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2. A Call for Space-Domain Intelligence Training
- Author:
- Genelle M. Martinez
- Publication Date:
- 03-2024
- Content Type:
- Journal Article
- Journal:
- Journal of Advanced Military Studies
- Institution:
- Marine Corps University Press, National Defense University
- Abstract:
- U.S. Space Force intelligence initial skills training (IST) currently occurs via U.S. Air Force pipelines. However, as the Space Force matures, it must take ownership of its training programs. Consolidating guardian intelligence initial skills training under the purview of the newest Service fosters a critical space-domain focused mindset and guardian culture at the outset of a member’s career.
- Topic:
- Intelligence, Culture, Armed Forces, Space, Training, Space Force, and Identity
- Political Geography:
- United States of America and Space
3. 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
4. Multilateral Training and Work at Foreign Ministries
- Author:
- Kishan S. Rana
- Publication Date:
- 02-2021
- Content Type:
- Journal Article
- Journal:
- American Diplomacy
- Institution:
- American Diplomacy
- Abstract:
- Editor’s note: The author was India’s Permanent Representative to the UN Environment Program and to UN Habitat at Nairobi, 1984-86. In foreign ministries, as in all organizations, training has risen to the top of the institutional agenda.[1] ‘Life-long training’ has taken root. In the past, most foreign ministries believed that diplomats needed training on entering the profession, and thereafter learnt on the job. In the past 20 years, at least 30 foreign ministries have established training institutes, including the British Foreign, Commonwealth and Development Office, which had managed without one for over two centuries.[2] Thanks to increased work demands (new issues on the international agenda, the range of official and non-official partners involved, and concepts like public and diaspora diplomacy), the pace of work, especially multilateral, is more frenetic, complexified. Another question comes up: is multilateral work a speciality, or is it just a different diplomatic setting, compared with work in a bilateral embassy or consulate? For most countries, around 85 to 90% out of the diplomatic staff based abroad (as distinct from those in the foreign ministry), engage in bilateral work, also working in embassies and consulates, i.e. handling relations with individual foreign states. The balance are to be found in ‘multilateral missions’, accredited to international or regional organisations. But this is an oversimplification. At around 20 capitals, find the headquarters of multilateral and regional organizations, and the diplomatic missions at such places double as permanent missions accredited to that entity; examples: Addis Ababa (AU), Brussels (EU, NATO), Jakarta (ASEAN), Manilla (ADB), Nairobi (UNEP, Habitat) Paris (OECD, UNESCO), Rome (FAO), Vienna (IAEA, UNIDO). At the headquarters, multilateral and regional affairs may occupy around 10 to 15%. In this essay, we will subsume regional work with multilateral affairs. Other questions come up. How should diplomats be trained for multilateral work? Who should be selected for this work? What are the contemporary trends? We look also at senior management at the US State Department, and professionalization, related to multilateral work. These issues are interconnected.
- Topic:
- Foreign Policy, Diplomacy, Multilateralism, Training, and State Department
- Political Geography:
- Global Focus and United States of America
5. 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
6. 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
7. 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
8. 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