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Start Over Author "P, Carnevale" Region u.s.; district of columbia
5 results on '"P, Carnevale"'

1. Help Wanted...Credentials Required: Community Colleges in the Knowledge Economy.

Author

American Association of Community Colleges, Washington, DC., Educational Testing Service, Washington, DC., Carnevale, Anthony P., and Desrochers, Donna M.

Abstract

This report examines the expanding role of community colleges, the emerging credentialing system, and the changes in the economy that have increased the value of credentials. While business has come to rely on higher education degrees to signify general skills, employers increasingly look for performance-based certifications as indications of more specialized skill. Part 1 of the report elaborates on the seven core credentialing roles of community colleges and the synergy among them. Part 2 describes the fragmented system of credentialing and certification as it expands beyond community colleges into a labyrinth of for-profit and not-for-profit postsecondary institutions, industry and trade associations, commercial vendors, and governments. Part 3 examines the economic and technological forces that are driving the current upheaval in credentialing and certification. These forces have changed the relationship between employers and employees, heightening the need for lifelong learning and demand for performance-based education and training. Part 4 examines credentialing as a dynamic two-way interchange between educational institutions and workplaces. Part 5 discusses the evolution and changing context of the community college, and part 6 presents issues facing the institutions. Part 7 concludes the report by acknowledging that the primary challenge for community college managers is to promote synergy across a wide variety of education and training programs. Contains 135 references. (JA)

Published
2001

2. Quality Education: School Reform for the New American Economy.

Author

American Society for Training and Development, Alexandria, VA., Carnevale, Anthony P., and Porro, Jeffrey D.

Abstract

The reform of schools and the modernization of workplaces are inextricably linked. Finding common ground begins with a realization that educators have a tripartite mission to teach students to be good neighbors, involved citizens, and qualified workers. Unless the reform of schools and reform of workplaces proceed at the same pace, a mismatch is risked between the supply of educated employees and the demand for them. To meet new international standards of quality, schools must undergo as thorough a reform as workplaces. They must do the following: provide more variety, customization, and convenience; be timely; get innovations; and deliver social responsibility. The required changes are the same ones required for business: new technology, new organizational formats, a highly skilled and autonomous work force, new management techniques, and labor-management collaboration. Changing the system requires new curriculum, changes in teacher preparation, ensured access for schools to high technology, a focus on needs of noncollege-bound students, and integrating academic and applied learning. (An appendix provides 152 reference notes. An executive summary highlights education's tripartite mission, convergence of business and education goals, using new technology, creating high-performance work systems, maintaining economic returns to education, measuring up to new skill standards, increasing value of education, integrating academic and experiential learning, and improving collaboration between schools and employers. Twenty reference notes are included.) (YLB)

Published
1994

3. Workplace Basics Training Manual. ASTD Best Practices Series: Training for a Changing Work Force. First Edition.

Author

American Society for Training and Development, Alexandria, VA. and Carnevale, Anthony P.

Abstract

This document, a result of a 3-year study, gives step-by-step instructions for establishing and implementing a program to teach the basic skills necessary in the workplace. The resulting programs use the applied approach that motivates learners by linking learning to improved job performance. The document is intended for practitioners and administrators responsible for providing private or public training programs; administrators and instructors involved in basic skills programs; business and management consultants; and secondary, postsecondary, vocational, and adult educators. The introduction explains what skills employers want. The next section explains the document's format, including the meaning of various symbols used. The bulk of the document explains these steps of program development: (1) identifying job changes or problems related to basic workplace skills; (2) charting a course for building management and union support for workplace basics training programs; (3) developing and presenting an action plan to management and unions, including guidelines for selecting outside training providers; (4) performing a task analysis; (5) designing a curriculum; (6) implementing the program; and (7) evaluating and monitoring the program. A glossary, index, and five appendices conclude the document. The appendices profile two workplace basics training program experiences, give information on locating providers of basic skills and getting help in setting up the program, provide a sample form that can be used to request proposals from potential providers, and provide generic curriculum guidelines. Lists of recommended reading accompany most chapters. (CML)

Published
1990

4. Workplace Basics: The Essential Skills Employers Want. ASTD Best Practices Series: Training for a Changing Work Force. First Edition.

Author

American Society for Training and Development, Alexandria, VA., Carnevale, Anthony P., Carnevale, Anthony P., and American Society for Training and Development, Alexandria, VA.

Abstract

This book is designed to provide readers with an in-depth understanding of the 16 skills that employers believe are workplace basics. Part One centers on the economic importance of the 16 skills and provides a theoretical basis for why these skills are important. Part Two discusses the foundation skill, learning to learn, on which all other skills are based. Part Three explores reading, writing, and computation, the skills on which technical competence is built. Part Four deals with oral communication and listening, the skills that enable people to communicate effectively on the job. Part Five covers problem solving and creative thinking, the adaptability skills that enable workers to be flexible in the workplace. Part Six discusses self-esteem, motivation and goal setting, and employability and career development, the developmental skills that enable people to keep and hold jobs and to move up the career ladder. Part Seven examines interpersonal skills, teamwork, and negotiation, the group effectiveness skills that enable people to work together productively. Part Eight considers organizational effectiveness and leadership, the influencing skills that enable people to bring a task to completion. Part Nine presents the applied approach, including a model for establishing a workplace basics program. A 40-page list of references and suggested readings is included, as well as a name index and a subject index. (CML)

Published
1990

5. Community Colleges and Career Qualifications. New Expeditions: Charting the Second Century of Community Colleges. Issues Paper No. 11.

Author

American Association of Community Colleges, Washington, DC., Association of Community Coll. Trustees, Annandale, VA., and Carnevale, Anthony P.

Abstract

This document discusses community colleges and career qualifications. Community colleges have a dual challenge in responding to the new economy. First, they will need to play their part in educating and training the workforce that employers need to meet new competitive standards for cost efficiency, quality, variety, customization, convenience, and speed. Second, community colleges will need to meet these same new competitive requirements themselves. Because of their unique flexibility and responsiveness, there is reason for optimism that community colleges will meet these new standards. This paper examines historical trends in the labor market, and identifies five crucial roles that community colleges have to play in the new economy and the new multicultural America. It then looks at projections for future market changes by exploring education and economic opportunity, and the impact of various levels of education on individual earning potential: education and earnings; the value of associate's degrees, some college, and bachelor's degrees; elite jobs, good jobs, and less-skilled jobs; the educational domino effect; the growing importance of nonacademic skills; where the jobs are (i.e., low-wage service jobs, factory jobs, high-tech jobs, education and healthcare jobs, and office jobs); and the community college role in the new economy. Two tables and 18 figures are used to illustrate these points. (VWC)

Published
2000

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