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2. A US Workforce Training Plan for the Postpandemic Economy
- Author:
- Committee for Economic Development of the Conference Board
- Publication Date:
- 04-2021
- Content Type:
- Policy Brief
- Institution:
- The Conference Board
- Abstract:
- Though the US economy is expected to recover to its prepandemic level of production (gross domestic product or GDP) by the second quarter of 2021, the postpandemic economy will be different in many important ways. The pandemic’s acceleration of trends toward remote work, digital transformation, and automation could permanently reduce demand for low-skill jobs. To build a large and fully competitive US workforce and reduce inequality, aggressive reskilling will be needed. Even before the global pandemic’s onslaught, preparing the future workforce to drive rapidly advancing technology in an increasingly competitive global economy—and minimize the adverse fallout from these trends—was one of the nation’s greatest challenges. COVID-19 has made this challenge more urgent. Now, an estimated 40 percent of workers will need short-term training and reskilling by 2025.1 American leadership, prosperity, and competitiveness will hinge on maximizing the skills of our nation’s workers. The pandemic has disproportionately displaced minority workers, women, youth, and workers with lower educational attainment, many of whom are among the near-record 40-plus percent of the jobless who have been unemployed more than six months. Such displaced workers, or the “long-term unemployed,” typically find it hard to get a new job the longer they are without one. For many of them, securing a new job will require training for skills that are in demand.
- Topic:
- Partnerships, Economy, Business, Training, COVID-19, and Workforce
- Political Geography:
- North America and United States of America
3. Meeting the Upskilling Challenge: Training in the Time of COVID-19
- Author:
- Committee for Economic Development of the Conference Board
- Publication Date:
- 07-2020
- Content Type:
- Policy Brief
- Institution:
- The Conference Board
- Abstract:
- COVID-19 has left tens of millions of Americans out of work or uncertain about the future of their current jobs, and thousands of firms urgently reassessing their own viability and path forward. Much remains unknown about the economy that will follow COVID-19. But clearly the pandemic’s whirlwind destruction has, first and foremost, hurt less-educated workers the most, with most of the job losses occurring in manual services, and has accelerated the innovative use of technology in the workplace. These two trends threaten to deepen inequality and add to the urgency of the upskilling and training challenge. Even before the pandemic led to the highest national unemployment rate since the Great Depression, American businesses and workers were anxious about how emerging technologies could potentially change which skills are in demand, and challenge workers to navigate careers requiring continual learning and adaptation.1 Both public policy and private sector leaders must prioritize support for building a US workforce with the necessary skills to outmaneuver this disruption. During pandemic-induced mass unemployment, the first task of policy is to restore as many Americans as possible to gainful employment as soon as the public health emergency allows. But after what is clearly the US’ second sizable economic downturn in barely a decade, workers cannot afford a slow recovery or one that leaves them just as vulnerable as they were before COVID-19 to technological innovation and job displacement. With innovative programs, this current crisis that has idled so many workers can be turned into an opportunity to meet this training and upskilling challenge.
- Topic:
- Employment, Economy, Training, COVID-19, Workforce, and Skills
- Political Geography:
- North America and United States of America
4. Current Military Academy Service Obligation: Good for Civil-Military Relations
- Author:
- George Fust
- Publication Date:
- 08-2019
- Content Type:
- Working Paper
- Institution:
- Department of Social Sciences at West Point, United States Military Academy
- Abstract:
- Imagine receiving a free undergraduate education at one of the best colleges in the United States. The military academies provide this. Any economist, however, will tell you that there is no such thing as a free lunch. The American tax payer foots the bill for all those who are admitted to attend one of the military’s academies. In exchange, these citizens will commission as officers and serve an obligation of five years on active duty. The most recent National Defense Authorization Act (NDAA) includes a section directing the Secretary of Defense to assess if this five-year service obligation should be extended. Congress is now questioning if the increase in the cost of educating and training should equate to an increase in time served for graduates. In short, is the nation getting “an adequate return on investment for a service academy graduate?”
- Topic:
- Defense Policy, Education, Training, and Military Service
- Political Geography:
- United States and North America
5. Army Schools… Go To Them
- Author:
- George Fust
- Publication Date:
- 07-2019
- Content Type:
- Working Paper
- Institution:
- Department of Social Sciences at West Point, United States Military Academy
- Abstract:
- Besides looking cool on your chest or sleeve, Army schools should be sought after. They provide opportunities, they demonstrate your technical or tactical proficiency, and the act of preparing to complete them will make you stronger and faster. As a junior officer you should actively seek every opportunity to invest in your education. Rarely will the slot be handed to you. You must make the effort to be ready when the tryouts come along, or circumstances align to allow you to attend.
- Topic:
- Military Affairs, Training, and Military Academy
- Political Geography:
- United States and North America
6. The royal military college of Canada: Responding to the call for change
- Author:
- Harry J. Kowal
- Publication Date:
- 06-2019
- Content Type:
- Journal Article
- Journal:
- Security and Defence Quarterly
- Institution:
- War Studies University
- Abstract:
- The Royal Military College of Canada (RMC) has a very proud history of producing quality officers for over 140 years, delivering excellence in education, research and military training that is responsive to the needs of Canada, the Defence community and the ever-changing global security environment. RMC is unique as it is a military unit that is also a recognized university. The primary mission of RMC is to support the Regular Officer Training Plan (ROTP) by educating, developing and inspiring bilingual and fit, ethical leaders to serve the Canadian Armed Forces (CAF) and Canada with distinction. Since RMC opened its doors in 1876 to the fi rst 18 cadets, there have been a number of studies that have examined the RMC program and that have been the catalyst for positive change. T ese pivotal moments in history have been indispensable for RMC to remain relevant and continually improve. Of late, there has been a significant amount of attention placed on RMC again, defi ning another pivotal moment in RMC’s history that has become the catalyst for change once again. In October 2016, the Chief of the Defence Staff (CDS), General Jonathan Vance, initiated a Special Staff Assistance Visit (SSAV) to ensure the high standards expected of RMC are upheld and the Auditor General (AG) of Canada, Mr. Michael Ferguson, completed an audit of the ROTP at RMC, the results of which were presented to Parliament in November 2017. Many changes are already in place, but there is more work to do. With a look at governance, the four-pillar program and the call for change, this paper outlines what steps RMC has and will be taken to posture this ‘university with a difference’ for success for years to come.
- Topic:
- Security, Education, Armed Forces, Training, and Military
- Political Geography:
- Canada and North America
7. BEST Corp: Quality Training for Quality Jobs
- Author:
- Jenny Weissbourd
- Publication Date:
- 07-2018
- Content Type:
- Working Paper
- Institution:
- Aspen Institute
- Abstract:
- Hospitality ranks among America’s fastest-growing sectors, but millions of hotel workers are not reaping the rewards. Boston Education, Skills & Training (BEST) Corp. is solving this problem by providing best-in-class training that prepares workers to excel and engages hotels in discussions about the value of training. BEST was founded in 2004 as a nonprofit workforce development program focused on helping individuals develop skills and find good jobs in Boston’s hospitality industry. BEST serves nearly 500 job seekers and hotel workers each year, with training in English, computer skills, culinary skills, and industry-specific certifications like food safety. Through career coaching BEST helps participants secure quality jobs and provides hotels with the skilled talent to thrive in an increasingly competitive industry. As the third prong of a productive labor-management partnership, BEST works closely with Local 26, the hospitality worker’s union, and its high road hotel employers. These 35 hotels pay a starting hourly wage as high as $21.43 to BEST graduates, and provide a generous benefits package, which includes career advancement training through BEST. BEST’s model programs benefit workers, hotels, and Boston’s regional economy by placing engaged employees in stable jobs. BEST reaches the working poor – particularly immigrants and people of color – and provides them with the opportunity to obtain a quality job and enter the middle class. Hotel partners report that BEST-trained workers bring the critical thinking skills and cultural competency to perform better with decreased turnover, contributing to stronger financial performance. The Aspen Institute’s interview with Alex Pratt, Area Director of Human Resources at Omni Hotels & Resorts, speaks to BEST’s vital role in preparing top talent and enabling operational excellence.
- Topic:
- Training, Job Creation, Labor Market, and Hospitality
- Political Geography:
- United States of America and North America
8. Chicago’s Fresh Approach to Incumbent Worker Training
- Author:
- Amanda Newman and Jenny Weissbourd
- Publication Date:
- 11-2018
- Content Type:
- Working Paper
- Institution:
- Aspen Institute
- Abstract:
- In recent years, the United States grocery industry has become increasingly competitive and experienced unprecedented consolidation. In Chicago, 25 stores closed between 2015 and 2017 — bringing the total number of stores down to its lowest number since 2009. Independent, privately owned food retailers rate competition as their highest concern, followed by worries about hiring and retention. In 2017, sales declined for half of the nation’s independent grocers. Pete’s Fresh Market (Pete’s) offers a notable exception. Launched in the early 1970s as a small, full-service produce stand on the South Side of Chicago, today Pete’s has 13 stores in the city and plans to open five more in the next few years. This family-owned grocer recognizes what it takes to succeed in a rapidly changing industry. One key to Pete’s growth strategy is its partnership with Instituto del Progreso Latino (Instituto), a nonprofit organization committed to the fullest development of Latino immigrants and their families through education, training, and employment. Reimagine Retail, an initiative of the Aspen Institute Economic Opportunities Program funded by the Walmart Foundation, explores ways to enhance job quality and improve mobility for the retail workforce. In Chicago, we partner with a collaborative of workforce organizations, including Instituto, that is testing approaches to advance and retain workers in the retail sector. We caught up with Alita Bezanis, director of organizational development at Pete’s, and Yesenia Cervantes, dean of student services and community affairs at Instituto, who were eager to share how the partnership supports growth for Pete’s — and for Pete’s workers.
- Topic:
- Labor Issues, Employment, Training, and Skilled Labor
- Political Geography:
- North America, Chicago, Illinois, and United States of America
9. International Experiences in the Operationalization of Culture for Military Operations – Field Research Results
- Author:
- Kamila Trochowska
- Publication Date:
- 06-2014
- Content Type:
- Journal Article
- Journal:
- Connections
- Institution:
- Partnership for Peace Consortium of Defense Academies and Security Studies Institutes
- Abstract:
- The following article intends to summarize the conclusions and recommenda- tions of research on the operationalization of culture for pre-deployment and operational training and activities. The results are based on research and interviews conducted by the author at Polish and foreign military institutions in the years 2009-2013, among others during study visits to international military institutions, US Army War College and mul- tinational coalition forces representatives at US CENTCOM in 2012. This piece of re- search analyzes the solutions implemented in the preparation and conduct of operations by NATO (among others, Canada, the UK, Germany, Poland, and Turkey) and other ar- mies (such as Australia, South Korea, Pakistan, Singapore, and Nepal).
- Topic:
- Military Strategy, Military Affairs, and Training
- Political Geography:
- Europe, Asia, and North America
10. Do Mentoring and Induction Programs Have Greater Benefits for Teachers Who Lack Preservice Training?
- Author:
- Laura Duke, Adam Karson, and Justin Wheeler
- Publication Date:
- 05-2006
- Content Type:
- Journal Article
- Journal:
- Journal of Public and International Affairs (JPIA)
- Institution:
- School of Public and International Affairs (SPIA), Princeton University
- Abstract:
- The purpose of this paper is to examine the impact of mentoring and induction programs on teacher retention, as measured by teachers’ commitment to their profession. Using data from the 1999-2000 Schools and Staffi ng Survey, we perform logistic regression analyses to model the effect of induction and its different components on teacher commitment, and compare the marginal impact of induction programs on teachers with and without degrees in education. Our results show that teachers who have had mentors or gone through induction programs in their fi rst year of teaching are more likely to be committed to the teaching profession. Moreover, mentoring and induction programs have a greater marginal benefi t for teachers without education degrees than for those with education degrees. Based on our results, we recommend that districts (1) provide mentoring and induction programs for all teachers, and (2) allow school-level fl exibility in tailoring induction and mentoring programs.
- Topic:
- Education, Training, Teachers, and Mentorship
- Political Geography:
- North America and United States of America