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Descriptors:
Job Applicants; Control Groups; Office Practice; Job Training; Labor; Young Adults; Program Effectiveness; Information Technology; Immigrants; Labor Market; Labor Force Development; Unskilled Workers; Skilled Occupations; Outcomes of Education; Skill Development; Regression (Statistics); African Americans; Hispanic Americans; Reentry Workers; Salary Wage Differentials

Abstract:
Over the past two decades, an innovative approach to workforce development known as sectoral employment has emerged, resulting in the creation of industry-specific training programs that prepare unemployed and underskilled workers for skilled positions and connect them with employers seeking to fill such vacancies. In 2003, with funding from the Charles Stewart Mott Foundation, the Public/Private Ventures (P/PV) launched the Sectoral Employment Impact Study to rigorously assess whether mature, nonprofit-led sector-focused programs could increase the earnings of disadvantaged workers and job seekers. P/PV selected three organizations to participate in the study--a community-based organization focused on medical and basic office skills in Boston, a social venture focused on information technology in the Bronx, and an employer-union partnership focused on healthcare, manufacturing and construction in Milwaukee. The study's findings show that program participants earned about $4,500--18 percent--more than the control group over the course of the two-year study period and $4,000--29 percent--more in the second year alone. Study participants were also more likely to find employment, work more consistently, work in jobs that paid higher wages, and work in jobs that offered benefits. Furthermore, there were earnings gains for each subgroup analyzed, including African Americans, Latinos, immigrants, formerly incarcerated individuals and young adults. "Tuning In to Local Labor Markets" also examines the strategies employed by the three organizations that took part in the study, as well as the common elements that likely contributed to their success. Implications for practice, policy and future research are explored; a forthcoming piece will provide detailed recommendations for policymakers. Appendices include: (1) Selection of the Study Sites; (2) Sample Selection, Randomization and the Follow-Up Sample; (3) Study Methodology; (4) Employment Outcomes for Selected Subgroups; (5) Supplementary Tables, WRTP; (6) The Question of Displacement; and (7) Regression Tables for the Overall Sample. (Contains 30 tables, 16 figures and 30 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Information Technology; Information Management; Federal Legislation; Legislators; Federal Government; Electronic Mail; Citizen Participation; Feedback (Response); Perspective Taking; Office Practice; Employees; Specialists; Research; Services; User Needs (Information); Users (Information)

Abstract:
Although much as been written about information technologies and politics, less is known about how information is handled in congressional personal offices. What happens when a constituent sends an email to their Congressman? How does a Senator get information about the pros and cons of a proposed bill? A study was conducted to understand the information interactions in congressional personal offices. Using a semi-structured interview protocol consisting of questions about information management and usage in the congressional offices, fifteen respondents from congressional personal offices explained the ways in which they, as individuals and as part of a congressional personal office team, interact with information. Notable findings included the value respondents placed upon information in general and on particular information resources or technologies. Information interactions with constituents were highly valued as was obtaining information from multiple points of view. Unsolicited non-constituent information presented in email, letters or phone calls, was of low value to the respondents. Information technologies including blackberries and Internet search platforms were of mixed value to the respondents. Notable findings also included the simplistic heuristics used for archiving and retrieving information. Advancements in information technologies might be able to promote more efficient information archiving and retrieving, and programmers are currently developing software to address the needs of Congress in this area. Other notable findings included the ways in which the congressional personal offices taking part in this study were similar to each other, e.g. in their information interactions with resources outside of the congressional personal offices; and the ways in which the offices were dissimilar to each other, e.g. in the information interactions among the staff within a single office. Of value to scholars in the academic disciplines of Information Studies and Political Science were the findings that congressional staffers do not regularly utilize academic resources and although they are not degreed or certified information specialists, they reported that they frequently rely upon the information gathering and evaluating skills of the Congressional Research Service. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Office Practice; Purchasing; Conservation (Environment); Recycling; Work Environment; Responsibility; Brainstorming

Abstract:
In this article, the author describes wasteful office practices he encountered at work such as minimal recycling efforts, computer equipment being left on at night, kitchens were stocked with disposable items, and others. What really bothered him was that no matter how passionate he was about trying to reduce his own "footprint" at work, it wasn't going to make much of a difference: (1) he is not one of the decision makers at work; (2) he doesn't write employee policies or control company purchasing practices; and (3) it's not his responsibility to look over everyone's shoulders to make sure they put their recyclables in the proper bin. So what good could he really do? He found out that some of his coworkers were dealing with the exact same frustrations. He relates how they brainstormed some possible solutions. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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College Students; Research Papers (Students); Study Habits; Educational Change; Academic Libraries; Librarians; Models; Adjustment (to Environment); Office Practice; Working Hours; Reference Services; Library Instruction; Undergraduate Students; Information Needs; Consultation Programs; Search Strategies; Time Management

Abstract:
Given the many changes in our students and their study and research practices, libraries are finding it necessary to seek new ways to reach these students. The Undergraduate Library at the University of Illinois at Urbana-Champaign created a new model to do so. Librarian's Office Hours are a hybrid of reference and instructional services that fulfill the dual purposes of meeting the needs of term paper research counseling and library workshops. This article discusses the strategies involved in the creation and implementation of this service and examines suggestions for the future of such a service. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Intervention; Objectives; Feedback (Response); Supervisors; Undergraduate Students; Student Behavior; Behavior; Office Occupations; Office Practice

Abstract:
This study evaluated the effects of feedback, task clarification and goal-setting on office behaviors and customer service of ten undergraduate participants that served as university advisors. A multiple baseline design was implemented across three target behaviors: client greeting, front-desk behaviors, and punctuality. During intervention the advisors received supervisor-delivered verbal group feedback, a task clarification sheet, and supervisor-delivered goal setting for each target behavior. All target behaviors increased once the intervention was implemented. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Allied Health Occupations Education; Anatomy; Behavioral Objectives; Biomedical Equipment; Curriculum; Disease Control; Drug Therapy; Ethics; Instructional Materials; Laboratory Technology; Medical Assistants; Medical Case Histories; Medical Evaluation; Office Management; Office Practice; Pathology; Patient Education; Physiology; Preventive Medicine; Psychology; Recordkeeping; Records Management; Risk Management; Secondary Education; Vocational Education

Abstract:
This curriculum for a medical assistant program is designed for students interested in caring for the sick, injured, convalescent, or disabled under the direction of the family, physicians, and credentialed nurses. The curriculum is divided into 12 units: orientation to medical assisting; principles of medical ethics; risk management; infection control and hazards management; anatomy, physiology, pathology, and psychology; medical database; patient examinations; patient education; medications; medical emergencies and facility safety; laboratory procedures; and general office procedures. Each unit is composed of 2-5 objectives; a number of performance indicators are listed for each objective. The program is designed to include classroom instruction via lectures, demonstrations, and discussions. Hospitals, medical centers, nursing home or care centers, or medical-surgical clinics often work cooperatively with schools to provide students with clinical practice and experience. (YLB) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (178K)

Descriptors:
Adult Education; Culture; Demonstration Programs; Disadvantaged; Employment Potential; Employment Qualifications; Interpersonal Competence; Job Placement; Job Skills; Labor Force Development; Minority Groups; Office Occupations Education; Office Practice; Organizational Climate; Postsecondary Education; Program Descriptions; Prosocial Behavior; Simulation

Abstract:
This publication describes four highly regarded workforce development programs, concentrating on how they cultivate emotional intelligence--how they prepare trainees for the cultural demands of the workplace. Section 1 describes how ACHIEVE, Cabrillo Community College, Watsonville, California (CA) teaches business dress, skills and culture in two languages using reflection and office simulation. Section 2 describes Opportunities for a Better Tomorrow, Brooklyn, New York. It looks at these features: attention to minor rules; required student participation in constant discussion; World of Work course focusing on public speaking and how people present themselves in business and life; and understanding by grilling. Section 3 describes YMCA of Greater Boston/Training, Inc., Massachusetts, which uses the "Lester Hill" job simulation, an 18-week training program. It looks at these elements: seeing the world through a boss's eyes; a corporate atmosphere with a heart; and teaching human relations. Section 4 describes Op-Net, San Francisco, CA, that trains Web designers in five weeks (plus a two-month internship). It sets out how the program reflects the more refined technical skills and subtler social skills demanded by the industry and provides extensive placement and ongoing support services. Section 5 discusses seven real-world lessons that can be adapted to teach any population soft (social) skills with any mix of hard (technical) skills training. (YLB) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (614K)

Descriptors:
Counselors; Health Maintenance Organizations; Marketing; Office Practice; Records (Forms)

Abstract:
This manual provides essential information for counselors in private practice who are either just starting out or have established practices. It is organized into six sections, which contain forms relating to different aspects of practice. The material can be used to create new forms or adapted for individual use. They can also serve to generate marketing ideas, help work with managed care organizations, and improve billing. Chapter 1 concerns office policy and procedures and contains sample letters to clients on policy, discontinuation of therapy, and other acknowledgements. Chapter 2 deals with billing to insurance companies and individuals. Chapter 3 considers client release and consent forms. Chapter 4 discusses intake, clinical evaluations, and progress monitoring. Chapter 5 presents marketing ideas. Chapter 6 explains how to work with managed care organizations. A CD-ROM accompanies the manual. (JDM) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Standards; Adult Education; Business Skills; Competency Based Education; Computers; Databases; Desktop Publishing; Dictation; Education Work Relationship; Employment Qualifications; Filing; Job Analysis; Job Skills; Occupational Clusters; Office Management; Office Occupations Education; Office Practice; Performance Based Assessment; Postsecondary Education; Secondary Education; Secretaries; State Standards; Statewide Planning; Student Certification; Student Evaluation; Word Processing

Abstract:
This document of skill standards for the legal office cluster serves as a guide to workforce preparation program providers in defining content for their programs and to employers to establish the skills and standards necessary for job acquisition. These 151 occupational skill standards describe what people should know and be able to do in an occupational setting. Each skill standard contains at least these three areas: performance area; skill standard with conditions of performance, work to be performed, and performance criteria; and performance elements and assessment criteria. These sections may also be included: performance area and assessment and credentialing approach. Introductory materials include assumptions for legal office cluster standards and table of contents. Standards are divided into organization and planning; maintenance of equipment and supplies; legal office activities; general dictation-transcription duties; preparation of legal documents; drafting of legal documents; financial functions; management of records and files; mail handling; basic office operations; information processing activities; word processing; machine transcription; basic data processing; computer file manipulation; document processing; database and spreadsheet operations; and computer applications. Appendixes include a glossary; lists of committee and council members; and workplace skills. (YLB) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (5906K)

Descriptors:
Basic Business Education; Business; Business Administration; Business Education; Business Education Teachers; Career Development; Classroom Techniques; Community Colleges; Community Development; Computer Oriented Programs; Computer Uses in Education; Education Work Relationship; Educational Environment; Higher Education; Information Networks; Integrated Curriculum; International Trade; Internet; Marketing; Money Management; National Standards; Office Machines; Office Practice; Professional Associations; School Business Relationship; Secondary Education; Teacher Education; Two Year Colleges; Virtual Reality

Abstract:
This book contains 15 papers devoted to the following topics of interest to business educators: the Internet's history and management; Internet applications related to the National Standards for Business Education; and the Internet's connection with the business education profession. The following papers are included: "Vignettes in the History of the Internet" (Jay Stephens); "Acceptable Use Policy" (Billie J. Herrin, Jon Robinson); "Policing the Internet: Developing an Acceptable Use Policy" (Wayne A. Moore, Raymond Rakvic, Jr.); "Career Development" (Nancy D. Zeliff); "Basic Business and Personal Finance" (Jim Mansfield, Lonnie Echternacht); "Internet Tools" (Ken Quamme, Kent Quamme); "The Development of an Internet-Based Course Support System for an Introductory Computer Course" (William C. Ward, III); "Online International Business" (Robert J. Matyska, Jr.); "Use of the Internet in Management and Marketing" (Bobbye J. Davis, Josie V. Walker); "Integrating the Internet into a Methods Class" (Margaret J. Erthal); "Internet Use in Document Processing and Computer Applications" (Dennis Boldt, Nancy Groneman); "The Cyberprofessional Association" (Bridget O'Connor, Michael Bronner); "Using an Intranet in Business Education" (James E. Bartlett, II); "Community Networks: Pathways to a Revitalized Society" (Douglas Schuler, Cynthia Denton, Larry Denton); and "Beyond the Internet: A Virtual Education Environment" (Hazel R. Walker). A few papers include substantial bibliographies. (MN) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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