After polling a small sample of my fellow enlisted military coworkers, asking them for their career aspirations for the next five years, I can now use content analysis to assess their responses. As Cooper and Schindler (2011) stated, Content analysis follows a systematic process for coding and drawing inferences from texts (p. 411). The inferences I am drawing from each of my associates demonstrates a common theme depending on where they are at in their military careers. Again Cooper and Schindler, Thematic units are topics contained within (and across) texts; they represent higher-level abstractions inferred from the text and its context (2011, p. 411). Before I go any further, I should explain that within the military, there is something called High Year of Tenure. According Powers (n.d), High Year of Tenure is where An enlisted person must be promoted by certain time-frames during their career, or they must separate from the service.
This is known as the "High Year of Tenure" (HYT). (Note: The Army calls it "Retention Control Point). For example, in the Navy and E-4 can stay up to 10 years before being separated. An E-5, active duty, can stay up to 14 years before their separation. Once a person makes E-6, they can stay up to 20 years for the retirement pension. An E-7 can go up to 24 years, and E-8 is 26 years and an E-9 can go all the way up to 30 years. It is this HYT circumstance that has presented itself on many common themes among those surveyed.
[...] The over 16 years of service group no longer thinks about promotion, they go more towards college and retirement knowing that they cannot stay in the service forever. How References Cooper, D. & Schindler, P. (2011). Business Research Methods. Eleventh Edition. McGraw-Hill Irwin: New York , N.Y. Powers, R. (n.d.) High Year of Tenure. [...]
[...] Ashford bus 642 week 5 discussion Poll a small sample of class members, work associates, or friends and ask them to answer the following in a paragraph or two: "What are your career aspirations for the next five years?" Use one of the four basic units of content analysis to analyze their responses. Describe your findings as frequencies for the unit of analysis selected. Respond to at least two of your fellow students' postings After polling a small sample of my fellow enlisted military coworkers, asking them for their “career aspirations for the next five years,” I can now use content analysis to assess their responses. [...]
[...] If we were to put this into a histogram, the graph would appear to show that military members are more concerned with Promotion and College Education than anything else. The down side is that the graph would not take into account the people surveyed and where they were in the military careers. First termers tend to think more towards job qualifications and advancement. Second termers tend to lean more towards promotion and college. Third termers tend to think towards promotion, college and perhaps even retirement. [...]
[...] Both mentioned promotion to the next pay grade and college education, especially the E-5 who, if he doesn't make E-6 soon, will be separated at his 14 year mark. However the E-6 added one more item to his list, he mentioned getting ready for retirement. While still a theme, this type of measurement usually doesn't appear until a person passes 16 years of service as you'll see in the last set I surveyed. The last two I surveyed were fourth termers, basically anyone over 16 years of service. One was an E-6 and the other was an E-7. [...]
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