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This pamphlet provides guidelines to higher education institutions for responding to U.S. Department of Labor (DOL) investigations and complying in general with the wage and hour provisions of the 1938 Fair Labor Standards Act (FLSA). It provides a hypothetical case study to illustrate some of the basic principles of the FLSA in regard to colleges and universities, focusing on DOL inspection rights, overtime pay issues, employee classification, and compensatory (comp) time off. The pamphlet goes on to discuss federal regulations affecting exempt (salaried) employees, noting that one of the most common mistakes made by employers is improper deductions from the predetermined salaries of exempt employees. It discusses the differences between executive, administrative, and professional employees and independent contractors. The pamphlet then discusses federal regulations affecting nonexempt (hourly) employees, focusing on the determination of the regular rate of compensation, hours worked, joint employment, alternatives to overtime compensation, and voluntary work by employees. It also reviews recordkeeping requirements and penalties applicable under the FLSA. (Contains 12 footnotes.) (MDM)

A survey was undertaken to obtain information on a number of working conditions including straight-time hourly earnings, weekly hours of work, and initial overtime provisions for nonsupervisory employees in selected Ontario industries. The purpose of the survey was to obtain data that would permit an assessment of the direct impact of proposed changes in Ontario's minimum labor standards. For the industries surveyed, data on some or all of these working conditions are provided by sex, office, and non-office employment, full-time and part-time status, and geographic region. The 47 industries surveyed were selected from the mining, manufacturing, wholesale trade, and service sectors. The data refer to the last normal pay period preceeding April 28, 1974. The tables presented in the report are based on the distributions obtained from the sample survey. (Author/NJ)

From 1978-79 incidence of long hours among full-time wage and salary workers dropped for the first time since the 1974-75 recession. Of those who worked long hours, about 43% received premium pay (time and one-half the regular wage for hours worked in excess of forty per week). Employers used overtime hours to cope with disequilibrium phenomena and to meet increased demand. One-third of the workers regularly working long hours received premium pay, compared with two-thirds of those working long hours occasionally. Incidence of long hours remained about the same in goods-producing but fell in service-producing industries. Although white- and blue-collar employees were equally apt to work long hours, incidence of premium pay was much lower for white-collar workers. The proportion of union workers on long hours was two-thirds that for nonunion workers, while the proportion receiving premium pay was twice as large. Frequency of long hours among women was only half of that among men. Black workers were much less likely than white to put in long workweeks. Individuals aged 25-54 had the highest incidence of long hours. (The report also contains descriptions of basic labor force concepts, sample design, estimating methods, and reliability of data and supplementary tables.) (YLB)

This guide provides general information about the application of the Fair Labor Standards Act (FLSA), as amended. Topics covered are basic wage standards, employees covered, tipped employees, employer-furnished facilities, subminimum wage provisions, equal pay provisions, exemptions, child labor provisions, recordkeeping, terms used in the FLSA, computing overtime pay, enforcement, recovery of back wages, and the wage and hour division. (EM)

This student booklet is fifth in an illustrated series of eleven learning activity packets for use in teaching job hunting and application procedures and the management of wages to secondary students. Two units are included in this packet: the first describing the various ways of being paid: salary (including overtime and compensatory time), hourly wage, commission, piecework, bonus, tips, casual labor, and under the counter; the second explaining gross and net pay, sample pay stubs, and payroll deductions. At the beginning of each unit there is a short introduction, then the student objectives are listed, followed by the text section. Suggested learning activities and a Check Your Knowledge quiz conclude the unit. Answers to these quizzes and exercises, as well as final examination ditto masters and answers, are appended as teacher's supplements. As needed, references are made in the text to material in the other booklets. (ELG)

This instructional unit on paychecks is one of six Adult Competency Education Learning Modules designed for use in a program of competency-based instruction for students with reading levels of 4.0-7.5. It is self-contained and designed for immediate classroom use. Each module is a complete instructional package, including Adult Performance Level objectives, curriculum outline, pre/posttest with answer key, lesson plans, teacher and student activities, skill documentation, informational materials, and worksheets. A developmental math curriculum is incorporated into the module. To facilitate use of the modules in a math program, all math worksheets are presented at four varying levels of ability. A key to the math worksheet levels is provided. The three lessons in this module cover these topics: Regular Pay, Deductions, and Overtime. (YLB)

Supporting performance objective 30 of the V-TECS (Vocational-Technical Education Consortium of States) Secretarial Catalog, both a set of student materials and an instructor's manual on computing gross pay from punched time cards are included in this packet, which is part of a series. The student materials include a group of time cards, information concerning pay rate and company policy for computing hours, and instructions for computing the gross pay of ten employees. The instructor's manual includes teaching instructions and answer keys. (BM)

Supporting performance objective 28 of the V-TECS (Vocational-Technical Education Consortium of States) Secretarial Catalog, both a set of student materials and an instructor's manual on preparing a payroll register, employee earnings' records, and paychecks are included in this packet, which is one in a series. The student materials include a payroll register, ten individual employee earnings' records, ten payroll checks, and directions for preparing the payroll register for one week. The instructor's manual includes teaching instructions and answer keys. (BM)