Abstract
Purpose. The purpose of this study was threefold: (1) to identify the skills taught in the local community college office technology/administration curricula, (2) to identify the office skills employers need in today's employees, and (3) to determine if there was a significant difference between the office skills taught and the office skills employers need. This study used research questions to provide data on the following skills: communication, general business, human relations, keyboarding, office machines operations, organizational, personal, problem solving, and telephone. Methodology. Ten local community colleges were chosen from three counties to participate in this descriptive/ex post facto study. The colleges had to meet specific criteria—offer comprehensive office technology programs and have a least three full-time faculty members. The five largest businesses surrounding the college service area comprised the subgroup. Archival data of course outlines and syllabi were collected. Questionnaires were administered to faculty and employers. Findings. It was found that human relations, keyboarding, and telephone skills are the least taught skills at area community colleges. Employers need these skills in addition to strong skills in communication and interpersonal skills for entry-level office workers. Desktop publishing, web page designing, and presentation software applications are not needed for entry-level office workers. Conclusions. The following conclusions were made: (1) curricula changes must include communication, human relations, and interpersonal skills, (2) curricula changes must include more soft skills than technical, (3) a partnership between community colleges and business/industry to develop and update curricula is necessary, and (4) use of technology should enhance curricula. Recommendations. The following are recommendations for further study: (1) extension of this study to include subcategories of office support, secretarial, and administrative office, (2) replication of this study on a larger scale to include regional or sectional sampling, and (3) replication of this study in three to five years to examine if responses will change over time.