21st Century Instructional Guide for Career Technical Education
Office Management
Business and Marketing Cluster
Office Administrative Support Concentration
Title:
Office Management (WVEIS 1449)
Standard Number:
BE.S.OMGT.1
Essential
Question:
Objectives:
BE.O.OMGT.1.1
Office Administrative Careers
The student will explore office administrative careers.
Why are office administrative careers important?
BE.O.OMGT.1.2
assess confidentiality concepts and policies in
an office.
articulate characteristics of professional
conduct (integrity, loyalty, courtesy, etc.).
compare personal and office ethics.
distinguish attitudes that contribute to success.
BE.O.OMGT.1.3
BE.O.OMGT.1.4
BE.O.OMGT.1.5
Students will
research office administrative positions and
their educational requirements including
industry certifications.
Learning Plan & Notes to Instructor:
Compose a list of office and administrative positions
within the community. Use the Internet to research
careers classified as office and administrative; list
educational and certification requirements and
compare salaries ranges using a spreadsheet
application. Utilize college catalogs, Internet,
counselors, resources speakers, interest/aptitude
surveys, field trips, Occupational Handbook to
research careers in the office administrative industry.
Conduct class discussions on careers.
Develop role play office scenarios for students
involving technology usage for equipment and
software.
Develop role play office scenarios for students
involving professional conduct and confidentiality.
Students will read the WV Department of Education’s
Acceptable Use Policy and then discuss how the
policy relates to the workplace.
Research current events, as related to business
1
ethics, found in magazines, newspapers, and online to use in class discussions and debates.
Students will debate the issues of ethics,
confidentiality, and private information as related to
office administrative position.
Students will create lists of what they understand to
be professional and unprofessional conduct and
discuss the lists and compare them to standard
business conduct.
Utilize multimedia to emphasize professional and
ethical conduct.
BE.O.OMGT.1.6
recognize the different types of organizations
(not-for-profit entities, governmental, etc.).
Invite a guest speaker from the community who is
considered to be a model business person.
Students will research the Internet for the different
type of organization structures. Students will post
their responses to a blog and respond to at least two
other postings.
Students will compile a list of organizations within
their community and school. The list should state
what type of organizations it is along with a brief
description and contact information.
Standard Number:
BE.S.OMGT.2
Essential
Question:
Objectives:
BE.O.OMGT.2.1
BE.O.OMGT.2.2
Communication Skills
The student will communicate effectively in a professional and personal manner.
What is communications?
Students will
create and maintain effective and productive
work relationships.
develop efficient office team relationships.
Learning Plan & Notes to Instructor:
Students will be complete a simulation that will
include prioritizing tasks individually and in teams.
Students will develop lists on the pros and cons of
teamwork. Students will share their lists with the
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class for discussion to compose a master list.
Students will research benefits of the teamwork
approach (pros and cons) and prepare a short
presentation and report.
Students will blog their teacher on the research
findings for the presentation or short report.
BE.O.OMGT.2.3
compose business correspondence.
The teacher can divide the class into groups. Each
group would receive an effective and ineffective
approach to teamwork to role play for their peers.
The students will then evaluate each scenario.
Provide students with a list of office tasks to
complete; students will prioritize the list; from the list
provide students with web sites, electronic document
files, financial statistics, and an address book.
Students will use the information to prepare business
correspondence to submit electronically to the
teacher.
Students will create correspondence that could
include e-mails, business letters, and memos for
peer review.
Utilize online grammar sites for grammar drills for
choosing correct word(s).
Teacher can use interactive media for
demonstration, (i.e whiteboards, ABTutor, NetOP
School). Teacher creates daily office task list to
include a handwritten letter, retrieval of an electronic
file from a wiki, and an unedited short report. Each
office task will come with instructions for students to
follow to prioritize, format, and edit. Students should
submit completed assignments electronically to the
3
BE.O.OMGT.2.4
BE.O.OMGT.2.5
BE.O.OMGT.2.6
produce multiple copies and distribute
documents and information.
simulate placing and receiving telephone calls
including conference calls.
prepare written telephone messages.
teacher. Use proofreading guidelines to edit
inaccurate business documents.
Students will compare and contrast the specifications
of different office copy machines. Students will
discuss in groups and then present to the class the
most effective copy machine for the office and the
classroom.
Students will determine the cost of printed copy
versus electronic distribution (web sites, wikis, email, etc). Students should discuss the most
effective method of sending particular documents to
business associates within and out of the office.
Discuss the various aspects of telephone etiquette.
Aspects of telephone etiquette to discuss might be:
Incoming calls
 telephone voice
 pronunciation
 enunciation
 tone
 making a good impression
 exhibiting courtesy
 giving undivided attention
 putting a call on hold
 handling different situations
 remembering caller’s names
 checking for understanding
 communicating feeling
 ending the conversation
Outgoing calls
 plan ahead
 double-check the number
 allow sufficient time for an answer
 identify yourself
 be prepared
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BE.O.OMGT.2.7
process incoming and out-going mail including
electronic mail.
Students can role-play a variety of situations they
may face in using the telephone in an office.
Students can critic the role play to discuss do’s and
don’ts.
Invite the local Postmaster to discuss mailing rules,
regulations and processes. Students can discuss
ethics involved with processing and distributing office
mail.
Tour a postal processing facility.
Research netiquette rules for electronic mail.
Discuss the rules and how they apply in the office.
Conduct discussions and use interactive media for
the following:
incoming mail
 sorting
 recording
 annotating
 distributing
outgoing mail
 sign letters
 prepare envelopes
 folding and inserting
 using least expensive/most efficient method
o first-class
o second-class
o third-class
o fourth-class
o priority
o express
o special delivery
o certified mail
o registered mail
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BE.O.OMGT.2.8
examine emerging telecommunications.
Research the Internet for product information relating
to emerging telecommunication.
Invite a representative from a wireless provider to be
a guest speaker.
Invite a representative from a landline provider to be
a guest speaker.
Standard Number:
BE.S.OMGT.3
Essential
Question:
Objectives:
BE.O.OMGT.3.1
BE.O.OMGT.3.2
BE.O.OMGT.3.3
BE.O.OMGT.3.4
Workstation Management and Office Safety
The student will demonstrate the management of a safe office system.
What is a safe office system?
Students will
maintain workstations, equipment, materials,
and supplies.
recognize workstation safety.
compare and contrast ergonomic factors and
their relationship to office health and wellness.
provide information on office safety
precautions.
Learning Plan & Notes to Instructor:
Students will create a media presentation on the
various ergonomic principles and/or equipment found
in an office.
Students will research the latest technologies related
to ergonomics and blog their responses on a teacher
created blog. Students should respond to two
additional blogs.
Invite a physical therapist, personal trainer, or other
medical personnel as a guest speaker to discuss
ergonomic factors for office health and wellness.
Students will role play unsafe work habits.
Students will tour the business and marketing
education classrooms and use a checklist to
determine safe and unsafe working conditions.
Standard Number:
BE.S.OMGT.4
Essential
Question:
Financial Management Components
The student will prepare and manage financial components.
What are financial components?
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Objectives:
BE.O.OMGT.4.1
Students will
prepare banking transactions (check writing,
deposit slips, reconcile bank statement, etc.).
Learning Plan & Notes to Instructor:
The teacher will obtain a banking simulation from the
local bank or the State Treasurer’s office.
Teacher will prepare a list of business transactions
for students to practice writing checks and
maintaining a check register.
Teacher will prepare a list of bank deposit slips, bank
reconciliation and check registers to demonstrate to
students using interactive media.
BE.O.OMGT.4.2
BE.O.OMGT.4.3
manage petty cash funds and cash advance
accounts.
Students will role play a petty cashier by using a
money box with petty cash slips.
prepare payroll records.
Students will discuss ethical and unethical uses of
petty cash.
Students will use the Internet to research the
different methods of pay and prepare a short
presentation to share with the class.
Invite a payroll clerk or accountant to discuss payroll
procedures.
Students will investigate the IRS and Federal
Reserve websites for payroll information.
The teacher will generate a template for students to
complete an office simulation for payroll. Payroll
records should include:
 tax identification numbers
 employee payroll information sheets
 employees’ earnings (gross and net)
 prepare paychecks
 employees’ earnings records
 payroll register
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BE.O.OMGT.4.4
develop a personal budget.
 calculate and file taxes
Students will journalize payroll transactions for the
office simulation.
The teacher will create a scenario for students to
develop a personal budge based on specified
amount of income per month. The teacher will set
guidelines for the information to be included in the
budget. Students will e-mail their completed budgets
to the teacher.
The teacher will present a monthly net salary to the
class for students to determine what expenses can
be paid.
BE.O.OMGT.4.5
BE.O.OMGT.4.6
utilize purchase requisitions, purchase orders
and vouchers for payment.
differentiate between a balance sheet and an
income statement.
Use interactive media to compile a list wants and
needs
Teachers will use a document cam for students to
identify invoices, receipts, purchase orders,
vouchers, and other payment documents. Students
can use responders to answer questions related to
the documents.
Teacher will illustrate the terms of payment on
documents and explain the difference between a
requisition and purchase order.
The teacher will use interactive media to illustrate
the difference between a balance sheet and an
income statement.
The teacher will generate an unarranged balance
sheet and income statement for the students to
complete.
List the accounts to be used for students assignment
using interactive media and students will use
responders to designate income statement or
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balance sheet.
Standard Number:
BE.S.OMGT.5
Essential
Question:
Objectives:
BE.O.OMGT.5.1
BE.O.OMGT.5.2
BE.O.OMGT.5.3
BE.O.OMGT.5.4
BE.O.OMGT.5.5
BE.O.OMGT.5.6
Information Management
The student will prepare and manage information.
Why file?
Students will
control an alphabetical filing system and
retrieve information from files.
implement a subject filing system and retrieve
information from files.
establish a numerical filing system and retrieve
information from files.
demonstrate chronological filing system and
retrieve information from files.
recognize tickler file system and retrieve
information from files.
demonstrate filing systems electronically and
manually.
Learning Plan & Notes to Instructor:
Use interactive media to present and discuss the
following filing rules:
alphabetic
 individual names
 prefixes
 hyphenated names
 abbreviated names
 titles and degrees
 married women
 business names
 identical names
numeric
 master list or accession record
chronological
 date of receipt
 date of creation
 time of creation
tickler
 to do lists
 pending statements
 unpaid invoices
 travel
 follow-up reminders
Prepare index cards using a variety of names or
numbers and have students place them in the proper
order. Do this activity electronically.
Standard Number:
Information Processing
9
BE.S.OMGT.6
Essential
Question:
Objectives:
BE.O.OMGT.6.1
BE.O.OMGT.6.2
BE.O.OMGT.6.3
BE.O.OMGT.6.4
BE.O.OMGT.6.5
BE.O.OMGT.6.6
BE.O.OMGT.6.7
BE.O.OMGT.6.8
BE.O.OMGT.6.9
The student will accurately and efficiently prepare and process office information
Why is accuracy important?
Students will
format documents (agendas, statistical
documents, correspondence, etc.).
incorporate touch system of entry on
calculators and 10-key pads.
transcribe dictation from recorded media
(correspondence, reports, minutes of
meetings, etc.).
enhance formatting of documents (clip art,
borders, shading, etc).
create and format tables and charts.
perform a variety of word processing functions
(merge text, sort data, search/replace data,
etc.).
develop text editing and proofreading skills.
use a variety of resources for editing (i.e.
online help, Web tools, technical manuals,
etc.).
process documents electronically (i.e. e-mail,
blogs, wikis, Web pages, etc.).
Learning Plan & Notes to Instructor:
Students will create documents from selected rough
drafts (i.e. letters, memos, etc.). Students can
prepare documents (handwritten or keyed) to
exchange and key with corrections.
The teacher will create a podcast of a mini lecture
and students will listen and transcribe notes on it.
The students will create a one-to-two minute podcast
for use by other students to take and transcribe
notes.
Teacher demonstration on the correct 10-key pad
entry system. Students will practice the correct
techniques.
Students will use a format guide, such as the FBLA
Format Guide, to key business documents.
Students will complete a simulation that will include
prioritizing tasks. Students will use formatting tools to
enhance the documents created in the projects
within the simulation. Peers will evaluate the
documents for errors – spelling, grammatical, and
formatting. Students will correct documents before
submitting to the teacher electronically for evaluation
– via email, wiki, blog, etc.
Simulations can be found online, purchased through
publishing companies, or teacher created.
Standard Number:
Organizing and Planning
10
BE.S.OMGT.7
Essential
Question:
Objectives:
BE.O.OMGT.7.1
BE.O.OMGT.7.2
BE.O.OMGT.7.3
BE.O.OMGT.7.4
BE.O.OMGT.7.5
The student will demonstrate organizing and planning procedures.
Why is planning important?
Students will
create and analyze time management data.
coordinate meetings, events, and travel
arrangements related to the office including
online resources.
provide and follow written and oral
directions.
design a calendar of events.
research electronic organizers, software,
and technologies for organizing and
planning.
Learning Plan & Notes to Instructor:
Invite a meeting planner to discuss planning meetings.
Related topics or guidelines to discuss might be:
 verify date and time of meeting
 know number of attendees
 determine duration of meeting
 identify purpose of meeting
 arrange for a meeting room
 obtain necessary equipment
 notify attendees
 develop an agenda
 appoint someone to take minutes
Students will be provided information to format an
agenda using a word processing program; a template
may be used if desired.
Use interactive media to show examples of different
styles of meeting and travel agendas.
Invite a travel agent as a speaker.
Students can research the Internet to compare and
contrast the various modes of transportation for an
employer to attend an out-of-state conference. All
information can be recorded in a spreadsheet.
Students will be given a scenario for preparing the travel
and hotel accommodations for their employer to attend
a business conference. Travel plans will need to
include car rental fees. Once these items are decided,
the students will need to prepare a travel itinerary
beginning day of departure to day of return.
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Students will role play giving oral and written directions
from their school to other points of interest within their
communities.
Students will create a calendar or use Outlook or
another calendar based software to prioritize their
assignments, due dates, and appointments.
Standard Number:
BE.S.OMGT.8
Essential
Question:
Objectives:
BE.O.OMGT.8.1
BE.O.OMGT.8.2
BE.O.OMGT.8.3
Human Relationship Skills
The student will recognize human relations skills
How are human relations skills used?
Students will
assess personality traits that are critical for
effective performance at work.
evaluate the attitudes that contribute to the
success of organizations.
Learning Plan & Notes to Instructor:
Students will conduct a survey for workplace
performance. The survey will be distributed to
classmates, teachers and local businesses. Compare
and contrast the results of the survey.
appraise expectations related to
appearance and manners at work.
Compile a list of employee attitudes that contribute to a
successful workplace. Compile a list of employee
attitudes that contribute to an unsuccessful workplace.
Discuss how you can correct the employees’
unsuccessful attitudes to change for being successful.
Relate this information to the classroom.
Invite a Personnel Director to speak on appropriate and
inappropriate dress and manners.
Students can role play appropriate and inappropriate
workplace dress and manners
BE.O.OMGT.8.4
interpret what effective interaction with
others at work means.
Students will debate business casual versus business
professional dress for work.
Explore workplace policies related to harassment. List,
define, and discuss the different forms of harassment.
Students will role play office interaction scenarios.
12
BE.O.OMGT.8.5
BE.O.OMGT.8.6
BE.O.OMGT.8.7
differentiate between appropriate and
inappropriate responses in conflicts at
work.
assess the ability to work with others.
interpret some basic laws and regulations
that apply to the workplace.
Students will research and discuss body language.
Students will research effective conflict resolution
utilizing the Internet and/or other resources. Students
will prepare a short report or presentation, using the
media software of their choice, of their findings and
present to the class or other career and technical
classes.
Students will role play effective methods of resolutions
to conflict. After each role play, students will critique
and agree or disagree on the resolution
Contact local business and industries to obtain copies of
employee handbooks. Review the handbooks.
Invite the Personnel Director of the local Board of
Education, or other business, to discuss workplace laws
and regulations.
Standard Number:
BE.S.OMGT.9
Essential
Question:
Objectives:
BE.O.OMGT.9.1
BE.O.OMGT.9.2
BE.O.OMGT.9.3
BE.O.OMGT.9.4
BE.O.OMGT.9.5
BE.O.OMGT.9.6
BE.O.OMGT.9.7
Employability Skills
The student will facilitate effective employability skills
What are employability skills?
Students will
devise a career plan and professional
growth plan.
design a resume.
develop an electronic portfolio to be used
for employment.
incorporate personal data into a job
application form and write a letter of
application.
communicate successful interviewing
techniques.
compile a list of steps to follow in resigning
from a position.
examine methods for soliciting letters of
Learning Plan & Notes to Instructor:
Students will research their career choice and prepare
an short report to include information on educational
requirements, job description, salary, and future plans
for employment growth within the business. Students
will present their career choice report to the class or
post the report to a teacher generated blog or wiki.
Students will research local newspapers and the
Internet for medical business positions. Utilize Internet
sites such as Monster.com, CareerBuilders.com or online newspapers.
Ask local businesses for a copy of their application
13
BE.O.OMGT.9.8
recommendation.
break down and analyze an employee
performance evaluation.
forms and/or use the job application form found in the
FBLA Chapter Management Handbook.
Students will practice completing job application forms
manually and computerized.
Use interactive media to show examples of cover letters
and resume styles. Students will compose a cover letter
and resume.
Students will create a digital portfolio.
Using role play, create a scenario for students to
practice interviewing skills used in the employment
process. Students will use the cover letter and resume
or digital portfolio that was created for Objectives 9.2,
9.3 and 9.4.
Students will compose a follow-up letter, letter of refusal
for a job offer, and letter of resignation.
Standard Number:
BE.S.OMGT.10
Essential
Question:
Objective Number:
BE.O.OMGT.10.1
Participating in the student organization
Students will participate in the local chapter of a student organization.
What are the benefits of a career, technical student organization?
BE.O.OMGT.10.2
discover the benefits and responsibilities of
participation in student organization as an
adult.
Students will
assess the purposes and goals of the local
student organization.
Learning Plan & Notes to Instructor:
Invite students to participate in an FBLA chapter
event. Invite State FBLA Officer to present at a
chapter meeting or to a class on the activities,
purpose and benefits of membership. Show the
FBLA promotional video located on www.FBLAPBL.org web site. Have students to locate and
discuss the FBLA-PBL goals, mission statement, and
pledge.
Invite FBLA-PBL alumni members to be guest
speakers in the classroom and during chapter
events. Coordinate a chapter event with another
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BE.O.OMGT.10.3
21st Century Skills
Information and
Communication
Skills:
service organization in the community (such as
Lion’s Club, Women’s Club, Jaycees, Rotary, etc.).
demonstrate leadership skills through
Have the local FBLA officer team to develop a
participation in student organization activities
program of work for the school year and form various
such as meetings, programs, and projects.
committees to complete the task using chapter
members. Encourage students to actively participate
in State, regional, and national conferences and vie
for leadership positions.
Learning Skills & Technology Tools
Teaching Strategies
Evidence of Success
Culminating Activity
21C.O.9Student recognizes
Students use search engines Students identify job
12.1.LS1
information needed for
to investigate employment
possibilities and
problem solving, can
opportunities.
recognize applicable
efficiently browse, search,
networking possibilities
and navigate online to access Students will use search
and pertinent
relevant information,
engines to research
professional
evaluates information based
networking and professional organizations.
on credibility, social,
organization opportunities.
economic, political and/or
ethical issues, and presents
findings clearly and
persuasively using a range of
technology tools and media.
21C.O.9Student creates information
Students complete
Completed projects are
12.1.LS3
using advanced skills of
multimedia presentations.
judged based on
analysis, synthesis and
Business Presentation
evaluation and shares this
Performance Rating
information through a variety
sheet from the FBLA
of oral, written and multimedia
Chapter Management
communications that target
Handbook or teacher
academic, professional and
created rubric.
technical audiences and
purposes.
21C.O.9Student routinely applies
Students will utilize Microsoft Completed assignments.
12.1.TT2
keyboarding skills,
Word, PowerPoint, and
keyboarding shortcut
Excel on a routine basis to
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Thinking and
Reasoning Skills:
21C.O.912.2.LS3
21C.O.912.2.TT3
Personal and
Workplace Skills:
21C.O.912.3.TT2
21C.O.912.3.LS3
techniques, and mouse skills
with facility, speed and
accuracy.
Student engages in a problem
solving process by
formulating questions and
applying complex strategies
in order to independently
solve problems.
Student uses multiple
electronic sources of
information and multiple
technology tools and resource
tools (e.g., digital cameras,
graphing calculators, probes,
mp3 players, handheld
devices, other emerging
technologies, simulations,
models, browsers, word
processing, authoring tools,
spreadsheets, databases) to
collaborate with others, to
formulate a hypothesis, to
solve problems, make
decisions, and present and
justify the solutions.
Student works collaboratively
to acquire information from
electronic resources,
conducts online research, and
evaluates information as to
validity, appropriateness,
usefulness,
comprehensiveness and bias.
Student demonstrates
ownership of his/her learning
complete assignments.
Students will use problem
Completed assignments.
solving skills to decide on the
appropriate software to use
in completing specific
assignments and projects.
Students will utilize a variety
of tools to complete
assignments.
Students will conduct
research selecting sources
from an approved list. They
will utilize rubrics to evaluate
the validity, bias,
appropriateness, usefulness,
and comprehensiveness of
the sites.
Student will set personal
goals and continually
Completed research
rubric and/or report.
Observation of personal
growth.
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by setting goals, monitoring
and adjusting performance,
extending learning, using
what he/she has learned to
adapt to new situations, and
displaying perseverance and
commitment to continued
learning.
21C.O.9Student adheres to
12.3.TT4
acceptable use policy and
displays ethical behaviors
related to acceptable use of
information and
communication technology
(e.g., privacy, security,
copyright, file-sharing,
plagiarism); student predicts
the possible cost and effects
of unethical use of technology
(e.g., consumer fraud,
intrusion, spamming, virus
settling, hacking) on culture
and society; student identifies
the methodologies that
individuals and businesses
can employ to protect the
integrity of technology
systems.
Learning Skills & Technology Tools
Entrepreneurial
Skills:
D
Understand concepts,
strategies, and systems
needed to interact effectively
with others.
evaluate and adjust to
demonstrate increased
awareness of life-long
learning.
Students will sign and
adhere to a school-wide
acceptable use policy.
Ethical use of technology.
Teaching Strategies
Evidence of Success
Culminating Activity
Students will develop
Observation of personal
leadership, personal
growth.
management,
communication, and job
seeking skills as they
engage in work assignments.
17
E
H
I
Culminating
Assessment:
Student understands
concepts and procedures
needed for basic computer
operations.
Understand concepts and
strategies needed for career
exploration, development,
and growth.
Understands the processes
and systems implemented to
facilitate daily business
operations.
Students will utilize computer Completed assignments.
software and hardware to
complete assignments.
Students successfully utilize
job seeking skills as they
build a professional portfolio.
Completed digital
portfolio.
Students will demonstrate
Observation and
the skills necessary to
completed assignments..
effectively manage the day
to day operations of an
office.
Culminating Assessment:
Sarah is the Assistant manager at a specialty furniture and accessories stores. Julia and Cathy are
assistant managers with Sarah. Each assist manager is in charge of a work shift with three associate
sales staff members. The assistant managers often work shifts with Brad, the store manager.
Part of Sarah’s job responsibilities includes preparing the employees 14-day work schedules. When
the schedule is complete, Sarah reviews the schedule with the manager and assistant managers
before distributing and posting it to the employees. When the new schedule is posted, the previous
schedule is verified by the assistant manager in charge of scheduling and then signed by the
manager. After the schedule is verified it is submitted to the companies’ regional office.
The Assistant Managers have noticed unusual behavior from Brad, the store manager. Brad is often
late for work, takes extra time for lunches and breaks, and often alters his work hours on the
schedule. The associate sales staff has discussed Brad’s unethical and unusual behavior with the
assistant managers. Sarah, Julia and Cathy listened to the associate sales staff, and have concerns
with these comments about Brad.
1. Unethical and unprofessional comments about other employees and customers.
2. Purchasing store merchandise utilizing the employees discount for friends using that person’s
credit card.
Sarah, Julia and Cathy have also noticed the changes in Brad’s hours worked each week. Brad is
working less hours but falsifying his work schedule to reflect a full 40 hour week. Sarah is particularly
concerned since she is responsible for verifying the work schedule with all employees prior to
18
submitting it to the regional office. Sarah does not want to get reprimanded or lose her job.
What action should Sarah, Julia and Cathy take to resolve this problem?
Consider these points when researching, and or role playing, the case study.
 Should employees be allowed to abuse their work time?
 Is it proper to abuse company time?
 How do the actions of the Store Manager affect the other employees?
 Do the actions of the Store Manager affect customers?
 What do you want to suggest about how the Assistant Store Mangers should precede with this
problem?
 What, if anything, should be said to the associate sale staff members?
 What, if anything, should be said to the company’s regional managers?
 If the Store Manager continues his work habits, are there legal ramifications or concerns?
FBLA Competitive Events
Links and Other
Resources:
End-Of-Concentration Performance Assessment
Links and Other Resources
Related Websites:
United States Postal Service
www.usps.com
Videos to Upload
www.viddler.com
Blogging
www.blogger.com
Wetpaint
www.wetpaint.com
Dictionary
http://dictionary.reference.com/others
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Filing Procedures and Rules article
http://findarticles.com/p/articles/mi_qa3691/is.../ai_n8724717/
Class Chatter
www.classchatter.com
Federal Communications Commission (FCC)
www.fcc.gov
Pathways to Success
http://careertech.k12.wv.us/pathwaystosuccess/
U.S. Department of Labor in the 21st Century
http://www.dol.gov/
America's Career InfoNet
www.acinet.org
America's Job Bank
www.ajb.org
America's Service Locator
www.servicelocator.org
Employment & Training Administration
www.doleta.gov
Monthly Labor Review Online: Labor Force Archives
http://www.bls.gov/opub/mlr/indexL.htm#Labor force
Occupational Information Network
www.doleta.gov/programs/onet
Office of Disability Employment Policy
www.dol.gov/odep
Workforce West Virginia
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https://www.workforcewv.org/
West Virginia Earn A Degree Graduate Early (EDGE)
http://www.wvtechprep.wvnet.edu/edge.htm
West Virginia Career and Technical Education
http://careertech.k12.wv.us/
Newsweek
www.newsweek.com
Time
www.time.com
USA Today
www.usatoday.com
Contacts:
Contacts
Business Teachers: Utilize K12 Business Marketing Listserv at K12-BUSMKT@listserv.wvnet.edu
Business Coordinator: Abby Reynolds, areynold@access.k12.wv.us
OCTI Assistant Executive Director: Donna Burge-Tetrick
OCTI Executive Director: Gene Coulson
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