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Pub Date: |
2003-07-00 |
Pub Type(s): |
Guides - Non-Classroom; Reports - Descriptive |
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Descriptors:
Career Ladders; Community Colleges; Curriculum Development; Disadvantaged Youth; Dropouts; Educational Attainment; Employment Level; Graduation; Inservice Education; Job Skills; Labor Force Development; Low Income; Program Development; Training
Abstract:
MDRC's Opening Doors to Earning Credentials Project and its early reports found that community colleges are the local educational institutions with the greatest potential for helping low-wage workers earn skills and credentials that lead to educational and career advancement. Opening Doors also identified serious obstacles to realizing that potential (e.g., characteristics of the low-wage workforce, institutional structure and priorities of most community colleges, and external policy environments in which they operate). MDRC asked Jobs for the Future to look at curricular and program redesign strategies being used in community colleges today to speed advancement from lower levels of skill into credential programs and to shorten the time commitment for earning a credential. This paper presents a framework for understanding the range of experimentation with program and class reformatting and design, identifying programs that exemplify promising approaches. The framework focuses on: developmental education approaches that can help improve college credential outcomes (innovative approaches to redesigning developmental education programs and lessons from innovative college programs); curricular and program redesign of college credential programs (innovative college program models); and programs for young high school dropouts or graduates who are still not college-ready. (Contains 12 references.) (SM)
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Pub Date: |
2003-08-00 |
Pub Type(s): |
Reports - Research |
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Descriptors:
Adult Vocational Education; Career Ladders; Employee Attitudes; Employer Employee Relationship; Employment Level; Entry Workers; Institutional Cooperation; Job Security; Labor Force Development; Labor Turnover; Marketing Education; Partnerships in Education; Program Design; Promotion (Occupational); Retailing; School Business Relationship; Training; Wages; Work Environment
Abstract:
Retailing is the largest industry in the United States, employing roughly 18 percent of the total labor force. However, high turnover resulting from low wages in entry-level positions and the perceptions of retail workers that job security is far from certain and that advancement potential is limited have resulted in low levels of employee retention and advancement. Career ladder models that help workers develop sets of highly transferable skills and tie their skill development to increased wages and greater opportunity for advancement may result in benefits to both employers and the workforce. Design principles and guidelines of effective career ladders are as follows: (1) a demand-driven workforce intermediary plays a leadership role; (2) career ladders acknowledge the needs of employers as the central determinant of required skills and training and build relationships among firms and providers of workforce development services; (3) career ladders demonstrate clear pathways entry-level, to intermediate level, to professional within a single firm or through a network of participating employers; and (4) career ladders provide pathways or structures for employers to "grow" or find workers that meet their business needs. (Examples of career ladders in the retail industry are given throughout the document. An appendix contains a scenario for creating a retail industry career ladder. Contains 39 references.) (MO)
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Pub Date: |
2003-05-00 |
Pub Type(s): |
Guides - Non-Classroom |
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Descriptors:
Adult Vocational Education; Articulation (Education); Career Awareness; Career Education; Career Ladders; Career Planning; Careers; Cooperative Programs; Education Work Relationship; Employer Employee Relationship; Employment Level; Human Capital; Industrial Structure; Industry; Job Skills; Labor Force Development; Labor Market; Occupational Information; Promotion (Occupational); Student Certification
Abstract:
This publication describes resources and processes that are a catalyst for discussion and action for local workforce investment partners--employers, training providers, and workers--to plan and implement regional career ladder programs. Section 1 discusses career ladders and uses. Section 2 describes how to build an industry career ladder or lattice, which is to start with an inclusive process; focus on where to climb; collaborate; analyze industry and occupations; understand relationships among occupations; mobilize for change; and follow up. These career lattice uses are listed: awareness, recruitment, retention, and career ladder and skills standards collaborations. Section 3 presents these five steps detailing how to build an industry career lattice, an example of one way to represent industry occupations: identify universe; structure lattice columns; structure lattice tiers; identify education and training levels; and stakeholder review. Labor market information resources are listed. Section 4 provides descriptive and contact information for potential partners with significant knowledge or resources to contribute to an industry career ladder project. Section 5 focuses on relationship of skills to career ladders; what skill standards are; advantages of using them; parallel steps; and occupational certifications. Section 6 describes support for career ladders. Appendixes include a list of labor market information consultants and National Skills Standards Board Fact Sheet. (YLB)
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Pub Date: |
2003-00-00 |
Pub Type(s): |
ERIC Publications |
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Descriptors:
Annotated Bibliographies; Career Development; Career Education; Career Guidance; Career Ladders; Career Planning; Developmental Stages; Education Work Relationship; Employment Potential; Employment Practices; Family Work Relationship; Flexible Working Hours; Futures (of Society); Horizontal Organization; Lifelong Learning; Occupational Mobility; Skill Development; Teaching Models; Vertical Organization; Work Environment
Abstract:
The evolution of the workplace has required changes in the guidance and counseling practices of career education (CE). Basic elements of CE strategies for enhancing students' career awareness, exploration, and planning are still in place, but contemporary issues such as life-work balance, involuntary career transitions, and mentoring have led to new models that address trends in future careers. The traditional model of CE was designed for workplaces in which vertical movement within a single organization and career longevity were typical. It stressed a series of developmental stages, basic and academic learning, employability skill development, and lifelong learning. More current CE models are designed for workplaces characterized by interorganizational mobility, flexible work arrangements, teamwork, technology, and international relationships. Newer models include the following: (1) the "new careering," which advocates a theory of life as career; (2) the "integrated theory and practice" model, which stresses integration between school-, employer-, and residential-based models developed around lifelong learning needs; and (3) the "Intelligent Career" model, which stresses the importance of knowing how, why, and who when addressing ways to enhance career preparation. The new models are "boundaryless" in that career development can take place through lateral and horizontal, as well as vertical, movement. (An annotated bibliography listing 12 publications and 5 World Wide Web sites constitutes approximately 75% of this document.) (MO)
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Pub Date: |
2003-00-00 |
Pub Type(s): |
Reports - Research |
Peer Reviewed: |
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Descriptors:
Benchmarking; Career Ladders; College Graduates; Education Work Relationship; Employer Attitudes; Employment Patterns; Entry Workers; Foreign Countries; Fringe Benefits; Higher Education; Labor Turnover; Mentors; Occupational Surveys; Personnel Management; Promotion (Occupational); Recruitment; Trend Analysis
Abstract:
Retention of college graduates by employers across the United Kingdom was examined. Data were collected through a survey of 362 organizations and interviews with 36 employers and their graduate employees. Most employers were unworried by their levels of graduate retention; two-thirds expected to keep new recruits for the foreseeable future. Rates of retention of graduates averaged 86% after 3 years. Although one-third of the employers surveyed had managed to retain their entire graduate intake 1 year after appointment, approximately one-fourth of employers lost up to 50% of their intake within 1 year. Small employers had the highest average retention rate. Retention rates were lowest among employers recruiting to general roles rather than to those reserved for graduates or those involving formal and/or professional training. Employers offering higher starting salaries had the best retention rates. The overall market appeared stable, and starting salaries were predicted to grow slowly over the upcoming year. More than 40% of employers lacked any form of monitoring system that might provide insights into why graduates leave. The most popular techniques used for retaining graduates were offering technical professional training, offering mentoring/coaching, and providing planned career and/or salary progression. (Seventeen tables/figures are included. The bibliography lists 16 references. Nine additional benchmarking tables are appended.) (MN)
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Pub Date: |
2002-11-00 |
Pub Type(s): |
Reports - Research |
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Descriptors:
Access to Education; Blacks; Career Development; Career Ladders; Demand Occupations; Employed Women; Employment Opportunities; Employment Qualifications; Entry Workers; Hispanic Americans; Information Technology; Interviews; Low Income; Occupational Information; Recruitment
Abstract:
Selected issues related to the lack of women in the information technology (IT) center were examined. Data were collected through literature and Internet research and interviews with female IT professionals and IT educators and trainers. Particular attention was paid to the following issues: qualifications necessary for a career in IT; barriers faced by women entering IT; entry points to IT jobs and careers; career paths in IT; and strategies for recruiting women into IT. The study established that to enter and succeed in higher-wage technology jobs, women need appropriate career information, support, and training. Plans were therefore made to develop an outreach campaign to encourage lower-income women to consider jobs in IT and provide them with the information they need to pursue the education and training to qualify for IT jobs. The following are among the eight outreach strategies identified for use in the campaign: (1) dispel key myths discouraging women from pursuing IT careers; (2) picture women working with and using IT; (3) profile female IT professionals; (4) describe the wide variety of jobs available in IT; (5) highlight IT's financial rewards; (6) highlight the fact that entering IT does not require a four-year degree; and (7) make presentations to community and school groups. (The bibliography lists 22 references. Twenty-four tables/figures are appended.) (MN)
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Pub Date: |
2002-08-01 |
Pub Type(s): |
Legal/Legislative/Regulatory Materials |
Peer Reviewed: |
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Descriptors:
Accountability; Career Development; Career Ladders; Change Strategies; Colleges; Data Collection; Definitions; Demand Occupations; Educational Change; Educational Improvement; Educational Legislation; Educational Opportunities; Employment Practices; Federal Legislation; Higher Education; Labor Needs; Labor Supply; Labor Turnover; Nurses; Nursing Education; Policy Formation; Professional Development; Program Development; Program Effectiveness; Public Policy; Public Relations; Recruitment; Student Financial Aid; Student Loan Programs; Universities
Abstract:
This document contains the text of the Nurse Reinvestment Act, which amends the Public Health Service Act to address the increasing shortage of registered nurses by instituting a series of policies to improve nurse recruitment and nurse retention. Title I details two initiatives to boost recruitment of nurses. The first initiative includes the development and broadcasting of public service announcements and grant-based funding of state and local public service announcements to advertise and promote the nursing profession, highlight the advantages and rewards of nursing, and encourage individuals to enter the nursing profession. The second initiative concerns revision of provisions of the National Nurse Service Corps related to items such as loan repayments, scholarships, eligibility requirements, reporting requirements, and funding. Title II, which presents policies designed to improve nurse retention, consists of provisions related to the following areas: (1) building career ladders and retaining quality nurses through nurse education, practice, and retention grants; (2) funding and developing comprehensive geriatric education; (3) establishing and operating a nurse faculty loan program to increase the number of qualified nursing faculty; and (4) requiring reports by the General Accounting Office to identify local variations in nursing shortages, hiring differences among certain private entities, and the impact of nursing scholarships. (MN)
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