Developing Job Literacy Training Programs for Business and Industry: A Case Study of Literacy Training to Prepare CETA Eligible Workers as Competitive Word-Processor Operators.

Autor/in	Mikulecky, Larry
Titel	Developing Job Literacy Training Programs for Business and Industry: A Case Study of Literacy Training to Prepare CETA Eligible Workers as Competitive Word-Processor Operators.
Quelle	(1983), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Business Correspondence; Business Education; Business Skills; Education Work Relationship; Job Skills; Job Training; Program Descriptions; Program Effectiveness; Training Methods; Vocational Education; Word Processing; Workplace Literacy + Suchen Sie Ihr Suchwort? Wirtschaftserziehung; Wirtschaftspädagogik; Produktive Fertigkeit; Berufsqualifizierender Bildungsgang; Didaktik; Trainingsmaßnahme; Ausbildung; Berufsbildung; Textverarbeitung
Abstract	A Chicago area private consulting firm worked in cooperation with the Comprehensive Employment and Training Act (CETA) program to train applicants in word processing operations. Careful task analyses of on-the-job word processing were used to develop a curriculum based on realistic goals and expectations. Small groups of CETA eligible applicants received information on word processing careers and on the training program, as well as some "hands on" experience with the equipment and the kind of work that would be required. Interested applicants were then screened through a series of comprehension and literacy tests. One hundred trainees were selected to enter the program in three groups--approximately 70% female, 30% male, 80% black, and all between the ages of 22 and 44. Trainees were paid to attend 40 hours of training per week in language skills, typing and word processing, work habits, and individual study time. Specialists in word processing, reading, and business planned assignments integrating language and machine skills, and provided classwork simulating actual job demands. The average time needed for the trainees to reach the preset standard was 20 weeks, with a few requiring only 14 weeks and a few as many as 28. The principles behind the success of this program include (1) application level reading and problem solving tasks, (2) materials and performance criteria reflecting real world expectations, (3) maximum student time-on-task, and (4) screening applicants to select those most likely to benefit from the program.(HTH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC