Corporate training curriculum overview

1. Module 4
Expanding Cognitive Skills

2. Module # 4 – Expanding Cognitive Skills
Soft Skills Module 4
Expanding Cognitive Skills
Summary
Goal: Instructor:
Apply cognitive skills when thinking about
starting a microenterprise venture.
Delivery Method(s):
Discussion and interaction
SMART Objectives:
Specific, Measurable, Achievable, Realistic, and Length:
Time-sensitive
By the end of this module, students should be able Three Lessons
to:
Total of Four hours
Objective SS4.1: Understand and apply
divergent and convergent thinking. Any Applicable Business and/or Soft Skills?
Objective SS4.2: Use critical, creative and General business skills:
intuitive skills in self-analysis and • Evaluation of home-based
microenterprise venture choices. microenterprise business set-up
and operations
Objective SS4.3: Objectively discuss the
positives and negatives of beginning a
home-based microenterprise business.
Corresponding NLS Lesson #?
Take Away Message(s):
The purpose of this module is to assist students in applying cognitive thinking skills as
they begin to explore the opportunities of a home-based microenterprise braille
transcribing service.

4. Module # 4 – Expanding Cognitive Skills
Instructor Preparation
Title of Module: Expanding Cognitive Skills
Instructor:
This module should provide an understanding of the differences in thinking patterns
and processes, especially when students who are incarcerated in a prison or
institutional-dependent setting transition to a community-based, independent setting.
Definition of Cognitive Skills
The underlying brain skills that make it possible to think, remember and learn, which
allow for the processing of the massive amount of information received in training,
work, and life.
Significant Elements of Cognitive Skills
Cognitive skills include a large mixture of abilities, which allow for analysis,
association, focus and recall. They are what are termed as the mental processes of
perception, memory, judgment, and reasoning.
Definitions for Divergent and Convergent Thinking
Divergent thinking – looking for creative answers
The objective of divergent thinking is to produce a lot of different thoughts and ideas
about a topic in a short time. It involves breaking topics down into a range of
component parts in order to gain insight about assorted aspects of the topic. Divergent
thinking typically occurs in a natural, free-flowing manner; ideas and thoughts are
generated in a random, unorganized manner. Following divergent thinking, the ideas

5. and concepts generated are typically organized using convergent thinking (i.e., putting
a mixture of ideas back together in some organized, structured way).
Ideas to Stimulate Divergent Thinking (to be used as added activities and lessons)
1. Brainstorming – generating a list of ideas in a creative, unstructured manner
2. Keeping a Journal – recording ideas spontaneously

6. Module # 4 – Expanding Cognitive Skills
3. Free-writing – focusing on one particular topic and writing non-stop about it for a
short period
4. Mind or Subject Mapping – putting down brainstormed ideas in the form of a visual
map or picture that shows the relationships among the
ideas beginning with a central idea and creating
branches representing different parts or aspects
Convergent thinking – Knowing the right answer
The objective of convergent thinking is to focus on different thoughts and ideas about a
topic and be able to recognize or know the correct answers. This method of thinking
involves knowing about a topic and being able to combine or group similar or parallel
ideas and concepts together. The ideas and concepts generated from divergent
thinking are typically organized using convergent thinking (i.e., putting a mixture of
ideas back together in some organized, structured way).
Agenda – topics to be covered in the module and length of each item
Topic: Cognitive Skills Time Allotted: 4 hours
A. Divergent Thinking (1.5 hours)
B. Convergent Thinking (1.5 hours)
C. Positives/ Negatives of Beginning a Home-Based Business (1 hour)
D. Additional Activities may include 1) brainstorming, 2) keeping a journal; 3) free-
writing; 4) mind or subject mapping (as needed)
Materials & Supplies – items needed in order to carry out the agenda and classroom activities
1. Handouts: Brainstormed Ideas about Starting a Home-Based Business, Elements
of Development, and Operations (4.B.1) , Ideas List (4.B.2)
2. Lesson 4.B.1: Have available as a handout for all students

7. 3. Lesson 4.B.2: Have one set per student cut into individual items for ease in sorting
and labeling
4. Flip chart stand/pad with markers or board/markers (some charts are done in
advance of lesson)

8. Module # 4 – Expanding Cognitive Skills
Classroom Preparation – steps to follow when setting up the learning environment
1. Students configured to facilitate group discussion as well as triads as needed
2. Writing paper and pencils for students
3. Flip chart/pad with markers or board/markers for instructor

10. Module # 4 – Expanding Cognitive Skills
Curriculum Content
A. Divergent Thinking (1.5 hours)
Objective SS4.1: Understand and apply divergent and convergent thinking.
Objective SS4.2: Use critical, creative and intuitive skills in self-analysis
and microenterprise venture choices.

PREINSTRUCTIONAL ACTIVITIES
Discuss divergent and convergent thinking.

CONTENT PRESENTATION AND LEARNER PARTICIPATION
Divergent (or Brainstorm) Thinking Activity #1
Practice divergent thinking by brainstorming potential topics.
Self-Analysis
Ask students two or three of the following questions. Have them brainstorm a list of
potential factors or elements that might frame thinking about a home-based business
venture.
1. When I leave prison, how will I spend my time? What might my activities be
during a typical day?
2. What do I know about? What are my areas of expertise? What am I studying in
school/training?
3. What do I like? What are my hobbies? What are my interests?
4. What bothers me? Once I am in my community, what would I like to change in
my world or life?
5. What are my strongest beliefs, values and philosophies?

ASSESSMENT

11. Ask students some of the following questions (or all - time permitting) to narrow/refine
a broad topic into a specific, focused one, such as the subject home-based business.
1. How would you describe a home-based business?
2. What are the causes of a failed home-based business?
3. What are the effects of a home-based business on your life and family?

12. Module # 4 – Expanding Cognitive Skills
4. What is important about a home-based business?
5. What are the smaller parts that comprise a home-based business?
6. If you start a home-based business, how does your life change? Why are those
changes important?
7. What is known and unknown about a home-based business?
8. What category of ideas or objects does a home-based business belong to?
9. Can a home-based business be a good thing? Why? Can a home-based
business be a bad thing? Why?
10.What suggestions or recommendations would you make about starting a Home-
based Business?
B. Convergent Thinking (1.5 hours)
Objective SS4.1: Understand and apply divergent and convergent thinking.
Objective SS4.2: Use critical, creative and intuitive skills in self-analysis
and microenterprise venture choices.

PREINSTRUCTIONAL ACTIVITIES
Revisit the definitions/meaning of Divergent and Convergent thinking.

CONTENT PRESENTATION AND LEARNER PARTICIPATION
Convergent (or Focused) Thinking Activity #2
Below is a list of ideas (same as handout 4.B.2) about starting a home-based
business generated by brainstorming different elements of development and operations.
Present the list to students and have them practice convergent thinking by grouping
similar ideas together. Have them look for and identify:
 Thoughts or ideas that appear to fit together
 Categories or groups that the thoughts or ideas represent

13. Next, have students label or give a "heading" to each of the categories or groups
identified. There should be three to six groups or categories.
Get a mentor Business insurance
Identify customers Financial plan
Business plan Furniture
Marketing plan City permit
Software Fire inspection

14. Module # 4 – Expanding Cognitive Skills
Business name Taxes (service tax, self-employment)
Research networking organizations Start-up money
Business license Customer contracts
Supplies and tools Shelving and Storage
County permit Printer
Work/office space Budget
Social networking Lighting and ventilation
Phone and electrical Website
Room to spread out work Cell phone
Technology needed Marketing
Becoming a sole proprietorship Small business legal information
Money Space needs
Business bank account Computer
Accounting software Fire and safety check
Fax Logo and print identity
Back-up systems Check other businesses with same/similar
name
Have students then complete the following:
Using the brainstormed and categorized list, identify the main sections or categories of
information they would include in their outline for beginning a home-based business
venture. Have student give each section a label or heading.
Next, have students identify the key sub-points they would include under each main
section or category. A good question to pose is: What are the key aspects of each main
section or category you would like to know more about?
Retrieved June 3, 2011, http://faculty.washington.edu/ezent/aact.htm
Retrieved June 3, 2011, http://faculty.washington.edu/ezent/imdt.htm
C. Positives and Negatives of Beginning a Home-Based Business (1 hour)
Objective SS4.3: Objectively discuss the positives and negatives of beginning a
home-based microenterprise business.

PREINSTRUCTIONAL ACTIVITIES

15. The intent of this lesson is to identify and discuss the pluses and minuses
using students’ critical, creative and intuitive skills.

16. Module # 4 – Expanding Cognitive Skills
Prior to starting the lesson put several pieces of chart paper on the wall (3-4 pieces
labeled pluses and 3-4 pieces labeled minuses).

CONTENT PRESENTATION AND LEARNER PARTICIPATION
At their desks/tables, have students independently make a list of the pluses and
minuses of starting a home-based business venture.
Group students into teams of three. Have them compare their answers and talk
through their rationales for listing the pluses and minuses; they can decide to change
something from a minus to a plus or vice versa as they listen to their teammates.
Have each team rank order their pluses and minuses.
Have each team report out on their top plus and top minus – if their top one has been
taken they should go to the next, and if that has been presented, then to the next, etc.
As each team reports out record their pluses and minuses on the chart paper (either
the positive or negative). Cycle through the teams until all the pluses and minuses are
on the chart paper.

FOLLOW-THROUGH ACTIVITIES
Summarize by reviewing their comments and talking about the upcoming Business
Skills components of the PROFITT curriculum that should help to address these
concerns and elements.
D. Additional Activities (as needed)
Objective SS4.1: Understand and apply divergent and convergent thinking.
Objective SS4.2: Use critical, creative and intuitive skills in self-analysis
and microenterprise venture choices.
Objective SS4.3: Objectively discuss the positives and negatives of beginning a
home-based microenterprise business.

17. 
CONTENT PRESENTATION AND LEARNER PARTICIPATION
Additional activities may include 1) brainstorming, 2) keeping a journal; 3) free-writing;
4) mind or subject mapping.

18. Module # 4 – Expanding Cognitive Skills
Module 4
Expanding Cognitive Skills
Handouts

19. Module # 4 – Expanding Cognitive Skills
Brainstormed Ideas about Starting a Home-Based
Business, the Elements of Development, and
Operations (4.B.1)
Using the list below, practice CONVERGENT THINKING by grouping similar
ideas together. Look for and identify:
1. Thoughts or ideas that appear to fit together
2. Categories or groups that the thoughts or ideas represent
Next, label or give a "heading" to each of the categories or groups identified. You
should be able to identify three to six groups or categories.
Now identify the main sections or categories of information you would include in your
outline for beginning a home-based business venture. Give each section a label or
heading.
Finally, identify the key sub-points you would include under each main section or
category. What are the key aspects of each main section or category you would like to
know more about?
Get a mentor Business insurance
Identify customers Financial plan
Business plan Furniture
Marketing plan City permit
Software Fire inspection
Business name Taxes (service tax, self-employment)
Research networking organizations Start-up money
Business license Customer contracts
Supplies and tools Shelving and Storage
County permit Printer
Work/office space Budget
Social networking Lighting and ventilation
Phone and electrical Website
Room to spread out work Cell phone
Technology needed Marketing
Becoming a sole proprietorship Small business legal information
Money Space needs
Business bank account Computer

20. Accounting software Fire and safety check
Fax Logo and print identity
Back-up systems Check other businesses with same/similar
name
4.B.1

21. Module # 4 – Expanding Cognitive Skills
Get a mentor Business insurance
Identify customers Financial plan
Business plan Furniture
Marketing plan City permit
Software Fire inspection
Business name Taxes (service tax, self-
employment)
Research networking Start-up money
organizations
Business license Customer contracts
Supplies and tools Shelving and Storage
County permit Printer
Work/office space Budget
Social networking Lighting and ventilation
Phone and electrical Website
Room to spread out work Cell phone
Technology needed Marketing
Becoming a sole proprietorship Small business legal
information
Money Space needs
Business bank account Computer
Accounting software Fire and safety check
Fax Logo and print identity
Back-up systems Check other businesses
with same/similar name
Ideas List (4.B.2) 4.B.2