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A comparative analysis of clerical office occupations teachers' and business employers' perceptions of the competencies important for a high school graduate of clerical office occupations program to possess for an entry-level job in Oregon

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https://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/nv9356633

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  • The Purpose of the Study: The primary purpose of this study was to compare the clerical office occupations teachers' and business employers' perceptions of the competencies important for a high school graduate to possess for an entry-level clerical office job in Oregon. A secondary purpose was to determine the best instructional strategy for preparing a high school student enrolled in clerical office occupations program. The major objectives were to compare (1) the teachers' and employers' responses, (2) small and large business employers' responses, and (3) the responses from rural and urban counties. Procedures: A mail questionnaire containing ten demographic items and 153 competencies was used to collect the data. The F statistic with the critical value set at .05 was used to compute the analysis of variance. Chi-Square was used to test the hypothesis that the teachers' and employers' responses were independent of each other. Selected Findings and Conclusions: The five criteria business employers consider when hiring beginning clerical office workers were (1) personal interview, (2) attitude, (3) personal appearance, (4) cooperative work experience, and (5) personality. The five clerical office occupations for which business employers in Oregon most frequently hire high school graduates without prior full-time work experience were (1) general clerk, (2) clerk typist, (3) receptionist, (4) mail clerk, and (5) switchboard operator. The top five clerical office occupations employers in Oregon anticipated will be in the greatest demand in five years included: general clerk, clerk typist, receptionist, word processor, and general bookkeeping. Although the teachers and employers in the sample basically agreed on the competencies important for an entry-level clerical office job, they statistically disagreed on the extent of importance. The small urban business employers rated the record-keeping competencies at a higher level of importance than the others in the group. There was no statiscally significant rural or urban effect in the teachers' and employers' responses. The two groups had different opinions concerning the instructional strategy for individual competencies. The teachers and employers favored a combination of formal course work and cooperative work experience as the best instructional strategy for preparing a student enrolled in the clerical office occupations program.
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