Discusses the importance of helping students link personal characteristics with occupational characteristics for a specific job so that they will make a good career choice. (JOW)

Examines the areas that the field of telecommunications encompasses, technological advances in the field, employment projections, career opportunities, educational requirements, and evolution of the telecommunications industry. (CT)

Because general business is for all students regardless of major and ability level, it is an appropriate place to include the study of planning and preparing for work. (Author)

Recommends steps to take when planning a career in business. These include (l) learning more about job requirements, availability, and placement; (2) understanding changes occurring in the job market; and (3) learning how to get along with people and how to work under varying circumstances. (CT)

Details on the nature of the work of administrative support personnel, employment opportunities, qualifications, salaries, and preparation are given. Positions include word processing operator, secretary, executive secretary/administrative assistant, file clerk, clerk typist, and stenographer. (CT)

Students should be trained to obtain employment in any kind of office regardless of the office's size, location, or the duties and tasks involved. Therefore, students should be taught as much as possible about the concept and actualization of word processing. (CT)

In addition to providing secretarial training, teachers of secretarial administration and office practice are responsible for informing their students about the variety of secretarial careers available. A few of the career opportunities are briefly described: technical secretary, public stenographer, civil service secretary, foreign service…

The varieties of business offices, the types of functions performed in them, and the resulting array of career opportunities are described. (MU)

Presents a cooperative education model that correlates the student's occupational objective with his/her training station. Components of the model discussed are (1) the task analysis, (2) the job description, (3) training plans, and (4) student evaluation. (LRA)