business Communications for BetterHuman Relations. Englewood Cliffs, N.J.: Prentice-Hall,1961.
ROGET, PETER M.; ROGET, JOHN L.; AND ROGET, SAMUEL R.Roget's Thesaurus of Words and Phrases. New York: Gros-set and Dunlap.
SCHUrfE, WILLIAM M., AND STEINBERG, ERWIN R. Communica-tion in Business and Industry. New York: Holt, Rinehart,and Winston, 1960.
SHACHTER, NORMAN. English the Easy Way, 2nd ed. Cin-cinnati: South-Western, 1960. Achievement Test and Man-ual.
SHAW, HARRY. Spell It Right. New York: Barnes and Noble,1961.
SHURTER, ROBERT L., AND WILLIAMSON, J. PETER. WrittenCommunication in Business, 2nd ed. New York: McGraw-Bill, 1964.
STEWART, MARIE M.; HUTCHINSON, E. LILLIAN; LANHAM, FRANK
W.; AND ZIMMER, KENNETH. BUSiticsS English and Commu-nication, 2nd ed. New York: McGraw-Hill, 1961. Workbookand Objective Tests.
STEWART, MARIE M.; LANHAM, FRANK W.; AND ZIMMER, KEN-NETH. College English and Communication. New York:McGraw-Hill, 1964.
WALTERS, R. G., AND LAMB, MARION M. Word Studies, 5th ed.Cincinnati: South-Western, 1963. Workbook and Manual.
WATKINS, FLOYD C., AND MARTIN, EDWIN T. Practical English
Handbook. Boston: Houghton Mifflin Co., 196I.Webster's New World Dictionary (College Edition). New
York: The World Publishing Co.Webster's Seventh New Collegiate Dictionary. Springfield,
Mass.: G. and C. Meriam Co.
ORAL COMMUNICATION
Remedial or Elective Functional Requirement Unit
Hours Class: 1 hour daily
Description and Teaching Suggestions
This unit is designed to assist those trainees whoevidence speech difficulties or defects found by theteacher in the Communication and Basic LanguageSkills unit. Teachers should allocate time to workwith each trainee in accordance with individualspeech needs. The extent. of after-hours traineepractice should vary as necessary. The traineeshould show evidence of a gradual progression tolevels of acceptable fluency as he continues in thisremedial unit. Since progress in speech develop.ment may vary among trainees, some may bereleased from the unit earlier than others.
The topical outline forms a general guide onlyand should be tempered by the speech teacher'sobservation of the trainee's progress. Characteristic
Total: Minimum 15 hours (variable)
regional differences should be noted. Tape record-ings of individuals' conversations and practice ex-ercises should be used along with case study andwith role playing in business situations requiringeffective oral communication. Oral reports andpractice exercises should be used liberally. Helpwith organization of individual talks should alsobe given to further develop trainee potential. Theimportance of good oral communication in thebusiness setting, with its requirements of clarityand coherence, should be highlighted constantly.
Standards of Achievement
Acceptable speech and con.vcrsation as judged bythe teacher.
97
Prerequisites for Study of Oral Communication
Need as determined by the teacher.
Topic OutlineI. Speech Problems
II. Elements of Good SpeechIII. Development of FluencyIV. Practice Business ConversationsV. Speaking in Meetings
TOPIC I. SPECH PROBLEMSA. Individual analysisB. Correction program:
1. Clinic2. After-school assignments3. Practice exercises
TOPIC II. ELEMENTS OF GOOD SPEECH
A. Voice:1. Volume2. Rate3. Pitch4. Tone5. Inflection
B. Using the voice:1. Pronunciation
a. Diacritical marksb. Difficult wordsc. Regional problems
2. Enunciation3. Breath control4. Diction5. Animation
C. Practice exercises in above
TOPIC III. DEVELOPMENT OF FLUENCY
A. Importance of fluencyB. Importance of word choiceC. Using language:
1. Expanding vocabulary2. Eliminating slang
Hours Class: I hour daily
8. Using correct grammar4. Developing units of thought5. Organizing oral presentations
D. Practice exercises in above
TOPIC IV. PRACTICE BUSINESS CONVERSATIONS
NOIT.: Dual and multiple role playing should be used tosimulate office conditions of conversation.
A. The role of the listener:1. Participating with speaker2. Questioning3. Interpreting4. Indicating .interest
B. The role of the speaker:1. Organizing talk2. Evidencing clarity and coherence3. Stating facts and details accurately4. Speaker attitudes toward listener
TOPIC V. SPEAKING IN MEETINGS
A. Types of meetingsB. Understanding purpose or objectiveC. Participating actively when appropriateD. Recognizing othersE. Stating conclusionsF. Practice in speaking in group meetings
Texts and Other Teaching Materials
Selection of appropriate materials for this coursewill vary depending on trainee problems and theteacher's familiarity with speech correction. Several
good tape recorders should be available for theclassroom.BAIRD, A. CRAIG, AND KNOWER, FRANKLIN H. Essentials of
General Speech, 2nd ed. New York: McGraw-Hill, 1960.
HIMSTREET, WILLIAM C.; PORTER, LEONARD J.; AND MAXWELL,
GERALD W. Business English in Communications. Engle-
wood Cliffs, N.J.: Prentice-Hall, 1964.THOMPSON, WAYNE, AND FESSENDEN, SETH. Basic Experiences
in Speech, 2nd ed. Englewood Cliffs, NJ.: PrenticeHall,
1959.
ACCELERATED READING
Basic Skill for All Stenographers and Secretaries
Description and Teaching SuggestionsThis skill unit will increase the trainee's reading
ability, enabling him to comprehend business andtechnical materials more rapidly. An efficient sten-
98
Total: 50 hours variable
guiranhic or secretarial worker should be able to--t,- -.process written materials with maximum speed andaccuracy. Increased reading skill is one of the keyfactors in achieving this goal. Stress will be placed
on visual discrimination, development of compre-hension, and rapid reading techniques. Eachtrainee should enter the program with at least a10thgrade reading level as measured by the DavisReading Test, Forms 2A, 2B, 2C, or 2D. Traineesnot at that level should receive a pre-unit remedialreading course to bring them to that level. Train-ees will receive group instruction and will workwith individualized materials so that each may pro-ceed in accordance with his own natural ability.
Standards of Achievement
Reading at 12th-grade level, as measured by theDavis Reading Test, Forms 1A, 1B, IC, or ID, plusa special proficiency in one or more of the follow-ing areas:
Correspondence Medical reportsGeneral business Scientific reports
literature Engineering dataLegal material
At present, there are no standard tests ofachievement in the above categories. Thin, readinginstructors should develop specialized measuringtools to determine the degree of achievement at-tained by the trainee.
Prerequisites for Study of Accelerated Reading
10th-grade reading level.
Topic Outline
I. Visual DiscriminationII. Fundamental Approach to Reading
III. Vocabulary DevelopmentIV. Sentence and Paragraph ComprehensionV. Comprehension of Longer Selections
VI. Accelerating ReadingVII. Practical Applications
TOPIC I. VISUAL DISCRIMINATION
A. Tachistoscopic training:1. Numbers2. Words3. Phrases
B. Practical applications to business correspond-ence
TOPIC II. FUNDAMENTAL APPROACH TO READING
A. Need for flexibilityB. SurveyingC. SkimmingD. ScanningE. SQ3R method (Survey, Question, Read, Re-
view, Recite)
TOPIC III. VOCABULARY DEVELOPMENT
A. Learning words in contextB. Using the dictionaryC. Word rootsD. How to be "word aware" in everyday lifeE. Building vocabulary artificially through spe-
cial texts
TOPIC 1V. SENTENCE AND PARAGRAPH COMPREHENSION
A. Structure of a sentenceB. Structure of a paragraph
TOPIC V. COMPREHENSION OF LONGER SELECTIONS
A. Determining author's purpose and generaltone
B. Recognizing and understanding the writer'sorganization
C. Finding main ideasD. Finding supporting detailsE. Following written directionsF. Relating ideas, drawing inferences, and read-
ing between the lines
TOPIC VI. ACCELERATING READING
A. Understanding factors that control speed:1. Difficulty of the material2. Purpose of the reader3. Intelligence4. Span of apprehension5. Concentration6. Mechanical factors (orderly left-to-right
progression, accurate perception, etc.)B. Rate-controller trainingC. Timed exercisesD. Pacer training
TOPIC VII. PRACTICAL APPLICATIONS
A. Applications to general readingB. Applications to specific secretarial areas
Texts and Other Teaching MaterialsFrom the following suggested texts and materials
(or other equivalent commercially available mate-rial), select teacher materials for use in this unit.Additional materials are listed in Appendix D.BLAIR, GLENN. Diagnostic and Remedial Teaching. New York:
Macmillan, 1956.BOND, GUY, AND TINKER, MILES. Reading Difficulties, Their
Diagnosis and Correction. New York: AppletonCentury-Crofts, 1957.
FLESCH, RUDOLPH. The Art of Readable Writing. New York:Harper & Bros., 1949.
JEwErr, ARNO. Improving Reading in the Junior High School.(Bulletin No. 10.). Washington: U.S. Department of Health,Education, and Welfare, 1957.
KOTIMEYER, WILLIAM. Teacher's Guide for Remedial Read-ing. New York: McGraw-Hill, 1959.
99i
Ni.w Fos, J. ROY. Reading In Your School. New York: Mc-Graw-Hill, 1960.
Si kANC, RU It AND BR 1( KI \, DOROI it% . Malting Bette) Read-ers. Boston: D. C. Heath and Co., 1937.
Suoxo, Ruin; McCul.t.oucal, Coss' ANci..; AND 'IrkAXI.1 It, AR -
I MN. The Impovement of Reading, 3rd rd. New Yolk:McGraw -Hill, 1961.
Mechanical AidsAVR Rateometer. Audio-Visual Research, Chicago. A device
for improving leading speed.Controlled Reader. Educational Developmental Laboratories.
Inc., Huntington, N. Y. A machine which uses filmstripsfor improvement of reading (readiness period throughfault level) .
Keystone Tachistoscope. Keystone View Company, Meadville,Pa. A device for presenting digits, phrases, sentences. af-fixes, etc., (timed or maimed) , by use of slides.
Hours Class: 1 hour daily
Leaven Iland-Eve Coordinator. Keystone View Company.Meath ille, Pa. One's tiaining in handeye coordination.
Pr)ceptamnpe. Perceptual Deeloputeut Laboratories, St.Louis. Combines training with films and training in tachi-stoscopic techniques.
Reading Pacer. Keystone View Company, Meadville, Pa. Adevice for improving leading speed.
Reading Rate Controller. Stereo Optical Company, Chicago.A device for improving reading speed.
Renshaw Tachistoscopic Trainer. Stereo Optical Company.Chicago. An individual tachistoscope.
Shadowsrope Reading Parer. Lafayette Instrument Company.Lafayette, Ind. A device for improving reading speed.
SRA Reading Accelerator, Model II. Science Research Asso-ciates. Chicago. A device for improving reading speed.
Timex. Educational Developmental Laboratories, Inc.. Hunt-ington, N. I'. A tachistoscopic device.
BUSINESS CORRESPONDENCE
Basic Skill for Secretaries
Description and Teaching Suggestions
Since many secretaries prepare letters for ap-proval by their employer or supervisor, answerroutine correspondence, and write letters for avariety of purposes, this unit was designed to helpall secretarial trainees with this skill.
The purpose of the unit is to help the traineeto develop writing skill and to familiarize him withtypical business writing. The first goal includesdeveloping a forceful and pleasing style as well asgrammatical correctness. Achieving the second goalrequires some knowledge of business practices andrelationships. In addition to applying the basiclanguage skills learned in the Communication andBasic Language Skills unit, trainees should be in-troduced to current trends in business writing,specific techniques for developing a readable style,and the fundamentals of organizing written mate-rials.
Some aspects that should be reviewed are format,letterhead design and paper selection, punctuationand capitalization, and continuing vocabulary de-velopment.
Developing an effective writing style is prob-ably learned best by a combination of activities,such as analyzing successful business writing, com-posing original letters, studying the feedback afterevaluation, revising and rewriting, and repeated
100
Total: 30 hours
application of techniques that have proved suc-cessful.
All writing assignments should be typewritten.Bulletin boards should be used to display variousletterheads, enlarged posters of letter styles, andoutstanding compositions. Trainees mastering thisunit may also be eligible to pursue correspondingrelated work activities. Assessment of the trainee'sachievement in this unit is qualitative, based onthe judgment of the teacher.
Standards of Achievement
Organize and compose acceptable business corre-spondence in accordance with current businessletter writing practice.
Prerequisites for Study of Business Correspondence
Communication and Basic Language Skills.
Topic Outline
I. Elements of Letter OrganizationII. Letter Style
III. Special Purpose LettersIV. Application for EmploymentV. In tracompany Correspondence
Noll,: Each sub-topic should be followed by exercises inmiginal letter wilting with teacher-trainee feedback, and le-wilting of letters by the trainee for resubmission.
TOPIC I. ELEMENTS OF LETTER ORGANIZATION
A. Developing unified and coherent paragraphsB. Developing conciseness in writing letters of
request:1. Hotel reservations2. Travel schedules3. Literature requests4. General and/or specific information
C. Developing completeness and accuracy:1. Maintenance of conciseness2. Letters of request-
a. Requisitioning suppliesb. Ordering merchandisec. Requesting creditd. P equesting a favor
TOPIC II. LETTER STYLE
A. Pleasant and persuasive toneB. Descriptive style:
1. Vivid2. Concrete
C. Letters to build good will:1. Thanks2. Congratulations3. Sympathy4. Appreciation5. Granting a favor6. Formal letters with deferential tone to
important person7. Recommendations for employment
TOrIC III. SPECIAL PURPOSE LETTERS
A. Letters that sell merchandise or service1. Organization to lead the reader to action2. Maintenance of previously developed style
B. Letters containing negative material or rejec-tion:1. Maintenance of positive tone2. Awareness of reader reaction3. Saying "No" graciously
TOPIC IV. APPLICATION FOR EMPLOYMENT
A. Inquiring about an open positionB. Applying for a specific position
BUSINESS PRINCIPLESEnvironmental Knowledge for
Hours Class: 2 hours daily
Description and Teaching SuggestionsThis unit should help the trainee to understand
the role of the American business system, its orga-
TOPIC V. IN'IRACONIPANY CORRESPONDENCE
A. Informal memoranda for staff members:1. Brief2. Concise3. Courteous
B. Writing for the record:1. Formal and impersonal style2. Minutes of meetings3. Orders to subordinate personnel
Texts and Other Teaching Materials
From the following suggested texts and materials(or other equivalent commercially available mate-rial), select trainee and teacher materials for usein this unit. Additional materials are listed inAppendix D.AURNER, DR. ROBERT R., AND BURTNESS, DR. PAUL S. Effective
English for Business, 5th ed. Cincinnati: South-Western,1962. Workbook, Achievement Tests, and Manual.
DORIS, LILLIAN, AND MILLER, BESSE M. Complete Secretary'sHandbook, 2nd ed. rev. Englewood Cliffs, NJ.: Prentice-Hall, 1960.
FowLER, H. W. A Dictionary of Modern English Usage. NewYolk: Oxford University Press.
GAVIN, RUTH E., AND Hurcuissos, E. LILLIAN. ReferenceManual for Stenographers and Typists, 3rd ed. New York:McGraw-Hill, 1961.
HIMSIREEI', WILLIAM C.; PORTER, LEONARD J.; AND MAXWELL,GERALD W. Business English in Communications. Engle-wood Cliffs, NJ.: Prentice-Hall, 1964.
Nom: s, JOHN C., AND CONNOLLY, FRANCIS X. Nor/mice Col-lege Handbook, 5th ed. New York: Harcourt, Brace, &World, 1962.
HousE, CLIFFORD R., AND SKUROW, SAMUEL, Typewriting StyleManual, Cincinnati: South-Western, 1963.
LARSON, LENNA A., AND KoELE, ArotioNiA M. ReferenceManual for Office Employees, 4th ed. Cincinnati: South-Western, 1960.
MAYO, Lucy G. Communications Handbook for Secretaries.New York: McGraw-Hill, 1958.
MENNING, J. H., AND WILKINSON, C. W. CommunicationThrough Letters and Reports, 3rd ed. Homewood, Ill.:Richard 1). Irwin, Inc., 1963.
SHURFER, R. L., AND IVILLIAMSON, J. P. Written Communica-tion in Business, 2nd ed. New York: McGraw-Hill, 1964.
IVYxorF, GEORGE: S., ANn SIIAW, HARRY. Harper Handbookof College Composition, 3rd ed. New York: Harper andBros., 1962.
AND ORGANIZATIONStenographers and Secretaries
Total: 60 hours
nization, and some basic management principles.The content is designed to give the trainee anawareness of his job relative to others in a business
101
complex. The role and importance of marketingin our business system is investigated.
Trainees should become aware of the complex-ities of today's business environment and under-stand business decisions guidelines such as profit,costs, overhead, and general and administrativeexpense. The various marketing functions shouldbe thoroughly explored since many secretarialtrainees may find employment in these areas.
The unit also emphasizes the financial, produc-tion, and personnel management areas of businessenterprise. The role of government in business isstudied intensively. It is suggested that local busi-ness controllers, production, and personnel man-agers be invited to speak to the group about theirareas of interest. Class discussion should be encour-aged. Objective tests can be used to evaluate thetrainee's general business knowledge.
Standards of Achievement
1. Know the types of organizations in theAmerican business system.
2. Know the general patterns of operation andthe general responsibilities of managementfor profitable production.
3. Identify and know the various marketingfunctions and the effect of various social andeconomic factors on marketing.
4. Know the purposes and contribution to thebusiness enterprise of the areas of financial,production, and personnel management.
5. Know some of the effects of certain legislationon business practices.
Prerequisites for Study of Business Principles andOrganization
Trainee selection standards.
Topic Outline
1. Understanding the American Business Sys-tem
II. Organization of BusinessIII. Principles of Management1V. Marketing and Merchandising ManagementV. Financial Management
VI. Production ManagementVII. Personnel and Human Relations
VIII. Government and Business
TOPIC I. UNDERSTANDING THE AMERICAN BUSINESS
SYSTEM
A. The profit motiveB. Big and small business
102
C. Interdependency and specializationD. The business system in a democratic societyE. Governmental influence (will be covered
more extensively later)
Topic II. ORGANIZATION OF BUSINESS
A. Sole proprietorshipB. PartnershipC. CorporationD. Cooperatives
TOPIC III. PRINCIPLES OF MANAGEMENT
A. Overall responsibilities of managementB. Organization of managementC. Patterns of operation
1. Planning2. Organizing3. Directing4. Integrating5. Controlling
D. Executives responsible for management func-tions
TOPIC IV. MARKETING AND MERCHANDISING MANAGE-
MENT
A. Role of marketing in our business systemB. Importance and growth of marketingC. Factors affecting marketing activities:
1. Population trends2. Income3. Location4. Style5. Fashion
D. Marketing research as an important functionof marketing
E. Channels of distribution:1. Wholesalers2. Agents and brokers3. Retailers
F. Marketing activities:1. Buying2. Pricing3. Selling
G. Merchandising activities:1. Promotion-advertising and display2. Delivery and shipping
TOPIC V. FINANCIAL MANAGEMENT
A. Executives and financial responsibilityB. Common financial decisionsC. Areas of financial management:
1. Financial accounting2. Determination of profits3. Determination and control of costs
4. Budgeting5. Taxes and their impact on business6. Investments7. Risks and insurance8. Credit and collections
TOPIC VI. PRODUCTION MANAGEMENT
A. Executives and departmental responsibilitiesB. Planning productionC. Production control and measurementD. Factors of production
TOPIC Vii. PERSONNEL AND HUMAN RELATIONS
A. Executives and departmental responsibilitiesB. Recruitment and selectionC. Employee trainingD. Employee incentives:
1. Financial2. Non-financial
E. Employer-employee relationsF. Office organization and management
TOPIC VIII. GOVERNMENT AND BUSINESS
A. Important areas of government legislation:1. Prices2. Business practices3. Fluctuations in economy
B. Encouragement of business activity
Texts and Other Teaching Materials
From the following suggested texts and materials(or other equivalent commercially available mate-rial) , select trainee and teacher materials for usein this unit. Additional materials are listed inAppendix D.CRAIDIE, ERNESE H.; DiatuNt, S. JOSEPH; AND HAINES, PLa.0 G.
General Business, 9th ed. Cincinnati: South-Western, 1966.Workbooks, Achievement Tests, and Nlanual.
}luaus, MORRIS L. Business Administration, 2nd ed. Engle-wood Cliffs, N.J.: Prentice-Hall, 1960.
NANASSY, Louis C., AND FANCHLR, CHARLES M. General Busi-ness and Economic Understandings, 3,d ed. EnglewoodCliffs, N.J.: Prentice-Hall, 1067.
Dm:, RAY G.; NIUSSELNIAN, VERNON A.; HALL, J. CURTIS; AND
WEEKS, EDWIN. General Business for Everyday Living, 3rded. New York: McGraw -hilt, 1066.
ROBINSON, EDWIN, AND HALL, J. CUM'S. College Business Or-ganization and Management, 3rd ed. New York: McGraw-Hill, 1064.
Simi', BERNARD A., AND WILSON, %V. HARMON. Business Prin-ciples and Management, 4th ed. Cincinnati: South-Western,1061.
Toxxc, thiustxr A.; SIMON, SIDNEY I.; AND NICGILL, ESBY C.Business Principles, Organization and Management, 2nded. New York: NIcGrawHill, 1063.
%VEINIER, ARTHUR M. Introduction to Business: A Manage-ment Approach. Homewood, Ill.: Richard D. Irwin, Inc.,1059.
ViNcAir, JonN W., AND WEINER, J. DANA. Retail Merchandis-ing, Gth ed. Cincinnati: South-Western, 1063. Workbook,Achievement Tests, and Manual.
BUSINESS TERMINOLOGY
Environmental Knowledge for Stenographers and Secretaries
Hours Class: 1 hour daily
Description and Teaching Suggestions
This unit covers the terminology used in busi-ness. Emphasis is placed on functional applicationof the terminology, rather than on mere defini-tions. The trainee should know when, where, andhow business terms are used. The unit can accel-erate learning in other environmental knowledgeunits. As each topic is covered, it is suggested thatthe teacher assign selected short readings in busi-ness areas. Because the instruction in this unit willhave application in the skill development andfunctional requirement training units, traineesshould be encouraged to use standard and specialdictionaries frequently, and to compose short para-graphs using the newly learned terminology. Evalu-
Total: 15 hours
ation of trainee achievement can be made by objec-tive tests.
Standards of Achievement
Understand, define, and use business terminologyfrom a wide variety of business fields as measuredby achievement on objective type tests (90 percentor better).
Prerequisites for Study of Business Terminology
Trainee selection standards.
Topic Outline
1. Business Organization11. Production
103
III. MarketingIV. BankingV. Credit
VI. Business CyclesVII. Labor
VIII. TaxesIX. InvestmentX. Automation
XI. Business LawXII. Insurance
XIII. Finance
TOPIC I. BUSINESS ORGANIZATION
A. ProprietorshipB. PartnershipC. Corporation
1. Bonds2. Stocks3. Dividends
D. Cooperatives
TOPIC II. PRODUCTION
A. Capital investmentB. ProductivityC. PurchasingD. InventoryE. Quality controlF. Producer's goods
TOPIC III. MARKETING
A. DistributionB. SalesC. CostsD. TransportationE. ConsumptionF. Consumer price index
TOPIC IV. BANKING
A. CurrencyB. Time depositsC. Demand depositsD. SavingsE. ReservesF. Loans
TOPIC V. CREDIT
A. DebtorB. CreditorC. InstallmentsD. InterestE. Credit ratingF. Credit bureauG. Credit memorandum
TOPIC VI. BUSINESS CYCLES
A. Prosperity
104
B. DepressionC. RecessionD. RecoveryE. InflationF. Della t ionG. Gross national product
TOPIC VII. LABOR
A. Collective bargainingB. Labor forceC. MediatorD. ArbitratorE. StrikeF. Union
TOPIC VIII. TAXES
A. Corporation taxesB. Excise taxesC. Tax rateD. Tax baseE. l'rogressive taxF. Regressive taxG. Proportional taxH. TariffsI. FICA
TOPIC IX. INVESTMENT
A. Common stockB. l'referred stockC. Debenture bond1). Registered bondE. Mutual fundsF. Stock market
TOPIC X. AUTOMATION
A. Data processingB. TechnologyC. Computer
1. Analog2. Digital
D. InputE. OutputF. FeedbackG. ProgrammerH. Systems
TOPIC XI. BUSINESS LAW
A. ContractsB. Negotiable instruments:
I. Drafts2. Promissory notes3. Trade acceptances4. Indorsements
a. Specialb. Blank
c. Restrictived. Qualified
C. PrincipalD. AgentE. Real property:
1. Mortgage2. Deed3. Lease
F. Warranties
TOPIC XII. INSURANCE
A. PolicyB. PremiumC. Face valueD. RiskE. Liability
TOPIC XIII. FINANCE
A. RevenueB. ExpenditureC. AetsD. LiabilitiesE. CapitalF. Net worthG. Balance SheetH. Income and expense statement
Texts and Other Teaching Materials
From the following suggested texts and materials(or other equivalent commercially available mate-rial) , select trainee and teacher materials for usein this unit. Additional materials arc listed inAppendix D.
FRI n; niacKER, RAYMOND; AND FRAKIS, JOHN. General
Office Practice, 2nd ed. New York: McGraw-Hill, 1963.CAMPINE, JAMES A., AND VAGoNER, MAx L. The ABC's of
ADP. Park Ridge, Ill.: Data Processing Management Asso-ciation, 1964.
CRAISISF, ERNI Sr DI BRUM, S. JOSI.1111; AND HAIM s, Pi II K 6.
General Business, 9th ed. Cincinnati: South-Western, 1966.WorkbovIcs, Achievement Tests, and Manual.
CRANK, DORIS; CRANK, FLOYD; AND CONNELLY, MARY. WOHis:
Spelling, Pronunciation, Definitions, and A pblicatiou, 5thed. New York: McGraw-Hill, 1962.
DODD, JAMES HAM FLY; KENN! DY, JOHN W.; ANn Oist N, .R I III%
R. Applied Economics, 6th ed. Cincinnati: South-Western.1962. Workbook, Achievement Tests, Examinations. andManual.
Euswokiir. Pm, AND JACKSON, PAUL Applied Bookkeeping.-!Ih ed. New Yolk: McCraw-Hill, 1965.
FISK, MCKIE, AND SNAPP, JAMI s C. Applied Business Law, 9thed. Cincinnati: South-Western, 1966.
ti
GAVIN, RUTH E., AND HuicuiNsox, LILLIAN E. Reference Man-ual for Stenographers and Typists, 3H1 ed. New York: Mc-Graw-Hill, 1961.
Gm, Giotto:. Business Law, 3rd ed. Englewood Cliffs, N.J.:Prentice-Hall, 1966.
Hut I MAN, HARRY; MULKERNE, DONALD; AM) Russos, ALLIEN.Office Procedures and Administration, College Course. NewYolk: McGraw-Hill, 1965.
KAHN:, Gunitcr. Business Data Processing, Basic Principlesand Applications. New York: NIcGrawHill, 1966.
LAIRD, DONALD, AND LAIRD, ELLANOR. Practical Business Psy-chology, 3rd ed. New York: McGraw -Hill, 1961,
LAMB, MARION M. Wore Studies, 5th ed. Cincinnati: South-Western, 1963. Workbook, Achievement Tests, and Manual.
LARSON, LENNA A., Aso hor.BLE, Aroca.ostA. Reference Man-ual for Office Employees, 411: ed. Cincinnati: South-West-ern, 1960.
MAlsomtv, DEAN R. Spelling and Word Power, 2nd ed. Engle-wood Cliffs, N.J.: Prentice-Hall, 1964.
MARLIN, E. VAINKICIIr. electronic Data Processing-An Intro-duction. Homewood, Ill.: Richard D. Irwin, Inc., 1961.
MCNAUCIFION, W. L. Introduction to Business Enterprise.New York: John Wiley and Sons, 1960,
NANASSY, Louis C., AND SEMEN, WILLIAM. Business Diction-ary. Englewood Cliffs, N.J.: PrenticeMall, 1960.
PLACE, IRENE, AND HICKS, CHARLES. College Secretarial Proce-cedures, 3rd t d. New York: McGraw -hill, 1964.
PRICE, RAY G., AND OMER& General Business for EverydayLiving, 3rd ed. l':ew York: McGraw-Hill, 1966.
Rotor:mon, WRY' . Understanding Modern Business DataProcessing. New York: McGraw-Hill, 1966.
Rom NISI RC, R. ROISRT, AND CRANK, FLOW. Essentials of Busi-
ness Law, 3rd ed. New York: McGraw-Hill, 1963.Sclimmr, Rum RD N., AND MIERS, Wu LIANI E. Etc:Ironic
Business Data Processing. New York: Holt, Rinehart, andWinston, 196'3.
51111.1, lit RNARD A., AND Wii.soN, W. HARMON. ii11.thlem Prin-
ciples and Management, 4th ed. Cincinnati: South-Wes:mi.1961. Workbook, Achievement Tests, and Manual.
TONNI', III RID RE E.; SIMON, SIDNEY I. AND MCGILL. E. C.
Business Principles, Organization and Management. NewYork: McGraw-Hill, 1963.
WANotis, S. J., AND WANOUS, EDWARD E. Diction:11y of Book-
keeping and Accounting Terminology. Cincinnati: South-Western, 1962.
Automation Office Practice. Cincinnati: South-West-ern, 19(14. Automation Office Practice Set and Manual.
WINGA I t , Jam; W., ANI) Wi 1511t, J. DAN %. Retail Merchandis-
ing, oth ea. Cincinnati: South - Western, 1963. Workbook,Achievement Tests. and Manual.A standard dictionary is also suggested, such as
The American College Dictionary, New York: Ran-dom House, or Webster's New Collegiate Diction-ary, Springfield, Mass.: G. and C. Metriam Co.
105
FUNDAMENTALS OF BUSINESS LAW
Functional Requirement for All Trainees
Hours Class: 1 hour daily
Description and Teaching Suggestions
This unit provides an introduction to the com-mon legal principles pertaining to everyday busi-ness activities. It should introduce the office workerto the essential elements of contracts, negotiableinstruments, and sales transactions. Designed as afoundation unit, it can serve as preliminary prepa-ration for trainees to enter the business world withsome perception of the legal rights and obligationsof parties to business agreements. The unit exposestrainees who arc preparing for careers in legaloffice work to terminology, concepts, and practiceswhich they will study more intensively at a latertime. Discussion by the trainees should be encour-aged. Personal experiences can often be used effec-tively to create a lively discussion. Actual casesshould be used liberally to give realism to thepresentation. Evaluation of the trainee's knowledgecan be made by objective tests.
Standards of Achievement
1. Know the effect of legislation on businesspractice
2. Know the elements of contracts, sales trans-actions, and negotiable instruments
3. Understand legal relationships such as thosebetween employer and employee, debtors andcreditors, goemment and business, and land-lord and tenants
Prerequisites for Study of Fundamentals ofBusiness Law
Trainee selection standards.
Topic Outline
I. Importance of Law to BusinessIL Common Legal Forms
IIL ContractsIV. Sales TransactionsV. Negotiable Instruments (Notes, Checks,
Drafts)VI. Legal Relationships
TOPIC 1 IMPORTANCE OF LAW To BUSINESS
A. Purpose of lawsB. Effects of legislation on business practices:
106
Total: 30 hours
1. Control of business2. Regulation of business
TOPIC II. COMMON LEGAL FORMS
A. AcknowledgmentB. Power of attorneyC. ProxyD. Affidavit
TOPIC III. CONTRACTS
A. The nature of a contractB. Implied contractsC. Written contracts1). Uniform commercial code
'TOPIC IV. SALES TRANSACTIONS
A. NVhat constitutes a sales contractB. Transfer of titleC. Conditional sales contracts1). Expressed and implied warrantiesE. Rights and remedies
Tom V. NEGOTIABLE INSTRUMENTS (NOTES, CHECKS,
DRAFTS)
A. What makes a paper negotiableB. Form and content of negotiable instrumentsC. Transfer of negotiable instruments:
I. Form of endorsements2. Responsibilities of endorsers
TOPIC VI. LEGAL. RELATIONSHIPS
A. Legal rights:1. Employer and employee2. Creditors and debtors3. Landlord and tenant. Government and business
B. Legal duties:1. Employer and employee2. Creditors and debtors3. Landlord and tenant4. Government and business
Texts and Other Teaching MaterialsFrom I he following suggested texts and materials
(or other equivalent commercially available mate-
rial) , select trainee and teacher materials for usein this unit. Additional materials a...e listed inAppendix 1).ANDI Rso., Roy u 0 A. uniform comities/Jai Code Teaching
Guide. Cincinnati: Soutli.Westctn, 1961. realm's Book.
FISK, Mc Ku:, AND SNAPP, JAMES C. Applied Business Law, 9thed. Cincinnati: South-Western, 1966. Workbook, Achieve-ment Tests, Examinations, and Manual.
Gm, GEORGE. Business Law, 3rd ed. Englewood Cliffs, N.J.:PrenticeHall, 1966.
GOODMAN, KNNARD E. Today's Business Law, 2nd ed. NewYork: Pitman, 1961.
MILLER, BrssE MAY. Legal Secretary's Complete Handbook.Englewood Cliffs, N.J.: PrenticeHall, 1960.
ROSENBERG, R. RouRr, AND Orr, WILLIAM G. College Busi-
ness Law, 3rd ed. New York: McGraw-Hill, 1966. Tests,
Teacher's Manual, and Key.SINI WI R. ARNOLD E.; Smut', EDWARD A.; AND WIIITCRAI
Join E. Personal Business Laze, 3rd ed. New .."olk: Mc-Graw-Hill, 1961 Workbook, Tests, Teacher's Manual, andKey.
St.t.twoLn, EVANGELINE. Sletwal's Manual of Documents and
Forms for the Legal Secretary. Englewood Cliffs, N.J.:
Prentice-Hall, 1965.
INTRODUCTION TO BUSINESS DATA PROCESSING
Environmental Knowledge for Secretaries
Hours Class: 1 hour daily
Description and Teaching Suggestions
Much of today's business activities center aroundautomated data processing and associated equip-ment. This unit is designed to help the traineeunderstand the office environment in which auto-mated data equipment is used, exposing him tothe associated terminology, processes, and effects.Primarily, the unit presents an overview of dataprocessing, possible applications, preparation ofinput, and automated equipment and processes. Itis suggested that teachers provide for a trainee tourof an automated data - processing office. U, S. Officeof Education publication OE-86010. SuggestedCurricula Guide for Electronic Business DataProcessing Peripheral Equipment Occupationsshould be consulted for references and materialsavailable in the business data-processing field. Ob-jective tests of knowledge acquired in businessdata-processing fundamentals are suggested forevaluating trainees.
Standards of Achievement
Know fundamentals of data-processing as evi-denced on objective tests of factual material pre-sented.
Prerequisites for Study of Introduction to BusinessData Processing
General Office Education Units as suggested forthe Basic Stenographic-Secretarial program.
Demonstrated proficiencies equivalent to stand-ards of achievements for those units are acceptable.
Topic Outline
I. Importance and UV's of Data
Total: 30 hours
II. Evolution and Growth of Data-Processing Sys-tems
III. Applications of Data ProcessingIV. Basic Data Processing CycleV. Input-Output Data Representation
VI. Introduction to Systems and EquipmentVII. Peripheral Business Data-Processing Occupa-
tions
Topic I. IMPORTANCE AND USES OF DATA
A. History of record-keepingB. Sources and types of dataC. Needs fox dataD. Decisions based on dataE. Growing complexity of data
'10PIC H. EVOLUTION AND GROWTH OF DATA-PROCESS-
ING SYSTEMS
A. Definition of terms; data, data processing,technology, automation, etc.
B. Evolution of data-processing systems:1. Early one-man businesses (simple book-
keeping)2. Expansion of business and increasing need
for data3. Early mechanization of the recordkeeping
process4. Development of office machines5. Development of punched card systems6. Integrated data processing7. Electronic data-processing systems8. Future of data processing
C. Data processing in the business organizationD. Filing techniques review:
1. Alphabetic files2. Numeric files
107
3. Subject files4. Other twes of files-chronological,
graphical, etc.
TOPIC III. APPLICATIONS OF DATA PROCESSING
A.B.C.D.E.F.
EngineeringScienceStatisticsMilitaryFinancial and bankingBusiness and industry:1. Accounting2. Payroll3. Reports4. Inventory and material control5. Production scheduling6. Labor distribution7. Sales analysis8. Market forecasting9. Management forecasting
gco-
TOPIC IV. BASIC DATA PROCESSING CYCLE
A. Collection of data (original documents,checks, time cards, etc.)
B. Input preparation and entry (preparingledger pages, punching cards, etc.)
C. Processing:1. Classifying (by location, production lot,
etc.)2. Sorting (by code, account number, etc.)3. Calculating (total volume, averages, de-
ductions, etc.)4. Summarizing (new or reconstructed data)
D. Storage (machine memory, library, paperfiles)
E. Output (punched cards, magnetic tape, doc-u' en t, statement)
TOPIC V. INPUT-OUTPUT DATA REPRESENTATION
A. Recording media:1. Punched card2. Punched paper tape3. Magnetic tape4. Magnetic ink characters5. Printed form6. Cathode-ray tube7. Other media
B. Coding systems (man-machine communica-tion)
TOPIC VI. INTRODUCTION TO SYSTEMS AND EQUIPMENT
A. Manual systemsB. Machines:
1. Typewriters2. Reproducing machines
108
3. Calculators4. Accounting machines5. Key sorts
C. Elec tro-mechan ica 1 machines (functions andtypes) :1. Key-punches2. Verifiers3. Reproducers4. Collators5. Sorters6. Interpreters7. Calculators8. Tabulator)9. Media converters (tape to card, card to
tape)1). Electronic computers
TOPIC VII. PERIPHERAL BUSINESS DATA-PROCESSING OC-
CUPATIONS
A. Job functions and associated equipment1. Tape librarian2. Coding clerk3. Keypunch operator4. Tabulating machine operator5. Console operator6. Supervisor, machine records unit7. Supervisor, clerical8. Statistical clerk9. Possible future occupation-peripheral
equipment operatorB. Importance of peripheral business data-proc-
essing occupations
Texts and Other Teaching Materials
From the following suggested texts and materials(or other equivalent commercially available mate-rial) , select trainee and teacher materials for usein this unit. Additional materials are listed inAppendix D.BAssErr, ERNI:Sr D.; AGNEW, PETER L.; AND GOODMAN, DAVID
G. Business Filing and Records Control, 3rd ed. Cincin-nati: South-Western, 1964. Filing Office Practice Set, FinalExamination, Placement Tests, and Manual.
CHAPIN, NED. Introduction to Automatic Computers. Prince-ton, N.J.: D. Van Nostrand Co., 1904.
FREEMAN, M. HERBERT; HANNA, J. MARSHALL; AND KAHN, GIL-
BERT. Gregg Bookkeeping and Accounting, 3rd ed. NewYork: McGraw-Hill, 1963. (Contains special section onbusiness data processing.)
GRI141111, MARY CLAIRE. Records Management. Boston: Allynand Bacor, 1964.
HEIN, LEONARD W. An Introduction to Electronic Data Proc-essing for Business. Princeton, N. J.: D. Van Nostrand Co.,1961.
HUFFMAN, HARRY; MULKERNE, DONALD J. D.; AND RUSSON,
4 )
ALLIEN. Office Procedures and Administration. New York:McCraw-Hill, 1965.
INMAN, Kt. \NI.Iti L. Fundamentals of Electionie Data oe-essing Progtaied Text). Englewood Cliffs, N.J.: Nen-tice-Hall, 1964.
Introduction to Electronic Data Proce.ssing. l'at k Ridge,Data Processing Management Association, 1962. Teacher'sManual and Student's Kit.
JonNsos, H. VEISSIlit. flow To Use the Business Libay, 3rded. Cincinnati: South.Western, 1964.
KAHN, Gultrkr. Business Data Processing. Basic Principlesand Applications. New Yolk: tilcGuaw Iiill, 1966.
kAIIN, GILDRI; Yt RIAN, ODOID-.; AM SI I.WAR , j.1 t Rla R.
Progressive Filing. New York: McGraw-Hill, 1961. Work-book, Practice Set, instructor's Manual, and Tests.
McGn.t., Do\AI.0 A. C. Punched Cards: Data Processing. forProfit Improvement. New York: McGraw-Hill, 1962.
RomcnAu;, 13t mu t Unde standing .1Iodn Business DataProcessing. New York: McCraw-Ilill, 1966. Problems andExemises, Teacher's Manual, and Key.
VAN Nt ss, Rom k t G. Principles of Punched Card Data Moe-,essing. Elmilutst, Ill.: The Business Press, 1962. (SecondarySchool Edition available also) Teacher's Manual.
VANOI, S. J., Am) WANous, EDWARD E. Automation Officeactice. Cincinnati: South-Western, 1964. Automation Of-
Ike Piactice Set, and Manual.niS, S. J.; VANous, EDWARD E.; AM) Iiucuts, ARI. Intro-
duction to Automated Data Processing. Cincinnati: South-Westetn, 1967.
ECONOMICS AND INTERNATIONAL TRADE
Functional Requirement for Foreign-Language Stenographers and Secretaries andEnvironmental Knowledge for Secretaries
Hours Class: 1 hour daily
Description and Teaching Suggestions
This unit presents an overall view of our eco-nomic system and explores the economic differenceswhich underlie world trade. The role of businessin the economic system is highlighted. Relation-ships between the worker and the economic sys-tem are presented to give trainees insight into someof the complexities. The principle of sp.xializationand how specialization contributes to the inter-dependence of nations are studied and related toour economic system. Export-import to ade is
studied. This topic should be especially useful totrainees whose career objectives are in the foreign-language secretarial field. If possible, an exporteror importer in the community should be invitedto lecture on some of the foreign-trade practiceswith which secretaries are involved. Other areas ofinternational trade and transactions which shouldbe useful to this group are currency and monetaryproblems; travel artangements for exemtives(visas, customs procedures, etc.) , trade tarills, andprivate capital investments. Continuous empha-sis should be given to increased travel by execu-tives to other countries, and the importance ofinternational trade. Objective tests can be used toevaluate trainees.
Standards of Achievement
1. Know major aspects of the American eco-
9.
Total: 30 hours
nomic system as jcKlged by objective tests offactual material presented in the unit.Know principles and problems of interna-tional trade.
3. Know export-import aspects of internationaltrade as measured by test.
4. Know passport and other travel arrangementprocedures.
Prerequisites for Study of Economics andInternational Trade
General Office Education Units as suggested forthe Basic Stenographic-Secretarial Program.
Demonstrated proficiencies equivalent to stand-ards of achievement for these units are acceptable.
Topic Outline
I. Functions of an Economic SystemII. Business and Our Economic System
III. The Worker and Our Economic SystemIV. The Consumer and Our Economic SystemV. Government and Our Economic System
VI. The Nature of World TradeVII. America's Role in World Trade
VIII. Trade Barriers and Trade PoliciesIX. International Monetary ProblemsX. Import-Export Procedures
XI. International Travel for Executives
TOPIC I. FUNCTIONS OF AN ECONOMIC SYSTEM
A. What is an economic system
109
B. Production of goods by businessC. Distribution of goods in marketsD. Allocation of resources for production of
goods and servicesE. Provision of income and employment
TOPIC II. BUSINESS AND OUR ECONOMIC SYSTEM
A. Characteristics of our free enterprise system:1. Private enterprise2. Profits3. Competition4. Interdependence5. Fluctuations in business activity
B. Measuring the performance of our free enter-prise system:1. How our economy has grown2. Why our economy has grown3. The problem of maintaining economic
growth
TOPIC III. THE WORKER AND OUR ECONOMIC SYSTEM
A. Our labor force:1. Composition of the labor force2. Changing occupations3. Automation and opportunities for em-
ploymentB. Labor unions:
1. Why workers organize2. How collective bargaining works3. The nature of a labor contract4. The importance of labor unions
C. Labor-management relations:1. Labor-management issues2. The use of the strike3. Public concern for labor-management
relations
TOPIC IV. THE CONSUMER AND OUR ECONOMIC SYSTEM
A. The role of the consumer in a free enterprisesystem
B. Personal expendituresC. Effective use of creditD. Services of banksE. Personal financial security:
1. Savings and investing2. Insurance
TOPIC V. GOVERNMENT AND OUR ECONOMIC SYSTEM
A. The role of government:1. Economic functions of government2. Government aids to business
B. Sharing the cost of governmentC. Our tax system
TOPIC VI. THE NATURE OF WORLD TRADE
A. World trade defined
110
B. Why world trade takes place:1. Principle of specialization2. Principle of comparative advantage3. Advantages of trade
C. Domestic and international trade:1. Similarities2. Differences
TOPIC VII. AMERICA'S ROLE IN WORLD TRADE
A. Importance of U.S. exportsB. Importance of U.S. importsC. Importance of international investmentD. Relationship between exports, imports, and
foreign investment
TOPIC VIII. TRADE BARRIERS AND TRADE POLICIES
A. Types of trade barriersB. Reasons for trade barriersC. Ways to promote freer trade
TOPIC IX. INTERNATIONAL MONETARY PROBLEMS
A. Balance of payments problem:1. International accounts2. Records3. Payments and receipts
B. Currency:1. Rates of exchange and exchange problems2. Common symbols for money values
(Spanish, French, and others)C. Trade in goods and services:
1. Merchandise transactions2. Military expenditure3. Other expenditures (travel, transporta-
tion, etc.)D. Private capital investmentsE. Problem of balance in trade
TOPIC X. IMPORT-EXPORT PROCEDURES
TOPIC XI. INTERNATIONAL TRAVEL FOR EXECUTIVES
A. Passports and visasB. Health requirementsC. Customs and clearance proceduresD. CurrenciesE. Free portsF. Communication with executives during travel
Texts and Other Teaching Materials
From the following suggested texts and materials(or other equivalent commercially available mate-rial) , select trainee and teacher materials for usein this unit. Also suggested for current develop-ments are periodicals such as Business Week, U. S.and World Trade, Time, Newsweek, Fortune, andothers.
CALDERWOOP, JAMES D. International Economic Problems,Curriculum Resources Series. Chicago: Scott, Foresman,1961.
CALDERWOOD, JAMES 1)., AND JON! 5, IIAZI I. J. Woad 'Trade',Curriculum Resources Series. Chicago: Scott, Foresman,1961.
CRAM, ERNIST H.; DEBRUM, S. JOSEPH; AND HAIN, S, PEI I R G.
General Business, 9th ed. Cincinnati: South - Western, 1966.Workbooks, Achievement Tests, and Manual.
Donn, JAMS H.; KI.NNIDY, JOHN W.; AND OLSEN, ARE MiR R.
Applied Economics, bth ed. Cincinnati: South-Western,1962. Workbooks, Achievement Tests, and Manual.
FAIRCHILD, FRED R., AND SHELLY, THOMAS J. Understandingour Free Economy, 3rd ed. Princeton, N.J.: D. Van Nos-trand Co., 1962.
FEIER, RICHARD. Economics for Modern Living, 2nd ed. NewYork: College Entrance Book Co., 1964.
FINNEY, PAUL. The Businessman's Guide to Europe. NewYork: McGraw-Hill, 1965.
Gi.os, R. E., AND BAKER, HAROLD A. Introduction to Business,
5th ed. Cincinnati: South-Western, 1963. Workbook,
Achievement Tests, and Manual.GOODMAN, KENNARD E., AND HARMS, C. LOWELL. Economics.
Boston: Ginn and Co., 1963.GORDON, WENDELL C. International Trade: Goods, People,
and Ideas. New York: Alfred A. Knopf, 1958.
HAILSTONES, THOMAS J.; MARTIN, BERNARD L.; AND WING,
GEORGE A. Contempotary Economic Problems and Issues.Cincinnati: South - Western, 1966.
SoL. Economics and You, 3rd ed. Chicago: Follett Pub-
lishing Co., 1964.HURWITZ, HOWARD L., AND SHAW, Fr.FDERICK. Economics in a
Free Society. New York: Oxford Book Co., 1964.
KLEIN, JACOB, AND COLVIN, WOOLV. Economic Problems ofToday. Chicago: Lyons and Carnahan, 1959.
KRAMER, ROLAND L. International Matketing, 2nd ed. Cin-cinnati: South-Western, 1964. Manual.
KRAMFR, ROLAND L; WARMS, MAURICE Y.; AND Root FRANKLIN
R. Intonational Trade and Finance, 2nd ed. Cincinnati:South-Western, 1966. Achievement Tests and Manual.
1.1M ntu.st, RumAttn W., AND DRISCOLL, PAUL. Our AmericanEconomy, 2nd ed. New York: Harcourt, Brace, and World,
1964.MORTONSON, WILLIAM P.; KRIDER, DONALD T.; AND SAMPSON.
ROY J. Understanding Our Economy. Boston: Houghton
Nrillfin, 1964.NANASSY, LOUIS C., AND FANCIER, CHARLES M. General Busi-
ness and Economics Understandings, 3rd ed. EnglewoodCliffs, N.J.: Prentice-Hall, 1967.
POUNDS, NORMAN J. G., AND TAYLOR, JAMES W. World Geog-raphy, 711: ed. Cincinnati: South-Western, 1966. Workbook,
Achievement Tests, and Manual.PRICE, RAY G.; MUSSEI.MAN, VERNON A.; HALL, J. CURTIS; AND
WEEKS, EDWIN. General Business for Everyday Living, 3rded. New York: McGraw-Hill, 1966.
SHIM!, AUGUSTUS H. Econon:.cs for Our Times, 3rd ed., rev.New York: McGraw-Hill, 1963.
Survey of Trade Relations Between the United States andCommon Market Nations. Washington: U.S. Government
Printing Office, 1962.U.S. Balance of Payments. Washington: U.S. Government
Printing Office, 1964.Winn, C. LANcnos, AND °MFRS. World Economic Geog-
raphy. Belmont, Calif.: Wadsworth Publishing Co., 1964.
WILIILIMS, FRIT/ 'F.; Ili IM! RI., RAMON P.; AND JI !.LEY, It-
Ist.Rr NI. Consumer Economics, 3rd ed. New York: McGraw-
Hill, 1966.WILsos, HARMON, AND Evsil.R, EININ S. Consumer Economic
Problems, 7th ed. Cincinnati: South-Western, 1966. Wm k-
book, Achievement Tests, and Manual.WRONSKI, SrANLEy P.; Doonv, FRANCIS S.; AND CLEMENCE,
RICHARD V. Modern Economics. Boston: Allyn and Bacon,
1964.
MONEY MANAGEMENT
Specialized Requirement for Social Secretaries a mid Environmental Knowledge for all Secretaries
Hours Class: 1 hour daily
Description and Teaching Suggestions
This unit is designed primarily to assist socialsecretaries in attending to personal financial mat-ters for their employers, and can also be helpfulto other secretarial trainees in managing theirpersonal money matters. The unit provides theopportunity to develop the knowledge, under-
standing, and appreciation needed for careful andintelligent decision-making regarding personalfinances. The study areas are arranged to provideprogressive and integrated learning. C'ass hourswill concentrate on the application of the study
Total: 30 hours
material to actual problems of personal financial
management. Problem-solving is stressed through-out the unit. The ultimate goal of the unit is todevelop the ability to recognize existing problems,
apply pertinent facts, use logical analysis, andselect possible alternative solutions. Upon the at-tainment of this goal, the trainee should be betterable to understand the business society and its par-ticipants, and to help his employer in personalmatters. Short objective quizzes should be given atfrequent intervals to check student progress andto indicate topics requiring remedial work. The
111
major tests are case problems that require thetrainee to apply the material learned in class totypical personal financial problems. Major testsshould be of the take-home variety, allowing aminimum of two days to complete.
Standards of Achievement
1.2.
Know how to establish and operate a budget.Know current credit rates and credit advan-tages and disadvantages.
3. Know savings, investing, and life insurancebenefits.
4. Know several forms of mandatory and volun-tary insurance.
5. Know banking and governmental servicesavailable to consumers.
6. Know instruments and requirements of homeownership.
7. Know how to buy household and personalconunodi ties using appropriate consumerguidelines.
Prerequisites for Study of Money Management
General Office Education Units as suggested inthe Basic Stenographic-Secretarial Program.
Demonstrated proficiencies equivalent to stand-ards of achievement for those units are acceptable.
Topic Outline
I. BudgetingII. Credit
III. SavingsIV. InvestmentsV. Life Insurance
VI. Other InsuranceVII. Home Ownership
VIII. Banking ServicesIX. Government and the ConsumerX. Buying Guides
TOPIC I. BUDGETING
A. Definition of budgetingB. Importance of budgetingC. Principles of budgetingD. Methods of budgetingE. Percentage distribution of budget itemsF. Record keeping and budgetingG. Taxes and budgeting
TOPIC II. CREDIT
A. Four C's of creditB. Bank creditC. Consumer creditD. Charge account credit
112
E. Installment creditF. Chattel mortgages:
I. For the seller2. For the buyer
G. Benefits of credit:1. For the seller2. For the buyer
H. Costs of credit
TOPIC III. SAVINGS
A. Principles of savingB. Goals for savingC. Income and savingsD. Expenditures and savingE. Evaluation of savings institutions and plansF. Retirement and saving
'101'IC IV. INVESTMENTS
A. Investing in the American economyB. Investing, speculating, and gamblingC. Principles of investmentD. How to obtain investment informationE. Investment opportunities
TOl'IC V. LIFE INSURANCE
A. Types and uses of life insuranceB. Costs of life insuranceC. Terms of settlementD. Annuities
TOPIC VI. OTHER INSURANCE
A. Mandatory:1. Workmen's compensation2. Disability benefits insurance3. Unemployment insurance4. Social security
B. Personal liability insuranceC. Health and accident insurance:
1. Personal2. Group3. Income protection
D. Property insuranceE. Automobile insurance:
1. Collision2. Liability
l'OPIC VII. HOME OWNERSHIP
A. Role of the real estate agentB. Market for real estateC. Legal instruments and documentsD. Selling a homeE. Buying a home
TOPIC VIII. BANKING SERVICES
A. Banks and the consumerB. Checking accounts
C. Loan servicesD. Financial adviceE. Credit informationF. Collection agenciesG. Safe-deposit boxesH. After-hour deposits
TOPIC IX. GOVERNMENT AND TILE CONSUMER
A. Government servicesB. Government aidsC. Government regulationsD. Government agencies
TOPIC X. BUYING GUIDES
A. Buying foodsB. Buying fabrics, clothing, and shoesC. Buying home appliances and automobilesD. Buying furniture and floor coveringsE. Buying drugs and related productsF. How to use consumer guides
Texts and Other Teaching Materials
From the following suggested texts and materials(or other equivalent commercially available mate-rial) , select trainee and teacher materials for usein this unit. Additional materials are listed inAppendix D.
Conic, JI ROME B., AND HANSON, AR MDR W. Personal Fi-nance, 3rd ed. Homewood, 111.: Richard D. Irwin, Inc.,1964.
(:oil:, R. II., AND HANCOCK, R. S. Consumer and CommercialCredit Management. Homewood, ill.: Richard 1). Irwin,Inc., 1960.
CRABRE, Eitsrsr 114 DEBRuht, S. JOSEPH; AND HAINES, PETERG. General Business, 9th ed. Cincinnati: South-Western,1966. Workbooks, Achievement Tests, and Manual.
DAU IEN, CARL. A., AND WEISHANS, MERLE. Principles of Fi-
nance, 2nd ed. Cincinnati: South-Western, 1964.FuzsimmoNs, CtEo. Consumer Buying for Better Living. New
York: John Wiley and Sons, 1961.LAssut, JACOB KAY. Managing Your Money. Garden City,
New York: Doubleday, 1963.LENDSAY, RODER r. Financial Management: An Analytical Ap-
proach. Homewood, Ill.: Richard D. Irwin, Inc., 1963.PRICE, RAY G., .tNn omits. Genera/ Business for Everyday
Living, 3rd ed. New York: McGraw-Hill, 1966.ROMAN, JOHN C., AND FINCH ROREKE. Family Financial Man-
agement. Cincinnati: South-Western, 1964. Manual.Scorr, W. E., AND OThERS. Everyday Consumer Business, En-
glewood Cliffs, N.J.: Prentice -Hall, 1959.Wititums, Dun T., Also HEIMERI., RAMON P. Consumer Eco-
nomics: Principles and Problems, 2nd ed. New York: Mc-Graw-Hill, 1959.
WILSON, HARMON W., AND EYSI ER, ELVIN S. Consumer Eco.
nomic Problems, 7th ed. Cincinnati: South-Western, 1966.Workbook, Achievement Tests, and Manual.
113
SPECIALIZED OFFICE EDUCATION UNITS
Specialized office education units arc designed toprovide the skills, knowledge, and attitudes neededby trainees who elect specific fields of stenographicor secretarial work. These areas of specializationare the legal, medical, educational, shorthand(court, convent.:)n, law) reporting, foreign-lan-
guage, engineering, scientific, or executive secre-tarial fields.
The units can be studied according to the sug-gested training for each position or can be selectedfor the individual trainee on the basis of need.
These units should be especially useful for re-fresher or upgrading purposes, or for the continua-tion of specialized education by trainees in thestenographic or secretarial work.
Public stenographers, shorthand reporters, andlegal stenographers or secretaries may, in additionto their suggested training, elect unit (s) that haveparticular significance to their work. For example,shorthand reporter trainees may elect legal, med-ical, or engineering terminology to extend theirvocabulary and shorthand proficiencies.
LEGAL TERMINOLOGYDICTATION AND TRANSCRIPTIONBasic Job Skill for Legal Stenographers and Secretaries and Court Reporters. Elective for Public
Stenographers and Police Depart .sent Stenographers and Secretaries
Hours. Class: 1 hour daily; Laboratory (or study) : 1 hour daily Total: 60 hours
Description and Teaching Suggesti3ns
Through concentrated study and practice ofcarefully selected, high-frequency law terminology,the trainee learns the meanings, usage, spelling,pronunciation, and construction of shorthand out-line!, for the more common legal terms. 1Vell
planned study of foreign-language syllables ap-pearing in law terms is emphasized. Jurisprudenceprinciples, phraseology, and technical vocabularyare provided to establish the environment for thetrainee. Attention is given to the continuous effortneeded to meet the constant challenge of vocabu-lary improvement during employment. Althoughrote learning of legal terminology and shorthandoutlines cannot be avoided, it can be reserved forindividual study, while the class hours can beoccupied with spelling-match techniques, question-answer exchanges among trainees, and group com-pilation of new vocabulary lists.
In addition, the teacher can use game techniquessuch as error detection in spelling word lists, com-petitive activity among trainees to discover thegreatest number of misused law terms in a para-
114
graph, or the writing of paragraphs by trainees todetermine who can use the most law terms withcorrect meanings. Teachers can also devise othergames to encourage the learning process. Transcrip-tion practice from printed shorthand material,correcting errors of spelling and usage of termsand other deviations from standard transcrip-tion practice can both help trainees to improveproofreading and to learn new legal terminology.Legal terminology should be associated with lawoffice practice and procedures. It is suggested thata standard law dictionary be consulted before, dur-ing, and after study and practice periods. Whenstudied concurrently with this unit, Legal OfficeRecords and Procedures can provide meaningfulemployment of the legal terms being learned bythe trainee. The use of audio equipment and soundtapes or records is suggested to increase dictationspeeds.
Standards of Achievement
Standards for this unit arc difficult to measurein terms of free-flow transcription speed because
typists' references must be consulted for properspelling and meaning. Improvement in speed from
entry levels of transcription is a supplementalbenefit. Tangible wpm range for transcription isdifficult to establish. Trainee's dictation and tran-scription speed should be measured and recorded
on the Record of Completion. For employabilitystandards, see job descriptions for legal steno-graphers and secretaries.
Prerequisites for Study of Legal TerminologyDictation and Transcription
Speed Dictation and Transcription.Demonstrated proficiencies equivalent to stand-
ards of achievement for the above unit are accept-able.
Topic OutlineI. Foreign-Language Syllables
II. Foreign-Language ExpressionsIII. Common Legal AbbreviationsIV. Real Estate and Tax TermsV. Lay Terms and Legal Equivalents
VI. Law Reviews and JournalsTerminologyVII. Selected Maxims of Jurisprudence
VIII. General GlossariesNoTE: Each subject trpic should start with, or incorporate
whenever appropriate, the study of spelling, meaning, usagesof shorthand outlines, and practice in writing shorthand out-lines, including roots, prefixes, suffixes, and combined forms.
TOPIC I. FOREIGN- LANGUAGE SYLLABLES
A. LatinB. FrenchC. GreekD. SpanishE. Practice techniques (see Description)
TOPIC H. FOREIGN-LANGUAGE EXPRESSIONS
A. Latin words and phrasesB. French expressionsC. Expressions in other languagesD. Practice techniques (see Description)
TOPIC III. COMMON LEGAL ABBREVIATIONS
A. Latin words and phrases abbreviatedB. Abbreviations of references:
1. Law journals, codes, and reports2. Courts of original jurisdiction and appeals
3. Citations of cases4. Footnote abbreviations5. Practice dictation and transcription from
drafts (with abbreviations)
TOPIC IV. REAL ESTATE AND TAX TERMS
A. Lai and personal property titles and guar-
anties
B. Encumbrances, liens, and bondsC. Terms associated with estate handlingI). Tax terminology and recordsE. Dictation and transcription practice using
above terms (see Description)
TOPIC V. LAY TERMS AND LEGAL EQUIVALENTS
TOPIC VI. LAW REVIEWS AND JOURNI ISTERMINOLOGY
A. ReportersB. DigestsC. Statutes (session lawbooks)D. Compiled statutesE. Codes including Uniform Commercial Code
F. EncyclopediasG. Practice dictation and exercises using mate-
rial from reference works above
Topic VII. SELECTED MAXIMS OF JURISPRUDENCE
TOPIC VIII. GENERAL GLOSSARIES
Texts and Other Teaching MaterialsFrom the following suggested texts and materials
(or other equivalent commercially available mate-rial), select trainee and teacher materials for usein this unit. Additional materials are listed inAppendix 1). It is suggested that several copies oflaw dictionaries such as Black's Law Dicaottaqbe available for class use.AMERICAN BAR ASSOCIATION. The Lawyer's Handbook. St.
Paul: West Publishing Co., 1962.ANDERSON, RONALD A, Uniform Commercial Code Teaching
Guide. Cincinnati: South-Western, 1964. Teacher's Book.BLANCHARD, C. I., AND &UREIC, CHARLES. Most-Used Congres-
sional Record Terms, 2nd ed. New York: McGraw-Hill,1952.
CALIFORNIA STATE DEPARTMENT OF EDUCATION. Business Edu-
cation SeriesLegal Secretary. Sacramento: California StateDepartment of Education, 1963. Teacher's Manual.
FISK, MCKEE, AND SNAPP, JAMES C. Applied Business Law, 9th
ed. Cincinnati: South-Western, 1966. Workbook, Achieve-
ment Tests, Examinations, and Manual.Wm:, Louis A., AND COFFIN, KENNETH B. Handbook for the
Legal Secretary. New York! McGraw-Hill, 1958,MILLER, BESSE MAY. Legal Secretary's Complete Handbook.
Englewood Cliffs, N.J.: Prentice-Hall, 1960.
NATIONAL ASSOCIATION OF LEGAL SECRETARIES. Handbook for
the Legal Secretary. Burbank, Calif.: National Associationof Legal Secretaries, 1960.
NATIONAL ASSOCIATION OF LEGAL SECRETARIES. The Legal Sec-
retary's Manual. St. Paul: West Publishing Co., 1965.
PRENTICE-HALL EDITORIAL STAFF. Legal Secretary's Encyclo-
pedic Dictionary. Englewood Cliffs, N.J.: Prentice-Hall,
1962.
---. Complete Guide to a Profitable Law Practice. Engle-
wood Cliffs, N.J.: Prentice-Hall, 1965. Teacher's Reference.SILVERTHAM, J. E. Word Division Manual. Cincinnati: South-
Western, 1958.LouBEE, CHARLES E., AND RIIKIN, MORRIS W. Gregg Reporting
Short Cuts, 2nd ed. New York: McGrawHill, 1959.
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1
LEGAL TYPEWRITING
Specialized Skill for Legal S tenographers and Secretaries
Hours Class: 1 hour daily
Description and Teaching Suggestions
This unit is designed to upgrade the typewritingskill of trainees who are preparing for secretarialor stenographic work in legal offices or legal depart-ments of private businesses or government agencies.In addition to speed and accuracy drill and thelearning of technical and legal concepts and termi-nology, emphasis is on typing legal papers to meetthe highest legal-office standards of quality andquantity.
Offi,:e-caliber preparation of legal papers in-cludes how to handle margins on legal cap, howand when to number pages, how to type the cap-tion box, how to prepare signature lines for makersof legal papers and witnesses, how to draw the 'Z'ruling, how to prepare acknowledgments and affi-davits, how to prepare multiple carbons, how totype the endorsement on the legal back, and howto staple the papers into the legal back.
Legal typing includes very careful proofreadingso that an uncorrected error is not released.Erasures usually are not permitted on legal typingwork, but when they are, they must be expertlydone by the legal typist.
The legal typist should turn out perfect tran-scripts. Drill materials must be flexible enough tomeet the specialized needs of the legal typist andfit into the normal class routine. Imaginative skill-building drills should be used by the teacher.Graduated-speed paragraps can be used to moti-vate trainees to retype the same paragraph. Train-ees should not advance to the next speed untilthey reach the stated speed objective.
While the legal secretarial trainee is not in train-ing to become a lawyer, technical legal materialmust be mastered. Two ways to convey this tech-nical legal information are lectures by the teacherand learning guides which permit trainees todevelop at their own pace.
On-the-job work requirements should be in-corporated in the problem material. Turning outusable and mailable work in acceptable quantitiesshould be emphasized. Work standards rise sharplywhen the trainee knows that the teacher requireswork with a strikeover, unerased error, or poorlyexecuted correction to be redone. Grading must
116
Total: 60 hours
be on a completely objective basis. Work thatcannot be used in a legal office should not be ratedas acceptable by the teacher.
Ir is suggested that teachers have printed lawblanks available to help trainees apply basic I:galrules and concepts to the particular usage of theirState and local jurisdictions. Trainees should haveused both manual and electric typewriters.
Standards of Achievement
1. Type legal copy for 5 minutes, at a rate of60 to 75 wpm, with 5 errors or less.
2. Correctly type legal forms used in area.3. Handle erasures so that they cannot be
noticed.
Prerequisites for Study of Legal Typewriting
Typewriting: 40 words per minute for 5 minuteswith 5 errors or less.
Legal TerminologyDictation and Transcrip-tion, Legal Office Records and Procedures, or Ad-vanced Typing and Production Problems may bestudied concurrently.
Topic Outline
1. IntroductionII. Contracts
III. Real EstateIV. Civil ActionV. Civil Action: Automobile Negligence and
InsuranceVI. Business Organizations: Partnerships
VII. Business Organizations: Corporat;onsVIII. Bankruptcy
1X. Criminal ActionX. Wills and Probate Proceedings
NOTE: In addition to learning concepts and terminology,typing of documents, letters, and briefs should be practiced.
TOPIC I. INTRODUCTION
A. Basic mechanics of typing on legal cap:1. Choosing margins2. Numbering pages3. Typing the caption box4. Preparing signature lines5. Drawing the 'Z' ruling6. Handling multiple carbon copies
43
7. Typing the endorsement8. Handling the backing sheet9. Proofreading and erasing
10. Typing sums of moneyB. Typing 'fill-ins' on legal law blanks:
1. Use of ratchet release2. Use of variable line spacer
TOPIC II. CONTF.ACTS
A. DefinitionsB. EssentialsC. Breach of contract as the basis of a legal
actionD. Preparation of agreements on legal cap and
on printed law blanks
TOPIC III. REAL ESTATE
A. Definitions:1. Real property2. Personal property
B. Contract of saleC. DeedD. BondE. MortgageF. AcknowledgmentG. Affidavit
TOPIC IV. CIVIL ACTION
A. Kinds of civil actionsB. Tracing a civil action:
1. Summons and complaint2. Answer3. Counterclaim4. Interrogatories5. Notice of trial6. Verdict7. Judgment8. Appeal
TOPIC V. CIVIL ACTION: AUTOMOBILE NEGLIGENCE AND
INSURANCE
A. Lawsuits-tort actionB. Definitions
1. Risks and insurance2. Contributory negligence3. Indemnification4. Insurable interest5. Bodily injuries6. Property damage
C. Financial responsibility lawsD. Acedent statementE. Power of attorneyF. Letter of representationG. Writ and summons
H. Interrogatories1. Plaintiff's declarationJ. Defendant's answerK. Settlement outside the courtroom
TOPIC VI. BUSINESS ORGANIZATIONS: PARTNERSHIPS
A. Definitions-kinds of partnershipsB. Co-partnership agreementC. Business certificateD. AgenciesE. Dissolution of co-partnership
TOPIC VII. BUSINESS ORGANIZATIONS: CORPORATIONS
A. DefinitionsB. CharacteristicsC. Incorporation-articles of organizationD. Corporate resolutionsE. Stock certificatesF. By-lawsG. MinutesH. Proxy1. Dissolution
TOPIC VIII. BANKRUPTCY
A. HistoryB. National Bankruptcy ActC.. Definitions
1. Bankruptcy2. Insolvency3. Voluntary vs. involuntary
D. Statement of affairsE. Petition in bankruptcyF. SchedulesG. DischargeH. Notary public
TOPIC IX. CRIMINAL ACTION
A. Rules of law:1. Wrongs2. Adjective and substantive law3. Torts and civil law4. Criminal law
B. District attorneyC. Principal and accessoryD. Felony and misdemeanorE. Criminal action:
1. Warrant2. Arraignment3. Indictment4. Grand jury5. Bail proceedings6. Judgment7. Apneal8. Citations
117
TOPIC X. WILLS AND PROBATE PROCEEDINGS
A. Definitions:1. Testator2. Executor3. Administrator
B. Oral and written winsC. Testimonium clauseD. Attestation clauseE. RevocationF. CodicilG. Probate petitionH. Fiduciary bond
Texts and Other Teaching Materials
From the following suggested texts and materials(or other equivalent commercially available mate-
rial), select trainee and teacher materials for usein this unit. Additional materials are listed inAppendix D.FISK, MCKEE, AND SNAPP, JAMES C. Applied Business Law, 9th
ed. Cincinnati: South-Western, 1966. Workbook, Achieve-ment Tests, Examinations, and Manual.
GRAM, MILTON; CURCHACKJ NORMA; AND YENCEL, H. F. LegalTypewriting. New York: McGraw-Hill, 1967.
LESLIE, L., AND COFFIN, K. Handbook for the Legal Secretary.New York: McGraw-Hill, 1958.
MILLER, BESSE MAY. Legal Secretary's Complete Handbook.Englewood Cliffs, N.J.: Prentice-Hall, 1960.
Srwor.n, EVANGELINE. Sletwold's Manual of Documents andForms for the Legal Secretary. Englewood Cliffs, N.J.: Pren-tice-Hall, 1965.Printed law blanks for particular jurisdictions
may be purchased from local law stationers.
LEGAL OFFICE RECORDS AND PROCEDURES
Functional Rzquirement for Legal Stenographers and Secretaries
Hours Class: 2 hours daily
Description and Teaching Suggestions
Since law office work assumes many forms, legalstenographers and secretaries are usually expectedto keep records of the firm's business and to pre-pare legal papers and reports for handling itsclient's business. This unit reviews certain secre-tarial and stenographic basic skills and knowl-edges including legal terminology, business law,the implications of the Uniform Commercial Code,language skills and communications, and account-ing practices. The application of these skills to thepreparation of legal office records, including legalpapers, is stressed through realistic practice exer-cises. Legal forms and documents, as referenced inthe outline, should be available for class exhibitand use. The various types of courts, local, State,and Federal, and their association with the workin a law office, should be explained. A practicingattorney in the community should be asked to talkto the group about law office practices and proce-dures. If possible, a visit to a busy law office mayalso be arranged later in the program.
Standards of Achievement
1. Prepare (transcribe and type) legal corre-
spondence.2. File law office documents accurately.
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Total: 60 hours
3. Maintain simple bookkeeping or fiscal recordsfor law office.
4. Prepare legal forms as directed.5. Demonstrate procedure for making collec-
tions.6. Prepare specialized legal forms for business
and real estate transactions.
Prerequisites for Study of Legal OfficeRecords and Procedures
Legal Typewriting or Legal TerminologyDic-tation and Transcription may be concurrentstudies.
Topic Outline
I. Professional Status of the Legal SecretaryII. Legal Correspondence
III. Law Office FilesIV., Record Keeping in the Law OfficeV. Courts, Court Documents, and Legal Papers
VI. Office Procedures Affecting CollectionsVII. Office Records in Specialized Practice
TOPIC I. PROFESSIONAL STATUS OF THE LEGAL SECRE-
TARY
A. Ethics and the legal secretaryB. Status as a typist of legal papers:
1. Preparation of transcripts and legal formsincluding briefs
2. Disposition of legal papers
TOTIC II. LEGAL CORRESPONDENCE
A. Brief review of letter mechanicsB. Miscellany relative to correspondence:
1. Continuation sheets2. Notations and postscripts3. Interoffice memoranda4. Enclosure marks and enclosures
TOPIC III. LAW OFFICE FILES
A. Classification of files:1. Clients' business files-
a. Card indexb. Transcript filesc. Case records file
2. Personal files3. Commercial collection files4. General correspondence files5. Form files6. Information and miscellaneous files
B. Indexing and filing rules and proceduresC. Review methods of filing
1. Alphabetic2. Numeric3. Geographic or subject
TOPIC IV. RECORD KEEPING IN THE LAW OFFICE
A. Review of elementary principles of bookkeep-ing:1. Records of income from clients served2. Records of expenses incurred in operating
office3. Records required-
a. Checkbook (bank reconciliation state-ment)
b. Cash journalc. General ledgerd. Subsidiary accounts receivable, or cli-
ents, ledgere. Records of time and cost of service-
(1) Daily time sheet(2) Clients' ledger
B. Bookkeeping and clerical duties and records1. Paying bills and maintaining petty cash
records2. Writing payroll checks and keeping track
of taxes withheld (FICA, State and Fed-eral income tax)
3. Keeping track of expended monies4. Billing the client
C. Systems designed for law-office bookkeeping
1. Chandler system2. Histacount system3. Colwell's Daily Log for Lawyers
TOPIC V. COURTS, COURT DOCUMENTS, AND LEGAL
PAPERS
A. Courts:1. Types2. Local 'structure and personnel involved3. State structure and personnel involved4. Federal structure and personnel
B. Municipal, State, and Federal prosecutingattorneys
C. Developing a broad law vocabulary:'1. Use of unabridged dictionary2. Use of standard law dictionary3. Review of legal terminology studies
D. Forms in the lawyer's manualE. Form book of patterns for legal papers and
court documents:1. Hyler's sets and Owen's sets2. Twenty most frequently-used forms: affi-
davit assignment, attachment, bankruptcyforms, bill of sale, bond (collateral andindemnity), chattel mortgage, contract(building, installment, employment),
garnishee, general release, habeas corpus,judgment, mechanics lien, partnership,power of attorney, probate records, re-plevin, release and satisfaction, subpoena,photostat recording forms, wills.
TOPIC VI. OFFICE PROCEDURES AFFECTING COLLECTIONS
A. Bonded commercial law listsB. Handling commercial collections:
1. Filing collection items2. Follow-up system3. Acknowledgment of claims and reports to
forwarders4. Collection letters5. Payments and records6. Remittances and fees-American Law
League recommendationsC. Uncontested suits - summons, complaints,
judgmentsTOPIC VII. OFFICE RECORDS IN SPECIALIZED PRACTICE
A. Corporation practice-forms: certificate of in-corporation, subscription agreement, proxy,transfer of stock
B. Real estate practice-forms: abstract of title,assignment, option to purchase, applicationloan, binder, bond and mortgage, real estatecontract, deed, mortgage, leases, foreclosureproceedings
119
Texts and Other Teaching Materials
From the following suggested texts and materials(or other equivalent commercially available mate-
rial) , select trainee and teacher materials for use
in this unit. Additional materials are listed inAppendix D.ANDERSON, RONALD A. Uniform Commercial Code Teaching
Guide. Cincinnati: South-Western, 1964. Teacher's Book.
FISK, MCKEE, AND SNAPP, JAMES C. Applied Business Law, 9th
ed. Cincinnati: South-Western, 1966. Wortwook, Achieve-
ment Tests, Examinations, and Manual.GUTHRIE, MEARL R. Alphabetic Indexing, 3rd ed. ( :inc. 7nati:
South-Western, 1964. Manual.LESLIE:, Louts A., AND COFFIN, KENNETH B. Handbook for the
Legal Secretary. New York: McGraw-Hill, 1958.
MILLER, BESSE MAY. The Legal Secretary's Complete Hand-book. Englewood Cliffs, NJ.: Prentice-Hall, 1960.
PRENTICE-HALL. Federal Tax Service. Englewood Cliffs, N.J.:Prentice-Hall.
---. Encyclopedia of Incorporating Forms. EnglewoodCliffs, N.J.: Prentice-Hall.
ROSENBERG, R. ROISERT, AND OTT, WILLIAM G. College Busi-
ness Law, 3rd ed. New York: McGraw-Hill, 1966. (Specialemphasis on Uniform Commercial Code)
SLETWOLD, EVA NGELIN E. Sletwold'i Manual of Documents andForms for the Legal Secretary. Englewood Cliffs, NJ.:Prentice-Hall, 1965.It is suggested that a supply of Jlumberg's Law
Blanks and Jones Legal Forms (Annotated) bemade available. In addition, copies of a law dic-tionary such as Black's Law Dictionary should be
'on hand for class use.
STENOGRAPHIC MACHINE OPERATION IVSHORTHAND REPORTING
Specialized Skill for Court, Conference, and Convention Shorthand Reporters Using Machine Shorthand
Hours Class: 3 hours daily. Practice Time: 4 hour daily Total: 700 hours (variable)
Description and Teaching Suggestions
This is a completely specialized unit. A traineewho aspires to shorthand reporting must be pre-pared to work more than the hours suggested forthis unit. He must be emotionally stable, haveexcellent hearing and good vision, and have theability to handle all circumstances with ease. Con-centration is paramount; retentive powers areessential.
The trainee is introduced to, and expected tomaster, all types of terminology, including un-grammatical utterances and gross mispronunciation.Dictation is given at different speed ranges withstress placed on the trainee's immediate responseto the spoken word. Developing the ability to taketwo-, three-, and four-voice testimony is stressed.Endurance ability to take sustained dictation fortranscription for 15 to 30 minutes is developed.Trainees may finish study of this unit when theymeet employment standards in their areas, usually175 wpm or better.
Brief forms and rules pertinent to differentphases of court and convention reporting are givento the trainee. However, this phase of the studyunit is optional, since mastering these new formsis not mandatory for speed purposes.
The facility to transcribe all forms of court orconference reporting, including legal and medical
120
terminology, is imperative. Trainees are exposedto actual reporting conditions as much as possi-ble. Practice "takes" of five minutes should bedictated at timed speeds, and the trainee shouldread back his notes in full. Accuracy of read-backmust be carefully checked. Problems encounteredduring the "take," including grammar, punctua-tion, and other English language skills, should bediscussed so that maximum value is derived.Trainees should develop the "one-crack only" psy-chology for verbatim reporting. Trainees can ac-celerate speed development by using a tape re-corder at home for high-speed dictation and readback. All types of material should be given inheavy dictation. Two-, three-, or four-voice dicta-tion, simulating conventions, courtroom, arbitra-tion proceedings, etc., should be acted out or re-corded. Other trainees can participate in the simu-lated multiple voice exercises.
Standards of Achievement
Take and transcribe dictation given at levels ofspeeds ranging from 160 to 200 wpm. The follow-ing are suggested as achievement levels:
1. Three 5-minute takes of each speed level(160, 175, 190, 200 wpm) , transcribed with97 percent accuracy.
2. Four 10-minute takes of straight matter, with
97 percent accuracy, and transcribed at arate of 50 to 70 wpm.
3. Typewriting speed on straight copy at 70-90 B.
wpm for ten minutes, with five errors or less.
Prerequisites for Study of Stenographic MachineOperation IV
Stenographic Machine Operation III.Demonstrated proficiencies equivalent to stand-
ards of achievement for the above are acceptable.Specialized Office Education Units in the legal,
medical, and engineering fields may be studiedconcurrently.
Topic Outline
I. Advanced Speed Practice, For Machine Short-hand, Book V
II. Legal, Medical, and Technical TerminologyIII. Testimony DictationIV. Jury Charge DictationV. Legal and Medical Transcription of Re-
ports, Briefs, Arbitration Proceedings, Opera-tions, and Autopsies
VI. Pre-Trial Examination TranscriptionVII. Economic, Industrial, and Philosophic Dicta-
tion
TOPIC I. ADVANCED SPEED PRACTICE, FOR MACHINE
SHORTHAND, BOOK V
TOPIC II. LEGAL, MEDICAL, AND TECHNICAL TERMI-
NOLOGY
NOTE: This topic may be shortened if trainees haveelected special terminology units of study in the areasindicated.
TOPIC III. TESTIMONY DICTATION
A. Shorthand mastery of variety of low-syllabledictation material (negligence, criminal, con-tract, etc.) at timed speeds
B. Practice of high-frequency phrases and ab-breviations adaptable to testimony dictation
C. Drill on short-hand-designations for multi-voice dictation
TOPIC IV. JURY CHARGE DICTATION
A. Shorthand mastery of variety of dictation
material (negligence, criminal, contract, etc.)at timed speedsPractice of high-frequency phrases and arbi-trary abbreviations adaptable to jury chargedictation
TOPIC V. LEGAL AND MEDICAL TRANSCRIPTION OF RE-
PORTS, BRIEFS, ARBITRATION PROCEEDINGS,
OPERATIONS, AND AUTOPSIES
Nom: It is suggested that varying dictation speeds beused since some of the trainees who have elected study oflegal and medical terminology may be further advancedthan other trainees.
TOPIC VI. PRE-TRIAL EXAMINATION TRANSCRIPTION
TOPIC VII. ECONOMIC, INDUSTRIAL AND PHILOSOPHIC
DICTATION
Texts and Other Teaching Materials
From the following suggested texts and materials(or other equivalent commercially available mate-rial), select trainee and teacher materials for usein this unit. Additional materials are listed inAppendix D.AGNEW, PETER L., AND ATKINSON, PHILIP. Medical Office
Practice. Cincinnati: South-Western, 1966.BALDWIN, W. Baldwin's Pocket-Law Dictionary. Cleveland:
Banks-Baldwin, 1951.BARRY COLLEGE. Medical Terminology for Court Reporters.
Miami, Fla.: Barry College.Civil Service Tests Book for Court Reporting. New York:
Arco Publishing Co.Congressional Record. Washington: Superintendent of Docu-
ments, U.S. Government Printing Office.LESLIE, Louts, AND ZOUBEK, CHARLES. Dictitticn for Tran-
scription. New York: McGraw-Hill, 1963.MEYER, BERNARD S. New York Pattern Jury Instructions
Civil. Mount Kisco, N.Y.: Baker, Voorhis & Co., 1965.NATIONAL SHORTHAND REPORTERS' ASSOCIATION. Professional
Education Series, Law, English, Medical. New York: Na-tional Shorthand Reporters' Association.
STENOGRAPHIC MACHINES, INC. Advanced Speed Practice, ForMachine Shorthand, Text Series in Touch Shorthand, BookV. Skokie, Ill.: Stenographic Machines, Inc., 1965.
---. Courtroom Testimony. Skokie, Ill.: Stenographic Ma-chines, lnc., 1965.
---. Jury Charge. Skokie, Ill.: Stenographic Machines, Inc.,1965.
---. Reporting Abbreviations. Skokie, Ill.: StenographicMachines, Inc., 1965.
TULIN, NORMAN. Medical Machine Shorthand. Los Angeles:Westland Printing Co., 1962.
121
)
SHORTHAND REPORTER'S HIGH SPEED DICTATION AND TRANSCRIPTION
Specialized Skill for Manual Shorthand Reporters
Hours Class: 4 hours daily
Description and Teaching Suggestions
This unit is designed to raise the speed of takingtechnical language dictation at verbatim speeds to200 wpm and beyond, and can be of varyinglengths of time. The variation will depend on theinitial speed and accuracy exhibited by the trainee,the degree of individual hand-eye-ear coordina-tion, home practice time available, previous famili-arity with technical terminology, and degree of ap-plication. Three of the four suggested daily hoursshould be spent taking dictation, the last hour forreading back. Trainees may finish study of this unitafter attaining requisite speed for employment intheir locale. Usual minimum dictation taking speed
is 175 wpm.It is suggested that 5-minute 'practice takes be
given in gradually increasing timed speeds thatput pressure on the trainee, but still allow foraccurate read-back. Since trainees should developone-time only attitudes toward taking dictation,practice takes should be dictated only once. Train-ees should also become accustomed to gross mispro-nunciation of both ordinary English and technicalterminology. A tape recorder at home for practicecan shorten study time.
Standards of Achievement
1. Take dictation of new material at 175 wpmor better for 5 minutes and transcribe withless than 3 percent error.
2. Transcribe three dictated takes (technicaltestimony, legal opinion and high-syllabicliterature) of 1000 words each, in 120 min-utes.
Prerequisites for Study of Shorthand Reporter'sHigh Speed Dictation and Transcription
Minimum requirements for entry are 160 wpmdictation-taking speed of unfamiliar matter andtranscription with 97 percent accuracy.
Minimum typing speed of 60 wpm.Above average command of English language.Familiarity with specialized technical terminol-
ogy studies may be helpful.
122
Total: 1,000 hours (variable)
Topic Outline
I. Technical Testimony DictationII. Legal-Opinion Dictation
HI. High-Syllabic Literary Dictation
TOPIC I. TECHNICAL TESTIMONY DICTATION
A. Shorthand mastery of doctor's testimony attimed speeds:1. Orthopedics2. Surgery3. Variety of other medical specialties (psy-
chiatry, anesthesiology, cardiology, au-
topsy, etc.)B. Shorthand mastery of expert witnesses' tech-
nical testimony at timed speeds:1. Engineering2. Real estate3. Building4. Variety of other specialties (ballistics,
handwriting, automotive, etc.)
TOPIC II. LEGAL-OPINION DICTATION
A. Shorthand mastery of legal opinions at timedspeeds:1. Criminal2. Civil
a. Negligenceb. Contractc. Surrogated. Eminent domaine. Constitutionalf. Admiraltyg. Patent
B. Citations
TOPIC III. HIGH-SYLLABIC LITERARY DICTATION
NOTE: A variety of high-syllabic dictation at timedspeeds should be given in such areas as newspaper edi-
torials, speeches, scientific articles, and book reviews.
Texts and Other Teaching Materials
From the following suggested texts and materials(or other equivalent commercially available mate-rial) , select trainee and teacher materials for usein this unit. Additional materials are listed inAppendix D. The materials listed under Steno-
graphic Machine Operation IV may also be appro-priate for this unit.AMERICAN MLDICAL ASSOCIATION. Journal of the Arne, ican
Medical Association. Chicago, Ill.Gregg Medical Series Tapes. New York: McGraw-Hill.LESLIE, LOUIS. 20,000 Words, Spelled, Divided. New York: Mc.
Graw-Hill, 1965.Medical Trial Technique Quarterly. Mundelein, 111.: Cal-
laghan and Co.NATIONAL SHORTHAND REPORTERS' ASSOCIATION. Practice Dicta-
tion Tapes. Madison, Wis.: National Shorthand Reporters'Association.
WFST, Ll'ONARD. 300 Commas. New York: McGraw-Hill, 1964.
Transcripts of trials of medical malpractice casesmay be obtained from law libraries, lawyers, courtreporters, and appellate courts.
Paperback reports of Federal, State, and localcourt judges' opinions may be obtained fromlawyers, law libraries, and courts.
'Newspaper editorials, magazine articles, andtechnical juornals can be used for dictation exer-cises.
COURT REPORTER TRAINING ASSIGNMENT
Functional Requirement for Court Reporters and .Elective for Legal Stenographers or Secretaries
Hours 10 a.m. to 5 p.m. (the working hours of the court)
Description and Teaching Suggestions
This unit is designed to give the trainee an ideaof the court reporter's position. Under direct super-vision of the official court reporter, he reports thetrial . (familiarizing himself with its mechanics) ,absorbs the atmosphere of adversary proceedings,and learns in detail the functions of the courtreporter, both in and out of the courtroom.
Prerequisites for Court Reporter TrainingAssignment
Legal stenographic or secretarial studies as sug-gested or demonstrated equivalent proficiencies.
Shorthand or court reporters studies as suggestedor demonstrated equivalent proficiencies.
Topic Outline
I. The TrialII. Transcription
III. Office PracticesIV. Calendar ProceduresV. Court Personnel
VI. Law Library
TOPIC I. THE TRIAL
A. Selection of juryB. OpeningsC. Examination of witnessesD. Documentary evidenceE. MotionsF. ClosingsG. Judge's chargeH. Verdict
Total: 2 weeks
TCIPIC II. TRANSCRIPTION
A. Dictating technique and requirements oftranscriber
B. Office equipmentTOPIC III. OFFICE PRACTICES
A. Indexing and filing of notesB.' Billing and bookkeeping
TOPIC IV. CALENDAR PROCEDURES
A. Purpose of calendarB. Calendar call:
1. Ready2. Actually ready3. Ready and passed4. Ready subject5. Off
TOPIC V. COURT PERSONNEL
A. JudgeB. CounselC. ClerkD. Court officer or bailiffE. Law librarianF. Legal assistantG. Legal secretary
TOPIC VI. LAW LIBRARY
A. Contents and location of "reports":1. U. S. Supreme Court2. State appellate courts3. Courts of original jurisdiction
B. Contents and location of Law Journal:1. Purpose2. Contents
123
C. Contents and location of reference books:1. English, law, and medical dictionaries2. Encyclopedias3. Atlases
4. Appellate transcripts5. Medical and legal directories6. Abbott's New York Digest (plaintiff de-
fendant tables)
MEDICAL TERMINOLOGY DICTATION AND TRANSCRIPTION
Specialized Job Skill for Medical Stenographers and Secretaries
Hours Class: 1 hour daily; Laboratory (or Study) : 2 hours daily Total: 210 hours
Description and Teaching Suggestions
This specialized unit is designed to prepare thetrainee who has had or is taking advanced short-hand, for medical reporting and transcription inthe offices of physicians and in hospitals, or wher-ever such services may be required. The traineewill acquire familiarity with the terminology neces-sary for recording and transcribing medical corre-spondence, case history records, autopsy protocols,examiners' reports, insurance forms, and the like.
Stress is placed on learning terminology by mas-tering the meanings, spellings, and shorthand formsof the prefixes, suffixes, and stems that make upmost medical terms. Practice is provided in takingdictation, transcribing, and straight-copy typingfrom material related to body systems and theefforts of disease, inj my, or abnormal functioningof each.
Basic texts (including a medical typing text)used should be correlated for study so that newmaterial may be introduced simultaneously withpractice in shorthand vocabulary, dictation, andtyping of familiar medical material. Acceptablesetups of case summaries and formal case historiessuch as required by The American College ofPhysicians and Surgeons should be presented. Dic-tation and transcription practice can also be sup-plemented by practice in handling special hospitaland insurance forms.
Standards of Achievement
1. Take medical terminology dictation of fa-
miliar material given at 90 to 120 wpm forfive minutes and transcribe with 97 percentaccuracy or better.TranscriptionTyping: 25 to 0 wpm, cor-rected, with one carbon copy.
2.
124
Prerequisites for Study of Medical TerminologyDictation and Transcription
Introduction to Transcription.Demonstrated proficiencies equivalent to stand-
ards of achievement for the above unit are accept-able.
Speed Dictation and Transcription should be aconcurrent study.
Topic Outline
I. Musculoskeletal SystemII. Excretory System
III. Digestive SystemIV. Endocrine SystemV. Female Reproductive System
VI. Male Reproductive SystemVII. Cardiovascular SystemVIII. Nervous System
IX. Respiratory SystemX. Integumentary System
XI. Special Sense OrgansXII. Case Histories, Summaries, and Operative
ReportsXIII. Selected Diseases
Not ES:
1. Each of the following topics, except Topic XII,should start with the study of shorthand outlines, mean-ings, spellings, and usages of (a) prefixes, suffixes, stems,and combined forms and topic-related words, and (b)related biological, chemical, common drug, and medicalabbreviations, before proceeding to the listed sub-topics.
2. Teachers should introduce this course with a dis-cussion of the characteristics and roles of basic organiccompounds of living matter such as proteins, carbohy-(hates, and fats. Processes such as osmosis, diffusion,filtration, etc., should he in esemed along with the intro-duction of special terminology. Cell structure, and theroles of arious components (chromoplasts, etgoplasts,%acuoles, membranes), processes (mitosis, elettrochemi.cal balance) , and chemicals (DNA, chromatin) should
be explained and illustrated with films, filmstrips, anddiagrams. The emphasis should be on the necessity ofunderstanding being an adjunct to the development ofproficiency in terminology and phonetic sounds.
TOPIC I. MUSCULOSKELETAL SYSTEM
A. Deformities and chronic diseases:1. Bones and joints2. Muscular abnormalities and dysfunction
B. Dictation and transcription of letters, usingtopic-related terminology, of:1. Referred patients2. X-ray reports3. Short reports of Operative techniques
C. Medical typing from printed copy of materialrelated to topic
TOPIC II. EXCRETORY SYSTEM
A. Diseases and abnormalities of the excretorysystem, (kidney-ureter-bladder system)
B. Dictation and transcription, using topic-related terminology, of:1. Letters2. Fluoroscopic reports3. Operative reports4. Excerpts from physical examinations and
from case historiesC. Medical typing from printed copy (case sum-
maries, letters, sample reports of hospitaladmissions) of material related to topic
TOPIC III. DIGESTIVE SYSTEM
A. Diseases and abnormalities of the digestivesystem
B. Dictation and transcription, using topic-related terminology, of:1. Letters2. Related excerpts from physical examina-
tions3. Fluoroscopic reports4. Case summaries containing reports of
common tests such as gastric analysis orliver function
TOPIC IV. ENDOCRINE SYSTEM
A. Diseases and abnormalities of the endocrineglands
B. Dictation and transcription, using topic-related terminology, of:1. Letters2. Reports of tests3. Case summaries4. Sample of hospital discharge reports
C. Medical typing from printed copy of topic-related material
TOPIC V. FEMALE REPRODUCTIVE SYSTEM
A. Diseases and abnormalities of female repro-ductive system
B. Dictation and transcription of a variety oftypes of gynecological reports, including ob-stetrics
C. Medical typing from printed copy of ob-stetrical and gynecological reports
TOPIC VI. MALE REPRODUCTIVE SYSTEM
A. Diseases and abnormalities of the male re-productive system
B. Dictation and transcription using topic-re-lated terminology of related medical reports
C. Medical typing from printed copy coveringmedical reports on the topic
Topic VII. CARDIOVASCULAR SYSTEM
A.
B.
Diseases and abnormalities of the cardiovas-cular systemDictation and transcription, using topic-related terminology, of related medical re-
.ports
C. Medical typing from printed copy coveringcardiovascular system. This will serve to in-troduce formal case histories and operativereports such as required by the. AmericanCollege of Physicians and Surgeons
TOPIC VIII. NERVOUS SYSTEM
A. Diseases and abnormalities:1. Organic (neurology)2. Functional (psychiatry)
B. Dictation and transcription of reports in theabove areas
C. Medical typing of related reports fromprinted copy
TOPIC IX. RESPIRATORY SYSTEM
A. Diseases and abnormalities of the respiratorysystem
B. Dictation and transcription, using topic-related terminology, of related medical re-ports
C. Medical typing from printed or duplicatedcopy of autopsy protocol, using related andpreviously learned terminology
TOPIC X. INTEGUMENTARY SYSTEM
A. Diseases and abnormalities of the integumen-tary system
B. Dictation and transcription, using topic-related terminology, of related medical reports
C. Medical typing from printed copy of derma-tological reports
125
TOPIC XI. SPECIAL SENSE ORGANS
A. Diseases and abnormalities of the eyes andears
B. Dictation and transcription, using topic-related terminology, of related medical re-ports
C. Medical typing from printed copy of reportson eyes and ears
TOPIC XII. CASE HISTORIES, SUMMARIES, AND OPERA-
TIVE REPORTS
A. Dictation and transcription of complete,formal case history and operative report, suchas required by the American College ofPhysicians and Surgeons, covering one of themajor body systems (e.g., the digestive, fe-male reproductive system, etc.)
B. Medical typing from printed copy of casesummaries and other records found in theoffices of specialists
C. Dictation and transcription of complete,formal case history and operative report (asin A above) , covering a second major bodysystem, such as the endocrine or the excretorysystem
TOPIC XIII. SELECTED DISEASES
A. Childhood diseases (not previously covered)B. Congenital deformities (not previously cov-
ered)C. NeoplasmsD. Infections and parasitic diseasesE. Diseases of the lymphaticsF. Blood diseasesG. Medical typing of reports of diseases related
to the topic
Texts and Other Teaching Materials
From time following suggested texts and materials(or other equivalent commercially available mate-rial) , select trainee and teacher materials for usein this unit. Additional materials are listed inAppendix D.AGNEW, 1'ErER L., AND ATKINSON, PHILIP. Medical Office Prac.
lice. Cincinnati: South-Western, 1966.AMERICAN MEDICAL ASSOCIATION. Current Medical Termi-
nology. Ciricago: American Medical Association. Publishedannually.
ANTHONY, C. Textbook of Anatomy and Physiology, 5th ed.St. Louis: The C. V. Mosby Co., 1961.
Blakiston, New Gould Medical Dictionary. New York: Mc-
Graw-Hill, 1956.BOLLO,, LOUISE E. Introduction to Medicine and Medical
Terminology. Philadelphia: W. B. Saunders Co-, 1961.BREDOW, MIRIAM. Medical Secretarial Procedures, 5th ed.
New York: McGraw-Hill, 196(1. Workbook.
126
BYERS, EDWARD. Medical Shorthand Dictionary. New York:McGraw-Hill, (in production).
COFFIN, KENNETH B., AND COLWELL, R. F. The Medical Sec-retary. New York: Macmillan, 1959.
Dorland's Illustrated Medical Dictionary, 23rd ed. Philadel-phia: W. B. Saunders Co.
FROIISE, FRANZ, AND OTHERS. Atlas of Human Anatomy. NewYork: Barnes and Noble, 1952.
GREGG DIVISION. Medical Dictation and Transcription Tapes.New York: McGraw-Hill, 10 Reels. Study Guide.
GREGG, J. R.; LESLIE, L.; AND ZOUBEK, C. Gregg ShorthandDictionary, Diamond Jubilee Series. New York: McGraw-Hill, 1963.
JEJEARNED, J. N. Medical Terminology Made Easy. Chicago:Physician's Record Co., 1961.
Root, KATHLEEN B., AND BYERS, EDWARD E. The Medical Sec-rety, 2nd ed. New York: McGraw-Hill, 1960.
---. Medical Typing Practice. New York: McGraw-Hill,1962.
---. Medical Terminology and Transcription: MedicalSpecialties. New York: McGraw-Hill, (in production 1967).
SHEPRO, DAVID, AND BYERS, EDWARD E. Medical Terminologyand Transcription: Anatomy and Physiology. New York:McGraw-Hill, (in production).
SMITHER, EEIE B. Medical Shorthand Manual and Diction-ary. New York: McGraw-Hill, 1953.
'PALER, CLARENCE WILBUR. Taber' Cyclopedic Medical Dic-tionary, 8th ed. Philadelphia: F. A. Davis Co., 1959.Pamphlets on medical subjects may be obtained
from many drug firms. In addition, pamphlets fornon-medical trainees may be obtained on a varietyof subjects, usually free of charge, from:
The American Cancer Society, New York.The American Diabetes Association, New York.The American Heart Association, New York.The Metropolitan Life Insurance Co., New
York.National Association for Mental Health, New
York.The American Medical Association, Chicago.
The Superintendent of Documents, U.S. Govern-ment Printing Office, Washington, D.C. 20402,
will supply a free price list of available govern-ment publications on Health and Hygiene (PL 51)
and on DiseasesContagious and Infectious Dis-eases, Sickness, and Vital Statistics (PL 51A) .
Publications included in these price lists cost onthe order of 5 or 10 cents each.
Supplies and Equipment
It is suggested that the following teaching aidsbe available for groups studying this unit.
Skeleton Sample medical reportsMannequin Samples of physicianInsurance and other correspondence
medical forms
MEDICAL OFFICE PRACTICES, PROCEDURES, AND RECORDS
Functional Requirement for Medical Secretaries
Hours Class: 2 hours daily
Description and Teaching Suggestions
This unit, in contrast to the basic job skill unit,Medical TerminologyDictation and Transcrip-tion which is suggested for concurrent study, cen-ters on the functional and environmental aspectsof medical secretarial work in a general practi-tioner's or specialist's office. It begins by informingthe medical secretarial trainee about the characterand importance of the work, the medical officeworking environment as contrasted with normalworking conditions, and the emotional maturityrequired of the secretary. Privileged communica-tion and preserving the patient's privacy are em-phasized particularly. This unit can also helpmedical secretaries assigned to doctors working inhealth foundations or assoications, medical supplyand drug firms, medical insurance companies, andhospitals. The scope of work activity for the traineecan be enhanced by enrollment in the HospitalPractices, Procedures, and Records unit.
A special notation precedes Topic IX. This unitconcentrates on the facilitating office services to berendered rather than involvement in medical pro-cedures. However, two topics are devoted to devel-oping knowledge of some of the more commonmedical procedures and tests, so that the traineewill be familiar with terms and with the namesof equipment used. These topics in no way preparethe worker to perform any of these procedures ortests. This point should be emphasized by theinstructor. These topics will serve to increase thetrainee's understanding of patients' mental andphysical conditions and permit the medical sec-retary to function adequately while learning moreabout the physician's work. Stress is placed on thesecretary's ability to work independently most ofthe time so that the physician may be free toperform professional duties.
Basic secretarial skills, including simple account-ing practice, are tailored for medical office workrequirements. The importance of receiving patientsand visitors and the supervision and care of chil-dren are emphasized. Classroom set-ups should pro-vide for practice in these areas through role play-ing.
Total: 140 hours
Some of the responsibilities of the physicianwith respect to his profession, professional associa-tions, and laws governing the practice of medicineare discussed to enable the trainee to develop afuller appreciation of the profession. Teachers ofthis unit should make arrangements with a prac-ticing physician to discuss pertinent subject con-tent.
Since medical secretaries are normally expectedto handle fees, schedule appointments, insurancecoverages and applications, medical histories, re-ports, and many other records involving the finan-cial and legal transactions of the office, topics relat-ing to these functions should be weighted heavilyin study unit time allowances. Each should begiven ample practice time to prepare the variousrelevant documents. General bookkeeping and ac-counting practices should be reviewed. Completesets for bookkeeping practice should be assigned.Completion of forms for different types of healthinsurance, workmen's compensation, and accidentreports should be practiced. Various legal obliga-tions of the physician, especially license renewals,and the secretary's duties in this regard should beexplained. Particular attention should be givento the secretary learning to recognize, and to act,in emergencies.
Guest lecturers from health insurance and phar-maceutical concerns, the narcotics bureau, and rep-resentatives of the American Association of MedicalAssistants, should be asked to lecture. Although theunit has been designed for medical secretaries, norestriction should be placed on enrollment ofmedical stenographers for upgrading or enrich-ment purposes.
Standards of Achievement
1. Receive patients properly.2. Know the scope and limitations of medical
secretarial practice.3. Use the telephone adequately and courte-
ously.4. Know the provisions of the Medical Prac-
tice Act.5. Make, cancel, or reschedule appointments.
127
6. Apply bookkeeping principles to medicaloffice practice.
7. Prepare medical reports under direction ofphysician.
8. Complete various types of insurance reports.9. Apply secretarial practices to physician's
correspondence, record keeping, and infor-mation retrieval.
10. Maintain physician's library.11. Recognize emergencies that would require
immediate attention of the physician.12. Maintain office supplies, equipment, and
restock the doctor's bag.13. Know narcotics security practices.14. Know terms and names of equipment used
in basic medical procedures and tests.
Prerequisites for Study of Medical OfficePractices, Procedures, and Records
General Office Education Units as suggested inthe Curricula Synopses section or demonstratedequivalent proficiencies.
Medical Terminology-Dictation and Transcrip-tion and Hospital Practices, Procedures, and Rec-ords may be studied concurrently.
Topic Outline
I. The Doctor's Office and the Medical Secre-tary
II. Doctor's Office Receptionist TrainingIII. The Physician and the LawIV. Medical RecordsV. Financial Matters
VI. Doctor's Office ManagementVII. Medical Practice and the Physician's Profes-
sional AffiliationsVIII. Other Applied Secretarial Skills in Doctor's
OfficeIX. Medical Procedures Knowledge for Secre-
tariesX. Miscellaneous Duties in the Doctor's Office
TOPIC I. THE DOCTOR'S OFFICE AND THE MEDICAL SEC-
RETARY
A. Comparison of activities to other businesses:1. General practitioner's office2. Specialist's office3. Psychiatrist's office
B. Nature of medical secretarial work:1. Importance of medical secretary-
a. To physiciansb. To patientsc. To others
128
2. Basic skills and principal duties3. Nature of work in different sizes and types
of medical offices,I. State laws and professional regulations
governing work of medical personnelC. Patients and the medical secretary:
1. Patient problems-mental and physicalconditions
2. Patient psychology3. Action in emergencies-
a. Patient physically presentb. Telephone actions (see Topic 11)
1). Physicians and medical secretaries:1. The secretary as initial representative of
physicianReliance of physician on secretary-a. Freedom to do professional workb. Scheduling and appointmentsc. Business controld. Correspondence and reportse. Ability and authority of secretary to
make certain decisions in absence ofphysician
E. Nurses, medical assistants, and the medicalsecretary:1. Need for understanding2. Cooperation of medical office personnel
Topic II. DOCTOR'S OFFICE RECEPTIONIST TRAINING
A. AppearanceB. Professional conductC. Principles of medical ethics:
1. Serving the common good2. Propriety of conduct3. Improving knowledge and skill4. Safeguarding the public5. Quality care6. Professional relations-
a. Consultationsb. Advertisingc. Solicitation of patientsd. Relationship of physician to public in-
formation media7. Revealing confidences8. Quackery
D. Hippocratic oathE. Medical assistant's obligationF. Patient and public relations:
1. Greeting and patient processing2. Care and supervision of children-
a. As patientsb. As visitors
3. Visitors other than patients-
9.
a. During office hoursb. When physician is absent
G. Using the telephone:1. Telephone techniques and etiquette2. When an emergency exists (also see Topic
X) -a. Patient emergenciesb. Physician needs
3. Locating physician4. Following through on telephone5. Telephone services
H. Appointments:1. The appointment calendar2. Making and cancelling appointments3. House visits by physician4. Notification to patients in the event of
physician's delay5. Referral of patients to specialists; making
and notifying all parties of appointments6. Appointment advice-
a. To patientb. To and from physician
TOPIC III. THE PHYSICIAN AND THE LAW
A. .Medical practice acts:1. Licensing-
a. By whomb. For whatc. When not necessary
2. Grounds for revocation of licenseB. Legal relationship of physician and patient:
1. Creation of a contract-a. Physician's part of agreementb. Patient's part of agreementc. Agents-
(1) Medical assistant as agent(2) Others as agents for patient
2. Termination of a contract-a. By the physicianb. By the patient
C. Professional liability:1. Malpractice (negligence) -
a. General definitionb. Duty-reasonable care definitionc. Breach of dutyd. Proof of negligence-
(1) Burden of proof(2) Expert testimony(3) Admissions(4) Proof by res ipsa loquitur
e. Proximate causef. Defenses to malpractice actions
g. Minimizing the danger of unjustifiedmalpractice claims
2. Additional tort liability-a. Assault, battery, and false imprison-
ment; personal restraintb. Fraud or deceitc. Defamationd. Invasion of privacye. Liability of physician for acts of others
3. Breach of contract-a. Promise to cureb. Promise to perform a servicec. Promise not to compete in practice of
medicine4. Professional liability insurance (see Topic
V (C) )D. The physician's public duties and liabilities:
1. Reports and services-a. Vital statistics and recordsb. Communicable diseasesc. Venereal diseasesd. Commitment of mental patientse. Reports to policef. Narcotic legislation -
(1) Federal statutes(2) Obtaining narcotics(3) Registration(4) Inventory(5) Dispensing(6) Administering(7) Addicts
2. Physician as a witness-a. Qualification as expertb. Physician-patient privilege
3. Criminal liabilities
TOPIC IV. MEDICAL RECORDS
A. Patients' histories:1. Content2. Forms
B. Medical reports:1. Laboratory reports2. Reports to other physicians or specialists3. Vaccination and school reports4. Autopsy and other hospital reports5. Insurance reports
C. Narcotics recordsD. Consent forms
TOPIC V. FINANCIAL MATTERS
A. The doctor's fees:1. Discussion of fees with patients and others2. Credit information
129
3. Medical insurance coverage (see C. below)4. Billing procedures5. Collections by letters, telephone, and
agenciesB. Medical office bookkeeping:
1. General accounting theories review2. Special bookkeeping systems for physicians3. Receivables and payables
Payroll records5. Banking services6. Cash receipts and petty cash7. Working with the physician's accountant
C. Insurance:1. Government sponsored insurance, Medi-
care2. Prepaid health insurance: Blue Cross,
Blue Shield, or applicable local plans3. Workmen's compensation insurance4. Malpractice insurance5. Insurance claim forms
4.
TOPIC VI. DOCTOR'S OFFICE MANAGEMENT
A. Maintenance of office:1. Care of equipment2. Care of plant
B. Safety rules:1. Fire Hazards2. Accident hazards3. Narcotics control
C. Supplies:1. Medical supplies2. Linens3. Sationery supplies4. Storing, purchasing, inventory of supplies
and equipment1). Non-medical office records:
1. Insurance policies2. Leases and other contracts3. Investments4. Licenses-.
a. Expirationsb. Renewals (especially narcotics license)
TOPIC VII. MEDICAL. PRACTICE AND THE I'IISYSICIAN'S
PROFESSIONAL AFFLIATIONS
A. Types of medical practiceB. Medical specialties, diplomatesC. Medical societies:
1. Types of societies2. Membership, committees, officers3. Meeting dates
D. Medical journals:1. Subscriptions2. Reprints of articles
130
TOPIC VIII. OTHER APPLIED SECRETARIAL SKILLS IN
DOCTOR'S OFFICE
A. Review of business correspondence and re-ports:1. Writing business letters2. Preparing reports3. Mailing services
B. Review of indexing and filing practice:I. Filing systems for doctor's office2. Filing equipment3. Filing supplies
C. Office machines review:1. Transcription machines2. Copying machines3. Adding machines4. Miscellaneous mechanical aids
1). Making travel arrangements for physician:1. Reservations (airline, train, hotel, rental
car)2. Itinerary3. Travel funds4. Activities during physician's absence from
officeE. References, resources, and physician's library:
1. Dictionaries2. Biographical directories3. Secretarial handbooks4. Index to medical publications5. General directories6. Maintaining physician's library7. Maintaining control of reading materials
for patients and visitorsF. Preparation of manuscripts:
1. Library research2. Typing the manuscript in required form
for submission to journal or publisher3. Proofreading4. Preparing an index
Tom: IX. MEDICAL PROCEDURES KNOWLEDGE FOR SEC-
RETARIES
The following topics should be presented to thetrainee to impart knowledge of some commonmedical procedures and tests. It is emphasized thatthe information presented does not qualify thetrainee to perform any of these procedures andtests. The topics arc presented only to familiarizethe trainee with the related terminology. Actualperformance of these duties are the province ofthe medical assistant. However, knowledge of thetopics (in terms of records and clerical tasks in-volved and patient's experience) is necessary forproper office management and patient relations.
Unless the worker has had specialized training inlaboratory procedures, diagnostic tests must neverbe attempted. The worker should never administermedication or professional treatment under anycircumstances.
A. Diagnostic tests:1. Urinalysis2. Blood tests3. Basal metabolism tests4. Electrocardiogram5. X-ray procedures6. Other special types of tests
B. Instructions to patients for preparing forexaminations
C. Medications:1. Types2. Methods of administration3. Dosage4. Prescriptions
D. Treatments:1. Types2. Physical therapy apparatus3. Office surgery4. Other specialized treatments as performed
by general practitioner or specialist
TOPIC X. MISCELLANEOUS DUTIES IN THE DOCTOR'S
OFFICE
A. Care of equipment:1. Cleanliness2. Sterilization procedures
B. The doctor's bag:1. Inspection
2. Removal of pertinent supplies3. Restocking
C. First aid:I. Emergencies in a doctor's office2. Calling for help in emergencies
D. Arranging for repairs and custodial services
Texts and Other Teaching Materials
From the following suggested texts and materials(or other equivalent commercially available mate-rial) , select trainee and teacher materials for usein this unit. Additional materials are listed inAppendix D.BREDOW, MIRIAM. Medical Secretarial Procedures, 5th ed. New
York: McGraw-Hill, 1966.---. The Medical Assistant, 2nd ed. New York: McGraw-
Hill, 1964.ELSWORMI, J. PIIIL, AND JACKSON, PAUL R. Applied Book-
keeping, 4th ed. New York: McGraw-Hill, 1965.JEJEARNEn, J. N. Medical Terminology Made Easy. Chicago:
The Physician's Record Co., 1961.ROBLEE, ERNEST. Thompson and Thompson Physician's and
Surgeon's Practice Set. Cincinnati: South-Western, 1964.Key.
---. Professional Projects. Cincinnati: South-Western, 1962.Key.
Roor, KAtiLEEN B., AND BYERS, EDWARD E. The Medical Sec-retaryTerminology and Transcription, 2nd ed. New York:McGraw-Hill, 1960.
STELLER, C. J., AND MoRrrz, A. R. Regan's Doctor and Pa-tient and the Law, 4th ed. St. Louis: The C. V. Mosby Co.,1962.
Wittroordn, HELEN, AND LAM:, ROSALIND. Charm: The CareerGirl's Guide to Personal and Business Success. New York:McGraw-Hill, 1964.
HOSPITAL PRACTICES, PROCEDURES, AND RECORDS
Functional Requirement for Medical Stenographers and Secretaries
Hours Class: 2 hours daily
Description and Teaching SuggestionsThis unit has been designed to meet those re-
quirements that relate to the functional dutiesexpected of medical stenographers and secretarieswho enter the hospital field of work. In addition,the unit provides for enlarging the scope of usefulknowledge of medical secretaries who work inphysicians' offices. The unit includes study of theusual practices found in hospitals, the variousrecords used, and it acquaints the trainee with
Total: 135 hours
routine hospital procedures. Field trips should bearranged to local hospitals to supplement class-room studies and homework assignments. Thesetrips should be carefully planned in advance andshould be coordinated with other teachers' activi-ties in the Medical TerminologyDictation andTranscription and Medical Office Practices, Proce-dures, and Records units of study. At the hos-pital, department heads, the medical librarian,and hospital secretaries should be asked to par-
131
ticipatc in the training. Teachers should makeevery effort to obtain a sufficient quantity oftypical hospital forms and records for use by thestudents. Practice time in filling out these forms,hould be given using role playing, with one ormore trainees taking the roles of patients, rela-tives, or friends. Evaluation of trainee achievementin this unit can be made by objective tests andteacher observations.
Standards of Achievement
I. Complete typical hospital records and forms.2. Demonstrate knowledge of hospital proce-
(lures and practices on objective tests of topi-cal content by grades of 90 percent or better.
Prerequisites for Study of Hospital Practices,Procedures, and Records
General Office Education Units as suggested.Demonstrated proficiencies equivalent to stand-
ards of achievement for those units are acceptable.Medical TerminologyDictation and Transcrip-
tion and Medical Office Practices, Procedures, andRecords may be studied concurrently.
Topic Outline
I. Hospital Organization and ServicesII. Admitting Office Routines
III. Patient RecordsIV. Special Hospital DepartmentsV. Working in Clinic
VI. Medical Records LibraryVII. Administrative Office of Hospital
TOPIC I. HOSPITAL ORGANIZATION AND SERVICES
A. Organization of typical hospital:I. Authorities and responsibilities2. Lines of command3. Organization chart
B. Services:1. Medical2. Surgical3. Nursing4. Ancillary5. Administrative6. Social7. Schools8. Hospital libraries (medical records,
nurses' and physicians')9. Clinics
C. Departmental organizationsD. Interdepartmental cooperationE. Hospital affiliations
132
TOPIC II. ADMITTING OFFICE ROUTINES
Not E: Admitting procedures vary with each hospital.'I he following sub-topics arc general areas of study onlyand should be supplemented by teacher knowledge oflocal hospitals. Visits to local hospitals should be planned.
A. Pre-admission reservationsB. Emergency admission routineC. Forms completed at entry:
1. Obtaining necessary personal data2. Getting insurance or other financial in-
formation3. Dealing with relatives or friends of patient
1). Checking valuablesE. Handling advance paymentsF. Explaining hospital procedures and regula-
tionsG. Obtaining surgical permissionsH. Routing paperwork and notifying depart-
ments of patient arrivalI. Checking prior recordsJ. Practice in completing admitting office formsK. Directing, escorting, or arranging for patients
to proper departmentL. Completing discharge requirementsM. Deaths and autopsy records and notifications
TOPIC III. PATIENT RECORDS
A. Importance of accuracy and completenessB. Indexing, routing, and filing practicesC. Notification of appropriate persons of specific
informationD. Confidential nature of patient records
TOPIC IV. SPECIAL. HOSPITAL DEPARTMENTS
A.B.
C.1).
E.F.G.H.I.
J.K.L.
MedicineSurgeryPathologyRoentgenology (Radiology)Physical medicine and rehabilitationAnesthesiologyNursingOut-patientMedical recordsDietaryDentalOthers
NorE: Include general responsibility and interrelation.ships of above departments. "Others" may include admin-istrative, psychiatric, personnel, maintenance, launch y,etc.
TOPIC V. WORKING IN CLINIC
A. Out-patient clinics:1. Procedures and forms for admission
..-
2. Special instructions for preparation ofpatient
3. Scheduling appointments for patient4. Arranging for special services and inedi-
eines5. Handling payments
B. Follow-up clinic:I. Setting up and maintaining follow-up files2. Notifying patients3. Requesting patient histories4. Taking and transcribing doctors' dicta-
tion5. Working with volunteers and other cleri-
cal personnel in clinics6. Reviewing of missed or changed appoint-
mentsNoll:: Local levels may introduce pertinent patient-care
topics as indicated for rounding out this unit.
Tom: V1. MEDICAL RECORDS LIBRARY
A. Importance and function (legal implications)B. Medical librarianC. Hospital records and formsD. Duties of stenographers and secretariesE. Medical records library filing practicesE Standard nomenclature of diseasesG. Coding for index of diseasesH. Key-word identification of materialI. Information retrieval by electronic data proc-
essing
J. MicrofilmingK. Practice taking dictation, preparing reports,
and completing medical record library forms
TOPIC Vii. ADMINISTRATIVE OFFICE OF HOSPITAL.
A. Nature of transactionsB. Secretarial duties:
I. Attending meetings and taking minutesScheduling meetings and appointments
3. Handling visitors. Maintaining liaison with operating de-partments
5. Preparing correspondence and memo-randa
2.
Texts and Other Teaching Materials
From the following suggested texts andmaterials(or other equivalent commercially available mate-rial) , select trainee and teacher materials for usein this unit. Additional materials are listed inAppend ix I).
AGNEW, PETER L., AND ATKINSON, PHILIP. Medical Office Prac-
tice. Cincinnati: South-Western, 1966.KDOE, KATLEEN, AND BIERS, Emma) E. The Medical Secre-
tau: Terminology and Transcription, 2nd ed. New York:McGraw-Hill, 1960.
---. Medical Typing Practice. New York: McGraw-Hill,1962.
Ssirrina, EFIIE B. Medical Shorthand Manual and Diction-ary. New York: McGraw-Hill, 1953.
SCIENCE SURVEY
Environmental Knowledge for Engineering and Scientific Stenographers and Secretaries
Hours Class: 2 hours daily
Description and Teaching Suggestions
This unit will assist the trainee to better under-stand the work performed by scientists and engi-neers. In addition, it also serves as an introductionto scientific terminology and to some of the basicconcepts used in the various sciences. These fre-quently referenced concepts will be encounteredby trainees entering science and engineering work.In contrast to traditional presentations of chemistry,physics, and life sciences, the study and classroomactivities do not demand problem-solving or ex-perimentation by the trainee. The simpler form-ulae arc presented in context with scientific con-cepts to develop familiarity with expressions that
Total: 60 hours
the beginning worker will hear or see in the courseof taking dictation, typing, and locating references.Trainees should be encouraged to take shorthandnotes of information presented by the teacher.After defining science and engineering, the unitbegins with an overview of the work of scientistsand engineers. The laws of motion, electricity,heat, light, and sound are presented. Electricity isused as a basis for studies in chemistry and atomicand sub-atomic concepts. Life sciences are linkedto chemistry and then explained briefly. Some ofthe branches of life sciences are presented, for in-troductory purposes. Engineering is described inits various forms with reference to the major
133
activities in this work area. The unit can be mademore meaningful when trainees discuss assignedreadings. Teachers should have the trainee read avariety of source literature in science. Selection ofreading materials in the science and engineeringareas is not indicated in Texts and Other Teach-ing Materials section of this unit. Teachers shouldresearch appropriate materials in the school li-
brary for reading assignments. Objective tests canbe prepared to evaluate the trainee's knowledge.
Standards of Achievement
1. Be able to differentiate between pure andapplied science and between research andengineering.
2. Know simple laws of motion, light, heat,sound, and electricity and their equations.
3. Know the difference between empirical andtheoretical approaches in science.
Prerequisites for Study of Science Survey
General Office Education Units as suggested ordemonstrated proficiencies equivalent to stand-ards of achievement for these units.
Scientific Typewriting and specialized scienceand engineering units may be studied concurrently.
Topic Outline
I. Overview of Scientific WorkII. Overview of Engineering Work
111. Science Areas and Basic ConceptsIV. The Nature of Engineering WorkV. Laboratories
VI. Scientific and Engineering Personnel
'f0PIC I. OVERVIEW OF SCIENTIFIC WORK
A. Definition and purposeB. Pure science and researchC. Applied science and researchD. Where scientists work:
1. Universities (as teachers and researchers)2. Corporations
a. General industryb. Specific scientific and engineering com-
panies3. Government4. Private and consulting work
E. The major tools of science:1. Method2. Experimentation3. Hypotheses and theories4. Mathematics
134
TOPIC II. OVERVIEW OF ENGINEERING WORK
A.B.
C.1).
Definitim and purposeMajor types of engineering:1. Design2. Construction and fabrication3. Maintenance and fieldRelationship of scientists and engineersWhere engineers work:1. Companies
a. General industryb. Specific engineering companies
2. Universities (as teachers)3. Government4. Private and consulting work
TOPIC III. SCIENCE AREAS AND BASIC CONCEPTS
A. Physics (macroscopic approach)1. Laws of motion and gravity2. Application of force and simple ma-
chinesa. Leverb. Inclined planec. Screwd. Pulley
3. Lighta. Propagation and theoryb. Reflection and refraction principlesc. Special light (monochromatic, laser,
etc.)4. Heat
a. Nature of energyb. Simple laws and definitions (calorie,
B.t.u., etc.)c. Reaction on physical states
5. Sounda. Nature and propagationb. Effects, medium, speedc. Simple measurements (decibel, fre-
quency, etc.)6. Electricity
a. Nature and theoryb. Definitions (conductance, capacitance,
resistance, current, voltage)c. Generation and distribution (physical)d. Simple laws (Ohm's, Kirchoff's, etc.)e. Apparatus for measurementf. Chemical generation of electricity
7. Atomic and sub-atomic physicsa. Theoretical structureb. Forces and energyc. Fission and fusiond. Sub-atomic particles
B. Chemistry:1. Definition of the science2. Branches (organic, inorganic, biochem-
istry)3. Elements and the periodic table4. Simple chemical processes and equations5. Chemical apparatus6. Molecular chemistry
C. Life sciences:I. Branches and areas of study (zoology, bot-
any, physiology, anthropology, psychology,sociology)
2. Nature of work in various fields3. Gathering data in the life sciences
)PIC IV. THE NATURE OF ENGINEERING WORK
A. Application of science and mathematicsB. Objective and purposeC. Creative engineering and designD. Execution of planning
E. Estimating materials and costsF. Maintenance engineering
Topic v. LABORATORIES
A. Physics (size, equipment, work, and security)B. ChemicalC. Life sciences
TOPIC VI. SCIENTIFIC AND ENGINEERING PERSONNEL
A. Scientists (education, responsibility, work)B. EngineersC. Mathematicians1). Technicians (laboratory, computer, installa-
tion, etc.)E. ArchitectsF. DraftsmenG. Clerical support personnel
Text's and Other Teaching Materials
The choice of assigned readings for this unit isleft to the discretion of the teacher.
SCIENTIFIC TYPEWRITINGSpecialized Job Skill for Scientific Stenographers and Secretaries. This Unit Is Also Suggested for
Engineering Stenographers and Secretaries
flours Class: 2 hours daily
Description and Teaching Suggestions
Designed as an adjunctive unit for those traineesAlit lying shorthand in the life and physical sci-ences, engineering terminology, or advanced ma-, hine shorthand, this unit stresses improving speedin the use of special keyboard typewriters and thepreparation of manuscripts for scientific publica-tions. In addition, trainees are given practice intranscribing from dictating equipment. Emphasisis on correct typing of special symbols, spacinginanuscripts for insertion of hand ,vritten equationsOr diagrams, typing formulae, equations, statisticalables, and using prescribed forms for scientific
reports. Practice is included in compiling scientificreports from rough drafts, preparing manuscriptsfor publication, typing minutes of meetings, andtyping special correspondence. Special vocabularyinstructions are given as appropriate to the prac-tice material. It is suggested that teachers of thisunit have pre-recordings made for voice-writingmachine transc. Iption practice. Special instructionbooklets available from editors of professional jour-
Total: 60 hours
nals or from professional societies, such as theAmerican Psychological Association's PublicationManual, should be made available to the trainees.Engineering stenographers and secretaries shouldprofit from this course. Special typing for thisgroup is included in Engineering TerminologyDictation and Transcription.
Standards of Achievement
1. Type scientific copy at a rate of 50-70 wpmfor live minutes, with all errors corrected.
2. Type and prepare scientific manuscripts, doc-uments, graphic presentations, and reports,according to prescribed formats, from hand-written drafts and notes.
3. Transcribe scientific dictation from voice-writing machines.
Prerequisites for Study of Scientific Typewriting
Typing speed of 50-70 wpm with general busi-ness terminology.
General Office Education Units as suggested or
135
demonstratQd proficiencies equivalent to standardsof achievement for suggested units.
Science Survey.This unit may be studied concurrently with any
of the following:1. Organic Chemistry Terminology- Dictation
and TranscriptionPhysicial Sciences Terminology-Dictationand Transcription
3. Engineering Terminology-Dictation andTranscription
2.
Topic OutlineI. Typewriters, Keyboards, and Techniques
II. The Greek AlphabetIII. Commonly Used Mathematical Symbols and
NotationsIV. Commonly Used Chemical SymbolsV. Typing Equations and Formulas
VI. Special Formats for PublicationsVII. Mechanics of English for Scientific Type-
writingVIII. Typing from Drafts and Handwritten Copy
IX. Preparing Special DocumentsX. Voice-writing Machine Transcription Typing
Tome I. TYPEWRITERS, KEYBOARDS, AND TECHNIQUES
A. Manual, electric, and special typewriters:1. Variable spacers-
a. Vertical lineb. Horizontal linec. Proportional spacing
2. Ratchets3. Templates4. Justifying typewriters5. Carriage sizes
B. Keyboards:1. Special typewriters used in scientific work2. Limitations of keyboards3. Special keyboards-
a. Extent of specialization of symbols andletters
b. Limitations and problems.1. Practice in using scientific typewriter key-
boardC. Switching typewriters for special work:
1. Alignment problems2. Spacing problems
Topic H. m.: At.rumucrA. Lower-case alphabet identification and sounds
B. Upper-case alphabet identificationC. Similarities to and differences from English
136
D. Practice in typing from printed and hand-written materials
Topic HI. COMMONLY USED MATHEMATICAL SYMBOLS
AND NOTATIONS
A. Algebraic symbols:1. Confusions resulting from signs and letters2. Parentheses and brackets3. Superscripts (number and letter) , sub-
scripts (number and letter) , degrees, min-utes, and seconds
4. "Greater than" and "less than" signs5. Plus, minus, multiplication, division,
roots (implied, lettered, numbered) , andcombinations of signs
6. "Function," "deduction," and "therefore"signs
7. Use of italics and underscores8. Practice exercises using algebraic nota-
tionsB. Geometric symbols:
1. Nature of abbreviations for functions ofangles
2. Placement of typed symbols on diagramsand on coordinate graphs
3. Perpendicularity, non-equality, similarity,and identity signs
4. Practice exercises in using geometric sym-bols
C. Combined algebraic and geometric notationand symbols
1). Signs and notations from calculus:1. Differential notation (plain and partial)
including increment sign2. Integral signs (single and multiple) in-
cluding summation sign3. "Goes from" and "goes to" signs.1. Limits, expressions, and symbols5. Infinity symbol6, Combination notation of algebraic, geo-
metric, and calculus signs7. Practice exercises in using calculus signs
and symbols
TOPIC Iv. COMMONLY USED CHEMICAL. SYMBOLS
A. Introduction to periodic table and clementabbreviations
B. Chemical compounds notationC. Formulae, strike-outs, indicating balances1). Temperature scale notation:
1. Centigrade2. Fahrenheit3. Absolute. Other
E. Signs for addition and subtraction of heatF. Pressure measurements and abbreviationsG. Practice exercises using chemical notation
TOPIC V. TYPING EQUATIONS AND FORMULAS
A. Using algebraic, geometric, calculus, andchemical notation, symbolsGreek letters
B. Typing of equations in display formC. Typing of equations in text line form
TOPIC VI. SPECIAL FORMATS FOR PUBLICATIONS
NOTE: Using the manuscript preparation formats re-quired by various professional journals, trainees shouldtype to several different formats, working floor printedmaterial, corrected drafts, and handwritten notes.
TOPIC VII. MECHANICS OF ENGLISH FOR SCIENTIFIC
TYPEWRITNG
A. Special terminologyB. Special spellingsC. Use of glossaries and special dictionariesD. Abbreviationswith and without periodsE. Syllabication practice
TOPIC VIII. TYPING FROM DRAFTS AND HANDWRITTEN
COPY
Nam Photostats, photographic copies of drafts, andhandwritten copy of unclassified material should be givento trainees for practice. Typing work should includedrafts, camera-ready copy, mid publication-ready manu-scripts.
TOPIC IX. PREPARING SPECIAL DOCUMENTS
A. Interoffice memorandaB. Minutes of meetingsC. Tables and statistical reports
D. Confidential documents:1. Number of copies
Security to be maintained3. Disposal of manuscripts on which errors
exist
2.
TOPIC X. voicE-wRrriNG MACHINE TRANSCRIPTION
TYPING
Nom: Several prerecorded tapes of unclassified reports,dictated by a scientist, should be available for traineesusing single or multi-channel audio equipment.
Texts and Other Teaching Materials
From the following suggested texts and materials(or other equivalent commercially available mate-rial) , select trainee and teacher materials for usein this unit. The teacher should consider the useof specialized encyclopedias, dictionaries, texts, andhandbooks in the science and engineering fields.Some of these are listed under Engineering Termi-nologyDictation and Transcription, OrganicChemistry TerminologyDictation and Transcrip-tion, and Physical Sciences TerminologyDictationand Transcription.KEATHLEY, ERWIN M. A Manua/ of Style for the Preparation
of Papers and Reports. Cincinnati: South-Western, 1959.LLorn, ALAN; RowE, Jolts; .mn WINGER, Ful.n. Gregg Type-
writing for Colleges. 2nd ed. Complete. New York:1961.
EtCydopedia of Science and Technology.New York: McCraw-Hill, 1962. Reference use only.
REIGEL, CHARLES, AND PERKINS, EDWARD. Executive Typewrit-ing. New York: McCraw -Hill, 1966.
SrAmeu, ALLISON R., AND CULPEPPER, BILI.IE J. The Science-Engineering Secretary, Englewood Cliffs, NJ... Prentice-Hall, 1963.
ENGINEERING TERMINOLOGYDICTATION AND TRANSCRIPTION
Specialized Skill for Engineering Stenographers and Secretaries
Hours Class: 1 hour daily; Study: 1 hour daily
Description and Teaching Suggestions
This intensive unit is designed to improve short-hand transcription and typing skills of engineeringsecretaries and stenographers. Studied in conjunc-tion with Scientific Typewriting, this unit con-centrates on dictation and transcription of specialengineering terminology and abbreviations. Thetrainee transcribes from voice-writing machines,rough notes, drafts, and shorthand notes to pro-
Total: 90 hours
duce finished proposals, bids, specifications, con-tracts, reports, and correspondence. This unit pro-vides additional practice in proofreading and inthe preparation of single copy, camera-ready mate-rials, direct-image masters, and stencils. Studied inconjunction with Engineering Office Practices,Procedures, and Records, the unit can provide arealistic approach to the work to be done bystenographers and secretaries in engineering offices.
137
Teachers of the previously mentioned units and theteachers of this unit should cooperate in planninglearning sequences.
As in other dictation units, audio devices aresuggested to control the speed of dictation of se-lected material. Terminology should be given incontext as much as possible, and not be restrictedto rote learning. Not all engineering vocabulariescan be covered in the period of time allotted, norcan all the terminology used in any one engineer-ing field be covered completely. Some terminologywill have to be learned in the engineering office inwhich the trainee will be employed. Terminologyand abbreviations should represent vocabularyused in the mechanical, chemical, electronic, nucle-onic, aero-space, electrical, mar;ne, and civil engi-neering fields. Samples of typical proposals, reports,contracts, specifications, bills of material, and otherdocuments should be available for exhibit andpractice typing. Engineering work practices willvary. Therefore, a variety of engineering docu-ments should be offered to prepare trainees formany different work activities. Various engineeringhandbooks such as The A.S.M.E. Handbook shouldbe on hand for reference.
Standards of Achievement
1. Take dictation at a rate of 100-120 wpm forfive minutes with a transcription accuracy of95 percent.
2. Transcribe at a rate of 25-35 wpm or betterto produce mailable transcripts.
Prerequisites for Study of EngineeringTerminologyDictation and Transcription
General Office Education Units as suggested inthe Curricula Synopses section of this guide ordemonstrated proficiencies equivalent to standardsof achievement for those units. This unit may bestudied concurrently with any of the followingunits:
1. Science Survey2. Scientific Typewriting3. Engineering Office Practices, Procedures, and
Records
Topic OutlineI. Use of Engineering Handbooks and Man-
ualsII. Mechanical Engineering Terms and Abbrevi-
ationsIII. Electrical and Electronic Engineering Terms
and Abbreviations
138
IV. Chemical Engineering Terms and Abbrevia-tions
V. Nucleonics and Aero-space EngineeringTerms and Abbreviations
VI. Civil and Marine Engineering Terms andAbbreviations
VII. Technical ReportsVIII. Bids, Proposals, Contracts, and Specifications
IX. Document Production
NO I ES:
I. Each of the subject topics below,.except Topics I,VII, VIII, and IX, should start with the study of mean-ings, usage, and spellings of the particular terms andabbreviations before proceeding to the shorthand out-lines or machine notes.
2. The areas of engineering classified tinder each ofthe topics dealing with a particular branch of engineer-ing do not encompass all the areas of that branch. Timeshould be allotted carefully to each of the terminologysections. Terminology should be selected carefully, andlists made in advance of subject unit presentation shouldbe checked by an engineer, if possible, for inclusiveness.
TOPIC 1. USE OF ENGINEERING HANDBOOKS AND MAN-
UALS
A. Identification of handbooks:1. Civil Engineering Handbook2. Mechanical Engineers' Handbook3. Engineering Manual4. Nuclear Engineering Handbook5. General Engineering Handbook6. Electronics and Nucleonics Dictionary7. Other handbooks
B. Using handbooks for reference during tran-scription:1. Spelling2. Meaning3. Abbreviations4. Special information
TOPIC II. MECHANICAL ENGINEERING TERMS AND AB-
BREVIATIONS
A. Machineexamples: torque, pound-inch,chamfer, outside diameter, shaft horsepower
B. Heatexamples: kilocalorie, Baume, Britishthermal unit, Reaumur, Stefan-Bortzmann,enthalpy, entropy, adiabatic
C. Hydraulicsexamples: weir, rotameter, venacontracta tap, viscosity
I). Practice dictation and transcription of fur-titer terminology, in context, for A, B, and Cabove
TOPIC III. ELECTRICAL. AND ELECTRONIC ENGINEERING
TERMS AND ABBREVIATIONS
A. Electricalexamples: a.c., d.c., conductivity,
joule, kilovolt ampere, ohm, Wheatstonebridge
B. Electronicexamples: emf, micro-ampere, re-active volt ampere, coulomb, oscilloscope,diodes, transistors
C. Lightingexamples: foot-candle, Lambert,spherical candle power, Angstrom
D. Practice dictation and transcription of fur-ther terminology, in context, for A, B, and C
above
TOPIC IV. CHEMICAL ENGINEERING TERMS AND ABBRE-
VIATIONS
A. Plastics and syntheticsexamples: polyure-thane, fractionation, esters
B. Organics and hydrocarbonsexamples: cellu-
lose, disaccharide, polymerizationC. Inorganicsexamples: catalytic reaction, sub-
limation, potassium permanganateD. Practice dictation and transcription of fur-
ther chemical terminology, in context, for A,B, and C above
TOPIC V. NUCLEONICS AND AERO-SPACE ENGINEERING
TERMS AND ABBREVIATIONS
A. Nucleonicsexamples: meson, reactor, mega-ton
B. Aero-spaceexamples: 10g, inertial guidance,hermetic seal
C. Aeronauticalexamples: fuselage, aileron, hy-drodynamic
D. Practice dictation and transcription of fur-ther terminology, in context, for A, B, and Cabove
TOPIC VI. CIVIL AND MARINE ENGINEERING TERMS AND
ABBREVIATIONS
A. Civilexamples: Brinell hardness number,catenary, tensile strength
B. Marineexamples: magnetic meridian, gyro-scope, twin-screw
C. Practice dictation and transcription of fur-ther terminology, in context, for A and Babove
TOPIC VII. TECHNICAL REPORTS
A. Format references for publications in jour-nals
B. Report techniques:1. Spacing and punctuation of terminology2. Margins and paragraphs3. Footnotes, tabulations, and long quota-
tions4. Headings and subheadings
5. Tables and figures6. Pagination
C. Typewritten format:1. Introductions2. Synopses3. Recommendations4. The body of the report, complete with
major headings, major and minor sub-headings, statistical tables, figures, and il-
lustrations5. Conclusions6. Letters of transmittal7. Title pages
TOPIC VIII. BIDS, PROPOSALS, CONTRACTS, AND SPECI-
FICATIONS
A. Bids in response to R.F.Q.:1. Letter form2. Proposal form and transmittal letter
B. Proposals:1. Importance of proposals2. Formal type, printed or duplicated and
bounda. Formatb. Number of copies to be producedc. Nature of materialsecurity classifica-
tion3. Proposals in letter form4. Enclosures, attachments
C. Contracts:1. Formal types2. Letter contracts
D. Specifications for civil and military proposalsE. Practice preparation of simple documents re-
lated to topic headings
TOPIC IX. DOCUMENT PRODUCTION
A. Determination of appearance, size, and num-ber of copies required
B. Selection of method of reproduction:1. Stencil, spirit masters2. Camera-ready reproducible copy3. Photographic or direct image processes4. Carbon copies
C. Collating and binding:1. Selecting collating method
a. Consider labor cost, timeb. Use of collating devices (availability)c. Outside services
2. Selecting appropriate bindersa. Preference of firmb. Recipient specifications
139
c. Dollar value of proposal or contractd. Cost of binding
D. Routing finished documentsE. Practice document production including typ-
ing, figures, illustrations, tables, and costsummary
Texts and Other Teaching Materials
From the following suggested texts and materials(or other equivalent commercially available mate-rial) , select trainee and teacher. materials for usein this unit. Additional materials are listed inAppendix D. In addition to typing texts andmaterials previously listed, the following are sug-gested:ADAMS, DOROTHY, AND KURTZ, M A RG A REX. The Technical
Secretary. New York: McGraw-Hill, 1967.AMERICAN STANDARDS ASSOCIATION. American Standard Ab-
breviations for Scientific and Engineering Terms. NewYork: The American Standards Association, 1961.
BAUMEISTER, THEODORE. Mark's Mechanical Engineers' Handbook, 6th ed. New York: McGraw-Hill, 1958. Reference.
CONSIDINE, DOUGLAS M. Process Instruments and ControlsHandbook. New York: McGraw-Hill, 1957. Reference.
COOKE, NELSON M., AND MARCUS, JOHN. Electronics and Nu-
cleonics Dictionary. New York: McGraw-Hill, 1960. Refer-ence.
ETHIRI NG EON, HAROLD. Nuclear Engineering Handbook, 1sted. New York: McGraw-Hill, 1958. Reference.
GRoucu, W. GEORGE, AND ZEILER, RoBERT L. A Guide toTechnical Writing. New York: Ronald Press Co., 1948.
RE! THLEY, ERWIN M. A Manual of Style for the Preparationof Papers and Reports. Cincinnati: South-Western, 1959.
LAIRD, ELEANOR S. Engineering Secretary's Complete Hand-book. Englewood Cliffs, N.J.: Prentice-Hall, 1962.
O'ROURKE, CHARLES E. General Engineering Handbook, 2nded. New York: McGraw-Hill, 1940.
PERRY, JOHN H., AND PERRY, ROBERT H. Engineering Manual.New York: McGraw-Hill, 1959. Reference.
PERRY, ROBERT H.; CHILTON, CECIL H.; AND RIRKIWIRICK, SID-
NEY a EDS. Chemical Engineer's Handbook. New York:McGraw-Hill, 1963. Reference.
SALISBURY, J. KENNETH. Kent's Mechanical Engineers' Hand-book, 12 ed. New York: John Wiley and Sons, 1950. Refer-ence.
Sr ArroRD, AILSON R., AND CULPEPPER, BILLIE JEAN. The Sci-ence-Engineering Secretary. Englewood Cliffs, N.J.: Pren-tice -Hall, 1963.
U.S. GOVERNMENT PRINTING OFFICE. Style Manual, rev. ed.Washington: Superintendent of Documents, U.S. Govern-ment Printing Office, 1959.
URQUIIART, LEONARD CHURCH. Civil Engineering Handbook,4th ed. New York: McGraw-Hill, 1959. Reference.
ENGINEERING OFFICE PRACTICES, PROCEDURES, AND RECORDS
Functional Requirements for Engineering Stenographers and Secretaries
Hours Class: 2 hours daily
Description and Teaching Suggestions
Designed for technical secretaries and stenogra-phers, this unit will provide trainees with bothenvironmental knowledge and training in the func-tional duties required in engineering offices. Thetrainee should anticipate that actual engineeringoffice practices, procedures, and records may differfrom those presented in this unit. These variationswill be caused by the nature of the work of theengineering office, the type of clients served, com-pany policies (if the engineering group is a depart-ment of a firm) , the size of the engineering officeforce, and the available facilities. The content iscomprehensive in nature due to the use of an engi-neering office model rather than any one specifictype. Emphasis in training is on the preparation,handling, routing, storage, and security of a widevariety of engineering office documents. The unitprovides a review of basic secretarial practices andrelates them to engineering office practices. Train-
140
Total: 80 hours
ees should practice preparing requisitions, bills ofmaterial, and records of tests, data, and proposals.Correspondence with clients and government bu-reaus (with proper reference to contracts) , accu-racy of technical information, and record control ofdocuments is reviewed and practiced. Stress isplaced on learning various reproduction processesin terms of their applicability to internal docu-ments and to external publications such as con-tracts, sub-contracts, and proposals. Practice isgiven in use of engineering terminology. Teachersshould have several engineering handbooks, inaddition to copies of samples of documents usedin an engineering office, available for trainee studyand use. It is suggested that an engineer or con-sulting engineer be engaged to discuss actual prac-tices in local firms. This unit and the EngineeringTerminologyDictation and Transcription unitshould be supplemented with work-experienceprojects.
Standards of Achievement
1. Prepare, route, control, and store unclassi-fied and confidential documents, graphicpresentations, manuscripts, and records forgovernment and industrial clients and forinternal use.
2. Use various reproduction processes such asdry and wet process photocopiers, andthermal and chemical reproducers.
3. File, index, and retrieve information, includ-ing the use of microfilm reader.
4. Code materials for retrieval.5. Apply general secetarial practices to engineer-
ing office operation.
Prerequisites for Study of Engineering Of/icePractices, Procedures, and Records
General Office Education Units as suggested forengineering stenographer or secretary, or demon-strated proficiencies equivalent to standards ofachievement for suggested units. EngineeringTerminologyDictation and Transcription andScience Survey units may be taken concurrently.
Topic Outline
I. The Engineering OfficeII. Reference Materials
III. Information Control Practices and Equip-ment
IV. Graphic PresentationsV. Reproduction Processes
VI. Review of Office CalculatorsVII. Practices Used in Ordering and Receiving
VIII. Applied Secretarial Practices
NOTE: During Topic I, the various fields of engineringelec-trical, chemical, mechanical, nucleonic, civil, electronic. etc.should be explained. The types of work are applicable to allfields.
TOPIC I. THE ENGINEERING OFFICEA. The nature of the engineering office:
1. Types of engineering worka. Professional consultant engineeringb. Design engineeringc. Construction engineeringd. Maintenance engineeringe. Operating and field engineering
2. Creative and applied workB. Organization of the engineering office:
1. Personnel complementa. Administrative engineersb. Practicing engineersc. Designers
C.
D.
d. Draftsmene. Techniciansf. Clerks
2. Private practice3. The engineering office as a department of
a company4. Policies and proceduresEngineering office clients:1. Industrial2. Government
a. Security clearances requiredb. Non-classified workc. Confidential workd. Secret work
3. The company (when engineering office ispart of a firm)
Secretarial functions in the engineering office:1. Brief review of general secretarial prac-
tices and conduct2. Variations in secretarial requirements
a. Size of staffb. Scope of activity in officec. Work for one, two, or more engineersd. As secretary to supervisors, managers,
and administrator3. Assistance with clerical and presentation
workE. Types of documents in engineering office:
1. Contracts, sub-contracts, proposals,R.F.Q.'s, and R.F.Q.'s
2. Drawings, blueprints, and tracings3. Orders, requisitions, bills, and receipts4. Engineering reports and manuscripts for
publicationBills of materials and specifications
6. Personnel records, internal correspond-ence and letters, and miscellaneous rec-ords
5.
TOPIC II. REFERENCE MATERIALS
A. Engineer's library:I. Handbooks2. Texts3. Reports and government documents4. Catalogs5. Specifications6. Blueprint file
B. Secretarial texts and handbooks
TOPIC III. INFORMATION CONTROL. PRACTICES
EQUIPMENT
A. Review of basic filing methods:1. Alphabetic
AND
141
2. Subject3. Numeric4. Combination
B. File material:1. Correspondence2. Reports3. Blueprints, drawings, and tracings4. Catalogs
C. Equipment for filing:1. Drawers2. Shelf files3. Rotary files4. Visible tray files5. Vertical visible files6. Filing cabinets-flat drawers for prints7. Hanging files8. Notebooks9. Tube racks
D. Supplies:1. Manila folders2. Suspension folders3. Expansion folders4. Pockets, envelopes, tubes, and transparent
covers5. Color codes6. Plastic tabs7. Metal tabs8. Slide on, pasted, and pinned signals
E. Follow-up files for projects:1. Tickler2. Extra (colored) carbon copies
F. Coding transfer of information to:1. Punched cards2. Punched tape3. Magnetic tape4. Magnetic discs5. Microfilm on reels6. Microfilm in unitized form
G. Information retrieval:1. From files, library, and catalogs2. From sources indicated in F above
H. Information retention schedules:1. Legal requirements2. The high cost of maintenance and storage3. Authorization for destruction of records4. Standards for developing retention sched-
ulesMethods of searching, for "lost" itemsTransfer methods:1. Periodic2. Perpetual
K. Routing information:
I.
J.
142
I. By procedure2. By list3. Using judgment
L. Government correspondence and documents:1. Classifications-
a. Secretb. Confidentialc. Unclassified
2. SeCurity procedures-a. Separate files and/or drawersb. Locks and locking procedures during
and at end of work dayc. Registry of documents
3. Filing procedures-a. File sizeb. Identification and indexing by depart-
ment, branch, branch location, andsubject
c. Policy on access to secured filesM. Ordering out and checking in documents,
books, prints, and drawings
TOPIC IV. GRAPHIC PRESENTATIONS
A. Kinds of illustrations:1. Graphs and charts-
a. Line, bar, pie, and pictorialb. Organization chartsc. Flow and process charts
2. Lists and tablesB. Knowledge of other types of illustrations
Nom: Drawings and diagrams, photographs, blueprints,maps and exploded views should be exhibited to trainees.
C. Quality and use of illustrationsD. Practice in simple graph and chart making
TOPIC V. REPRODUCTION PROCESSES
A. Review of stencil duplicatorsB. Review of fluid-process duplicatorsC. Offset duplicators1). Electronic facsimile copiersE. Photocopiers:
1, Dry copying process2. Liquid-developer process
F. Other reproduction processes:1. Thermographic2. Diffusion3. Electrostatic4. Diazo5. Stabilization6. Dual spectrum7. Dye transfer
G. Relative desirability of machines:1. Cost of copying
2. The costs of misusea. Use of expensive machine and paper
for short-term requirementb. Danger of reproduction of unauthor-
ized materials (Color sensitization)3. Kind and size of paper required
a. For the machineb. For the job
4. Time requireda. For making each copyb. For life of the paper
TOPIC VI. REVIEW OF OFFICE CALCULATORS
A. Review of types:1. Ten-key2. Rotary3. Printing and non-printing calculators
B. Practice in arithmetic functions
NOTE; Availability of machines will govern which amused.
TOPIC VII. PRACTICES USED IN ORDERING AND RECEIVING
A. Ordering supplies:1. Keeping inventories and other records .2. Preparing and checking purchase requisi-
tions3. Typing orders for purchasing supplies
and equipmentB. Receiving supplies:
1. Verifying correctness and condition of in-coming packages
2. Verifying correctness of bills received3. Storing for safe keeping of different mate-
rials
TOPIC VIII. APPLIED SECRETARIAL PRACTICES
A. Consideration of size and facilities of engi-neering office
B. Telephone review:1. Incoming and outgoing calls2. Reminders
a. Dating all memos and messagesb. Transferring callsc. Using telephone directoryd. Arranging for telephone coverage dur-
ing absence of secretary3. Newer telephone equipment
C. Practice telephone-dictation about engineer-ing equipment, bids, or proposals
D. Telegrams:
1. Preparing telegrams2. Types of telegram to "file" for
a. Speediest dispatchb. Least expense
3. Methods of "filing" messagesa. Tie linesb. Teleprintersc. Deskfaxd. Telefaxe. Intrafax
E. Practice in writing correct telegraphic mes-sages about engineering tests, specifications,and proposals
F. Appointment calendars:1. Kinds of appointment records
a. Yearbook for executiveb. Desk calendarsc. Pocket date book (daily reminder)d. Ticklers and followup filese. Lists of recurring events
2. Times to avoid scheduling appointmentsG. Use of secretarial handbooks for reference
Texts and Other Teaching Materials
From the following suggested texts and materials(or ether equivalent commercially available mate-rial), select trainee and teacher materials for usein this unit. Teachers are referred to the OfficeMachinesComputing and Duplicating, SecretarialProcedures and Practices, and Engineering Termi-nologyDictation and Transcription units for ad-ditional references and materials.AGNEW, PETER L.; MEEHAN, JAMES A.; AND OLIVERIO, MARY
ELLEN. Secretarial Office Practice, 7th ed. Cincinnati:South-Western, 1966. Workbook, Achievement Tests, andManual.
BEAMER, ESTHER K.; HANNA, J. MARSHALL; AND POPHAM, ES-
TELLE L. Effective Secretarial Practices, 4th ed. Cincinnati:South-Western, 1962. Workbook and Manual.
DORIS, LILLIAN, AND MILLER, BESSE M. Complete Secretary'sHandbook, 2nd ed. rev. Englewood Cliffs, N.J.: Prentice-Hall, 1960.
GREGG, JOHN R., AND OTHERS. Applied Secretarial Practice,5th ed. New York: McGraw-Hill, 1962.
LAIRD, ELEANOR S. Engineering Secretary's Complete Hand-book. Englewood Cliffs, NJ.: PrenticeHall, 1962.
LEE, DOROTHY; DICKINSON, TILLY; AND BROWER, WALTER. Sec-
retarial Practice for Colleges, 2nd ed. New York: McGraw-Hill, 1965.
STAFFORD, ALISON R., AND CULPEPPER, BILLIE JEAN. The Sci-ence-Engineering Secretary, Englewood Cliffs, N.J.: Pren-tice-Hall, 1963.
143
ORGANIC CHEMISTRY TERMINOLOGYDICTATION AND TRANSCRIPTIONSpecialized Skill for Scientific Stenographers and Secretaries
Hours Class: 1 hour daily; Laboratory: 2 hours daily Total: 120 hours
Description and Teaching Suggestions
This unit is designed to prepare advanced short-hand trainees to assist scientists and engineersworking in organic chemistry and life sciences.Practice is given in taking dictation and transcrib-ing correspondence, articles, and reports of an in-formational nature in the fields of hydrocarbons,petrochemicals, synthetic organic chemicals, andlife sciences such as food chemistry, toxicology,pharmacology, and related biological fields.
For each topic, the trainee learns how to con-struct technical word forms by using technicalprefixes and suffixes, and by combining forms.Shortcuts are presented for common words, chem-ical elements, and scientific or engineering terms.Special emphasis is placed on technical transcrip-tion. Trainees are taught preferred styles for typingtechnical reports with equations, formulae, abbre-viations, and symbols. Practice is given in abstract-ing in shorthand and in transcribing technical re-ports and articles, in addition to typing fromprinted copy, roi:gli draft, and handwritten copy.Teachers should use many chemistry journals forpractice material and dictation exercises.
Teachers of this unit and the Scientific Type-writing unit should coordinate their activities todetermine areas of concentration and/or reinforce-ment. If Scientific Typewriting is studied con-currently, portions of this unit, especially prepara-tion of reports according to specified formats, canbe deemphasized and concentration can be focusedon the terminology, dictation, and transcription ofusable transcript. If possible, a chemist or biologistshould be invited late in the course to give reportdictation thus lending realism to the unit work.Trainees should also be taught the importance ofusing special dictionaries and other scientific ref-erences.
Standards of Achievement
I. Transcribe dictation of scientific material,dictated at speeds between 100 and 120 wpm,with at least 95 percent accuracy.
2. Transcribe at a rate of 30 to 35 wpm to pro-duce usable transcript with one carbon copy.
144
Prerequisites for Study of Organic ChemistryTerminologyDictation and Transcription
General Office Education Units as suggested ordemonstrated proficiencies equivalent to standardsof achievement for those units.
Scientific Typewriting should be studied concur-rently.
Physical Sciences TerminologyDictation andTranscription may be studied concurrently.
Topic Outline
I. HydrocarbonPetrochemical TerminologyII. Synthetic Organic Chemical Terminology
III. Life Sciences Terminology
TOPIC I. HYDROCARBON-PETROCHEMICAL TERMINOLOGY
A. Dictation and transcription of reports andarticles dealing with the chemistry of petro-leum, as well as the materials, products, andprocesses of chemical production
B. Review of typing the Greek alphabetC. Review of typing simple equations contain-
ing the major mathematical symbols (see Sci-entific Typewriting)
TOPIC II. SYNTHETIC ORGANIC CHEMICAL TERMINOLOGY
A. Dictation and transcription of correspond-ence and articles relating to man-made fibers,medical supplies, equipir ent, and plasticproducts
B. Review of mathematical abbreviationsC. Review of typing superscripts and subscripts
for formulae and equations
TOPIC III. LIFE SCIENCES TERMINOLOGY
A. Dictation and transcription of articles andcorrespondence concerning fermentationchemistry, pharmaceuticals, foods, agricul-ture, toxicology, botany, and other biologicalsciences
B. Dictation and transcription of lists of tablesand illustrations for technical reports
Texts and Other Teaching Materials
From the following suggested texts and materials(or other equivalent commercially available mate-rial) , select trainee and teacher materials for use
ti
in this unit. Other materials appropriate for dic-tation may be taken from professional chemistryjournals.ADAMS, DOROTHY, AND KUR1Z, MARGARET. The Technical Sec-
retary. New York: McGraw-Hill, 1967.DUNFORD, NELSON JAMES. Al Handbook for Technical Typists.
New York: Gordon and Breach, 1964.HAWLEY, GESSNER G., AND HAWLEY, ALICE W. Hawley's Tech-
nical Speller. New York: Reinhold, 1964.Homo; JACOBS; LEWIS; MONRATII; AND NiURI'llY, Em WKS. The
Van Nostrand Chemist's Dictionary. Princeton, N.J.: D.
Van Nostrand, 195'3.LAIRD, ELEANOR S. Engineering Secretary's Complete Hand-
book. Englewood Cliffs, N.J.: Prentice -Hall, 1962.Rost:, ARTHUR, AM) Rost:, Euzmuitn. The Condensed Chemi-
cal Dictionary, 6th ed. New York: Reinhold, 1961.STAri ow, ALLISON R., AND CULPEI'PER, BILLIE JEAN. The Sci-
ence-Engineering Secretary, Englewood Cliffs, N.J.: Pren-tice-Hall, 1963.
TWENEY, C. F., AND HUGHES, L. E. C., EDITORS. Chamber'sTechnical Dictionary. New York: Macmillan, 1958.
PHYSICAL SCIENCES TERMINOLOGYDICTATION AND TRANSCRIPTION
Specialized Skill for Scientific Stenographers and secretaries
Hours Class: 1 hour daily; Laboratory: 1 hour daily
Description and Teaching Suggestions
This unit is designed to prepare advanced short-hand trainees to assist scientists and engineersworking in the physical sciences. Practice is givenin taking dictation and transcribing letters, arti-cles, and reports in the fields of electronics, aero-space, communications, and nucleonics.
The trainee learns how to construct technicaloutlines fluently by using technical prefixes andsuffixes, and by combining forms. Shortcuts arepresented for common words, chemical elements,and scientific and engineering terms. Special em-phasis is placed on number and symbol usage intechnical transcription. Trainees are acquaintedwith preferred styles for typing technical reportswith equations and formulae as well as mathema-tical signs, symbols, and abbreviations. Practiceshould be provided in abstracting in shorthandand transcribing technical reports and articles, inaddition to typing from printed, rough draft, andhandwritten copy. If Scientific Typewriting isstudied concurrently, the typing portion of thisunit relating to special symbols, superscripts,subscripts, mathematical signs, equations, andformulae can be deemphasized and concentrationplaced on the accuracy of transcription.
Teachers of Scientific Typewriting and thisunit should coordinate their presentations closely.Although only four areas of terminology are shownin the outlines, teachers may adjust the content tosuit the needs of the particular locale or thetrainees' interests. Much specialized terminologywill be learned on the job. If a scientist can beinvited to dictate a portion of a report with spe-
Total: 120 hours
cial instructions, a greater degree of realism willbe provided. The teacher should have professionaljournals in the physical sciences for dictation prac-tice.
Standards of Achievement
1. Transcribe dictation, with at least 95 percentaccuracy, of physical science material dictatedat speeds between 100 and 120 wpm.
2. Transcribe at a rate of 30 to 35 wpm to pro-duce usable transcript with one carbon copy.
Prerequisites for Study of Physical SciencesTerminologyDictation and Transcription
General Office Education Units as suggested ordemonstrated proficiencies equivalent to standardsof achievement for those units.
Scientific Typewriting should be studied con-currently.
Organic Chemistry TerminologyDictation andTranscription may be studied concurrently.
Topic Outline
I. Aerospace TerminologyII. Electronics Terminology
III. Communications TerminologyIV. Nucleonics Terminology
TOPIC I. AEROSPACE TERMINOLOGY
A. Dictation and transcription of reports andarticles relating to manned and unmannedflight vehicles, missiles, weather satellites,navigational devices, and guidance systems
B. Dictation and transcription of the body of atechnical report
145
C. Procedure for typing equations and formulae(or review from Scientific Typewriting)
TOPIC II. ELECTRONICS TERMINOLOGY
A. Dictation and transcription of reports andarticles relating to electronic components andto applications of electronics in the fields ofradio, television, and radar
B. Typing an appendix for a technical reportC. Typing enclosing brackets, summation, prod-
uct, integral, and square root symbols forequations and formulae (or review from Sci-entific Typewriting)
TOPIC III. COMMUNICATIONS TERMINOLOGY
A. Dictation and transcription of reports andarticles concerning communications by satel-lite, optics, microwave transmission, under-seas cables, and data processing
B. Typing the bibliography for a technical re-port
C. Presentation of spacing equations and for-mulae (or review from Scientific Typewrit-ing)
TOPIC IV. NUCLEONICS TERMINOLOGY
A. Dictation and transcription of correspond-
once, articles, and reports relating to thenature of atomic energy and its applications
B. Typing the index and diaribution sheets fora technical report
C. Presentation of preferred punctuation forequations and formulae
Texts and Other Teaching Materials
From the following suggested texts and materials(or other equivalent commercially available mate-rial), select trainee and teacher materials for usein this unit. Teachers are referred to the listingsunder Engineering Terminology-Dictation andTranscription for additional material.ADAMS, DOROTHY, AND KURTZ, MARGARET. The Technical Sec-
retary. New York: McGraw-Hill, 1967.DUNIORD, NELSON JAMES. A Handbook for Technical Typists.
New York: Gordon & Breach, 1964.HAWLEY, CESSNER G., AND HAWLEY, ALICE W. Hawley's Tech-
nical Speller. New York: Reinhold, 1964.LAIRD, ELEANOR S. Engireering Secretary's Complete Hand-
book. Englewood Cliffs, N.J.: Prentice-Hall, 1962.MICHELS, WALTER C., EDITOR-IN-CHIEF. Dictionary of Physics
and Electronics. Princeton, NJ.: D. Van Nostrand.STAFFORD, ALLISON R., AND CULPEPPER, BILLIE JEAN. The Sci-
ence-Engineering Secretary, Englewood Cliffs, N.J.: Pren-tice-Half, 1963.
FOREIGN-LANGUAGE SHORTHAND I
Specialized Skill for Foreign-Language Stenographers and Secretaries
Hours Class: 1 hour daily; Laboratory (or Study) : 1 hour daily Tchal: 90 hours
Description and Teaching Suggestions
Designed for trainees who have finished or arecurrently studying advanced shorthand and typing,this unit will introduce the trainee to shorthandin the foreign language of choice. Trainees willlearn outlines for sounds that are peculiar to thechosen language, together with typewriter usagewhich is uniquely employed for that language. Inpractice sessions, stress is placed on facility in
writing and on accuracy of the shorthand outlinesand, later, on typewritten transcription.
The use of modern audio teaching devices by theteacher is suggested to achieve uniform and properspeed control of dictated material.
Standards of Achievement
I. Take foreign-language dictation, given at
146
speeds between 60-70 wpm, and transcribewith at least 95 percent accuracy.
2. Type at a rate of 40-50 wpm.3. Transcribe at a rate of 15-20 wpm to produce
mailable transcript with one carbon copy.
Prerequisites for Study of Foreign-LanguageShorthand I
Speed Dictation and Transcription.Demonstrated proficiencies equivalent to stand-
ards of achievement for the above unit are alsoacceptable.
Mastery of foreign language.
Topic Outline
I. Basic Strokes, Outlines, and Diphthongs11. Pecularities of Business Letters in Foreign
Language
III. Introduction to Phrases and Brief FormsIV. Diphthongs, Brief Forms, and PhrasesV. Typing Tabulations in Foreign Language
VI. Suffixes, Prefixes, and Derivatives
TOPIC I. BASIC STROKES, OUTLINES, AND DIPHTHONGS
A. Presentation of basic strokes used in short-hand
B. Introduction of diphthongs
TOPIC II. PECULIARITIES OF BUSINESS LETTERS IN
FOREIGN LANGUAGE
A. Letter styles of the foreign countryB. Typing letters from typed rough draftC. Typing setters from longhand draft
TOPIC III. INTRODUCTION TO PHRASES AND BRIEF FORMS
TOPIC IV. DIPHTHONGS, BRIEF FORMS, AND PHRASES
A. Continuation of presentation of diphthongsB. Continuation of brief forms and phrases
TOPIC V. TYPING TABULATIONS IN FOREIGN LANGUAGE
TOPIC VI. SUFFIXES, PREFIXES, AND DERIVATIVES
A. Introduction of suffixesB. Introduction of prefixesC. Brief form derivatives
Texts and Other Teaching Materials
From the following suggested texts and materials(or other equivalent commercially available mate-rial) , select trainee and teacher materials for usein this unit. Additional references are listed inAppendix D.ACURA MONTENEGRO, JOSE R. Correspondencia y Documenta-
tion Comercial Moderna. New York: McGraw-Hill, 1955.BRIGGS, MILTON (TRADUCCION DE MA. EUGENIA JIMENO) . Gu-
nasio de Aritmetica. Cincinnati: South-Western, 1965. Man-ual,
GHAFFVRIN, L,, AND MERGAULT, J. Dictionaire Francais-Ang-lais. Paris, France: Librairie Larousse.
FERRARI, A. D., ET AL. Tecnica Mecanogrdfica, Curso Voca-cional Elemental, Segunda Edicion. Cincinnati: South-Western, 1956.
DE GORBEA, JOSEFINA Q., ET AL. Tecnicas Mecanogrdficas Mo-dernas, Segundo Edicion. New York: McGraw-Hill, 1957.
GREGG, JOHN R.; TORREBLANCA, ILDEFONSO; AND HAELSIG, Orb
H. Auxiliar de la Taquigrafia Gregg Simplificada conClave. New York: McGraw-Hill, 1957. Clave.
---. Diccionario de la Taquigrafia Gregg Simplificada. NewYork: McGraw-Hill, 1953.
---. Estudios de Rapidez en Taquigrafia Gregg Simplifi-cada. New York: McGraw-Hill, 1954.
---. TAQUIGRAFIA GREGG SIMPLIFICADA. New York: McGraw.Hill, 1953.
HAUTEEEUILLE, A. Cours Complet de Dactylographie, 6thEdition. Paris, France: Classiques Hachette.
KREDER, A. Cours Complet Dactylographie, Methode Kreder,2nd Edition. Paris, France: voucher.
DE LA Luz, ANTONIO, AND LLEDO, MARINA. Contabilidad Practi-ca Para el Siglo XX. Cincinnati: South-Western, 1960.Workbook and Manual.
NiUNIZ, ALFREDO, AND DE GOMA, JOSEFINA Q. SiSiCIllaS y Me-
todos de Archivar. Cincinnati: South-Western, 1952. Pratti-ca de Archivar para Oficinas y Manual.
SOEUR MARIEERNESTINE, S. S. A. Slenographie Gregg Simpli-fiee, Deuxieme Edition. New York: McGraw-Hill, 1962.
--. Transcription Stenographie Gregg Simpli /iee, Deuxie-me Edition. New York: McGraw-Hill, 1962.
---. Exercices de Stenographic Gregg Simplifiee, DeuxiemeEdition. New York: McGraw-Hill, 1962.
SOEUR MARY DE BETHLEHEM. Dictionaire de la Gregg Simpli-fiee. New York: McGraw-Hill, 1961.
SORELLE, RUI'ERT P.; SMITH, HAROLD H.; AND CASTIELLO, JOSE-
FINA. Mecanogra /ia Metodo Racional. Segunda Edicion,Revisada. New York: McGraw-Hill, 1962.
DE URIBE, MART. D,, AND DE CHARNECO, AMALIA L. TecnicasModernas de Archly°. New York: McGraw-Hill, 1960.
DE URIBE, MARTA D.; DE CHARNECO, AMALIA L.; DE MENDES,
FELICITA R. Practicas de Oficina. New York: McGraw-Hill,1960.
WANOUS, S. J., AND WANOUS, EDWARD E. (traduccion de Ala-jandro l'ricto) . La Automatization del Trabajo de Oficina.Cincinnati: South-Western, 1964. Student Practice Set andManual.
FOREIGN-LANGUAGE SHORTHAND II
Specialized Job Skill for Foreign-Language S.zttographers and Secretaries
How. Class: 1 hour daily; Laboratory: 1 hour daily
Description and Teaching Suggestions
Through dictation and transcription of corre-spondence and reports in the foreign language,the trainee develops speed and accuracy. Thetrainee should also develop proficiency in the cor-
Total: 90 hours
rect typing forms of telegrams, reports, minutes of ameeting, and manuscripts in the foreign language.
Intensive dictation exercises will help the traineeto develop high speed in taking dictation of cor-respondence and reports in foreign language and
147
increase his transcription rate. Typing translationpractice from English to the foreign language andfrom the foreign language to English, as well astyping reports and manuscripts in foreign languagefrom longhand drafts are part of the laboratoryskill development program.
Standards of Achievement
1. Take dictation in foreign language given atspeeds between 80-90 wpm and transcribewith at least 95 per cent accuracy.
2. Type at the rate of 50-60 wpm.3. Transcribe at the rate of 25 wpm or better
to produce mailable transcripts with onecarbon copy.
Prerequisites for Study of Foreign-LanguageShorthand II
Foreign Language Shorthand I or demonstratedequivalent proficiency in foreign language steno-graphic work. Concurrent work in advanced short-hand and production typing.
Topic Outline
I. Blends, Prefixes, and SuffixesII. Typing Business Forms in Foreign Language
III. Word Endings, Derivatives, and PrefixesIV. Prefixes, Suffixes, and IntersectionsV. Typing Foreign Language Reports and Manu-
scriptsVI. Translation Practice
TOPIC I. BLENDS, PREFIXES, AND SUFFIXES
A. Introduction of blends
B. Continuation of prefixesC. Continuation of suffixes
Topic II. TYPING BUSINESS FORMS IN FOREIGN LAN-
GUAGE
A. TelegramsB. Bills and invoicesC. Minutes of meetingsD. Reports and manuscripts
TOPIC III. WORD ENDINGS, DERIVATIVES, AND PREFIXES
A. Introduction of word endingsB. Continuation of brief form derivativesC. Continuation of prefixes
'I'OPIC IV. PREFIXES, SUFFIXES, AND INTERSECTIONS
A. Continuation of suffixesB. Continuation of prefixesC. Presentation of intersectionsD. Presentation of cities and states
TOPIC V. TYPING FOREIGN LANGUAGE REPORTS AND
MANUSCRIPTS
A. From typed draftsB. From longhand drafts
TOPIC VI. TRANSLATION PRACTICE
A. Reports and correspondence from English toforeign language
B. Reports and correspondence from foreignlanguage to English
Texts and Other Teaching Materials
The suggested texts and other teaching materialslisted under Foreign-Language Shorthand I areequally applicable to this unit.
SCHOOL SYSTEM PRACTICES AND ADMINISTRATIONEnvironmental Knowledge for Educational Secretaries
Hours Class: 1 hour daily
Description and Teaching Suggestions
In this unit the trainee will study those aspectsof school administration that arc basic to an un-derstanding of the operation of an education sys-tem. The discussions should be on a "need toknow" basis and limited to the effects of schoolsystem practices on the work of the secretary.Since this unit is essentially for guidance andenrichment, it is suggested that it be studied con-currently with Education Office Records and Pro-
148
Total: 30 hours
cedures. A school administrator should be invitedto talk to the class about school system operation.Achievement by the trainee can be judged bywrit ten tests.
Standards of AchievementKnowledge of school system practices and ad-
ministration as judged by written tests.
Prerequisites for Study of School System Practicesand Administration
General Office Education Units as suggested, or
demonstrated proficiencies equivalent to standardsof achievement for those units..
Education Office Records and Procedures shouldbe studied concurrently.
Topic Outline
I. School FinancingII. Staffing Problems
III. Class SchedulingIV. Equipment and Supply ManagementV. Maintenance of Plant and Equipment
VI. Student ServicesVII. Personnel Policies
TOPIC I. SCHOOL FINANCING
A. Procurement of fundsB. AccountingC. DisbursementD. Budget preparationE. Payroll preparationF. Insurance fundsG. Retirement plansH. Salary administration
TOPIC H. STAFFING PROBLEMS
A. RecruitmentB. SelectionC. AdvancementD. Relations with faculty and other personnelE. Discipline of facultyF. Termination of contracts
TOPIC III. CLASS SCHEDULING
A. StaffB. Space
TOPIC IV. EQUIpW.:NT AND SUPPLY MANAGEMENT
A. RequisitionsB. PurchasesC. Inventories
TOPIC v. MAINTENANCE OF PLANT AND EQUIPMENT
A. Control of costB. Requisitions for purchase and replacement
C. Maintenance personnel (custodian, porters,etc.)
TOPIC VI. STUDENT SERVICES
A. TransportationB. School safetyC. FoodD. HealthE. Testing
TOPIC WI. PERSONNEL POLICIES
A. AttendanceB. RetirementC. MoraleD. Supervision and evaluationE. Faculty teaching load
Texts and Other Teaching Materials
From the following suggested texts and materials(or other equivalent commercially available mate-rial) , select trainee and teacher materials for usein this unit.HARRIS, BEN J. Supervisory Behavior in Education. Engle-
wood Cliffs, N.J.: Prentice-Hall, 1963.HUNT, HAROLD C., AND PIERCE, PAUL R. The Practice of
School Administration. Boston: Houghton Mifflin, 1958.MILLER, JAY, AND HAMILTON, WILLIAM. The Independent
Business School in American Education. New York: Mc-Graw-Hill, 1964.
MOORE, HAROLD E., AND WALIERS, N. B. Personnel Adminis-tration in Education. New York: Harper and Brothers,1955.
MOORE, HOLLIS A., JR. Studies in School Administration.Washington: American Association of School Administra-
tors, 1957.MORT, PAUL R.; REUSSER, W. C.; AND POLLEY, J. W. Public
School Finance. New York: McGraw-Hill, 1960.ROE, WILLIAM H. School Business Management. New York:
McGraw-Hill, 1961.TEAD, ORDWAY. Administration: Its Purpose and Perform-
ance. New York: Harper and Brothers, 1959.
THE UNIVERSITY OF THE STATE OF NEW YORK. Purchases andStores Handbook. Albany, N.Y.: The State Education De-
partment, 1955.VII" N. E. School Plant Management Bibliography. Wash-
ington: U.S. Department of Health, Education, and Wel-fare, 1959.
EDUCATION OFFICE RECORDS AND PROCEDURES
Specialized Functional Requirement for Education Secretary
Hours Class: 2 hours daily
Description and Teaching Suggestions
In this unit the trainee will have an opportunityto apply secretarial skills to the specific procedures
Total: 60 hours
of a school, college, or board of education office.
Class presentations and discussions should center
around the ways in which school office procedures
149
vary from other types of offices. Although somepractices will vary among education offices, empha-sis should be placed on the underlying principlescommon to all such offices. Most of the possibleeducation office duties wi!1 be covered so thattrainees can be employed in a variety of educa-tional offices. The trainee will be given opportu-nities to practice shorthand, transcription, and sta-tistical typewriting as applied to educational rec-ords and other activities. Attention will also begiven to developing an understanding of how auto-matic data processing can assist in school opera-tions. Trainees should be given a tour of the educa-tion office of a local school or college. It is sug-gested that as many simulated work-experienceprojects be provided for trainee practice as timeallows.
Standards of Achievement
1. Answer routine school correspondence.Prepare and type various school reports,schedules, bids, and proposals under supervi-sion.
3. Greet visitors, schedule appointments, andpromote good public relations.
4. Recognize and cooperate with local civicgroups.
5. Handle sundry details of student activitiesas assigned.
6. Know how to locate all school personnel.7. Know from whom to request assistance for
school activities and emergencies.
2.
Prerequisites for Study of Education OfficeRecords and Procedures
General Office Education Units as suggested ordemonstrated proficiencies equivalent to stand-ards for those units.
School System Practices and Administrationshould be studied concurrently.
Topic Outline
I. Responsibilities toward AdministratorsII. Contacts with General Public
III. Secretary-Student Activities1V. Records To Be KeptV. Relationships with School Personnel
VI. Other Secretarial DutiesVII. Factors in Professional Growth
TOPIC I. RESPONSIBILITIES TOWARD ADMINISTRATORS
A. Transcription:1. Ordinary correspondence
150
2. Reports3. Memoranda and announcements4. Minutes of meetings
B. Letter writing:1. Routine letters2. Letters relating to admissions3. Letters confirming and canceling appoint-
ments4. Order letters
C. Report preparation:1. Materials to be collected2. Methods of analyzing data3. Typewriting form
a. Formalb. Informalc. Official forms used by school systems
D. Reception duties:I. Handling appointment schedules2. Screening of callers3. Reception of visitors
E. Preparation of bids, budgets, and proposals
TOPIC It. CONTACTS WITH GENERAL PUBLIC
A. 'Telephone duties:1. Using good telephone techniques2. Recording calls3. Handling requests for information and
complaints4. Relaying messages to faculty, students,
and other school personnel5. Preparing lists of frequently used numbers6. Making emergency callsfire, hospital,
etc.Methods of promoting good public relationsCooperation with PTA and other outsidegroups
B.C.
TOP-,C III. SECRETARY-STUDENT ACTIVITIES
A. Receiving and registering new studentsB. Processing college applicationsC. Ranking studentsD. Handling students sent to officeE. Issuing permits needed in schoolF. Locating studentsG. Cooperating in furthering extra-curricular ac-
tivitiesH. Using public-address system1. Preparing bus schedulesJ. Issuing tickets for cafeteria and school func-
tions
'TOPIC IV. RECORDS TO BE KEPT
A. Schedules to be handled:1. Faculty
2. Bells3. Nurse, visiting teachers, and all special
teachers4. Fire drill, air raid signals, and lines of
march5. Monitorial6. Bus
B. Group insurance-policies and claims:1. Student2. Staff
C. Student records:1. Attendance2. Admission and withdrawals during se-
mester3. Grade reports4. Data on non-resident students5. Health and testing
D. School personnel records:1. Attendance2. Salary schedules3. Evaluations
E. PayrollsF. Financial recordsG'. Data for school research projectsH. General correspondenceI. Requisitions and inventories:
1. Furniture2. Supplies-office, instructional, janitorial3. Equipment4. Repairs5. Alterations and permanent improvements6. Textbooks
TOPIC V. RELATIONSHIPS WITH SCHOOL PERSONNEL
A. Calling substitutesB. Dispatching notices to faculty and studentsC. Handling faculty relationsD. Interpreting policyE. Routing mailF. Contacting maintenance personnel
TOPIC VI. OTHER SECRETARIAL DUTIES
A. Using office equipment:1. Adding and calculating machines2. Photocopy machines3. Fluid duplicators
B. Preparing materials for automatic data proc-essing
C. Typing statistical materialD. Safeguarding various fundsE. Requisitioning supplies and equipmentF. Ordering booksG. Handling lost-and-found facilities
H. Preparing directories:1. Faculty2. Student3. Organizations
I. Keeping schedules of school activities
TOPIC VII. FACTORS IN PROFESSIONAL GROWTH
A. Developing desirable personal traitsB. Continuing educationC. Participating in professional associations
Texts and Other Teaching Materials
From the following suggested texts and materials(or other equivalent commercially available mate-rial) , select trainee and teacher materials for usein this unit. Additional materials are listed in Secre-tarial Procedures and Practices and in Appendix D.AGNEW, PETER L., AND CORNELIA, NICHOLAS J. Office Machines
Course, 33-d ed., Cincinnati: South-Western, 1962. Manual.BEAMER, E. K.; HANNA, J. M.; AND POPHAM, E. Effective Sec-
retarial Practices, 4th ed. Cincinnati: South-Western, 1962.CARLSON, PAUL A.; FORKNER, HAMDEN L.; AND BOYNTON,
LEWIS D. 20th Century Bookkeeping and Accounting, 22nded., First-Year Course. Cincinnati: South-Western, 1962.Workbooks, Practice Sets, Achievement Tests, Key, andManual.
DORIS, L., AND MILLER, B. M. Complete Secretary's Handbook.Englewood Cliffs, N.J.: Prentice-Hall, 1960.
FREEMAN, M. H.; HANNA, J. M.; AND KAHN, GILBERT. GreggBookkeeping and Accounting, 3rd ed. New York: McGraw-Hill, 1963.
HADLEY EDITORIAL STAFF AND THISTLETHWAITE, ROBERT L.
Payroll Recordkeeping, 7th ed. New York: McGraw-Hill,1965. Enveloped Booklets, Business Papers and Reports,and Teacher's Key.
HALACY, D. S., JR. Computers. New York: Harper and Row,1962.
Handbook of Advanced Secretarial Techniques, The. Engle-wood Cliffs, N.J.: Prentice-Hall, 1962.
HUFFMAN, HARRY; MULKERNE, DONALD; AND RUSSON, ALLIES.
Office Procedures and Administration-College Course. NewYork: McGraw-Hill, 1965.
HUTCHINSON, Lots. Standard Handbook for Secretaries, 7thed. McGraw-Hill, 1956.
IBM PERSONAL STUDY PROGRAM. Punched Card Data Proc-essing Principles, New York: IBM Corp., 1961.
LEE, DOROTHY E.; DICKINSON, T. S.; AND BROWER, W. A. Sec-retarial Practice for Colleges, 2nd ed. New York: McGraw-Hill, 1965.
MAYO, LUCY G. Communications Handbook for Secretaries.New York: McGraw-Hill, 1958.
NATIONAL ASSOCIATION OF EDUCATIONAL SECRETARIES. Plan
Your Work-A Handbook on How To Work Smarter NotHarder. Washington: National Association of EducationalSecretaries.
NATIONAL ASSOCIATION OF EDUCATIONAL SECRETARIES can pro-vide teachers with a list of other specific useful materialsavailable from their offices.
101 Office Shortcuts. West Nyack, N.Y.: Parker PublishingCo., 1964.
151
PENDERY, JO/IN A. Clerical Payroll Procedures, 4th ed. Cin-cinnati: South-Western, 1962. Manual.
PLACE, IRENE, AND HICKS, CIIARIFS. College Secretarial Pro-cedures, 3rd ed. New York: McGraw-Hill, 1965.
ROBERT, HENRY M. Rules of Order. Chicago: Scott, Foreman,1956.
RUSSON, ALLIEN R. Business Behavior, 3rd ed. Cincinnati:South-Western, 1964.
Secretaries on the spot. Kansas City, Mo.: The National Sec-retaries Association (International), 1961.
The Successful Secretary. West Nyack, N.Y.: Parker Publish-ing Co., 1964.
WANOUS, S. J., AND WANOUS, EDWARD E. Automation OfficePractice. Cincinnati: South-Western, 1964. Manual.
WANOUS, S. J.; WANOUS, EDWARD E.; AND HUGHES, J. Intro-duction to Automated Data Processing. Cincinnati: South.Western, 1967.
PROCEDURES WRITING
Functional Requirement for Executive Secretaries
Hours Class: 1 hour daily
Description and Teaching Suggestions
This intensive unit is designed to acquaintexecutive secretarial trainees with the nature andpurpose of written procedures and to teach theelements of procedures writing and proceduresmanual organization and control. Executive secre-taries often may assist their employer to compileand write procedures.
Since procedures writing is a special type ofbusiness writing, this unit can very well be inte-grated with Business Reports. Trainees may alsostudy this unit in conjunction with Forms Design.The emphasis in this unit should be on practicein procedures writing. It is suggested that teachersprepare information to be put into procedure formand assign this to the trainees.
Standards of Achievement
1. Write acceptable procedures for a variety ofwork situations as assigned.
2. Compile and organize simple procedures man-uals.
Prerequisites for Study of Procedures Writing
General Office Education Units as suggested inthe Curricula Synopses section or demonstratedproficiencies equivalent to standards of achieve-ment for those units.
Several years of secretarial experience will beacceptable for those trainees who wish to upgradeskills.
Forms Design may be studied concurrently.
Topic Outline
I. The Purpose and Nature of Written Proce-dures
152
Total: 15 hours
II. Preparation of Procedure StatementsIII. Organizing Procedures ManualsIV. Physical Appearance of a ManualV. Distribution of Manuals
TOPIC I. THE PURPOSE AND NATURE OF WRITTEN PRO-
CEDURES
A. Purpose of written directivesB. Types of written procedures:
1. How to perform a job2. How to process a form3. How to request a service4. How to reach an objective
C. Problems of preparing and communicatingprocedures:1. Readability2. Approval3. Training in use of procedures4. Exceptions5. Revisions6. Distribution
D. Criteria of a good written procedure:1. Utility2. Clarity and simplicity for understanding3. Brevity
E. Terms used in procedures writing:1. Policy2. Procedures3. Practices4. Rules5. Directives, bulletins, circulars, memos,
manuals
TOPIC H. PREPARATION OF PROCEDURE STATEMENTS
A. Principles used in procedures writing:1. Standard format of presentation2. Direct and easily read language
3. Word economy4. Simple imperative sentences5. Completeness of information6. Logical sequence of instructions-
a. A section for each complete procedureb. Subsections for each worker or work
station7. Supplements of organization charts, flow
diagrams, and forms8. Acceptance by others9. Editing and revision
10. Use of a trained procedures writerB. Numbering systems:
1. Purpose (identification)2. Types of numbering systems3. Numbering of-
a. Proceduresb. Instructionsc. Work :,cations
C. Approval:1. Responsibility for first draft2. Circulation for criticism and revision3. Final agreement4. Signatures
D. Revisions
TOPIC III. ORGANIZING PROCEDURES MANUALS
A. Contents of manuals:1. Table of contents2. Foreword3. Instructions in use of manual4. Statement of supporting policies5. Statements of the procedures6. Sample completed forms7. Appendix8. Index9. Letter of transmittal
B. Grouping of topics:1. Sectional headings2. Coding3. Tabbing by topic
C. Types of manuals:1. Administrative, management, or super-
visory2. Branch office3. Correspondence4. Office or clerk's5. Organization or company6. Personnel or salary administration7. Policy8. Service9. Standard operating procedures
D. Manual titles
TOPIC IV. PHYSICAL APPEARANCE OF A MANUAL
A. Criteria for determining a manual's physicalcomposition:1. Where will manual be kept2., How will it be used3. How often must material be removed or
inserted4. How much can be spent on the manual5. What is binder mechanism6. What is cover material
B. Format for procedure statements:1. Margins2. Dividers3. Style4. Numbering system5. Color
C. Duplicating processes
TOPIC V. DISTRIBUTION OF MANUALS
A. Controls over distribution:1. Who is authorized to receive2. When may they be used outside the com-
pany3. Who authorizes distribution outside the
companyB. Availability to non-supervisory personnel
Texts and Other Teaching Materials
From the following suggested texts and materials(or other equivalent commercially available mate-rial) , select trainee and teacher materials for usein this unit. Additional references are listed inAppendix D.HACA AND SCIIRICKER. Procedures and Procedure Manuals-
Ideas for Management. Cleveland: Systems and ProceduresAssociation, 1964.
JOHNSON, H. Wcus.,ER. How To Use the Business Library,3rd ed. Cincinnati: South-Western, 1964.
KEIBILEY, ERWIN M. A Manual of Style for the Preparationof Papers and Reports. Cincinnati: South-Western, 1959.
MATI'HIES, LESLIE. The Management Role of a ProceduresManual-Ideas for Management. Cleveland: Systems andProcedures Association, 1963.
---. The Playscript Procedures: A New Tool of Admin-istration. New York: Office Publications, 1961.
NATIONAL INDUSIAIAL CONFERENCE BOARD. Personnel Proce-dure Manuals, A Research Report from the ConferenceBoard. New York: National Industrial Conference Board,Inc., 1961.
PLACE, IRENE, AND POPHAM, ESTELLE L. Filing and RecordsManagement. Englewood Cliffs, N.J.: Prentice-Hall, 1966.(Chapter 18).
RONAYNE, MAURICE F. Twenty Tips for Issuing a ProceduresManual. Cleveland: Systems and Procedures Association,1959.
Ross, JoHN H. How To Make a Procedure Manual. Miami,Fla.: Office Research Institute, 1956.
153
FORMS DESIGN
Functional Requirement for Executive Secretaries
Hours Class: 1 hour daily
Description and Teaching Suggestions
This short unit is designed to teach executivesecretarial trainees to analyze and design formsand to inform the trainees about the importanceof this work in government and business. Formsdesign is usually one aspect of a company-wideforms control program which may be performed bya central staff specialist. When control is not cen-tralized, various employees throughout the firmwill probably design forms. Executive secretariesmay be called upon by their employers to designa form to obtain special information. Emphasesin this unit should be placed on practice in designof simple forms related to the work needs of thetrainee or answering needs in class problems, andin developing an understanding of the need forprofessional assistance in forms design. The contentshould be oriented to the "doing" aspect ratherthan merely acquiring the knowledge. This unitcan be coordinated with Procedures Writing forexperienced executive secretaries who desire toupgrade skills. Trainee evaluation can be madeby tests on factual information and by teacherobservation.
Standards of Achievement
1. Design simple, useful forms for use in theoffice for recording a variety of informationneeded by the employer.
2. Demonstrate fundamental skills in good formdesign.
Prerequisites for Study of Forms Design
General Office Education Units as suggested,demonstrated proficiencies equivalent to standardsof achievement for those units, or several yearsof secretarial experience.
Topic Outline
I. Introduction to Forms DesignII. The Standard Aspects of a Form
III. The Working Area on a FormIV. Forms ConstructionV. Forms Production
VI. Forms AnalysisVII. Forms Management Program
154
Total: 20 horns
TOPIC I. INTRODUCTION TO FORMS DESIGN
A. Definition of formsB. Importance of forms:
1. Nature of a business form2. When to use forms
C. Necessity for careful forms designD. Groundwork before designing a form:
1. Knowledge of purpose2. Organized list of items of information
needed (constant and variable)3. Flow diagram4. Forms distribution chart5. Machines and types of files or binders
usedE. Samples of various types of forms:
1. Snap out and one-time carbon2. Punched card3. Odd-sized4. Regular such as checks, application
blanks, and letterheads5. Continuous
F. Classification of forms by function
TOPIC H. THE STANDARD ASPECTS OF A FORM
A. Identification:1. Title and subtitle2. Form number
B. Control:1. Edition date2. Control symbols3. Instructions for filling and dispatching4. Identification for routing each copy
C. Size, margins, and fill-in methodD. Mailing:
1. Window envelope alignment2. Self-mailers
E. Filing problems related to size and material
TOPIC III. THE WORKING AREA ON A FORM
A. Continuity of the parts:1. Identification: who, where, when, why2. Specifications: what, how much3. Authorization: who authorized
B. Data flow:1. Left to right2. Top to bottom3. Straight-line concept
1
1
C. Layout:1. Homogeneous groupings2. Sequence of items with source document3. Sequence to correspond to subsequent
records4. Location of items for reference5. Check-off items
TOPIC IV. FORMS CONSTRUCTION
A. Rough draft:1. Form design guide sheets2. Grouping and sequencing items3. Computing space requirements
B. Construction:1. Number of copies2. Type of carbon3. Size4. Lines5. Boxes6. Space requirements
C. Construction of various forms:1. Loose forms with inter-leaved (or non-
smear) carbons2. Padded forms3. Continuous fanfold forms
D. Single-part or multiple-part forms:1. Perforations or scorings2. Special block outs
TOPIC V. FORMS PRODUCTION
A. Printing specifications:1. Paper (weight, color, size, grade)2. Ink3. Number of printed sides4. Rounded or square corners5. Type size and style6. Carbon copies and their registration7. Binding8. Punching9. Sequential or serial numbering
10. Folding11. Quantity
B. Printing or duplicating processC. ProofsD. Delivery:
1. Schedule2. Shipping instructions
E. Stocking, distribution, and replenishment
TOPIC VI. FORMS ANALYSIS
A. What analysis involves:1. Purpose and use of the form2. Classifications3. Information gathering4. Collection of filled forms5. Thoughtful observation
B. Results or goals of forms analysis:1. Simplification2. Elimination of duplication and waste3. Control4. Cost reduction5. Increased efficiency6. Better forms design7. Improved integration of departmental
forms
TOPIC VII. FORMS MANAGEMENT PROGRAM
A. Goals of a forms management programB. Centralized forms file and its useC. Forms personnel:
1. Forms design personnel2. Program director, negotiator, and con-
sultant3. On-line departmental representatives
D. Operating a forms management program
Texts and Other Teaching Materials
From the following suggested texts and materials(or other equivalent commercially available ma-terial) , select trainee and teacher materials for usein this unit. Additional materials are listed in Ap-pendix D.CADMUS, WESLEY S. A Forms Manual. Hartford, Conn.: Wes-
ley S. Cadmus, 1962.MARIEN, ROY, Marien on Forms Control. Englewood Cliffs,
N.J.. Prentice-Hall, 1962.NIYERS, Gums. Forms Design and Control, Systems and Pro-
cedures. Englewood Cliffs, N.J.: Prentice-Hall, 1959.NATIONAL ARCHIVES AND RECORDS SERVICE. Forms Analysis.
Washington: General Services Administration, 1960.---. Forms Design. Washington: General Services Adminis-
tration, 1960.PLACE. IPENE, AND HICKS, CHARLES. Office Management, 2nd
ed. Boston: Allyn and Bacon, Inc., 1962.SADAUSKAS, WALLACE B. Manual of Business Forms. New
York: Office Publications, Inc., 1961.
155
RECORDS MANAGEMENT
Specialized Functional Requirement for Executive Secretaries
Hours Class: 1 hour daily
Description and Teaching Suggestions
This unit is designed to make trainees aware ofthe scope of records management. It introducesthem to the need for records management pro-grams in government and industry and to thedimensions of a full-fledged program in a firm.This unit can be coordinated with the units onForms Design and Procedures Writing. Executivesecretaries may assist executives or may personallyset up and maintain records management programsin smaller firms. Much of this unit should be de-voted to class discussion. Lectures by the teacheror professional records management people aresuggested. Emphasis should be placed on actualexercises in those areas of the subject that call forskill development. Objective tests can be used toevaluate the trainee's acquisition of subject knowl-edge.
Standards of Achievement
1. Demonstrate knowledge of purpose and scopeof records management programs.
2. Demonstrate knowledge of the details, pro-cedures, and methods used in setting up rec-ords management programs and the varioustypes of equipment that may be used ad-vantageously.
3. Demonstrate ability to develop retentionschedules.
Prerequisites for Study of Records Management
Several years of experience in responsible secre-tarial assignments.
Topic Outline
I. Records Management (General)II. The Parts of a Records Management Pro-
gramIII. Developing and Maintaining a Records Man-
agement ProgramIV. Records SurveysV. Supplies and Equipment
VI. Protection of RecordsVII. Automated Equipment in a Records Man-
agement Program
156
Total: 20 hours
TOPIC I. RECORDS MANAGEMENT (GENERAL)
A. Importance of records management:1. Evolution of records management pro-
grams2. Records management in the business or-
ganization3. Basic needs for records management: rec-
ords retention, retrieval, file deletion, andcontrol at all phases
B. Theories and principles of paperwork simpli-fication
C. Analysis and evaluation of records:1. Active2. Inactive3. Vital4. Confidential and secret
TOPIC 11. THE PARTS OF A RECORDS MANAGEMENT
PROGRAM
A. Files management:I. Creation and use2. Standardization3. Centralization4. Costs
B. Inventories of types, quantities, and loca-tions of records
C. Retention and transfer schedules and pro-cedures
D. Design and operation of records centers:h Local2. Remote3. Archives4. Company libraries or collections
TOPIC III. DEVELOPING AND MAINTAINING A RECORDS
MANAGEMENT PROGRAM
A. Defining the scope of the program:1. Needs and goals2. Policies and guide lines3. Authority and accountability4. Schedule for developing program phases
and achieving goals; setting priorities5. Organization and personnel involved6. Need for professional consultants
B. Program promotion:1. Advisory committee2. Involvement of supervisors
3. Departmental representation and par-ticipation
C. Negotiating program phases as they involvepersonnel and departments throughout thefirm (the human relations problem)
D. Program evaluation and modificationE. Written procedures
TOPIC IV. RECORD SURVEYS
A. The dynamics of interviewing for gatheringinformation
B. Taking inventory of records throughout thefirm:1. Schedule2. Line participation3. Specialists
C. Classifying types of recordsD. Implementing survey findingsE. Records retention and disposition schedules
TOPIC V. SUPPLIES AND EQUIPMENT
A. Active files:1. Folders and guides2. Filing equipment3. Miscellaneous (card records, labels, file
compressors, dividers, follow blocks)B. Transfer and storage equipmentC. Records copiers (wet, dry, chemical)D. How to develop a source file of equipment
sources and manufacturersE. Motorized and electronic equipment (see
Topic VII)
TOPIC VI. PROTECTION OF RECORDS
A. Against fireB. Against dust, humidity, and general deteriora-
tionC. Against theftD. Against other types of disasters
TOPIC VII. AuromATED EQUIPMENT IN A RECORDS
MANAGEMENT PROGRAM
A. MicrofilmingB. Automatic information retrieval systems:
1. Indexing problems2. Key word indexing concepts
C. One-system concepts:1. On-line stations2. Maximum utility with minimum manual
manipulation or duplication
Texts and Other Teaching Materials
From the following suggested texts and ma-terials (or other equivalent commercially availablematerial) , select trainee and teacher materials foruse in this unit. Additional materials are listed inAppendix D.BAssurr, ERNI,sr D.; AGNEw, PiirER L.; AND GOODMAN, Dom
G. Business Filing and Records Control, 3rd ed. Cincin-nati: South-Western, 1964. Filing Office Practice Set, FinalExamination, Placement Tests, and Manual.
BECKER, J. AND HAYES, R. M. Introduction to InformationStorage and Retrieval: Tools, Elements, Theories. NewYork: John Wiley and Sons, 1963.
BLEGEN, AUGUST' H. Records Management. Stamford, Conn.:Office Publications, Inc., 1965.
FREEMAN, D. H., JR. Reference Manual on a Practical Ap-proach to Information and Data Retrieval. Boston: Indus-trial Education Institute, 1963.
GRIFFIN, M. C. Records Management: A Modern Tool forBusiness. Boston: Allyn and Bacon, 1964.
JOHNSON, MINA M., AND KALLAUS, NORMAN F. Records Man-agement. Cincinnati: South-Western, 1966. Manual.
KAHN, YENAN, THEODORE; AND STEWART, JEFFREY.
Progressive Filing and Records Management. New York:McGraw-Hill, 1962.
PLACE:, IRENE, AND POPHAM, EsTELLE. Filing and RecordsManagement. Englewood Cliffs, N.J.: Prentice-Hall, 1966.
SCHELLENBERG, T. R. Modern Archives: Principles and Tech-niques. Chicago: University of Chicago Press, 1956.
WYLIE, H. L., Einum. Office Management Handbook, 2nd ed.New York: Ronald Press, 1958.
BUSINESS REPORTS
Specialized Skill for Executive Secretaries Elective for Other f"Pcretaries
Hours Class: 1 hour daily
Description and Teaching Suggestions
The purpose of this unit is to develop skill inlogical thinking as well as clear writing. Traineesshould be acquainted with the function and useof reports in business and government, the various
Total: 15 hours
kinds of reports, and current trends in report writ-ing. The introductory topics should be coveredfairly quickly since most of the time should bespent in actual practice and report evaluation. Theneeds of the trainees also should be taken into ac-
157
count when determining the time allotment. Sometypical reports should be obtained from business,duplicated, and distributed so that trainees mayobserve the ways in which writing style and formatof reports differ from letters, and also how reportsdiffer from one another in writing style, organiza-tion, and presentation.
The unit on reports should follow a unit oncorrespondence, so that trainees may have ade-quate time for collecting materials and organizingthem for written presentation. Evaluation oftrainee achievement should be made by using sub-mitted reports.
Standards of Achievement
Organize and prepare, in good form and ac-ceptable style, simple business reports on a varietyof subjects assigned.
Prerequisites for Study of Business Reports
Communications and Basic Language Skills.Business Correspondence.
Topic Outline
I. Function of Reports in Business and Govern.ment
II. Comparison of Letters and ReportsIII. Comparison of Different Types of ReportsIV. Memorandum Reports for Internal UseV. Practice Report Writing
TOPIC I. FUNCTION OF REPORTS IN BUSINESS AND GOV-
ERNMENT
A. Administrative need for decision3. Historical recordC. Requests for consideration or action
TOPIC II. COMPARISON OF LETTERS AND REPORTS
A. Writing styleB. Format
TOPIC III. COMPARISON OF DIFFERENT TYPES OF RE-
PORTS
A. Narrative
158
B. Statistical reportsC. InvestigativeI). Progress information reportE. Report on reasons for delay in scheduleF. Financial reportsG. Contemplated action reportH. Advisory reports
TOPIC IV. MEMORANDUM REPORTS FOR INTERNAL USE
A. PurposeB. AddresseeC. Copy holdersD. File recordE. Regular or special
TOPIC V. PRACTICE REPORT WRITING
A. Methods of collecting data:I. Primary sources2. Secondary sources
B. Evaluating and selecting dataC. Classifying and organizing informationD. Developing logical reasoning processE. Drawing conclusionsF. Making recommendationsG. Presenting graphic materialH. Writing letter of transmittal
Texts and Other Teaching Materials
From the following suggested texts and materials(or other equivalent commercially available ma-terial), select trainee and teacher materials for usein tills unit. Additional materials are listed in Ap-pendix D.MONTAGE, MARY C. Writing for Business. Ann Arbor, Mich.:
University of Michigan Press, 1965.BROWN, LELAND. Effective Business Report Writing. Engle-
wood Cliffs, N.J.: Prentice-Hall, 1955.Kt:MILEY, ERWIN M. A Manual of Style for the Preparation
of Papers and Reports. Cincinnati: South-Western, 1959.SHORTER, R. L.; WILLIAMSON, J. P.; AND BROML, W. Business
Research and Report Writing for Business. New York: Mc-GrawHill, 1965.
SIGBAND, NORMAN B. Effective Report Writing. New York:Harper and Brothers, 1960.
SKLARE, ARNOLD B. Creative Report Writing. New York: Mc-Graw-Hill, 1964.
"ct
ADMINISTRATIVE OFFICE EDUCATION UNITS
Administrative office education units are studiesdesigned primarily for those trainees assuming su-pervisory duties in the stenographic-secretarial oc-cupational field. They can be offered to trainees inspecialized legal, medical, scientific, or engineeringfields, or to those secretaries advancing to executivesecretarial posts. Additionally, those persons whowill become steno-pool supervisors will also profitfrom Principles of Effective Supervision, Personnel
Administration Practices, and Office Administra-tion units.
Executive secretaries or executive secretarialtrainees may elect Forms Design, Business Reports,Procedures Writing, and Records Management inthe specialized office education units section. Anyof the administrative office education units thatfollow may be elected by executive secretaries, de-pending on need.
OFFICE ADMINISTRATION
Functional Requirement for Executive Secretaries and Steno-Pool SupervisorsElective for All Secretaries
Hours (lass: 1 hour daily
Description and Teaching Suggestions
This unit is designed to assist trainees with set-ting up the clerical or stenographic unit in anoffice and to help employers with suggestions re-garding layout requirements for efficiency of cleri-cal and secretarial work. Further, the unit will as-sist the trainee to develop techniques for planning,organizing, and simplifying work. It will also helpto develop an understanding of the need for effec-tive training and supervision of employees. ThePrinciples of Effective Supervision unit providesmore intensive preparation for certain supervi-sional duties presented in this unit. Informationpresented under each topic should be followed bypractice in working up office layouts, organization,communications, and flow charts. Evaluation oftrainees should be made by objective tests onfactual information and by teacher observations ofwork habits and interest as demonstrated in casestudies, practice work simplification problems, androle playing in job instruction training.
Standards of Achievement
1. Know fundamentals of good office layout,
Total: 30 hours
communication and information handling,and supervision.
2. Demonstrate principles of job instructiontraining and work simplification in practiceproblems and role playing.
Prerequisites for Study of Office Administration
General Office Education Units as suggested ordemonstrated proficiencies equivalent to standardsof achievement for those units.
Topic OutlineI. Organization and Management of an Office
II. Office LayoutIII. Job Instruction1V. Work SimplificationV. Communication and Information Handling
VI. Elements of SupervisionVII. Interdepartmental Cooperation
TOPIC I. ORGANIZATION AND MANAGEMENT OF ANOFFICE
A. Type of work to be doneB. Management and staff:
1. Reporting relationships
159
2. Role of supervisora. Responsibilityb. Authorityc. Planning and organizationd. Consideration of costs
TOPIC II. OFFICE LAYOUTA. Types and volume of work to be doneB. Equipment and furniture requiredC. Storage areas:
1. Files2. Supplies
D. Office facilities (light, heat, power, etc.)E. Availability of space and individual work
areaF. Work flowG. Arrangement and location of work stations
TOPIC III. JOB INSTRUCTION
A. Defining tasksB. Using principles of learningC. Exercising human relations in instructionD. Applying job instruction and teaching
methodsE. Scheduling instructionF. Evaluating instruction and learningG. Practicing job instruction training
TOPIC IV. WORK SIMPLIFICATION
A. Finding jobs to be improvedB. Analyzing tasks and work flowC. Flow process chartingD. Simplifying work (short cuts to efficiency)E. Making recommendationsF. Practicing work simplification
TOPIC V. COMMUNICATION AND INFORMATION HAN-
DLING
A. Analyzing correspondence, memoranda, andreports
B. Analyzing mediaC. Establishing efficient methods of handling in-
formation
TOPIC VI. ELEMENTS OF SUPERVISION
A. Introduction to fundamentals of supervision:
1. Planning2. Organizing3. Communicating
160
4. Directing5. Controlling6. Evaluating
B. Human relations in supervisionC. Job performance standardsD. Self-improvement plans
TOPIC VII. INTERDEPARTMENTAL COOPERATION
Texts and Other Teaching Materials
From the following suggested texts and materials(or other equivalent commercially available ma-
terial), select trainee and teacher materials for usein this unit. Additional materials are liste4 in Ap-pendix D.HECKMANN, I. L., AND HUNEKYAGER, S. G. Human Re.ations
in Management. Cincinnati: South-Western, 1960.HUFFMAN, HARRY; MULKEME, DONALD J. D.: AND RUsSON,
ALLEN. Office Procedures and Administration. New York:McGraw-Hill, 1965. Instructor's Manual, Key, and StudyGuide.
JOHNSON, MINA M., AND KALLAUS, NORMAN F. Records Man-anagement. Cincinnati: South-Western, 1966. Manual.
LAIKO, DoNALo A., AND LAIRD, ELEANOR. Practical BusinessPsychology, 3rd ed. New York: McGraw-Hill, 1961. Tests.
LAZARRO, VICTOR. Systems and Procedures. Englewood Cliffs,N.J.: Prentice-Hall, 1962,
NEUNER, JOHN J. W. Office Management, 4th ed. Cincinnati:South-Western, 1959. Instructor's Manual.
NEUNER, JOHN J. W., AND KEELING, B. LEWIS. AdministrativeOffice Management, 5th ed. Cincinnati: South-Western,1966. Manual.
NEWTON, Roy, AND GREEN, HELEN HINKSON. How To Im-prove Your Personality, 3rd ed, New York: McGraw-Hill,1963.
PLACE, IRENE, AND HICKs, CHARLES B. College SecretarialProcedures, 3rd ed. New York: McGraw-Hill, 1964. Work-book, 'rests, Instructor's Manual, Key, and Filmstrips andRecords.
RoRINSON, EDWIN, AND HAIL, J. Cilia's. College Business Or-ganization and Management, 3rd ed. New York: McGraw-Hill, 1964.
RussoN, AMEN R. Business Behavior, 3rd ed. Cincinnati:South-Western, 1964.
SELDEN, WILLIAM; SIKAUII, LUR LYNN; AND POKIER, LEoNARD
J. Filing and Finding. Englewood Cliffs, NJ.: Prentice-Hall, 1962.
SIMPSON, C. W. Office Standards and Planning Book. James-town, N.Y.: Art Metal Construction Co.
Trattv, GEORGE R. Office Management and Control, 3rd ed.Homewood, Ill.: Richard 1). Irwin, Inc., 1958.
TONNE, HERBERT; SIMON, SIDNEY; AND MCGILL, E. C. BusinessPrinciples, Organization, and Management, 2nd ed. NewYork: McGraw-Hill, 1963.
EXECUTIVE SECRETARIAL PRACTICES
Functional Requirements for Executive Secretaries
Hours Class: 1 hour daily
Description and Teaching Suggestions
This unit is designed to develop proficiencies infundamental office procedures and practices ingreater depth than the elementary training unitsfor stenographers and secretaries. Studied concur-rently with Executive Secretarial Development andPrinciples of Effective Supervision, it should ful-fill the technical knowledge and practices needed tocarry out some executive secretary responsibilities.Secretarial techniques such as handling the mail,using the telephone properly, and using office ma-chines are reviewed in this unit. The inclusion ofthese practices will be useful to trainees who con-tinue advanced studies while remaining in schooland also to those trainees who have been away fromschool for a period of time but wish to upgradetheir skills.
Depending on the composition of the group, interms of experience and knowledge, teachersshould judge how much time to devote to the re-view of basic information. Under each topic, pro-vision is made for review and for developing deeperunderstanding of the topic. As much emphasis aspossible should be on "doing" and on practice inexercising judgment in choosing which procedureor method will be used.
Standards of Achievement
Qualitative evaluation should be made periodi-cally by the teacher as to the trainee's judgment intypical office practice cases. Written tests to evalu-ate acquired knowledge should be given. Objectiveobservation of exhibited skills should also be made.
Prerequisites for Study of Executive SecretarialPractices
General and Specialized Office Education Unitsas suggested. Demonstrated proficiencies equivalentto standards of achievement for those units areacceptable.
Executive Secretarial Development and Prin-ciples of Effective Supervision should be taken con-currently, if possible.
Topic Outline
I. Mailing and Shipping Services
Total: 30 hours
II. CommunicationsIII. Duplicating Methods and TechniquesIV. Using Reference Services for Office ResearchV. Secretarial Responsibilities for Meetings and
ConferencesVI. Banking and Financial Procedures
TOPIC I. MAILING AND SHIPPING SERVICES
A. Incoming mail:1. Digesting and registering mail2. Recognizing routine and special corre-
spondence3. Making up route slips4. Answering correspondence5. Judging which letters should be dupli-
catedOutgoing mail:1. Using post office services for special infor-
mation (zip codes, rates, packaging)2. Selecting appropriate mailing class
items3. Special postal services
a. Special handlingb. Educational materials mailingc. Registered maild. Special deliverye. Insurancef. Return receipt requestedg. Postage metersh. Flanking privilegesi. Bulk mailj. Parcel post servicek. Money ordersI. International mail
C. Shipping services:1. Comparison of
a. Rail and railway expressb. Air and air expressc. Truckd. Parcel post service
2. International shippinga. Choosing method of shippingb. Special documentsc. Special clearances
3. Packing of shipments
B.
rates, speed,
for
and han-
161
4. Working with shipping department5. Shipping records
TOPIC II. COMMUNICATIONS
A. Review of telephone services and equipment:i. Setting up conference calls2. Telephone techniques3. Incoming and outgoing calls4. Special telephone company services use-
ful for trainingB. Telegraph communication:
1. Composition of messages2. Word count3. Types of telegrams-
a. Rates (full, day, night letter)b. Speedc. Cablegrams and radiograms
4. Transmission facilities5. Delivery and confirmation6. Special uses of telegraphic communica-
tionsC. Internal communications and memoranda
TOPIC III. DUPLICATING METHODS AND TECHNIQUES
A. How to choose appropriate duplicatingmethod:1. Criteria of quality, costs, and volume2. Speeds of duplication3. Longevity of copy
B. Duplication methods:1. Dry copiers (photocopiers)2. Thermal copying process3. Wet copiers4. Xerographic copiers5. Spirit duplicators6. Mimeograph7. Multilith process8. Offset process9. Special duplication methods -
a. Diazob. Dye transferc. Other chemical copiers
C. Preparing reproducibles:1. Camera-ready copy techniques2. Direct-image masters3. Spirit and stencil masters4. Artwork and other mechanicals5. Galley pages and proofs
D. Checking reproducible copy:1. Editing and cost of author alterations2. Proofreading and proofreading marks3. Checking typeset quality4. Using outside reproduction services
162
E. Manuscript preparation:1. Establish criteria for publishing of manu-
script2. Choosing covers-
a. Cover stock and colorb. Embossed coversc. Imprinted covers
3. Choosing appropriate paper stock4. Using lithographic and printing services5. Choosing type6. Obtaining printing bids
TOPIC IV. USING REFERENCE SERVICES FOR OFFICE RE-
SEARCH
A. Desk references:1. Dictionaries2. Telephone directories3. Almanacs4. Secretarial handbooks
B. Available references:1. Postal manual2. Hotel Red Book3. City directories4. Atlas
C. Sources of general information:1. Specialized dictionaries2. Encyclopedias3. Biographical information4. Books of quotations5. Grammar and word usage6. Information about local, State, and Fed-
eral governmentsD. Sources of business information:
1. Credit information2. Financial information3. Information supplied by the government
E. Using reference sources:1. Library facilities-
a. Card catalogb. Microfilm services
2. Help of librarian
TOPIC V. SECRETARIAL. RESPONSIBILITIES FOR MEET-
INGS AND CONFERENCES
A. Making an agendaB. Writing minutesC. Preparing for formal meetings:
1. Advance preparation2. Reporting3. Writing resolutions4. Followup
1). Preparing for informal meetingsE. Preparing for corporate meetingsF. Knowing parliamentary procedure
TOPIC VI. BANKING AND FINANCIAL PROCEDURES
A. Banking procedures:1. Making deposits2. Endorsing checks3. Keeping a check book
a. Writing checksb. Guarding against mistakes
4. Reconciling bank statementsB. Financial records:
1. Income statement2. Balance sheet3. Budgets4. Insurance records5. Investment records6. Property records7. Payroll records8. Petty cash records9. Expense accounts
Texts and Other Teaching Materials
From the following suggested texts and materials(or other equivalent commercially available ma-terial), select trainee and teacher materials for use
in this unit. Additional materials arc listed in Ap-pendix D.AGNEW, PETER L.; MEEHAN, JAMES R.; AND OLIVERIO, MARY
ELLEN. Secretarial Office Practice, 7th ed. Cincinnati:South-Western, 1966. Workbook, Achievement Tests, andManual.
BEAMER, ESTHER K.; HANNA J. MARSHALL; AND POPHAM, Es-TELLE L. Effective Secretarial Practices, 2nd ed. Cincinnati:South-Western, 1962.
CARSON, DR. A. B.; SHERWOOD, J. F.; AND BOLING, C. Secre-tarial Accounting, 711: ed. Cincinnati: South-Western, 1962.
DORIS, LILLIAN, AND MILLER, BESSE M. Complete Secretary'sHandbook. Englewood Cliffs, N.J.: Prentice-Hall, 1960.
ENGEL. Executive Secretary's Handbook. Englewood Cliffs,N.J.: Prentice-Hall, 1965.
PLACE, IRENE, AND HICKS, CHARLES B. College Secretarial Pro-cedures, 3rd ed. New York: McGraw-Hill, 1964.
RussoN, ALLIEN R. Business Behavior. Cincinnati: South-Western, 1965.
SEERRA, ADAM; WRIGHT, MARY; AND RICE, Louis A. Person-ality and Human Relations in Business, 2nd ed. New York:McGraw-Hill, 1961.
WHITCOMB, HELEN, AND LANG, ROSALIND. Charm: The Ca-reer Girl's Guide to Business and Personal Success. NewYork: McGraw-Hill, 1964.
WHI'ICOMB, H., AND WHITCOMB, J. Strictly for Secretaries. NewYork: McGraw-Hill, 1965.
EXECUTIVE SECRETARIAL DEVELOPMENT
Administrative Requirements for Executive Secretaries
Hours Class: 1 hour daily
Description and Teaching Suggestions
This unit, which goes beyond stenographic skillsand clerical procedures, is designed to prepare thetop rank of those interested in secretarial work tofunction as secretarial assistants (executive aides)to major executives. It informs the trainee aboutprinciples of human relations, communications,and public relations. It teaches him to recognizethe eleidents of management and organization ofhis work as well as how to recognize these func-tions within the firm. It enables him to gain in-sight into the scope of the work of a competentexecutive aide. The use of good judgment isstressed through the use of case studies, in-basket,and on-the-job type exercises in which the traineehas to identify alternate courses of action and de-cide which action to take. Such in-basket situationsconsist of collections of letters, memoranda, andproblems that are to be handled on a given dayand challenge the trainee to think realistically.
Total: 30 hours
At the same time, the unit provides the traineewith opportunities for some drill in the steno-graphic skills, spelling, grammar, office techniques,and almost all other subjects taught in other busi-ness-oriented classes. Stress, however, is placed onjudgment factors, personal relations, and the typesof duties that a dependable, knowledgeable execu-tive aide might have to perform for a major execu-tive. Because of its relationship to the ExecutiveSecretarial Practices and Principles of Effective Su-pervision units, the teacher should coordinate hisactivities in this unit with teachers of the afore-mentioned units for overall effectiveness. The orien-tation for this unit should be to develop the careeror professional approach to the job by the trainee.
Standards of AchievementDemonstrated skill in the functions required of
the executive secretary as observed by the teacher.Written tests of knowledge to evaluate the
trainee.
163
Prerequisites for Study of Executive SecretarialDevelopment
General and Specialized Office Education Unitsas suggested. Demonstrated proficiencies equivalentto standards of achievement for suggested units areacceptable.
Principles of Effective Supervision and ExecutiveSecretarial Practices should be studied concur-rently, if possible.
Several years experience as a secretary would behelpful.
Topic Outline
1. The Kole of ilic Executive AideII. Personality and Human Relations
III. Managing CommunicationsIV. Managing CorrespondenceV. Reference Tools
VI. Managing RecordsVII. Travel Arrangements and Services
VIII. Review of Meeting and Conference WorkIX. Teamwork Within the OrganizationX. Departmental Supervision
TOPIC I. THE ROLE OF THE EXECUTIVE AIDE
A. The secretarial image:I. The old stereotype2. The new executive aide concept
B. The place of an executive aide in the upperechelons of the administrative world
C. Career choices:I. In government2. Industry3. The professions4. Trade associations5. Communications
D. Educational qualificationsE. Professional organizations
TOPIC II. PERSONALITY AND HUMAN RELATIONS
A. Elements of human relations:1. Basic human needs2. Principles of human behavior3. Self-esteem and reinforcement
B. An executive aide's role in Littman relationsC. An executive aide's personality:
E. A plan for self-improvement and maximumperformance
F. Human relations cases
TOPIC III. MANAGING COMMUNICATIONS
A. The role of the executive aide in public re-lations and the responsibilities for managingcommunications
B. Communicating by telephoneC. Communicating by telegraphD. Communicating by letter (ingredients of suc-
cessful letters; letters the executive aide maywrite)
E. Communicating by report:1. Report forms2. Ingredients of successful reports3. Special-feature reports
F. Communicating with business call, rsG. Communicating with the boss and co-workersH. Keeping confidential matters top secret
TOPIC IV. MANAGING CORRESPONDENCE
A. Review of handling incoming mail:1. Related information2. Dictation procedures
B. Review of routing and circulating mail:1. Transfer forms2. Routing sheets3. Copy machines
C. When the boss is away:1. Handling urgent matters2. Writing acknowledgments3. Preparing digests
D. Review of preparing outgoing mail (tran-scription procedures and letter forms)
E. Review of dispatching the mail (postal serv-ices, mail-handling equipment, shipping serv-ices, and insurance)
F. Direct mail:1. Direct-mail objectives2. Mailing lists
TOPIC V. REFERENCE TOOLS
A. The executive aide as an assistant in search-ing out data for reports and speeches
B. Brief review of types of reference booksC. Sources of information:
1. Desirable characteristics 1. General2. Personality traits 2. Business3. Attitude 3. Libraries
D. Appearance and grooming:1. Taste and style2. Voice, poise, and maturity
164
D. Taking notes and listing sourcesE. Review of manuscript preparation for publi-
cation
TOPIC VI. MANAGING RECORDS
A. The significance of office records and the re-sponsibilities of an executive aide in main-taining them
B. Filing equipment, supplies, and systemsC. Filing and finding procedures; followup pro-
ceduresD. Retention and disposition schedules:* transfer
systemsE. Review of:
1. Bank accounts2. Petty cash3. Insurance records4. Investment (stock, rent, property)
ords5. Statistical records
F. Legal records:1. Leases2. Contracts3. Mortgages4. Miscellaneous
rec-
TOPIC VII. TRAVEL ARRANGEMENTS AND SERVICES
A. The executive aide's responsibility in plan-ning a trip for the executive
B. Preparing itineraries and travel papers:1. Domestic travel2. Overseas travel
C. Travel arrangements:1. Hotel reservations (domestic and over-
seas)2. Funds and credit cards3. Baggage and other materials
D. While the boss is away:1. Forwarding mail2. Handling appointment requests3. Handling daily matters4. Catching up
E. Expense reports and followup of transactionswhile away
TOPIC VIII. REVIEW OF MEETING AND CONFERENCEWORK
A. Types of meetings and conferences and theirpurpose
B. The executive aide's responsibility in prepar-ing for and maintaining records of meetingsand conferences
C. Arranging for meetings and conferences andagenda
D. Recording the proceedingsE. Preparing the proceedings, minutes, and
other publications
TOPIC IX. TEAMWORK WITHIN THE ORGANIZATION
A. Understanding the organization:1. Partnerships2. Corporations3. Foundations
B. Types of organizations:1. Functional2. Line and staff; operational and advisory3. Committees4. Organization charts
C. Levels of management and problems of co-ordination and communication
D. Understanding function and location withinthe organization:1. Scope of authority; accountability2. Job descriptions3. The grapevine and the chain of command4. Centralized services and how to use them
TOPIC X. DEPARTMENTAL SUPERVISION
Note: Coordinate with Principles of Effective Supervision.
A. Promotion through supervisionB. Qualities of supervisionC. The worker's needs vs. production demandsD. Training and motivation; how to give direc-
tions and orders
Texts and Other Teaching Materials
From the following suggested texts and materials(or other equivalent commercially available ma-terial), select trainee and teacher materials for usein this unit. Additional materials are listed in Ap-pendix D.
4th ed. Cincinnati: South-Western, 1958. Workbook, Alter-AURNER, DR. ROBERT R. Effective Communication in Business,
nate Problems, Pretests, Examination, and Manual.BEAMER, ESTHER K.; HANNA, J. MARSHALL; AND POPHAM, ES-
TELLE L. Effective Secretarial Practices, 4th ed. Cincinnati:South-Western, 1962. Workbook and Manual.
CASSARA, BEVERLEY B., EDITOR. American Women:Changing Image. Boston: Beacon Press, 1962.
CUSSLER, MARGARET. The Woman Executive. New York: Har-court, Brace, and Co., 1958.
DAvis, K. Human Relations at Work. New York: McGraw-Hill, 1962.
DORIS, LILLIAN, AND MILLER, BESSE M. Complete Secretary'sHandbook, 7th ed. Englewood Cliffs, N.J.: Prentice-Hall,1960.
EI.LMAN, EDGAR S. Managing Women in Business. Chicago:Ellman Associates, 1963.
HECKMANN, I. L., AND HUNERYAGER, S. G. Human Relationsin Management. Cincinnati: South-Western, 1960.
HUIIMAN, HARRY; MULKERNE, DONALD; AND RUSSON, ALLIEN.
Office Procedures and Administration-College Course. NewYork: McGraw-Hill, 1965.
The
165
4
JOHNSON, MINA M., AND KAUAI), NORMAN F. Records Man-agement. Cincinnati: South-Western, 1966. Manual.
LEE, DOROTHY; DICKINSON, TILLY; AND BROWER, %VAI:IER. Sec-
retarial Practice for Colleges, 2nd ed. New York: McGraw-Hill, 1965.
MAULE, FRANCES. Executive Careers for Women. New York:Harper and Brothers, 1961.
MILLER, DONALD B. "The Secretary in a Changing World,"The Secretary, June, 1963.
NATIONAL MANVOWER COUNCIL. Womanpower. New York:Columbia University Press, 1957.
NEUNER, JOHN J. W., AND KEELING, B. LEWIS. AdministrativeOffice Management, 5th ed. Cincinnati: South-Western,
1966. Manual.PLAcz, 1., AND HICKS, CHARLES. College Secretarial Proce-
dures, 3rd ed. New York: McGraw-Hill, 1964..RUSSON, ALLIEN R. Business Behavior, 3rd ed. Cincinnati:
South-Western, 1964.SIERRA, ADAM; WRIGHT, MAIM AND RICE, Louts A. Person-
ality and Human Relations in Business, 2nd ed. New York:McGraw-Hill, 1961.
SIRONY, MADELINE; SMUT!, MARY; AND GARVEY, CLAUDIA. The
Secretary at Work, 3rd ed. New York: McGraw-Hill, 1966.U.S. DrpARTNthrir or LABOR. Fifteen Years After College.
Washingtn: Superintendent of Documents, U.S. Govern-ment Printing Office, 1962.
PRINCIPLES OF EFFECTIVE SUPERVISION
Administrative Requirement for Secretaries, Senior Stenographers, and Steno-Pool Supervisors
Hours Class: 2 hours daily
Description and Teaching Suggestions
The major objectives of this unit are to developsupervisory skills and knowledges. The unit intro-duces the trainee to the principles of effective su-pervision and the application of these principles toactual situations. Specifics concerning morale, be-havior, personality, and office supervision can becovered in case studies and in role playing. Thetrainee, therefore, has the dual responsibility oflearning and application. The emphasis during thefirst part of each topic is learning; the emphasisduring the second part is application. The unit isoutlined so as to afford the teacher the opportunityto use various teaching methods. The nature of thecontent of this unit requires that qualitative stand-ards be applied. Teachers must judge the trainee'sability to employ the imparted knowledge understimulated practice conditions. A few pass-fail writ-ten tests may be used to check acquired knowledge.
Standards of AchievementDemonstrate effectively the application of prin-
ciples of supervision under simulated practice con-ditions.
Prerequisites for Study of Principles of EffectiveSupervision
General and Specialized Office Education Unitsas suggested or demonstrated proficiencies equiva-lent to the standards of achievement for these units.
Topic OutlineI. The Function of Supervision
Total: 60 hours
II. The Supervisory Job: General Responsibili-ties
III. Communicating with EmployeesIV. Organizing Work-,V. Evaluating Employees
VI. Interviewing and CounselingVII. Awareness of Emotional ProblemsVIII. How To Build Employee Morale
IX. Factors Affecting Supervision
TOPIC I. THE FUNCTION OF SUPERVISION
A. Major responsibilities:I. Planning2. Organizing3. Directing4. Controlling and evaluating
B. Nature of office supervisionC. Supervisory authority and responsibility:
I. Limitations on authoritya. Decisions without approvalb. Decisions after advice and counselc. Decisions with superior's approvald. Decisions referred to superior
2. Limitations on responsibilityD. Accountability for actionsE. Relationships with superiorsF. The element of risk in supervisory decision-
making
"rOPIC II. THE SUPERVISORY JOB: GENERAL RESPONSI-
BILITIES
A. Participating in the selection and placementof office employees:
1. Cooperating with the personnel depart-ment (See Personnel Administration Prac-tices unit)
2. Interviewing prospective employees3. Evaluating abilities and attitudes of pros-
pective employees4. Selecting employees
B. Indoctrinating and training employees:I. How to orient new employees2. How to determine training needs3. How to train employees
a. Principles of learningb. Methodology
C. Organizing the work of the sectionD. Obtaining quality work from othersE. Developing employees' abilities and interests
effectivelyF. Reviewing and evaluating work performanceG. Using good human relations to develop team-
workH. Improving work methodsI. Developing interdepartmental cooperationJ. Keeping personnel records:
1. Pertinent personal data2 Dates of employment training3. Attendance and vacation schedules4. Salaries
K. Solving Problems
TOPIC III. COMMUNICATING WITH EMPLOYEES
A. Communicating changes in work methods:1. Encouraging participation in changes2. Notifying employees of changes contem-
plated by superiors or companyB. Communicating changes in policies and pro-
ceduresC. Communicating orders (direction)D. Communicating job performance standards
TOPIC IV. ORGANIZING WORK
A. How to organize physical equipmentB. How to establish operating proceduresC. How to encourage employee participation in
work organizationD. How to plan for improvement
TOPIC V. EVALUATING EMPLOYEES
A. Using reasonable criteria for evaluation:1. Behavior2. Attendance and punctuality3. Quality of work4. Grooming
13. Notifying employees about criteria to be usedC. Recording actions for evaluation purposes
D. Noting actions requiring disciplineE. Giving appropriate rewards
TOPIC VI. INTERVIEWING AND COUNSELING
A. How to interview:1. Listening skills required2. Directive vs. non-directive approachesap-
propriateness of each method3. Gaining agreement
B. How to counsel employees
TOPIC VII. AWARENESS OF EMOTIONAL PROBLEMS
A. Understanding employee needsB. Understanding anxietyC. Understanding defensive behaviorD. Recognizing need for professional counseling
assistance for employees
rOPIC VIII. HOW TO BUILD EMPLOYEE MORALE
TOPIC IX. FACTORS AFFECTING SUPERVISION
A. Union agreementsB. Government requirementsC. Company policiesD. Maintenance of professional or ethical stand-
ardsE. Availability of skillsF. Personal forces at work within supervisors:
1. Value system2. Need for security3. Democratic vs. autocratic approach to
leadership
Texts and Other Teaching MaterialsFrom the following suggested texts and materials
(or other equivalent commercially available mate-rial), select trainee and teacher materials for usein this unit. Additional materials are listed inAppendix D.ARGYRIS, CHRIS. Personality and Organization. New York:
Harper and Row, 1957.
BUKSK, EDWARD C. Human Relations for Management. NewYork: Harper and Brothers, 1956.
CHRUDEN, HERBERT J., AND SHERMAN, ARTHUR W. PersonnelManagement, 2nd ed. Cincinnati: South-Western, 1963.
CUSHMAN, FRANK, AND CUSHMAN, ROBERT W. Improving Su-pervision. New York: John Wiley and Sons, 1947.
DAVIS, KEITH. Human Relations at Work, 2nd ed. New York:McGraw-Hill, 1962.
---. Readings in Human Relations, 2nd ed. New York:McGraw-Hill, 1964.
DUBIN, ROBERT. Human Relations in Administration. Engle-wood Cliffs, N.J.: Prentice-Hall, 1961.
FAMULARO, J, Supervisors in Action: Developing Your Skillsin Managing People. New York: McGraw7Hill, 1961.
FAMULARO, JOSEPH, AND ATKINSON, P. Executive Development.New York: McGraw-Hill (in press) .
GARDNER, BURLE1611 B., AND MOORE, DAVID G. Human Rela-
167
lions in Industry. Homewood, iii.: Richard D. Irwin, Inc.,1950.
HEPN R, HARRY WALKER. How To Live and Work Successful-ly with People in Business. Englewood Cliffs, N. J.: Pren.tice-Hall, 1952.
HOMMAN, HARRY; M MUM, DONALD J. D.; AND R MON,ALLIEN. Office Procedures and Administration. New York:,McGraw-Hill, 1965.
LAIRD, DONALD, ANI) LAIRD, ELEANOR. Practical Business Psy-chology, 3rd ed. New York: McGraw-Hill, 1961.
NELSON, Roc it H. Human Relations and Office Management.Salt Lake City: University of Utah, 1964.
NEUNEB, PUN J. W., AND KEELINC, B. LEtvis. Administrative
Office Management, 5th ed. Cincinnati: South-Western,1966. Manual.
RussoN, AMEN R. Business Behavior. Cincinnati: South-Western, 1963.
SF) KRA, ADAM; WRIGH T, MARY ELIZABEill; AND RICE, LOUIS A.
Personality and human Relations in Business, 2nd ed. NewYork: McGraw-Hill, 1961.
Wurrcostn, HELEN, Asn LANG, RosAI.IND. Charm: The CareerGirl's Guide to Business and Personal Success. New York:McGraw-Hill, 1964.
PERSONNEL ADMINISTRATION PRACTICES
Functional Requirement for Steno-Pool Supervisors and Executive Secretaries
flours Class: 2 hours daily
Description and Teaching Suggestions
This administrative training unit is designed tooffer the trainee a realistic study of the principlesand practices of personnel administration. Theunit provides knowledge needed by every secretarythat acts in the capacity of administrative assist-ant, office supervisor, or administrative manager.The trainee studies principles, and then utilizeshis knowledge through practical application tocase studies, panel discussions, debates, role play-ing, and actual business personnel problems. Asuggested effective plan for presenting this unit is toallow approximately nine hours to each topic, fiveof which arc used for the study of principles, cur-rent practices, and potential problems. The fourhours remaining on each topic should be used forproblem solving through case discussion and roleplaying as well as for administering and takingemployment tests. Pencil-and-paper tests should beused to assess acquisition of knowledge of eachtopic. Qualitative evaluations should be made bythe teacher of the trainees application of principlesto the various problems and exercise of judgment.Teachers should avoid a purely academic approachto this subject.
Standards of Achievement
Demonstrate knowledge of personnel practicessuch as recruitment, selection, placement, wage andsalary administration, job evaluation, labor laws,and supervision.
168
Total: 60 hours
Prerequisites for Study of PersonnelAdministration Practices
General Office Education Units as suggested ordemonstrated proficiencies equivalent to achieve-ment standards for those units.
Principles of Effective Supervision and ExecutiveSecretarial Development may be studied concur-rently.
Topic Outline
I. Function and Importance of Personnel Ad-ministration
II. Recruitment and PlacementIII. Improving Job EffectivenessIV. SupervisionV. Personnel Administration and Unions
VI. RemunerationVII. Job Evaluation
'FOPIC I. FUNCTION ANI) IMPORTANCE
ADM IN ISTRATION
Importance to managementImportance to laborFunctions:
1. Personnel selection2. Job evaluation3. Remuneration4. Policies, rules, and regulations5. Personnel records6. Personnel turnover7. Personnel attitudes8. Personnel counseling9. Suggestion systems
A.B.
C.
OF PERSONNEL
10. Personnel safety11. Employee benefits12. Employee unionism
TOPIC II. RECRUITMENT AND PLACEMENT
A. Staffing the organization:1. Foreseeing personnel requirements2. Locating qualified personnel3. Recruiting qualified personnel4. Selecting personnel5. Testing programs
B. Placement in the organization:1. Policies and procedures2. Placement changes3. Seniority considerations
TOPIC 111. IMPROVING JOB EFFECTIVENESS
A. Orientation and training:1. Orientation programs2. Training programs
B. Evaluation of performance:1. Principles of evaluation2. Establishment of an evaluation program3. Methods of evaluation4. Performance evaluation data
C. Motivation:1. Traditional views2. Modern views3. Human needs4. Satisfying human needs5. Organizational goals
D. Communication:1. Process of communication2. Organizational structure3. Media of communication4. Communication barriers5. Development and maintenance of effective
communication
TOPIC IV. SUPERVISION
A. LeadershipB. Supervisor's role in personnel administrationC. Effective supervisionD. Employee adjustment and moraleE. Discipline
TOPIC V. PERSONNEL ADMINISTRATION AND UNIONS
A. Union functions:1. Union impact2. Union appeal
B. Growth of unions:1. Employee reactions2. Changing attitudes toward unions3. National affiliations
4. Government policyC. Union organization and leadership:
1. National unions2. Local unions3. Union officers4. Union membership
D. Union-management relations:1. Bargaining relationships2. Security and recognition3. Negotiations4. Governme.it regulation
TOPIC VI. REMUNERATION
A. Sound wage structures:1. Importance to employees2. Importance to company3. Importance to society
B. Wage determination:1. Collective bargaining2. Ability-to-pay principle3. Labor markets4. Relative worth of jobs (see Topic VII)5. Cost of living6. Legislation
C. Federal wage legislation:1. Fair Labor Standards Act2. Walsh-Healy Act3. Davis-Bacon Act
D. Financial incentives:1. Operative personnel2. Sales personnel3. Executives4. Participation plans
Tom vu. JOB EVALUATIONA. Benefits of programsB. Systems of evaluationC. Wage structuresD. Reclassification
Texts and Other Teaching Materials
From the following suggested texts and materials(or other equivalent commercially available mate-rial) , select trainee and teacher materials for usein this unit. Additional materials are listed inAppendix D.ARGYRIS, CHRIS. Integrating the Individual and the Oiganizu.
lion. New York: John Wiley and Sons, 1964.---. Personality and Organization. New York: Harper and
Row, 1957.BROOM, H. N., AND LONGENECKER. Small Business Manage-
ment. Cincinnati: South-Western, 1961.CAi.noos, Ric:mum Managing Personnel. New York: Harper
and Row, 1963.
169
CHRUDEN, HERBERT J., AND SHERMAN, ARTHUR W., JR. Person
nel Management, 2nd ed. Cincinnati: South-Western, 1963.---. Readings in Personnel Management, 5th ed. Cincin-
nati: South-Western, 1961.DAVIS, KErrH. Readings in Human Relations, 2nd ed. New
York: McGraw-Hill, 1964.HECKMANN, I. L., AND HUNERVAGER, S. G. Human Relations
in Management. Cincinnati: SouthWestern, 1960.HENEMAN, HERBERT G., JR., AND YODER, DALE. Labor Eco
winks, 2nd ed. Cincinnati: South-Western, 1965. Exami-nations and Manual.
HICKS, CHARLES B., AND PLACE, IRENE. Office Management,2nd ed. Boston: Allyn and Bacon, 1962.
HUFFMAN, HARRY; MULKERNE, DONALD J. D.; AND RUSsoN,ALLIES. Office Procedures and Administration. New York:McGraw-Hill, 1965.
LANGSNER, ADOLPH, AND ZOLLITSCH, HERBERT G. Wage and
Salary .4dministration. Cincinnati: SouthWestern, 1961,Manual.
170
LINDBERG, BEN A. Cases in Personnel Administration. Engle-wood Cliffs, N.J.: Prentice-Hall, 1954
Lint.Emin, C. L., ANn RACHEL, FRANK. Office AdministrativeManagement, 2nd ed. Englewood Cliffs, N.J.: PrenticeHall,1964.
NEUNER, JOHN J. W., AND KEELING, B. LEWIS. AdministrativeOffice Management, 5th ed. Cincinnati: SouthWotern,1966. Manual.
Picoas, PAUL JOHN WILLIAM. Management of Human Re.sources: Readings in Personnel Administration. New York:McGraw -Hill, 1964.
PWORS, P., AND MYERS, C. A. Personnel Administration: APoint of Neu, and a Method, 5th ed. New York: McGraw-Hill, 1965.
RoBINSON, EDWIN, AND HALL, J. CURTIS. College Business Or-ganization and Management, 3rd ed. New York: McGraw-Hill, 1964.
TERRY, GEORGE R. Office Management and Control, 4th ed.Homewood, Ill.: Richard D. Irwin, Inc., 1962.
RELEVANT WORK EXPERIENCE
The final training of most workers takes place onthe job. Regardless of experience, training, oreducation, the peculiarities of the individual workassignment, the equipment available, the particularemployer, and environmental conditions will affectthe final training. This training takes place, eitherby being presented in an organized fashion or bybeing "picked up" by the individual through ob-
servation, experience, or trial and error. Experiencehas shown that good on-the-job training is usuallya supervised activity for which there is no practicalsubstitute. The Vocational Education Act of 1963has provided for on-the-job experience to be given,wherever practicable, in conjunction with the voca-tional education program.
COMMUNITY ADVISORY COMMITTEE
One method to help provide on-the-job workexperience for most trainees is to establish a com-munity advisory committee made up of employers,school counselors and administrators, local employ-ment office officials, and 'coordinating teachers. Thecommittee should function both in an advisorycapacity and as an active instrument in providingwork experience opportunities to qualified trainees.
The U.S. Office of Education's booklet, Orga-nization and Effective Use of Advisory Committees(0E-84009), suggests ways to improve current voca-tional education programs and to help establish theadvisory committee. If local employers do not hiretrainees as temporary employees, some of the valueof the educational program may be lost.
WORK EXPERIENCE REQUIREMENTS
Several sections of Part 104-Administration ofVocational Education: Federal Allotments to
States, Rules and Regulations, Vocational Educa-tion Act of 1963, deal with the various types ofwork experience and programs that should be madeavailable to eligible trainees. Excerpts from thesepertinent sections are repeated below.
Section 104.13 (h) (5) . The program of in-struction will combine and coordinate related in-struction with field, shop, laboratory, cooperativework, or other occupational experience which (i)is appropriate to the vocational objective of thestudents, and (ii) is of sufficient duration todevelop competencies necessary to fit him foremployment in the occupation or occupationalfield for which he is being trained, and (iii) issupervised, directed, or coordinated by a personqualified under the State plan. See special re-quirements for classes providing cooperativework experience in § 104.16.
Section 104.16-Cooperative programs. In pro-
viding cooperative work experience pursuant to§ 104.13 (h) (5), the State plan shall provide forcooperative programs for persons enrolled in aschool who, through a cooperative arrangementbetween the school and employers, receive part-time vocational instruction in the school and on-the-job training through part-time employment.When vocational instrJIion is provided in suchprograms meeting the" standards and require-ments § 104.13, the State plan shall provide thatsuch classes be organized through cooperative ar-rangements (preferably in writing) between theschools providing vocational instruction to stu-dent learners in the class and the employers pro-viding on-the-job training through part-time em-ployment of such student-learners. Such arrange-ments shall prtivide for (a) the employment ofstudent-learners in conformity with Federal,State, and local laws and regulations and in amanner not resulting in exploitation of suchstudent-learner for private gain, (b) an orga-
171
nized program of training on the job, and (c)supplemental vocational instruction in school.
Section 104.17Business and office education.Pursuant to the genera! State plan requirementsof vocational instruction in § 104.13, the Stateplan shall require that instruction in businessand office occupations be provided throughcourses and curricula which include both thesubject matter and practical experience neededin the occupations for which instruction is pro-vided.
Section 104.25Requirements of work-studyprogram. The State plan shall provide that awork-study program meet the following require.ments:
(a) Administration. The work-study pro-gram will be administered by the local educa-tional agency and made reasonably available(to the extent of available funds) to all quali-fied youths, in the area served by such agency,who are able to meet the requirements inparagraph (b) of this section.
(b) Eligible students. Employment underthe work-study program will be furnished onlyto a student who (1) has been accepted forenrollment or, if he is already enrolled, is ingood standing and in full-time attendance as afull-time student in a program which meetsthe standards prescribed by the State boardand the local educational agency for voca-tional education programs under the 1963 Act;(2) is in need of the earnings from such em-ployment to commence or continue his voca-tional education program; and (3) is at leastfifteen years of age and less than twenty-oneyears of age at the date of the commencementof employment and is capable in the opinionof the appropriate school authorities of main-taining good standing in his school programwhile employed under the work-study pro-gram.
(c) Limitation on hours and compensation.No student will be employed more than fifteenhours in any week during which classes inwhich he is enrolled are in session, or for com-pensation which exceeds $45 per month or$350 per academic year or its equivalent, unlessthe student is attending a school which is notwithin reasonable commuting distance fromhis house, in which case his compensation maynot exceed $60 per month or $500 per aca-demic year or its equivalent.
172
(d) Place of employment. Employmentunder work-study programs will be for thelocal educational agency or for some otherpublic agency or institution (Federal, State,or local) pursuant to a written arrangementbetween the local educational agency and suchother agency or institution, and work so per-formed will be adequately supervised and co-ordinated and will not supplant present em-ployees of such agency or institution who ordi-narily perform such work. In those instanceswhere employment under work-study programsis for a Federal agency or institution, thewritten arrangement between the local edu-cational agency and the Federal agency or in-stitution will state that students so employedare not Federal employees for any purpose.
The relevant work experience projects suggestedin the Curricula Synopses section of this guideshould conform to the requirements of the abovesections.
Work experience may be simulated or contrived,either on- thc.job or with youth groups. To makethese experiences meaningful requires coordinationbetween teachers, school administrators, counselors,community advisory committees, youth groups, andemployers or others to whom the trainee may beassigned for supervised work activity. This coopera-tion should result in the proper choice of workactivities to complement the training and meet thetrainee's career objective. Other results should bea fair evaluation of the trainee's interest, industry,and performance and adequate personal guidance.
The suggested work experience programs thatfollow may be modified to suit local conditionsand school facilities. These projects are grouped bytype of work experience program, locations forwork experience, and types of trainees to whomprojects are applicable.
It should be remembered that the length ofwork experience will vary according to the varietyof duties to which the trainee will be exposed andhow long it will take to develop trainee self-confi-dence for entry into a regular position. The Cur-ricula Synopses section indicates time when workexperience projects may begin. However, the lengthof time indicated is minimal. Increasing this timeshould be arranged between local teachers, coun-selors, school administrators, and employers. Aspreviously stated, a constant focus of attentionshOuld be on developing the trainee to meet em-ployability standards in the occupational field.
USE OF JOB DESCRIPTIONS
The school's counselor and work experience co-ordinating teacher should be thoroughly familiarwith the job descriptions and prerequisites for eachjob so that the arranged work experience activitiesmay include most of what the average employerwill expect from the worker. The main duties ofjobs have been abstracted and are shown as typicalwork activities later in this section. In addition, the
job prerequisites should be discussed by the train-ee's coordinating teacher and the employer or per-son to whom the trainee is assigned so that appro-priate evaluations may be made of progress andabilities. Where necessary, provision should bemade for remedial instruction to help the traineereach employable skill levels.
CONFERENCES
Throughout the relevant work experience pe-riod, regular trainee-teacher and trainee-counselorconference periods should be st.:-lduled. Frequentand regular conferences should also be held by theteacher or counselor with the employer or person towhom the trainee is assigned. At minimum, con-
ferences should be held before the start of the workperiod, at the half-way point, and toward the endof the work period. These conferences may be forevaluation, guidance, or to assist the trainee withfinal placement.
SCHEDULING WORK EXPERIENCE
Since there may be more trainees than can beconveniently assigned to persons within a givenorganization, teachers and counselors should con-sider all of the following possible areas for workexperience assignments:
1. Teachers' or professors' offices2. Department chairmen's offices3. Community, civic, and trade associations4. Foreign-language department of school5. Import-export offices6. Law offices and court reporters7.. Hospital medical record library8. General business or industrial companies
9. Local physician's office (assigned to secre-tary)
10. Classroom (simulate office set-up)11. School printing plant or local print shop12. Local police department13. School principal or administrator's office
(assigned to secretary)14. Science or research department15. Federal, State, or local institutionsThe persons and places chosen should, of course,
be appropriate to the trainee's office educationprogram and meet the requirements of State plansand the Rules and Regulations for the VocationalEducation Act of 1963.
COORDINATING TEACHER'S EVALUATION OF WORK EXPERIENCE
The coordinating teacher should be constantlyaware of the types of work experience being givento trainees. Often, well-intentioned employers (ortheir managers) will not have the time to partici-pate actively or personally in a trainee's develop-ment. As a result, the trainee may be assigned to asupervisor who may or may not appreciate that thetrainee should be given a variety of experiencesrather than only a routine production task thataffords little opportunity to use the trainee's devel-oped skills. The tendency of the supervisor to be
production-oriented rather than teaching-orientedshould be anticipated. If this condition occurs, itis possible that a trainee's development may behindered.
Coordinating teachers should not only be con-cerned with the evaluation'of the trainee while onthe job, but also with the evaluation of the workexperience being offered. The coordinating teachershould request permission from the employer todiscuss out-of-line trainee experience situationswith supervisors or other workers in the organiza-
173
tion to whom the trainee has been assigned. Appro-priate measures should be discussed with the em-ployer so that the trainee may be afforded theopportunities to demonstrate acquired skills andknowledges.
For certain jobs in the occupational field, suchas steno-pool supervisor, social secretary, court re-porter, or executive secretary, work experiencemay pose a considerable problem. Ordinarily, em-ployers will not be inclined to give a trainee super-visory training at the expense of workers in theorganization. These trainees, however, should beafforded the opportunity to work closely withsupervisory personnel as "assistants to." Their
role as vocational education program "trainees"should be explained clearly to other workers inthe organization so that friction does not develop.The coordinating teacher should ascertain thetypes of tasks being performed by those trainees in"assistant to" positions.
Problems similar to those for the steno-poolsupervisor, court reporter, social secretary, andexecutive secretary trainees may also obtain forother secretarial trainees. It is necessary that thework climate and the possibility of hostility by
other workers in the organization be consider'xlwhen coordinating teachers evaluate the trainee'swork experience.
COOPERATIVE RELEVANT WORK EXPERIENCE PROGRAMS
Trainees about to complete the basic steno-graphic-secretarial program should have t' 2irschedules adjusted to provide for the on-the-jobrelevant work experience in addition to their in-school relevant work experience projects. For ex-ample, in the 34th program week, a stenographer-print shop trainee may study a unit on printingFundamentals and Advanced Typing and Produc-tion Problems in school and simultaneously learn
printing practices while performing supervisedwork in a local print shop. The stenographer (1,A,GS-3) trainee's work experience can be arrangedin a similar way with a local business office. Theexiting police stenographer trainee may select aprogram consisting of Advanced Typing and Pro-duction Problems and Speed Dictation and Tran-scription or Stenographic Machine Operation Hduring the period of on-the-job training.
WORK-STUDY PROGAMS
Trainees eligible under the work-study program(Section 104.25 (c)) are limited as to the amountof time available for relevant work experienceduring their training. Flexible scheduling is re-quired to meet the needs of these trainees. As previ-ously suggested for programs that need to be alteredto include State-required subjects of study, the in-
tensive type of program may be adjusted by ex-tension of time. It is suggested, however, that skilldevelopment studies be given priority in schooltraining. Trainees in work-study programs shouldhave on-the-job work experiences and projects com-parable to those available under the cooperativeprogram or the simulated experience program.
SIMULATED EXPERIENCE PROJECTS
When actual work experience may not be avail-able, simulated work experience projects conductedin the school may serve as a substitute. Schedulingof unit studies should be flexible. Considerationmust be given to availability of facilities, availa-
bility of instructors, and the length of each train-ing program. The following are some suggestedprojects ;hat can serve experience developmentpurposes.
174
JobsStenographers A and B
I. Trainee should be assigned to a teacher'soffice.
2. Secure 10 file copies of letters and havetrainee write in shorthand and transcribeshorthand notes in planned "mes.
3. Take dictation from teacher or person towhom assigned.
4. Transcribe and bring carbon copies to co-
ordinating teacher for approval. Correct if
necessary, retype, and submit.
5. Prepare typical budgets, type in tabularform, and submit for approval.
6. Proofread, edit, and retype series of lettersor reports containing errors (vocabulary,
spelling, grammar, punctuation, fact, re-
dundancy) and submit to instructor.7. Prepare spirit and stencil masters.
8. Prepare final copy from corrected draftsand manuscript written in longhand.
9. Transcribe letters with zip codes and otherinformation requiring reference work.
10. Prepare mailable transcripts. Practice post-ing mail using scales and postage charges.
11. Trainees should self-rate themselves. Classinstructor should evaluate students period-icully. Weekly pay scales on basis of produc-tion of mailable transcripts and other mate-rials should be established for trainee.
job-Stenographer-Print ShopNOTE: Special twewriters should be available nearby for
trainee practice.1. Take dictation and produce mailable tran-
scripts.2. Straight type to finished copy from corrected
drafts and longhand manuscript.3. Prepare course announcements in which class
is enrolled.4. Help set up class newspaper.5. Prepare and duplicate job résumés for other
trainees in basic or specialized programs.6. Prepare masters and duplicate teaching mate-
rials.7. Copy and duplicate legal and insurance
forms.Similarly, other simulated programs can be
developed for the balance of stenographic andsecretarial positions. Wherever possible, outside aidof professionals should be enlisted to help withoffice-style dictation for legal, medical, engineering,scientific, and foreign-language stenographic andsecretarial trainees.
TYPICAL WORK EXPERIENCES SOUGHT
Depending on the specialization of stenographicor secretarial trainees, work experiences should in-clude most, but not necessarily all, of the followingactivities:
1. Taking general or specialized terminologydictation and producing mailable or usabletranscripts at job-indicated speeds.
2. Typing drafts and producing acceptablefinal copy from corrected drafts or handwrit-ten copy. Proofreading of final copy.
3. Preparing stencil, spirit, or other reproduci-ble masters and preparing appropriate num-ber of copies using wet and/or dry processduplicators.
4. Indexing and filing incoming, outgoing, andprocessed materials. Retrieval of materialsfrom general and specialized files and spe-cial reference sources.
5. Recording employer appointments and can-cellations of appointments.
6. Practicing simple fiscal recordkeeping orpayroll recordkeeping, using computationalskills and office calculating machines.
7. Preparing special forms (shipping docu-ments, insurance forms, legal and medical
records, collection forms, payables, and re-ceivables) .
8. Receiving, identifying, and routing incom-ing mail. Posting outgoing mail.
9. Preparing routine business correspondencefor employer.
10. Receiving incoming telephone calls andplacing outgoing and conference calls. Useof internal communication system.
11. Greeting, interviewing, and directing visi-tors.
12. Recording activities in conjunction withspecialized areas of work.
13. Preparing itineraries including makingtravel arrangements for employer (if possi-ble) .
14. Preparing meeting agenda, arranging formeeting facilities, and notifying participants.
15. Assisting copy editors, proofreaders, com-positors, and printers.
16. Demonstrating acceptance of losponsibilitiesand implementation of duties assigned thataffect direction of others.
17. Taking testimony, deposition, and court-room proceedings transcripts under super-
175
vision and control of responsible job holder.Comparing transcripts with legal and med-ical stenographers' and court reporters' offi-cial transcripts.
18. Assisting medical librarian or secretary of amedical department.
19. Assisting an engineering secretary in prepar-ing bids, proposals, specifications, and mate-rials lists.
EVALUATION OF TRAINEE
Arrangements should be made by the coordinat-ing teacher with the person to whom the traineeis assigned to review items of completed work.These items should be discussed with the trainee toidentify areas which need improvement. The train-ee's speed and method of dictation-taking (in-cluding vocabulary problems) can be checked withthe employing supervisor. A simple rating sheetfor the trainee should be completed by the em-ployer (or supervisor) and discussed with thecoordinating teacher. The rating sheet should in-clude such items as appearance, courtesy, abilityto work well with others, office practice proficiency
(machines, filing, telephone technique, dealingwith visitors) , quality of production (letters, re-ports, memoranda, and reproducible masters) , useof special keyboard typewriters, and clerical skills.Periodic teacher-trainee conferences should be heldto discuss trainee's rating and the possible need forremedial work. Final trainee job readiness evalua-tion in cooperative or work-study programs shouldbe agreed upon by the employer, teacher, coun-selor, and trainee. Preparation for actual job seek-ing and placement should be started before thisfinal phase.
USEFULNESS OF YOUTH CLUBS AND ORGANIZATIONS
The value of youth groups as a complemelitiryactivity to strengthen vocational education pro-grams has been long recognized. The youth-clubprogram serves to round out the classroom instruc-tion and the job instruction by providing con-trolled methods of trainee-centered activities whichrelate to the participants' career objectives.
Supervision of youth-club activities by qualifiedvocational education teachers assures that traineeswill participate in relevant work experience proj-ects to the extent that they serve to simulate office
176
facilitating functio :'; of business. In addition, ifproperly planned, youth-club activities can serveto develop attitudes of cooperation and competi-tion, appreciation of social values, and opportu-nities to practice communication skills, and toprovide recognition of the individual for hisachievement. Coordinating teachers, in their roleas adviser to the youth groups, can enhance theimportance of the youth organization as an adjunc-tive activity for complete vocational edacation.
_
APPENDIX ASample Suggested Lesson Plan
A good unit of instruction provides various kinds of learn-ing activities including demonstrations, lectures, directedstudy, supervised practice, and examinations. These activitiesshould be coordinated by the use of an ofective teacher'slesson plan. A typical plan may include topics for presentation by lecture, motion picture or recording, individual orgroup activity, and formal or informal review, using discus-sion questions, oral examination, or written examination.Each separate activity should contribute its part to the com-pletion of the unit. As much as possible, the lesson planshould be student-action oriented, having definite outcomesfor the students in mind.
The following lesson plan illustrates suggested methodsof unitizing material for class presentation under the appro-priate sub-topic or topic of a typical course outline. Theindividual teacher may modify the detail in his own personalguide as his particular experience dictates. Rigorous adher-ence to the format is neither suggested nor implied. It is
simply an instructional aid to be used when new or infre-quently occurring subject content is to be presented.
SECRETARIAL ORIENTATION
Lesson No.: 14Topic: Personality.Lecture Time: 25 minutes.Discussion Time: 13 minutes.Motion Picture: 12 minutes.
Topics
I. Personality Value:
A. High percentage of discharges because of personalitydeficiencies
B. Effects of definciencies on co-workersII. Personality Value to the Company:
A. Major role of attitudes and personality traits in de-termining morale of a company
B. Company image to public111. Definition of Personality:
A. Individual physical well-beingB. AttitudesC. Ways of behaving, reaction to various stimuli (im-
pulsiveness, anger, hostility)1). Opinions, prejudices, non-acceptance of others
IV. Group Discussion of Desirable and Undesirable Atti-tudes and Personality Traits
V. Activities:A. Have students list those behaviors which they do not
like in othersgeneral discussionB. Have students rate themselves on a behavioral check
listindividual counseling where necessaryVI. Film: "Office CourtesyMeeting the Public" 1Discus-
sionReading Assignment: Two hours. Chap. 10 of Mac Gibbon,
E. G., Fitting Yourself for Business. McGraw-Hill, 1961.
"'Office CourtesyMeeting the Public." MP So-l6 mm., 12minutes. Color or black and white. Sold by EncyclopaediaBritannica Films, Inc., 1150 Wilmette Avenue, Wilmette, Ill.Selling price: black and white, $60; color, $120. Rental price:black and white, $3.50; color, $5.
179
APPENDIX BPhysical Facilities
Requirements for physical facilities cannot be estimated inadvance for any particular location. These requirements willbe affected by trainee populations, available instructionaltime, and the adequacy of present facilities. An example ofa typical layout of classrooms and laboratories is included inthis appendix for reference purposes.
The listings below have been prepared for typical classesranging from 20 to 30 trainees; they are not related to thesample layout. If the number of trainees varies from thoseprovided for in these suggestions, necessary adjustments willhave to be made locally. Similarly, no quantity is indicatedfor items which may vary significantly in accordance withlocal needs.
Estimated costs for equipment and supplies reflect esti-mated price ranges in the New York City area. Some commonstationery supplies (clips, carbon paper, bond paper, note-pads, etc.) are not included in these listings.
Special Laboratory Equipment
A variety of automated laboratories for development ofstenographic and language skills are available. Factors suchas space availability and installation costs are not includedin the price ranges of equipment. Handling capacities ofeach item vary. Suppliers' catalogs should be consulted. Sp.:-cial school prices are also in effect in many instances.
Dictation-Audio-Learning Laboratory EquipmentRange$100 to $4,500 (depending on number of stations used andfeatures of equipment) .
Dictation Transcribing Machine (single unit)Range $103to $407.
Typewriting Room
Quantity
1
3030
15
21
321
21
2
DescriptionEstimatedprice range
per unit(excluding tax)1
Special purpose dictionary as required(medical, foreign language, etc.) _ _ _ _
Unabridged English dictionaryTeacher's desk (top 32 X 54 inches)
with chairPosture chairs_Trainee desks or typing tables, adjust.
able from 27 to 30 inches highStandard manual typewriters (12
trainee, 1 teacher, 2 replacement)._ _
Electric typewriters (18 trainee, 1
teacher, 2 replacement)Copyholders_Teacher typing tableFiling cabinets (18 X 36 inches)Typewriting demonstration stand10-foot chalk boards..10-foot bulletin boardMetronome (used in typing)Miscellaneous equipment
$7 $127 10
175 22535 70
13 46
157 225
280 4252 813 4640 6037 4770 80
120 13511 25
' Prices quoted are as of October 1, 1966.
Shorthand, Transcription, and General Room(Dictation laboratory equipment listed separately)
General Equipment Quantity DescriptionEstimatedprice range
per unit(excluding tax)1
Quantity DescriptionEstimatedprice range
per unit 2(excluding tax)*1
10-foot chalk boardsStenographer's stop watch
$70 $8016 25
1 Teacher's aesk (top, 32 X 54 inches)1 Tape recorder $149$339 with chair_ _ _ _ 225 2751 3-speed phonograph 25 60 30 Straight desk chairs 20 301 Overhead projector 160 250 30 Trainee desks or tables, 29 and 301 Portable ilannelboard, with accessories_ 25 50 inches high 20 351 Filmstrip projector, 35 -mm. 109 159 2 Filing cabinets (18 X 36 inches)._ _ _ 40 6U1 Sound motion picture projector, 16-mm 600 800 1 Bookcase or open bookshelves 40 502 Projection screen,' 20 43 1 Stenographic machine (single unit)_..._ 175 3751 Slide projector, 2" X 2" 55 175 Miscellaneous (trays, stapler, etc.) _
Prices quoted arc as of October 1, 1966. ' Prices quoted are as of October 1, 1966.
180
Secretarial and Office Practice Room
Quantity Description
1
1
1616
12
6
4
62
224
2452
2
Estimatedprice range
per unit(excluding tax)'
Special purpose dictionary (medical,foreign language, etc., as required)._
Unabridged English dictionary_Teacher's desk (top 32 X 54 inches)
with chairStraight desk chairsTrainee tables, varying from 27 to 30
inches highAdding machine tables, varying from
28 to 30 inches highTrainee typing tables, adjustable from
27 to 30 inches highDrop-head, single pedestal typing
desks, with right-hand drawersCopyholdersWorktables, 30inches high (top, 30 X 50
inches)Posture chairsStandard electric typewritersLong carriage typewriterStencil duplicator, with cabinetFluid duplicator, with cabinet_ - .....10-key adding-listing machines_ _ _
Rotary calculatorsStandard typewritersFiling cabinets (18 X 36 inches)._ _ _ _ _Bookcase or open bookshelvesOffset duplicatorPhoto copier (wet)Photo copier (dry)10-foot chalk boards
$7 $127 10
225 27520 30
20 35
15 20
13 46
37 47
2 8
300 45035 70
280 425180 350179 395215-420150 200139 235157 22540 50
40 60
1,395-2,250125 250250 45070 80
I Prices quoted arc as of October 1, 1966.
181
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OFFICE MACHINES LAB.atv CHAL.V-80^51.0 VT.
1
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TYPICAL FACILITY LAYOUT
Adapted and modified from De Anza College layout. Courtesy: Calijmnia State Department of Education
2.91
I
APPENDIX CSources of Educational Materials
Most of the materials listed in this guide are obtainable from the sources listed below. In addition, addresses for variousperiodical, guide, and directory publishers will be found in Appendix D. Whenever possible, street addresses and/or zipcodes have been furnished.
Academic Press, Inc., Ill Fifth Ave., New York, N.Y. 10003Addison-Wesley Publishing Co., Inc., Reading, Mass. 01867Addressograph-Multigraph, 1200 Babbitt Road, Cleveland,
Ohio 44117Adjust() Equipment Co., Bowling Green, Ohio 43402R. C. Allen Business Machines, Inc., 678 Front Ave., NAV.,
Grand Rapids, Mich. 49404Allied Publishers, Inc., Portland, Oreg.Allyn and Bacon, Inc., 150 Tremont St., Boston, Mass. 02111American Association of School Administrators, 1201 16 St.,
N.W., Washington, D.C. 20006American Bankers Association, 12 E. 36 St., New York, N.Y.
10016
American Book Company, 55 Fifth Ave., New York, N.Y. 10003American Cancer Society, 521 W. 57 St., New York, N.Y. 10019American Data Processing, Inc., 2200 Book Tower, Detroit.
Mich. 48226American Diabetes Association, 1 E. 45 St., New York, N.Y.
10017
American Economic Foundation, 51 E. 42 St., New York, N.Y.10017
American Heart Association, 44 E. 23 St., New York, N.Y. 10010American Management Association, 135 W. 50 St., New York.
N.Y. 10020American Medical Association, 535 N. Dearborn St., Chicago,
111. 60610.
American Standards Association, 10 E. 40 St., New York, N.Y.10036
Appleton-Century-Crofts, Inc., 34 W. 33 St., New York, N.Y.10015
Arco Publishing Co., inc., 480 Lexington Ave., New York, N.Y.10017
Art Metal Construction Company, Jamestown, N. Y. 14701Association Films, Inc., 600 Madison Ave., New York, N.Y.
10022
Audio-Visual Research, 523 S. Plymouth Court, Chic (..,c), Ill.Automation Institute Publishing Co., 821 Market St., San Fran.
cisco, Calif. 94103
Automobile Manufacturers Association, 320 New Center Bldg.,Detroit, Mich. 48202
Bailey Films, 6509 De Longpre Ave., Hollywood, Calif. 900.28Baker, Voorhis and Co., Inc., 30 Smith Ave., Mount Kisco, N.Y.
10549
Banks-Baldwin Law Publishing Co., 1904 Ansel Road, Cleve-land, Ohio 44106
A. S. Barnes and Co., 11 E. 36 St., New York, N.Y. 10016Barnes and Noble, Inc., 105 Fifth Ave., New York, N.Y. 10003
Barry College, 11300 N.E. Second Ave., Miami, Fla. 33161Beacon I'ress, 25 Beacon St., Boston, Mass. 02108Bell Telephone Operating Companies, 140 West St., New York,
N.Y. 10012Charles Beseler and Co., 219 S. 18 St., East Orange, N.J. 07018British Information Service, 30 Rockefeller Plaza, New York,
N.Y. 10022
William C. Brown Co., Publishers, 135 S. Locust St., Dubuque,Iowa 52002
Burroughs Corporation, 219 Park Ave., S., New York, N.Y.10003
Business Education Films, 4607 16 Ave., Brooklyn, N.Y. 11204Business Education Publishers, Inc., Box 72, Foothill Station,
Salt Lake City, Utah 84108The Business Press, 288 Park Ave., W., Elmhurst, Ill. 60126Business Teachers Guide, P.O. Box 114, Conway, N.H. 03818Wesley S. Cadmus, 51 Fenwick St., Hartford, Conn. 06114California State Department of Education, 721 Capital Mall,
Sacramento, Calif. 93814Callaghan & Company, 6141 N. Cicero Ave., Chicago, 111.
60646
Cambridge University Press, 32 E. 57 St., New York, N.Y. 10022Carter's Ink Company, 80 Varick St., New York, N.Y. 10013Castle Films, R.C.A. Building, 30 Rockefeller Plaza, New York,
N.Y. 10020Champion Paper and Fiber Co., Hamilton, Ohio 45013City College of New York, 17 Lexington Ave., New York, N.Y.
10010
Classiques Hatchette, 79 Boulevard Saint Germain, Paris 6,France
College Entrance Book Co., 104 Fifth Ave., New York, N.Y.10011
Columbia University Press, 2960 Broadway, New York, N.Y.10027
Continental Illinois National Bank and Trust Co., 231 LaSalleSt., Chicago, III. 60690
Coronet Instructional Films, 65 E. South Water St., Chicago,Ill. 60601
George F. Cram Company, Inc., 730 E.dianapolis, Ind. 46207
E. D. Clint Publications, 4271 LeimertCalif. 90008
Thomas Y. Crowell Co., 201 Park Ave. S., New York, N.Y. 10003Damien Corp., 4660 Ravenswood Ave., Chicago, Ill. 60640Data Processing Management Association, 524 Busse Highway,
Park Ridge, Ill. 60068F. A. Davis Co., 1914 Cherry St., Philadelphia, Pa. 19103
Washington St., In-
Blvd., Los Angeles,
183
1
Department of Public Instruction, Commonwealth of Pennsyl-%,atila, Harrisburg, Pa. 17126
A. B. Dick Company, 5700 West Tou It, Ave., Chicago, Ill.60648
Dictation Disc Company, 170 Broadway, New York, N.Y. 100'38Ditto, Inc., Harrison at Oakley Blvd., Chicago, 111. 60612Doubleday and Co., Inc., 575 Madison Ave., New York, N.Y.
10022
Eastman Kodak Company, 343 State St., Rochester, N.Y. 14630Editiones 'toucher, 128 Rue de Rivoli, Paris 1, FranceEducation Research Committee, 777 14 St., Washington, D.C.
20005
Educational Developmental Laboratories, Inc., 75 Prospect St.,Huntington, N. Y. 11744
Educational Records Bureau, 21 Audubon Ave., New York,N.Y. 10032
Educational Supplies and Services, 1650 N. Serrano Ave., LosAngeles, Calif. 90027
Educators l'rogress Service, Randolph, Wis. 53956Ellman Associates, 185 N. Wabash St., Chicago, III. 60606Employers Mutual of Wausau, Wausau, Wisconsin 54401Encyclopaedia Britannica Films, Inc., 1150 Wilmette Ave.,
Wilmette, III. 60091Follett Publishing Co., 1010 W. Washington Blvd., Chicago,
111. 60607
Forkner Publishing Co., Inc., 106 Morningside Drive, NewYork, N.Y. 10027
Free Press of Glencoe, 60 Fifth Ave., New York, N.Y. 10011Funk and Wagnalls Co., 360 Lexington Ave., New York, N.Y.
10017
Garden City Books, 501 Franklin Ave., Garden City, N.Y. 11535General Services Administration, Washington, D.C. 20405Ginn and Co., Statler Office Bldg., Boston, Mass. 02117Globe Book Company, 175 Fitth Avenue., New York, N.Y.
10010
Gordon and Breach, 150 Fifth Ave., New York, N.Y. 10010Grolier Co., 575 Lexington Ave., New York, N.Y. 10022Grosset & Dunlap, 1107 Broadway, New York, N.Y. 10010Harcourt, Brace, and World, 757 Third Ave., New York, 10017Harper and Bros. (See Harper and Row)Harper and Row, Publishers, 49 E. 33 St., New York, N.Y.
10016
D. C. Heath and Co., 285 Columbus Ave., Boston, Mass. 02116Hofstra College Bookstore, 1000 Fulton Ave., Hempstead, N.Y.
11550
Henry Holt and Co. (See Holt, Rinehart and Winston, Inc.)Holt, Rinehart and Winston, Inc., 383 Madison Ave., New
York, N.Y. 10017Horder's Inc., 231 S. Jefferson St., Chicago, Ill. 60606Houghton Mifflin Co., 2 Park St., Boston, Mass. 02108Household Finance Corp., 555 Fifth Ave., New York, N.Y.
10017
IBM Corp., 590 Madison Ave., New York, N.Y. 10022Indiana Bell Telephone Co., 240 N. Meridian St., Indianap-
olis, Ind. 46204Industrial Education Institute, Boston, Mass.Industrial Press, 93 Worth St., New York, N.Y. 10013Internal Revenue Service, U.S. Department of the Treasury,
Washington, D.C. 20220International Business Machines Corp., 590 Madison Ave., New
Yolk, N.Y. 10022
International Correspondence Schools, Scranton, Pa. 18515Richard D. Irwin, Inc., 1818 Ridge Rd., Homewood, Ill. 60430
184
Karwood Company, P.O. Box 133, Milwaukee, Wis. 53213Kerlin GI aphits Co., Box 58, Elliota, N.Y. 12065Keystone mew Company, Meath ille, Pa. 16335Kinescope NET, Channel 13, New Yolk, N.Y..3.Ified A, Knopf, Inc., 301 Madison Ave., New York, N.Y. 10022
usselt W. Kianing, Indiana University, Gary Center, Gary,Ind. 46408
Ladies Home journal, P.O. Box 1155, Weston, Conn. 06388Lafayette hist' innent Company, Lafayette, hid. 47906Legget, Mead, and Charvat, Englewood Cliffs, N.J. 07632Libraiie Larousse, 17 Rue de Montparnasse, Paris 6, FranceJ. B. Lippincott Co., L. Washington Square, Philadelphia, Pa.
19105
Longmans, Green and Co., 55 Fifth Ave., New Yolk, N.Y. 10011Lyons and Carnahan, 2500 Prairie Ave., Chicago, Ill. 60616The Macmillan Co., 60 Fifth Ave., New York, N.Y. 10011Carl F. Malinke Productions, 215 E. 3 St., Des Moines, Iowa
50309
McGraw-Hill, Inc., 330 W. 42 St., New York, N.Y. 10036David McKay Co., Inc., 119 W. 40 St., New York, N.Y. 10018G. and C. Merriam Co., 47 Federal St., Springfield, Mass. 01105Charles E. Merrill Books, Inc., 1300 Alum Creek Drive, Colum-
bus, Ohio 43216Metropolitan Life Insurance Co., 1 Madison Ave., New York,
N.Y. 10010
Milady Publishing Corp., 3839 White Plains Rd., Bronx, N.Y.10467
Minneapolis-Honeywell Regulator Co., Wayne and WindrimAyes., Philadelphia, Pa. 19144
Modern Talking Picture Service, 3 E. 54 St., New York, N.Y.
Monroe Calculating Machines Co., Educational Dept., 550Central Ave., Orange, N.J. 07051
Moore Business Forms, 210 Post St., San Francisco, Calif.The C. V. Mosby Co., 3207 Washington Blvd., St. Louis, Mo.
63103
National Association for Mental Health, 10 Columbus Circle,New York, N.Y. 10019
National Association of Educational Secretaries, 1201 16th St.N.W., Washington, D.C. 20036
National Association of Legal Secretaries, 146 N. San FernandoBlvd., Burbank, Calif. 91502 (National office: 6953 ColumbiaPlace, University City 30, Mo.)
National Association of Secondary School Principals, Igo'16th St., N.W., Washington, D.C. 20006
National Blank Book Co., Holyoke, Mass. 01040National Foreman's Institute, Inc., Bureau of Business I'rac-
tice, 100 Garfield Ave., New London, Conn. 06320National Industrial Conference Board, Inc., 460 Park Ave.,
New York, N.Y. 10022National Secretaries Association, 427 West 51 Street, New York,
N.Y. 10019
National Shorthand Reporters' Association,' 88-11 SulphinBlvd., Jamaica, N.Y. 11435
Nation's Business, 1615 H St., N.W., Washington, D.C. 20006New York University Press, Press Building, 32 Washingto7.
Place, New York, N.Y. 10003Office Publications, Inc., 60 E. 42 St., New York, N.Y. 10017Office Research Institute, Box 744N, Miami, Fla. 33143Ohio Typewriter Service, 3759 N. Berkeley, Cincinnati, Ohio
45236
Oxford Book Co., Inc., 71 Fifth Ave., New York, N.Y. 10003
Oxford Filing Supply Co., Inc., Clinton Rd., Garden City. N.Y.11535
Oxford University Press, 417 Fifth Ave., New Yolk, N.Y. 11)016Parker Publishing Co., West Nyack, N.Y. 10994Perceptual Development Laboratories, St. Louis 5, Mo.Physician's Record Company, Chicago, Ill.Pitman Publishing Corp., 2 W. 45 St., New York, N.Y. 10036Poster Visual Aids, 58 Union St., Milford, N.H. 03055Prentice-Hall, Inc., Route OW, Englewood Cliffs, N.J. 07632Random House, 457 Madison Ave., New York, N.Y. 10022Reinhold Publishing Corp., 430 Park Ave., New York, N.Y.
10022
Remington Rand, Division of Sperry-Rand Corp., 315 FourthAve., New York, N.Y. 10010
Republic Book Company, 115 E. 53 St., New York, N.Y. 10022Reuter and Bragdon, 4 Gateway Center, Pittsburgh, Pa. 12555John F. Rieo.r 116 W. 14 St., New York, N.Y. 10011The Ronald Press Co., 15 E. 26 St., New York, N.Y. 10010H. M. Rowe Co., 624 North Gilmor St., Baltimore, Md. 21217Royal McBee Corp., 850 Third Ave., New York, N.Y. 10022Royal Typewriter Co., 2 Park Ave., New York, N.Y. 10016Howard Sams and Co., 3 W. 57th St., New York, N.Y. 10019W. B. Saunders Co., W. Washington Square, Philadelphia, l'a.
19103
Scholastic Magazines, 50 W. 44 St., New York, N.Y. 10036Science Research Associates, 259 E. Eric St., Chicago, 111. 60611Scott, Foresman, and Co., 433 E. Erie St., Chicago, Ill. 60611Simon and Schuster, Inc., 630 Fifth Ave., New York, N.Y. 10020L. W. Singer Co., Inc., 249-259 W. Eric Blvd., Syracuse, N.Y.
13202Sinead Manufacturing Company, 309.311 Second Ave., Hast-
ings, Minn. 55033Smith-Corona-Niarchant, Inc., 410 Park Ave., New York, N.Y.
.10022
Society for French American Cultural Services and EducationalAid, 972 Fifth Ave., New York 21, N.Y.
Society for Visual Education, Inc., 1345 W. Diversey Parkway.Chicago, Ill. 60614
Somerset Press, 36 Main St., Somerville, N.J. 08876Sound Education, Box 414, Port Huron, Mich. 48061Soundscriber Corp., 140 Munson St., New Haven, Conn. 06711South-Western Publishing Co., Inc., 5101 Madison Rd., Cin-
cinnati, Ohio 45227Special Teaching Aids, 3108 N. Potomac St., Arlington, Va.
22213Sperry-Rand Corporation, 1290 Avenue of the Americas, New
York, N.Y. 10017Standard Packaging Corp., Advertis;ng Mgr., 200 E. 43 St.,
New York, N.Y. 10017Standard Register Company, 250 Park Ave., New York, N.Y.
10017
Stanford University Press, Stanford, Calif. 94305State University of Iowa, Ames, Iowa 50012
Stenographic Machines, Inc., Skokie, III. 60076Stenoscript ABC Shorthand, 7817 Norfolk Ave., Bethesda, Md.
20014Stenotype Co., 417b S. Dearborn St., Chicago, Ill. 60605Stereo Optical (:ompany, Chicago, 111.Sterling Publishing Co., 419 Park Ave., S., New York, N.Y.
10016
Henry Strauss and Co., Inc., 31 W. 53 St., New York, N.Y. 10017Superintendent of Documents, U.S. Got eminent Printing
Office, N. Capitol between G and H Sts., N.W., Washington,20402
System Development Corp., 350 Fifth Ave., New York, N.Y.10001
Systems and Procedures Association, Cleveland, OhioTeaching Aids Exchange, 307 South B St., San Mateo, Calif.
94401
Edward Thompson Co., 399 Gold St., Brooklyn, New York,N.Y. 11201
Underwood Corporation, 1 Park Ave., New York, N.Y. 10016United Business Schools Association, 1518 K St., N.W., Wash.
ington, D.C. 20005U.S. Department of Health, Education, and Welfare, Office of
Education, Washington, D.C. 2020211.S. Government Printing Office, N. Capitol between G and H
Sts., N.W., Washington, D.C. 20402United World Films, Inc., 1445 Park Ave., New Y-AK, N.Y.
10029
University Microfilms, 313 N. First St., Ann Arbor, Mich. 48104University of California, Berkeley, Calif. 94720University of Chicago, Chicago, Ill. 60637University of Colorado, Boulder, Colo. 80302University of Michigan, Ann Arbor, Mich. 48103University of Minnesota Press, Minneapolis, Minn. 55455University of Southern California, Los Angeles, Calif. 90007University of the State of New York, State Education Depart-
ment, Albany, N.Y. 12201University of Utah, Salt Lake City, Utah 84112University Publishing Co., 1126 Que St., Lincoln, Nebr. 685011). Van Nostrand Co., Inc., 120 Alexander St., Princeton, N.J.
08541
Victor Adding Machine Co., Business Education Dept., Chi-cago, 111. 60618
Wadsworth Publishing Co., 10 Davis Drive, Belmont, Calif.94002
West Publishing Co., St. Paul, Minn.Westland Printing Co., 1234 West 7th St., Los Angeles, Calif.
90017
John Wiley and Sons, 440 Fourth Ave., New York, N.Y. 10016TlIte0017Vorld Publishing Co., 119 W. 57 St., New York, N.Y.
Yale University Press, 206 Elm St., New Haven, Conn. 06711Ziff-Davis (see A. S. Barnes and Co.)
185
APPENDIX D-Other Instructional and Reference Materiels
The following instructional materials may not have been previously listed under study units. They are listed here to assistteachers in quickly locating materials-texts, references, films, filmstrips, periodicals, guides. directories, and other audio-visualaids-appropriate to the various curricula subject areas.
TEXTS AND REFERENCES
Committee on College Typewriting. College Typewriting-First Year Course. New York: Pitman, 1961.
Dunford, Nelson James. A Handbook for Technical Typists.New York: Gordon and Breach.
Careen, Helen H. Activities Handbook for Business Teachers.New York: McGraw-Hill, 1958.
Grossman, Jack, and Friedman, Sherwood. Handbook for Typ-ists, 2nd ed. New York: Pitman, 1960.
Hossfidd, George L., and Nelson, Julius. Faster Typing. Balti-more: H. M. Rowe Co., 1959.
Reigner, Charles G. Typing for Accuracy, 3th ed. Baltimore:H. M. Rowe Co., 1958.
Reigncr, Charles G., and Rygiel, Walter S. Rowe Typing, 4thed. Baltimore: H. M. Rowe Co., 1958.
Russon, Allen R., and Wanous, S. J. Philosophy and Psychol-ogy of Teaching Typewriting. Cincinnati: South-Western,1960.
Scott, Wesley E.; Hamilton, William J.; and Hertfeld, Arthur.Modern Basic Typewriting, 2nd ed. New York: Pitman, 1962.
Smith, Charles E. Practical Course in Typewriting, 19th ed.New York: Pitman, 1959.
Wanous, S. J. Statistical Typing, 2nd ed. Cincinnati: South-Western, 1956.
Manual Shorthand
Eldridge, Edward H. New Shorthand Dictation Exercises. NewYork: Pitman, 1958.
Fork:ter, Hamden L.; Osborne, Agnes E.; and O'Brien, JamesE. Correlated Dictation and Transcription, Gregg Simpli-fied. Boston: D. C. Heath, 1950.
Gregg, John Robert; Leslie, Louis A.; and Zottbek, Charles E.Gregg Speed Building Simplified. 2nd ed. New York: Mc-Graw-Hill, 1957.
---. Most-Used Shorthand Words and Phrases, Simplified.2nd ed. New York: McGraw-Hill, 1953.
Hosier, Russell; Grubbs, Robert; and Wagoner, G. GreggTranscription for Colleges, Simplified. New York: McGraw-Hill, 1959.
Klein,. Abraham E. Graded Drills in Gregg Shorthand Simpli-fied. New Yc rk: McGraw-Hill, 1951.
Leslie, Louis A.; and Zoubek, Charles E. Dictation for Trans-cription, Diamond Jubilee Series. New York: McGraw-Hill,1963.
---. Graded Transcribing Tests in Gregg Shorthand Simpli-fied, 2nd ed. New York: McGraw-Hill, 1955.
---. Gregg Shorthand Manual Simplified, Functional Meth-od, 2nd ed. New York: McGraw-Hill, 1955.
---. Gregg Transcription Simplified, 2nd ed. New York: Mc-Graw-Hill, 1956.
Leslie, Louis A.; Zoubek, Charles E.; and Hosier, Russell J.Gregg Shorthand Simplified for Colleges, Volume II, 2nd ed.New York: McGraw-Hill, 1958.
Steps to Success in Shorthand, Book I, Combined Edition. NewYork: Pitman, 1947.
Steps to Success in Shorthand, Book I, Longhand Edition. NewYork: Pitman, 1947.
Steps to Success in Shorthand, Book I, Shorthand Edition.New York: Pitman, 1947.
Steps to Success in Shorthand, Book II, Combined Edition.New York: Pitman, 1948.
Steps to Success in Shorthand, Book II, Longhand Edition.New York: Pitman, 1948.
Steps to Success in Shorthand, Book H, Shorthand Edition.New York: Pitman, 1948.
Typewriting
Bell, Mary L. Speed Typing, 3rd ed. Cincinnati: South-West-ern, 1958.
Bowman, Wal'A B. Business Letter Typing. Cincinnati:South-Western, 1957.
186
Secretarial Practices
Becker, Esther R., and Lawrence, Richard L. Success and Satis-faction in Your Office Job. New York: Harper and Co.,1954.
Burke, M. C. The Executive Secretary. Garden City, N.Y.:Doubleday and Co., 1959.
Carney, Marie L. Etiquette in Business. New York: McGraw-Hill, 1948.
Cox, H. L. How To Write a Letter. New York: Sterling Pub-lishing Co., 1966.
MacGibbon, E. G. Fitting Yourself for Business, 4th ed. NewYork: McGraw-Hill, 1949.
---. Manners in Business. New York: McGraw-Hill, 1954.Taintor, Sarah A., and Monro, Kate M. Secretary's Handbook.
New York: Macmillan, 1958.
Office Machines
Keelon, John K. Tested Problems for Calculators and ListingMachines. Englewood Cliffs, N.J.: Prentice-Hall, 1959.
National Office Management Association. Practical Office TimeSavers, Pol. II. New York: McGraw-Hill, 1947.
Richards, William A., and Woodward, Robert, DuplicationDo's and Don'ts. Portland, Oreg.: Allied Publishers, 1959. , _
Straub, Lura Lynn, and Gibsod, E. Dana. Liquid DuplicatingSystems. Dubuque, Iowa: William C. Brown Co., 1960.
Waltz, Loren E. Problems in Office Services. Bloomington,Ind.: Bureau of Business Research, School of Business, Indi-ana University, 1958.
Business Mathematics
Dutton, W. H., and Adams, L. J. Arithmetic for Teachers.Englewood Cliffs, N.J.: Prentice-Hall, 1961.
Kanger, E. M., and Schaaf, W. L. Essentials of Business Arith-metic. Boston: D. C. Heath, 1960.
McMackin, F. J.; Marsh, J. A.; and Baten, C. E. Arithmetic ofBetter Business. Boston: Ginn and Co., 1959.
Mallory, V. S., and others. Commercial Arithmetic. Syracuse,N.Y.: L. W. Singer Co., 1596.
Snyder, L. R. Esiential Business Mathematics, 4th ed. NewYork: McGraw-Hill, 1963.
Fiscal Records
Goodfellow, Raymond C., and Rosenberg, Henry J. Projectsin Clerical Practice, 2nd ed. Cincinnati: South-Western,1957.
Marti, D. B. Income Tax and Social Security Course, 16th ed.Englewood Cliffs, N.J.: Prentice-Hall, 1962.
Wolpert, Saul. Bookkeeping and Accounting: IntroductoryCourse, i th ed. Englewood Cliffs, NJ.: Prentice-Hall, 1960.
Communication and Language Skills(including Business Terminology)
Carey, Clarence B. Business Speller and Vocabulary Builder,2nd ed. New York: Pitman, 1960.
Handy, Ralph S. Business Correspondence in Practice, 3rd ed.New York: Pitman, 1962.
Ingram, Karl Cultan. Talk That Gets Results-Communica-tion: Key to Success and Harmony with Others. New York:McGraw-Hill, 1957.
Keithley, Erwin M. A Manual of Style for the Preparation ofPapers and Reports. Cincinnati: South-Western, 1959.
Mayo, Lucy. Communications Handbook for Secretaries. NewYork: McGraw-Hill, 1958.
Miller, B. M., Editor. Private Secretary's Encyclopedia Diction-ary. Englewood Cliffs, N.J.: Prentice-Hall, 1958.
Nanassy, Louis C., and Selden, William. Business Dictionary.Englewood Cliffs, NJ.: Prentice-Hall, 1960.
Parkhurst, Charles C. Practical Problems in English for Busi-ness, 3rd ed. New York: Pitman, 1962.
Reigner, Charles G. College English for Business, 2nd ed. Bal-timore: H. M. Rowe Co., 1961.
Sheppard, M. Plain l'.etters-The Secret of Successful BusinessWriting. New York: Simon and Schuster, 1960.
Strang, Ruth, and Bracken, Dorothy. Making Better Readers.Boston: D. C. Heath, 1957.
U.S. Government Printing Office. Style Manual. Washington:Superintendent of Documents, U.S. Government PrintingOffice, 1959.
Business Principles and Organization
Aberle, J. W.; Sielaff, T. J.; and Mayer, F. L. General Business
for Today and Tomorrow. Englewood Cliffs, N.J.: Prentice-Hall, 1959.
McNaughton, W. L. Introduction to Business Enterprise. NewYork: John Wiley and Sons, 1960.
Reed, C. A.; Conover, H. H.; and Stearns, R. E. Introductionto Business. Boston: Allyn and Bacon, 1958.
Tonne, H. A.; Simon, S. I.; and McGill, E. C. Business Princ.pies, Organization, and Management. New York: McGraw-Hill, 1958.
Business Data Processing
Many references are listed in U.S. Office of Education publica-tion 0E-86010, Electronic Business Data Processing Peri-pheral Equipment Occupations. Washington: Superintend.ent of Documents, U.S. Government Printing Office, 1964.
Economics and International Trade
Dodd, J. Harvey; Kennedy, John W.; and Olsen, Arthur R.Applied Economics, 6th ed. Cincinnati: South-Western, 1962.
Holt, Sol. Economics and You, 2nd ed. New York: Scribner's,1962.
Packard, Leonard 0.; Overton, Bruce; and Wood, Ben D.Geography of the World. New York: Macmillan, 1959.
Smith, Augustus H. Economics for Our Times, 3rd ed. NewYork: McGraw-Hill, 1959.
Vast Cleef, Eugene, and Finney, John C. Global Geography.Boston: Allyn and Bacon, 1959.
Consumer Education
Scott, Wesley E.; Kirk, John G.; Kane, Fred; and Buckley,Harold B. Everyday Consumer Business. Englewood Cliffs,N.J.: Prentice-Hall, 1959.
Legal
McKinney's Consolidated Laws of New York, Annotated. NewYork: Edward Thompson Co.
Medical
Agnew, Peter L., and Atkinson, Phillip. Medical Office Prac-tice. Cincinnati: South-Western, 1966.
Collin, Kenneth B., and Colwell, Forrest R. The Medical Secre-tmy. New York: Macmillan, 1959.
Frederick, l'ortia M., and Towner, Carol. The Office Assistantin Medical or Dental Practice, 2nd e4 Philadelphia: W. B.Saunders Co., 1961.
Root, Kathleen Berger, and Byers, Edward E. Gregg Text-Tapes for Medical Dictation and Transcription. New York:McGraw-Hill, 1960.
Technical Writing
Weisman, Herman M. Basic Technical Writing. Columbus,Ohio: Charles E. Merrill Books, 1962.
Record Management
%Atmore, Irving. Planning a Records Management Survey.Washington: The American Archivist, April 1955.
187
PERIODICALS, GUIDES, AND DIRECTORIES
It is suggested that the teacher become acquainted with some of the following materials. Their contents are both specificand general, and may be applicable to several areas of business education.
Administrative Management, Geyer-McAllister, 212 Fifth Ave-nue, New York, N.Y. 10010
American Archivist. The Society of American Archivists, TheNational Archives, Washington, D. C. 20408
American Business. 4660 Ravenswood Ave., Chicago, Ill. 60640American Business Education Yearbooks. New York Univer-
sity Bookstore, Washington Sq., New York, N.Y. 10010Audio-Visual Aids for Data Processing System and Automa-
tion. 1963, Data Processing Management Association, 524Busse Highway, Park Ridge, 111. 60068
Automation. A Penton Publication, Penton Building, Cleve-land, Ohio 44013
Balance Sher,. South-Western Publishing Co., Inc., 5101 Madi-son Rd., Cincinnati, Ohio 45227
Business Automation. OA Business Publications, Inc., 288Park Avenue West, Elmhurst, Ill. 60126
Business Education World. McGraw-Hill, 330 W. 42 St., NewYork, N.Y. 10036
Business Management. Management Magazines, Inc., 22 W.Putnam Ave., Greenwich, Conn. 06830
Business Newsmagazine. Alsen Publishing Co., 1445 N. FifthSt., Milwaukee, Wis. 53212
Business Screen. Business Screen Magazine, Inc., 7064 SheridanRd., Chicago, Ill. 60626
Business Teacher. McGraw-Hill, 330 W. 42 St., New York, N.Y.10036
Business Week. McGraw-Hill, 330 W. 42 St., New York, N.Y.10036
Check List of All Available Teaching Aids. Prentice-Hall,Englewood Cliffs, N.J. 07632
Data Processing for Education. American Data Processing,Inc., 2200 Book Tower, Detroit, Mich. 48226
Data Processing for Management. American Data Processing,Inc., 2200 Book Tower, Detroit, Mich., 48226
Data Processing Yearbook. American Data Processing, Inc.,2200 Book Tower, Detroit, Mich., 48226
Directory of Films About Property, Casualty and Surety In-surance. Insurance Information Institute, 110 William St.,New York, N.Y. 10038
Directory of 2660 16mm Film Libraries. U.S. Department OfHealth, Education, and Welfare, Washington, D.C. 20202
Eastern Business Teachers Association Yearbooks. SomersetPress, Somerville, N.J.
Educators Guide to Free Films. Educators Progress Service,Dept. AVG, Randolph, Wis. 53956
Educators Guide to Free Slidefilms. 'Educatins Progress Service,Dept. AVG, Randolph, Wis. 53956
Electronics World. A. S. Barnes, and Co., 11 E. 36 St., NewYork, N.Y. 10016
188
Financial Executive. Financial Executives Institute, 50 W. 44St., New York, N, Y. 10036
International Business Automation. OA Business Publications,Inc., 288 l'ark Avenue West, Elmhurst, Ill. 60126
Journal of Accountancy. American Institute of Certified PublicAccountants, 666 Fifth Ave., New York, N.Y. 10019
Journal of the American Medical Association. American Medi-cal Association, 535 N. Dearborn St., Chicago, Ill. 60610.
Journal of the American Society of Training Directors. Amer-ican Society of Training Directors, 2020 University Ave.,Madison, Wis. 53705
Journal of College Placement. College Placement Council, Inc.,35 E. Elizabeth Ave., Bethlehem, Pa. 18018
Journal of Data Management. Data Management Association,524 Busse Highway, Park Ridge, Ill. 60068
La Revista Gregg. McGraw-Hill, 330 W. 42 St., New York, N.Y.10036
Modern Office Procedures. Industrial Publishing Corp., 812Huron Road, Cleveland, Ohio 44115
Nations Business. U.S. Chamber of Commerce, 1615 H. St.,N.W., Washington, D.C. 20006
Personnel Market Place. Merchandiser Publishing Co., Inc.,417 l'ark Ave. S., New Yolk, N.Y. 10016
Personnel Procedure Mammals, A Research Report from theConference Board. National Industrial Conference Board,Inc., 460 Park Ave., New York, N.Y. 10022
P. I. Instructor. Charm Division, Milady Publishing Corp.,3839 White Plains Rd., Bronx, N.Y. 10467ttmanite. Pitman, 2 W. 45 St., New York, N.Y. 10036
Reproduction Methods for Business and Industry. R. M. Gel-lert-Wolfman Publishing Co., 33 W. 60 St., New York, N.Y.10023
Scientific American. Scientific American, Inc., 415 MadisonAve., New York, N.Y. 10017
Secretaire Magazine. Secretaire Magazine, 11 Rue de Florence,Paris, 8c, France
.Systems. United Business Publications, Inc., 200 Madison Ave.,New York, N.Y. 10016
Today's Secretary. McGraw-Hill, 330 W. 42 St., New York, N.Y.10036
Typewriting News. South-Western, 5101 Madison Rd., Cincin-nati, Ohio 45227
The Typing Teacher. 3200 Southgreen Rd., Baltimore, Md.21207
Visual Aids for Business and Economic Education, rev. 1961.(Monograph 92). South-Western Publishing Co., Inc., 5101Madison Rd., Cincinnati, Ohio 45227
Visual :lids and Reading References on Business Careers,(Monograph 8-1). South-Western Publishing Co., Inc., 5101Madison Rd., Cincinnati, Ohio 45227
NOTE: The follow:ng abbreviations
BW-Black and White. MP-Motion Picture.Col -Color. Si -Silent.FS -Filmstrip. So -Sound.Min.-Running time in minutes.
Accounting and Calculating Machines. MP-So-BW-12Teaching Aids Exchange.
Accounting Cycle Director Ledger Enby, The. FS-Si. BusinessEducation Films.
Accounting Series. 11 FS-Si-BW. McGraw-Hill.As Others See Us. M1'-So-BW-10 min. British Information
Service.Automatic Computers. MP-So-Col-16 min. International Busi-
ness Machines Corp.Automation. A CBS NEWS "See It Now" Production. MP-
So-BW-84 min. McGraw-Hill.Banks and Credit. MP-So-BW -10 min. Coronet Instructional
Films.Base and Place. MP-So-BW -30 min. University of Colorado.Basic Typing-Machine Operation. MP-So-111V-30
United World Films, Inc.Beauty of It, The. FS-So-Col-30 min. Burroughs Corp.Better Choice of Words. MP-So-BW/Col-II min. Coronet In-
structional Films.Better Typing at Your Fingertips. MP-So-Col-30 min. Modern
Talking Picture Service.Bookkeeping and Accounting. MP-So-MY-11 min. Carl F.
Mahnke Productions.Bookkeeping and Accounting Errors. FS-Si-BW. Business
Education Films.Bookkeeping and You. MP-So-Col/B1V-11 min. Coronet In-
structional Films.Bookkeeping Cycle, The. FS-Si. Society for Visual Education,
Inc.Bookkeeping Series. 6 FS- Si -BW. McGraw-Hill.Build Your Vocabulary. MP-So-Col/BW-10 main. Coronet In-
structional Films.Building Typing Skills. MP-So-Col/ BIV-11 min. Coronet
Instructional Films.Business Education Series. 6 FS-Si-Col. McGraw -Hill.Business Etiquette Series, I 1 FS-Si-BW. McGraw-Hill.By the Numbers. MP-So-Col-16 min. International Business
Machines Corp.Can You Read Gregg. MP-So-BW-19 min. Teaching Aids
Exchange.Cards That Count, The. MP-So-Col-15 min. International
Business Machines Corp.Consumer Protection. MP-So-BW-If min. Coronet Instruc-
tional Films.
Controlling Accounts. FS-Si-BW. Business Education Films.Correct Telephone Usage. MP-So-BW -19 min. Business Edu-
cation Films.Cost That Make Sense. MP-So-Col-15 min. International
Business Machines Corp.Data Processing for Hospitals. MP-So-Col-16 min. Interna-
tional Business Machines Corp.Data Processing for the Wholesale Drug Industry. FS-So-Col.
International Business Machines Corp.
FILMS AND FILMSTRIPS
are used in film and filmstrip descriptions.
Distribution Accounting. FS-So-Col. International BusinessMachines Corp.
Do You Know Your Typewriter? FS-Si-BW. Society for VisualEducation, Inc.
Donald in Mathmagic Land. MP-So-Col-28 min. University ofMichigan.
Duties of a Secretary. FS-So-Col. Business Education Divi-sion, Underwood Corp.
Effective Listening. MP-So-BW -15 min. McGraw-Hill.Eight Parts of a Business Letter. MP-So-Col/BW-11 min.
Business Education Films.Electric Typing Time. MP-So-Col-20 min. International
Business Machines Corp.Filing Procedures in Business. MP-So-Col/BW-11 min. Coro-
net Instructional Films.Flow Process Chart, The. MP-So-Col-15 min. City College of
New York.Flow Process Chart and How To Use It. MP-So-Col-15 min.
University of Michigan.Fundamentals of English Series. 6 FS-Si-Col. McGraw-Hill.General Mathematics-Business Mathematics Course. 25 FS-
Si-BW. (Teacher Manual) Educational DevelopmentalLaboratories.
Grammar: Verbs and Ways JVe Use Them. MP-So-Col/BW-11 min. Coronet Instructional Films.
Gregg Shorthand Beginning Course. FS-Si-Col/BW. Educa-tional Developmental Laboratories.
Gregg Typewriting Series. Set I and Set II. 14 FS-So-12 min.per filmstrip. McGraw-Hill.
Hospital Accounting. FS-So-Col. International Business Ma-chines Corp.
How To Balance Accounts. FS-Si-BW. Business EducationFilms.
How To Be Well Groomed. MP-So-Col/BW-10 min. CoronetInstructional Films.
How To Keep a Job. MP-So-Col-11 min. Coronet Instruc-tional Films.
How To Use Consumer Credit Wisely. FS-Si-BW-1 19 frames.Ioney Management Institute, Household Finance Corp.
Human Relations in Supervision. 24 FS-So-6 min. per film-strip. McGraw-Hill.
I Want to Be A Secretary. MP-So-Col/BW-43 min. CoronetInstructional Films.
information Machine, The. MP-So-Col-10 min. InternationalBusiness Machines Corp.
Installment Buying. M1'-So-BW-11 min. Coronet Instruc-tional Films.
Interest-60 Day 6% Method-Parts I and II. FS-Si-111V. Busi-ness Education Films.
Introduction to Accounting. MP- So- BSS' -15 in in. BusinessEducation Films.
Is There Communication When You Speak? MP-So-Col/11W-D' min. McGraw-Hill.
It Must Be Somewhere. M P-So-BW-30 min, Remington-Rand,Division of Sperry-Rand Corp.
Journey for Miss James. MP-So-Col-6 min. National Secre-taries Association.
Know Your Typewriter. MP-So-CA)1/ BW-11 min. Coronet In-structional Films.
189
Littlest Giant, The. MP-So-BW-14 'Ma. Association Films,Inc.
Look It Up! (Dictionary Habits.) MP-So-Col/BW-11 min.Coronet Instructional Films.
Machine Transcription-Machine Operations. MP-So-BW-15min. United World Films.
Magic Window-Principles of Punched Card Accounting, The.FS-So-Col. International Business Machines Corp.
Man-Machine Charts. MP-So-BW-22 min. State Universityof Iowa.
Manner of speaking, A. MP-So-Col/BW-28 min. IndianaBell Telegilone Co.
Meaning of Percentages. MP-So-BW -10 min. Business Educa-tion Films.
Message to No One, A. MP-So-Col-25 min. Champion Paper
and Fiber Co.Methods Analysis. MP-So-BW-10 min. McGraw-Hill.Mimeograph Techniques. MP -So-l5 min. Bailey F.s. s.Modern Business Machines. MP-So-20 min. Teaching this
Exchange.More Than Words. MP-So-Col/BW-14 min. Henry Straus and
Co.Office Courtesy-Meeting the Public. MP- So- Col /BW-12 min.
Encyclopaedia Britannica Films, Inc.Office Etiquette. MP-So-15 min. Encyclopaedia Britannica
Films, Inc.Office Supervisor's Problems. Six 8 min. films with discussion
leader's manual. MP-So-Col/BW. McGraw-Hill.Office Supervisor's Problems Series, The. 6 MP-So-Col. Mc-
Graw-Hill.Office Teamwork. MP-So-Col/BW-12 min. Encyclopaedia
Britannica Films, Inc.Pay to the Order of. MP-So-10 min. Public Relations Council,
American Bankers Association.Percents and Percentage Series. FS-So-Col/BW. Society for
Visual Education, Inc.Personal Financial Planning. MP-So-Col-11 min. Association
Films, Inc.Personal Qualities to Job Success. MP-So-11 min. Coronet In-
structional Films.Polish Up Your Personality. FS-Si-Col. Society for Visual Edu-
cation, Inc.Posting-One Journal, One Ledger. FS-Si. Business Education
Films.Principles of Electronic Data Processing. FS-So-Col. Interna-
tional Business Machines Corp.Process Charts. MP-So-BW-16 min. State University of Iowa.Production 5118. MP-So-Col-28 min. Champion Paper Co.Retail Accounts Receivable. FS-So-Col. International Business
Machines Corp.Say What You Mean. MP-So-Col-20 min. McGraw-Hill.Secretarial Etiquette. FS-Si. Business Education Films.Secretarial Training Series. 12 FS-So. McGraw-Hill.
Secretary: A Normal Day, The. MP-So-Col-20 min. BusinessEducation Films.
Secretary as a Receptionist. FS-Si. McGraw-Hill.Secretary Taking Dictation, The. MP-So-Col/BW-10 min.
Coronet Instructional Films.Secretary Transcribing, The. MP-So-Col/BW-10 min. Coronet
Instructional Films.Shortcuts in Typing. MP-So-30 min. Educators Progress Serv-
ice.Small World of John J. Pennyfeather, The. MP-So-Col-50
min. Employers Mutual of Wausau.Sound Business. FS-So-BW. Continental Illinois National
Bank and Trust Co.Super Secretary, The. 2 FS-So-20 min. National Foreman's
Institute, Inc.Supervisory Problems in the Office. 12 FS-So-8.11 min. per
filmstrip. McGraw-Hill.Systems Analysis. FS-So-Col-13 min. Standard Rtgister Co.Take a Letter, Miss Brown. MP-So-Col-23 min. Stenotype Co.Ten-Key Touch Training Course. 25 FS-Si-BW. (Operators
and instructor manuals) Educational Developmental Lab-oratories.
Then and Now. MP-So-Col-12 min. Univac Division of Sperry-Rand Corp.
Thinking Machine, The. MP-So-BW-54 min. AssociationFilms.
"Thinking" Machines. MP-So-Col-20 min. University of Cali-fornia.
This Business of Numbers. FS-So-Col-20 min. RemingtonRand Division of Sperry-Rand Corp.
This Business of Numbers. FS-So-Col-20 min. Univac Divisionof Sperry-Rand Corp.
Tips on Typing. MP -So-21 min. Underwood Corp.Tricks of the Trade for Typists. MP-Si-I5 min. Teaching Aids
Exchange.Typing-Keyboard Introduction Course, 2nd ed. 10 FS-Si-BW.
(Student and teacher manuals) Educational DevelopmentalLaboratories.
Typing-Skill Development Course. 25 FS-Si-BW. (Studentand teacher manuals) Educational Developmental Labora-tories.
UNA and the UNIVAC. FS-So-Col-16 min. Univac Divisionof Sperry-Rand Corp.
What Is a Corporation? MP-So-Col/BW-11 min. Coronet In-structional Films.
What Is EDP? MP-So-Col-13 min. International BusinessMachines Corp.
Why Punctuate! MP-So-11 min. McGraw-Hill.Why Use of Credit! MP-So-Col-11 min. Association Films, Inc.Writing Better Business Letters. MP-So-Col/BW-10 min.
Coronet Instructional Films.Your Telltale Voice. MP-So-Col-18 min. Bell Telephone Co.You're on the Team. MP-So-Col-20 min. Eastman Kodak Co.
ADDITIONAL INSTRUCTIONAL MATERIALSAP
Bookkeeping Transparencies. (8" x 10" for overhead projec-
tor) South-Western.Bookkeeping Wall Charts. (48" x 52", 3 colors) George F.
Cram Co., Inc.Cartoons. (81/4" x 10" for typing) National Association of
Secondary School Principals.
Audio-Visual Aids. (Annual catalog of films in data process.ing.) Data l'rocessing Management Association.
Automation Dictionary (Booklet). Minneapolis-Honeywell
Regulator Co., Industrial Division.Bookkeeping Procedure Visualized. (211/2" x 271/2" chart,
B/W) National Blank Book Co.
190
Carte )ns. (81/2" x 11") Ohio Typewriter Service.Ca..toons. (8" x 10", 11/W for bookkeeping) Special Teaching
Aids.Case of the New, New Ribbon, The. (30" x 40" poster, Col)
Poster Visual Aids.Dictation Discs. Dictation Disc Co.Facts for Math. (Teacher's reference) Automobile Manufac-
turers Association.Filing Simplified. (17" x 22", Col) Smead Manufacturing Co.Good Posture Charts. (11" x 17", Col) Adjusto Equipment Co,Gregg Typing Picture-PostersLetter Style Series. McGraw-
Hill.Gregg Typing RecordsKeyboard Series- 13o. .s 1-4 inclu-
sive. McGraw-Hill.Keyboard Wall Chart. Education Research Committee.Learn Your Legal Terms. Kerlin Graphics Co.Making a Good Impression on Your Master. Addressograph
Multigraph Corp.Motivation Chart for Shorthand. (22" x 32", Col) Teaching
Aids Exchange.Office Etiquette. Ladies Home Journal.Office Experience-Typewriters. (Demonstration Kit, 40 mins.)
Underwood Corp.Production Typewriting, Monograph 97. (For teachers) South-
Western.
Shorthand by Sound. (Record series) Sound Education.Shorthand Cartoons (8" x 10", B/W) Special Teaching Aids.Social Security Charts. (Kits, 32" x 44" charts, teacher pam-
phlets) Internal Revenue Service.Successful Secretary, The. (Booklet) . Royal McBee Coat).Table Manners. Ladies Home Journal,Teletrainer Equipment and Materials. Bell Telephone Co.Typewriter Keyboard Chart. (23/4" x 13") E. D. Crim Publica-
tions.Typewriter Keyboard Chart. (213/8" x 13") E. D. Crim Pub-
lications.Typewriter Keyboard Test. R. C. Allen Business Machines,
Inc.Typewriter Kit No. 1. (Posters, Col) Educational Supplies and
Services.Typewriter Placement Tests. (For teachers) South-Western.Typeu,-;ting Rhythm RecordsProgressive Speed Series. Mc-
Graw-Hill.Typing Cartoons. (81/2" x 11", red and black) Poster Visual
Aids.Typing Habits, Ugh! (8" x 10") Poster Visual Aids.f.";,ingo. (Typing game) Russell W. Kraning.What Every Typist Should Know About Copies in Office
Work. (Speed and accuracy tests) Ditto, Inc.Your First Year of Teaching. Monograph 103. (For teachers)
South-Western.
* U.S. GOVERNMENT mums OFFICE NV 0-311411
191