Recruiting, Selecting, Orienting, and Training

| |Recruiting |Selecting |Orienting |Training | | | | | | | | | | | | | | |Company’s Web site |Job interview by human resources |Explanation of the |Apprenticeship training | | | |department |organization’s levels of | | | | | |authority | | | | |>>Interested applicants will be | |>> A supervised training and | | |>>Most large companies have their |interviewed as initial screening |>>A large company organization |testing of a new employee is very | | |own websites which usually |by the human resource department. |usually has the hierarchy of |common in large companies. Some | | |includes a section for job |Prescreened applicants will go |the authorities. The new |large companies even require | | |opportunities. Online job |through supervisor’s interview for|employee must be aware of the |apprenticeship training as a | | |application has become a popular |selection. The interview will be |certain level of authority and |requirement prior to signing of | | |method of recruitment. Interested |either a structured where the |the organization. This is |the work contract. An employee is | | |applicants who meet the |questions re prepared or |usually done by the human |trained and tested for a specified| | |requirements can post an |unstructured interview where |resource department or a |minimum period of time until the | | |application and the specified |random questions are often asked. |representative from the higher |desired work skills are achieved. | | |requirements. The human resource | |authorities. An employee who fails to show | | |department may choose or contact | | |satisfactorily may possibly be | | |the candidates for screening | | |disqualified from the job. | | |interview and list candidates for | | |Training is usually carried out by| | |final interview by the supervisor. | | |designated personnel in | | | | | |coordination with human resources | | | | | |department. | | | | | | | | | | | | | | | | | | |Large company | | | | | | | | | | | | |Class ified ads in newspaper |Job interview by immediate |Rules, regulations, policies, |Computer-assisted instruction | | | |supervisors |and procedures |(CAI) | | |>>Classified ads are frequently | | | | | |used by large companies as a |>>Pre-screened qualified |>> Large companies have a set |>> Computer assisted instruction | | |recruitment tool. The human |candidates will be interviewed by |rules, regulations, policies, |is similar to programmed | | resource department gets in |the supervisor for final |and procedures which is very |instruction but in more modernized| | |contact with certain newspapers to|employment decision. Immediate |important for any new employee |technology. Materials and | | |post the vacant post with few |supervisors are usually involved |to know. This usually is given |processes and relevant | | |details of the required employee |in final hiring of prospective |priority during the orientation|instructions are computer-based | | |to fill in the vacancy. |applic ants subject to approval of |period as any employee needs to|where the new employee are | | | |the higher authorities. work according to the company’s|required to read and review the | | | | |standards and in accordance to |instructions and answer the | | | | |the set guidance. |related questions after looking at| | | | | |the materials. Some | | | | | |computer-assisted instructions are| | | | | |sometimes internet-based. This | | | | | |instruction is done by human | | | | | |resource department or designated | | | | | |personnel. | | | | | | | | |State or private employment |Screening by state or private |Skills training |Classroom training | | |agencies |employment agency | | | | | | | | | | |>>Some large company gets in | | | | |>>Many large companies use |contact with state or private |>>Large companies follow their |>> Classroom training which is | | |employment agencies to hire for |employment company for hiring a |set standards and the |common in large companies is | | |needed employee. Employment |staff who is already prescreened |accomplishment of these is only|usually a continuation of | | |agencies have their screening |based on agency tools. Human |achieved if the employees use |orientation. It includes lectures,| | |method for choosing skillful |resource department gets in |their skills accordingly. To |exercises, visual presentations, | | |applicants. The human resource |contact with th e agency to hire an|ensure accomplishment of the |and skills enhancement activities. | |department gets in contact with |employee which is usually placed |company standards, though the |The human resource department | | |employment agencies to bring in |on temporary contract terms. |newly hired staffs are |usually organizes the training | | |some of the prescreened skillful | |skillful, skills training |with coordination of related | | |employees. | |remain a basic part of |department and designated | | | | |orientation. Skill training is |personnel. Some part of | | | | |usually done by the education |orientation program, | | | | |or staff development department|apprenticeship training, and other| | | | |in collaboration with the human|related program such as safety | | | | |resource department. |program are usually incorporated | | | | | |in classroom training. | | | | | | | | | | | | | |Job postings within the company |Employment tests |Job functions and |On-the-job training(OJT) | | | | |responsibilities | | | |>>This is usually done by human | | |>>On the job training is usually | | |resource department posting the |>> Employment tests which is also |>> Small companies usually have|implemented by small companies | | |details of the requirements for |conducted by large companies, is |short and simple orientation |especially when no formal training| | |the vacant post. Interested |commonly used by small companies |program for the new employees. |is offered by a company. | | |applicants will then contact the |as well. The test is usually given|Rules and regulations are |On-the-job training is simple and | | |human resource department for more|by company supervisor if human |usually not exhaustive and |is usually done by designated | | |information and application |resource department is not |orientation requires very basic|staff as the mentor of the new | | |requirements. |available. The results of the test|things. Job functions and |employee or by the supervisor | | | |will take a part in hiring |responsibilities however are |himself/herself. Any regular staff| | | |decision. |usually among the main |can also do the on-the-job | | | | |priorities in orientation. |training through accidental | | | | | |teaching while at work. | | | | | | | | | | | | |Small Company | | | | | | | | | | | | |Employee referrals |Employment applications |Introduction to fellow workers |Job rotation, or cross-training | | | | | | | | | |>> Employment application is a |>>Working in small companies |>> Job rotation or cross training | | |>> Employee referral is very |universal tool used by all |requires establishment of good |is a very common training practice| | |common in small company |companies. The small companies |rapport among all the workers. |in small companies, though it is | | |recruitment. Trusted employees |particularly those with limited |Introduction of a new employee |also observed in large companies. | |usually spread out the news of job|facilities largely depend on |to fellow workers is much |Job rotation maybe on monthly, | | |vacancy to any of his /her |written employment applications |highlighted in small companies |bimonthly or at any specified | | |contacts and recommend a |along with other required |as compared to large companies. |period basis. Job rotation and | | |prospective candidate to the |employment certificates. |It is not surprising for small |cross training is usually aimed at| | |employer. A major drawback on this|Applications are usually reviewed |company to throw a welcome |developing staff that can be | | |process s that referrals are |by company supervisor or human |party to a new employee during |placed at any job that has staff | | |sometimes not based on skills or |resource department if available. |the formal introduction. |deficiency such as during any the | | |what they know but on who they | |Introduction is usually done by|absence or leave of some s taff. | | |know. | |the department head or a | | | | | |designated staff. | | | | | | | | |Job bidding |Resumes |Benefits and compensation |Programmed training | | | | | | | | | | |>> Small companies may or may | | | |>>Job bidding is very common in |>>Resume which is also universally|not state the benefits and |>> Programmed written instructions| | |small companies mostly based on |required by most companies large |compensation in the written |are usually provided to new | | |seniority, job skills, and other |or small, is often one of the main|contract. The details of the |employee. A time is provided for | | |qualifications that give certain |bases of small companies in |benefits and compensation are |the new employee to read and | | |employee advantage over the |selection of applicants. Small |therefore usually included as a|review all the instructions in | | |others. Senior and highly |companies are usually not |part of orientation. This is |materials provided. A programmed | | |qualified employees usually bid |exhaustive in conducting |usually done by the company |training is usually done by the | | |for higher vacant positions. interviews and most of the time |supervisor or human resource |company supervisor or designated | | | |after careful review of resume |department if available as part|personnel. The employee considered| | | |with the supporting documents, |of orientation. |to be on training will be required| | | |applicants are chosen for final | |to answer questions based on the | | | |interview. | |materials provided thereafter. |

Language Barriers

Language barriers can impede the educational progress of minorities. The United States is facing the challenge of language barriers in the way of educational progress of minorities. There are approximately 3.5 million children who are not proficient in English language due to their different native language. The United States has received maximum number of new arrivals in 1960s. these arrivals included refugees, illegal and legal immigrants and migrants. As a result, number of enrolled students increased significantly and a large number of new comers were admitted in the public schools of the United States. These newly enrolled students were from different nations so they were proficient in their native languages but their proficiency level regarding English language was very low or none. There were not/hardly able to speak English. To overcome this challenge, several educational policies, and legislation and court decisions were made (Berman et al, 1992). The Bilingual Education Act of 1968, Title VII of the Elementary and Secondary Act was the first step that was taken to overcome the challenge of language barrier. The purpose of this Act was to make sure that all the Mexican American children learn to speak English to an extent that can enable them to actively participate in their educational activities. The role of this Act was later expanded to overcome the language barrier of all non-English speaking children. It is shown in Chavez, (1991, p. 11-12): â€Å"It is not the purpose of the bill to create pockets of different languages through the country †¦ but just to try to make those children fully literate in English†. Several steps were taken to overcome the language barrier. The purpose of all the steps was to enable all non-English speaking children to speak English fluently. An example of such as decision was made in Lau v. Nichols (1974) when the United States Supreme Court declared that every non-English speaking child has got the right to get special assistance in learning English. It stated: There is no equality of treatment merely by providing students with the same facilities, textbooks, teachers, and curriculum; for students who do not understand English are effectively foreclosed from any meaningful education. †¦ Teaching English to the students of Chinese ancestry who do not speak the language is one choice. Giving instruction to the group in Chinese is another. There may be others. (Chavez, 1991, pp. 14-15) A large number of Limited English Proficient students are enrolling in the 10th grade test. It was also found that the number of Hispanic high school graduates was very less all over the country. This was due to large number of students who were dropped out of the school. Although there have been several efforts to improve the English language of non-English speaking students specially Hispanic students but it is found that despite all these efforts, the drop out rate of Hispanic students has not decreased to a significant extent (Hispanic Dropout Project, 1998). Conclusion English language learners are usually exempted from appearing in the assessments that are done for native English speakers. It is quite unfair because non-English speaking students are left behind. It is suggested that non-English speakers should also be allowed to appear in the same assessment programs that are done for English speakers. This will help the non-English speakers to get out of the feeling of left out and they will progress a breast with native English speakers. References Berman, P., Chambers, J., Gandara, P., McLaughlin, B., Minicucci, C., Nelson, D., Olsen, L, & Parrish, T. (1992). Meeting the challenge of language diversity: An evaluation of programs for pupils with limited proficiency in English. Berkeley, CA: BW Associates. Chavez, L. (1991). Out of the barrio: Towards a new politics of Hispanic assimilation. New York: Basic. Hispanic Dropout Project. (1998). No more excuses: The final report of the Hispanic dropout project. Washington, DC: U.S. Department of Education. Lau v. Nichols, 414 U.S. 563 (1974).                        

Price Ceiling and Price Floor Research Paper Example | Topics and Well Written Essays - 1000 words

Price Ceiling and Price Floor - Research Paper Example Defined in the simplest of terms, price controls can be defined as the definition of a certain maximum or minimum level of the prices by the Government at which a good will be available in the market. The two most basic level of price control mechanisms undertaken by the Government are Price Ceiling and Price Floor. The Price Ceiling is the maximum price at which a good can be sold in the market whereas Price Floor is the minimum price at which the good will be sold in the market. While price Ceiling is generally meant to save consumer interest, the price floor is intended towards saving the interest of the supplier. Price Ceilings can be categorized into two types: Binding Price ceilings are the one which is at a level lower than the equilibrium price and hence has a significant impact on the market equilibrium. Non-binding price ceilings are set at a level higher than the equilibrium level. Examples of price ceiling include setting up rent control in New York, while the setting of minimum wages is an example of a price floor. Price floors are often imposed during crises like wars, droughts or natural disasters. Price floors are generally set for agricultural products to save the interest of the farmers. Indonesia, where more than 20% of the population is below the poverty line, Government takes active participation in controlling the prices. In order to curb inflation, the Government of Indonesia has time and again imposed control on the price of rising. The price control is also aimed at helping farmers. Prior to this, the Government had imposed price controls on cement because of the strategic nature of the industry. The Government set a maximum retail price at which cement could be sold and allocated production and distribution quotas amongst all the players.  

Democracy in Education Essay Example | Topics and Well Written Essays - 1500 words

Democracy in Education - Essay Example This essay stresses that adoption of democratic approach to education provision is the suitable way of correcting the mess created by Ivy League. In a democratic society, students should join any school so long as they have a minimum academic qualification. Considering non-academic and non-financial measures in preventing others from accessing education anywhere is a lack of democracy. Furthermore, the democratization of education would see equality in the strength of degrees irrespective of learning institution, which give everybody a chance to succeed in life. This paper makes a conclusion that democracy promotes equality and fair distribution of resources by those in power. Fundamentally, democratic education systems support four aspects, that is, autonomy, diversity, openness, and interactivity. Broadly, learning is a product of societal interaction through the exchange of experiences and abilities. Currently, American society encourages education consumerism, a factor that facilitate inequitable distribution of resources. The emergence of Ivy League institutions such as Harvard, Yale, and Brown amongst the rest is disadvantaging some sections of society members. In other words, unfair admission in these schools locks out more disserving students just because they do not meet certain criteria, which is non-academic or financial. Overall, stakeholders should redesign education systems and structures to portray democratic orientation. Otherwise, quality of teaching will deteriorate significantly as institutions give soft sport to undeservi ng people due to favors.