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1

Henderson, Robyn. Professional learning, induction and critical reflection: Building workforce capacity in education. Palgrave Macmillan, 2015.

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2

Workforce, United States Congress House Committee on Education and the. The changing nature of the economy: The critical roles of education and innovation in creating jobs & opportunity in a knowledge economy : hearing before the Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Eighth Congress, second session, May 11, 2004. U.S. G.P.O., 2004.

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3

Critical skills for national security and the Homeland Security Federal Workforce Act--S. 1800: Hearing before the International Security, Proliferation and Federal Services Subcommittee of the Committee on Governmental Affairs, United States Senate, One Hundred Seventh Congress, second session, March 12, 2002. U.S. G.P.O., 2002.

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4

United States. Congress. Senate. Committee on Governmental Affairs. Subcommittee on Oversight of Government Management, the Federal Workforce, and the District of Columbia. The 9/11 Commission human capital recommendations: A critical element of reform : hearing before the Oversight of Government Management, the Federal Workforce, and the District of Columbia Subcommittee of the Committee on Governmental Affairs, United States Senate, One Hundred Eighth Congress, second session, September 14, 2004. U.S. G.P.O., 2005.

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5

United, States Congress Senate Committee on Homeland Security and Governmental Affairs Subcommittee on Oversight of Government Management the Federal Workforce and the District of Columbia. Critical mission: Ensuring the success of the National Security Personnel System : hearing before the Oversight of Government Management, the Federal Workforce, and the District of Columbia Subcommittee of the Committee on Homeland Security and Governmental Affairs, United States Senate, One Hundred Ninth Congress, first session, March 15 2005. U.S. G.P.O., 2005.

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6

United States. Government Accountability Office. National Nuclear Security Administration: Contractors' strategies to recruit and retain a critically skilled workforce are generally effective : report to Congressional committees. US Government Accountability Office, 2005.

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7

Homeland Security Federal Workforce Act: Report of the Committee on Governmental Affairs, United States Senate to accompany S. 589 together with additional views to strengthen and improve the management of national security, encourage government service in areas of critical national security, and to assist government agencies in addressing deficiencies in personnel possessing specialized skills important to national security and incorporating the goals and strategies for recruitment and retention of such skilled personnel into the strategic and performance management systems of federal agencies. U.S. G.P.O., 2003.

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8

Whorton, Ryan, Alex Casillas, Frederick L. Oswald, and Amy Shaw. Critical Skills for the 21st Century Workforce. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199373222.003.0003.

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This chapter is based on the proposition that three major forces, taken together, have fundamentally changed the nature of work in the 21st century. These three forces are technology, the rise of the service economy, and globalization, and they drive organizations to seek employees who possess what are called 21st century skills. After reviewing the essential features of what generally defines a skill, this chapter focuses on discussing nine 21st century skills centered around these three driving forces: leadership, customer service, teamwork, safety, creativity, critical thinking, metacogniti
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9

Lisa, Falcone, and American Association of Community Colleges., eds. The Critical link: Community colleges and the workforce. American Association of Community Colleges, 1994.

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10

Falcone, Lisa. The Critical Link: Community Colleges and the Workforce (Item #1369). Community College Press, American Association, 1994.

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11

Mission Critical: Unlocking the Value of Veterans in the Workforce. Rare Bird Books, 2015.

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12

Sharma, Naman, Radha Yadav, and Priyanka Panday. Critical Issues on Changing Dynamics in Employee Relations and Workforce Diversity. IGI Global, 2020.

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13

Sharma, Naman, Radha Yadav, and Priyanka Panday. Critical Issues on Changing Dynamics in Employee Relations and Workforce Diversity. IGI Global, 2020.

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14

Sharma, Naman, Radha Yadav, and Priyanka Panday. Critical Issues on Changing Dynamics in Employee Relations and Workforce Diversity. IGI Global, 2020.

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15

Sharma, Naman, Radha Yadav, and Priyanka Panday. Critical Issues on Changing Dynamics in Employee Relations and Workforce Diversity. IGI Global, 2020.

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16

Klafehn, Jennifer. Cross-Cultural Competence as a 21st Century Skill. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199373222.003.0004.

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Cross-cultural competence (3C) is one 21st century skill that employers have deemed important for employees to develop prior to entering the workforce. Despite the relevance of 3C to pre-professional populations, however, research in this area has primarily focused on the influence of 3C as it pertains to professional populations, such as expatriates and the military, for whom cross-cultural performance plays a critical role. Similarly, research exploring the development of 3C has been directed almost exclusively toward validating the effectiveness of interventions, many of which are implement
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17

De Cieri, Helen. Transnational Firms and Cultural Diversity. Edited by Peter Boxall, John Purcell, and Patrick M. Wright. Oxford University Press, 2009. http://dx.doi.org/10.1093/oxfordhb/9780199547029.003.0025.

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Globalization has impacted significantly on many firms, with substantial implications for human resource management (HRM). Geopolitical, social, economic, and technological changes have created opportunities for managers and employees to interact with culturally diverse populations. The development of cultural diversity in the workforce presents substantial and complex challenges for HR scholars and managers as they strive to determine the potential implications of cultural diversity for firm effectiveness. This article examines cultural diversity issues, which are increasingly viewed as a cri
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18

Wren, Anne. Social Investment and the Service Economy Trilemma. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198790488.003.0008.

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This chapter identifies a key role for social investment policies as the basis for sustainable service economy growth models. It argues that public investment in university, school, and early childhood education is absolutely critical to the development of an appropriate workforce for the expansion of knowledge-intensive service sectors. In an era of deindustrialization, successful expansion in these sectors is essential if the unappealing set of trade-offs between fiscal responsibility, employment creation, and equality embodied in the service economy ‘trilemma’ are to be avoided.
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19

Golubovich, Juliya, Rong Su, and Steven B. Robbins. Establishing an International Standards Framework and Action Research Agenda for Workplace Readiness and Success. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199373222.003.0013.

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Employers both in the United States and internationally are facing difficulties hiring workers who meet the skill requirements of 21st century jobs. This chapter focuses on the skill requirements of middle-skill jobs and argues for building a talent supply chain with standards that workforce entrants need to meet. The chapter provides a framework summarizing these skill requirements. By establishing a framework of critical skills for workplace readiness, identifying valid assessments of these skills, and defining expected skill levels for a targeted subset of jobs, expectations of what it mean
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20

Lohse, K. Russell. Mexico and Central America. Edited by Mark M. Smith and Robert L. Paquette. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780199227990.013.0003.

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This article reviews scholarship on the history and historiography of slavery in Mexico and Central America. Slaves (and people of African descent generally) played a far greater role in both Mexico and Central America than previously assumed or acknowledged. Although a minority of the population in most areas, black and mulatto slaves provided the bulk of the workforce in several key colonial industries. Even as a small minority of labourers, slaves often occupied critical roles in production as skilled workers and supervisors. By the late seventeenth century, creoles outnumbered Africans in
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21

Hedge, Jerry W., and Gary W. Carter, eds. Career Pathways. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190907785.001.0001.

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Numerous transformations have taken place in the workplace during the past several decades, combining to produce a dramatically different career landscape for individuals, educators, and organizations. Career pathways is a workforce development strategy that can be used to support career development activities and transitions across school and work roles. Adopting a career pathways framework and approach can help guide educational institutions in teaching students competencies that will increase their employability and can also help organizations develop people strategically, build engagement,
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22

Hitt, Michael A., Susan E. Jackson, Salvador Carmona, Leonard Bierman, Christina E. Shalley, and Douglas Michael Wright, eds. The Oxford Handbook of Strategy Implementation. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780190650230.001.0001.

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Selecting the best strategy is important if a firm is to achieve and maintain a competitive advantage, but many strategies fail not because they are improperly formulated but because they are poorly implemented. Strategy implementation is among the most important and most challenging issues with which top executives must deal, and effective implementation can help firms achieve high performance. Therefore, a greater understanding of the critical dimensions of strategy implementation is needed. This handbook is designed to provide a deeper understanding of topics important for the implementatio
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23

Saks, Mike, ed. Support Workers and the Health Professions. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781447352105.001.0001.

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This edited text is the second in the series entitled the Sociology of Health Professions: Future International Directions, published by Policy Press. It consists of eleven chapters covering several different aspects of support work and its relationship to the health professions, illustrated with reference to a wide range of different countries. Its importance is underlined by the relative lack of attention given to date to the diverse span of health support workers, in light of their growing significance in harness with the health professions in providing care to an increasingly ageing popula
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24

Briggs, Laura. Transnational. Edited by Lisa Disch and Mary Hawkesworth. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199328581.013.49.

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This chapter argues that the emergence of the subfield transnational feminism (especially but not exclusively in the United States) after 2000 represented the convergence of many strands of thought and activism: postcolonial feminist thought; critical analysis of globalization; and feminist activists’ coming together around decolonization politics, UN conferences, and local and regional encuentros (encounters), tribunals, and other autonomous spaces. The word transnational, however, was also favored by global capitalism, and feminism was extraordinarily productive for new kinds of exploitation
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