Development of an Instructional Model for Helping Youth Acquire Necessary Work Habits, Attitudes, or Values.

Autor/in	Beach, David P.
Titel	Development of an Instructional Model for Helping Youth Acquire Necessary Work Habits, Attitudes, or Values.
Quelle	(1981), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adolescents; Affective Behavior; Career Education; Curriculum Development; Economically Disadvantaged; Employment Potential; Feedback; Learning Modules; Material Development; Profiles; Teaching Methods; Values; Vocational Education; Work Attitudes; Youth Programs + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Affective disturbance; Active behaviour; Affektive Störung; Arbeitslehre; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Learning module; Lernmodul; Lehrmaterialentwicklung; Charakterisierung; Profilanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Wertbegriff; Ausbildung; Berufsbildung; Work attitude; Arbeitshaltung; Jugendsofortprogramm
Abstract	The goal of a project was to develop an instructional model and guidance system for helping economically disadvantaged youth more effectively prepare for successful employment. Critical affective work competencies (Neat/Orderly/Personal Appearance/Manner and Pleasant/Friendly/Cheerful) were identified from data collected during a pilot administration of the Affective Work Competencies Inventory (AWCI). After review of possible instructional procedures and analysis of the projects' participants, an individualized training format was selected. A profile-feedback system was designed, prepared, and utilized to provide inventory results and guidance information for each of the project's participating youth and counselors. Of the seven Comprehensive Employment and Training Act sites participating in the study, three were randomly selected to utilize the Pleasant/Friendly/Cheerful module and three were selected to use the Neat/Orderly/Personal Appearance/Manner training module. The remaining site was the experimental control group. For a post-test, the AWCI was administered to 126 project participants. The immediate achievement effect for youth utilizing the modules was statistically significant. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC