New York Times One of Forbes' 33 “Favorite Sites” – Forbes “To get the unvarnished scoop, check out Vault.” – Smart Money Magazine “Vault has a wealth of information about major employers and jobsearching strategies as well as comments from workers about their experiences at specific companies.” – The Washington Post “A key reference for those who want to know what it takes to get hired by a law firm and what to expect once they get there.” – New York Law Journal “Vault [provides] the skinny on working
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INTRODUCTION “Management guru Tom Peters once joked that if you want to insult a Human Resources director ask him if HR stands for 'Human Remains.' The fact is HR is a universally misunderstood discipline whether you are a large or small company. But bringing in an HR presence into your growing business could be one of the most sensible decisions you ever make.” Source: (http://www.mybusiness.co.uk/Yc0-nCFoc2BfBw.html) This report has been designed to investigate the traditional view of personnel
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MNUALLL/301/0/2013 Tutorial Letter 101/0/2013 General tutorial letter for proposal, dissertation and thesis writing MNUALLL Year module Department of Health Studies IMPORTANT INFORMATION: This tutorial letter contains important information about your module. Note: Copyright pertaining to Mouton (2006) has been ceded to Unisa CONTENTS Page 1 2 2.1 2.2 2.3 2.3.1 2.4 2.5 2.6 2.7 2.8 3 3.1 3.2 3.3 3.4 3.5 4 4.1 4.2 4.3 4.4 4.5 4.6 5 5.1 5.2 5.2.1 5.2.2 2 WELCOME ................................
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CIP Preparation Course Summer 2008 Project Lead: Susan Rose, Ph.D. Office for the Protection of Research Subjects Instructors: Darcy Spicer, Frances Richmond, Kathy Hurtado, Sandy Jean, Kristin Craun, Susan Rose, Peter Mestaz, Gordon Olacsi, Marlene Krammer HRA 7th Floor, Conference Room Weekly on Mondays from 4:30pm – 6:00pm From June 16, 2008 – August 18, 2008. Genora Baker, John Revilla, RoseAnn Fleming, Nasairah Carter, Marie Reyes, Scott Maul Location: When: Attendees: Course Objectives:
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6. Student and School Data Data collected from and about students, including school-level data, are an important part of the assessment. These data are useful in the identification of the proportion of youth in the community who claim gang membership or who are at high risk for gang membership. School-level data and information from school staff are vital to rounding out the picture of gang activity in the community. This chapter provides guidance on collecting data on the following: Student
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to ethical communication, adopting an audience-centered approach, improving intercultural sensitivity, improving workplace sensitivity, and using communication technology effectively. Examples of unethical communication practices and a discussion of how to recognize ethical choices precede a list of questions to help a communicator make an ethical decision. Readers will learn about ways to recognize cultural differences in areas such as cultural contexts, ethics, social customs, and nonverbal communication
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THAT 4 CROSSES CULTURES Fig 2. Explaining Your Results COVERING LETTERS 6 Fig 3: Covering Letter Layout Fig 4: Opening Paragraph of Covering Letter Fig 5: Middle Paragraphs of Covering Letter Fig 6: Closing Paragraphs of Covering Letter CV FORMAT – 1 PAGE OR 2? 8 IMAGE AND FONTS 9 THE HEADER 9 Fig. 7: Header Fig. 8: Header plus ORGANISING YOUR MATERIAL 9 AND HEADINGS TACKLING WORK PERMIT ISSUES 10 Fig. 9 Nationality and Work Permission Data WRITING PERSONAL PROFILES 12 Fig 10. Personal Profile Statement
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Observation Overview of Participant Observation Ethical Guidelines Logistics of Participant Observation How to Be an Effective Participant Observer Tips for Taking Field Notes Suggested Readings Case Study Samples Participant Observation Steps Module 3 — In-Depth Interviews Overview of In-Depth Interviewing Ethical Guidelines Logistics of Interviewing How to Be an Effective Interviewer Tips for Taking Interview Notes Suggested Readings Case Study Samples
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that they take. 2. Complete all three activities for each part in sequence. Limit your answers to a maximum of one sentence per mark, unless otherwise instructed. For example, if a question is worth three marks, ensure that you write three complete sentences. 3. Decide what information is important for your reader to know and what is not. You may need to invent additional facts that you consider important to communicate to your reader. 4. Reorganize this information
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Process * 7-2aSteps in Selection * 7-2bBasic Selection Criteria * 7-3Popular Selection Techniques * 7-3aApplications and Background Checks * 7-3bEmployment Tests * 7-3cWork Simulations * 7-3dPersonal Interviews * 7-3eOther Selection Techniques * 7-4The Selection Decision * 7-4aMultiple Indicators * 7-4bSelection Errors * 7-4cReliability and Validity * 7-4dLegal and Effectiveness Issues in Recruiting and Selection
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