MOTIVATIONS TO BECOME AND STAY MARINE: EXAMINING THE CONNECTION OF THE PSYCHOLOGICAL CONTRACT TO RECRUITING AND RETENTION

This qualitative study aims to thoroughly assess the current business practices in the communities of recruitment and retention, taking into account the principles of behavioral psychology. By applying three key theories to the lifecycle of a Marine—prior to, during, and after their first enlistment—this study provides valuable insights into the psychological contract that underpins recruitment and retention practices in the USMC. Based on the findings of the evaluation, recommendations will be presented to the USMC, outlining actionable strategies for enhancing their recruitment and retention efforts. This study is essential for anyone seeking to gain a deep understanding of the underlying psychological factors that impact the effectiveness of recruitment and retention practices within the USMC.Approved for public release. Distribution is unlimited.Captain, United States Marine Corp

Manpower, Personnel and Administration Operational Advisory Group After-Action Report

Manpower, Personnel and Administration Operational Advisory Group After-Action Report, 18-20 October 2022 Quantico, Virginia.From 18-20 October 2022, Manpower and Reserve Affairs Secretariat’s office sponsored the 2022 Manpower, Personnel and Administration (MPA) Operational Advisory Group (OAG). The OAG’s purpose was to bring together MPA community practitioners from across the Total Force to: 1. Establish a common operational picture of the current state of MPA community activities, 2. Identify a desired future state of MPA community activities relevant to FD 2030 and TM 2030, and 3. Produce limited near-term tasks and long-term goals to inform the future of Marine Corps Administration

Faces of NPS: Capt. Emily Hastings

Faces of NPS features Interviews spotlighting the students, faculty, staff and alumni of our Nation’s premier defense education and research institution

Effect of maternal DHA supplementation on childhood allergies and asthma

Some evidence shows that fetal development may be a critical for the development of allergies and asthma later in life, and that DHA may play a key role in the development of the immune system. This study aimed to investigate the effects of DHA supplementation during this time period on the incidence of allergies and asthma up to six years of age. Women in the KUDOS cohort were given 600 mg of DHA or a placebo during their second and third trimesters of pregnancy, and their offspring were followed up to six years of age. Two-hundred thirty infants were included. Their medical records were collected until six years of age or until their records could no longer be acquired if the infant dropped out before six years of age. All records were coded and allergic diagnoses were examined for this study. These diagnoses were grouped into three categories, skin allergies, wheeze/asthma, and other allergies. Associations and relative risks were calculated for each type of allergy diagnosis and no significant associations were found. DHA supplementation during the prenatal period did not provide protection against asthma or allergies during the first year of life, the second through sixth years of life, or from birth to six years of age for any allergy, skin allergies, other allergies, or wheeze/asthma

Knowledge Translation of Communication & Cognitive Strategies for Persons with Traumatic Brain Injury

This project focused on knowledge translation of evidence-based communication and cognitive strategies for persons with acquired brain injury (ABI). Research demonstrates effective strategies, but the implementation of recommendations does not necessarily come to fruition in everyday care contexts. Caregivers are often left to deal with the long-term consequences of ABI with limited support or understanding of ABI. This project aimed to develop a resource toolkit for caregivers of people with ABI (family, staff, or health care professionals). Potential users of the toolkit (e.g., caregivers, clinicians) reviewed the toolkit and provided feedback. Results of the feedback and implications are discussed

LIFT: Integrating stakeholder voices into algorithmic team formation

Team formation tools assume instructors should configure the criteria for creating teams, precluding students from participating in a process that affects their learning experience. We propose LIFT, a novel learner-centered workflow where students propose, vote for, and weigh team formation criteria, and the collective results serve as inputs to the team formation algorithm. We conducted an experiment (N=289) comparing LIFT to the usual instructor-led process, and interviewed participants to evaluate their perceptions of LIFT and its outcomes. We found learners were capable of proposing novel criteria not part of existing algorithmic tools, like organizational style. Generally, learners avoided criteria frequently selected by instructors, including gender and GPA, and instead preferred those that promoted efficient collaboration. Second, LIFT led to team outcomes comparable to those achieved by the instructor-led approach, despite the differences in the configurations, and teams valued having control of the team formation process. We provide instructors and tool designers with a workflow and evidence supporting giving learners control of the algorithmic process used for grouping them into teams