ERIC ED424454: The Machinery of Management: Communication I (MM1). Workforce 2000 Partnership.

59 Pages·1997·1.2 MB·English

by  ERIC

DOCUMENT RESUME
ED 424 454
CE 077 463
The Machinery of Management: Communication I
TITLE
(MM1).
Workforce 2000 Partnership.
INSTITUTION
Enterprise State Junior Coll., AL.; MacArthur State
Technical Coll., Opp, AL.
SPONS AGENCY
Office of Vocational and Adult Education (ED), Washington,
DC. National Workplace Literacy Program.
PUB DATE
1997-00-00
NOTE
67p.; For other "Workforce 2000 Partnership" guides, see ED
414 598, ED 414 612, and CE 077 461-488. Southeast Alabama
Adult Network and Laurens County Literacy Council are also
education partners in the Workforce 2000 Partnership.
Industry partners are: CMI Industries, Inc., Opp & Micolas
Mills, Pridecraft Enterprises, and Shaw Industries.
AVAILABLE FROM
Enterprise State Junior College, P.O. Box 1300, Enterprise,
AL 36331; Web site: http://www.esjc.cc.al.us
PUB TYPE
Guides - Classroom - Teacher (052)
EDRS PRICE
MF01/PC03 Plus Postage.
DESCRIPTORS
Adult Education; Behavioral Objectives; Communication
Skills; Curriculum Guides; Employer Employee Relationship;
Instructional Materials; *Interpersonal Communication;
*Interpersonal Competence; Job Skills; Job Training;
Learning Activities; Learning Modules; Listening Skills;
Literacy Education; Manufacturing; Manufacturing Industry;
Pretests Posttests; Production Technicians; *Verbal
Communication; *Workplace Literacy
IDENTIFIERS
*Textile Industry
ABSTRACT
This curriculum package on communications, the machinery of
management for new hires, has been developed by the Workforce 2000
Partnership, a network of industries and educational institutions that
provides training in communication, computation, and creative thinking to
employees and supervisors in textile, apparel, and carpet industries at 15
plants in Alabama, Georgia, and South Carolina. The curriculum guide provides
a quick view of all major curriculum components: job title for which the
curriculum was developed; general instructional objective; overall time; and
the chart which is used by reading across the columns to match the specific
instructional objective with the estimated amount of time required, learning
activities, resources required, and evaluation method. A closure activity
reviews and assesses skills, learned and may identify needs for further
learning. The lesson plan explains the activities in detail. Handouts,
transparencies, and pre- and posttest are provided. This module is designed
to teach employees to use communication skills. Objectives include the
following: initiate action in response to supervisor, instructor, or customer
requests; interpret task-related communications, such as following,
clarifying, or giving feedback to oral instructions; use English acceptable
with supervisors, peers, and clients; engage in appropriate social
interaction with supervisors, peers, and clients; use appropriate nonverbal
Communication; and organize information into an oral report.
(YLB)
The Machinery of
Management:
I
Communication
(MM1)
EDUCATION PARTNERS
INDUSTRY PARTNERS
Enterprise State Junior
College
CMI Industries, Inc.
MacArthur State Technical
Opp & Micolas Mills
College
Southeast Alabama
Adult
Pridecraft Enterprises
Network
Laurens County Literacy
Council
Shaw Industries
The Workforce 2000 Partnership combines
the resources of educational and industrial
partners to
provide education and training in communication,
computation and critical thinking skill
to employees
in the apparel, carpet and textile industries.
The project is funded by
a US Department of Education
National Workplace Literacy Program
grant awarded over three years to Enterprise State Junior
College in the amount of $2,243,470
(70%) with committed private
sector Matching funds of
$961,457 (30%), bringing the
total program resources to $3,.204,957.
The activities of the
Partnership do
not necessarily represent the policy of the Department
of Education, and you should
not assume endorsement by the Federal Government Participation
by the education or industrial
partners in the project should also
not be construed as endorsement by the Government
of any
partners' products.
OF EDUCATION
U.S. DEPARTMENT
Research and Improvement
T COPY/NIL/48LE
Office of Educational
INFORMATION
EDUCATIONAL RESOURCES
CENTER (ERIC)
been reproduced as
is document has
organization
received from the person or
originating it.
have been made to
0 Minor changes
quality.
improve reproduction
opinions stated in this
Points of view or
necessarily represent
document do not
5.
policy.
official 0E141 position or
TABLE OF CONTENTS
Introduction
I.
ii
II. Curriculum Guide
1
IE. Lesson Plan
6
IV. Handouts, Transparencies, Tests
1 1
V. Individual Education Plan
46
i
INTRODUCTION
The Workforce 2000 Partnership is
a network of industries and educational institutions
that provides training in communication, computation, and creative
thinking to employees in the
textile, apparel, and carpet industries. The Partnership
serves line employees and first-line
supervisors at 15 plants in Alabama, Georgia, and South Carolina. The
curricula for these topics
is developed by the educational partners, which include
a junior college, a technical college, and
two adult education/literacy programs.
The Partnership uses functional context curricula to teach the topics listed
above. This
introduction will describe how the curriculum is developed, the
contents of this curriculum
package, and how to involve learners in the educational
process.
CURRICULUM DEVELOPMENT
Before writing curriculum, instructors must know what employees need
to learn. An
instructional need is defined as the difference between what workers know
and what the job
requires. Project staff employ a variety of methods to analyze the duties and
tasks of the jobs, as
well as what kinds of communication, computation, and creative thinking skills
are required. The
analyses include interviewing exemplary workers; observing these workers
on the job;
interviewing groups of workers who perform the
same or very similar jobs; reviewing documents
such as job descriptions, handbooks, signs, memoranda, etc; interviewing supervisors
and
managers; and structuring surveys to be completed by workers, supervisors, and managers.
During the analyses, the curriculum developer will also look for skills that the worker
must
perform to be considered for promotions.
Needs assessment is a vital part of the curriculum development
process because the
educator must fully understand what a worker does in order to determine what the worker
must
learn. As the needs assessment process continues, the educator also collects
numerous documents
to use as materials for instruction. The use of work-specific materials for instruction is what sets
workplace education apart from other types of adult education. These materials allow skills
to be
learned in the classroom and more readily transferred to the plant floor. Therefore, reading skills
improvement takes place as the worker is reading and comprehending the employee handbook;
math skills improvement happens while the worker is computing percentages for production; and
thinking skills improve as the worker is learning to work as
a team member.
CONTENTS OF THIS CURRICULUM PACKAGE
The Curriculum Guide
The curriculum guide provides a quick view of all the major components of the
curriculum. The job title for which the curriculum was originally developed and field tested is
given in the upper left hand corner under the name of the curriculum module. Next is the General
4
Instructional Objective that defines the major purpose of the curriculum. The Overall Time is
listed to estimate the amount of time that should be devoted to the entire module.
The chart is used by reading across the columns to match the Specific Instructional
Objective with the estimated amount of time required, the Learning Activities, Resources required
for the activities, and the Evaluation method used to assess achievement of the specific objective.
The instructor should carefully review the column on Resources / Materials to ensure that
necessary items are readily available. Copyrighted materials may be referenced in the Resources
section of the Curriculum Guide; however, no copyrighted material has been duplicated and
placed in this module.
Sequencing Learning Activities
Project staff use a model of instructional sequencing adapted from Literacy at Work by
Jori Phillipit. In this model, the instructional sequence begins with an activity designed to invite
the learners into the learning process. This activity will allow the learners to bring to mind past
learning and experiences in a way that will facilitate the learning of new information. The activity
may come from the workplace or from other real-life situations.
Once the new information has been presented, learners participate in activities designed to
practice skills clustered in increasingly larger chunks. These skills are then applied to situations
from the workplace to maximize the transfer of the skills learned. A closure activity provides for
review and assessment of the skills learned and may also identify needs for further learning.
Lesson Plan
The Lesson Plan contains the detailed explanation of the activities referenced on the
Curriculum Guide. Note that the numbering system for the activities is the same on the
Curriculum Guide and in the Lesson Plan. In reviewing the Lesson Plan, the instructor should
look for places where more appropriate work-specific items can be substituted. This substitution
customizes the curriculum for the specific work site and makes the learning activities more
meaningful for the learners involved.
Handouts. Transparencies and Tests
The Lesson Plan may require that handouts and/or transparencies be used in teaching the
module. If so, these items are located behind the Lesson Plan in the curriculum package and are
designated as Handouts or Transparencies in the header at the top of the page. If a pre- and post-
test (called Preview and Review) are a part of the module, these will'also be found in the
Handouts section.
Phillipi, Jori. Literacy at Work: The Workbook for Program Directors. New York:
1
Simon & Schuster Workplace Resources, 1991.
5
INCLUDING LEARNERS IN THE EDUCATION PROCESS
It is essential to provide opportunities for the adult learners to recognize their place in the
educational process. The first step in the process is the assessment of the learner's skills and
needs, performed jointly by the learner and the instructor. This assessment becomes a part of the
learner's Individual Education Plan (lEP). The lEP forms used by the Partnership are contained
in this module. The IEP provides for collection of demographic data, evaluation of learner's skills
and needs, and an outline of the activities in this module.
Every activity contains opportunities for evaluation, and, as much as possible, the learners
perform the evaluation themselves. As curriculum is written, a page is developed for the learners
to use to follow the sequence of activities and to document their performance. This page, called
the Learner's Page, becomes a part of the 1:E.P.
Frequently, pre- and post-tests (referred to as Previews and Reviews) are administered as
a part of the evaluation process. Learners participate in scoring these tests and write their scores
on their pages. To vary the assessment methods, the learners may be asked to rate themselves on
their ability to perform certain skills, to write a phrase or statement that expresses their belief
about their learning, or to specify what skills need more practice.
The purpose for including the learners in the evaluation process is to help them understand
that assessment is reflective, constructive, and self-regulated. The learners, having participated in
an ongoing needs assessment process, understand why they are participating in the learning
activities. Therefore, including them in the evaluation of the learning gives them opportunities for
relearning, synthesizing, and applying the.skills.
Written self-evaluative comments on the
Learner's Page also provide opportunities for
For more information
communication between the learner and the instructor.
about the project or the
This type of assessment is teacher-mediated (i.e. usually
curricula contact:
done when instructed by the teacher), ongoing, and
cumulative. The Learner's Page is filed in his or her
Susan Steck, Project Director
folder which is regularly reviewed by the instructor.
Workforce 2000 Partnership
During the reviews, the instructor may write comments
Enterprise State Junior College
in response to those made by the learner.
P.O. Box 1300
Enterprise, Alabama 36331
The goal of this curriculum is to enable learners
to transfer classroom academic learning to the plant
(334) 393-ESJC
TEL:
floor, thereby improving both productivity and
extension 226
efficiency. This curriculum will be most effective if the
FAX: [phone]
instructor customizes the curriculum to the specific
worksite.
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