Teacher Education, Educational Leadership & Policy ETDs

Publication Date

8-9-1968

Abstract

This study was to (1) determine the entry job requirements for typists, stenographers, secretaries, and office clerks, and the interviewing procedures by selected business firms in Albuquerque, New Mexico (2) study the qualities and abilities of selected Spanish-American office employees who graduated from Albuquerque High School.

Personal interviews were conducted with personnel managers or other supervisors with fifteen business firms in Albuquerque, New Mexico, chosen and classified as small, medium, and large-sized firms by the number of office personnel employed.

Personal interviews were also conducted with thirty Spanish-American office employees chosen systematically by three from a list of one hundred Spanish-American office employees who had graduated from Albuquerque High School in the years 1964-1967.

The majority (over 50 percent) of the fifteen firms (1) interviewed more than one applicant for each job; (2) screened applicants in the personnel department and sent them to the department requiring an employee for final interview (3) gave employment tests, including mental ability and skills performance; (4) thought appearance of applicant was vital in obtaining a position; (5) thought intelligent communication skills was the most desired mannerism in employees; (6) did not check school records, and checked references from previous employers only; (7) had standard pay scales and gave automatic pay raises; (8) had no orientation programs, but provided programs or monetary aid for further training; and (9) believed Anglo’s were the most successful office employee’s.

Interviews with the thirty Spanish-American office employees revealed that the majority (1) were employed by government services (2) applied with only one firm for employment; (3) took employment tests, including mental ability and skills performance; (4) were interviewed by at least two persons in the firm (5) had the title "typist," but performed varied duties; (6) were aware if the importance of appearance and conformed to accepted standards (7) used the English language well and had no accents (8) believed high school tra1n1ng was adequate to obtain an entry office position; (9) believed typewriting had been the most important course taken in high school; (10) received no orientation, but had opportunities to receive advanced training; (11) received standard pay scales and automatic pay raises (12) were average to above average in intelligence, ability, and appearance; (13) still lived at home with their parents; and (14) believed there was no discrimination shown by the firm in which they were employed.

Document Type

Thesis

Language

English

Degree Name

Secondary Education

Level of Degree

Masters

Department Name

Teacher Education, Educational Leadership & Policy

First Committee Member (Chair)

John Allen Rider

Second Committee Member

James Gordon Cooper

Third Committee Member

Alvin Wendell Howard

Fourth Committee Member

Horacio Ulibarri

Comments

The UNMUL recognizes that due to its historical nature, this item may include racially and/or ethnically based language and content that may be biased, harmful, and oppressive.

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