ERIC ED366760: TRW Communications on the Job I-II. [Employee Manual and] Facilitator Manual.

638 Pages·1994·9.8 MB·English

by  ERIC

DOCUMENT RESUME
ED 366 760
7E 065 595
TITLE
TRW Communications on the Job I-II. [Employee Manual
and] Facilitator Manual.
INSTITUTION
Cuyahoga Community Coll., Cleveland, Ohio.
SPONS AGENCY
Office of Vocational and Adult Education (ED),
Washington, DC. National Workplace Literacy
Program.
PUB DATE
94
NOTE
654p.; For related documents, see CE 065 594-596.
PUB TYPE
Guides
Classroom Use Teaching Guides (For
Teacher) (052)
Classroom Use
Guides
Instructional Materials (For Learner) (051)
EDRS PRICE
MF03/PC27 Plus Postage.
DESCRIPTORS
Adult Basic Education; Adult Literacy; Behavioral
Objectives; *Communication Skills; Cur,:iculum Guides;
In?lant Programs; Learning Activities; Listening
Skills; Phonics; Pretests Posttests; *Reading Skills;
Teaching Guides; *Vocabulary Development; *Word Study
Skills; Writing Skills
IDENTIFIERS
*Workplace Literacy
ABSTRACT
Employee and facilitator manuals are provided for two
courses developed for a workplace literacy program: Communications on
the Job I and II. Each 10-session course begins with a preassessment
and ends with a postassessment. Components of each 2-hour session are
objectives, informational materials, and problems or exercises. The
facilitator copi'!s include a session overview with time suggestions
and the answer keys. Topics covered in the first course include the
following: self-awareness and personal learning styles; successful
learning strategies; vocabulary building system; phonics
review--consonants; using the dictionary; vocabulary building;
phonics review--vowels; process and types of reading; job-related
vocabulary improvement; roots, prefixes, and suffixes; synonyms and
antonyms; homophones and homographs; following instructions; drawing
logical conclusions; active listening skills; how to deal with
difficult communication situations; and role playing. Topics covered
in the second course are ab follows: process and types of reading;
active and passive reading; skimming and scanning; technical
vocabulary building system; h
.ophones and homographs; previewing;
job-related vocabulary impro N. ment; grefixes and suffixes; synonyms
and antonyms; identifying main ideas, topics, and details; following
instructions; drawing logical_conclusions; reading and writing:
memos; active listening skills; and identifying codes and symbols on
schematics and blueprints.
(YLB)
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Reproductions supplied by EDRS are the best that can be made
from the original document.
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MS/MOM III AIN
I /MIT
-1.4
Communications
on-thejob
Community College UTC
© 1994, Cuyahoga
the U.S.
developed with support from
This curriculum was
National Workplace Literacy
Department if Education,
total,
this curriculum in part or
Program. Reproduction of
to the source, is permitted.
with the customary credit
U 8 DEPARTMENT OF EDUCATION
rnent
Oetce ol Educahonal Research and InV c,
EDU ATIONAL RESOURCES INrORAtIA. ON
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TRW COMMUNICATIONS ON THE JOB
I
SESSION OVERVIEW
10 2-hour sessions
Session 6
Session 1
Synonyms and Antonyms
Self-Awareness and Personal Learning
Job-related Vocabulary Improvement
Styles
Pre-Assessment
Session 7
Session 2
Homophones and Homographs
Successful Learning Strategies
Job-related Vocabulary
Vocabulary Building System
Improvement
Session 8
Session 3
Following Instructions, Drawing Logical
Phonics Review - Consonants
Conclusions
Using the Dictionary
Job-related Vocabulary Improvement
Vocabulary Building
Session 9
Session 4
Active Listening Skills
Phonics Review - Vowels
How to Deal with Difficult Communication
The Process and Types of Reading
Situations
Job-related Vocabulary Improvement
Role-playing Exercise
Review
Session 10
Session 5
Review
Roots, Prefixes and Suffixes
Post-Assessment
Job-related Vocabulary Improvement
S WSKARE GRANT' NEWCOM CCM MOOS TRW
3
COMMUNICATIONS ON THE JOB I
PRE - ASSESSMENT
Name the four Preferred Learning Style categories represented by these initials:
1)
V
A
Name one of the three components of effective learning.
2)
List below 4 skills that help people learn more effectively:
3)
True
False
The dictionary is considered a " power tool ".
4)
True
False
Phonics skills are an important part of adult reading.
5)
Name two types of dictionaries that are useful everyday.
6)
Name 2 components of a dictionary pag(e.
7)
How many consonants are in the English alphabet'?
8)
SWSHAREGRANT,NEWCOM2,COM2PFIE ZI
4
(circle one answer)
y
The letters w and
are:
9)
both consonants and vowels
vowels
consonants
Circle the words with the short e sound:
10)
Pete
fret
verse
she
wed
press
these
bench
True
False
A person's attitude is an important part of the reading process.
11)
Name two of the four major components of Reading.
12)
A person should always try to maintain the same reading
13)
True
False
speed no matter what they are reading.
True
False
Reading is learned only at an early age.
14)
True
False
A person must read every word to be a "good" reader.
15)
If you read very fast you should still try to remember
16)
True
False
everything you read.
Name three good reading habits.
17)
True
False
One word can have several different meanings.
18)
A homophone is a
19)
2
S WSHARE'GRANMNEWCOM2COM2PRE ZIR
20)
Asking a co-worker is an acceptable
way to find out what
a new technical word means?
True- False
21)
Read the following:
Producing a quality product at a fair price
is the goal of any manufacturing
plant.
Therefore, quality control must be
an important aspect of TRW's process. Product
quality can be controlled in two
ways.
What is the main topic of this reading:
22)
Define the following TRW terms:
Dresser
Shear
Collet
SPC
Process
3
S WSRAREGRANTNEWCOM21/4COM2PRE Z,R
this sign.
spelling of the circled word on
What :s the proper
23)
(circle one)
knob would you turn ?
this go faster, which
If you wanted to make
24)
right
center
left
4
hiR
S AVSHARDGRANT NEWCOW.COM2PRE
Is the verb in the sentence on the white ticket correct? Please write the correct
25)
verb on the line.
5
S ViSHARE GRANfr NEWCOMZCOM2P1E ZIR
TRW COMMUNICATIONS ON THE JOB I
OBJECTIVES
SESSION 1
Identify ways to overcome personal obstacles to learning
Identify his or her personal learning style
S ,WSHARENGRANTWEWCOMI\COMISESO TRW
COMMUNICATIONS ON THE JOB 1
0
SESSION 1
THE TRAIN
What does "The Train" tell you about the power of your mind?
Have you heard of any other examples of people deciding something contrary to
"fact" with dramatic results?
To what extent do you feel you control your attitudes? What circumstances do you
feel take control away from you, and what would it take to get it back?
1-1
c 4NTeut \grant \ cornl .trwscoml .ml chp t I .931
1 0