TRANSITIONAL CHALLENGESASSOCIATED WITH

MILITARY SCHOOL-TO-WORK

Dr. Brenda Nelson-Porter

August 5, 2013

Design Thinking Action Lab, Stanford University

RESEARCH QUESTIONS

In addition to the Demographic interview questions, two primary

interview research questions guided this research (Harvey, 2003;

Lokesson, 2013):

R1: What appropriate life-long learning skills or knowledge learned during military

schooling or training were not significant to perform your military occupation? 

R2: What appropriate life-long learning skills or knowledge learned during military

schooling or training have not been significant in the private sector job market? 

R3: What appropriate life-long learning skills or knowledge learned during military

school or training have been necessary to sustain productivity in your civilian

career?

INTERVIEW PROCESS

Invitation to participate in this research was posted

on Facebook in three groups:

Women Marines Association

Women Marines Association FL-11 Bombing Bettys

U.S. Navy

During the phone and face-to-face interviews, the

participants were informed that their name would be kept

confidential.

National Guard Reservist

and Prior U.S. Marine• Enlisted (E8) Retired• 61 years old• Associate’s and

Bachelor’s of General Ed

Civilian Occupation• Processed Student

Tuition (Civil servant)

DEMOGRAPHICS

U.S. Navy Reservist

and Prior Active Duty• Officer (05)• 45 years old• Associates of Math

and Bachelor’s of Nursing

Civilian Occupation• Registered Nurse

(public sector)

National Guard Reservist• The logistics (accounting)

job, which was gain through OJT, “non of this transferred over”

• “Companies say, ‘need a Bachelor in accounting’” “Looked into taking accounting, but was boring”

• When teaching, said I was “too military, too structured; I followed what you told me”

INTERVIEW QUOTES

U.S. Navy Reservist• “All training was

good, training on how to be an officer”

• “Incoming new officers off the street have not went to book camp” and do not understand and question military policies

• Civilian and military mission are different; but being on time and completing any mission are equally important

PROBLEM STATEMENT

Based on the data collected,

the following problem statement

emerged:The general problem focuses on the lack of

communication skills obtained at the Bachelor’s-level

and during military schooling or training that relate to

the private workforce. The specific problem focuses on

not having the communication know-how (being

flexible) to appropriately (a) translate military

knowledge and skills to prospective private sector

employers (b) and approach the concerns of clients.

d

REFERENCESHarvey, L. (2003). Transitions from higher education to work.

Centre for Research and Evaluation, Sheffield Hallam

University. Retrieved from

http://www.qualityresearchinternational.com/esecttools/esectpu

bs/harveytransitions.pdf

Lokesson, M. (2013, April 8). After soldiering, a challenging

transition into civilian work. The Daily Beast. Retrieved from

http://www.thedailybeast.com/articles/2013/04/08/after-

soldiering-a-challenging-transition-into-civilian-work.html