Jun 75 - ERIC · 2013. 10. 24. · choosing a career. 1, "Good Job" not same for. everyone. 2....

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DOCUMENT RESUME

95 CE 005 766

Fleshman, Kay M.Design for a One-Semester Curriculum for ExploratoryBusiness. Final Report.Portsmouth City School Board, Va.Bureau of Occupational and Adult Education (DHEW/OE),Washington, D.C.VT-102-218Jun 7541p.; For related simulations, see CE 005 767-769

MF-$0.76 HC-$1.95 Plus Postage*Business Education; Career Education; *CareerExploration; Course Content; Course Objectives;*Curriculum Guides; *Junior High Schools; TeachingProcedures

ABSTRACTThe final report consists of four parts: (1) a report

of the project to design an exploratory business course, (2) a courseoutline for that course, (3) a list of objectives and teachingsuggestions, and (4) a bibliography and list of resources. The intentof the project was to design a curriculum for a one-semester courseat the junior high school level which would allow students todiscover how businesses operate and to explore opportunities for acareer in business. A student data sheet, career survey form, a briefbibliography, and a list of additional resources conclude thedocument. Along with the curriculum guide, simulations were developedfor the jobs of clerk-typist, retail sales clerk, andcashier/accounts receivable clerk. The simulations are not includedin the document. (LJ)

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FINAL REPORT

DESIGN FOR A ONE-SEMESTER CURRICULUMFOR EXPLORATORY BUSINESS

Conducted UnderPart C of Public Law 90-576

Kay M. Fleshman

Portsmouth City Schools

Portsmouth City SchoolsBox 998

Portsmouth, VA 23705

June 10, 1975U.S. DEPARTMENT OF HEALTH,

EDUCATION & WELFARENATIONAL INSTITUTE OF

EDUCATIONTHIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINATING IT POINTS OF VIEW OR OPINIONSSTATED DO NOT NECESSARILY REPRESENT OFFICIAL NATIONAL INSTITUTE OFEDUCATION POSITION OR POLICY

Introduction

Each year many junior high school students are exposed to introductory

courses in art, music, home economics, and industrial arts. These students

shonId also have the opportunity to explore possible careers in business

and to develop an awareness of the interdependence of business and consumers.

Through this grant, a curriculum guide and related materials for such a

course, entitled Exploratory Business, have been developed.

Statement of the Problem

To design a curriculum for a one-semester course at the junior high

school level which will allow students to discover how businesses operate

and to explore opportunities for a career in business.

Analysis and Findings

In his monograph entitled Business Education in the Junior High School,

Clarence Maze, Jr. has asserted, "The student shouls study about various

occupations, learn of their requirements, explore his own interests and

abilities, and then attempt to see how all of these parts fit together."1

Exploratory Business, as outlined in the attached curriculum guide, seeks to

meet this need.

The course begins with an exploration of the individual--his interests,

hobbies, skills, and abilities--using questionnaires and aptitude tests.

Students will then be introduced to job characteristics which can.be matched

to those of the individual. Some of the characteristics to be con-

sidered are work hours; environment--inside or outside, with others or

alone; and the education or training required. Many of these students

Clarence Maze, Jr., Business Education in the Junior High School.(Cincinnati: South-Western Publishing Co., 1965), p. 15.

icg.011$ 3

2

will have no exposure to these considerations in choosing a career if it

is not available through their schools.

An overview of several clusters of business careers will follow.

Students will have an opportunity to explore in at least three of these

areas in greater detail. Individual simulations will allow the student to

experience something of what this job really involves.

Finally, the student will have the opportunity to perform in one of

these three positions as the class operates its own in-school business. In

making his choice of a posjtion, the student will be guided by what he has

learned about himself and about the positions he has explored.

Conclusions and Recommendations

Exploratory Business is a much-needed addition to the business education

program in Portsmouth City Schools and elsewhere. Having determined a

career goal in junior high school, the student is likely to accomplish

much more in his high school studies. The students should have every

opportunity and every possible encouragement to get the most out of high

school courses. Even if a career decision is not reached. the student will

gain an awareness of the importance of a correct career decision and the

considerations involved in arriving at this decision.

Supplemental and Appendix Material

Enclosed with this report are six (6) copies each of the curriculum

guide for Exploratory Business and three (3) simulations: Clerk-Typist,

Retail Sales Clerk, Cashier/Accounts Receivable Clerk.

Maze, op. cit., p. 56.

ABSTRACT

DESIGN FOR A ONE-SEMESTER CURRICULUM FOR EXPLORATORY BUSINESS

Kay M. Fleshman

Portsmouth City Schools

Funds Requested: $1,800

Project to Begin August 1, 1974 and End June 10, 1975

Objective

To develop a curri'-ulum guide for a one-semester exploratory businesscourse at the juni.c; :1.,,h level so that these students have an opportunityto explore the world of business and its possible career opportunities.

Methodology

The investigator has done the following things prior to or during thewriting of this curriculum guide:

1. Sent questionnaires to all junior high guidance counselors inthe city of Portsmouth to determine what they feel are theneeds of junior high students in this area.

2. Observed exploratory business courses currently being taughtin Fairfax, Virginia and Dayton, Ohio.

3. Reviewed books which might be used as texts and referencematerials for this course and prepared a bibliography of same.

4. Attended local Business Education Supervisors' mmetings inOctober and March to determine what they feel needs to betaught at this level.

5. Prepared lists of suggested speakers and field trips.6. Prepared list of suggested audin-visual aids for use in this

course.

7. Developed three simulations on business careers.

Contribution to Vocational Education

Each year many junior high school students are exposed to introductorycourses in art, music, home economics, and industrial arts. Students shouldalso have the opportunity to explore possible careers in business and todevelop an awareness of the interdependence of business and consumers.

EXPLORATORY BUSINESS

Course Outline(18-36 weeks--Eighth Grade)

I. Self-analysis

A. Importance of correct career choiceB. Introduction to possible career directionsC. Interest inventories and/or aptitude testsD. Analysis of personal characteristics

II. Introducuction to World of Work

A. Choosing a careerI. Analysis of job characteristics2. Comparison with personal preferences

B. Applying for a jobC. Work Ethics

III. Introduction to Occupational Clusters for Exploration

A. AccountingB. 'Clerical

C. Data processingD. DistributiveE. ManagementF. Market researchersG. Stenographers

IV. Individual Career Exploration in the Three Areas of theStudent's Choice

V. Business Orgadization

A. Sole proprietorshipB. PartnershipC. Corporation

VI. Organizing and Operating a Business

A. Writing Articles of IncorporationB. Planning operation

2

C. Applying for positionsD. Operation of classroom business (type to be

determined by market research)E. Evaluation of success of business

VII. Evaluation of Individual Career Goals

A. List individual goalsB. Plot steps to attainment of entry level jobC. List possible advancement from that job

SPECIFIC OBJECTIVES AND CONTENT

I. The student will strive to determinehis own interest and talent for acareer in business.

A. The student will be able toexplain the need for workers inmany different areas of work.

1. Workers providing essentialservicea. Doctorsb. Farmersc. Building tradesd. Clothing manufacturers

2 Workers providing otherservicesa. Telephone operatorsb. TV repairmenc. Teachersd. Lawyerse. Legislators--Senators,

etc.f. Accountantsg. Office workers

3 Workers are interdependent.

B. The student will be able toexplain why everyone doesn'tchoose to do the same job.

1. Different interests2, Different talents3. Different education and

training

C. The student wiles le able to listsome points to consider inchoosing a career.1, "Good Job" not same for

everyone2. Evaluate yourself

a. Likes and dislikesb. Talentsc. Goals

3. Consider the job requirementa. Trainingb. Hoursc. Wages

d. Benefits

A.

B

TEACHING SUGGESTIONS

Teacher might provoke class discus-sion with a question such as, "Whattypes of workers made it possible foryou to come to school this morningand find things the way they are?'

Direct class discussion so that stu-dents can see that each type ofworker depends on each other type toperform some job or jobs for him sothat he can pursue his chosen fieldof work.

This may be a good opportunity tomention that this is a class wherestudents will explore careers- in manyareas of business. They will alsolearn to match the requirements ofthe job to their interests and abil-ities so that they may choose andprepare for the right job.

Ask class, "Why is it that everyonedoesn't want to do the same job?"

May have to prompt discussion withother questions such as, "Why don'tall students take the same coursesin school?" "Why doesn't everyonelike the same hobbies? or sports?"

Show FS "Evaluating Yourself" fromthe Selecting a Vocational Seriespublished by Coronet InstructionalMedia. Discuss in class. Listpoints to consider on chalkboard oroverhead.

Have students write a paragraph (ormake a list) entitled "The Things IWant From Life." The paragraphshould define what success means tothat particular student. This shouldprobably not be graded. (The teachermay want to file these for use instudent conferences.)


D. The student will complete adata sheet.

E. The student will complete anaptitude test.

F. The student will explain howthe results of the aptitude tescan assist with career decision

1. In making the three bigcareer decisions must ableto judge your own strongpaints and weaknesses, andcapacity to meet the com-petetion.a. Decide what line of wor

to follow.b. Later--decide if you

are on the right track.c. Unexpected opportunity

in a different line ofwork--should you shift?

2. Aptitude tests cana. Give glimpses into your

talents and attributes.b. Help if interpreted by

an expert and relatedto your own circum-stances.

3. Aptitude tests cannota. Guarantee success in a

given career.b. Tell you anything if

results are not inter-preted.

2


D. Have each student read pp. 20-22 in"Deciding on Your Career," beforecompleting data sheet. Provide eachstudent with a copy of Student DataSheet. (See Exhibit A.)

Allow plenty of time for completionof these forms and assist wherenecessary. The teacher will probabl:/want to keep these forms on file.

E. One test which might be good for thispurpose is the KUDER and GeneralInterest Survey.

F. Have students read pp. 7-11 in"Choosing the Kind of Job You Want."Ask them.to list things they shouldand should not expect from aptitudetest.

Discuss reading and student lists.Use transparency on aptitude test.(See Exhibit B.)

Discuss each student's score withhim in a private conference.


4. Tests scores are cautiousgeneralizations--80 out of100 who resemble you insome way succeed in this.

5. Aptitudes are not theentire answer--successdepends on other characteristics,a. Opportunityb. Economy--chances of

getting necessaryc. Temperamentd. Physical staminae. Drive (ambition)

G. Student will be able to d:Cfdifferentiate between skillsand abilities.

1. Skill--learned or acquiredthrough instruction andpractice.

2. Ability--talent (bornwith) which aids indevelopment of skill.

H. Tha student will be able todefine his self-concept.

1. Three partsa. Your appraisal of who

and what you are.b. Impressions you think

others have of you.c. Your ideal--the perso

you think you arecapable of becoming.

2. Affect on Career Choicesa. Affects what you thin

you are capable of.b. Affects what you want

in terms of income,titles, etc.

c. Affects your choice ofwhether to work withpeople or in a jobthat can be done byyourself.

G.

H.

3


Have students complete spiritmaster entitled "Can you spot yourown abilities?' (Unit 2, CareerDirections) Discuss using questionson p. 7 of Teacher's Guide.

Have students read p. 12 of"Choosing the Kind of Job You Want."

Have students divide a sheet ofpaper into thirds and describe eachof the three parts of his self-concept. On a separate sheet askhim to answer the question, "Howdoes your self-concept affect thecareer decisions you make?"


. II. The student will learn to analyzejob characteristics in view ofpersonal preferences.

A. The student will be able tolist steps in making a careerchoice.

1. Gather career data2. Consider advice and test

scores3. Make own decision

a. Same decision notright for everyone

b. Your life-- takeresponsiblity for owndecision

c. No one else knows whatyou want as well asyou do.

B. The student will be able todiscuss at least two ways inwhich the correct job choicewill influence other aspectsof one's life

1. Lifestyle--the way onespends this time and hisrelationships with others.

2. Income and work hours wilaffect your ability topursue other interests.

3. You will be identified bythe work you do--peoplewho meet you can estimatethe following by knowingyour career:a. Incomeb. Educational backgrounc. Where you lived. Where you worke. Your political viewsf. Who your friends areg. How you spend your

spare timeh. What club memberships

you hold

4


A. Show FS "Doing Your Own Thing" fromUnit I of Career Directions pub-lished by Changing Times.

Pass out student booklets. Haveclass discussion on question in"Re-cap the Action" on pp. 5-6.View parts of the FS a second timeif necessary to answer questions.

B. Show FS "Exploring Places to Work"from Unit I of Career Directions.Discuss pp. 16-17 of "Deciding onYour Career."

SPECIFIC OBJECTIVES.AND CONTENT

4. Success in life is meas-ured largely by successin worka. Limited success poss-

ible if you are nothappy in your work.

b. Satisfaction in youryour job--feeling thayou are accomplishingsomething good anduseful--adds to yourself-esteem.

c. Self-esteem--feelingof worth about your-self.

C. The student will be able todefine three reasons whypeople work.

1. Economic -- necessities and

luxuries.

2. Social--meet new friendsand develops socialidentity.

3. Psychological--developserkee of pride throughjob success, need to havethis

C.

5


Show FS "What are you Looking For?"from Unit 2 of Career Directions(Changing Times). Using the booklets"Choosing the Kind of Job You Want,"have students answer briefly thequestions under "Re-cap the Action"

pp. 5-6. Discuss. their answers in

class. Also, discuss additionalpoints in Teaching Guide on p. 6.

r v.

D. The student will be able to D. Use transparency as you lead thelist four characteristics of class in a discussion of these job

a job which.should be examine characteristics. (See Exhibit C.)in making a career choice.

1. Paya. Wages or salary- -

compare to other jobsb. Provide uniformsc. Toolsd. Transportatione. Commission to employ-

ment agency?f. Join a union?g. Is there a regular

plan for pay increases?


2. Securitya. Dangers to health or

lifeb. Is company well-

managed so that itwill continue to dobusiness?

c. If hired during a peaperiod will job lastbeyond that?

d. Could you do this inother places?

e. Does it requirephysical strengthwhich you may not haveas you grow older?

f. Is it a growing(clerical) or declining(railroad) type cE worz?

g. Be sure that time spentlearning job is wellused.

3. Dutiesa. Unless check carefully

may be dissatisfiedand perform poorly.

b. Special trainingrequired?

c. Training required toget the job or givenon the job.

d. Who will help me getstarted on the job andanswer questions whenI'm "stuck ? "`

e. Will I have extraduties such as cleaninup?

4. Opportunitiesa. What are the oppor-

tunities for advance-ment?

b. What can I learn onthe job?

c. First job should bestepping stone--oppor-tunity to try outskills and acquireexperiences.


6


4,11 -.11

begin Uuliuing areputation--goodname--that will be animportant consider-ation in whether youreceive promotion ora good recommendationfor another job.

E. The student will ascertaininformation about the fourcharacteristics of a job oftheir choice through inter-viewing someone employed inthat job.

F. The student should be able tolist areas where he may needhelp in choosing a career andsources that provide help.

1. Evaluating your potentiala. Parentsb. Counselorc. Aptitude Tests

2. Pairing interests withabilities--perform best injob that interests youmost if you have neededabilities.

3. Acquiring informationabout specific jobs.a. Publicationsb. Counselorsc. Va. Employment

Commissiond. Summer or part-time

jobs

4 Beginning your search- -even though you may changeyour mind.

7


E. Students should be given a guidesheet for this interview and atleast three days to complete thisassignment. Go over questionnairewith students before assigning theinterview,,seme time should be givento class discussion to compare thesecharacteristics when assignment iscomplete. (See Exhibit D.)

F. Have student read pp. 8-13 in"Deciding on YOur Career." Havethem make two lists--help they willneed and places to get help.

Lead class discussion of casestudies pp. 11-12.


III. The student will be able to findand apply for a job.

A. Students will be able to listsources of information aboutjob openings.

1. Friends and relatives2. Counselors3. Virginia Employment

Commission4. Private Employment Agenci5. Classified Ads

B. The:student will be able toexplain need for a socialsecurity card.

1. Required for payrollrecordsa. Keep record of

earningsb. Records basis of .

retirement and otherbenefits

2. Sometimes for identifi-cation--appears on drivers

license.

C. The student will demonstratethe ability to complete anapplication blank neatly.

1. Use ink (print) or type-writer

2. Answer every question or"NA"--not applicable

3. Spell correctly4. Ask before giving names

as references5. Be as neat as possible

D The student will prepare aPersonal Data Sheet whichincludes the information:

1. Personal--name, address,age, height, weight,health

2. Skills--list usable skillsuch as typing, short-hand, etc.

A.

B.

C.

D.

8


Have students examine classifiedads for types of information giventhere about jobs.

This is a good time to take a fieldtrip to Virginia Employment Commis-sion or have a guest speaker explal.services available to class.

Have applications available forstudents who do not have socialsecurity numbers. Allow time tocomplete in class. Show film"After the Applause" available fromthe Social Security Administrationor have a guest speaker to explain,services provided by SocialSecurity Administration.

The teacher should provide appli-cation blanks for students to com-plete preferably ccp.,,es of appli-cation blank actually used Dv localbusinesses.

Show students a transparency of apersonal data sheet. Discuss theformat and information given. Havestudents prepare a Personal DataSheet they could present at aninterview.

Example on p. 39 IndividualizedRelated InetrucLions. The teachermay want to make a transparency of

this.


3. Educationa. Schools you have

attended or graduatedfrom

b. List major subjectsstudied

4. Experiences--list allprevious work experienceeven regular babysittingjobs.

5. Outside interests--hobbiewhat you enjoy doing inyour spare time

6. References- -a. Only by permissionb. No relativesc. Ask people who know

you well and can saysomething good aboutyou.

E. The student will demonstrateability to conduct himselfproperly during an interview.

1. Appearancea. Clothes well chosen,

clean, neatly pressedshoes shined

b. Be sure your body iswell-groomed also- -showered, teethbrushed, hair shiningnails well manicured

2. Behaviora. Be earlyb. Walk confidentlyc. Sit straightd. Don't Smokee. Answer questions

distinctlyf. Stand until asked to

sit

3. Knew what you wanta. What positionb. What salary

9


E. Show film "Your Job anding theRight One." Use role playing, haveone student be the interviewer.This person should be given asuggested list of questions. Asecond student would be the appli-cant. Have the class evaluateperformance and make suggestionsfor improvement.

All student might dress for aninterview one day.


4. Know something about thecompany what it does -"Why do you want to workhere?"

5. Be prepared to ask inter-viewer about job duties,hours, permanence, oppor-tunities, etc.

IV. The student will understand theimportance of work ethics.

A. The student will be able tolist at least three thingswhich could be done to givea "day's" work for a "day'spay.'

1. Arrive at work beforestarting time

2. Do not take time longerthan time allowed forlunch or coffee breaks.

3. When you finish assignedtasks, look for other constructive things to do orhelp someone else.

4. Don't quit before time.

A.

B. Students will be able to a B.

explain the importance ofother good habits to success-ful work relationships.

1. Don't gossip--wastes timedestroys good workingrelationships.

2. Be loyal-a. Don't discuss things

with friends whichpresent your companyin a bad light.

b. If dissatisfied, findanother job.

3. Protect confidentialmatters--don't even dis-cuss with husband or wife

4. Show proper respect /cmelders and superiors.a. Don't address by

first name

b. Make proper intro-

ductions

10


Show film "I Just Work Here."Discuss in class. Use human rela-tions cases to provoke discussionon the importance of this. .

Use human relations cases toemphasize importance of these

characteristics. Also, might userole playing to demonstratesituations in which the workermight need to exhibit these char-acteristics.

Show film "Your Job e Good W6rkWork Habits."

Go over proper method of makingintroductions. Have studentspractice in class.


5. Remember to say "Please"and 'Thank you

6. Be punctual--completework on time and arrivefor appointments on time.

7. Be dependablea. Do routine duties

without being toldb. Complete tasks when

duec. Keep your word

8. Demonstrate initiativea. Attempt to do more

than is expectedb. Volunteer for special

projectsc. Work late, if neces-

sary, without com-plaining

9. Be honesta. Don't pilfer office

supplies.b. Don't waste employer's

time.

c. Be careful withsupplies--don't wastthem.

d. Be truthful in alldealings with peopleon the job.


11


V. The student will become aware of awide range of career opportunitiesin business occupations.

A. The student will be able to listat least three tasks performedby accountants on their jobs.

1. Work In firm of C.P.A.'sa. Count cash and/or

securities.b. Analyze amounts due from

customers to determinewhat part is current.

c. Observe inventory.

2. Work in industry--assignedto special field of financimanagement.a. Budgetary control.b. Long-range planning.c. Forecasting.d. Capital budgets.e. Investment of surplus

and trust funds.f. Cost control.g. Internal auditing.h. Taxation.i. Statistics.j. Compliance with law and

government regulations.k. Credits and collections1. Insurance.m. Stockholder reporting.

n. Financial administratio

3. Work in government--alsospecialized.a. Revenue agent for IRS.

b. Administer proper flowof funds in a depart-ment or agency.

B. The student will be able tolist at least two advantagesand disadvantages of being an

accountant.

1. AdvantagesP. Good opportunities for

advancement.

12


A. Distribute booklets "What's It Like

to be an Accountant?" Have students

prepare a list of tasks. Reviewlists with students using the over-

head. Point out which tasks areusually done in each type of business

B. Using booklets "What;s It Like to be

an Accountant?" have students find

advantages and disadvantages of this

career. List these using overhead

or chalkboard. Show examples of

forms used by accountants.

Invite an accountant (or two or morefrom different types of work) toexplain the training he needed and

the tasks he performs.


b. Close association withinteresting and energeticpeople in many businessesand professions.

c. Reasonable assurance ofcomfortable economicposition.

d. Expanding field; mindconstantly sharpened bynew learning.

e. Satisfaction of doingwork that aids the con-structive solution ofeconomic, social, andpolitical problems.

2. Disadvantagesa. Some very routine work

(being alleviated by data-rocessing).

b. Olcon confined to theoffice (disadvantage ifyou like being outdoors).

c. Some positions requirethat one travel--may beadvantage or disadvantagedepending on person.

B. The student will be able to listtasks performed in at least thre(3) areas of clerical work.

7 Clerk-Typist! office workerthose primary' responsibilityis typing, but who also hasmany other duties.a. Types bupiness forms,

letters, and reports.

b. Sorts mail.

c. Files business documentsand retrives them fromthe files as needed.

d. Answers the telephone.

e. Makes appointments.

2. File Clerk primary responsibility is working with thecompany files.a. Locates materials in

files when needed.

b. Sorts, codes, and files1-AF:iness documents.

c. Maintains files--replacefolders and/or label as

n--dz:l etc.

B.

13


Show film "Opportunities in ClericalWork."

Then discuss with class the differ-ent positions and their responsi-

bilities. Be sure to point outthat sometimes more than cne typeof clerical job may have some ofthe same responsibilities.


3. Receptionist: primaryresponsibility is withhandling office callers aidvisitors.a. Receives visitors--greet

politely, takes name andarra "ges for them to see

desired person.h. Gives directions to othe

offices.

c. Keeps a record of caller

d. Answers telephone.e. Makes appointments for

employer, keeps anappointment book, andup-dates employer'sappointment calendar.

f. Sometimes responsible fosorting mail.

g. Sometimes has typing

duties.

4. Typist: spends most of his

ire typing.a. Types business forms,

letters, reports.b. May have to set up qnd

type statistical tables.

c. Checks and proofreadscopy.

d. May run duplicating C7other affice machines.

e. May anser telephone.

C. Data Processing

1. The student will be able todefine automated dataprocessing (ADP)--methodof processing data by com-bining human abilities andelectronical (machine)abilities.

2. The student will be able toexplain the four steps inthe data processing cycle.a. Origin of data--busi-

ness papers used torecord data for thefirst time are calledsource documents.r.;:amples: sales slips,Invotces, etc.

14


1. Show film "Data Processing: An

Introduction."

:2. Make transparency of the flow chartbelow to use with discussion ofdata processing cycle.


b. Input of data--data frosource document isrecorded in such formthat it can be easilymanipulated or processe

c. Processing of data--thismay involve classifying,calculating, andsummarizing the data.

d. Output of data--infor-mation that has beenprocessed is organizedand arranged in usableform.

3. The student will be able todescribe at least two jobsin data processing.a. Key-punch operator- -

(1) Uses a machine similar to a typewriterto punch informatioonto cards.

(2) May code materialbefore punching it.

(3) May run verifyer tocheck accuracy ofwork.

b. Computer operators- -(1) Operates computor's

console while datais being processed.

(2) May be responsiblefor preparing inputdata

(3) May be responsiblefor translatingoutput back intoEnglish words frommachine language.

c. Programmer- -(1) Plans what the com-

puter must do toproduce desiredinformation.

(2) Develops flow chartof the procedure.

(3) Determines kinds ofdata needed to solvthe problem.

(4) Tests completedprogram.

15


S,)-tri; e.[DO C..V.01& r

NI/

I In? all

PrOCeS3

C3. As class discusses each job, pointout or ask students how each job fitsinto the data processing cycles andin what ways the workers are inter-dependent.

SPECIFIC OBJECTIVES AND CONTENT TEACHING SUGGESTIONS

(5) "Debugs" the progra(makes any necessarchanges in order toget needed infor-mation).

D The student will be able todescribe jobs in at least twodistributive occupations.

1. Advertising: effort ofbusinessmen to persuade pottial customers to buy theirproduct.a. Account executives: ha dle

relations between anadvertising company andits clients. Developsa proposed advertisingcampaign and sells it tthe customer.

b. Advertising copywriter:creates headlines,slogans, and texts usedin ads.

2. Cashier: receives the pay-ments made by customers forgoods and services.a. Give customer receipt.b. Make change.c. Balance cash at end ofd. May be responsible for

depositing money receiv

3. Manufacturer's salesman:sells to other businesses.

4. Retail salesman: sells topublica. Provide courteous,

efficient service tocustomer.

b. Has extensive knowledgeof product.

c. Duties other than sell-ing--ordering merchandistocking shelves, mark-ing prices, displayingmerchandise, and takinginventory.

. to

ay.

d.

e,

16

1. Have students bring in newspaperor magazine ads. Ask them whatmakes the product appealing.

Ask students to write a short para-graph about a radio or TV ad whichis either very good or very badand tell why.

2. Ask students to list duties theyhave observed cashiers performing.

Ask students to share with theclass any unusual experiences theyhave had with cashiers.

4. Have students list on chalkboardall the duties they have observedsalesmen performing. Then fillin where necessary.


E. Management

1. The student will be able todefine the four elements ofmanagement.a. Planning: establishing

goals and objectives anddevising strategies forachieving them.

b. Organization: settingup a logical structurewhich will allow peopleto work together pro-ductively.

c. Direction: providing thnecessary guidelines forindividuals as they planto carry out establishedstrategies.

d. Control: getting complefeedback so that actualperformance can be measuperiodically againstobjectives.

2. The student will be able todescribe the job of thepersonnel supervisor.a. Attracting and keeping

the best employeesavailable.

b. Matching employees tojobs so they can do themeffectively.

c. May be responsible foremployee training.

d. May have additional res-ponsibilities such as:dealing with discipli-nary problems, planningwage and salary scales,and developing safetyprograms.

e

ed

F. The student will be able to list F.the responsibilities of marketresearchers.

1. Seek, analyze, and interpretmany different kinds ofinformation.

2. Prepare reports and recom-mendations to help managemenmake decisions.

17


1. Use the chalkboard or overhead toemphasize these words. Be sure

students understand the importanceof good working relationshipsbetween managers and employees.

2. Ask students to list duties theythink a personnel supervisor shouldhave.

In discussing this job with students,mention that those who pursue thisstudy in class will survey our studentbody to determine what our businessshould be.


3. Survey public opinion.

G. The student will be able to list .the duties of a stenographer.

1. Takes dictation and trans-cribes with 100% accuracy.May use shorthand or steno-type machine. (Requiresexcellent shorthand and typinskills.)

2. May compose and type routinecorrespondence.

3. May arrange travel schedules,reservations, and socialfunctions.

4. May open and distributethe mail.

5. May greet visitors and answertelephone.

VI. The student will explore the abilitierequired and the tasks performed inat least three business careers.(Projects bound separately.)

VII. The students will know how businessesmay be organized.

A. The student will be able to definthe term "business."

1. An organization that providesgoods or services that wewant or need.a. Goods: tangible things

used in our daily lives.b. Services; acts performed

for us by someone else.Example: TV repairman.

2. An organization formed to maka profit for its owners.a. Profit: excess of money

received from sale ofgoods or services overthe costs of producing thgood or service.

18


Point out to students the similaritiesto the job of a clerk-typist. It isimportant to note, also, that the addi-tional skill usually earns one a highersalary.

At the completion of this introductionit would be advantageous to take afield trip to a large company wherestudents could observe many of these jobs

Students should complete at least three(more if time allows) of the individualprojects on business careers. Objectivespre-tests, activities and post-tests areprovided in each project.

1. The teacher should begin the dis-cussion by asking, "What is a business

Students should be asked to give othelexamples of goods and services.

2. Students should solve some problemsin which they determine the amountof profit. (See EXHIBIT E.)


b. Our economic system,capitalism, allows busi-nesses to choose what toproduce or what serviceto provide and at whatprice to do this so thata profit can be made.

B. The student will be able to defithe _profit motive.

1. Desire to work to make money.

2. Causes people to want toparticipate in the ownershipof a business.

3. Leads people to job or typeof business where they feelthere is money to be made.

C. The student will be able to listthe three major forms of businesownership.

1. Sole proprietorship2. Partnership3. Corporation

D. The student will be able to dif-ferentiate between the threemajor types of business ownershi

1. Sole proprietorshipa. Business owned by one IA

person.

b. Usually small firm- -restaurant, gas station,grocery store, etc.

c. Majority of business inU.S. are sole propri-etorships.

19


e Begin the discussion by asking the clas."Why do people work?"

Prepare a transparency showing names oftypes of business ownership and givingan example of a local business of each

type.

Have a guest speaker who owns andoperates his own business locally tell

. the class how he got his start and howhis business has grown.

2. Partnership 2. Students should solve problems

a. Business owned and manag d dealing with the division of

by a small group, usuall profits and losses among partners.

two or three people.

b. Bound together by awritten agreement, Artiaesof Co-partnership.(1) Responsibilities of

each(2) How profits are to

be shared.

26

SPECIFIC OBJECTIVES AND CCNTENTt

3. Corporationa. Business owned by a

number of people (few omany).

b. Write Articles of Incorporation and apply forstate charter (license).

c. Stockholders or share-holders are owners ofcorporation; own one ormany shares of stock.

d. Recognized as a legalentity or person.

VIII. The students, as a group, will demostrate their understanding of oper-ating a business within a capitalis iceconomy by organizing and operatinga business within the classroom andstriving to make it profitable.

A. The students will write Articleof Incorporation for theirbusiness using an example froma local business as a guide.

B. The students, will plan the opertion of their business

1. Positions needed.2. Standard operating procedur s.

3. Personnel policies.4. How to capitalize the busin

(probably students purchasishares of stock).

5. Plan opening ceremony (opti nal)

SS

g

C. The students will apply for aposition in the company.

D. The studeat8 will demonstrate thability to work together pro-ductively in a business.

20


3. Show film "The Modern Corporation."

Have a stock broker make a presen-tation to the class about being astockholder. Bring example of stoccertificate and explain stock-holders' meetings, etc.

The teacher should try to secure a copyof the Articles of Incorporation from alocal business if possible. If not,

obtain a copy of the guidelines fromthe State Corporation Commission.

Do as much planning as is possible ina large group and try to keep enthusi-asm high.

Provide students with an applicationblank with their company's name on it.

It may be wise for the instructor tohave a job title which will include theresponsibility if assigning positions.

''.This ability can be observed as thestudents operate the business.

The students who have supervisory ormanagement positions should developan employee evaluation form.


E. The students will list the stropoints and weak points of theirbusiness operation.

IX. The student will evaluate his indi-vidual career goal:

A. The student will list the charsteristics of his "ideal" job.

B. The student will evaluate char-acteristics of his "ideal" ioband determine the steps to attaan entry level position in thisfield.

C. The student will list possible,advancements from his entry levposition and what is required tachieve this advancement.

g

21


Have each student list these individual

Then, compile answers into one list.

The teacher may want to review quicklyjob characteristics studied at thebeginning of course.

The student should be able to ascertainthe steps to his chosen entry level

n job from resource materials in the clanroom. Encourage students to think ofspecial programs offered in local highschools.

..Students'74,11 need to use classroom1 resources to determine this information

May also use library, interviews, ortelephone calls.

Have individual conference with each :student. Review how his goals havechanged since the beginning of the 0.°15..:

course and how he can reach them.

22

EXHIBIT A

STUDENT DATA SHEET

Name Age

Birthdate Grade

Huf.:room Teacher's Name

Student No.

Address

Telephone No.

Rm. No.

Father or Guardian's Name

Occupation

Mother's Name and Occupation

Number of Brothers:

Duties at Home

Place ofEmployment

Sisters:

Hobbies or Special Interests

List Your Extracurricular Activities

Have You Ever Worked Before? If So, Where?

What Were Your Duties?

List Your Outstanding Personal Qualities

List Any Physical Limitations or Defects That Should Be Considered inChoosing a Job

What Kind of Work Would You Like To Do?

23

EXHIBIT B

glimpses into your talentsand attributes.

......- .

Help if interpreted by an expertand related to your own circumstances.

A,:ant:re success in a

;;',ien career.

yau anything if resultsare not interpreted.

F.

EXHIBIT C

-I-) 1

0

24

Job Title:

EXHIBIT D

CAREER SURVEY

DIRECiTUAS: Check the letter of the item which completes the'sentence mostappropriately for your job.

I. Work Environment

1. This job is usually performeda. indoors.b. outdoors.

2. This job means working mostoften

a. by oneself.b, with others.

3. This job is usually performedwhile

a. sitting.b. standing.

4. This job is usually Performduring the hours betweena.m. and p.m.

II. Salary and Benefits

1. The beginning salary in thisposition is

a. $ per hour.b. $ per week.c. $ per month.

2. The highest salary someonein this company might earn inthis position is

a. $ per hour.b. $ per week.c. $ per month.

3. This joba. provides weeks

paid vacation.b. provides no paid vaca-

tion but some legalholidays.

c. provides no paid vaca-tion.

25

4. In this job group hospitaliz-ation is

a. offered and paid forby the employer.

b. offered and partiallypaid for by theemployer.

c. offered, but paid forby the employee.

d. not offered.

III. Training

1. The lowest level of educationacceptable to qualify for thisjob is

a. elementary school.b. junior high school.c. high school.d. post-high school.e. college degree.

2. The lowest level of educationacceptable to advance in thisjob is

a. elementary school.b. junior high school.c. high school.d. post-high school.

some college courses.C college degree.

3. The tilorhine skills required forthis job are

b.

c.

d.

4. Training for this positiona. must be completed

before accepting thejob.

b. is given on the job.

IV. Opportunities

1. The present employment possi-bilities for entry-level inthis job in this area is

a. great.

b. good.c. fair.d. poor.

2. Workers, who perform well inthis position, can advance tothe position of

after

(experience, further education)

3. Workers in this job would findopenings in other areas of thestate are

a. more readily available.b. about the same as in

our city.c. found less frequently.

V. Job Security

1. My employera. has the authority to

fire me anytime he feellike it.

b. has the authority tofire me if I do notmeet job standards.

c. cannot fire me.

2. Workers in this positiona. acquire more benefits

or more security withseniority.

b. find their job. is in noway enhanced regardlessof how long they havebeen on the job.

Page 2

26

3.. If fired, workers in this posi-tion

a. have someone to whomthey can appeal thisdecision.

b. have no source ofappeal.

4. This job is one that hasa. an increasing demand

for workers.b. a constant demand for

workers.c. a decreasing demand

for workers.

VI. Duties

1. In this position one deals withcustomers

a. most of the day.b. often.c. occasionally.d. almost never.

2. This position requiresa. frequent use of the

telephone.b. occasional use of the

telephone.

3. This position requires that onea. supervise several other

employees.b. supervise at least one

other employee.c. be supervised by others.

4. This position requires one tohandle money

a. in many types of trans-actions with customers.

b. only in paying of billsby checks.

c. in customer and companytransactions.

27

5. This position requiresa. constant learning of

new skills and/oraccepting additionalresponsibilities.

b. occasional learningof new skills and/oraccepting additionalresponsibilities.

c. no learning of newskills or acceptanceof additionalresponsibilities.

VII. Miscellaneous

DIRECTIONS: Please complete the following statements.

1. I like my job because

2. I would change jobs if

3. In choosing my career, I wish I had

4. In preparing for my career, I wish I had

28

EXHIBIT E

SOLVING PROBLEMS FOR PROFIT

DIRECTIONS: Sove these problems on your own paper. Show all ofyour work.

1. A small retail store had total sales of $95,000 last year. Itstotal costs were $e2,376.17. How much profit did this businessmake last year?

2. Smith's Grocery had sales of $9,383.62 this month. Thefollowing expenses were paid: $6,549.31 to supplier ofgroceries; $258.53 to VEPCO; $1,220 in salaries; and $150.00for advertising. What amount of profit did Smith's Grocerymake?

3. If a business paid expenses of $747.25 and make a profit of$203.14, what were the total sales of the business?

BIBLIOGRAPHY

Adler, Kenneth A. Pathway to Your Future. Boston: Bellutan PublishingCo., 1971.

Albertson, Dorothy Lee and others. On the Job T-2aining Guides and ResourceMaterials. New York: McGraw-Hill Book Co., 1973.

Andrews, Margaret E. It's Up to You. New York: McGraw-Hill Book Co.,1970.

. The Job You Want. New York: McGraw-Hill Book Co., 1968.

Baggett, Harry W. Exploring Data Processing Careers. New York: South-Western Publishing Co., 1975.

Bernays, Edward L. Your Future in *Public Relations. New York: RichardRosen Press, Inc., 1961.

Bibby, Dause L. Your Future in the Electronic Computer Field. New York:Richard Rosen Press, Inc., 1969.

Boynton, Ralph E. Your Future in Banking. New York: Richard Rosen Press,Inc., 1965.

Calvert, Robert, Jr. and John E. Steele. Planning Your Career. NewYork: McGraw-Hill Book Co., 1963.

Davis, Sidney. Your Future in Computer Programming.Rosen Press, Inc., 1969.

Gelatt, H. B., Barbara Varenhorst, and Richard Carey.College Entrance Examination Board, 1972.

Kestenbaum, A. Jack. Clerical Techniques for a Business Career,. Boston:Allyn and Bacon, Inc., 1975.

. Workbook for Clerical Techniques for a Business Career. Boston:Allyn and Bacon, Inc., 1975.

Kimbrell, Grady and Ben S. Vineyard. Activities for Succeeding in the Worldof Work. Bloomington: McKnight Publishing Co., 1975.

. Individualized Related Instruction for Entering the World of Work.Bloomington: McKnight Publishing Co., 1974.

New York: Richard

Deciding. Trenton:

Kimbrell, Grady. Introduction to Business and Office Careers. Bloomington:,McKnight Publishing Co., 1975.

3E)

Kimbrell, Grady and Ben S. Vineyard. Succeeding in the World of Work.Bloomington: McKnight Publishing Co., 1975,

. Teacher's Guide for Activities for Succeeding in the World ofWork. Bloomington: McKnight Publishing Co., 1975.

Mason, Louis and Jeri Young. Human Relations at the Office. Portland:J. Weston Walsh, 1973.

Norton, Joseph L., ed. On the Job. Chicago: J. G. Ferguson PublishingCo., 1970.

Noyes, Nell Braly. Your Future as a Secretary.Press, Inc., 1970.

New York:

Pond, John H. Your Future in Personnel Work. New York:Press, Inc., 1962.

Ristau, Robert A. Exploring Clerical Careers. New York:Publishing Co., 1974.

I '.

Richard Rosen'

Richard Rosen

South-Western

SUGGESTED ADDITIONAL RESOURCES

Audio - Visual

Just a Secretary (fs). Freeport: Educational Activities, Inc., 1966.

Just a Teller (fs). Freeport; Educational Activities, Inc., 1966.

,O'Reilly, Robert F., Director. Career Directions--Unit 1: Deciding onYour Career. (Resource unit with filmstrips.) Washington: ChangingTimes Education Service, 1974.

. Career Directions--Unit 2: Choosing the Kind of Job You Want.Washington: Changing Times Education Service, 1974.

Newton, David E. A Day in the Life of a Computer. (Slide Presentation.)Portland: J. Weston Welch Publishing Co., 1974.

Priorities, Decisions, Security.. (Resource unit with filmstrips.) New York:Educational Division, Institute of Life Insurance.

Stanley, Dawn. Getting a Job. (Poster series.) Portland: J. WestonWalch Publishing Co., 1969.

. Sales and You. (Poster series.) Portland: J. Weston WalchPublishing Co., 1974.

Mini-Units

Jobs: An Updated Look into the Future.' Washington: Changing TimesEducation Service, 1971.

Jobs Where Your Boss is You. Washington: Changing Times Education Service,1973.

Now, at Last, Better Jobs for Women. Washington: Changing Times EducationService, 1972.

Pamphlets

Careers in Business. Articles collected and reprinted by the NationalBusiness Education Association, 1972.

Dreese, Mitchell. How to Get the Job. Chicago: Science Research Associates,

Inc., 1971.

General Motors Public Relations Staff. Can I Get the Job? Detroit.

0

Kushner, John A. and Helen J. Kelly. How to Find and Apply for a Job.Cincinnati: South-Western Publishing Co., 1975.

,Maze, Clarence, Jr. Monograph 113--Business Education in the JuniorHigh School. Cincinnati: South-Western Publishing Co., 1965.

Virginia Employment Commission. How to Get the Right Job.

Worthy, James C. What Employers Want. Chicago: Science Research Associates,Inc., 1971.

Practice Sets

Business Practice Set: Gregory Kent Company. Cincinnati: South-WesternPublishing Co., 1969.

Fritz, "loble. Introductory Business Practice. New York: McGraw-HillBOOK Co., 1966.

Roman, John C. and Robert Finch. Family Financial Management. Cincinnati:South-Western Publishing Co., 1970.

;3 !

SUGGESTED FIELD TRIPS

Coca-Cola Bottling Works, Inc. Bottling Plant

I. C. Norcom High School

Portsmouth Gas Co.

Star Band Co.

See the different vocationalprograms offered in the cityof Portsmouth

View different aspects of officework in a public servicecompany--cashier, bookkeeper,typist, key-punch operator

Manufacturers of Christmasdecorations--view manufacturing,office work and retail sales

Tidewater Tropical Fish Hatchery, Inc. Individually-owned whcMsalefish hatchery

Virginia Employment Commission View testing and counselingfacilities

Virginia National Bank See banking services offered,data processing center, andoffice procedures

SUGGESTED SPEAKERS

Beecher, Ingrid (Mrs.) "Legal Secretary"

Braithwaite, Jane (Mrs.)

Jamie (Mr.)

Quick, Norma (Ms.)

Rabe, June (Mrs.)

Rankin, Andrew M. (Mr.)

Sullivan, Mike (Mr.)

Kee's Business College--Fashions andDress for the Office

Virginia Stenotype Institute- -Court Reporting

Virginia Employment Commission- -Employment Opportunities and Testing

Princess Anne Business College- -Preparing for the Job Interview

ArWes--Making a Sale

Tidewater Tropical Fish Hatchery, Inc.- -Starting and Operating Your Own-Business

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