Academic literature on the topic 'Senior education officers'

As internationalization efforts in higher education have grown in scale and impact over the last few decades, sound institutional leadership, policies, and practices that are rooted in a clear appreciation of the purpose of internationalization have become even more crucial for advancing socially responsible standards of success (Brandenburg et al., 2019). Areas such as developing a strategic plan for internationalization and fostering institutional partnerships globally are key responsibilities that require effective leadership and are critical for higher education institutions (Kwai, 2017). Senior International Officers: Essential Roles and Responsibilities is one of the few existing guides on the emerging role of the Senior International Officer (SIO), an administrative position often tasked with the oversight of all matters relating to internationalization.

In 1969, Columbia University banned Reserve Officers’ Training Corps (ROTC) from campus. In 2004, Teachers College’s Warner Burke, a senior professor of psychology and Army officer veteran, saw an opportunity to close this civil–military gap. Burke partnered with West Point to educate West Point cadets’ primary leader developers, its 36 company tactical officers, through hosting them annually in a world-class Master of Social-Organizational Psychology. In 2010, Burke welcomed the Army Fellows program to campus, bringing in one or two senior Army officers a year to study under his mentorship. Since Burke courageously showed the way, Columbia has welcomed ROTC back to campus and now boasts the largest numbers of veteran students in the Ivy League. Most recently, Burke built a third program, this one to educate critical Army leaders who historically did not have access to elite higher education, its noncommissioned officer corps.

Clinical supervision of counsellors is linked to accountable practice and the quality of service to clients. Despite this, there is a gap between the rhetoric of the literature and the practice of clinical supervision. This study, set in the context of the Queensland Department of Education, examined the perceptions of guidance officers and senior guidance officers about the clinical supervision provided for guidance officers by senior guidance officers in relation to their counselling practices. The findings echo concerns expressed in the literature that supervisors have received little training in supervision, and the provision of supervision outside of training settings is less than adequate.

A 2003 comparative study on learning environments at two military officer training sites was replicated using different methodology. Satisfaction with learning environment and with administrative inprocessing was higher at Fort Leavenworth than at Fort Dix. Most students expressed a preference for Fort Leavenworth. Satisfaction with institutional support and educational facilities appears to influence perceived satisfaction with a learning environment and with preference for training sites among senior military officers.

Institutions of education (lemdik) the naval education and training command (kodiklatal) has the duty to organize doctrine and organization guidance in the ranks of the Indonesian National Army Navy (TNI AL) as well as the training and training of the navy in support of the Navy's role in forming officers navy. For that reason, the leadership style transformation commander navy training education can be used as a reference in motivating and encouraging his subordinates to work professionally in accordance with the duties and responsibilities. In the context of the process of education and training of navy officers, it has been from the basic stage of military to the formation of officers that have been instilled in the attitude of loyalty, dedication and respect to senior officers or officers. Transformation of the leadership style of the commander the naval training commander should always be guided by the new spirit by the chief of staff of the navy to develop and develop new aspirations and passion for creative, innovative thinking and character as a naval officer the world class.

Purpose The purpose of this paper is to explore the extent of revenue diversification of selected Malaysian public higher learning institutions (HLIs) and the perceptions of senior officers of Malaysian public HLIs on matters related to revenue diversification. Design/methodology/approach The study analyses data from the HLIs’ financial statements to compute the Hirschman-Herfindahl Index (HHI) for revenue diversification and a perception survey with senior officers of the Malaysian public HLIs. Findings The results suggest that while a majority of the Malaysian public HLIs were still dependent largely on government funding, the more established and larger HLIs had a slightly more diversified revenue structure. The survey suggested that overall the senior officers were receptive to the need for revenue diversification. Research limitations/implications The paper is largely based on a perception survey. Future work should utilise in-depth interviews and/or focus groups and a more in-depth analysis of financial statement data to provide richer data. Practical implications The study’s findings provide useful baseline data upon which further work may be built, particularly in the less explored developing country context. They will also prove useful to the administrators of public HLIs in other parts of the world facing a similar financial austerity situation. Originality/value The present study examines both the extent of revenue diversification of HLIs as well as senior HLI officers’ perceptions on revenue diversification strategies. Most prior studies on revenue diversification have examined non-profit organisations, not HLIs and most were either only perception-based studies or only looked at the extent of revenue diversification using the HHI.

The purpose of this qualitative research, guided by Black Feminist Thought, was to examine the experiences of African American women senior student affairs officers to understand the strategies they utilized to advance their careers. Participants included six vice presidents/chancellors for student affairs (reporting directly to the president of the institution) and one dean of students reporting to the vice president for student affairs. The participants’ recounted raced and gendered experiences during their journey to becoming a senior student affairs officer into their journey of being a senior student affairs officer. Their shared experiences were based on tokenism, hyperawareness of systemic racism and sexism, and perceptions of leadership styles verses angry Black woman. They also reported support systems such as mentors, sponsors, spirituality, and family that influence their thoughts, decisions, and motivation to continue in the field of student affairs and ultimately in higher education. The implications of the study encourages and challenges African American women and other women of color who are administrators to share their professional experiences to continue to enlighten scholarship and practice while encouraging institutions to provide funding, personnel resources, and training for all employees.

Since the inception of Student Affairs, males have dominated senior level positions. While females are earning every degree type at a higher rate than their male counterparts, there are more women in entry and mid-level positions that often feel relegated to these roles as they seek advancement to a Senior Student Affairs Officer (SSAO) position. Whereas the gender gap has dramatically decreased over time at four-year private institutions, the largest gender gap within SSAO positions continues to exist at four-year public institutions. Using a phenomenological approach, this qualitative study explores the career trajectories of 15 current female SSAOs at four-year public institutions. The study examines factors that led to their success, challenges related to their gender, and advice given to females who aspire to obtain an SSAO position at a four-year public institution. Critical feminist theory was the theoretical framework used to undergird the study and to help examine gender inequalities. All women currently hold a Dean of Students, Assistant/Associate Vice President of Student Affairs, or Vice President of Student Affairs position at four-year public institutions within three states. Five themes arose from the data, culled from two series of semi-structured interviews and resume analysis: (a) educational and career trajectory patterns, (b) mentorship matters, (c) pathways to advancement, (d) roadblocks to the SSAO position, and (e) advice given. Findings related to why the largest gender gap persists at four-year public institutions were also discussed. Interpretations of the findings, limitations, and recommendations for future research and practice were shared.

This study examines senior education officers' (SEOs) perceptions of the meanings and characteristics of the term 'leadership' both from their traditional PNG and Western perspectives. Data were drawn from questionnaires returned by 20 SEOs, 2 recorded interviews and a focus-group methodology. The purposes of the study are to: (i) define the meaning of leadership from the senior education officers' perspectives and through the review of the literature; and (ii) identify key characteristics and skills of the leadership role of senior education officers in PNG today, as a basis for improving practice and informing knowledge about leadership. Respondents were asked to define the meaning of the term leadership, and to describe their most memorable leadership experiences which may have helped to shape their understanding of leadership. They were also asked to identify and to list the key leadership functions, qualities and skills/abilities which they perceive to be most important in their roles today, and for the foreseeable future. Literature on leadership is complex and wide ranging. Those which provided data of particular significance in specific areas directly related to this study include: Rost (1991) on the definitions of leadership; Kouzes and Posner (1993 and 1987) in relation to characteristics of leadership; on educational leadership (Sergiovanni et al 1987, Turney et al 1992, and Fullan 1991 and 1992) in relation to the functions, qualities and related skills/abilities of educational leaders; on culture and cross-cultural studies (Hallinger and Leithwood 1996, Heck 1996, Bates 1992); and various ethnographic sources on PNG and Melanesian traditional and contemporary leadership. A number of significant findings have emerged through this research study. The first, relates to a firm view of traditional PNG/Melanesian leadership as a 'shared leadership', defined in this study as a shared influence relationship among members of a social unit through a mutual quest for their existence. The notion of shared leadership emphasises the importance of reciprocal generosity, cooperation and competition for Melanesians in their daily quest for their needs and aspirations based on mutual concern, care and devotion for one another. The great diversity of people and cultures of Melanesians also enriches the view of 'leadership as cultural practice' (Gerstner and O'Day 1995, Heck 1996, Bates 1992) and the interplay of 'education as cultural construction'. These insepearable concepts provide logical and promising framework both towards transcending knowledge, cultures and poeple, and an interest to engage in more cross-cultural research. This study identifies among the most pressing problems of contemporary leadership in PNG relates to the inability of leaders to transcend traditional knowledge and customary practices with the new Western knowledge and practices. In other words, the problems of transcending the notion of 'shared leadership' with Western leadership characterised by public accountability, credibility and integrity normally associated with leadership in public office cannot easily be matched and transferred. This study suggests a 'transcendent leadership model' as a potential solution toward achieving this end. Extending beyond one's own limits, to do something extraordinary and admirable for the common good is what transcendent leadership model suggests every leader must be able to do. The foundations of transcendent behaviour the literature suggests include: moral and ethical living (Starratt 1996); ambition, competence, and integrity (Bennis and Goldsmith 1994); and honesty, forward-outlook and inspiration (Kouzes and Posner 1993). The literature indicates that these qualities and skills require proper 'intellectual conditioning' (Ramoi 1987, Narakobi 1991), to produce 'educated persons' (Starratt 1996) who are able to understand, appreciate, critique, and participate in their cultures, traditions, and history. This study therefore investigates and defines the meanings, roles and functions of the concepts of leadership, culture and education in relation to the cross-cultural conditions of the work of SEOs in PNG.

Given the significant projected percentages of retirements of community college senior officers, forecasted workforce shortages, and the difficulty of attracting employees to rural community colleges, a qualitative study was undertaken to understand the learning experiences of seven senior officers in developing the competencies to lead at a rural community college. Through the interviews, the senior officers redirected the conversations to describe how they develop the next generation of rural community college leaders. Findings included the descriptive concepts of (a) rural legacies, (b) developing pragmatic competence, and (c) reciprocal development. A grounded theory model provided guidance on preparing the next generation of leaders at rural community colleges.

The purpose of this study was to describe the career paths of female senior student affairs officers (SSAOs) in American four-year institutions of higher education. Specific topics investigated included (a) demographic profile, (b) entry level and SSAO stepping stone positions, (c) work experience, (d) formal education, (e) promotion path, (f) career goals, (g) characteristics of the employing institutions, and (h) common career barriers.The population consisted of all 356 female NASPA members employed as SSAOs in American four-year institutions of higher education during the fall of 2000. A survey instrument designed by the researcher was used to gather data.The average age of female SSAOs when they were first appointed to this position was 41 years. The vast majority (81%) was White, and the most frequently reported marital status was married/partnered. Almost one-third of the SSAOs reported jobs in residence life as their entree into student affairs work. Jobs in the dean of students' office were the most frequently reported SSAO stepping stone positions. At the time they were first appointed SSAOs, they had worked an average of 14 years in higher education. Over half (51 %) held a doctorate. Over half (58%) received an internal promotion to their first SSAO position, and over half (57%) accepted this position at private institutions. For over half (55%), becoming an SSAO was a primary career goal at the time they were first appointed to this position. Close to two-thirds (66%) reported no barriers in achieving the first SSAO position.Major conclusions included: (a) student affairs positions that provide exposure, visibility, and connections provide a common career path to the SSAO position; (b) a doctorate has become a virtual necessity for women who aspire to be SSAOs; (c) women in general and minority women in particular have made gains in reaching the SSAO position.
Department of Educational Leadership

Higher education had been one of the highest funding priorities in most states, however, in recent years, governors and state legislators have focused their efforts in higher education on cutting budgets to deal with historic gaps in revenue. As a result, university administrators have been challenged to modify their institutions’ academic programs, administrative units, and student affairs operations to contain costs and increase revenue. This study examined the extent of financial challenges faced in student affairs divisions at four-year, state-supported institutions during the period between 2008 and 2012 and the strategies utilized by senior student affairs officers to manage them. A researcher-developed online survey instrument was used to collect data from senior student affairs officers at four-year, public institutions of higher education which were members of Student Affairs Administrators in Higher Education (NASPA). The questionnaire was designed to gather information regarding the impact of institutional financial constraints on student affairs units and the resulting student service area changes, funding shifts, and leadership engagement and knowledge in budgeting. Descriptive statistics and a thematic analysis were used to examine the data which showed that, while student affairs units had experienced decreases in institutional support during the timeframe investigated, university financial constraints did not have a significant impact on eliminating or creating student affairs services. The student affairs services most often reduced were career development, college or student unions, and dean of students. Findings also indicated counseling and psychological services, recreation and fitness programs, residence life and housing, and disability support services were most frequently increased. The most frequent shift in student affairs funding to mitigate fiscal stress was through internal reallocation followed by establishing or increasing a mandatory or user fee. Counseling and psychological services, health services, college or student unions, and recreation and fitness programs were services most frequently identified as experiencing a funding change. The results encourage senior student affairs officers to find a balance of new funding opportunities while also being effective and efficient with reductions to programs and services.

AbstractOur university leadership strongly encourages you to attend today’s session on _____. This topic is of the utmost importance to us all.” Such urging populates the Inboxes of faculty, workers, and students at U.S. universities. They come from presidents, vice-presidents, deans, directors of diversity and inclusion offices, coordinators of training and development, and subordinates in the enlarging bureaucracy mobilized to support this leadership. Seminars train employees with “best practices” to improve their “cultural competencies” and correct their deficiencies. Meanwhile, senior administration’s moral purview extends to pronouncements on the political controversies of the day. Taken together, these internal and external roles mark huge scope for university leadership. Since when? Who signed such a contract when hired as faculty or paying tuition?

Almond began his transition to the Army’s senior leadership with attendance at the US Army War College, where his classmates included future five-star flag officers Omar Bradley and William Halsey. Moving directly to the War Department General Staff (WDGS) after graduation, Almond reported to Military Intelligence Division’s Latin America desk where monitored the activities of the military Attachés assigned to Central and South America. He sought more educational opportunities by attending the Air Corps Tactical School (ACTS) a precursor to the present-day Air War College, and the Naval War College, where his performance earned him a teaching spot. Few other future general officers attended two senior service colleges, and none attended all three. He turned down that job and went to VI Corps where he spent the last year before the next war conducting the large scale maneuver exercises that would prepare him for his next assignment.

As commander of the Air University, This was Kuter’s second assignment to Maxwell. Here, General Kuter set about improving officer education. He raised the Air Command and Staff School, formally ACTS, to a college level that instructed mid-grade officers in the application of air power. He also oversaw the Squadron Officer's Course for development of company-grade officers as well. Kuter developed the Air University along the models of actual colleges with a staff and faculty to handle all levels of professional military education in the U.S. Air Force. This proved to be somewhat of a golden age of education as Kuter helped bring back many of the senior leaders of World War II to speak to the student body.

This chapter probes Trenchard's rationale for forming RAF Staff College Andover starting with an examination of what these institutions were actually intended to accomplish. It will then look at what was actually taught at Andover with the balance between training mid-seniority officers to become staff officers and educating future commanders. The chapter will also examine the overall value of the Staff College system and the interaction between air power conceptual thinking, the formation of doctrine, and the pedagogic process at Andover. Although Trenchard, the air staff and his senior instructors emphasised training and education, this chapter argues that there was a far greater focus on the former.

The purpose of this chapter is to provide an overview of the operations research techniques employed across the Department of Defense, focusing on how the operations research officers and government civilians contribute to senior leader decisions. There are four general areas that the Department of Defense conducts operations research: assessing strategic goals through a gap determination process; assessing the effectiveness of operations and exercises, wargaming, modeling, and simulation of combat for strategic analysis and acquisition; and personnel analysis across the Joint Force. The authors will describe the management processes and components of military only so far as needed to provide the context and background required to adequately describe the operations research techniques. This chapter will contribute to the overall mission of this book by generalizing the techniques used by the military to demonstrate how analysts can better evaluate proposed and existing programs throughout the government and the public sector.

In this final chapter, the authors recommend ways to improve the adaptability of the US military so it is prepared to prevail in the wars of the 21st century. To improve adaptability in doctrine, the recommendations include adopting adaptation as a principle of war, integrating free play in training exercises, and training under sustained analog conditions. To improve adaptability in technology, the recommendations include strengthening rapid-adaptation organizations, chartering a rapid-adaptation skunkworks, and sponsoring an annual rapid-adaptation competition. To improve adaptability in leadership, the recommendations include evaluating adaptability in annual fitness reports, strengthening mission command, reforming professional military education, and sending more officers to advanced civil schooling. The authors also recommend that the Department of Defense expand its focus on talent management, getting younger voices in front of senior leaders, increasing the role of combatant commanders in ensuring adaptability, and chartering a Defense Adaptation Board.

I met Channi for the first time when I was a senior house officer (trainee) in psychiatry at the Maudsley Hospital, and I worked under his supervision for 6 months, in 1998. At that time, Channi was the only Consultant Perinatal Psychiatrist at the Maudsley, covering the Liaison Services at King’s College Hospital, the outreach work, and the Mother and Baby Unit. And, of course, he was leading the academic section. It is perhaps the best tribute to his memory that it takes now three consultants and two academics to do the work that he was then doing all by himself! I was already interested in neuroendocrinology, and Channi was fascinated by the possibility that hormones might have a role in the mental health problems of the perinatal period. At that time, the notion that hormonal changes in pregnancy could have long-lasting effects on the offspring was still at its infancy, and I remember fondly the many discussions on this topic with Channi, sitting at his famous old desk. Channi was a pioneer in this field: he was the first to emphasize the dramatic impact of depression in pregnancy on the wellbeing of mothers and children. I am honoured to be able to continue this line of research today. The intergenerational transmission of stress has powerful clinical and social consequences, consolidating social adversity and psychopathology in future generations. The 2007 Policy Briefing by the World Health Organization Regional Office for Europe, ‘Preventing child maltreatment in Europe: a public health approach’ (WHO 2007), recognizes that ‘there is an association between maltreatment in childhood and the risk of later . . . becoming a perpetrator of violence or other antisocial behaviour as a teenager or adult’. The report also highlights that the costs are both overt (for example, medical care for victims, treatment of offenders, and legal costs for social care) and less obvious (for example, criminal justice and prosecution costs, specialist education, and mental health provision). In Europe, only the United Kingdom has calculated the total economic burden, estimated to be ￡735 million in 1996 (WHO 2007).

Boston’s three local, private, teaching and service-oriented, commuter universities—Boston University, Boston College, and Northeastern, classic urban universities in the years before World War II—undertook to change themselves in fundamental ways during the golden age. B.U., reaching back to its nineteenth-century origins, sought to re-create itself as a comprehensive regional and national university. Boston College, drawing on the ancient academic traditions of the Society of Jesus, worked to become the nation’s top Jesuit university and a leading force in Catholic intellectual and professional life. Northeastern, with its philosophical roots in service to the low-income population and business community of Boston, tried to balance its historic concerns with a new impulse toward national prominence in cooperative education. All three invested heavily in graduate education and research, and B.U. and B.C., in upgrading their undergraduate student bodies, shed their identities as local, service-oriented campuses. At the end of the period, only N.U. remained centrally committed to the functions of an urban university, though it, too, had taken steps to reduce its emphasis on local service. Boston’s three nonelite, private universities were hit hard by World War II, but campus leaders were conscious of predictions that the return of peace would bring a new period of expansion. By the middle of the war, Presidents Marsh of B.U. and Ell of Northeastern and the provincial Jesuit hierarchy that governed B.C., frustrated by fifteen difficult years, were turning their attention to postwar opportunities. Throughout the war, Marsh later wrote, “we kept getting ready” to “jump quickly” after the fighting stopped. Ell was equally eager. “When the war is over,” he wrote in 1943, “Northeastern will be prepared.” The senior president among the universities of Massachusetts, B.U.’s Marsh was in his middle sixties during World War II and was determined to make concrete progress toward his institutional goals in the short period in office remaining to him. Since his appointment in 1926, he had emphasized three aspects of B.U.: its religious heritage as a non-sectarian, Methodist university with a strong School of Theology; its public-service role as a diversified educational resource for the Boston area; and its academic possibilities as one of the nation’s largest universities with a full range of graduate and professional programs.

Interest in engineering ethics education has developed significant momentum in almost all advanced countries. The developing countries have not yet paid enough attention to such critical issues and Papua New Guinea is no different. This is probably the reason why corruption activities have become part of the normal activities of politicians, senior public servants and many other higher office holders as reported in the daily news media. As engineering work becomes more complex and diverse, an understanding of engineering ethics becomes an important attribute for adequate and ethical preparation of engineers along with their technical knowledge. This basically means that engineering students have to learn about their ethical obligations towards society, their employers, fellow engineers and themselves. This paper discusses the needs and reasons for integrating ethics into the education of undergraduate engineering students in Papua New Guinea.

Attention to safety and health are of ever-increasing priority to industrial organizations. Good Safety is demanded by stockholders, employees, and the community while increasing injury costs provide additional motivation for safety and health excellence. Safety has always been a strong corporate value of DuPont and a vital part of its culture. As a result, DuPont has become a benchmark in safety and health performance. Since 1990, DuPont has re-engineered itself to meet global competition and address future vision. In the new re-engineered organizational structures, DuPont has also had to re-engineer its safety management systems. A special Discovery Team was chartered by DuPont senior management to determine the “best practices’ for safety and health being used in DuPont best-performing sites. A summary of the findings is presented, and five of the practices are discussed. Excellence in safety and health management is more important today than ever. Public awareness, federal and state regulations, and enlightened management have resulted in a widespread conviction that all employees have the right to work in an environment that will not adversely affect their safety and health. In DuPont, we believe that excellence in safety and health is necessary to achieve global competitiveness, maintain employee loyalty, and be an accepted member of the communities in which we make, handle, use, and transport products. Safety can also be the “catalyst” to achieving excellence in other important business parameters. The organizational and communication skills developed by management, individuals, and teams in safety can be directly applied to other company initiatives. As we look into the 21st Century, we must also recognize that new organizational structures (flatter with empowered teams) will require new safety management techniques and systems in order to maintain continuous improvement in safety performance. Injury costs, which have risen dramatically in the past twenty years, provide another incentive for safety and health excellence. Shown in the Figure 1, injury costs have increased even after correcting for inflation. Many companies have found these costs to be an “invisible drain” on earnings and profitability. In some organizations, significant initiatives have been launched to better manage the workers’ compensation systems. We have found that the ultimate solution is to prevent injuries and incidents before they occur. A globally-respected company, DuPont is regarded as a well-managed, extremely ethical firm that is the benchmark in industrial safety performance. Like many other companies, DuPont has re-engineered itself and downsized its operations since 1985. Through these changes, we have maintained dedication to our principles and developed new techniques to manage in these organizational environments. As a diversified company, our operations involve chemical process facilities, production line operations, field activities, and sales and distribution of materials. Our customer base is almost entirely industrial and yet we still maintain a high level of consumer awareness and positive perception. The DuPont concern for safety dates back to the early 1800s and the first days of the company. In 1802 E.I. DuPont, a Frenchman, began manufacturing quality grade explosives to fill America’s growing need to build roads, clear fields, increase mining output, and protect its recently won independence. Because explosives production is such a hazardous industry, DuPont recognized and accepted the need for an effective safety effort. The building walls of the first powder mill near Wilmington, Delaware, were built three stones thick on three sides. The back remained open to the Brandywine River to direct any explosive forces away from other buildings and employees. To set the safety example, DuPont also built his home and the homes of his managers next to the powder yard. An effective safety program was a necessity. It represented the first defense against instant corporate liquidation. Safety needs more than a well-designed plant, however. In 1811, work rules were posted in the mill to guide employee work habits. Though not nearly as sophisticated as the safety standards of today, they did introduce an important basic concept — that safety must be a line management responsibility. Later, DuPont introduced an employee health program and hired a company doctor. An early step taken in 1912 was the keeping of safety statistics, approximately 60 years before the federal requirement to do so. We had a visible measure of our safety performance and were determined that we were going to improve it. When the nation entered World War I, the DuPont Company supplied 40 percent of the explosives used by the Allied Forces, more than 1.5 billion pounds. To accomplish this task, over 30,000 new employees were hired and trained to build and operate many plants. Among these facilities was the largest smokeless powder plant the world had ever seen. The new plant was producing granulated powder in a record 116 days after ground breaking. The trends on the safety performance chart reflect the problems that a large new work force can pose until the employees fully accept the company’s safety philosophy. The first arrow reflects the World War I scale-up, and the second arrow represents rapid diversification into new businesses during the 1920s. These instances of significant deterioration in safety performance reinforced DuPont’s commitment to reduce the unsafe acts that were causing 96 percent of our injuries. Only 4 percent of injuries result from unsafe conditions or equipment — the remainder result from the unsafe acts of people. This is an important concept if we are to focus our attention on reducing injuries and incidents within the work environment. World War II brought on a similar set of demands. The story was similar to World War I but the numbers were even more astonishing: one billion dollars in capital expenditures, 54 new plants, 75,000 additional employees, and 4.5 billion pounds of explosives produced — 20 percent of the volume used by the Allied Forces. Yet, the performance during the war years showed no significant deviation from the pre-war years. In 1941, the DuPont Company was 10 times safer than all industry and 9 times safer than the Chemical Industry. Management and the line organization were finally working as they should to control the real causes of injuries. Today, DuPont is about 50 times safer than US industrial safety performance averages. Comparing performance to other industries, it is interesting to note that seemingly “hazard-free” industries seem to have extraordinarily high injury rates. This is because, as DuPont has found out, performance is a function of injury prevention and safety management systems, not hazard exposure. Our success in safety results from a sound safety management philosophy. Each of the 125 DuPont facilities is responsible for its own safety program, progress, and performance. However, management at each of these facilities approaches safety from the same fundamental and sound philosophy. This philosophy can be expressed in eleven straightforward principles. The first principle is that all injuries can be prevented. That statement may seem a bit optimistic. In fact, we believe that this is a realistic goal and not just a theoretical objective. Our safety performance proves that the objective is achievable. We have plants with over 2,000 employees that have operated for over 10 years without a lost time injury. As injuries and incidents are investigated, we can always identify actions that could have prevented that incident. If we manage safety in a proactive — rather than reactive — manner, we will eliminate injuries by reducing the acts and conditions that cause them. The second principle is that management, which includes all levels through first-line supervisors, is responsible and accountable for preventing injuries. Only when senior management exerts sustained and consistent leadership in establishing safety goals, demanding accountability for safety performance and providing the necessary resources, can a safety program be effective in an industrial environment. The third principle states that, while recognizing management responsibility, it takes the combined energy of the entire organization to reach sustained, continuous improvement in safety and health performance. Creating an environment in which employees feel ownership for the safety effort and make significant contributions is an essential task for management, and one that needs deliberate and ongoing attention. The fourth principle is a corollary to the first principle that all injuries are preventable. It holds that all operating exposures that may result in injuries or illnesses can be controlled. No matter what the exposure, an effective safeguard can be provided. It is preferable, of course, to eliminate sources of danger, but when this is not reasonable or practical, supervision must specify measures such as special training, safety devices, and protective clothing. Our fifth safety principle states that safety is a condition of employment. Conscientious assumption of safety responsibility is required from all employees from their first day on the job. Each employee must be convinced that he or she has a responsibility for working safely. The sixth safety principle: Employees must be trained to work safely. We have found that an awareness for safety does not come naturally and that people have to be trained to work safely. With effective training programs to teach, motivate, and sustain safety knowledge, all injuries and illnesses can be eliminated. Our seventh principle holds that management must audit performance on the workplace to assess safety program success. Comprehensive inspections of both facilities and programs not only confirm their effectiveness in achieving the desired performance, but also detect specific problems and help to identify weaknesses in the safety effort. The Company’s eighth principle states that all deficiencies must be corrected promptly. Without prompt action, risk of injuries will increase and, even more important, the credibility of management’s safety efforts will suffer. Our ninth principle is a statement that off-the-job safety is an important part of the overall safety effort. We do not expect nor want employees to “turn safety on” as they come to work and “turn it off” when they go home. The company safety culture truly becomes of the individual employee’s way of thinking. The tenth principle recognizes that it’s good business to prevent injuries. Injuries cost money. However, hidden or indirect costs usually exceed the direct cost. Our last principle is the most important. Safety must be integrated as core business and personal value. There are two reasons for this. First, we’ve learned from almost 200 years of experience that 96 percent of safety incidents are directly caused by the action of people, not by faulty equipment or inadequate safety standards. But conversely, it is our people who provide the solutions to our safety problems. They are the one essential ingredient in the recipe for a safe workplace. Intelligent, trained, and motivated employees are any company’s greatest resource. Our success in safety depends upon the men and women in our plants following procedures, participating actively in training, and identifying and alerting each other and management to potential hazards. By demonstrating a real concern for each employee, management helps establish a mutual respect, and the foundation is laid for a solid safety program. This, of course, is also the foundation for good employee relations. An important lesson learned in DuPont is that the majority of injuries are caused by unsafe acts and at-risk behaviors rather than unsafe equipment or conditions. In fact, in several DuPont studies it was estimated that 96 percent of injuries are caused by unsafe acts. This was particularly revealing when considering safety audits — if audits were only focused on conditions, at best we could only prevent four percent of our injuries. By establishing management systems for safety auditing that focus on people, including audit training, techniques, and plans, all incidents are preventable. Of course, employee contribution and involvement in auditing leads to sustainability through stakeholdership in the system. Management safety audits help to make manage the “behavioral balance.” Every job and task performed at a site can do be done at-risk or safely. The essence of a good safety system ensures that safe behavior is the accepted norm amongst employees, and that it is the expected and respected way of doing things. Shifting employees norms contributes mightily to changing culture. The management safety audit provides a way to quantify these norms. DuPont safety performance has continued to improve since we began keeping records in 1911 until about 1990. In the 1990–1994 time frame, performance deteriorated as shown in the chart that follows: This increase in injuries caused great concern to senior DuPont management as well as employees. It occurred while the corporation was undergoing changes in organization. In order to sustain our technological, competitive, and business leadership positions, DuPont began re-engineering itself beginning in about 1990. New streamlined organizational structures and collaborative work processes eliminated many positions and levels of management and supervision. The total employment of the company was reduced about 25 percent during these four years. In our traditional hierarchical organization structures, every level of supervision and management knew exactly what they were expected to do with safety, and all had important roles. As many of these levels were eliminated, new systems needed to be identified for these new organizations. In early 1995, Edgar S. Woolard, DuPont Chairman, chartered a Corporate Discovery Team to look for processes that will put DuPont on a consistent path toward a goal of zero injuries and occupational illnesses. The cross-functional team used a mode of “discovery through learning” from as many DuPont employees and sites around the world. The Discovery Team fostered the rapid sharing and leveraging of “best practices” and innovative approaches being pursued at DuPont’s plants, field sites, laboratories, and office locations. In short, the team examined the company’s current state, described the future state, identified barriers between the two, and recommended key ways to overcome these barriers. After reporting back to executive management in April, 1995, the Discovery Team was realigned to help organizations implement their recommendations. The Discovery Team reconfirmed key values in DuPont — in short, that all injuries, incidents, and occupational illnesses are preventable and that safety is a source of competitive advantage. As such, the steps taken to improve safety performance also improve overall competitiveness. Senior management made this belief clear: “We will strengthen our business by making safety excellence an integral part of all business activities.” One of the key findings of the Discovery Team was the identification of the best practices used within the company, which are listed below: ▪ Felt Leadership – Management Commitment ▪ Business Integration ▪ Responsibility and Accountability ▪ Individual/Team Involvement and Influence ▪ Contractor Safety ▪ Metrics and Measurements ▪ Communications ▪ Rewards and Recognition ▪ Caring Interdependent Culture; Team-Based Work Process and Systems ▪ Performance Standards and Operating Discipline ▪ Training/Capability ▪ Technology ▪ Safety and Health Resources ▪ Management and Team Audits ▪ Deviation Investigation ▪ Risk Management and Emergency Response ▪ Process Safety ▪ Off-the-Job Safety and Health Education Attention to each of these best practices is essential to achieve sustained improvements in safety and health. The Discovery Implementation in conjunction with DuPont Safety and Environmental Management Services has developed a Safety Self-Assessment around these systems. In this presentation, we will discuss a few of these practices and learn what they mean. Paper published with permission.

COVID-19 brought the public’s attention to the critical value of transportation and supply chain workers as lifelines to access food and other supplies. This report examines essential job skills required of the middle-skill workforce (workers with more than a high school degree, but less than a four-year college degree). Many of these middle-skill transportation and supply chain jobs are what the Federal Reserve Bank defines as “opportunity occupations” -- jobs that pay above median wages and can be accessible to those without a four-year college degree. This report lays out the complex landscape of selected technological disruptions of the supply chain to understand the new workforce needs of these middle-skill workers, followed by competencies identified by industry. With workplace social distancing policies, logistics organizations now rely heavily on data management and analysis for their operations. All rungs of employees, including warehouse workers and truck drivers, require digital skills to use mobile devices, sensors, and dashboards, among other applications. Workforce training requires a focus on data, problem solving, connectivity, and collaboration. Industry partners identified key workforce competencies required in digital literacy, data management, front/back office jobs, and in operations and maintenance. Education and training providers identified strategies to effectively develop workforce development programs. This report concludes with an exploration of the role of Institutes of Higher Education in delivering effective workforce education and training programs that reimagine how to frame programs to be customizable, easily accessible, and relevant.