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Veterans Having Trouble Finding Jobs After the Military

In: Business and Management

Submitted By markweverhart
Words 4531
Pages 19
Unit 6 Project
Veterans Having Trouble Finding Jobs After the Military
Mark Everhart
Kaplan University
Professor Sandra Fontana

Veterans who have served this country by going to war are quickly realizing that America is not appreciating the sacrifices made for our service members. Veterans are being passed over for employment for many different reasons. Some of these reasons include Post Traumatic Stress Disorder (PTSD), lack of job skills for performing civilian jobs, and the inability to cope with the transition from military to civilian life. The unemployment rate for veterans is 6.9 percent (Norman, 2012). The government and the employers need to work together to make the transition out of the military a smoother process. The Department of Veteran Affairs cannot process the applications for the G.I. Bill fast enough to accommodate the veterans. Veterans lack the job skills necessary to perform jobs in the civilian sector after the military. All military veterans should have special training, skill and mind set for the transition from military to civilian life, provided by the government and employers to ensure employability after serving their country regardless of how many years of service one has served. Veterans lack the special training and skills that are necessary to compete with the civilian population. Veterans often have jobs that cannot transfer to the civilian world (Hefling, 2011). For instance if they are an infantryman, they cannot get a job as a mechanic. Even as a Diesel Mechanic, it is hard to find work in the civilian sector. The military uses different equipment than the civilian sector. Many veterans do not take advantage of the benefits that are given to them while they are on active duty. SPC Black a United States Army Veteran stated that, “I have never used my benefits in the Army” (Nicholas Black, personal communication, February 15, 2013).Aol Jobs (2012) reported that, “Surveyed veterans admitted that they have difficulty knowing where to begin their searches as civilians”. Some veterans leave the military with a degree and still cannot manage to find a job. Even though the military offers the G.I. Bill, veterans are having issues when it comes to processing claims and knowing what funds are still available (Shane, 2013). Most veterans do not even know how to write a resume. Being able to write a resume is vital in today’s economy. When veterans do job interviews; they tend to act as if they bring the military with them. Many veterans find that changing their current mind set away from the military can be difficult, especially when interviewing with potential employers (Mielach, 2012). The military instills a sense discipline that many civilians have a difficult time relating to. The military has a specific way that its leaders are expected to carry themselves, and it is hard to break habits that are instilled in you day after day. Many veterans treat their children as if they are in the military. They are trying to instill discipline in their children by using what they have been taught over the years. It can be even more challenging for military service members that are children of a military upbringing to adjust. Employers are scared to hire veterans due to the fear of PTSD issues in the work place (Briggs, 2012). Many of the veterans that have served in Iraq or Afghanistan have Post Traumatic Stress Disorder or PTSD. The definition of Post-Traumatic Stress Disorder is as follows: “Post-traumatic stress disorder (PTSD) is a mental health condition that's triggered by a terrifying event. Symptoms may include flashbacks, nightmares and severe anxiety, as well as uncontrollable thoughts about the event (Mayo Clinic, 2013). In fact, there are approximately11 percent of Afghanistan and 20 percent of the Iraq veterans have Post Traumatic Stress Disorder (Medline Plus, 2009). Many veterans do not receive treatment for Post-Traumatic Stress Disorder due to the fact of repercussions from the military. The government could also offer counseling to veterans that may need it. The government needs to remember that all scars are not visible. If a soldier complains or attempts to receive treatment for Post-Traumatic Stress Disorder, he or she will be blackballed by the military. The individual will probably not get promoted, receive awards and may get discharged with no benefits (Steve Fox, personal communication, January 2013). Employers are scared that the veteran will have an outburst or not be able to control or deal with the situations that they may encounter on the job (Briggs, 2012). Some veterans will face many tough psychological problems when returning back to civilian life. Veterans do not have the confidence to find jobs. Many veterans get overlooked when applying for jobs. The unemployment rate of veterans is not faltering. The unemployment rate of the general population in July 2012 was 8.3 percent compared to the unemployed veterans who had 6.9 percent unemployment rate (Norman, 2012). Out of the millions of veterans that have served this great nation, The United States of America, 21.1 percent of these veterans are unemployed (Hernandez, 2013). With the two current wars this nation has taken part in, 6,630 soldiers, sailors, and marines have given their lives for this country. The Iraq and Afghanistan wars have been ongoing and have lasted over a decade. At this rate, the unemployment rate for veterans will be over 25 percent in the near future. This is due to the fact that veterans are not getting the same job opportunities as the civilian population. There are many different ways that the government and employers can help fix this problem. Military and government officials make it mandatory for service members to take more classes that can make transition easier. The government could also help the veterans find jobs before leaving the military. This would allow an easier transition for soldiers. This way they already have a job with an income before leaving the service. The government can work hand in hand with the civilian employers and find out the most common or needed skills that a veteran may need to get a job. If employers and the government work together, they can solve this problem. Granted there are millions of employers compared to the government. Employers may offer veterans the chance to learn special skills. This would help improve the veterans mind set and create a positive environment for the veteran to grow into a part of their business. “The reality is, a lot of (job skills) they learn in service, they’re drug free, they’re healthy, they’re willing to relocate, they’ve got a lot of leadership, they’re very, very diverse, (they have) teamwork (and perform well) under pressure,” said Chris Hale (Essner, 2012). Yet this is still not enough to stray away from negativity. Employers should front load veterans when it comes to hiring. Most veterans offer leadership skills that a business needs to grow. The employer should help create and mold the veteran into their type of leader that they need for their company. Employers and veterans can work together to promote a place where veterans can learn and grow with a company. Veterans can embrace the lifestyle that the business has and can be a part of its foreseeable future. Employers may be able to offer medical help for veterans if they need it. The government, business owners and employers need to work together to solve this problem. When they all work together, veterans can start having a more productive future in society. In 2009, President Obama gave a speech to the American people regarding the veterans that served the United States. The President stated that the United States of American had not fulfilled its obligation to its service members when dealing with treatment, support and jobs. The President signed into effect the Veteran Job Skill Act on July 2012 (The White House, 2013).
Most of the Fortune 500 Chief Executive Officers are veterans. Companies like McDonalds’s, Exxon Mobil, Lockheed Martin, General Motors, and Wal-Mart have veterans serving at the top of their company. Alex Gorsky, the CEO of Johnson & Johnson stated that, “I was a field artillery captain in the army, I had 125 soldiers… Right away, you think, I’m going to jump out there and apply my captain skills. I had to get used to rejection” (Lin, 2012). “In 2007 (the latest data available from the U.S. Census Bureau), veterans owned 2.4 million businesses, or 9 percent of all businesses nationwide, generating $1.2 trillion in receipts and employing nearly 5.8 million people” (Moran, 2012). In North Carolina there are 1,656 businesses that are owned by veterans (Buy Veteran, 2012). In 2007, there were an estimated 821,189 small businesses in North Carolina (NC Department of Commerce, 2013). That means that veterans own 1.22 percent of the businesses in the state of North Carolina. In conclusion, it is obvious that Veterans struggle with employment opportunities. If the government and employers were more willing to take a chance and offer training, veterans may be more qualified and better prepared to obtain a job as a civilian. Employers who offer training programs for veterans may find that veterans can be an asset to their company and not a liability. There are many Chief Executive Officers that are prior military. This is not a coincidence. Veterans receive training to be the best at what they do. If a veteran can become a CEO of a Fortune 500 company, how far can a veteran take your business? Veterans once served this country in war, now employers should allow them to serve their communities with a sense of pride. When veterans are being rejected from employment in their community, it is as if they are being “spat on” and unappreciated after all of the precious time and sweat blood and tears they have given this great nation. Veterans need more help from the government before leaving the military. The government needs to implement more ways for its personnel to be better prepared for the world they are entering. Employers claim that they practice equal opportunity, but when it comes to Veterans, employers do not stand by their philosophy of equal employment opportunity. It has been proven that former military veterans are the predominately best suited for leadership positions (Essner, 2012). If veterans can sacrifice so much for their country, then maybe just maybe, it is time for their country to serve them.

Revision of Letter to the Editor Unit 5
To the Editor, The unemployment rate of veterans is astonishing. There have been many attempts to lower the veteran’s unemployment rate, all have failed thus far. Currently, the unemployment rate for veterans is at 6.9 percent. All the while, businesses are still not hiring veterans. It has been brought to many veterans attention that this is partially due to Post Traumatic Stress Disorder or PTSD. Wal-Mart has pledged to hire 100,000 veterans within five years (USA Today, 2013). This is just a start to what potentially could be a great ending. President Barrack Obama gave a speech in 2009 to the American people. He stated that the government has not fulfilled its obligation to the veterans who have served this great nation. The United States of America has been at war for over a decade. When the President notices a problem and announces it publicly, you know it is a problem. The President signed an executive order for employers to hire veterans. In return the government will offer employers tax breaks and many other things. Veterans lack the skills necessary to compete in the U.S. economy. Many veterans do not know how to write a proper resume. Many veterans are reluctant to ask for help because they do not know how or where to turn. AOL Jobs reported that, “Surveyed veterans admitted that they have difficulty knowing where to begin their searches as civilians”. The United States government and business owners need to come together and figure out a strategic plan to solve this issue. Employers that do not hire veterans are being hypocritical. When they need help or feel threatened, who do they turn too? They turn to the service member to protect them. The difference is that employers are scared to hire veterans. If employers hire veterans, they will show that the sacrifices that veterans have made will not go unnoticed. In the end it is extremely important that the veterans know that they are not forgotten or overlooked. For someone to lay down their life and not ask questions, the least an employer can do is give veterans a chance. Veterans deserve the same rights as a regular civilian. They deserve the same opportunities and the same training. Veterans have served the American people, now it is time for the American people to serve and assist the veterans.
Sincerely,
Mark Everhart

Reflection I realized a lot about myself as a writer. I use to despise writing with a passion that one can only compare to the flu. I was never really any good at writing. I learned that I could do more than what I thought I could. I had great help, especially when it came to my peers and professor. When it came to the process of writing, I found out many new things. I found out how to take my voice and put it into the paper. I also found many different techniques to help with my writing. As a thinker, I learned that my mind is the only thing that can limit me. I can do anything if I put my mind to it. This class forced me to think outside of the box and look at things from different views. I was able to create new ideas and generate them on paper. When I did this, it flowed like music coming off of the paper. I have created and practiced many new skills over the course of this class. This class provided me with multiple techniques that will benefit me in future classes. For instance writers block, everyone experiences writers block. I learned that I could walk away and not force myself to do things. I can use inspiration to help with writers block. Also, I learned a great deal of information when it came making different outlines. I always used a traditional outline, instead in this class, I was forced to come out of the shadows and perform things that I was uncomfortable with. This made me a better writer. APA formatting was not easy. It takes practice to get the proper form. I also enjoyed the help from Kaplan when it came to APA formatting. Kaplan made it so easy to figure it out, and made a quick link just for the students. I thoroughly appreciate the help and easy access. Having conversation with others was remarkable. It broke the monotony of regular online college classes. I learned as much from my classmates as they learned from me. The interaction helped me create new ideas and understand the material that we were going over. The professor presented the class with many different techniques and gave many different examples in order for the class to better understand the material. During discussion and seminars, the professor and my classmates would critique my work. I found this very helpful. It made me change the entire way that I approached my paper and writing style. Sometimes taking constructive criticism can be tough, but you have to take everything with a grain of salt and realize that it is only making you better. When it came to all of my work in this class, my classmates have helped me so much. I cannot thank them enough for all of their help.
References
Top Reason Employers Don’t Hire Veterans. (2012). Retrieved from: http://jobs.aol.com/articles/2012/11/11/employers-are-actively-recruiting-veterans/
Briggs, B. (2012). Report: Employers seemingly scared of PTSD risks among workplace warriors. Retrieved from: http://usnews.nbcnews.com/_news/2012/10/23/14632337-report-employers-seemingly-scared-of-ptsd-risks-among-workplace-warriors?lite Buy Veteran. (2012). Find a Veteran Owned Business Near You. Retrieved from: http://www.buyveteran.com/Search.aspx
Essner, E. (2012). 10 Companies You Didn’t Know Were Veteran-Owned Businesses. Retrieved from: http://www.veteransunited.com/network/10-businesses-you-didnt-know-were-veteran- owned- businesses/
Hefling, K. (2011). Iraq, Afghanistan veterans struggle to find jobs. Retrieved from: http://www.washingtonpost.com/wpdyn/content/article/2011/03/11/AR2011031100798.html Hernandez, K. (2013).Veterans Having Trouble Finding Jobs. Retrieved from: http://www.ktsm.com/news/veterans-have-trouble-finding-jobs
Hodge, H. (2010, June 24). Recent veterans more likely to be unemployed than general population. Daily News, The (Jacksonville, NC).

Lin, H. (2012). 10 Fortune 500 Military CEO’s. Retrieved from: http://jobsforveterans.military.com/852/10-fortune-500-military-ceos/

Medline Plus. (2009). PTSD: A Growing Epidemic. Retrieved from: http://www.nlm.nih.gov/medlineplus/magazine/issues/winter09/articles/winter09pg10-14.html Mielach, D. (2012). Why Veterans Are Having Trouble Finding Jobs. Retrieved from: http://www.businessnewsdaily.com/2606-veterans-jobs-hiring.html
Moran, G. (2012). How Military Veterans Are Finding Success in Small Business. Retrieved from: http://www.entrepreneur.com/article/222649
NC Department of Commerce. (2013). Retrieved from: http://www.nccommerce.com/smallbusiness/resources-facts-figures
Norman, J. (2012). After war, vets fight for jobs at home. Retrieved from: http://www.cbsnews.com/8301-201_162-57505057/after-war-vets-fight-for-jobs-at-home/ Shane, L. (2013). Lack of GI Bill processing updates causes confusion for veterans, schools. Retrieved from: http://www.stripes.com/lack-of-gi-bill-processing-updates-causes-confusion-for-veterans-schools-1.208085
The Washington Post. (2013). Faces of the Fallen. Retrieved from: http://www.cbsnews.com/8301-201_162-57505057/after-war-vets-fight-for-jobs-at-home/ The White House. (2013). Veterans. Retrieved from: http://www.whitehouse.gov/issues/veterans
USA Today. (2013). Wal-Mart pledges to hire 100,000 veterans. Retrieved from: http://www.usatoday.com/story/news/nation/2013/01/15/wal-mart-hire-100000-veterans/1835397/ Zoroya,Greg. (January 6, 2013) Veterans jobless rate falls but remains high. Retrieved from: http://www.usatoday.com/story/news/nation/2013/01/06/vets-jobless-rate-drops/1812667/

Unit 9 Project Rubric (240 points: 150 for essay, 50 for presentation, 20 for letter, and 20 for reflection question responses) A 216-240 points | Essay Content:Includes a compelling introduction with a logical persuasive thesis statement and a conclusion that effectively wraps up the essay.Supports main points effectively and clearly (no logical fallacies, outside sources used to support arguments where appropriate) and skillfully refutes counter-arguments without ignoring data that contradicts the student’s thesis. Shows original thought.Refers to at least 5 secondary sources in the body of the paper and on the references page. At least two of these sources are academic books or articles, and at least one comes from the Kaplan Library. Other sources are appropriate for an academic audience.Essay meets 5-7 page length requirement (this does not include the title and references page).Significantly revises and expands the draft submitted in Unit 6.Organization, Style, Mechanics, and APA:Paragraphs are well-developed, coherent, and logically organized.The style is appropriate for an academic audience, and sentences are engaging to read as well as clear, concise, and precise.Project is free of serious errors; grammar, punctuation, and spelling help to clarify the meaning by following accepted conventions of Standard American English.Follows APA guidelines for the document layout and citations.Letter to the editor:The letter is clearly written and has a strong sense of purpose. The style is appropriate for the audience and situation. Demonstrates appropriate revision of the version posted in the Unit 5 invention lab.Reflection question responses:Responds to all reflection questions thoughtfully, providing specific examples from the student’s work throughout the course. Responses are written in at least two well-developed paragraphs.Presentation:Message in presentation is original, clear, and effective for the intended audience. Includes at least 5 pieces of research-supported information related to the student’s big idea. Cites research in APA format. Demonstrates significant revision of the version posted in the Unit 7 invention lab. | B192-215 points | Essay Content:Includes an introduction with a logical thesis statement and a conclusion that wraps up the essay; these are effective but not as engaging as the paragraphs in the “A” paper.Supports most main points effectively and clearly (no logical fallacies, outside sources usually used to support arguments where appropriate) and refutes counter-arguments without ignoring data that contradicts the student’s thesis, although the refutation needed strengthening. Shows original thought.Refers to 5 secondary sources in the body of the paper and on the references page, but one may not be appropriate for an academic audience or only one is an academic book or article. Includes an article from the Kaplan University Library.Essay does not meet the minimum length requirement of 5 pages (excluding title and references page), but is at least 4 ½ pages.Thoughtfully revises and expands the draft submitted in Unit 6, but not to the extent of an “A” essay.Organization, Style, Mechanics, and APA:Paragraphs are developed and organized effectively, but transitions within or between paragraphs need to be stronger.The style is mostly appropriate for an academic audience. Sentences are clear and precise, but may not be as engaging to read or as concise as those in the “A” project.Project contains some generally minor grammatical and punctuation errors. Few misspellings. Generally follows the accepted conventions of Standard American English.Mostly follows APA guidelines for the document layout and citations, with some minor errors.Letter to the editor:The letter is clearly written and has a sense of purpose. The style is mostly appropriate for the audience and situation.Demonstrates some revision of the version posted in the Unit 5 invention lab.Reflection question responses:Responds to all reflection questions thoughtfully, but answers are not as specific and well-developed as those in the “A” paper. The style is mostly appropriate to the assignment.Presentation:Message in presentation is mostly original, clear, and effective for intended audience. Includes 4 pieces of research-supported information related to the student’s big idea. Research cited in APA format with some errors. Demonstrates some revision of the version posted in the Unit 7 invention lab. | C168-191 points | Essay Content:The thesis statement needs revision or is not persuasive. The introduction and conclusion do not set up or close the paper very effectively and needed significant revision.Main points are adequately defined in some parts of the paper, but some may be repeated and others underdeveloped. Does not address some obvious counter-arguments or includes logical fallacies. Paper is largely informative and lacks persuasive qualities. Shows too little original thought.Relies too heavily on personal experience, common knowledge, or two or three sources, but does include in-text and reference page citations for at least 3-4 sources. Sources may not be appropriate for an academic audience or does not have at least one source from the Kaplan Library.Essay is one to one and a half pages short of the length requirement, excluding the title and references page.Revises and adds some material to the draft submitted in Unit 6, but more extensive revision was needed.Organization, Style, Mechanics, and APA:Paragraphs may have problems with development, coherence, and/or transitions.The style may not always be appropriate for an academic essay (frequent use of first person pronouns or use of informal or slang language, for example). Language may be vague or sentences too wordy.Numerous grammatical and punctuation errors. Misspellings are more frequent, but they may not be caught by a spell checker. Does not always follow the accepted conventions of Standard American English.An attempt at APA formatting and citations was made, but project contains several significant errors in layout or citation style.Letter to the Editor:Letter needed to be edited more thoroughly to enhance clarity and purpose. Demonstrates little revision of the version posted in the Unit 5 invention lab.Reflection question responses:May not respond to all of the reflection questions, answers may not be in paragraph form, or lacks specific examples from the student’s work throughout the course.Presentation:Message in presentation lacks originality or may lack clarity and purpose. Not effective enough for intended audience. Includes only 3 pieces of information about the student’s big idea, or the information in the presentation is not research-supported. Research is cited, but not in APA format. Little revision of the version posted in the Unit 7 invention lab. | D144-167 points | Essay Content:The paper identifies a topic but lacks a thesis statement with a persuasive claim. Lacks an introduction and/or conclusion, or they are poorly developed. The main points are not clearly identified, and many counterarguments are ignored. The essay is informative with no persuasive elements. Shows little original thought.Relies on personal experience to the near exclusion of outside research, does not meet the source requirements, or sources are inappropriate for an academic essay.Essay is two pages short of the length requirement, excluding the title and references page.Too little revision and expansion of the draft submitted in Unit 6.Organization, Style, Mechanics, and APA:Paragraphs are underdeveloped and lack coherence and transitions.The style is inappropriate for an academic essay and interferes with the development and clarity of the main points.Many serious and minor grammar, punctuation, and spelling errors, including those that would be flagged by a spell and grammar checker. Often fails to meet the conventions of Standard American English.Citation and formatting meet few APA guidelines.Letter to the editor:The letter lacks clarity and a sense of purpose. Inappropriate for its intended audience. Demonstrates no revision of the version posted in the Unit 5 invention lab.Reflection question responses:Only responds to some of the reflection questions, responses may be in incomplete sentences or are not in paragraph form, and responses lack any specific examples.Presentation: Message in presentation lacks originality, clarity, and purpose and is not effective for intended audience. Has only 1 or 2 pieces of information regarding the student’s big idea and lacks research to support points. Does not demonstrate revision of the version posted in the Unit 7 invention lab. | F143-below points | It meets no or few of the assignment's guidelines; missing one or more required components.The components outlined for a 'D' paper, presentation, letter to the editor, or reflection responses are not met.Essay, letter to editor, and/or presentation have not been revised.It may be plagiarized. | Comments: | Points: 230 I appreciate your work on the final project, Mark. This is a topic that needs attention. I have several community college students/families struggling with this issue in various ways. Indeed, we need to provide funds in order to provide health services and jobs for veterans. You have done a fantastic job overall! See the feedback on lower/higher order concerns as you review. Nice job! Sandy |…...

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