Write job descriptions to attract the best candidates

Write job descriptions to attract the best candidates There’s a definite art to crafting application materials, like your resume or cover letter. But think about the flip side of that equation. What about when you’re the recruiter or HR person in charge of writing the job description that will bring in all the best candidates? If you’ve ever seen those job descriptions that are so full of jargon that no one understands what the job is, or the job description that is so long and detailed that maybe one person out of a thousand would feel qualified enough to apply, you know that there’s a balance needed.As a hiring professional, you know that if you want to fill a position well, you have to get the best possible candidates to apply (or you’ll find yourself staring down this same job description a few months from now). So how do you write a solid job description that will attract the right people? Let’s look at some writing tips and strategies.Skip the buzzwords.When you see buzzwords or other lang uage that’s clearly trying to cater to a young, hip, start-up-style crowd, it can come off as more like a parent trying to sound cool. And no one (especially the uncool parent) wants to be seen that way. It feels awkward to read a job description looking for a â€Å"code ninja† or â€Å"marketing superstar.† Remember: people are coming to your job description because they’re looking for an opportunity. You don’t have to be flashy to get attention. It’s better to focus on providing a clear, accurate job description than trying to sound edgy or innovative.Ditching the buzzwords can also help your searchability factor. Job seekers aren’t searching for terms like â€Å"guru† or â€Å"rockstar.† They’re searching for â€Å"specialist† or â€Å"supervisor.† And if your job description isn’t coming up in keyword searches, you’ll risk losing out on potentially great candidates who are searching for more targeted terms. Accurate information is more important than charm here.Be detailed.You may think it’s obvious what a Data Analyst does, and that people searching for jobs in this area probably have at least a passing idea. But you don’t want to take for granted that potential applicants will magically know what the job entails. It’s important to give a clear, detailed synopsis of the work involved in this role. A detailed job description should include:hbspt.cta.load(2785852, '9e52c197-5b5b-45e6-af34-d56403f973c5', {});A specific job title. This may seem like a no-brainer, but the job title is going to set the tone for both the job description and the kinds of applicants you get. If you just say â€Å"coordinator,† you could get a whole range of people who may or may not be suited for the open role. If you say â€Å"data analysis coordinator,† you get a winnowed-down pool of applicants looking specifically for that kind of job.A general o verview of the role. How does this job fit in with the organization? Are there direct reports? Who will this person be reporting to themselves? No personal details, of course, but this quick one- or two- sentence overview would let the reader know that, say, the marketing coordinator position reports to the VP of marketing, or that the coordinator is responsible for managing interns.The day-to-day responsibilities of the job. You don’t need to provide a minute-by-minute breakdown, of course, but you can choose some highlights that cover the most important aspects of the job. If you know percentages, those are great to include here. (For example: 50% client service, 40% business development, 10% sales analysis.) By including this information, candidates know what to expect and are better able to match up their own skills and experience before applying.A salary range. This one isn’t necessary, but it can help avoid wasted time with candidates who are qualified but are se eking a higher salary. It can also set reasonable expectations, if an entry-level employee is somehow thinking about executive-level compensation.Desired level of experience. If you’re hiring someone for a mid-career role, it’s important to note that a certain level of experience is necessary. If it’s more of an entry-level role, specify that as well. This can help weed out applicants that are either overqualified or under-qualified for the job.Benefits  and perks. Part of attracting candidates is showing what your company offers outside of the day-to-day work. A general overview of the benefits an employee could expect is a good way to flesh out a job description. For example, types of insurance offered, HSA savings plans, retirement savings, flexible hours, education reimbursement. A quick benefit list (nothing too detailed) is a way to add some quick selling points to the job description. Phrases like â€Å"competitive benefits† are not very useful; they don’t tell the reader anything, and don’t showcase what your company has to offer candidates.Use strong action words.Like in a resume, you want to keep the reader’s interest. Keywords are not only important in online and database searches, but also for regular readers as well. By nature, we look for words that stand out, and help us scan effectively. Just like your own eyes would glaze over at the fifth use of â€Å"responsibilities† on an applicant resume, a job seeker would similarly tune out the word used multiple times in a job listing as well. For example, a word like â€Å"oversee† or â€Å"administer† may stand out better than â€Å"manage.†Find the right length.Somewhere between 700 and 1,200 words is the sweet spot for job descriptions. It’s substantive enough that potential applicants are likely to understand the most important tasks and qualifications, but shorter than Moby Dick.Focus on where the company is goi ng.Is your company award-winning? That’s great. But if you give a laundry list of all the great things your company has done in the past, it can be hard for a job seeker to relate. Credentials are impressive, but your job description should also give a sense of what the company is hoping to accomplish with this role or in general. If your company values creativity and innovation, emphasize that. If there’s a mission statement, include that in your job description. If you want the best applicants to see themselves joining your team, you have to let them in on (the general version of) your vision and goals.Be realistic.This might be the most important part of crafting an effective job description. And it’s most applicable if this is a new position. Ask yourself: is this job realistic for one person? Or is it more like several jobs merged into one? You may think that the role should only be filled by someone who’s trilingual, with a Ph.D. in modern dance and 10 years’ experience in office management, but†¦how many of those people are a) out there; and b) likely to come across your job posting? If you have some wiggle room on the qualifications, try not to be so specific. A reality check can be as easy as having the job description reviewed by someone who’s already done the job, or people who will be working directly with the new person.There’s no great mystery to writing a job description that will attract the people you’d want to hire for the position. When you offer clearly presented details, combined with company highlights, you’re targeting your job description effectively. There’s no guarantee that the perfect applicant will walk through the door, but when you put care and a good amount of careful editing into the job description, you’re helping to ensure that you’ll get some high quality interest.

Free Essays on Poetry Essay

Mark Twain once wrote that â€Å"Faith is believing’ what you know aint so.† As in the church, we are seldom comfortable speaking and sharing our doubts. Sometimes we share them solely for the shock value, but usually the doubts that truly eat at us, the doubts are with which we struggle. We seldom feel comfortable sharing with other people of faith. In truth, we fear that our doubts will be perceived as faithlessness. So we stuff them. We push them down deep into our unconscious and there they reside only to show their insidious heads at different times in our lives. At times we seem to fall back onto faith but yet it seems that we always have doubt. Although it seems faith and doubt are personal experiences each person has there own interpretation on how they feel about their own experiences. In No Coward Soul is Mine, Bronte’s life was short, but has a strong feeling of faith about her. Even though it seems that her illness is getting the best of her she reside to the strong faith that she has. She is a confident person but yet understands that her illness is getting the best of her. â€Å"I see Heaven’s glories shine,† tell us that she is dying and relies on her faith to get her through each passing day. She says â€Å"And faith shines equal, arming her from fear,† she has a strong faith in what is about to happen to her and she realizes that and focuses on her faith. Knowing that this poem is about Emily Bronte and knowing the time it was written also tells me about the importance of religion in this time. She has a strong faith in God and holds on to that through this difficult time. It is to her infinity, immortality, for later lines are â€Å"With wide-embracing love Thy Spirit animates eternal years, Pervades and broods above, C hanges, sustain, dissolves, creates and rears†. Here she has touched upon the compassion that is the life-giving force guiding all evolution. It is interwoven with our destiny. In... Free Essays on Poetry Essay Free Essays on Poetry Essay Mark Twain once wrote that â€Å"Faith is believing’ what you know aint so.† As in the church, we are seldom comfortable speaking and sharing our doubts. Sometimes we share them solely for the shock value, but usually the doubts that truly eat at us, the doubts are with which we struggle. We seldom feel comfortable sharing with other people of faith. In truth, we fear that our doubts will be perceived as faithlessness. So we stuff them. We push them down deep into our unconscious and there they reside only to show their insidious heads at different times in our lives. At times we seem to fall back onto faith but yet it seems that we always have doubt. Although it seems faith and doubt are personal experiences each person has there own interpretation on how they feel about their own experiences. In No Coward Soul is Mine, Bronte’s life was short, but has a strong feeling of faith about her. Even though it seems that her illness is getting the best of her she reside to the strong faith that she has. She is a confident person but yet understands that her illness is getting the best of her. â€Å"I see Heaven’s glories shine,† tell us that she is dying and relies on her faith to get her through each passing day. She says â€Å"And faith shines equal, arming her from fear,† she has a strong faith in what is about to happen to her and she realizes that and focuses on her faith. Knowing that this poem is about Emily Bronte and knowing the time it was written also tells me about the importance of religion in this time. She has a strong faith in God and holds on to that through this difficult time. It is to her infinity, immortality, for later lines are â€Å"With wide-embracing love Thy Spirit animates eternal years, Pervades and broods above, C hanges, sustain, dissolves, creates and rears†. Here she has touched upon the compassion that is the life-giving force guiding all evolution. It is interwoven with our destiny. In...

The (PSP) Pennsylvania State Police was the model for the (DSP) Research Paper

The (PSP) Pennsylvania State Police was the model for the (DSP) Delaware State Police - Research Paper Example The labor struggles related to mines and steel mills were the initial reason that Pennsylvania decided to organize an official police force with statewide jurisdiction during the early 1900s. (PSP-HEMC, 2011) As the Pennsylvania State Police Historical, Educational and Memorial Center writes in their history of the force: â€Å"The turning point came in 1902 with what became known as The Great Anthracite Strike. It began May 15 and lasted until October 23. The violence disrupted the peace of seven counties and caused a nationwide coal shortage, driving up the price of anthracite coal. The strike did not end until President Theodore Roosevelt intervened. During the strike's aftermath, it was finally recognized that peace and order should be maintained by regularly appointed and responsible officers employed by the public. This led to the formation of the Pennsylvania State Police.† (PSP-HEMC, 2011) Initially there was fear among organized labor and other liberal parts of societ y that the Pennsylvania State Police force would be used as â€Å"a private army,† and because of this the initial force was limited to around 225 men divided into four divisions and tasked with the security of the state. (PSP-HEMC, 2011) These four initial divisions were related to the geographical areas: Troop A, Greensburg Troop B,. Wilkes ­Barre (later moved to Wyoming) Troop C, Reading Troop D, Punxsutawney . The historical society also reports that the Pennsylvania State Police force was originally limited to unmarried men, and this continued until after WWII. (PSP-HEMC, 2011) The four troop divisions were commanded by a Police Superintendent and under the authority of the Governor of the State of Pennsylvania. Within 20 years of its founding, the size of the PSP doubled due to the need for police with the increasing population and modernization of the country. In 1920, the PSP instituted a Police Training Academy and bought a number of motorcycles for the officers to use in policing the long distances of the districts. These characteristics can be seen as identifying the important aspects of the Pennsylvania State Police: The use of uniforms, badges, weapons, & other symbols of authority similar to the Army. The use of military organization and command structures within the police force. The jurisdictional recognition of authority and the limitation of powers to a district. The use of training academies to recruit and drill members in the standards of the group. The use of motorcycles and motor vehicles to patrol the area the force is tasked to enforce. In viewing these characteristics as fundamental to the model on which the Pennsylvania State Police force was formed and operated, it can be seen how other states modeled their own police forces on this same pattern during the early part of the 20th century. Pennsylvania’s political and cultural influence was stronger over the rest of the country during that era than it is now, with the w ealth of steel and mining generating swift economic growth and population expansion. Other states looked to Pennsylvania for leadership and the labor struggles there would influence the union movement in other parts of the country as well. Mines and factories had used Pinkertons as a type of organized private police force to combat organized labor strikes and riots, but as the economic interests of the industrialists were ingrained in the political authority of the governor, they could also trust the State to protect their capital

Adopting Strategies in Raising Levels of Attainment of KS3 Essay

Adopting Strategies in Raising Levels of Attainment of KS3 - Essay Example A factor that must be addressed in improving the capacity of students to achieve greater heights at a pace equal to their peers within the same class must first be assessed in the aspect of literacy, for without literacy one cannot strive for full achievement. In recent years there have been a great many emerging initiatives that have been designed to promote literacy. Understanding these initiatives and applying them toward secondary education is a singularly important concept toward the ability to teach effectively in the KS3 environment.There is a growing concern in KS3 level schools with the current state of literacy. That concern would be the decline in literacy standards in the UK. This is an issue fiercely debated and so reiterating those arguments would be of no benefit. With the statistics that have been gathered and compared historically as well as reviewed with the current international evidence, standards of literacy in the United Kingdom would hardly be high enough for a sizeable proportion of the number of students. Yet, in order to be flexible, we must be willing to give each student a baseline level from which to start, and then we must ascertain goals for their further achievement. I believe that there is room within the National Strategy to adopt a much more refined approach to the teaching methods at KS3. An example of this consideration would be, higher ability students may be able to surpass the specification of the strategy. I also would believe that lower ability students may not be fully able to achieve all of the objectives in the National Strategy and it would be more appropriate in this case for them to spend longer periods acquiring solid basic ICT skills and understanding. To maintain standards in educational tolerance and sensitivity, we must learn about each student individually. This would be for their benefit to not only realize their goals and aspirations but to know their potential limitations and help them in the discovery of methods toward surpassing those limitations in order to gain access to their aspirations. Professors must also provide the students the outside methods toward attaining confidence in their ability to learn new skills in forwarding their education. Consistent teaching and learning is managed in order to improve attainment resources for teaching and learning in the form of revision guides, coursework help, lesson plans, worksheets, tasks and links to other sites. This has often resulted in improved consistency in teaching and would also have enabled students' access to useful materials encouraging independent learning. Consistency in teaching and learning at KS3 schools which would contain similar information, learning resour ces and homework for the younger students' use is an important factor to consider as well and then following that up with sharing copies of completed projects so teachers are aware of what students should have learned after completion of particular units. This is one thing that specialist schools, such as the Computing Specialist school that would cater to so many different nationalities would strive for, the

Five aspects of language knowledge Essay Example | Topics and Well Written Essays - 250 words - 1

Five aspects of language knowledge - Essay Example It is necessary to emphasize that there are several phonemes that may not occur in children’s native language. That is why there can be some difficulties in the process of language learning. In this case, a teacher should create a good instruction to make students familiar with all new sounds. A child’s brain is trained to systemize all sounds according to the categories common for native language. This fact frequently conflicts with English phonemes. To make the lessons more effective and involve the students in active participation a teacher should apply games, songs and poems. It is proved that children percept information better through such methods, especially when they learn a language. It is difficult for a student to learn phonics of a new language if they are not good at their native one. They cannot understand initial concepts of the correlation between phonemes and graphemes. There is also the list of vocabulary that is applied to communicate by means of a ce rtain language. It has been already proved that children learn their vocabulary by means of three ways: 1) active reading on their own, 2) listening to adults and 3) with the help of interaction with adults. Child’s language development may affect a teacher’s methodologies. They are different on various levels of student’s knowledge. Moreover, both delayed development and fluency relate to the acquisition of written knowledge. They also require changing the methods for language

Techniques Used in Stolen Essay Example for Free

Techniques Used in Stolen Essay ANNE ‘To tan or not to tan’ Title itself is symbolic of her confusion – ‘I’m black’ versus ‘milky white skin’. Through dramatic monologue Anne expresses her true feelings to the audience. ‘Am I Black or white?’ The repetitive chant of ‘who do you think you are?’ of various white and black choices captures Anne SANDY ‘Hiding Sandy’ (p3) Repetitive chorus of ‘Always on the run’ to emphasize Sandy’s lack of identity and security and struggle to have a stable sense of his own identity – where he belongs, who he belongs to. ‘Sandy’s Story of the Mungee’ (p10) Sandy’s story is an allegory in the oral tradition for the Stolen Generation. The ‘Mungee’ turned into pale skin and that was his punishment. People would know. People would never forget . Sandy has culture. He uses stories as a way of coping with bad circumstances. This builds his self esteem and reinforces his identity. ‘Sandy at the end of the road’ ‘I’m going back. Home. That bit of red desert†¦ I’m going to catch that fish’ Sandy is finally at peace with where he is, who he is, what he is doing. The ‘bit of red desert’ symbolizes home and belonging, his very identity. ‘Catching the fish’ symbolizes his capacity to stop running – he’s now in control, not the authorities! SHIRLEY ‘Shirley knits for family’ (p19) Stage directions in performance: ‘Shirley has big bag of knitting that she lays out-from small to large’. The clothes symbolize all the years her children were stolen; she’s still their mother. A piece is missing or fractured in her identity. ‘Shirley Never Gives Up Searching’ The repetition Shirley’s voice asking after her children is enhanced by the lighting, where she is ‘isolated, spotlit’. The dramatic techniques highlight her emotional anguish and the fact she is suffering, all alone, with no support. Until she is re-united with her children, her identity is a perpetual. ‘Shirley’s Come Full Circle’ The dramatic monologue is powerful because the audience gets an insight into Shirley’s full range of emotions. We see the ingained pain: ‘The nurse come

Multimedia Applications

Multimedia Applications MULTIMEDIA APPLICATIONS 1.0 THE PROJECT OVERVIEW v Develop an interactive animated movie that contains specified title and story. You are given the freedom of choosing the titles specified in Section 4.0. The focus of this multimedia application is to help the general public to be aware or to be educated about the current issue, or fields of interest you have chosen. The animated movie that you are yet to develop is to be used as an informative or educational tool. The scope and contents of the title chosen are to be entirely determined by the students. 2.0 OBJECTIVES OF THIS PROJECT: v Develop the students practical ability to implement and document multimedia application. v Introduce student to the current technical issues in the area of multimedia. 3.0 LEARNING OUTCOMES: At the end of this project, the students should be able to: Ø Develop multimedia presentation relating to a specific topic using the multimedia tools. Ø Distinguish the difference between effective and ineffective use of multimedia. Ø Have an impressive portfolio piece, and a thorough understanding of multimedia fundamentals. 4.0 PROJECT TITLE: v List of project topics for you to choose are as follows: Title Albert Einstein Stephen Hawking The life of DaVincci President Lincoln President Kennedy President George Washington Thomas Edinson Apollo 13 Political system in any country French Revolution Greatest Invention in Malaysia Prime Minister in any country Robot Terrorism Richest man in the world About the great artist, Picasso Russian Revolution Story about police Van Gogh Micheal Angelo Queen Elizabeth of England Human cloning Any Fairy Tales The greatest artists in Malaysia William Shakespeare Nielson Mandela Story about diamond The greatest literature of England Story about firemen Story about FBI Living beings in the sea Living beings in the desert Great Philosopher in the world 5.0 TYPE: v Individual work 6.0 REGISTRATION v You need to register the chosen titles with your lecturer, and get these approved. A proposal form of the project chosen is to be handed to me three weeks from today (submit on or before 18th October 2009; Total number of pages: half page) 7.0 PROJECT DESCRIPTION v Your application must have significant use of the following elements so that you get some practice with them: Element 1 Text and animated text 2 Graphic 3 Audio 4 Animation v All elements mentioned above might not be able to be covered in lecture before the submission due date, therefore you must learn yourself first so that you can apply them on your application. No doubt there will be further clarifications as the days progress! 8.0 DELIVERABLES: v The documents (project report in printed form; Assignment 1) and Multimedia Application (animated movie) in the form of a CD-ROM (assignment 2). 8.1 MULTIMEDIA APPLICATION IN CD FORM: v The completed animated movie must be compiled into an (*.exe) executable file and burned into a CD-ROM. Do not submit some other format like *.html, *.dir, etc. v The CD-ROM should also consist of raw media files (e.g. *.jpg, *.gif, *.psd, .mov etc.) and all Flash working files (*.fla). v The running time of your movie should not less than 1 minutes 8.2 DOCUMENTS: PROJECT REPORT v As part of your assessment, you will have to submit the project report in printed form which include the followings: * Table of contents * Acknowledgement Section * Objectives of your animated movie * Targeted users background * Targeted users requirements * Concepts art and character design * Abstract * Application structure * Storyboard * Creative and unique features in your movie * References (Use Harvard Naming Convention; Refer notes below) Note: v You may source pictures and information from the Internet. If you have accessed the Internet, reference the resources used carefully in your document. v All references must be made using the Harvard Naming Convention as shown below: The theory was first propounded in 1970 (Larsen, A.E. 1971), but since then has been refuted; M.K. Larsen (1983) is among those most energetic in their opposition†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. List of references at the end of your document must be specified in the following format: Larsen, A.E. 1971, A Guide to the Aquatic Science Literature, McGraw-Hill, London. Larsen, M.K. 1983, British Medical Journal (Online), Available World Wide Web: URL: http://libinfor.ume.maine.edu/acquatic.htm (Accessed 19 November 1995) Further information on other type of citation is available in Li, X. and Crane (1993), Electronic Style: A Guide to Citing Electronic Information, Meckler, Westport. v Total number of pages for the documents is in the range of 20 to 40 pages 9.0 PROJECT ASSESSMENT CRITERIA v Criteria for assessment will be based on: Ø Documentation (Assignment 1): Criteria Marks Allocated 1 Objectives 10 2 Target users background and their requirements 20 3 Concepts Art and character design 20 4 Storyboard (Inclusive of abstract, application structure and layout of application) 30 5 Creative and unique features in your movie 15 6 Originality (Reflected from Referencing of materials and Summary of what you have created or what effects have you made on multimedia elements) 5 Total 100 Ø Implementation (Assignment 2): Criteria Marks Allocated 1 Title and content: * Implementation suitable for intended audience? * Interesting? * Unique? * Clear? * Originality 5 2 Level of originality and innovation of graphics: * Amount of graphics self developed * Amount of graphics extracted directly from external source. * Amount of graphics extracted from external source and further innovated (like adding special effects added on the graphics) * Graphics quality * Quality of effects and innovation 20 3 Animations: * Amount of animations self developed * Amount of animations extracted directly from external source. * Amount of animations extracted from external source and further innovated (like adding special effects added on the graphics) * Depth and quality of animations 20 4 Sound: * Sound effect used? * Voice recorded? * Music used? * Sound quality 20 5 Technicality: * Level of interactivity (full interactivity? Or merely click and display) * Special Effects done on the system * Use of ActionScripts (ActionScript is strongly encouraged to use. If you have done so, remember to put the full script in your document. However, absent of ActionScript will not deduct your marks) * Full screen? * Able to run smoothly? 20 6 System development (compliant with the documents e.g. storyboard submitted earlier) 5 7 Presentation: * Professional style * Good use of language * Capability in answering questions addressed by lecturer * Proper referencing and citations. 10 Total 100% v Documentation contributes 40% and Implementation contributes 60% of the overall marks. 10.0 FRONT COVER OF PROJECT: v All reports must be prepared with a front cover. A protective transparent plastic sheet can be placed in front of the report to protect the front cover. The front cover should be presented with the following details: a) Names. b) Intake code. c) Subject. d) Project Title. e) Date Assigned (the date the report was handed out). f) Date Completed (the date the report is due to be handed in). 11.0 PLANNING: v You are advised to analyse your audience and survey the existing materials before starting out. Then, brainstorm, flowchart your ideas to see the general flow and finally, develop. Planning saves you a tot of heartache and headache later on. 12.0 MULTIMEDIA TOOLS v You have the options of developing the multimedia application using one of the following multimedia tools for your project: Element Tools 1 Text and animated text Win Word, Notepad 2 Graphic Editing Photoshop 3 Audio Any Sound editing tools like Audacity 4 Video (Optional) Windows Movie Maker 5 Animation Macromedia Suite (Flash, Director) 13.0 ACADEMIC INTEGRITY v You are expected to maintain the utmost level of academic integrity during the duration of the course. v Plagiarism is a serious offence and will be dealt with according to APIITs regulations on plagiarism. 7 Multimedia Applications in-course assessment handout