DOCUMENT RESUME CE 073 179 ED 402 491 Sherow, Sheila M.; Scrimshaw, Roberta AUTHOR The Entrepreneurial Training Center (ETC): A TITLE School-to-Work Transition Model Adapted for Out-of-School Adult Learners. ETC Methods and Materials Resource Book. Pennsylvania State Univ., University Park. Inst. for INSTITUTION the Study of Adult Literacy. Pennsylvania State Dept. of Education, Harrisburg. SPONS AGENCY Bureau of Adult Basic and Literacy Education. PUB DATE 96 389p.; For a related final report, see CE 073 180. NOTE Non-Classroom Use (055) Guides PUB TYPE MF01/PC16 Plus Postage. EDRS PRICE Adult Education; Adult Literacy; Career Education; DESCRIPTORS *Career Exploration; Curriculum; Demonstration Programs; *Education Work Relationship; *Employment Potential; *Entrepreneurship; Instructional Materials; Learning Activities; *Lifelong Learning; Literacy Education; Models; *Rural Areas 353 Project IDENTIFIERS ABSTRACT This resource book provides materials and methods for a model Entrepreneurship Training Center (ETC) school-to-work program for rural out-of-school adults. Introductory materials include learning goals within ETC's four curriculum areas, instructional methods,'and introduction to key concepts. The remainder of the book is divided into four sections corresponding to ETC's curriculum areas. Each section begins with an overview of the area. The area is divided into a number of categories, each of which consists of key concepts. For each key concept, these materials may be provided: readings, information, and activities. The work force readiness area addresses the following key concepts: job readiness, career awareness and exploration, career planning, obtaining employment, skills employers look for, basic skills as they relate to the workplace, and job performance and promotion. The entrepreneurship area's key concepts are as follows: the entrepreneur personality type, small business, starting a business, types of business ownership, business plan, marketing plan, production or service processes plan, management plan, financial plan, and business law. The lifelong learning area consists of these key concepts: views on lifelong learning, knowledge span, study skills, memory skills, educational trends, and postsecondary and training opportunities. The technology in the workplace area has only one concept: computer software to format a resume. Additional resources include names of organizational resources and the Pennsylvania Small Business Operations and Resources Guide. (YLB) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** The Entrepreneurial Training Center (ETC): O A School-To-Work Transition Model Adapted for Out-of-School Adult Learners) ETC Methods and Materials Resource Book Dr. Sheila M. Sherow Penn State University Institute for the Study of Adult Literacy 102 Rackley Building i University Park, PA 16801-4756 "PERMISSION TO REPRODUCE U.R. DEPARTMENT OF EDUCATION THIS Mice or Educational Research and Improvement MATERIAL HAS BEEN GRANTED (814) 863-3777 BY ED ATIONAL RESOURCES INFORMATION CENTER (ERIC) his document has been reproduced as received from the person or organization originating it. Roberta Scrimshaw Minor changes have been made to improve reproduction Quality. Clinton County Training Office TO THE EDUCATIONAL Pointa ol view or opinions stated in this docu- RESOURCES ment do not necessarily represent °Moat INFORMATION CENTER OERI position or policy. (ERIC)." 1995-96 Section 353 Special Demonstration Project Project Number: 098-6005 Federal Grant Amount: $26,772 The activity which is the subject of this report was supported in part by the U.S. Department of Education. However, the opinions expressed herein do not N necessarily reflect the position or policy of the U.S. Department of Education or the Pennsylvania Department of Education, and no official endorsement by these agencies should be inferred. Pr) 2 Table of Contents ETC Curriculum and Learning Goals 1 Instructional Methods 2 Introduction to Key Concepts 3 Work force Readiness Overview 8 A. Job Readiness Key Concepts 9 A.1. Personal Interests 10 Personal Interest Activity 11 A.2. Basic Human Needs 12 A.3. Educational Needs 13 A.4. Transferable Skills 14 A.S. Personal Characteristics 15 Psychogeometrics 19 A.6. Employment Attitudes, Ethics, and Habits 21 Motivation 22 Effort 23 Responsibility 24 Initiative 24 Breaking Through Barriers Activity 25 Perseverance 26 Common Sense 27 Confidence 28 Teamwork 30 B. Career Awareness and Exploration Key Concepts 31 B.1. Job Predictions 32 Job Predictions for the Future 33 Expanding and Declining Careers for the Next Ten Years 34 The Changing Workplace: New and Emerging Occupations 36 Fastest Growing Occupations in Pennsylvania 38 Occupations with the Most Job Openings in Pennsylvania 38 The Labor Market Through the Year 2005 39 B.2. 40 Career Opportunities Key Concepts Physical Therapy Assistants and Aides 41 Exploring the Electrician's Trade 43 Preparing Individuals for Jobs in the Secretarial Field 45 Career Opportunities in the Security Industry 47 49 Job Outlook for Paralegals Exploring Careers: Working Outdoors 50 Changing Careers 51 52 C. Career Planning Key Concepts C.1. Setting Personal, Education, and Career Goals 53 54 Personal Time Log Activity Balancing Your Life Activity 55 Goal Setting 58 SMART Goals 59 60 Eleven Steps to Goal Setting Dangers of Goal Setting 61 Workshops Aid in Goal Setting 62 Tips on Mastering Goals 67 One Minute Goals Setting 68 70 One Minute Goals C.2. Employability Portfolios 72 Employability Skills Portfolio 73 Recording Your Achievements 78 C.3. Career Maps 79 C.4. Job Search Key Concepts 80 Job Search Methods 81 Getting the Word Out 82 Finding Out About Yourself 84 Helpful Publications for Researching Career Fields 85 Job Assistance. ..Choose Carefully 87 Intensify Your Job Search 89 Developing Your Job Search Network 90 Job Search Guidelines 92 C.S. Decision Making 93 Making Decisions-Involving Family and Friends 94 D. Obtaining Employment Key Concepts 95 D.1. Resume Writing 96 The Ingredients of a Good Resume 97 Resume Writing-Preparing the Introduction 99 How Has the Resume Changed Over the Past Ten Years? 101 Transform Your Cover Letter Into a Unique Marketing Tool 104 Cover Letter Worksheet 108 D.2. Job Interviews 109 Getting Past the Screen 110 Mastering the Interview 111 Role Playing the Interview 113 Dos and Don'ts for the Job Interview 114 Always Follow-Up 115 Follow-Up Calls 116 E. Skills Employers Are Looking For: Key Concepts 117 E.1. SCANS 118 E.2. POICC 123 Basic Skills as They Relate to the Workplace F. 124 F.1. Interpersonal Skills 125 Teamwork 125 Managing Your Boss 127 Conflict Resolution 129 Learning from Conflict 130 The Conflict Cycle 133 Conflict Resolution Process 134 Brainstorming 135 Reaching Consensus 135 Critical Thinking Skills on the Job F.2. 136 Problem Solving Strategies 136 "Real World" Problem Solving 137 Mathematical Problem Solving 138 Triangulating on Triangles 139 Time Management 141 Stress Management 141 Procrastination 142 4 F.3. Communication Skills 143 Verbal Communication 143 Nonverbal Communication 145 Active Listening 146 Giving Directions 147 Suggestions for Group Discussion 148 Sociogram Activity 149 F.4 Reading Skills 150 Reading Matrix 151 Drawing Conclusions from Workplace Documents 152 Sample Reading Item 155 F.S. Computation Skills on the Job 157 Active Averages 158 Thinking and Math Activity 159 Understanding Data 162 F.6. Writing Skills 165 Seven Reasons 166 Preparing an Outline 168 Adult Writing Skills 169 Job Performance and Promotion G 170 . Maintaining a Positive Attitude 171 Finding Success and Happiness on the Job 173 Making the Best of a Difficult Situation 175 How Can You Keep Your Job? 176 Read Your Employee Handbook 176 Understanding the Needs of Today's Employers 177 Nine Tips for Continued Success in the Workplace 179 Entrepreneurship Overview 181 A. The Entrepreneur Personality Type 182 B. Small Business 183 a Business Starting C. 184 C.1. Why Some Businesses Succeed and Others Fail 185 D. Types of Business Ownership 186 E. The Business Plan 190 E.1. Skills Needed to Develop a Comprehensive Plan 191 E.2. Parts of a Business Plan 192 F. The Marketing Plan 194 F.1. Customer Service Guidelines 195 F.2. Customer Complaint Techniques 196 F.3. Advertising 197 F.4. Advertising Terms and Concepts 198 G. The Production or Service Processes Plan 199 H. The Management Plan 200 H.1. Human Resource Management Plan 201 I. The Financial Plan 204 I.1. Financial Terms and Concepts 206 Business Law J. 208 Lifelong Learning Overview 216 A. Views on Lifelong Learning 217 B. Knowledge Spans 218 C. Study Skills 219 D. Memory Skills 221 Educational Trends E. 223 F. Postsecondary Education and Training Opportunities 224 5 Technology in the Workplace 226 Computer Software to Format Your Resume 227 Additional Resources 230 6 Entrepreneurial Training Center Methods and Materials The Entrepreneurial Training Center (ETC), a model school-to-work program for rural out-of-school adults, was funded by a 1995-96 Section 353 Special Demonstration Project grant through the Pennsylvania Department of Education. School-to work programs characteristically focus on employability skills and prepare learners to enter the local work force. However, rural regions typically offer limited employment opportunities. Consequently, rural school-to-work programs often prepare learners for employment outside the local area. Promoting outward migration has dire consequences. Rural residents often wish to remain living in the area in which they grew up and have family and friends; career development opportunities that require relocating hold little attraction for those who do not wish to leave. In terms of local employment opportunities, relocating a trained work force perpetuates a no-growth economy; attracting and establishing new business and industry require a local work force prepared with the basic skills necessary for job training and productive employment. ETC was developed on a foundation of recognized principles of successful school-to-work programs although it focuses on the work force development needs of rural out-of-school adults. ETC integrates an introduction to entrepreneurship into the school-to-work curriculum. Employability skills are not unlike entrepreneurial skills. The same basic skills are required to obtain employment as are needed to establish a small business; the skills necessary to successfully present oneself to a potential employer are the same skills necessary to successfully market oneself as an entrepreneur. Entrepreneurship training offers adults new and expanded career opportunities. Personal interests, work experience, and existing skills can be developed into small business ventures, creating new employment opportunities not only for the entrepreneur but also for the local work force. Entrepreneurs who fail, and less than half of all small businesses do become successful ventures, usually do so because they lack the knowledge and skills needed to plan and develop a successful business plan. ETC prepares learners with the background information they need to research the soundness of their idea and seek the advice of the appropriate experts. ETC encourages learners to 7 pursue further education and training in business-related areas as it is not intended to be an in-depth course in business planning, development, and management. ETC Curriculum The ETC course typically involved three evenings a week; one night devoted to a workshop addressing an employability or entrepreneurship skill; a second night featuring a guest speaker presentation; and a third night of hands-on computer training in word processing, data bases, and spreadsheets. The ETC curriculum combined employability skills with an introduction to entrepreneurship. Skill areas were presented in relation to both employment and entrepreneurship. Employability Skills Entrepreneurship Skills Career Awareness Small Business Awareness Career Exploration Business Venture Exploration research career opportunities. research business opportunities. Skills Needed to Obtain a lob Skills Needed to Start a Business job search. marketing analysis. writing a resume. writing a business plan. job interviews. interviewing employees. Skills Needed to Maintain a Tob Skills Needed to Manage a Business interpersonal skills with interpersonal skills with co-workers and management. employees and customers. Skills Needed to Advance in a Tob Skills Needed for a Successful Business basic reading, writing, and basic reading, writing, and computation skills. computation skills. critical thinking skills. critical thinking skills. willingness and ability to train willingness and ability to train and and retrain; ability to adapt. retrain; ability to adapt. Lifelong Learning Lifelong Learning Technology Skills Technology Skills 8 ETC Workshop Format Workshops were learner-centered and were typically presented in the following format. The topic was introduced, often using overheads to briefly outline the main ideas. To actively engage them in the topic, learners were asked to respond to several general questions about their own related experiences or initial impressions of the topic. An activity was conducted to illustrate or demonstrate an aspect of the topic. Activities typically involved small group work, followed by a reporting to the larger group and general group discussion. Learners were encouraged to draw relevant conclusions regarding the meaningfulness of the activity. Additional information was presented, often in the form of handouts. A general discussion summarized the main ideas, reviewed past topics, identified how the newly acquired information fit into the larger context, and set the stage for the upcoming workshop topic. Guest speakers were invited to present personal experiences or expert information related to each topic. Speaker presentations tended to be highly interactive. The following methods and materials are only the skeleton of the ETC curriculum. They provide a starting point for a learner-centered approach to work force development and support adult learning principles. 9 Entrepreneurial Training Curriculum (ETC) ETC Curriculum and Learning Goals ETC Curriculum Areas Work Force Readiness Entrepreneurship Lifelong Learning Technology in the Workplace Work Force Readiness: General Learning Goals 1. To assess career-related personal interests, aptitudes, and experience. 2. To set personal, education, and career goals. 3. To develop an employability portfolio. 4. To gain awareness of different types of jobs and job domains. 5. To research local labor market information. 6. To identify businesses, industries, and occupations that are growing and hiring. 7. To develop a job search strategy. 8. To develop resume-writing and job interviewing skills. 9. To become aware of the types of skills employers are looking for. 10. To develop employment values that promote high quality job performance and job promotion. Entrepreneurship: General Learning Goals 1. To examine the successful entrepreneur personality type. 2. To explore the potential of small business. 3. To become aware of what starting a business involves. 4. To identify the benefits of different types of business ownership. 5. To understand the purpose of developing a business plan. 6. To develop a business plan as an introduction to marketing, production and service processes, management, business finance, and business law. Lifelong Learning Goals 1. To recognize the importance and value of continuing education as it relates to employment. 2. To identify education and training needs of specific occupations or careers. I 10