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Identification and validation of inf...

Solak, James A.

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Identification and validation of information processing competencies needed by office workers with implications for curriculum development.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Identification and validation of information processing competencies needed by office workers with implications for curriculum development./
作者:	Solak, James A.
面頁冊數:	215 p.
附註:	Source: Dissertation Abstracts International, Volume: 59-06, Section: A, page: 1880.
Contained By:	Dissertation Abstracts International59-06A.
標題:	Education, Business. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9837503
ISBN:	0591912120

Identification and validation of information processing competencies needed by office workers with implications for curriculum development.
Solak, James A.

Identification and validation of information processing competencies needed by office workers with implications for curriculum development. - 215 p.

Source: Dissertation Abstracts International, Volume: 59-06, Section: A, page: 1880.

Thesis (Ed.D.)--University of Pittsburgh, 1998.

The problem discussed in this study was to identify and validate information processing competencies needed by office employees to be successful in office positions in the workplace. These competencies could then be used by business educators to design a business curriculum for future office workers who are being trained to work in an ever-changing electronic workplace. An initial list of 94 competencies in 10 competency categories was compiled by the researcher after a review of related literature and databases. This initial list was then analyzed and validated by a nine-member expert panel of business personnel resulting in 125 competencies in 11 competency categories.

ISBN: 0591912120Subjects--Topical Terms:

1017515
Education, Business.

Identification and validation of information processing competencies needed by office workers with implications for curriculum development.
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245 1 0 $a Identification and validation of information processing competencies needed by office workers with implications for curriculum development.
300 $a 215 p.
500 $a Source: Dissertation Abstracts International, Volume: 59-06, Section: A, page: 1880.
500 $a Adviser: David M. Crossman.
502 $a Thesis (Ed.D.)--University of Pittsburgh, 1998.
520 $a The problem discussed in this study was to identify and validate information processing competencies needed by office employees to be successful in office positions in the workplace. These competencies could then be used by business educators to design a business curriculum for future office workers who are being trained to work in an ever-changing electronic workplace. An initial list of 94 competencies in 10 competency categories was compiled by the researcher after a review of related literature and databases. This initial list was then analyzed and validated by a nine-member expert panel of business personnel resulting in 125 competencies in 11 competency categories.
520 $a This list of identified and validated competencies was then used to generate two surveys, one for business personnel, and a second survey for business educators. Business personnel rated each competency for degree of importance and frequency of occurrence. Business educators indicated whether or not the competencies were taught in the business curriculum of their school district.
520 $a The business personnel surveys were sent to 1,000 randomly selected office workers in 1,000 businesses located in 23 counties in western Pennsylvania, The business educator surveys were sent to business education teachers representing 200 randomly selected school districts and vocational-technical schools in the same 23 counties in western Pennsylvania.
520 $a A statistical analysis of the survey responses of business personnel revealed that competencies in the competency categories word processing, spreadsheet processing, database processing, and hardware received the highest ratings of importance, and were highly recommended or recommended, and should therefore continue to be emphasized in the business curriculum. The survey responses of business educators indicated that the highest average teaching percentages of competencies were in the same four competency categories.
520 $a In reference to the competency categories file management, computer security awareness, Internet, and electronic communications, statistical analysis of survey responses reveals that there is not agreement by business personnel and business educators because the ratings of importance by business personnel are much higher than the percentage of business educators teaching these competencies. Therefore, the competencies in these four competency categories should be emphasized more in the business curriculum than they are now.
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