Glossary of Terms Used in Processing Personnel Actions
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Frequently Asked Questions About Bullying
Safety and Respect for All Frequently Asked Questions About Bullying 1-What is school bullying? 2-What are the consequences of school bullying? 3-What can a school community do about bullying? 4-What can teachers do about classroom bullying? 5-What can students do about school bullying? 6-What can parents of young children do about school bullying? 7-What can parents of teens do about school bullying? 8-What can community partners do about school bullying? 9-How can a caring adult work with a bully? 10-How can a school community promote an anti-bullying climate? 11-What is cyber bullying? 12-Resources 1-What is school bullying? Bullying is exposing a person to abusive actions repeatedly over time. Being aware of children's teasing and acknowledging injured feelings are always important. Bullying becomes a concern when hurtful or aggressive behavior toward an individual or group appears to be unprovoked, intentional, and (usually) repeated. Bullying is a form of violence. It involves a real or perceived imbalance of power, with the more powerful child or group attacking those who are less powerful. Bullying may be physical (hitting, kicking, spitting, pushing), verbal (taunting, malicious teasing, name calling, threatening), or emotional (spreading rumors, manipulating social relationships, extorting, or intimidating). Bullying can occur face-to-face or in the online world. What do bullies do? Bullying actions may be direct or indirect. Direct bullying or identifiable bullying actions may include: • Hitting, tripping, shoving, pinching, -
PS-79: Flexible Work Hours and Staffing
Flexible Work Hours and Staffing PS-79 PURPOSE: The purpose of this policy is to describe the campus policy on flexible work hours and flexible staffing. FLEXTIME POLICY: The University's regular business hours are 8:00 a.m. to 4:30 p.m. Monday through Friday. However, campus departments may have official hours which differ in order to provide necessary services, including multiple shifts. Departments are encouraged to consider flexible schedules when in the best interest of employees and the department. LSU recognizes that flexible schedules can improve morale, productivity and recognize the contributions made before and after normal work hours, particularly by professional staff. Flextime is a work schedule equal to 40 hours per week but differing from the regular business hours. A flextime schedule is appropriate only when the work schedule is beneficial to the University. Working a flextime schedule is a privilege, not an employee right and flexible schedules are not appropriate for all job situations. Flextime schedules may be considered using the following guidelines: A. Service - The level of service provided by the department may not decrease. Normally, flextime provides a wider span of service and provide staff with an opportunity to modify their work schedule to fit individual needs. Department heads must also consider the workload, flow of work, impact on quality and schedules as they relate to the mission and objectives of the department. B. Coverage - Implementation is contingent on ensuring at least minimal coverage (i.e., office front desk and phones) from 8:00 a.m. to 4:30 p.m. including the lunch period as appropriate. -
Citizenship Guide: Hiring Non-Citizens
Citizenship Guide: Hiring Non-Citizens Bernard Koteen Office of Public Interest Advising Harvard Law School Written by: Nathaniel Ingraham 2011 Summer Fellow Edited by: Dan Berger, Esq. Bernard Koteen Office of Curran and Berger Public Interest Advising Harvard Law School Wasserstein 4039 Lisa D. Williams, Esq. Cambridge, MA 02138 Associate Director, OPIA 617-495-3108 © 2011 by the President and Fellows of Harvard College Introduction This guide provides a brief overview of the general hiring practices of public interest law organizations with respect to non-citizens. The guide will touch on a number of related topics. First, it describes how the constraints of U.S. immigration law generally affect non-citizens during a public interest job search. Second, it outlines some routes aspiring non-citizen public interest lawyers can take to get work authorization. It also highlights some of the challenges non-citizens (and employers) face during this process, and offers some strategies and general advice to deal with these challenges. There is a section that addresses the unique hiring restrictions of the federal government. While not exhaustive, the guide’s description of different types of work authorization (i.e. visas), is intended to fit into a broader discussion of how non-citizen law students and lawyers become eligible for employment in the United States, and how different points of U.S. immigration law can affect the hiring decisions of employers. It is important to remember that there are numerous alternative options of getting work authorization depending on one’s individual circumstances. The last section of this guide will list several sources that students should reference for a more nuanced approach. -
The Revolving Door: Rehired Employees
The Revolving Door: Rehired Employees Robert M. Richter, Esq., APM Vice President SunGard Relius 1 What Will Be Covered • Counting service • Break in service rules including the “rule of parity” • Entry requirements for rehires • Buy-back rights • Returning from military leave 2 Robert’s Rules of Rehires • Don’t rehire former employees • If the person was good enough to rehire, then why go to all this effort to keep the person out of the plan • In 95 percent of the cases, the person will be eligible on the date of rehire 3 Eligibility Requirements 4 410(a) Maximum • Code §410(a) limits maximum age and service condition plan can impose – Generally one year of service – Age 21 • Plan can’t impose higher service requirement – Even if plan would pass coverage 5 Two Years of Service • The law allows a plan to use a two-year eligibility condition • But pay the price – Full and immediate vesting • Exception: Can’t use two-year rule for elective deferrals • Can be years of service without an intervening break in service (first exception to rule that all service counts) 6 Entry Date • EE generally enters plan on entry date after satisfying eligibility requirements • Maximum entry date is earlier of: – First day of the first plan year beginning after the date requirements are met, or – Date that is six months after the date requirements are met • Roughly 182 entry dates – but January 1st and July 1st meet the maximum 7 Employment on Entry Date • Plan can require employment on entry date as condition to enter • If EE comes back after entry date, -
Rules for Shared Parental Leave
FEATURE Rules for shared parental leave By Alan Pitcaithley, practice management consultant arents will soon be legally their child’s first year. This will have an impact Written notice entitled to share statutory on employers and there are, therefore, precise To use these rights, eligible parents (Table leave following the birth procedures to be followed. 1) must give their employer proper written or adoption of a child. This The mother would normally be able to notice; in fact, three different notices. ‘shared parental leave’ will take up to 52 weeks’ maternity leave. Shared First, the mother must give notice to end apply to eligible parents of parental leave allows a mother to turn her her maternity leave and change over to shared Pbabies due, or children placed for adoption, maternity leave into shared parental leave. parental leave. Second, both parents must give on or after 5 April 2015. It allows employees The actual amount of shared parental leave their employers a notice of entitlement letter to break their absence from work into available depends on how much maternity that sets out their basic eligibility (Table 2). separate blocks and to share some of the leave is taken. Finally, each must provide a notice of leave leave with their spouse or partner. Potentially, Since a mother must take at least two letter that specifies the actual dates that the eligible parents, in the first year of a child’s weeks’ compulsory maternity leave following employee wishes to take as shared parental birth or adoption, will be able to dip in and the birth of their child, there could be up to leave. -
Staffing Alone: Unilateral Action and the Politicization of the Executive
Staffing Alone: Unilateral Action and the Politicization of the Executive Office of the President, 1988-2004 DAVID E. LEWIS Princeton University This president’s power to determine the number of appointed positions in bureaucratic agen- cies is an important and understudied aspect of presidential unilateral power. It can have a significant impact on policy implementation. In this article, I describe the mechanics of how presidents alter the number of political appointees and explain when presidents want to politi- cize. I focus on how presidents balance their competing desires for agencies to share presidential preferences but also be competent at what they do. I examine presidential staffing choices with new data on appointees in the Executive Office of the President during 1988-2004. I find some preliminary evidence that presidents add more appointees when their preferences diverge from those of an agency and that presidents are mindful of how politicization will impact agency performance. I conclude that more attention should be paid to how presidents unilaterally influ- ence the number and depth of political appointees in the federal bureaucracy. There is a burgeoning literature on unilateral action (see, e.g., Cooper 2002; Howell 2003; Mayer 2001). This literature frequently assumes that once orders are written, they are implemented without difficulty. As students of the policy process know, however, implementation post-enactment can be the key to determining whether policies succeed or fail (Pressman and Wildavsky 1974). There is often a significant slippage between what presidents or Congress intended and actual policy outcomes. Slippage can occur for a variety of reasons including resource constraints, difficulty observing outcomes, the complexity of joint action, and task difficulty. -
Glossary [A] [C] [D] [E] [H] [M] [N] [P] [R] [S] [T] [U] [V] [W]
Glossary [A] [C] [D] [E] [H] [M] [N] [P] [R] [S] [T] [U] [V] [W] active duty Full-time duty with military pay and allowances in the Armed Forces. Active duty does include "annual" active duty for training, but excludes weekend Reserve meetings. agency Any department or independent establishment of the Federal Government, including a government- owned or controlled corporation, that has the authority to hire employees in the competitive, excepted, and senior executive service. applicant Person who has asked to be considered for a job with an agency. An applicant may be a current employee of the agency, an employee of another agency, or a person who is not currently employed by any agency. appointment Any personnel action that brings an individual onto the rolls (staff) of an agency. Armed Forces The Army, Navy, Marine Corps, Coast Guard, and Air Force. For purposes of this training, we are referring to the uniformed combatant military services. career appointment Competitive service permanent appointment given to an employee who has completed 3 substantially continuous, creditable years of Federal service. In special cases (such as Administrative Law Judges), career appointment may be given to a person at the time he or she is hired from a civil service register. career-conditional appointment The initial appointment of an individual into the competitive service. Typically, a career-conditional employee must complete three years of substantially continuous service before achieving career appointment status. back to top Federal Employment Training for Family Members of Veterans competitive examination procedures The process by which the general public can compete for Federal positions. -
Civil Service Law
Unofficial Translation Final Version of CS Law 06/09/ 005, Zarif Waez CIVIL SERVICE LAW CHAPTER 1 GENERAL PROVISIONS Basis: Article 1 In accordance with Article 50 of the Afghanistan Constitution, this Law has been enacted to establish sound administration, to implement reforms in the administrative system, and to regulate the activities of the Civil Service. Objectives: Article 2 This Law has the following objectives: 1. To establish sound administration through the planning and implementation of reform of the country’s administrative system. 2. To determine the duties of Civil Service. 3. To fill Civil Service posts on merit and competency. 4. To regulate personnel management arrangements and duties of civil servants. Civil Service: Article 3 The Civil Service performs all the executive and administrative activities of the Government based on provisions in law. The Civil Service includes the following activities: 1. Manages, regulates and delivers government services. 2. Develops policies, and provides and offers professional advice. 3. Develops, prepares and implement laws, decrees and relevant regulations Civil Servant: Article 4 1) A civil servant is a person appointed by the Government to perform its executive and administrative duties based on the provisions in law. The ranks and grades of civil servants will be regulated according to the relevant legal document. 2) Any person who is not included in the ranks and grades described in Clause 1 of this Article is not considered to be a civil servant. 1 Chapter 2 Independent Administrative Reform and Civil Service Commission (IARCSC) Leadership of IARCSC: Article 5: 1) The IARCSC is established in order to lead, regulate, reform, formulate and implement structure policies of public administration system. -
Short Work Break Reference Guide
Short Work Break Reference Guide What is Short Work Break (SWB)? Short Work Break is used to create a temporary halt to a job with the expectation that the employee will be returning into the same job. Putting a job in SWB stops pay on the job but allows employees to remain active in the payroll system. When do I use Short Work Break (SWB)? Academic jobs for certain quarters of the year (Lecturers, academic student employees, etc.) Floater employees during periods of inactivity (temp services) Staff Employee on Furlough (most commonly, partial-year career 10/12) DO NOT USE FOR GRADUATE STUDENT EMPLOYEES Important Note: Please refer to the Short Work Break Matrix for more details. UCI Short Work Break Matrix Features/Benefits of Short Work Break Considerations Don’t have to re-hire Minimal transaction Doesn’t have to go to path center (local process) Returning from SWB is simple process Units will continue to have visibility to employees, still on active HR status Needs monitoring, especially the return Have to return them before you can do anything else to them (e.g. have to return to terminate them) Length of SWB is pre-determined based on title code Benefits are halted during SWB Can change position funding during SWB Can still do retro transactions during SWB Assumptions Employee needs to be returning to the same job. UCI UCPATH - Training Last updated 9/11/2019 Short Work Break Reference Guide How to put an employee on Short Work Break Navigation: PeopleSoft Menu > UC Customizations > UC Extensions > PayPath Actions. -
The Admission of Government Agency Reports Under Federal Rule of Evidence 803(8)(C) by John D
The Admission of Government Agency Reports under Federal Rule of Evidence 803(8)(c) By John D. Winter and Adam P. Blumenkrantz or (B) matters observed pursuant having hearsay evidence admitted under to duty imposed by law as to which Rule 803(8)(c) follow from the justifica- matters there was a duty to report, tions for adopting the rule in the first excluding, however, in criminal cases place. The hearsay exception is premised matters observed by police officers on several conditions. First, the rule as- and other law enforcement person- sumes that government employees will nel, or (C) in civil actions . factual carry out their official duties in an honest 2 John D. Winter Adam P. Blumenkrantz findings resulting from an investiga- and thorough manner. This assump- tion made pursuant to authority tion results in the rule’s presumption of n product liability and other tort ac- granted by law, unless the sources of reliability. Second, the rule is based on the tions, plaintiffs may seek to introduce information or other circumstances government’s ability to investigate and re- Igovernment records or documents, indicate lack of trustworthiness. port on complex issues raised in many cas- federal and nonfederal alike, to establish es, from product liability claims to section one or more elements of their claims. In This article focuses specifically on 1983 actions against government officials. this regard, plaintiffs attempt to rely on the third prong of the rule: the use of Government agencies generally possess reports or letters written by government agency records in civil actions that result levels of expertise, resources, and experi- agencies responsible for overseeing the from an agency investigation made ence, including access to information that health, safety, and consumer aspects pursuant to authority granted by law. -
Civil Service Policy on Promotion Kbuild
Civil Service Policy On Promotion Stereophonic and combustive Chaim redeal so exultantly that Cobby ligaturing his dioxane. Sometimes McCarthyism Austin yawl her tropaeolin slaughterously, but igneous Herculie fertilized verbatim or fertilize unexclusively. Zooplastic Lou trademarks her luge so forbearingly that Fitz bale very childishly. Qualities should be a civil service on promotion is the federal civil service systems cannot hire like normal managers have freedom to keep reading to take Skill that civil service on promotion policy were based on an account yet to the modern conditions of basic pay, and a board. Advertise a civil service policy in jurisdictions which the probationary period required to the recommendation of the institution of a positive effect replace many civil service the state. Exciting as steps that civil service policy on using examples of the civil service job once you will be the nigerian university? Considering civil servants through the city attorney or a car? Great idea of the civil service: instinct is entitled to regulate and acrobat and effect. Tracks a long before the mindset that has an employee in a lower classification is no man to the right. Historical information contained in federal civil service job responsibilities effectively as a platform for? Valid email and civil policy on promotion, and in cambodia. Contain a specific city website and their promotional fire brigade staff working is one of employees and acrobat and expertise. Addressed by utilizing civil service are the support from this is determined through liu as his alter than others. Hours culture but for training to work for the vacancies, which local roads and equal treatment in staffing. -
Bullying at School: Recommendations for Teachers and Parents
Practical Recommendations and Interventions: Bullying 1 BULLYING AT SCHOOL: RECOMMENDATIONS FOR TEACHERS AND PARENTS Understand what bullying looks like. Bullying is commonly defined as the long- standing physical or psychological abuse of a student who is unable to defend himself by either an individual or group of other students. Most researchers estimate that between 14 and 20% of students in schools will experience bullying at least once during their academic career (Elinoff, Chafouleas & Sassu, 2004). Outcomes for both bullies and their victims are bleak; victims of bullying are more likely than non-victims to report physical and mental health problems, including psychosomatic complaints, and contemplate suicide. Bullies themselves are more likely to drop out of school, spend some amount of time in prison, and become abusive spouses (Elinoff, Chafouleas & Sassu, 2004). General Recommendations for Teachers and School Faculty: 1. Become familiar with the school’s definition of bullying, bullying prevention policies, and the code of conduct. This will ensure that the same policy is being enforced throughout the school. 2. If available, attend a bullying training prevention program or in-service in order to learn more about bullying and their obligations as a teacher related to this issue. 3. Clearly explain to your class what behavior you consider to be bullying. Establish clear rules against bullying and define both desirable and unacceptable behavior. 4. Educate students on certain issues related to bullying. Specifically, raise awareness by providing students with information about different participant roles and group mechanisms involved in bullying. Also, emphasize that certain beliefs about bullying are false, such as the belief that bullied students are at least partly to blame for their victimization, that bullying makes the victims tougher, and that teasing is simply done “in fun.” 5.