Includes bibliographical references and index.

Introduction: Building a training program around essential skills --
Step One: Identify job changes or problems related to basic workplace skills --
Step Two: Build support for training through alliances with management and unions --
Step Three: Present the strategy and action plan for approval --
Step Four: Perform a task analysis --
Step Five: Design the curriculum --
Step Six: Develop the program --
Step Seven: Implement the program --
Step Eight: Evaluate and monitor the program --
Resource A: A new plant perspective: case study from Mazda (The Applied Approach) --
Resource B: An established plant view: case study from Harrison Radiator (The Applied Approch) --
Resource C: The providers: where to get help for workplace basics training --
Resource D: Sample requests for proposals --
Resource E: Generic curriculum guidelines for promoting workplace basics --
Glossary --
Index.

This document, a result of a 3-year study, gives step-by-step instructions for establishing and implementing a program to teach the basic skills necessary in the workplace. The resulting programs use the applied approach that motivates learners by linking learning to improved job performance. The document is intended for practitioners and administrators responsible for providing private or public training programs; administrators and instructors involved in basic skills programs; business and management consultants; and secondary, postsecondary, vocational, and adult educators. The introduction explains what skills employers want. The next section explains the document's format, including the meaning of various symbols used. The bulk of the document explains these steps of program development: (1) identifying job changes or problems related to basic workplace skills; (2) charting a course for building management and union support for workplace basics training programs; (3) developing and presenting an action plan to management and unions, including guidelines for selecting outside training providers; (4) performing a task analysis; (5) designing a curriculum; (6) implementing the program; and (7) evaluating and monitoring the program. A glossary, index, and five appendices conclude the document. The appendices profile two workplace basics training program experiences, give information on locating providers of basic skills and getting help in setting up the program, provide a sample form that can be used to request proposals from potential providers, and provide generic curriculum guidelines. Lists of recommended reading accompany most chapters. (CML)