OFFICE TECHNOLOGY & PROCEDURES
COURSE DESCRIPTION
This integrated, collaboratively taught Office Technology class will provide all students an opportunity to study the human and communication aspects business. The human and communications aspects of business are strongly emphasized. In-depth study in the areas of typing, business machines, filing and general office procedures are provided through practical applications of previously learned skills. By satisfying requirements of this study, all students will become more informed, skilled, productive, employable, and socially responsible citizens.
SWRSD OUTCOMES
Outcome : Students demonstrate many forms of communication.
Outcome : Students demonstrate adaptability in living and working in diverse cultural environments.
Outcome : Students use technology for adapting to and initiating productive change.
Outcome : Students demonstrate leisure, vocational and life skills.
Outcome : Students demonstrate skills and attitudes that will enable them to achieve post high school education.
COURSE OUTLINE
CONTENT (Essential course facts, concepts, and basic skills; assessed with teacher-made tests and rubrics)
Major Units of Study
A. The student will develop personal and professional skills necessary for securing and maintaining employment.
Alaska Content Standard(s): Standard D: Employable Standards
(A student will be able to work individually and collaboratively within team settings to accomplish objectives.)
Key Elements: Student will know about, understand, and demonstrate the ability to
1. identify and apply good human relations skills in working with others in a diverse environment to the satisfaction of the instruction.
* give and follow oral and written communications skills.
* give and follow oral and written directions.
* demonstrate and display a professional attitude when requested to correct or revise work.
* demonstrate the ability to work as a member of a team.
3. list and define five positive personal values that one can expect to experience from holding a job, to the satisfaction of the instructor.
4. list at least ten personal traits and habits that might cause an individual to be fired from a job and explain why each is undesirable on the job with at least 90 percent accuracy.
5. read and analyze five cases where an employee is having a human relations problem either with another employee, a customer or the employer and solve the problem with at least four of the cases correctly solved.
6. briefly define the general abilities required in a work situation, such as diligence, adaptability, perseverance, pride, motivation, willingness to learn, risk taking, patience, reliability and thoroughness, orally or in writing with at least eight of the definitions being correct.
7. write a brief explanation of ten personal management skills that may be helpful on the job indicating why each skill may be important on the job with at least 80 percent of the explanations correct.
8. select the one trait from a list of eight personal traits which he or she feels is the most essential to success on every job and write or present orally a brief description to defend the selection to the satisfaction of the instructor.
B. Apply organizational and time management principles to increase productivity.
Alaska Content Standard(s): Standard C: Employable Standards
(A student will be able to develop skills that promote personal knowledge, growth, and responsibility.)
Key Elements: Student will know about, understand, and demonstrate the ability to
1. define productivity.
2. list four goals and establish priorities.
3. develop a personal time log and a “To Do List” (prioritized).
4. understand and use a calendaring system.
5. outline steps needed to complete a project: determining resources required, analyzing work flow for efficiency, determining and tracking delegated responsibilities.
C. Students will demonstrate knowledge of telephone systems and good telephone protocol.
Alaska Content Standard(s): Standard B: Employable Standards
(A student will be able to apply principles of effective oral, written, and listening communication skills to make decisions and solve problems.)
Key Elements: Student will know about, understand, and demonstrate the ability to
1. students will respond to the ringing telephone meeting the following criteria; answering with in two rings; identifying the organization or firm by name; identifying him/herself by name; using proper telephone voice and rules of courtesy meeting each of the criteria appropriately.
2. upon answering the telephone, record the message, either handwritten or typewritten, including the following information: caller’s name/title; date of call;
time of call; message; caller’s number; name of person taking message with complete accuracy and making it available to the intended recipient.
3. verbally outline the procedure for transferring an incoming call to another office in the building listing the steps accurately.
4. verbally outline the procedure for screening an incoming call for his/her supervisor to the satisfaction of the instructor.
5. outline the procedure for arranging the conference call meeting the requirements of the local telephone.
6. discuss current and futuristic features of telephone systems.
7. explain long distance service features.
8. explain how to place national and international long distance calls requiring telephone credit card or operator assistance.
9. locate business, government, and residential phone numbers by using the telephone book and city directory.
10. determine time zones and area codes and outline procedures for making calls.
11. describe features of voice mail.
D. Process mail
Alaska Content Standard(s): Standard A: Employable Standards
(A student will be able to apply critical and creative thinking skills to make decisions and solve problems.)
Key Elements: Student will know about, understand, and demonstrate the ability to
1. define terms associated with mail processing.
2. evaluate various mail handling procedures by identifying the positive and/or negative aspects of the mail-handling routine to the satisfaction of the instructor.
3. verify addresses (including ZIP codes), check for enclosures, fold properly insert into appropriate envelopes, seal and determine postage for 10 letters with 100 percent accuracy.
4. select the appropriate method for sending items needing special attention and explain to the instructor and the class with complete accuracy.
5. date, sort, route to process a simulated packet of ten pieces of incoming mail and ten pieces of outgoing mail, with 95 percent accuracy.
6. select and justify the most appropriate method to use in sending domestic and international mail in terms of cost, time, and other considerations.
7. prepare a textbook in a package for mailing, compare the costs for mailing first class and book rate and select the most cost effective method of mailing according to and meeting the postal regulations.
8. sort and select records from a database to create a mailing list and labels.
9. discuss the advantages, disadvantages, costs, confidentiality, external and internal systems, and other aspects of facsimile mail.
10. fax a document following accepted guidelines of the instructor.
E. Demonstrate automated and manual records management skills.
Alaska Content Standard(s): Standard A: Employable Standards
(A student will be able to apply critical and creative thinking skills to make decisions and solve problems.)
Key Elements: Student will know about, understand, and demonstrate the ability to
1. define terms associated with filing and records management.
2. alphabetically, numerically, geographically and by subject file in individual folders 25 documents with no more than three documents misfiled.
3. locate a requested document, make a copy, return the document to the file and deliver the copy following correct procedures.
4. obtain 10 documents from files, determine information requested, and give the requested information to the instructor in written form with at least nine of the ten requests accurately relayed to the instructor.
5. Prepare cross-reference sheets for 10 selected documents with complete accuracy according to the rules of filing.
6. cross-reference 10 documents in alphabetic, geographic, subject, and numeric systems with 7 of the pieces filed correctly.
4. describe automated and manual records storage systems.
5. describe microfilm and microfiche records storage systems.
F. Demonstrate an understanding of repro graphics equipment, procedures and applications.
Alaska Content Standard(s): Standard C: Employable Standards
(A student will be able to develop skills that promote personal knowledge, growth, and responsibility.)
Key Elements: Student will know about, understand, and demonstrate the ability to
1. define terminology associated with repro graphics (copying).
2. identify types of copiers available and copier features.
3. discuss proper maintenance of copying equipment.
4. determine the most appropriate method to use in copying documents.
5. discuss copyright laws associated with copying printed materials.
6. copy documents producing quality reproductions following accepted guidelines of the instructor.
G. Students will demonstrate knowledge of information communication systems
Alaska Content Standards: Standard B: Employable Standards
(A student will be able to apply principles of effective oral, written, and listening communication skills to make decisions and solve problems.)
Key Elements:Student will know about, understand, and demonstrate the ability to
1. define telecommunications and network terminology.
2. discuss ethical and legal issues associated with electronic mail.
3. identify hardware requirements for transmitting data electronically.
4. discuss the application and features of communication systems including bulletin boards, information services, bibliographic services(electronic library retrieval), world wide networks, electronic banking, and computer conference.
5. demonstrate the use of electronic mail function following accepted guidelines of the instructor.
H. Students will demonstrate knowledge of business occupations, career opportunities available and how to seek and apply for an business position by meeting the following standards.
Alaska Content Standard(s): Standard E: Employable Standards
(A student will be able to demonstrate skills specific to seeking and maintaining employment.)
Key Elements: Student will know about, understand, and demonstrate the ability to
1. identify how to look for a job.
2. explore at least four positions such as data entry, accounting, administrative assistant, word processor, filing, receptive duty, computer operator,etc. indicating two of the skills that he or she would be most interested in performing.
3. select one job listing the entry-level position and the intermediate and advanced positions through which one might expect to progress in that job with no significant omissions.
4. locate and mark the job positions in a newspaper want ad section for two secretarial positions, two accounting positions, two computer operator positions, and one other business position with complete accuracy.
5. type a brief report indicating at least two tasks performed in a selected occupation, a statement regarding the training required for an entry-level position in that occupation and at least one personal characteristic that would be helpful to an employee in the occupation.
6. complete a job application, including a resume and cover letter.
7. describe what to expect in a job interview, including frequently asked questions.
8. complete a mock interview for the job applied for in item 7.
9. write a follow up letter expressing thanks and interest in the job interviewed for item 6.
SKILLS (Essential processes or skills, universally taught by all teachers in all courses; assessed with teacher-made rubrics and/or tests)
Major Categories of Skills
A. Cross-curricular and/or Integrative Skills
Key Elements: Student will know about, understand, and demonstrate the ability to
1. effectively communicate (listen, observe, read, write, discuss, present, explain, persuade, defend)
2. apply a variety of mathematical concepts and skills (logic, statistical interpretation, plotting and analyzing graphs, concluding, predicting trends) to solve common day- to-day problems
3. use a variety of higher order thinking skills (hypothesizing, estimating, analyzing, classifying, synthesizing, evaluating,inferring, generalizing) to solve common day- to-day problems
4. set and achieve goals (brainstorm, envision, plan, research, manage time, persist, complete)
5. produce quality products (plan, organize, draft, evaluate, revise, improve, persist, complete)
B. Technological Skills
Key Elements: Student will know about, understand, and demonstrate the ability to
1. use modern technology (computers, scanners, copiers, printers, calculators, audio/visual tools, telephones, fax machines, calculators) to solve common, day-to- day problems
2. apply basic computer applications (word processing, spreadsheet, database, graphics, desktop publishing, Internee, e-mail) to produce quality products, including
• multimedia presentations (speeches, demonstrations, lectures)
• reports, bids, proposals, instructions, manuals
• research polls, surveys, checklists
• graphs, tables, charts, maps, illustrations, photographs
• letters (complaints, requests, replies, recommendations, applications, resumes)
• expository essays, research papers, literary works related to Office Technology and Procedures
C. Life and/or Employability Skills
Key Elements: Student will know about, understand, and demonstrate the ability to
1. behave responsibly and produce quality products related to Office Technology and Procedures
• attend, be punctual, follow directions, manage time, stay on task, meet deadlines
• safely, effectively, efficiently, accurately use the work area, materials, tools, & technology
• set short and long-term goals, plan, use higher order thinking skills, seek help, persist
2. work well with others (cooperate, develop group unity, determine leadership roles, contribute to group success, allow others to contribute, resolve group conflicts, make group decisions)
3. relate Office Technology and Procedures content and skills to your personal life and the lives of others
• respect and treat others equally, from the perspective of the needs and rights of all people
• responsibly examine (be aware, know resources, research, consider, discuss) current Office Technology and Procedures issues and/or events that personally affect you or others
• effectively support opinions in productive ways (preplan, research, logically organize, give specific examples, illustrate, recommend)
4. use new knowledge, understanding, skills and tools to solve real life problems, make decisions or choices, and predict logical consequences or possibilities
5. acquire career knowledge and skills related to employment opportunities in Office Technology related organizations
• compare colleges, technical, or business schools (locations, size, costs, special programs)
• apply for admission, complete applications for scholarships or other financial aids
• develop a four-year schedule of classes, including alternatives for those not available
6. present oneself in an employable manner
• wear appropriate dress and be physically well-groomed • demonstrate good speaking and/or interviewing skills
• complete all written forms (letter of application, resume, required forms, legal documents)
• provide a portfolio that shows special products, skills, experiences, achievements, awards
D. Cultural Relevance:
Alaska Content Standards for Culturally Responsive Schools: Student Standards A-E
Key Elements: Student will know about, understand, and demonstrate the ability to
1. respect ones own cultural heritage, traditions, and language
• interview elders in order to compile personal genealogies and/or a local history
• identify local cultural values and traditional responsibilities to the environment
• respect and live in tune with local cultural values and traditions
2. build on local knowledge& skills to achieve future success in the world at large by
• using methods from ones own traditions to learn about the world beyond ones village
• understanding how the local culture relates to others in the area, state, nation, and world
• making appropriate choices regarding the long-term consequences of ones own actions
3. participate in a variety of traditional activities related to the local culture, including
• subsistence activities, arts and crafts, dance and music, sports and recreation
• community government, tribal, and church affairs
• total wellness programs (drug and alcohol free programs, parenting, nutrition, exercise)
4. engage in family-related activities based on traditional ways of knowing and learning, including
• consistent, respectful, loving interactions with Parents and Elders that show appreciation of their roles as providers and care givers, culture bearers, and educators in the community
• self-assess ones own strengths and needs in order to make appropriate life choicea
5. explain the processes, forces, and interactions of the world and its varied cultures, including the
• interrelationships of the spiritual, natural, and human world
• geographical and ecological resources of the local environment
• impact of the environment on the origins of culture and ones personal cultural perspective
• the nature of diversity and the need for change over time
• cross-cultural influences, interactions, conflicts, communications, and resolutions
INSTRUCTIONAL RESOURCES AND MATERIALS
A. Community Resources Related to Course
Each individual and/or team of instructors, with the help of long time staff, students, parents and other concerned community members should cooperatively compile and periodically update a list of village elders, parents, local government leaders, business persons, and other concerned, active members of the community willing to share their wealth of experiences, knowledge and skills. If available, specific examples should be included now.
B. Major Internee Web Site Addresses Related to Course (a tiny sample)
C. Media Center: Southwest Region School District
• Contact Roz Goodman, the Southwest Region Media Specialist, for help. She has lists of materials related to specific subject areas and will help you find Internet resources or other materials
• The Alaska State Framework for Employability Content Standards (This resource is full of suggestions for activities, teaching/assessment strategies, lesson plans, web site addresses etc.)
• Teaching Study Skills & Strategies in High School (includes activities); Active Learning: 101 Strategies to Teach Any Subject (includes activities)
• Reconnecting Youth: A Peer Group Approach to Building Life Skills; Teaching Social Studies With the Internet (booklet and CD ROM);
• Lion’s Quest: Skills for Adolescence (instructional manual/student activities)
D. Itinerant Travel Kits and/or Permanent Core Skills Instructors’ Materials
• Videos Related to Course
• Simulations and/or Activity Packets Related to Course
• CD ROMs/Software Related to Course
• Text and/or Supplemental Books Related to Course
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(Assessment Guidelines and Grading still “under construction” and awaiting additional in-put)
Teacher-made tests of content units will be required: pre-tests, quizzes, Unit Tests, Final Exams
Processes/Skills will be assessed Rubrics, checklists, et.al.
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(The Following Still Needs Input, Thought, and Work)
ASSESSMENT GUIDELINES AND GRADING
The primary goal of this class is to give all students an opportunity to gain essential new knowledge, comprehension, and skills. To determine if all students are actually attaining this goal, regular, in-progress assessment of student progress will be part of daily in-progress activities and final student projects.
• cooperatively develop traditional teacher-made daily/weekly quizzes, unit tests, and final trimester exams
designed to measure student knowledge and comprehension of basic course content.
• cooperatively plan and consistently apply a variety of student performance assessments (rubrics,
check-lists) to evaluate in-progress and summary student skill development.
CONTENT KNOWLEDGE TESTS
Minimum Requirements: At the very least, course Content will be regularly assessed with traditional
Teacher-made Tests (multiple choice, completion, true/false, matching, short essay).
• daily or weekly Quizzes should be given as part of normal, on-going classroom procedures.
• periodic reviews and subsequent summary Unit Exams will be given in every course.
• comprehensive reviews and summary Trimester Final Exams will be given in every course. • Unit and Trimester Final Exams should measure student retention and comprehension of the most important factual content (who, what, where, when, why, how) and improvement of basic skills (recall, reading, thinking, writing, calculating).
Suggestions:
• Pretest or use the test-study-test method rather than simply study-test. Pretesting at the start of a unit helps both students and teachers discover What They Already Know and What They Need to Learn.
• Wh en necessary develop individualized tests to account for individual learning styles and/or special learning difficulties. Consult Special Education teachers and counselors for help.
• Reteach and Retest when needed to improve and/or reinforce student knowledge and comprehension.
• Promptly grade and review results of all quizzes, tests, or exams. Students want, need, and have the right to quickly know how they have done on tests.
• Use tests as a teaching tool: require students to correct all factual errors and/or process mistakes.
• Teach students How to Take Tests. Important skills are involved and students need to learn them.
CRITERION-REFERENCED TESTS (CRT’s)
• Core Skills Language Arts and Mathematics teachers at the secondary level still have the duty of teaching, testing, and accurately recording student progress on the district's standardized CRT Tests and are accountable for accurately recording student progress on these tests.
• Note: Because all secondary teachers are members of collaborative teams, all secondary teachers are expected to assist their team partners help all students successfully complete, at the very least, Banks 7 and 8 of the CRT's.
STUDENT PERFORMANCE RUBRICS
• Rubrics will be used to better teach and assess the development of essential Skills (listening, reading, speaking, critical thinking,writing, research, cooperative group work, discussion, problem solving, decision-making, use of technology, social behavior, employability, social behavior/citizenship, cultural relevance) and to determine the quality of final products
• Rubrics must include clearly stated, easily understood directions, and specific information about what students will be expected to do and learn. Quality standards and deadlines should be included.
• Rubrics will be assigned at the beginning of any activity whose major objective is the acquisition and application of essential Skills. Carefully explain exactly how a particular rubric will be used.
• Use rubrics as a teaching tool. Teach all students how to use rubrics to self-assess the quality of their own work and/or that of their classmates--and their teachers.
EXTRA CREDIT WORK
In order to encourage students to pursue high level performances and quality products, all students who have completed required work, including any expected revisions, should be given an opportunity and encouraged to do Extra Credit work that might increase the depth and/or breadth of their understanding.
• Note that extra does not mean in place of; rather, extra means in addition to. Students should thus be allowed and encouraged to voluntarily complete additional, challenging tasks that might broaden or deepen their understanding.
• Assessment of Extra Credit work should follow the same systematic guidelines and/or utilize the same type of assessment rubrics, tests, or other techniques used to evaluate required work.
GRADING
All students will be held accountable for meeting the minimum requirements of all courses and will earn grades based on their ability to demonstrate the acquisition of basic content knowledge and comprehension, and their ability to apply specific essential skills to produce quality finished products. Final Grades in all courses will follow on a traditional “A”, “B”, “C”, “D”, “F”, “I”, system.
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