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Salem. PUB DATE 81 NOTE 624P.; for Related Documents See CE 031 561-578 UMENT RESUME 4 ED 213 905 1 CE 031 579 TITLE Survival Skil sPre-Apprenticeship Phase 2 Training. Instructors Guide INSTITUTION Lane Community Coll., Eugene, Oreg. SPONS AGENCY Employment and Training Administration (DOL), Washington, D.C.; Oregon State, Dept. of Education, Salem. PUB DATE 81 NOTE 624p.; For related documents see CE 031 561-578. EDRS PRICE MF03/PC25 Plus Postage. DESCRIPTORS Behavioral Objectives; Budgeting; Career Development; Check Lists; Child Abuse.; Coping; Credit (Finance); Day Care; Death; Disabilities; Divorce; Drinking; Drug Use; Employer Employee Relationship; Family Health; *Family Relationship; Inflation (Economics); Insurance; *Interpersonal CoMpetence; Job Search Methods; Learning Activities; Learning Modules; *Money Management; Older Adults; Pacing; Parent Child Relationship; Postsecondary Education; Sex Fairness; *Skill Development; Teaching Guides; Tests; Trade and Industrial Education; Two Year Colleges; Unemployment; *Work Attitudes IDENTIFIERS Bankruptcy; *Preapprenticeship,Programs; Sexual Harassment; Stress (Biological); *Survival Skills; Time Management ABSTRACT This instructor's guide contains the 43 Survival Skille modules developed for Pre-Apprenticeship Phase 2 Training. Introductory materials include x description of components orthe - pre-apprenticeship project, recommendations for module implementation, and synopses of the mo4u1es that were developed to prompt social skills development. Each module contains some or all of the following: cover sheet listina module title, goals, and performance indicators; study guide /checklist with directions for module completion; information sheet(s) providing information covering the module topic(s); self-assessment; self=assessment answers; assignment' sheets; and post assessment. Topics covered in the modules include work, career development, work relationships, becoming a supervisor; being successful at work, unemployment, unemployment benefits:, Workers' Compensation, sexual harrassment, fob search, life insurance, day care, child abuse, parent-teenager Conflicts, responsibility for the elderly, divorce, death, physical and mental handicaps, mental illness, being overweight, drugs, alcohol, losing auto insurance or driver's license, arrest, release froM prison, establishing credit, help for financial difficulties, bankruptcy, inflation, budgeting, health care, eviction, buying a house, moving, stress, using time effectively, effective listening, and relationships with others. (YLB) *********************************************************************** ReprOuctions supplied by EDRS are the best that can be made * from the original document. *********************************************************************** PRE-APPRENTICESHIP PHASE 2 TRAINING Instructor's Guide Survival Skills DIVORCE. tJ OUT OF WORK MONE.:( .r RAISING, J05 CHILDREN SEARCI-1 LEISURE PREJUDICE. ACCIDENTS ci:.!SERTIVENES5 M 4 U.S. DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION PERMISSION TO REPRODUCE THIS EDUCATIONAL RESOURCES INFORMATION MATERIAL HAS BEEN GRANTED BY CENTER IER CI Thisdocument has been it:Textured as received from the (*Moil or`..tonitabon ongitiatirlq it Minor changes have been to iroOtOvt. C reproduL Nei duality Pants or vein or Opinoto., stated In ttoSt10( TO THE EDUCATIONAL RESOURCES Merit do not necessanfy tt.ptt.y.nt 01(01101E INFORMATION CENTER (ERIC) position or pobcv Survival Skills Instructor's Guide Writer: staff Technical Assistance: Graphics: Ralph Bentley Editorial, Proofreading and Pasteup: Debi Carroll Typing:, Strandlien Typing Service This project was developed under a sub- contract for the Oregon Department of Education by Lane Community College, Community Education Division, Eugene, Oregon. Funds were provided by the Governor of Oregon from the Education- al Linkages Component of the CETA Governor's Grant. STATEMENTOFASSURANCE It Is the policy of the Oregon Department of Education that no person be subjected to discrimination on the basis o! race, nationl origin, religion, sex, age, handicap or marital status in any program, service or activity for which the Oregon Depart- ment of Education is responsible. The Department will comply with the requirements of state and federal law concerning non- disc runation and will strive by its actions to enhance the dignity and Worth of all persons. %.0 one Commutity College 4000 E 30th Avenue EL,gecie, Oregon 97405 Office of the President (503) 726 2200 July 27, 1981 On behalf of Lane Community College,I wish to express our pride and gratitude for the opportunityto participate in the development of the Pre-Apprenticeship trainingmaterials. We also wish to commend the OregonDepartment of Education for its original concept and continuedsupport; and, the Educational Linkages Component of the CETA Governor'sGrant for funding, Thegoals of this project aremany, but none are more important than that of-producing valid, understandablevucational ctrriculum material. We congratulate the tradespeople andproduction start* for thier accomplishments. Finally,I recommend this material toanyone exploreing Pre- Apprenticeship as an entry into the vocationalwork world. with the hope and belief that it willgo a long way toward producing skilled craftspeople whoare dedicated to their work. Sincerely, Eldon G. Schafer/ lae Community College is an Equal Opportunity/Affirmative Action/Section =,04, p:? rfssiltutir,n Phase II INTRODUCTION This is the second phase of a designed multi-phase projeLt of pre-apprenticeship study. Phase II begins in earnest the development of manipulative skills essen- tial ;to the trade. It re-introduces and elaborates on many of the tools, mater- ials and equipment set forth Phase I, and introduces projects and assignments designed to build trade knowledge and trade manipulative skills. The project consists of three major components: I) INSTRUCTOR'S GUIDE, containing a brief summary of each of the tt,!de modules, including the materials, tools and equipment necessary to tom- , plete the Job Sheets and/or Assignments; an annotated bibliography for further study and/or, clarification of a topic. 2) Self-paced LEARNING MODULES for student study. The modules are designed to impart trade knowledge and skills to the student. Each module is comprised of the following: a) Cover Sheet--lists mody,le title, goals, performance indictors b) Study Guide--gives directions for completion of modtle c; Introduction (optional)--explains why the module is importan d) Vocabulary--lists and defines any new trade terms or technic, words necessary for understanding the module's content e) Supplementary References--details where to go for further study f) Information--provides information and graphics covering the module's topic(s) q) Self Assessment (optional)--provides students an opportunity to test their comprehension h) Assignment (optional)--enables students to research further Into the topic i) Job Sheet (optional)--lists materials and tools necessary to complete the tasks which are designed to develop manipulative skill j) Post Assessment (optional)--enables the instructor to test student comprehension 3) SURVIVAL or COPING SKILLS MODULES have been developed to promote 2 O social skills development. These 43 modules elaborate on the topics introduced in Phase Iand cover such topics as: Losing your Driver's License, Death in the Family, Divorce, Time Managtment, Buying a'01110, Maintaining Credit, and other social skills which have a bearingon the quality of'work lVfe and personal satistaltion IMPLEMENTATION It is essential during Phase II that the student develop the skills necessary to perform the tasks of the trade as outlined and demonstrated in the modules.. For this reason, the instruction should be conducted by a skilled craftsperson frui the trade or occupation who has the necessary teaching skills. At the completion of Phase II, the trainee/will have enough experience with the occupation to decide whether to continue with the training into Phase III, which will ultimately represent a career choice and entrance into apprenticeship. Recommendations for successful Module completion This phase of pre-apprenticeship study requires the student to develop job which will enable him or her to be a productive worker or to decide against pursuing the trade as a viable career choice. To that end, the instructor should: 1) Realize that skill-building and development is dependent on repeated physical performance and self-confidence. 2) Provide a setting in which students are encouraged to develop 'Allis ,t their own individual pace. Assessments are designed as tests of comp4rehen'sion, not as tests of skills or trade abilities. 3) Coordinate the use of materials, tools and equipment so that each student can fulfill his or her potential. 4) Ensire that each student practicbs the trade skills in the accented manier, and practices enough to develop skills to a professioral i...ade standard. 5) Make arrangements for visitations (to stores, shops, jobsitos, and ensure that students participate fully. 6) Grade or comment on individual Assignments and Assessments, to enure students are aware of their progress. 7) Ensure that the trade skills and knowledge presented in one module are fully understood by the student before allowing him or her TO continue to subsequent modules. 3 I SCOPE Trades developed for study in Phase II include: Drywall bricklayin, Painting auni,, Plumbing 1.Elt.ctrica Floor Laying Plastering *Auto Mechanic Cement Finishing *Carpentry Tilesetting . * Adapted from previously deve,lopeJ
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