University of Dayton University of Dayton
eCommons eCommons
Graduate Theses and Dissertations Theses and Dissertations
1988
A comparison of typing, shorthand, and secretarial skills required A comparison of typing, shorthand, and secretarial skills required
by business with skills taught in high schools by business with skills taught in high schools
Patricia Mary Lilley Goulait
University of Dayton
Follow this and additional works at: https://ecommons.udayton.edu/graduate_theses
Recommended Citation Recommended Citation
Goulait, Patricia Mary Lilley, "A comparison of typing, shorthand, and secretarial skills required by
business with skills taught in high schools" (1988).
Graduate Theses and Dissertations
. 2962.
https://ecommons.udayton.edu/graduate_theses/2962
This Thesis is brought to you for free and open access by the Theses and Dissertations at eCommons. It has been
accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of eCommons. For
more information, please contact [email protected], [email protected].
A
COMPARISON
OF
TYPING,
SHORTHAND,
AND
SECRETARIAL
SKILLS
REQUIRED
BY
BUSINESS
WITH
SKILLS
TAUGHT
IN
HIGH
SCHOOLS
MASTER'S
PROJECT
Submitted
to
the
School
of
Education
i
University
of
Dayton,
in
Partial
Fulfillment
of
the
Requirements
of
the
Degree
Master
of
Science
in
Teaching
by
Patricia
M.
Goulait
The
School
of
Education
UNVIVERSITY
OF
DAYTON
Dayton,
Ohio
June,
1988
Approved
by:
Of
fic
Li
83
08136.
TABLE
OF
CONTENTS
List
of
Figures.
. « «
«©
©
«©
«©
©
©
©
«©
«
Acknowledgements
. . .
2.
«
«©
©
©
© © ©
©
©
Chapter.
2. 2.
2
2 ©
©
©
©
©
©
©
© © ©
we ew
I.
Introduction
....
Problem.
....e-.
Hypothesis
....
.
Significance
of
Study
.
e
«
© e
°
ee
e
e
oo
8
e@
°
oo
© @
.
e
e
¢@
ee
oe
e
«@
°
oo
e @
e
ee
e
II.
Review
of
Literature
...
Shorthand.
....
Key
boarding
and
Typewriting
Other
Secretarial
Skills
.
III.
Research
Procedures...
..
«©
© © «
«.
IV.
Findings
.
Newspaper.
Schools.
.
Agency
..
Company.
.
oo «©
@
@ e
ee e« e#
@#
@
*
28
®
@
@
ee
©
@
@
ee
@
8
@
ee
e
@¢
.
«eo
«© ee
»
@
oo
eee
.
eo
0e«
@
@ @
«
«© @e e@ rY
oo
e@
@
@ e
*
@ 8 @ e
ee
@
e
V.
Summary,
Conclusions,
Recommendations
Summary.
.
2. «©
« «
©
«
© © ©
©
© © «
Conclusions
. .
.
«
«
«6
«
©
«©
© © ©
Recommendations
.
.
2.
.«
©
«
«© «©
« «
«
VI.
Appendices
. . .
«
«©
©
©
©
©
©
© w
«
Bibliography
.
..
2
«
«
«©
«©
© « « @
«
LIST
OF
FIGURES
FIGURE
Page
1
Typing
Speeds
Required/Newspaper
Survey
....
18
2
Rank
of
Other
Skills/Newspaper
Survey
.....
20
3
Findings:
School
Survey
........4.2.-
23
4
Findings:
Agency
Survey
....
56
6
6 ©
«©
+
«
25
5
Findings:
Company
Survey...
2...
«eee
-
28
iv
ACKNOWLEDGEMENTS
I
would
like
to
thank
my
advisor,
Mrs.
Susan
Durnbaugh,
for
her
assistance
and
my
family
for
their
patience
and
understanding
throughout
this
project.
CHAPTER
I
Introduction
Problem.
Proliferation
of
computer
technology
in
business
has
resulted
in
questions
concerning
those
skills
currently
taught
in
high
school
business
classes.
Is
it
possible
that
.
schools
are
“behind
the
times"
in
meeting
employment
opportunities
in
business?
Many
companies
are
using
computers
and
word
processors.
Employees
using
this
equipment,
who
received
their
training
in
high
school,
often
do
not
possess
keyboarding
skills.
Keyboarding
skills
would
enhance
their
ability
to
operate
this
equipment
more
efficiently.
Hypothesis,
Instruction
of
typing
and
shorthand
in
high
school
classes
should
be
modified
to
adjust
to
the
declining
use
of
shorthand
and
the
significant
increase
in
use
of
keyboarding
as
a
result
of
the
proliferation
of
computers,
measured
by
survey
of
business
needs
compared
to
a
survey
of
what
high
schools
are
offering.
Significance
of
the
Study.
The
study
will
provide
direction
for
teaching
typing,
shorthand,
and
other
secretarial
skills
in
high
school
classes
based
on
the
requirements
determined
by
businesses
in
the
community,
with
the
assumption
that
the
companies
surveyed
are
representative
of
a
normally
distributed
group.
1
According
to
the
Bureau-of
Labor
Statistics,
the
secretarial
profession
is
the
largest
and
fastest
growing
career
field
in
the
nation
and
leads
all
other
occupational
groups
in
number
of
job
openings.
The
Bureau
estimated
that
the
80's will
need
50
percent
more
secretaries
to
fill
growing
needs.
Schindler
(1985)
and
Schimmel
(1984)
cite
Bureau
of
Labor
Statistics
reports
that
indicate
approximately
3.6
million
secretarial
positions
exist
and
are
projected
to
increase
to
about
5.2
million
by
1990.
There
is
a
shortage
of
qualified
secretaries
(Braykovich,
1987;
Schimmel,
1985;
Schindler,
1984)
and
the
call
is
for
better
trained
secretaries
with
specialized
skills
like
shorthand
and
word
processing
(Knosp
and
Holmquist,
1986).
The
Occupational
Outlook
Handbook
agrees
that
secretaries
will
have
a
large
number
of
jobs
available
to
them
throughout
the
mid
1990's
(Hoyt,
1985)
and
Hart
(1985)
predicted
that
with
increased
need
for
secretarial
skills
there
will
be
a
shortage
of
secretaries.
The
Bureau
of
Labor
Statistics
reports
that
approximately
20
percent
of
all
secretarial
openings
"go
begging"
(Schindler,
1984).
Another
Bureau
of
Labor
Statistics
report
indicates
that
of
forty
occupations
with
the
largest
growth,
secretaries
rank
number
three,
general
office
clerks
rank
number
four,
clerical
supervisors
rank
number
thirty,
and
typists
rank
number
thirty-five.
Secretaries
rank
number
one
as
far
as
the
largest
number
of
workers
utilizing
vocational
education
and
training
in
high
school
programs
(Hoyt,
1985).
This
study
will
attempt
to
determine
whether
high
school
business
education
classes
are
properly
preparing
students
for
employment
in
business.
With
the
introduction
of
computers
in
industry,
many
companies
find
that
it
is
to
their
advantage
to
have
their
employees
complete
a
basic
keyboarding
course.
In
this
high
technology,
electronic
age,
the
most
common
component
of
many
pieces
of
equipment
is
an
electronic
keyboard
or
keypad.
This
keyboard
is
found
on
equipment
ranging
from
word
processors
to
computers,
from
video
games
to
microcomputers,
and
from
equipment
used
in
highly
integrated
office
systems
of
a
variety
of
kinds
to
less
sophisticated
systems
(Erickson,
1983).
Computer
keyboards
are
used
by
everyone
from
elementary
students
to
the
business
executive.
More
than
ever,
keyboards
are
used
at
all
levels
of
employment
and
used
more
frequently
in
schools
(Jurist,
1985).
Gitlen
(1984)
agreed
that
everyone
can
use
typing
skills--the
computer
with
its
typewriter-like
keyboard,
is
found
in
almost
every
segment
of
the
business
and
professional
world.
Many
managers
use
personal
computers
and
the
majority
of
them
have
no
previous
keyboarding
instruction.
Keyboarding
is
a
communication
skill
needed
by
all
who
will
work
in
the
automated
office
(Spring,
1986).
Students
who
do
not
know
the
keyboard
will
not
be
able
to
make
maximum
use
of
the
computer's
speed
(Gitlen,
1984).
Business
educators
should
look
at
initiating
instruction
at
all
levels
as
a
challenge
(Rigby,
1983).
Keyboarding
is
an
essential
skill
for
all
business
personnel
(Gaskell,
1986;
Holmes,
1987;
Hart
1985)
and
at
all
levels
of
employment
(Loughran,
1986).
White
and
Quesenberry
(1987)
predicted
that
every
office
employee
will
operate
a
keyboard
daily.
"There
is
scarcely
a
workplace...that
is
not
affected
by
a
keyboard,
word
processor
or
computer"
(Holmes,
1987,
p.
4).
More
and
more
often,
typing
skills
are
being
associated
with
students--both
boys
and
girls.
The
computer
has
also
begun
to
change
the
mix
of
adults
who
type.
Whereas
once
few
high-achieving
women
and
even
fewer
men
would
be
caught
dead
in
front
of
a
keyboard,
now
many
businesspeople
are
finding
the
skill
essential
if
they
are
to
take
full
advantage
of
computers...the
vast
majority
of
businesspeople
may
soon
find
that
typing
has
become
a
business
skill
that
is
as
basic
as
writing
a
memo
(Brady,
1984).
Keyboarding
skills
would
increase
the
efficiency
of
those
using
computers.
The
"hunt
and
peck"
method
of
input
is
slow,
frustrating,
and
inaccurate,
and
causes
unnecessary
expense.
Typewriting
and
keyboarding
are
similar
to
the
extent
that
the
basic
keyboard
to
be
learned
is
the
same
for
both
and
both
need
to
be
operated
by
the
touch
system
(Erickson,
1983).
Keyboarding
is
basic
"touch
typing"
or
inputting
skills
(knowing
where
the
keys
are
without
looking)
on
an
electronic
keyboard.
This
usually
includes
alphabetic,
numeric
and
symbol
keys,
and
sometimes
includes
a
10-key
pad.
Jurist
(1985)
stated
that
in
keyboarding,
skill
transition
can
be
emphasized,
and
that
keyboarding
can
be
taught
earlier
than
typing
and
has
wider
applications
than
typing.
Traditional
typewriting
courses,
on
the
other
hand,
teach
keyboarding
but
are
designed
to
equip
students
with
production
skills
for
entry
level
positions,
i.e.,
knowing
how
to
use
different
letter
styles,
how
to
type
tables,
memos,
and
manuscripts
(Rigby,
1983).
A
complete
typing
course
includes
formats
for
letters,
manuscripts,
and
correct
spacing
and
punctuation
(Gitlen,
1984).
Loughran
(1986)
agreed
that
keyboarding
alone
would
not
adequately
prepare
the
vocational
student
for
employment.
CHAPTER
II
Review
of
Literature
According
to
recent
articles,
many
questions
are
being
raised
about
content
in
keyboarding
and
typewriting
classes.
Should
typing
classes
include
basic
skills
like
composing,
organization,
vocational
spelling,
grammar,
computer
technology,
or
word
processing?
Should typing
classes
incorporate
life
skills?
Should
keyboarding
be
taught
separately,
or
in
Typing
I
or
both
ways?
Should
there
be
a
special
section
of
typing
for
college
prep
students?
Should
keyboarding
be
taught
at
a
younger
age,
so
that
children
using
computers
at
home
and
in
elementary
schools
do
not
learn
bad
habits
that
are
hard
to
break?
If
so,
what
equipment
is
best
for
children?
Who
should
teach
the
elementary
student--the
elementary
teacher
or
a
business
teacher?
Where
should
the
class
be
taught?
What
materials
are
appropriate
for
elementary-age
students?
What
is
the
proper
length
of
the
course?
What
level
of
skill
is
desired?
(Loughran,
1986).
At
all
levels,
there
are
questions
as
to
how
much
time
and
instruction
is
needed,
and
whether
keyboarding
should
be
taught
on
a
typewriter,
word
processor,
personal
computer,
or
microcomputer
(Jurist,
1985).
Another
question
raised
is
which
keyboard
should
be
used.
The
most
common
keyboard
is
called
"QWERTY"
named
after
the
top
row
of
keys.
It
requires
unbalanced
hand
motion.
Only
two
of
the
most
often
used
letters
are
in
the
“home
row."
A
single
6
finger
must
often
type
successive
letters.
Kolb
(1984)
called
it
“anti
engineering"
to
prevent jamming
of
keys--a
problem
we
no
longer
have
because
we
use
daisy
wheels.
The
Dvorak
keyboard
is
designed
with
frequently
used
vowels
on
the
left
and
consonants
on
the
right,
with
70
percent
of
the
typing
occurring
in
the
home
row.
Many
computers
are
adaptable
to
teach
the
Dvorak
method,
which
is
more
efficient
by
design.
Should
software
programs
be
used
to
teach
keyboarding,
and
if
so,
which
ones?
What
factors
need
to
be
considered
when
selecting
software?
How
should
software
packages
be
evaluated?
Should
basic
typewriting
mechanics
such
as
centering
and
correcting
still
be
taught
now
that
many
typewriters
can
do
this
automatically?
An
NBEA
(National
Business
Education
Association)
survey
says
that
73
percent
of
companies
responding
to
their
survey
have
non-correcting
typewriters
(Hart,
1985),
indicating
a
reason
to
continue
to
teach
typewriter
mechanics.
All
of
these
questions
cannot
be
addressed
within
the
scope
of
this
research,
therefore
the
study
will
focus
on
the
level
and
content
of
typing
and
shorthand
classes
offered
in
high
schools
compared
to
those
skills
assessed
as
critical
to
employment
in
business
to
see
whether
the
skills
offered
match
business
requirements,
in
relation
to
the
changes
brought
about
through
the
proliferation
of
computers.
In
addition,
it
will
be
necessary
to
take
a
brief
look
at.
word
processing,
computer,
and
other
business
classes offered
in
high
schools.
Shorthand.
Englund
(1986)
wrote
that
the
majority
of
written
communication
is
originated
by
drafting
in
longhand,
to
be
typed
by
a
secretary.
Next
is
machine
dictation,
machine
transcribed
and
typed
by
a
secretary/word
processor.
Next
is
dictation
to
a
shorthand
writing
secretary,
to
be
transcribed
and
typed.
Predictions
that
the
introduction
of
the
transcribing
machine
would
make
the
use
of
shorthand
obsolete
did
not
materialize.
Lorton
(1987)
argued
that
shorthand
skills
are
highly
compatible
with
automated
equipment.
Even
word
processors,
which
can
free
a
secretary
from
many
routine
tasks,
do
not
appear
to
have
replaced
shorthand.
Schimmel
(1985)
claimed
that
employers
are
hiring
secretaries
without
shorthand
because
there
are
not
enough
well-qualified
secretaries
being
trained
with
shorthand
skills.
There
is
a
misconception
that
abstract
symbols
and
nothing
else
constitutes
shorthand,
probably
because
one
symbolic
system
has
been
dominant.
However,
there
are
other
symbolic
systems
and
several
alphabetic
systems
(Schindler,
1984).
Shorthand
can
be
used
in
a
variety
of
advantageous
ways:
taking
phone
messages,
composing
memos
and
first
drafts,
taking
minutes
of
meetings,
recording
instructions
(Schimmel,
1985)
while
maintaining
confidentiality
(Schindler,
1984).
All
that
is
needed
is
pencil
and
paper,
which
can
be
taken
anywhere.
Schindier
(1984)
saw
the
main
advantage
of
using
shorthand
dictation
over
machine
transcription
or
writing
letters
out
in
longhand
is
that
it
is
more
time
efficient.
Groneman
(1987)
argued
the
opposite.
Schindler
(1984)
claimed
that
secretaries
with
shorthand
skills
are
more
competent,
better
able
to
compose,
and
have
increased
language
arts
skills
because
they
have
more
training
in
these
areas.
In
concurrence,
Knosp
and
Holmquist
(1986)
contend
that
secretaries
trained
in
shorthand
are
more
proficient
in
grammar,
punctuation,
spelling,
and
vocabulary.
Englund
(1986)
agreed
that
both
learning
skills
(reading,
writing,
and
listening)
and
language
skills
(spelling,
grammar)
are
reinforced.
Schimmel
(1985)
and
Schindler
(1984)
both
suggested
that
the
necessity
for
high
speed
in
taking
shorthand
dictation
has
decreased
and
correct
transcription
skills
along
with
decision
making
is
being
emphasized.
They
both
agreed
that
there
is
a
need
for
strong
keyboarding
and
communication
skills
along
with
shorthand.
Secretaries
with
shorthand
may
have
a
slight
professional
advantage,
i.e.,
higher
starting
salary
and
possibly
an
advantage
in
gaining
employment,
although
Groneman
(1984)
stated
that
using
shorthand
as
a
screening
device
is
illegal
because
employment
tests
must
be
valid.
A
survey
conducted
by
The
Secretary
showed
that
23.2
percent
of
the
responding
companies
required
shorthand
and
that
the
ability
to
take
shorthand
seemed
to
aid
prospective
employees
in
obtaining
better
jobs
and
salaries
(Knosp
and
Holmquist,
1986).
Englund
(1986)
wrote
that
those
who
prefer
face-to-face
dictation
reportedly
will
pay
a
higher
salary
for
a
secretary
with
shorthand,
regardless
of
the
system
used.
Shorthand
is
seen
as
a
“dying
art"
by
many
business
people
and
students,
yet
for
that
very
reason
shorthand
skills
are
in
demand
(Braykovich,
1987).
Schindler
(1984)
attributed
the
declining
enrollment
in
shorthand
to
the
high
attrition
rate
and the
extended
time
(two
years)
it
takes
to
learn
with
an
acceptable
degree
of
skill.
Knosp
and
Holmquist
(1986)
attributed
declining
enrollment
to
lack
of
interest
and
lack
of
qualified
instructors.
Many high
schools
have
eliminated
the
second
year
of
symbolic
shorthand
instruction
and
are
moving
toward
a
one
year
alphabetic
program.
Knosp
and
Holmquist
(1986)
contend
that
shorthand
is
still
a
viable
skill
but
see
a
need
to
revamp
it
and
recommend
alternative
shorthand
systems,
such
as
an
alphabetic
system
which
is
easier
to
learn.
Goldstein
(1988)
believed
that
the
advantage
of
an
alphabetic
system
is
that
in
one
year
of
instruction
you
can
attain
the
same
speed
you
would
attain
in
two
years
of
symbolic
shorthand.
A
survey
conducted
by
The
Secretary
reported
a
slightly
smaller
percentage
of
newspaper
ads
are
calling
for
shorthand
skills.
Executive
secretary
ads
mention
shorthand
most
frequently
(Knosp
and
Holmquist,
1986).
Englund
(1986)
further
reported
that
few
ads
gave
speed
requirements
and
concluded
that
it
was
possibly
due
to
the
difficulty
in
finding
secretaries
with
shorthand.
.
Deborah
Meyer,
ina
study
in
1986,
reported
that
80
percent
of
the
companies
she
surveyed
in
the
Cincinnati
area
said
that
there
were
fewer
applicants
with
shorthand
skills.
She
found
that
56
percent
of
the
companies
she
questioned
responded
that
if
they
asked
for
shorthand
for
a
particular
position
it
would
be
used
in
the
position.
She
found
that
95
percent
of
those.companies
ll
had
at
least
one
employee
using
shorthand
and
38
percent
said
shorthand
gave
those
employees
a
better chance
for
advancement.
Of
those
companies
surveyed,
71
percent
said
they
also
use
some
means
of
mechanical
transcription,
and
75
percent thought
that
shorthand
would
not
become
obsolete,
but
that
its
use
was
changing
from
dictation
to
more
for
phone
messages
and
meeting
minutes.
Keyboarding
and
Typewriting.
Schindler
(1984)
believed
keyboarding
skills
have
impacted
entry
level
employment
skills
required
by
employers.
Hinson
and
Dickey
(1984)
suggested
that
in
preparing
students
for
employment
we
must
recognize
the
diversity
of
the
jobs
requiring
keyboarding--typists,
data
processors,
word
processors.
To
achieve
diverse
objectives
they
suggested
a
mixture
of
conventional
and
memory
typewriters,
keyboard
terminals,
and
microcomputers,
with
students rotating
between
them.
They
claimed
that
students
can
learn
the
keyboard
as
thoroughly
and
rapidly
with
a
terminal
keyboard
as
with
a
typewriter
keyboard.
Wallace
(1981)
predicted
that
CRT's
and
microcomputers
will
replace
the
conventional
typewriter
in
the
classroom,
saying
that
they
are
reality
oriented
and
provide
for
multiple
uses
(including
individualized
learning),
and
that
they
are
cost
justified.
Hinson
and
Dickey
(1984)
added
that
it is
cost
justified
only
if
all
typewriters
are
replaced
at
once.
Rigby
(1983)
said
"there
is
a
difference
between
a
keyboarding
course
and
the
traditional
typewriting
course.
Demand
for
traditional
typing
courses
will
continue...however
12
with
the
introduction
of
microcomputers...those
who
do
not
need
vocational
typing
skills
must
develop
basic
keyboarding
skills
so
they
can
use
the
computers
more
efficiently"
(p.
13).
Rigby
recommended
that
a
keyboarding
course
be
required
for
all
students.
There
is
increasing
interest
in
developing
a
keyboarding
course
at
the
elementary
school
level
because
families
are
purchasing
home
computers
where
children
use
them
and
because
students
in
elementary
schools
are
using
them
in
the
classroom.
There
is
a
concern
that
students
will
develop
bad
habits
that
will
be
difficult
to
correct
later
(Rigby,
1983;
Dickey-Olson,
1982;
Stewart
and
Jones,
1983).
Traditional
methods
require
students
to
keep
eyes
on
copy
and
not
strike
over
mistakes,
whereas,
on
a
computer
the
student
must
look
at
the
screen
and
backspace
to
correct.
Electronic
typewriters
with
built
in
correction
also
require
backspacing
to
correct.
Other
Secretarial
Skills.
Other
suggestions
made
regarding
preparation
of
students
for
entry
level
secretarial
jobs
include
use
of
simulations,
typing
from
rough
drafts,
stressing
proofreading,
and
teaching
composing
(think
and
keyboard
simultaneously).
Hart
(1985),
Stocker
(1981),
Hoyt
(1985),
and
Moon
and
Weaver
(1984)
all
included
a
command
of
language
arts
skills--spelling,
grammar,
capitalization,
punctuation,
etc.,
as
necessary.
Stocker,
(1981)
included
production
ability,
and
Hart
(1985)
identified
working
cooperatively,
good
telephone
skills,
secretarial
procedures,
and
word
processing.
Moon
and
Weaver
(1984)
stressed
good
judgment,
time
management,
work
ethics,
and
professional
attitude.
The
Occupational
Outlook
Handbook
stated
that
employers
prefer
high
school
graduates
for
clerical
jobs
(Hoyt,
1985).
Word
processing
skills
can
be
taught
by
integrating
typing,
machine
transcription,
language
arts,
and
terminology
along
with
an
understanding
of
electronics.
Word
processing
encompasses
more
than
specific
skills
needed
for
using
automated equipment
(Tuchscherer
and
Johnson,
1984).
Groneman
(1984)
predicted
that
typing
and
word
processing
instruction
will
meld.
Yet
students
will
still
need
to
know
manuscript
and
correspondence
rules.
Stocker
(1981)
stated
that
"technology
is
computer
based...students
should
be
taught
to
utilize
that
technology...the
objective
should
still
be to
prepare
people
for
work
in
the
office"
(p.
26).
A
question
raised
about
word
processing
is
whether
it
will
slow
the
growth
of
secretarial
employment
slots.
Technological
advances
have
decreased
the
number
of
workers
in
some
occupations
because
they
can
be
replaced
with
new
programs
that
make
use
of
technology.
On
the
other
hand,
Hoyt
(1985)
said
that
there
is
"no
hard
substantiating
data
that
clerical
workers
will
decline
in
importance
as
small
organizations
use
existing
technology...with
small
business
'
growing
at
a
record
rate...chances
of
enough
of
them
using
technology
to
reduce:
demand
for
clerical
workers
must
be
very
slight"
(p.
6).
Impact
of
voice
input
computers
is
another
concern.
14
Will
they
eliminate
the
need
to
type?
Voice
input
allows
a
person
to
speak
into
a
microphone
(or
even
a
telephone)
where
it
is
translated
into
computer
language,
allowing
dictation
directly
into
the
computer.
In
concurrence,
Newsweek
(1987)
reported
that
"in
the
90's,
the
computer
will
begin
to
mimic
human
senses...First
to
come:
hearing
and
speech"
(p.
60).
The
technology
already
exists,
but
today's
personal
computers
are
too
small
to
handle
these
complex
tasks
dependably.
The
third
generation
(computer)
has
power
to
spare.
The
newest
computers
will
be
able
to
recognize
up
to
20,000
spoken
words,
allowing
users
to
dictate
entire
letters
into
the
computer.
Apple
Vice
President
Laurence
Tesler
predicted
that
voice
recognition
will
probably
become
standard
for
controlling
the
computer
by
telephone.
Conclusion.
It
appears
from
a
review
of
literature
that
there
are
differing
opinions
on
the
need
for
shorthand.
There
is
agreement
on
the
need
for
teaching
keyboarding
skills
to
everyone,
along
with
the
desire
for
students
to
have
more
language
arts
skills
included
in
secretarial
classes.
Word
processing
and
computer
uses
have
grown
and
will
continue
to
need
skilled
employees.
Cincinnati
is
following
the
trend
of
increased
secretarial
needs.
Three
major
corporations
have
recently
relocated
in
the
area--Chiquita,
Penn
Central,
and
Manhattan
National.
Also,
Fidelity
Investment
moved
to
Cincinnati
and
Delta
opened
a
regional
hub
(Braykovich,
1987).
Whether
the
secretarial
needs
of
these
and
other
companies
located
in
the.
area
are
currently
being
met
will
be
determined.
15
CHAPTER
III
Research
Procedures
This
investigation
was
conducted
by
the
writer
in
the
winter
and
spring
of
1988,
during
a
period
of
substitute
teaching.
Surveys
were
distributed
among
several
high
schools
in
the
suburban
Cincinnati
area
to
determine:
-level
of
typing/shorthand
classes
currently
offered
-type
of
word
processing
classes
offered
-types
of
computer
classes
offered
-other
secretarial
classes
offered
-enrollment
trends
of
classes
and
compare
employment
opportunities
as
determined
by
several
major
companies
and
placement
services
(to
represent
smaller
businesses)
in
the
Cincinnati
area,
with
the
assumption
that
they
are
representative,
along
with
newspaper
advertisements,
-
to
include
skills
sought
in
hiring
entry
level
office
personnel,
i.e.:
-the
level
of
typing
skills
required
-what
positions
require
typing
and
do
they
use
them
-whether
shorthand
is
required
-the
level
of
shorthand
skills
required
‘-if
shorthand
is
really
used
or
is
it
a
screening
device
-if
machine
transcription
skills
required
-what
word
processing
skills
are
required
-what
percentage
of
secretarial
employees
use
word
processing/typing/shorthand
-what
computer
skills
are
required
-the
percentage
of
all
employees
using
computers
-the
percentage
of
all
employees
using
keyboards
-if
keyboarding
instruction
is
available
-what
on-the-job
training
is
provided
-the
most
important
hiring
requirements
-how
schools
can
better
prepare
students
for
entry
level
jobs
See
Appendix
A
for
list
of
those
responding
to
surveys.
16
CHAPTER
IV
Findings
Newspaper
Survey.
Two
Sunday
Cincinnati
Enquirer
classified
advertisement
sections
for
Secretarial/General
Office
were
surveyed.
The
March
20,
1988
and
April
3,
1988
issues
were
used.
There
were
576
ads
in
these
classifications
in
the two
weeks.
Two
consecutive
weeks
were
not
analyzed
to
avoid
duplication.
Shorthand.
In
the
two
weeks
studied,
there
were
only
15
ads
requesting
shorthand.
Of
those,
four
requested
a
secretary
with
experience.
Only
one
ad
asked
for
a
particular
speed
(60
wpm).-
There
were
28
ads
requiring
machine
transcription.
Only
two
of
those
requested
previous
secretarial
experience
(most
required
knowledge
of
use
of
machine
transcription
equipment).
Typing.
There
were
74
ads
asking
for
a
specific
typing
speed.
Of
those,
four
specifically
requested
accuracy
at
that
speed.
There
were
six
requests
for
accurate
typists
with
no
speed
requirement.
See
Figure
l.
Word
Processing.
There
were
90
ads
requiring
word
processing.
Ten
of
those
requested
previous
secretarial
experience.
Ten
others
requested
specific
machine
knowledge.
Other
skills
requested
in
the
Secretarial/General
Office
classification
included
communication
skills,
both
verbal
and
written,
organizational
skills,
phone
skills,
language
arts
17
FIGURE
1
TYPING
SPEEDS
REQUESTED
IN
NEWSPAPER
ADS
4%
under
30
wpm
over
60
wpm
19
skills,
including
grammar,
spelling,
and
proofreading,
people
skills,
and
good
appearance,
Other
technical
skills
included
computers, math,and
10
key.
See
Figure
2.
Newspaper
advertisements
provided valuable
information.
The
writer's
expectation
was
that
the ads
would
request
almost
all
technical
skills
and
while
technical
skills
were
of
prime
importance,
almost
every
ad
included
requests
for
other
skills.
20
FIGURE
2
Rank
According
to
Newspaper
Survey
Other
Skills
Most
Requested
Communication
(written,
verbal,
language
arts)
Phone
Organization
-
Appearance
People
Skills
21
Schools.
The
schools
in
the
Cincinnati
area
surveyed
were
Princeton
High
School,
Sycamore
High
School,
and
Reading
High
School.
See
Appendix
B
for
sample
survey.
These
schools
are
not
currently
offering
a
separate
keyboarding
class,
however,
two
of
the
three
plan
to
offer
one
next
year.
They
all
offered
both
Typing
I
and
Typing
II,
and
offered
either
Personal
or
College
Prep
Typing.
For
Personal/College
Prep
Typing
either
there
was
no
speed
requirement
or
it
was
very
low.
Typing
I
required
a
speed
of
25
-
30
words
per
minute
to
pass.
A
passing
student
would
not
be
an
employable
secretary/typist.
Typing
is
taught
on
electronic
typewriters
in
all
schools
surveyed.
Word
Processing.
Two
of
three
schools offered
regular
word
processing
classes.
In
both
of
these
schools
the
number
of
word
processing
students
is
increasing.
The
third
school
has
a
word
processing
unit
in
a
COE
(Cooperative
Office
Education)
class
with
one
word
processor.
Computers.
In
all
schools
the
number
of
students
taking
computer
classes
is
increasing.
Two
of
the
schools
offer
both
computer
literacy
and
Appleworks
classes.
Shorthand.
The
number
of
shorthand
students
has
decreased
in
all
schools.
In
fact,
none
of
the
schools
are
currently
offering
either
shorthand
or
machine
transcription
as
a
regular
class.
Classes
were
canceled
due
to
lack
of
enrollment.
All
schools
previously
offered
symbolic
shorthand.
The
school
with
the
COE
program
has
a
unit
on
22
machine
transcription.
The
schools
did
not
offer
a
broad
range
of
secretarial
classes,
i.e.
business
communication,
office
machines,
secretarial
procedures,
yet
they
offer
accounting
and
other
"college
prep"
courses.
All
schools
have
access
to
a
joint
vocational
school
offering
a
much
wider
range
of
secretarial
classes
which
students
may
choose
to
attend.
When
asked
about
better
preparation
for
their
students,
educators
feel
their
hands
are
tied.
They
are
aware
of
shortcomings
but
cannot
offer
classes
if
they
don't
have
enough
enrollment.
One
school's
representative
was
pleased
to
announce
that
beginning
next
year
the
junior
high
(7th
and
8th
grade)
students
would
be
coming
to
the
high
school
for
See
Figure
3.
keyboarding
instruction.
Keyboarding
Typing
I
Speed
#
semesters
Typing
II/Advanced
Speed
#
semesters
Personal/
College
Prep
Speed
#
semesters
Taught
on
Enrollment
in
school
in
class
Intro.
to
Word
Processing
Speed
#
semesters
Computer
Enrollment
Shorthand
Other
classes
Machine
Transcription
Office
Procedures
Business
Communication
General
Business
Vocational
School
Available
*offered
but
canceled
due
to
lack
FIGURE
3
School
Survey
none
1
typewriter
same
same
Concepts
increase
N/A
yes
no
*
no
yes
of
enrollment
School
2
next
year
N/A
typewriter
increase
increase
N/A
in
COE
Comp.Sci.
computer
increase
N/A
yes
no
no
no
yes
School
3
next
year
25-1'
1
typewriter
increase
|
decrease
|
none
1
Comp.Aware.
increase
N/A
24
Temporary/Employment
Agency
Survey.
See
Appendix
C
for
sample
survey.
Results
of
this
survey
showed
that
approximately
50
percent
of
the
secretaries
use
word
processors.
Knowledge
of
specific
word
processing
equipment
is
important
about
half
the
time.
Results
showed
that
75
—-
90
percent
of
the
secretaries
they
send
to
companies
use
computers.
All
agency
representatives
said
the
most
important
job
requirements
are
specific
skills,
i.e.,
typing,
both
speed
and
accuracy.
They
agree
that
skills
students
lack
include
English,
grammar,
communication,
interviewing
techniques,
math,
dressing
appropriately,
and
effort.
None
of
the
agency
representatives
believe
that
shorthand
is
used
as
a
screening
device.
They
agree
that
shorthand
skills
are
seldom
requested
and
if
requested
there
usually
is
no
speed
requirement.
Machine
transcription
is
requested
more
often
than
shorthand.
See
Figure
4.
FIGURE
4
Agency
Survey
Speed
Requirements
Agency
1
Agency
2
Agency
3
Typist
50
50 40
Receptionist
40
50
40
Secretary
55-70
45-up
55
Word
Processing
Skills
Keyboarding
Speed
60
70
40
Knowledge
of
specific
equipment
desired
yes
75%
502
Percent
of
secretarial
employees
using
W/P
50 50 70
Percent
of
secretarial
employees
using
computers
only data
752
90%
entry
26
Company
Survey.
See
Appendix
D
for
sample
survey.
After
surveying
three
large
companies,
the
writer
discovered
that
there
are
very
few
secretarial/receptionist
positions
considered
entry
level,
and
than
most
entry
level
employees
have
more
than
a
high
school
education.
Significant
business
experience
or
a
secretarial
degree
is
desired.
Representatives
of
two
of
the
three
companies
questioned
reported
they
require
word
processing
skills
(systems
include
Displaywrite
4
and
IBM
System
76)
for
all
secretarial
positions
and
about
half
of
the
receptionist
positions.
Very
little
shorthand
is
used
within
these
companies
(10
percent
or
less).
Only
one
of
the
three
companies
surveyed
asked
for
shorthand
skill
specifically
on
its
application.
Another
asked
for
a
list
of
"other
skills."
Two
of
the
three
company
representatives
responding
said
that
there
are
fewer
applicants
than
there
used
to
be
with
shorthand
skills.
Two
felt
shorthand
was
becoming
obsolete
and
the
other
said
it
was
declining.
None
of
the
companies
surveyed
felt
that
shorthand
skills
increased
chances
for
advancement
or
that
it
is
used
as
a
screening
device.
Some
machine
transcription
and
computer
skills
are
used
in
all
companies
surveyed.
All
companies
provide
some
type
of
on-the-job
training,
however,
none
offer
keyboarding,
even
though
25
-
75
percent
of
all
employees
use
some
keyboarding.
Other
skills
considered
important
to
companies
include
language
arts,
reasoning,
working
with
others,
communication,
and
setting
priorities.
Suggestions
company
representatives
made
to
high
school
educators
included
equipping
students
with
better
language
arts
and
communication
skills
along
with
more
basic
curricula--math,
real
life
experience,
organization,
and
interviewing
techniques.
One
representative
stated
that
the
role
of
the
secretary
is
changing.
Managers
and
secretaries
are
both
partners
and
contributors
in
the
organization.
See
Figure
5.
FIGURE
5
Company
Survey
Typing
Speed
Typist/Clerk
Receptionist
Secretarial
*ACCURACY
more
important
Word
Processing
Required
Secretary
.Receptionist
Typist
Specific
Skills
Required
Shorthand
-
Machine
Transcription
Computer
On
the
job
training provided
Percent
of
employees
using
Keyboards
Computers
Other
skilis
desired
How
schools
can
better
pre-
pare
students
Company
1
30*
not
entry
not
entry
all
502
ho
no
no
none
yes
wW/P
25%
25%
language
communica-
tion
Company
2
Company
3
50
N/A
45 45
45+
55
all
yes/some-
502
no
yes
no
phasing
out
102
some
25%
IBM/Lotus
Some
IBM/
Lotus/PC
yes
yes
|
Displaywrite
Machine
trans.
Lotus
Time
Met.
|
40%
75%
402%
75%
grammar
prioritizing
spelling
working
with
others
reasoning
W/P
math,
lang.art
interview-
communication
ing
organization
work
experienc
29
When
researching,
the
writer
discovered
a
similar
survey
undertaken
by
Southern
Ohio
College,
which
was
implimented
to
get
information
for
a
catalog
revision.
Over
300
surveys
were
sent
out.
There
were
only
14
responses, therefore,
the
survey
may
not
have
a
high
degree
of
reliability.
The
results
showed
a
higher
percentage
of
those
finding
shorthand
and
speedwriting
desirable
than
the
survey
performed
by
the
writer.
In
concurrence
with
the
writer's
findings,
it
illustrates
the
need
for
better
composition
(communication)
skills.
Only
one
respondent
said
that
his/her
secretary
would
not
be
expected
to
correct
spelling,
punctuation,
and
grammar
without
consulting
the
originator
of
the
document.
See
Appendix
E.
CHAPTER
V
Summary,
Conclusions,
Recommendations
Summary.
The
proliferation
of
computer
technology
in
business
has
resulted
in
questions
concerning
those
skills
currently
taught
in
high
school
business
classes.
To
answer
these
questions,
the
writer
questioned
several
area
high
schools,
businesses,
temporary
and
placement
agencies,
and
newspaper
advertisements
were
studied.
The
results
of
all
of
these
findings
were
compiled.
Technical
skills
are
the
most
important
factor
in
employability.
This
is
consistent
with
Hefferin's
findings
(see
Appendix
F,
"Most
Frequent
Responses:
Employers
Elements
of
Performance."
Specific
needs--such
as
typing
speed
for
entry
level
positions
are
being
met
if
the
student
is
doing
better
than
just
"passing"
speed
requirements
in
typing
class.
However,
there
is
a
much
greater
need
for
schools
to
encourage
all
students
to
take
keyboarding.
Keyboarding
is
a
necessity,
not
just
for
entry
level
jobs,
but
for
all
jobs.
Emphasis
in
typing
may
change
as
it
will
most
likely
be
taught
as
keyboarding
in
either
elementary
or
middle
schools.
High
school
emphasis,
if
there
is
to
be
any,
will
shift
to
document
preparation.
Shorthand.
There
was
a
definite
decline
in
the
number
of
students
taking
shorthand
classes.
There
is
conflict
over
30
the
reason
why--whether
it
is
the
kind
of
shorthand
offered,
or
whether
new
technology
is
the
cause.
Word
Processing.
Exposure
to
word
processing
would
benefit
those
students
planning
to
seek
general
office/secretarial
entry
level
employment.
Attendance
in
these
classes
has
been
increasing.
Qther.
An
unexpected
outcome
was
discovering
the
need
for
other
than
technical
skills.
There
were
a
great
number
of
requests
for
communication,
phone,
and
organizational
skills.
Often
these
are
overlooked
in
typing/shorthand/word
processing
classes.
What
is
in
the
text
is
often
bypassed
due
to
time
constraints.
Communication
and
language
arts--grammar,
spelling,
punctuation,
proofreading,
word
division,
etc.,
can
easily
be
integrated
into
typing
or
shorthand
classes
through
composition,
along
with
drills
provided
in
the
texts.
This
is
consistent
with
findings
by
Management
World.
See
Appendix
G,
"What's
Wrong
With
Applicants?"
Another
important
element
often
not
addressed
in
school
is
work
ethics--values
including
honesty,
promptness,
and
appearance.
Other
areas
with
need
for
further
preparation
include
transfer
of
skills,
preparing
students
for
the
automated
office,
and
overcoming
fear
of
using
more
advanced
equipment.
High
schools
are
having
a
difficult
time
meeting
these
and
other
needs.
Typing
and
word
processing
classes
are
filled,
while
other
classes
are
not
(shorthand,
office
31
32
procedures,
office
machines,
businss
communication)
and
are
subsequently
being
dropped
from
the
curricula.
This
makes
it
difficult
for
the
school
to
equip
students
with
all
the
skills
they
need
for
entry
into
employment.
It
is
also
financially
challenging
for
schools
to
keep
their:
equipment
up
to
date
because
both
hardware
and
software
are
improving
so
rapidly.
Conclusions.
The
explosive
growth
of
computers
in
education
and
industry,
combined
with
the
need
for
almost
instant
access
to
data,
have
created
three
rather
diverse
groups
who
must
be
trained
in
the
use
of
the
keyboard...elementary
and
secondary
students...administrative
and
support
personnel...managers
and
executives.
In
turn,
these
circumstances
have
created
three
conditions
affecting
keyboarding
instruction:
the
need
for
the
skill
is
increasing,
the
skill
is
needed
earlier
than
when
it
was
traditionally
taught,
and
the
structure
of
the
offering
must
change
(Erickson,
1983).
Erickson
advocated
four
steps
in
keyboarding
instruction,
including
introduction
of
the
keyboard
and
basic
techniques
taught
in
elementary
school
and
reviewed,
refined,
and
reinforced
in
middle
school,
with
document
preparation
and
production
proficiency
the
focus
of
development
at
the
high
school
level.
We
are
no
longer
training
every
user
of
a
typewriter
like
keyboard
to
be
a
secretary.
Our
teaching
must
focus
on
the
users
of
keyboards
for
a
variety
of
applications.
As
indicated
in
our
findings,
40
-
75
percent
of
all
employees
are
using
some
type
of
keyboard.
There
is
no
reason
to
think
this
trend
will
change.
The
equipment
to
white
collar
ratio
has
decreased
to
one
keyboard
for
every
three
white
collar
workers.
Johnson
(1986)
predicted
that
by
the
year
1990
the
ratio
will
be
one
electronic
keyboard
for
every
white
collar
worker.
This
trend
clearly
reveals
that
the
keyboard
will
continue
to
serve
as
the
primary
device
for
inputting
information.
|
Spring
(1986)
agreed
that
until
voice
activated
typewriters
are
an
affordable
reality,
keyboarding
will
continue
to
be
the
major
input
procedure.
Thus,
it
is
predictable
that
keyboarding
and
typewriting
instruction
is
going
to
play
a
major
role
in
preparing
students
for
the
electronic
office.
Miller
(1983)
claimed
that
to
prepare
students
for
the
technological
office
of
the
future,
typewriting
and
keyboarding
teachers
must
promote
skill
building
in
three
areas
(speed
and
accuracy
with
alphabetic
keys
at
a
minimum
of
35
-
40
words
per
minute,
proficiency
in
top
row
number
and
symbol
keys
and
10-key
number
pad).
The
main
purpose
of
office
technology
is
to
increase
productivity.
Students
need
to
learn
a
number
of
technologies.
A
prerequisite
is
a
touch
keyboarding
skill.
Our
challenge
then,
is
to
provide
students
with
electronic
office
skills
at
the
same
time
we
provide
them
with
basic
typewriting
and
keyboarding
skills
(Johnson,
1986).
Currently,
electronic
equipment
used
for
instructional
purposes
is
more
expensive
than
electronic
typewriters.
Yet,
it
seems
reasonably
certain
that
the
computer-type
electronic
keyboard
will
replace
the
electronic
typewriter
for
keyboard
learning
to
promote
transfer
of
skill.
Shorthand.
Shorthand
teachers
are
rightfully
concerned
with
revising
their
shorthand
instruction
to
meet
the
needs
of
today's
students.
While
businesses
continue
to
seek
stenographers
and
secretaries
with
shorthand
skills,
enrollment
in
shorthand
classes
has
dwindled
(Pullis,
1987).
This
was
consistent
with
the
writer's
findings.
All
three
high
schools
had
discontinued
shorthand
due
to
lack
of
interest.
All
had
previously
taught
the
Gregg
symbolic
system.
In
referring
to
symbolic
shorthand,
Pullis
said
that
less
than
10
percent
of
those
enrolled
in
first
year
will
enroll
in
a
second
year.
A
higher
percentage
of
students
fail
shorthand
than
any
other
subject.
Current
technology
has
decreased
the
need
for
shorthand
writers
with
high
rates
of
speed.
An
alphabetic
system
of
shorthand,
on
the
other
hand,
will
enable
students
to
obtain
entry
level
skill
ina
shorter
period
of
time--after
one
year
of
instruction,
rather
than
the
normal
two
it
takes
for
a
symbolic
system,
while
dropout
and
failure
rates
are
significantly
reduced.
This
is
consistent
with
the
writer's
experience
teaching
both
systems.
According
to
White
and
Quesenberry
(1987)
there
is
still
.a
demand
for
shorthand
skills,
but
the
number
of
those
trained
is
decreasing.
They
explain
that
trends
indicate
that
companies
are
using
both
shorthand
and
mechanical
35
devices,
including
machine
transcription
and
automated
systems.
Oswalt
(1988)
said
that
an
automated
system
using
machine
shorthand
rather
than
manual
is
capable
of
producing
180
-
250
words
per
minute.
Computer
assisted
transcription
(CAT)
automatically
transcribes
from
tape
to
computer.
-Compatible
software
is
available
to
improve
grammar,
punctuation
and
spelling.
Currently,
high
schools
are
not
addressing
the
need
for
mechanical
transcription.
A
valued
worker
solves
problems,
selects
information
for
decision
making,
and
constantly
updates
his
or
her
skills.
Today's
technology
requires
most
workers
to
use
brainpower.
As
the
trend
toward
self-reliance
continues,
the
traditional
distinction
between
worker
and
management
blurs.
Today's
business
needs
a
new
breed
of
worker;
one
who
is
considered
an
asset
to
the
firm
and
who
actively
participates
in
the
organization's
growth.
This
new
type
of
worker
will
form
a
mutually
beneficial
network
with
others
in
the
organization
and
will
have
to
be
self-managing.
A
representative
of
one
of
the
company's
surveyed
stressed
the
fact
that
the
division
between
management
and
workers
has
blurred.
In
concurrence,
a
recent
newspaper
article
quoted
a
Kelly
representative
“office
automation
is
blurring
the
traditional
dividing
lines
between
‘clerical’
and
'professional'
work"
(Pulse
Journal,
1988,
p.
28).
Secretaries
and
managers
are
partners
and
contributors
to
the
organization.
For
this
reason,
thinking,
reasoning,
decision
making,
interpersonal,
and
communication
skills
must
be
reinforced.
36
Recent
secondary
and
college
graduates
lack
basic
skills.
Complicating
this
is
the
fact
that
those
entering
today's
job
market
increasingly
need
new
skills
and
the
ability
to
transfer
skills.
Furthermore,
demographics
show
a
shrinking
pool
of
entry-level
workers
(Whyte,
1988).
Conditions
demand
a
new
approach
to
business
education,
stressing
information
age
skills--thinking
(generalizing,
categorizing,
analyzing,
inferring
and
synthesizing)
and
learning,
updating
skills,
and
creating,
including
the
writing
process
and
composition
(Whyte,
1988).
High
schools
can
teach
thinking,
reasoning,
and
composition--their
challenge
is
time.
Often
students
are
led
through
their
exercises
instead
of
being
forced
to
think,
as
they
would
need
to
in
a
real
office
situation.
Business
and
education
must
cooperate
to
solve
problems.
Communication
is
essential.
High
schools
can
begin
by
teaching
for
adaptability
and
transfer
of
skill.
The
following
skills
seem
crucial:
keyboarding
speed,
proofreading
competency,
editing
and
revision
skills
(composition),
knowledge
of
basic
grammar,
skill
in
typing
from
tapes,
handwriting,
rough
draft,
knowledge
of
formatting,
and
other
basic
learnings,
i.e.,
formatting
text,
using
tabs,
setting
up
forms,
use
of
diskettes,
use
of
menu,
editing,
and
revising
text
(Erickson,
1983).
In
updating
curricula,
several
areas
should
be
examined.
Language
arts
and
business
communication,
including
punctuation,
spelling,
grammar,
business
vocabulary,
37
proofreading,
letter,
memo,
and
report
writing
should
be
emphasized.
In
addition,
students
must
be
able
to
compose,
edit,
and
revise
communications.
Speaking
and
listening
skills
are
also
essential
(White
and
Quesenberry,
1987).
Other
important
skills
important
include
data
processing,
word
processing,
telecommunications,
graphics
and
information
management,
reprographics
and
distribution
(White
and
Quesenberry,
1987).
All
of
these
have
been
influenced
by
new
technology.
A
word
processing
concepts
course
as
the
cornerstone
of
a
business
education
program
does
not
give
students
an
accurate
view
of
today's
office.
The
modern
office
is
a
complex
integration
of
the
many
forms
of
office
automation.
Word
processing
is
only
one
element
(White
and
Quesenberry,
1987).
The
microcomputer
and
other
areas
of
office
technology
are
not
emphasized
adequately
in
all
business
education
courses.
The
education
of
the
secretary
will
also
have
to
include
exposure
to
this
tool
(Miller,
1983).
Human
relation
skills
are
also
advocated
by
White
and
Quesenberry
(1987).
Positive
attitudes,
good
attendance,
honesty,
listening,
self-reliance,
good
appearance,
ability
to
work
with
others
and
work
under
pressure,
organization,
and
scheduling
skills
are
all
deemed
important
by
Burford
and
Boyd
(1987).
Garfield
(1988)
asserted
that
throughout
their
skill
building
courses,
students
who
are
immersed
in
technology
concentrate
on
increasing
speed...too
often
are
not
asked
to
think.
Garfield
(1988)
encouraged
understanding
business,
and
basic
business
transactions,
prioritizing,
the
importance
of
becoming
a
team
player, ethics,
courtesy,
working
under
pressure,
and
greeting
visitors.
In
real
office
situations
employees
need
more
than
technical
know-how.
38
39
Recommendations.
Typing.
Keyboarding
should
be
taught
at
a
younger
age
Focus
on
employment
skills
in
high
school
Teachers
must
keep
abreast
of
the
situation
to
avoid
losing
classes
to
elementary
teachers
Shorthand.
Revise
system
to
alphabetical
Integrate
other
means
of
transcription,
i.e.,
mechanical
Teachers
can
advocate
and
encourage
students
to
enroll
Computer/Word
Processing.
Increase
equipment
to
facilitate
student
enrollment
All
Secretarial
Subjects.
Assess
program
(See
Hefferin,
Appendix
H,
"Criteria
for
Assessing
Your
Program.")
Update
curricula
to
include
both
technical
skills
and
language
arts,
including
written
and
verbal
commmunications
and
spelling,
punctuation,
and
grammar
Emphasize
transfer
of
skill
Emphasize
importance
of
positive
attitudes,
values,
human
relation
skills
Teach
decision
making
Work
with
companies
in
the
community
to
determine
needs
and
prepare
curricula
to
accommodate
these
needs
Students
can
be
exposed
to
new
technology
which
can
be
incorporated
in
many
ways
and
in
many
classes,
i.e.,
Business
Machines
with
exposure
to
the
microcomputer
and
in
Records
Management
teaching
software
applications
and
data
base,
Where
education
does
not
adequately
train
students
to
meet
the
needs
of
business,
business
itself
can
provide
the
training
(Whyte,
1988).
When
planning
curricula,
how
many
educators
consider
the
40
local
business
community's
needs?
How
many
instructors
know
what
job
positions
their
graduates
are
filling?
See
Hefferin,
Appendix
I,
"Mission
Statement:
Educating
for
Employability."
Linkage
of
school
and
business
has
beneficial
side
effects.
Small
business,
which
creates
most
of
today's
new
jobs,
can
benefit
from
this
partnership
through
continuing
education
and
retraining.
For
schools,
there
is
potential
employment
for
students
and
utilizing
company
employees
as
speakers.
Both
can
benefit
by
sharing
these
resources.
Business
education
needs
a
different
emphasis
and
focus.
Business
education
must
take
the
lead
in
forming
mutually
beneficial
partnerships
with
the
community.
‘Our
schools...are
working
to
educate
students
for
a
changing
work
world
(Giovannini
and
Riley,
1988).
A
partnership
with
local
businesses
will
give
schools
valuable
insight
into
what
curricula
and
training
will
best
prepare
students
for
that
world.
The
superintendent
of
a
local
joint
vocational
school
predicted
that
in
the
future
much
of
the
business
education
student's
preparation
for
an
entry
level
job
will
move
out
of
the
high
school
and
into
the
vocational
school.
Looking
at
the
data
gathered
for
this
project,
the
writer
can
see
that
this
possibility
exists.
Slowly,
many
of
the
classes
previously
taught
in
the
high
school
have
dwindled.
It
appears
that
keyboarding
will
move
either
to
the
elementary
or
junior
high
school
and who
teaches
it
is
yet
to be
determined.
Business
educators
should
be
prepared
and
insist
on
being
included
in
teaching
typing
in
the
elementary
school.
Shorthand
has
all
but
disappeared,
along
with
office
machines,
secretarial
procedures,
and
business
communications.
Word
processing
and
computer
classes
have
taken
their
place
(some
taught
in
math
or
science
departments
rather
than
by
business
educators)
along
with
more
accounting
and
other
college
prep
classes.
In
addition,
schools
are
finding
that
technology
is
so
fast
paced
that
they
are
not
financially
able
to
keep
their
equipment
current
for
these
classes.
Thus,
the
writer
sees
it
entirely
possible
that
there
be
a
move
to
the
vocational
school,
creating
a
need
for
teachers
to
become
certified
for
vocational
teaching.
The
biggest
disadvantage
in
sending
students
to
a
high
school
affiliated
vocational
school
is
that
they
must
decide
their
junior
or
senior
year
and
usually
attend
the
vocational
school
full
time,
thereby
eliminating
other
choices.
APPENDICES
APPENDIX
A
43
44
APPENDIX
A
List
of
Contacts
Agencies
CBS
Temporary
Services,
Springdale,
Ohio
Crown
Services,
Cincinnati,
Ohio
Manpower,
Springdale,
Ohio
Businesses
Jergens
Company,
Cincinnati,
Ohio
Kroger
Company,
Cincinnati,
Ohio
Procter
&
Gamble
Company,
Cincinnati,
Ohio
Schools
Princeton
High
School,
Sharonville,
Ohio
Reading
High
School,
Reading,
Ohio
Sycamore
High
School,
Montgomery,
Ohio
APPENDIX
B
45
46
(Schools)
APPENDIX
B
Please
check
the
classes
offered
in
your
school,
the
number
of
sections
offered,
an
whether
the
class
is
a
1
semester
or
full
year
course.
Please
indicate
the
level
of
speed
needed
to
pass,
where
applicable.
Offered
#
of
1
Sem./
Min.
Yes/No
Sections
2
Sem.
Speed
Keyboarding
Typing
1
Typing
II
Personal
Typing
College
Prep
Typing
Other
Intro
to
W/P
Adv.
W/P
Other
W/P
Notehand
Speedwriting
Shorthand
Adv.
Sht.
Other
sht.
(machine
transcription)
Is
shorthand
(A)
symbolic
or
(B)
alphabetic?
Is
keyboarding/typing
I
taught
on
(A)
typewriter,
(B)
W/P
or
(C)
computer?
List
any
computer
courses
offered,
Indicate
#
of
sections
&
semesters.
47
Please
indicate
approximate
enrollment
for
the
past
three
years.
Typing-all
levels
Computer-all
levels
1987-88
1987-88
1986-87
1986-87
1985-86
1985-86
W/P-all
levels
.
1987-88
1986-87
1985-86
Shorthand-all
levels
1987-88
1986-87
1985-86
Is
attendance
at
the
school
rising,
declining,
or
about
the
same
in
the
past
three
years?
In
what
way
could
your
department
better
prepare
students
for
an
entry
level
position
in
the
community?
APPENDIX
C
48
(Agency)
APPENDIX
C
49
Please
check
the
following
if
typing
is
a
requirement
for
the
position.
If
typing
is
required,
indicate
average
speed.
typist
receptionist
file
clerk
secretary
computer
op.
data
entry
W/P
other
Please
indicate
those
positions
requiring
shorthand
and
indicate
average
speed
required.
typist
receptionist
secretary
other
Is
shorthand
used
as
a
screening
device?
(A)
yes
(B)
no
If
yes,
approximately
how
often?
(percent)
What
W/P
skills
are
required?
keyboarding
knowledge
of
specific
equipment
indicate
average
speed
required
indicate
percent
of
secretarial
employees
using
W/P.
What
computer
skiils
are
required?
keyboarding
knowledge
of
specific
equipment
indicate
percent
of
secretarial
employees
using
computers,
What
seems
to
be
the
most
important
hiring
requirements?
most
important.
typing
accuracy
typing
speed
shorthand
skills
keyboarding
skills
knowledge
of
specific
equipment
experience
other
What
suggestions
do
you
have
for
high
schools,
to
better
prepare
their
students
for
entry
level
secretarial
jobs?
APPENDIX
D
51
Company
APPENDIX
D
52
Please
check
all
entry
level
positions
requiring
typing
and
indicate
minimum
typing
speed
required.
secretary
typist
receptionist
data
entry
file
clerk
other
Please
check
all
entry level
positions
requiring
W/P,
indicate
speed.
secretary
receptionist
typist
other
Please
check
any
entry
level
position
requiring
shorthand,
and
indicate
speed
required.
secretary
w/P
receptionist
other
Please
check
any
entry
level
position
requiring
computer
knowledge.
If
applicable,
indicate
specific
type
of
computer.
secretary
W/P
receptionist
other
53
Please
indicate
the
%
of
secretarial
positions requiring
the
following
skills:
keyboarding
W/P
shorthand
Besides
keyboarding,
what
specific
W/P
skills
are
required?
specific
machine
other
Is
shorthand
used
as
a
screening
device
or
is
it
generally
used
when
requested?
screening
used
Does
the
company
provide
any
on
the
job
training
for
secretarial
employees?
(i.e.
w/p)
Please
list.
.
Please
indicate
the
percent
of
all
employees
using
computers
——
keyboards
Is
keyboard
instruction
available?
yes
no
ee
Please
indicate
the
most
important
hiring
requirements
for
secretarial
positions.
1
=
most
important.
experience
typin
-
skills
-
shorthand
_.
typing“
speed
skills
-
keyboarding
other
knowledge
of
specific
equipment
other
54
In
your
opinion,
how can
high
schools
better
prepare
students
for
entry
level
secretarial
positions?
Do
you
ask
for
shorthand
skills
on
your
application?
yes
no
Are
there
fewer
applicants
with
shorthand
skills?
yes
no
Do
you
believe
shorthand
is
becoming
obsolete?
yes
no
Do
you
think
having
shorthand
skills
increases
chances
for
advancement?
yes
no
APPENDIX
E
55
UN
SD
Typing
Shorthand
2 3
Speedwriting
4
1
Machine
Transcription
1
Filing
Word
Processing
Micro
Computer
2
1
10
Key
Composing
Time
Management
1 1
Public
Relations
1
Problem
Solving
1
UN
-
unnecessary
SD
-
somewhat
desirable
D
-
desirable
VD
-
very
desirable
R
-
required
SOUTHERN
OHIO
COLLEGE
SURVEY
RESULTS
APPENDIX
E
Jt
Minimum
-
50-60
-
5
56
Comments.
Most
IBM
PC
APPENDIX
F
57
58
APPENDIX
F
Most
Frequent
Responses:
Employers
Elements
of
Performance
Quality
of
work
Quantity
of
work
Job-related
technical
knowledge
Job
skills
Work
habits/attitudes
Acceptance
of
responsibility
Punctuality
Attendance
Supervision
required
Cooperation
with
coworkers
Cooperation
with
management
Willingness
to
learn
and
improve
Compliance
with
rules
and
policies
Overall
satisfactoriness
Promotability
APPENDIX
G
59
59%
502%
46%
462%
36%
312%
60
APPENDIX
G
What's
Wrong
With
Applicants?
Inability
to
express
self
clearly
Lack
of
knowledge/experience
Not
well
prepared
for
interview
No
real
interest
shown
in
job
Lack
of
career
planning
goals
Insufficient
evidence
of
achievement
Management
World
October/November
1986
APPENDIX
H
APPENDIX
H
Criteria
For
Assessing
Your
Program
Effectiveness
Can
students
realistically
meet
program
objectives?
Can
students
perform
satisfactorily
on
the
job?
Efficiency
Is
there
waste
of
student
time?
instructional
time?
materials,
equipment?
use
of
facilities?
Relevance
knowledges
and
skills
learned
in
the
program
performed
on
the
job?
critical
to
job
success?
consistent
with
on
the
job
practices?
APPENDIX
I
63
APPENDIX
I
Mission
Statement:
Educating
for
Employability
To
enable
students
to
become
productive,
promotable
employees
by
-providing
a
thorough
understanding
of
the
business
environment,
its
organization
principles,
goals
and
needs
-providing
effective
instruction
in
the
skills
and
competencies
required
in
that
environment,
whether
traditional
or
automated
-providing
remedial
support
in
required
basic,
applied
skills
(math,
language
arts,
reading)
to
ensure
employability
-emphasizing
in
the
instructional
program
behaviors
valued
by
employers:
interpersonal
relations
decision-making
being
responsible
initiative-taking
making
sound
judgments
determining
priorities
Managing
time
dressing
and
acting
in
a
professional
manner
ethical
behavior
accepting
and
acting
upon
criticism
BIBLIOGRAPHY
Austin,
William
and
Lawrence
Drake.
"Office
Automation."
Occupational
Outlook
Quarterly
29
Spring
1985,
pp.
16-19.
.
Blue,
Hattie
J.
"Some
Implications
for
Typewriting/Keyboarding
Instruction."
Business
Exchange,
9
Spring,
1986,
pp.
16-18.
Brady,
Holly.
"Who
Needs
Ten-Finger
Typing?"
Classroom
Computer
Learning,
September
1984,
pp.
64-65.
Braykovich,
Mark.
"New
Employers
Keep
Payroll
Up."
Cincinnati
Enquirer
13
July
87,
sec.
c,
p.l.
Braykovich,
Mark.
"Office
Workers
in
Demand."
Cincinnati
nguirer
13
July
87,
sec.
c,
p.
l.
Burford,
Anna
and
Daniel
Boyd.
"Strategic
Planning
for
Career
Success."
The
Balance
Sheet,
68
January/
February
1987,
pp.
7-9.
Dickey-Olson,
Patsy.
"Remember
When
Business
Educators
Taught
Business
Classes."
Journal
of
Business
Education
69
October
1982,
pp.
11-12.
Englund,
Shirley.
"This
is
Shorthand."
The
Secretary
46
May
1986,
pp.
11-13.
Erickson,
Lawrence.
"Typewriting
Vs.
Keyboarding--What's
the
Difference?"
Century
21
Reporter
10
Fall
1983,
pp.
5-9.
Erthal,
Margaret.
"The
Status
of
Keyboarding."
Journal
f
Busines
ducation
60
February
1985,
pp.
192-193.
Garfield,
Lyla.
"Striking
a
Balance:
Technology
and
Humanism
in
the
Office
Practice
Classroom."
The
Balance
Sheet
69
January/February
1988,
pp.
17-19.
Gaskell,
Jane.
"The
Changing
Organization
of
Business
Education
in
the
High
School:
Teachers
Respond
to
School
and
Work."
Curriculum
Inquiry
16
October
1983,
pp.
13-14.
Giovannini,
Mary
and
Connie
Riley.
"Schools
and
Business:
Forming
Productive
Partnerships."
The
Balance
Sheet
69
March/April
1988,
pp.
4-6.
Gitlen,
Dolores.
"Finding
the
Right
Typing
Software."
Teaching,
Learning,
Computing
March
1984,
pp.
22-23.
65
66
Goldstein,
Laurie.
"A
Pilot
Study
on
the
Impact
of
Alphabetic
Shorthand
on
Shorthand
Enrollments."
Business
Education
Forum
42
February
1988,
pp.
24-26.
Groneman,
Nancy.
"Evolution
in
Business
Education."
Business
Education
Forum
39
December
1984,
pp.
6-10.
Hart,
Maxine.
"Changing
Secretarial
Jobs
and
Implications
for
Teachers
and
Administrators."
Business
Education
Forum
40
February
1985,
pp.
5-8.
Hefferin,
Linda. Class
handouts,
Elgin
Community
College.
Hinson,
Charlotte
and
Lila
Dickey.
"A
Practical
Approach
to
Keyboarding
Instruction."
Business
Education
Forum
38
April
1984,
pp.
10-11.
Holmes,
Ralph.
"Business
Education:
Shrinking
Violet
or
Shining
Star?"
Business
Education
Forum
41
January
1987,
pp.
3-8.
Hoyt,
Kenneth.
"How
the
Work
Turns:
Tomorrow's
Jobs
and
Business
Education."
Business
Education
Forum
40
December
1985,
pp.
3-8.
Johnson,
Jack.
"Linking
Typewriting
with
the
Electronic
Office."
Business
Education
World
67
Fall
1986,
pp.
5-7.
Jurist, Rodney.
"Instructors
Remarks." Punchline
Winter,
1985.
Kolb,
Albert
C.
"Which
Keyboard
Should
We
Use?"
Classroom
Computer
Learning
5
September
1984,
p.
66.
Knosp,
Debra
and
Donna
Holmquist.
"Shorthand--To
Be
or
Not
To
Be?"
Business
Education
Forum
40
March
1986,
pp.
29-31.
Lorton,
Verna.
"A
Comparative
Study
of
Alphahand
ABC
Shorthand
&
Principles
of
Speedwriting
Shorthand
with
High
School
Students."
Doctoral
Ph.D
dissertation.
University
of
Arkansas,
August
1987.
Loughran,
JoAnn,
"Keyboarding:
A
Solution
to
Declining
Enrollments."
The
Balance
Sheet
68
November/December
1986,
pp.
21-23.
Malone,
Judy.
"Keyboarding
on
Micro:
Planning
and
Management."
Business
Education
Forum
40
April
1986,
pp.
11-16.
Meyer,
Deborah.
"Use
of
Shorthand
Survey."
Composition,
Southern
Ohio
College,
1987.
Miller,
Joanne.
"The
Impact
of
Microcomputers
on
Secretarial
Education.”
Business
Education
Forum
37
April
1983,
p.
7.
Moon,
Harry
and
David
Weaver.
"Report
of
Survey
on
Office
Automation."
Business
Education
Forum
39
December
1984,
pp.
3-5.
"Office
Automation
Creates
New
Opportunities."
Pulse
Journal
12
April
1988,
p.
28.
Oswalt,
Beverly.
"Business
Education
Needs
a
Technology
Lift."
The
Balance
Sheet
69
March/April
1988,
pp.
20-22.
Pullis,
Joe.
"Shorthand
Instruction
for
the
Modern
Office."
The
Balance
Sheet
69
September/October
1987,
pp.
39-40.
Rigby,
Sue.
"Keyboarding
is
for
Everyone."
Business
Education
Forum
38
October
1983,
pp.
13-14.
Schimmel,
Warren.
"Shorthand
is
in
the Age
of
Technology:
An
Administrative
Challenge."
Business
Fducation
Forum
38
May
1985,
pp.
26-27.
Schindler,
Irene.
"Is
Shorthand
Dead,
Terminally
[11,
or
Just
Ailing?"
Business
Education
Forum
38
April-May
1984,
pp.
3-7.
Southern
Ohio:
College,
Survey
for
Catalog
Revision,
August
1987.
Spring,
M.
and
J.
H.
Jackson.
"Questions
Frequently
Asked
About
Teaching
Word/Information
Processing.”
The
Balance
Sheet
67
January/February
1986,
p.
17.
Stewart,
Jane
and
Buford
Jones.
"Keyboarding
Instruction
Elementary
School
Options."
Business
Education
Forum
37
April
1983,
pp.
11-12.
Stocker,
H.
Robert.
"Integrating
Computer
Based
Technology
in
the
Total
Business
Education
Program."
Business
Education
Forum
35
February
1981,
pp.
25-27.
68
Swanson,
Jean.
"Keyboarding
Skills:
A
Necessity
for
Electronic
Terminal
Users."
The
Balance
Sheet
69
January/February
1988,
pp.
21-22.
"The
Next
Computers."
Newsweek,
109
April
6,
1987,
pp.
60-61.
Tuchscherer,
Ann and
Ronald
Johnson.
"Thirty
Ways
to
Meet
the
Challenge
of
the
Eighties."
Business
Education
Forum
36
March
1984,
pp.
21-22.
Wallace,
Ivan.
"Computers
in
the
Typing
Class?"
Business
Education
Forum
36
November
1981,
pp.
27-28.
White,
Clarence
and
Debra
Quesenberry.
"Meeting
;
the
Needs
of
the
Future
Office
Worker."
The
Balance
Sheet
68
May/June
1987,
pp.
39-40.
Whyte, Gregg.
"Business
Education's
Challenge
Teaching
New
Skills
for
the
Information
Age."
The
Balance
Sheet
69
March/April
1988,
pp.
17-19.
RQOS
G3
Ow
