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Assembly Line

Learners transform their knowledge of how to make a single item into an assembly line to produce 75 of the items.

Learning Objective Learners will work together on a team to produce a quality product.

Work-Based Skills EFF Skills: Interpersonal Skills: cooper- ate with others; Decision Making Skills: plan, solve problems and make decisions.

KSAs: Cooperates with others; Works on a team effectively; Listens for understanding; Quality in the work- place.

SCANS: Interpersonal Skills: participates as a member of a team; Resources: human; Thinking Skills: seeing things in the mind’s eye, creative thinking, decision making, problem solving, reasoning.


  • Job skills

  • Learner produced materials

  • Adult basic education

  • Community involvement

Activity Description Learners needed to realize the impor- tance of doing quality work, as well as working together cooperatively. The opportunity to produce something of quality that was needed by someone else arose when we were asked to pro- duce 75 3-part net puffs for corsages for the Chamber of Commerce’s Sec-

retary’s Day Luncheon. Accepting this assignment also gave learners experi- ence in donating time and service to the community.

  • 1.

    The practitioner showed the learn- ers how to make the product. The product was a 3-part net puff to be used as the base for carnation corsages for the Chamber of Com- merce’s Secretary’s Day Luncheon. Making a puff involved wrapping the floral wire with floral tape, and cutting, folding, and wiring the net squares to make a puff.

  • 2.

    Learners practiced doing all of the steps and making puffs individually until they were sure of their ability to make quality puffs.

  • 3.

    Learners estimated the amount of each of the supplies needed to make the required number of the product and procured the supplies.

  • 4.

    Learners then tried to think how best to produce 75 of these puffs using an assembly line. They ana- lyzed the steps needed and the order in which the steps should be per- formed. They considered the supplies needed and the work area most suited to each of the steps. They decided how to organize the process so that the product could be handed down the line with each

Families First is the Tennessee program to provide training for those welfare recipients who lack basic education skills. While learners do work toward a GED, emphasis in these classes is shifting toward the knowledge, skills, and attitudes learners need to acquire and keep a good job.


Micki Hendrix McNairy County Adult Learning and Job Training Center

Project This assembly line project is a stand-alone activity that replicates a work environ- ment.

Materials and Resources Whatever materials are required to make your cho- sen product. We needed:

  • Spools of white nylon net

  • Floral wire

  • Floral tape

  • Scissors

Learner Level All levels

Learner Grouping

  • Small group

  • Whole class

Time Needed Several class sessions

Setting This activity took place in a Families First (adult learners) ABE/workforce readiness class that meets 5 days per week, 4 hours per day. Aver- age attendance is 8-10 learners. The learners turned the classroom into a florist production line for this pro- ject.




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