This project was conducted to design an instructional model capable of producing high levels of student motivation and proficiency, using the office cluster of business occupations as a vehicle, and to formulate a plan for field implementation and evaluation of the model. To achieve the objectives, project personnel, secondary business teachers, and an advisory group: (1) established a hierarchically arranged clustering of the office occupations, (2) identified job functions and tasks, (3) performed detailed task and skill analyses, (4) developed instructional objectives for all the job tasks, (5) constructed skill/competency matrices, and (6) established entry-level performance standards for the various jobs. The resulting performance-oriented model was devised to permit any student to prepare for entry level employment, it provides for continuous feedback, individualization of instruction, skill mastery, and inclusion of students as the instructional medium. Seven of the 15 job-instructional packets, developed in conjunction with the model, were pilot tested with 35 high school students. Comparisons of the performance of 35 experimental subjects with 35 control subjects indicated that the experimental subjects had statistically significant superior job knowledge and job performance. A detailed plan for implementation and evaluation is included in this report. (Author/SB)