For decades, RAND has conducted extensive research to help U.S. and allied decisionmakers design training and career development programs that will attract and retain military professionals capable of meeting a nation's national security and defense goals.
Considers the utility of the U.S. Army shift, in 1998, of its senior enlisted force from a fixed enlistment contract system to indefinite reenlistment and the potential applicability to the other service branches.
Changes in the world over the past two decades have made the conduct of military operations more complex and varied. More needs to be done to prepare Army leaders to meet the challenges of the contemporary environment and to continually learn and adapt to new circumstances.
To provide a clearer picture of how the quality of military personnel is revealed over time, RAND Corporation researchers implemented a new, broader measure of quality that incorporates information from the military promotion system.
Extends the military services' customary definition of quality -- high school diploma graduate and scoring in the upper half on the Armed Forces Qualification Test -- to include performance as indicated by speed of promotion during the first term.
Based on indications of increased difficulty in meeting recruiting goals, RAND was asked to examine recent trends in the recruiting market and to assess their implications for meeting accession requirements.
Summarizes the Arroyo Center's analysis of the Reserve Component (RC) school system and the prototype over two fiscal years (1995 and 1996) in the areas of training requirements and school production, training resources and costs, and training quality.
Senior Management Scientist
Education D.P.A. (doctorate of public administration), University of Alabama; M.S. in industrial engineering, Arizona State University; M.S. in resource strategy, Industrial College of the Armed Forces, National Defense University; M.B.A., Louisiana Tech University; B.A. in industrial production, University of Oklahoma
Education J.D. in constitutional law, Suffolk University; MPA in public administration, University of Missouri at Kansas City; M.A. in management, Webster University; M.A. in military art and science, U.S. Army Command and General Staff College; M.A. in strategic studies, U.S. Army War College
Senior Behavioral Scientist; Faculty, Pardee RAND Graduate School
Education Ph.D. in industrial/organizational psychology, University of Minnesota; B.A. in psychology, University of California, Berkeley
Senior International/Defense Researcher
Education B.S. in engineering, United States Military Academy, West Point; M.P.A. in economics and public policy, Woodrow Wilson School of Public and International Affairs, Princeton University
Senior Behavioral/Social Scientist
Education Ph.D. in industrial/organizational psychology, George Washington University; M. Phil in industrial/organizational psychology, George Washington University; B.A. in industrial/organizational psychology, University of Missouri at St. Louis
Senior Operations Researcher
Education Ph.D. in industrial and operations engineering, University of Michigan; M.S.E in industrial and operations engineering, University of Michigan; B.S. in mathematics, Oakland Univeristy; B.S.E in computer engineering, Oakland Univeristy; B.S.E in electrical engineering, Oakland Univeristy