This workplace literacy curriculum is based on neuropsychological brain behavior research and the principles of continuous improvement in a learning environment. Section 1 explains the choice of this model. Section 2 defines the need for this type of workplace curriculum. Sections 3 and 4 discuss the method of building the thematic units and delivery model. Section 5 describes three steps in the evolution of this curriculum. Section 6 explains briefly both the form and substance of the daily lesson plans. A curriculum timeline is followed by content outlines for four thematic units developed in this curriculum process: internal job papers, statistical process control and application, quality issues, and cycle times. The thematic units are subdivided into literacy skills--content, thinking, and social--under which subskills are categorized. The appendixes contain examples of materials referenced in the curriculum. Lesson plan samples provide materials list, objective, metacognition, transition/practice, job application, and required handouts. Other appendixes include the following: sample pages from a learning style profile; puzzles to assess simultaneous and sequential processing; materials on teams; materials used during the portion of the training cycle the deals with work related skills and applications; and materials used during the applications session that involves work-related situations and materials. (YLB)