Recruiting and Attracting Talent
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Systematic Review of Academic Bullying in Medical Settings: Dynamics and Consequences
Open access Original research BMJ Open: first published as 10.1136/bmjopen-2020-043256 on 12 July 2021. Downloaded from Systematic review of academic bullying in medical settings: dynamics and consequences Tauben Averbuch ,1 Yousif Eliya,2 Harriette Gillian Christine Van Spall1,2,3 To cite: Averbuch T, Eliya Y, ABSTRACT Strengths and limitations of this study Van Spall HGC. Systematic Purpose To characterise the dynamics and consequences review of academic bullying of bullying in academic medical settings, report factors in medical settings: dynamics ► This systematic review is comprehensive, including that promote academic bullying and describe potential and consequences. BMJ Open 68 studies with 82 349 consultants and trainees, 2021;11:e043256. doi:10.1136/ interventions. across several countries and including all levels of bmjopen-2020-043256 Design Systematic review. training. We searched EMBASE and PsycINFO for Data sources ► We defined inclusion criteria a priori and used es- ► Prepublication history and articles published between 1 January 1999 and 7 February additional supplemental material tablished tools to assess the risk of bias of included for this paper are available 2021. studies. online. To view these files, Study selection We included studies conducted in ► The included studies varied in their definitions of please visit the journal online academic medical settings in which victims were bullying, sampling bias was noted among the sur- (http:// dx. doi. org/ 10. 1136/ consultants or trainees. Studies had to describe bullying veys and intervention studies were suboptimally bmjopen- 2020- 043256). behaviours; the perpetrators or victims; barriers or designed. facilitators; impact or interventions. Data were assessed Received 29 July 2020 independently by two reviewers. -
A Realistic Job Preview and Selection Mechanism
International Journal of Innovative Technology and Exploring Engineering (IJITEE) ISSN: 2278-3075, Volume-8 Issue-10, August 2019 Internship: A Realistic Job Preview and Selection Mechanism Urvashi Srivastava, Namita Mohanty, Jitendra Mohanty Job markets continuously face changes in the nature of Abstract: This paper aims to put forward the benefits and work, products, services, new trends, employment rules and utility of internship programmes for organisations, employers recruitment methods. Jobseekers driven by ambition, and interning students. It suggests conceptualising internship as expectation and hope and having necessary skills, talent and a realistic job preview experience for interns. It questions if opportunities, need to carefully utilize the emerging market “being in the situation” gives a new set of relevant reference opportunities to get the best jobs where their potentialities points for future pragmatic decisions to an intern and the are optimally channelized. Changes in the economies and organisation in assessing work environment and benefits attached for self-development. It also underlines the importance business trends hugely affect the job markets. Job seekers of increasing the information quality in an internship need to adjust to these macro changes by developing skills programme to improve recruitment image of an organisation that differentiate and increase their employability, which is and create employability of an intern in the industry, which are critical to economic and social change (Finch et al., 2013). mainly affected by the dynamic concepts of economies and Organisations heavily depend on the educational employment. Approach: The paper adopts a discursive analysis centres/institutes to develop programmes and courses, which to present the importance of increasing the information quality supply workforce with right skills to the market and reduce in internship programmes and increasing its contribution to the existent skill gap in the job market. -
Using Realistic Job Previews in the Hiring Process Sheryl A
3 WHAT IS THIS JOB ALL ABOUT? Using Realistic Job Previews in the Hiring Process Sheryl A. Larson, Susan N. O’Nell,and John K. Sauer Realistic job previews (RJPs) improve retention of new employees by providing po- tential new hires with an accurate picture of the job for which they are interviewing before the organization makes a job offer. This hiring practice allows applicants to make an informed decision about whether they wish to accept a job offer should one be made. An RJP includes information on both the positive and the negative aspects of the job. This chapter describes how and why RJPs can reduce turnover and identi- fies what components should be included in an RJP. Various methods for delivering an RJP are also described. TARGETED FRONT-LINE SUPERVISOR COMPETENCIES Competent supervisors incorporate RJP strategies into their hiring practices; this skill is assessed in the Personnel Management competency area. Front-line supervisors (FLSs) use the related skills of seeking input from key stakeholders, including current direct support professionals (DSPs) and individuals receiving supports and their fam- ily members. Competent FLSs also use communications skills from the Staff Relations competency area to gather information, develop a plan, and implement an RJP. Primary Skills FLSs schedule and complete interviews with potential new staff in collabo- 5 ration with DSPs and individuals supported and family members. FLSs understand the importance and components of an RJP in the hiring process and use these methods effectively with potential new hires. Related Skills FLSs seek input from other staff and from individuals receiving supports 5 and their family members in making hiring decisions. -
Course Title
The Precast Show AGENDA ONBOARDING BEST PRACTICES • Why onboarding FOR MILLENNIALS AND ALL matters EMPLOYEES • Model for onboarding • Best practices and ideas • Technology & Bob Verchota, MHA, SPHR Gamification RPVerchota & Associates [email protected] • Covid 19 and 218-760-0558 Onboarding 1 2 precast.org/education precast.org/education 1 2 DAY 1 ORIENTATION MONTH 1 - SINK OR SWIM 3 4 precast.org/education precast.org/education 3 4 MILLENNIAL WORKFORCE Workforce 2020 Millenials 46% Other 54% 5 6 precast.org/education precast.org/education 5 6 NPCA 1 The Precast Show PRIORITIES MILLENNIALS AND GEN ZS Take from Pew Website 10.14.19 7 8 precast.org/education precast.org/education 7 8 49% WILLING TO QUIT JOB IN NEXT 2 YEARS GIG ECONOMY Deloitte Global Millennial Survey 2019 9 10 precast.org/education precast.org/education 9 10 5 THINGS MILLENNIALS NEED TO WHY MILLENNIALS LEAVE SUCCEED IN THE WORKFORCE • Soft Skills Training • Better offer from another company (30%), • Leadership Development • Informal Learning • Career goals aren’t aligned (27%) • Job Rotation • Lack of career opportunities (13%) • Strong Company Culture • Good cultural fit Source: 2016 Association for Talent Millennial Branding Development research 11 12 precast.org/education precast.org/education 11 12 NPCA 2 The Precast Show MILLENNIAL REASONS FOR STAYING MILLENNIAL MOTIVATION TO APPLY • Compensation and benefits In order of importance: • Having my passions and talents used and fulfilled 1. What company specifically does, sells or (53%) produces • Bonds with co-workers (20%) 2. Company’s work culture • Belief in my company’s mission and purpose (20%) 3. Company’s involvement with causes 4. -
The Bullying of Teachers Is Slowly Entering the National Spotlight. How Will Your School Respond?
UNDER ATTACK The bullying of teachers is slowly entering the national spotlight. How will your school respond? BY ADRIENNE VAN DER VALK ON NOVEMBER !, "#!$, Teaching Tolerance (TT) posted a blog by an anonymous contributor titled “Teachers Can Be Bullied Too.” The author describes being screamed at by her department head in front of colleagues and kids and having her employment repeatedly threatened. She also tells of the depres- sion and anxiety that plagued her fol- lowing each incident. To be honest, we debated posting it. “Was this really a TT issue?” we asked ourselves. Would our readers care about the misfortune of one teacher? How common was this experience anyway? The answer became apparent the next day when the comments section exploded. A popular TT blog might elicit a dozen or so total comments; readers of this blog left dozens upon dozens of long, personal comments every day—and they contin- ued to do so. “It happened to me,” “It’s !"!TEACHING TOLERANCE ILLUSTRATION BY BYRON EGGENSCHWILER happening to me,” “It’s happening in my for the Prevention of Teacher Abuse repeatedly videotaping the target’s class department. I don’t know how to stop it.” (NAPTA). Based on over a decade of without explanation and suspending the This outpouring was a surprise, but it work supporting bullied teachers, she target for insubordination if she attempts shouldn’t have been. A quick Web search asserts that the motives behind teacher to report the situation. revealed that educators report being abuse fall into two camps. Another strong theme among work- bullied at higher rates than profession- “[Some people] are doing it because place bullying experts is the acute need als in almost any other field. -
Onboarding – Integration of New Employees
Author ONBOARDING – Anna Znidersic, BSc Submission INTEGRATION OF Department of Organization Science NEW EMPLOYEES: Thesis Supervisor a.Univ.-Prof. Dr. Werner Auer-Rizzi A QUALITATIVE INVESTIGATION OF July 2018 EMPLOYEES’ CONCERNS BEFORE THE FIRST DAY OF WORK JOHANNES KEPLER UNIVERSITY LINZ Altenberger Str. 69 4040 Linz, Austria www.jku.at DVR 0093696 SWORN DECLARATION I hereby declare under oath that the submitted Master’s Thesis has been written solely by me without any third-party assistance, information other than provided sources or aids have not been used and those used have been fully documented. Sources for literal, paraphrased and cited quotes have been accurately credited. The submitted document here present is identical to the electronically submitted text document. Ottensheim, 12.07.2018 ___________________________ Anna Znidersic ABSTRACT Due to a constantly changing environment including increased international competition, globalized markets, and so on, companies are more than ever challenged to attract and retain qualified employees. Demographic changes, a growing mobility of employees as well as changing values, needs and expectations trigger a so-called “war for talent” and indicate the need to shift from traditional recruiting approaches to more customer-oriented approaches. Permanent changes and developments result in elevated expectations on the part of companies which puts high demands on today’s employees. Consequently, the following thesis aims at revealing new employees’ underlying feelings, expectations and initial -
What Makes a Good Job? Job Quality and Job Satisfaction
ANDREW E. CLARK Paris School of Economics–CNRS, France, and IZA, Germany What makes a good job? Job quality and job satisfaction Job satisfaction is important to well-being, but intervention may be needed only if markets are impeded from improving job quality Keywords: job quality, job satisfaction, welfare, mismatch ELEVATOR PITCH Job satisfaction and high income are weakly correlated, 2005 70 Many measures of job satisfaction have been trending 60 Job satisfaction is high downward. Because jobs are a key part of most people’s 50 Income is high lives, knowing what makes a good job (job quality) is vital 40 30 to knowing how well society is doing. Integral to worker 20 Percentage well-being, job quality also affects the labor market through 10 related decisions on whether to work, whether to quit, and 0 e y k d UK US New y how much effort to put into a job. Empirical work on what Japan Czech Franc Norwa Denmar Republic Zealand German Switzerlan constitutes a good job finds that workers value more than Former West wages; they also value job security and interest in their Note: High job satisfaction is the percentage of respondents with a score work. Policy to affect job quality requires information on of 6 or 7 on the 1–7 scale. High income is the percentage of respondents who agree or strongly agree with the statement that “my income is high”. the cost of the different aspects of job quality and how Source: Calculations based on data from the 2005 International Social much workers value them. -
The Central Role of the Ask Gap in Gender Pay Inequality
THE CENTRAL ROLE OF THE ASK GAP IN GENDER PAY INEQUALITY Nina Roussille∗† Click here for the most recent version January, 2021 Abstract The gender ask gap measures the extent to which women ask for lower salaries than com- parable men. This paper studies the role of the ask gap in generating wage inequality, using novel data from Hired.com, an online recruitment platform for full-time engineering jobs in the United States. To use the platform, job candidates must post an ask salary, stating how much they want to make in their next job. Firms then apply to candidates by offering them a bid salary, solely based on the candidate's resume and ask salary. If the candidate is hired, a final salary is recorded. After adjusting for resume characteristics, the ask gap is 3.3%, the gap in bid salaries is 2.4%, and the gap in final offers is 1.8%. Remarkably, further controlling for the ask salary explains the entirety of the residual gender gaps in bid and final salaries. To estimate the market-level effects of an increase in women's ask salaries, I exploit an unanticipated change in how candidates were prompted to provide their ask. For some candidates in mid-2018, the answer box used to solicit the ask salary was changed from an empty field to an entry pre-filled with the median bid salary for similar candidates. Using an interrupted time series design, I find that this change drove the ask gap and the bid gap to zero. In addition, women did not receive fewer bids than men did due to the change, suggesting they faced little penalty for demanding wages comparable to men. -
Long-Term Unemployment and the 99Ers
Long-Term Unemployment and the 99ers An Emerging Issues Report from the January 2012 Long-Term Unemployment and the 99ers The Issue Long-term unemployment has been the most stubborn consequence of the Great Recession. In October 2011, more than two years after the Great Recession officially ended, the national unemployment rate stood at 9.0%, with Connecticut’s unemployment rate at 8.7%.1 Americans have been taught to connect the economic condition of the country or their state to the unemployment Millions of Americans— rate, but the national or state unemployment rate does not tell known as 99ers—have the real story. Concealed in those statistics is evidence of a exhausted their UI benefits, substantial and challenging structural change in the labor and their numbers grow market. Nationally, in July 2011, 31.8% of unemployed people every month. had been out of work for at least 52 weeks. In Connecticut, data shows 37% of the unemployed had been jobless for a year or more. By August 2011, the national average length of unemployment was a record 40 weeks.2 Many have been out of work far longer, with serious consequences. Even with federal extensions to Unemployment Insurance (UI), payments are available for a maximum of 99 weeks in some states; other states provide fewer (60-79) weeks. Millions of Americans—known as 99ers— have exhausted their UI benefits, and their numbers grow every month. By October 2011, approximately 2.9 million nationally had done so. Projections show that five million people will be 99ers, exhausting their benefits, by October 2012. -
Affirmative Action/Equal Employment Opportunity Guidelines for Recruitment and Selection of Faculty
AFFIRMATIVE ACTION/ EQUAL EMPLOYMENT OPPORTUNITY GUIDELINES FOR RECRUITMENT AND SELECTION OF FACULTY December 2002 TABLE OF CONTENTS Introduction......................................................................................................................................1 Major Requirements.........................................................................................................................1 Recruitment......................................................................................................................................2 The Position Description.........................................................................................................2 The Recruitment Process ........................................................................................................2 Recruiting for Positions with a Health Hazard .......................................................................3 The Search Committee............................................................................................................4 Interviewing .....................................................................................................................................4 The Interview Process.............................................................................................................4 Interviewing Qualified Individuals with Disabilities..............................................................5 Selection...........................................................................................................................................6 -
How to Prepare for Job Interview Questions
Talking the talk: How to prepare for job interview questions At best, a job interview can be a thoughtful conversation about a subject close to your heart: You! At worst, it can be a sweaty interrogation. Don’t sweat it. Be prepared. Before an interview, carefully review your transcript and resume, think critically about your personal successes and failures, and inventory your skills and experiences. You should be ready to answer detailed questions about your academic and professional past, and demonstrate that you are thinking about your future. There are two main question types you are likely to encounter in an interview: 1. Behavior Based Questions: - Tell me about a situation where you took on a leadership role. - Give an example of a time when you had to communicate effectively. - Describe your proudest academic achievement. 2. Personal History Questions: - Who do you consider to be your role model? - What are your long-term career goals? - Why do you want to work for this organization? In the heat of the moment, these questions can seem overwhelming. By anticipating how you will answer them, you can stay in control of the interview. 1. Behavior Based Questions: Employers have to assume that the past is precedent, so they will ask you to share personal experiences that illustrate relevant skills. Your examples may come from work experiences, internships, coursework, research, extra-curricular activities or volunteer work. The STAR technique (Situation or Task, Action, Result) can help you structure informative and concise personal narratives. Situation/Task: Description of a specific situation or task related to a relevant skill Action: Description of the specific steps you took in the situation or to 1 complete the task. -
Avoiding Underemployment
NC VETERAN NEWS Avoiding Underemployment While no official definition of underemployment exists, most of us consider ourselves underemployed if we feel underpaid, work at a job that doesn’t match our level of education, or work only part time when we really want a full-time job. Underemployment does happen, and although we can’t control everything in our lives, here are a few strategies to avoid having to take jobs that turn out to be “less” than you expected. Start Early Keeping in mind that it’s not unusual to take six months or more to get a job, you should start your job search early. Start looking at job postings, applying for jobs, and polishing your job search skills at least six months from your projected date of discharge or retirement. If you wait too long to start your job search, you may feel pressured to take any job just to have some income. That may mean taking one that doesn’t fit your skills and experience and that may have a lower salary. Professional Online Profile First impressions count, so make it easy for job recruiters to find positive information about you online. In the process of transition, you will probably “rebrand” yourself to meet new career expectations. Since recruiters often search the Internet for job applicants’ information, find out what your online information looks like and take action to put your best electronic foot forward. • Know what recruiters will see about you or about someone who has the same name as yours. Google your name to see what information shows up.