ERIC ED424461: The Mechanics of Teams. Workforce 2000 Partnership.

68 Pages·1996·0.91 MB·English

by  ERIC

DOCUMENT RESUME
CE 077 470
ED 424 461
TITLE
The Mechanics of Teams. 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
1996-00-00
NOTE
85p.; 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
Classroom
Teacher (052)
Guides
EDRS PRICE
MF01/PC04 Plus Postage.
DESCRIPTORS
Adult Education; Adult Literacy; Behavioral Objectives;
Carpeting; *Communication Skills; Curriculum Guides;
*Education Work Relationship; Fashion Industry;
*Interpersonal Competence; Learning Activities; Learning
Modules; Lesson Plans; *Literacy Education; Networks;
Partnerships in Education; Records (Forms); Regional
Planning; School Business Relationship; Skill Development;
*Teamwork; *Workplace Literacy
*Textile Industry
IDENTIFIERS
ABSTRACT
This curriculum package on the mechanics of teams is a
product of the Workforce 2000 Partnership, which combined the resources of
four educational partners and four industrial partners in Alabama, Georgia,
and South Carolina to provide education and training in communication,
computation, and critical thinking to employees in the apparel, carpet, and
textile industries. After an overview of the Workforce 2000 Partnership, the
curriculum package's contents are described. Presented next is a curriculum
guide for a course in the mechanics of teams for new employees. Included in
the curriculum guide are the following elements: module title; author; job
title; general instructional objective; and specific instructional
objectives, list of required resources and materials, and suggested learning
activities and evaluation activities. Next, a lesson plan is provided that
contains detailed instructions for conducting the motivational,
instructional, guided practice, applied practice, and closure activities. The
activities provided are designed to help learners develop the communication,
thinking, and team-building skills necessary to work effectively as a team
member in a work setting. Concluding the document are handouts,
transparencies, tests and a sample individual education plan.
(MN)
********************************************************************************
*
Reproductions supplied by EDRS are the best that can be made
*
from the original document.
*
*
********************************************************************************
The Mechanics of Teams
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 tTaining 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
$961,487 (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.
EDUCATION
U.S. DEPARTMENT OF
end Improvement
Office or Educational Research
INFORMATION
Ell;.VCATIONAL RESOURCES
CENTER (ERIC)
reproduced as
O This document has been
organization
received from the person or
originating it.
been made to
O Minor changes have
improve reproduction quality.
PY AVAILABLE
stated in this
Points of view or opinions
represent
document do not necessarily
official OERI position or policy.
_
_
2
TABLE OF CONTENTS
I. Introduction
i
II. Curriculum Guide
1
al. Lesson Plan
12
IV. Handouts, Transparencies, Tests.
1 7
V. Individual Education Plan
5 9
i
3
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
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
iori Phillipi1. 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:
Simon & Schuster Workplace Resources, 1991.
ill
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, becothes a part of the
learner's Individual Education Plan (IEP). The IEP forms used by the Partnership
are contained
in this module. The lEP 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 IEP.
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
TEL:
(334) 393-ESJC
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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