Placement Talk is one of the basic and fundamental presentations which helps all the students to understand in detail the entire process of Campus Recruitment.
Thank you
Vijay Suryawanshi
The document discusses the importance of effective professional development for teachers. It states that professional development should be ongoing, include hands-on learning activities, and allow time for practice, feedback, and support. It also emphasizes developing teacher learning communities and involving teachers in programming. Some key aspects of effective professional development include leadership, resources, collaboration, evaluation, and sustainability. The document then provides examples of professional development activities and defines mentoring and academic partnerships as ways to support ongoing professional growth.
Designing Tools for Programme Evaluation in Open and Distance LearningSanjaya Mishra
This document discusses tools for collecting data to evaluate distance education programs. It identifies questionnaires, interviews, observation sheets, and tests as common tools. Effective tools are valid, reliable, and use clear, unbiased questions to gather needed data without suggesting answers. Questions should address behaviors, attitudes, and demographics at an appropriate comprehension level. The types of data sought, such as nominal, ordinal, interval, influence question format and responses. Proper tool preparation includes defining objectives, creating and validating items, pre-testing, and modifying based on feedback.
This session explores how professional services staff at all stages of their career can access and benefit from the AUA’s CPD Framework. You will experience using the framework for self-assessment and develop a greater understanding of ways in which the framework can be applied to your own situation, as well as practical tips on how you can use the framework for planning and achieving your personal and professional development goals.
The Research Skills And Projects Blended Learning Course From Design To Imple...Hazel Owen
Please cite as: Owen, H., & Young, C. (2007, April 18-19). Designing and implementing a collaborative writing project within a Wiki. Paper presented at the 7th Annual English Language Teaching Conference - Working with ELT Materials: From Design to Implementation, Sultan Qaboos University, Muscat, Oman.
Using online tools to provide relevant, authentic and timely assessmentHazel Owen
This is the link to the accompanying audio for this presentation: http://blip.tv/file/1487475/
Abstract: "Assessment practice is at its most rich when assessment events are relevant, authentic and timely. Relevant assessment is that which is inextricably linked to learning outcomes designed to meet an agreed graduate profile (Biggs, 1999). Authentic assessment requires students to perform real-world tasks that demonstrate meaningful application of essential skills and knowledge. Timely assessment provides students with the opportunity to apply skills and knowledge gained as they learn. Teaching and learning in a blended format enables relevant, authentic and timely assessment that is greatly facilitated by the use of online tools, including self-grading, simulation and problem-based approaches, activities that require reflection and peer-review and the electronic delivery of assessment tasks. Drawing on Bloom’s extended taxonomy of cognitive development (Anderson, Krathwohl, & Bloom, 2001) and sociocultural theory (Vygotsky, 1934) this paper will demonstrate the value of designing and using e-assessments to enhance student learning. Examples will be explored that illustrate some of the benefits to teaching and learning offered by moving toward assessments based in flexible, mobile, collaborative learning technologies."
Please cite as: Owen, H., & Martin, H. (2008 , November 17-19). Using online tools to provide relevant, authentic and timely assessment. Paper presented at the Symposium on Tertiary Assessment and Higher Education Student Outcomes: Policy, Practice, and Research, Rutherford House, Wellington, New Zealand.
The document discusses coaching skills presented at the Eaquals International Conference from April 16-18, 2015. It defines coaching as a developmental process where an individual receives support to achieve a specific goal. Coaching differs from mentoring in that coaches use questioning and listening to help individuals reach their full potential, while mentors act as advisors suggesting new paths. To be coachable, a person needs to be a learner, thinker, honest reflector, open-minded, problem solver, forward thinker, risk taker, and take responsibility. The document lists skills for coaches including different levels of directing, advising, and supporting individuals. It emphasizes high-level listening skills and provides an example coaching conversation to practice over
Mentoring can enhance the student experience and increase their persistence in engineering. In this session, the importance of mentoring, strategies for finding mentors, and successful formal/informal programs will be discussed. A focus on networking will discuss how to approach potential mentors and form a mentoring relationship across personal, academic, and career transitions. The session will also highlight the benefits of being a mentor during graduate school and how graduate students are in a unique position to share their experiences with undergraduates. This session will be led by graduate students who have participated and benefited from formal and informal mentoring programs.
Galya Mateva & Lyndy Cronin: Assessing quality in language education: assesso...eaquals
This document summarizes the aims and outcomes of the Quality Assurance Training (QATrain) project. It outlines revisions made to quality standards and guidelines developed for internal and external assessment. It then describes the training pack created for assessors, including their required qualifications, personality traits, and competencies. Assessor competencies cover various phases of assessment like planning, class observations, interviews, and report writing. The document concludes with an overview of assessor training workshops focused on developing the necessary skills.
The document discusses the importance of effective professional development for teachers. It states that professional development should be ongoing, include hands-on learning activities, and allow time for practice, feedback, and support. It also emphasizes developing teacher learning communities and involving teachers in programming. Some key aspects of effective professional development include leadership, resources, collaboration, evaluation, and sustainability. The document then provides examples of professional development activities and defines mentoring and academic partnerships as ways to support ongoing professional growth.
Designing Tools for Programme Evaluation in Open and Distance LearningSanjaya Mishra
This document discusses tools for collecting data to evaluate distance education programs. It identifies questionnaires, interviews, observation sheets, and tests as common tools. Effective tools are valid, reliable, and use clear, unbiased questions to gather needed data without suggesting answers. Questions should address behaviors, attitudes, and demographics at an appropriate comprehension level. The types of data sought, such as nominal, ordinal, interval, influence question format and responses. Proper tool preparation includes defining objectives, creating and validating items, pre-testing, and modifying based on feedback.
This session explores how professional services staff at all stages of their career can access and benefit from the AUA’s CPD Framework. You will experience using the framework for self-assessment and develop a greater understanding of ways in which the framework can be applied to your own situation, as well as practical tips on how you can use the framework for planning and achieving your personal and professional development goals.
The Research Skills And Projects Blended Learning Course From Design To Imple...Hazel Owen
Please cite as: Owen, H., & Young, C. (2007, April 18-19). Designing and implementing a collaborative writing project within a Wiki. Paper presented at the 7th Annual English Language Teaching Conference - Working with ELT Materials: From Design to Implementation, Sultan Qaboos University, Muscat, Oman.
Using online tools to provide relevant, authentic and timely assessmentHazel Owen
This is the link to the accompanying audio for this presentation: http://blip.tv/file/1487475/
Abstract: "Assessment practice is at its most rich when assessment events are relevant, authentic and timely. Relevant assessment is that which is inextricably linked to learning outcomes designed to meet an agreed graduate profile (Biggs, 1999). Authentic assessment requires students to perform real-world tasks that demonstrate meaningful application of essential skills and knowledge. Timely assessment provides students with the opportunity to apply skills and knowledge gained as they learn. Teaching and learning in a blended format enables relevant, authentic and timely assessment that is greatly facilitated by the use of online tools, including self-grading, simulation and problem-based approaches, activities that require reflection and peer-review and the electronic delivery of assessment tasks. Drawing on Bloom’s extended taxonomy of cognitive development (Anderson, Krathwohl, & Bloom, 2001) and sociocultural theory (Vygotsky, 1934) this paper will demonstrate the value of designing and using e-assessments to enhance student learning. Examples will be explored that illustrate some of the benefits to teaching and learning offered by moving toward assessments based in flexible, mobile, collaborative learning technologies."
Please cite as: Owen, H., & Martin, H. (2008 , November 17-19). Using online tools to provide relevant, authentic and timely assessment. Paper presented at the Symposium on Tertiary Assessment and Higher Education Student Outcomes: Policy, Practice, and Research, Rutherford House, Wellington, New Zealand.
The document discusses coaching skills presented at the Eaquals International Conference from April 16-18, 2015. It defines coaching as a developmental process where an individual receives support to achieve a specific goal. Coaching differs from mentoring in that coaches use questioning and listening to help individuals reach their full potential, while mentors act as advisors suggesting new paths. To be coachable, a person needs to be a learner, thinker, honest reflector, open-minded, problem solver, forward thinker, risk taker, and take responsibility. The document lists skills for coaches including different levels of directing, advising, and supporting individuals. It emphasizes high-level listening skills and provides an example coaching conversation to practice over
Mentoring can enhance the student experience and increase their persistence in engineering. In this session, the importance of mentoring, strategies for finding mentors, and successful formal/informal programs will be discussed. A focus on networking will discuss how to approach potential mentors and form a mentoring relationship across personal, academic, and career transitions. The session will also highlight the benefits of being a mentor during graduate school and how graduate students are in a unique position to share their experiences with undergraduates. This session will be led by graduate students who have participated and benefited from formal and informal mentoring programs.
Galya Mateva & Lyndy Cronin: Assessing quality in language education: assesso...eaquals
This document summarizes the aims and outcomes of the Quality Assurance Training (QATrain) project. It outlines revisions made to quality standards and guidelines developed for internal and external assessment. It then describes the training pack created for assessors, including their required qualifications, personality traits, and competencies. Assessor competencies cover various phases of assessment like planning, class observations, interviews, and report writing. The document concludes with an overview of assessor training workshops focused on developing the necessary skills.
This document provides guidance on how to be successful during the campus recruitment process. It outlines the typical steps, including collecting company information, preparing for aptitude tests which evaluate skills like reasoning and problem solving, participating effectively in group discussions by taking on roles and demonstrating strong communication skills, and interviewing successfully by focusing on strengths, goals, and having self-confidence. The key is to practice regularly and review one's performance after each opportunity to continue improving for future recruitment processes.
The Career Development Centre at Ahmedabad University aims to provide comprehensive career counseling and assistance to students. It seeks to guide students through all stages of their academic journey to help them choose the right career path and achieve their goals. The CDC is committed to helping students make connections between their education and future careers by providing career resources and counseling. It also works to build relationships with alumni and employers to create internship, job, and career opportunities for students.
Preparing Students and Advisory Board Members for Mock InterviewsNAFCareerAcads
Mock interviews are a great way to engage students in a work-based learning experience. Come learn how to prepare students and advisory board members for this rigorous academy project. Participants will receive support documents, scheduling tips and learn how to structure the event so that students receive valuable feedback on their performance.
eLU 2013 Incubating online course design and developmentBrenda Mallinson
This document summarizes a project that built capacity for online course design and development at 7 African universities over 3 years. It provided workshops on online pedagogy, course design, and learning management systems. Academics developed online courses with support from internal teams. Successes included increased skills and collaboration. Challenges included unreliable internet access and staff changes. Outcomes were more online courses and open educational resources. Lessons highlighted the need for institutional support and treating online learning design as an iterative process.
What It Takes To Be The Best It Trainer?Aravinth NSP
The document discusses the various responsibilities and expectations of an effective info-tech trainer. It outlines the vision of imparting quality education while ensuring students gain technical competency and are employable. It emphasizes the importance of soft skills training, laboratory work, evaluation methods, publications, industrial interaction and ensuring students meet industry requirements to achieve placement goals. The trainer is encouraged to continuously improve and add value through consultation, research, and innovative teaching practices.
Discussions about the current engineering education scenario existing in self-financing colleges in Tamilnadu (2007-2008). All problems and ideas discussed are purely based on my personal experiences only.
The document provides career planning resources and guidance for international students at Trinity University, including developing a four-year career plan with assistance from career advisors, gaining competitive experience through volunteering, interning, working, and leadership roles, and utilizing various tools and resources for job searching, networking, researching employers, and marketing skills and experience. Key areas covered are resume and interview preparation, emphasizing transferable skills, utilizing the alumni directory and career networking platforms, and taking advantage of career advising hours and immigration planning sessions.
The faculty members have to know about their students backgrounds, their motivation, career planning, and their personal needs. This PPT provides more about guiding the students for better performance.
The document summarizes a session from the AUA Annual Conference 2012 on setting up an in-house mentoring scheme. The session reviewed the key aspects of mentoring, critiqued a case study of implementing a mentoring program at a university, and discussed lessons learned. The case study involved establishing a technical focus mentoring scheme with annual cycles, workshops, and evaluations. Participants noted the scheme required senior support, clear parameters, and regular meetings. Effective mentoring was found to involve listening, setting goals, and honest feedback while ineffective aspects included defensiveness and lack of effort.
This document outlines the job responsibilities and experiences of an academic advisor, including coaching students, chairing probation programs, intrusive advising, assisting with reinstatement decisions, designing workshops, and being experienced in event planning, academic advising, student development, career development, and receiving an outstanding advisor award. Contact information is provided at the bottom.
Ryerson's Career Checkpoint: Embedding Student Development into On-Campus Job...Ryerson Student Affairs
Ryerson's Career Checkpoint: Embedding Student Development into On-Campus Jobs
by Paulina Nozka & Kaitlyn Taylor-Asquini
As part of its commitment to preparing students for life after graduation, Ryerson University is embedding learning outcomes and implementing a professional development program into its 1,000+ on-campus student jobs. Informed by leading theories in student and career development, Career Checkpoint is composed of five key components, including supervisor toolkits and a student employee development program. The pilot year includes test and control groups involving multiple University departments, to demonstrate the benefit of embedding co-curricular learning in the workplace.
Understanding by design teaching ellen meier ctscmyrnacontreras
This document introduces the Understanding by Design (UbD) framework created by Grant Wiggins and Jay McTighe. It explains that UbD focuses on developing student understanding through a backwards design process. This process involves first identifying the desired results or understandings, then determining acceptable evidence, and finally planning the learning experiences and instruction. The document provides an overview of the key elements of UbD including essential questions, stages of backward design, filters for selecting enduring understandings, facets of understanding, and implications for teaching and assessment.
The 14-19 Diploma Experience Programme Outline 2009-10Mike Blamires
This document outlines the 14-19 Diploma Experience Programme for 2009/10 at Bradford College. It details the allocation of 85 students across 6 diploma lines, and the planned activities for students including 18 hours of industrial experience, occupational currency training, attending lectures, contributing to schemes of work, and experiencing functional skills. It discusses collaboration with consortium partners, tracking student progress, and evaluations to help improve future delivery of the programme.
Useful for Trainers, Facilitators, Teachers and Managers who need to teach theories, concepts and other topics to others in an entertaining way to ensure deeper penetration of knowledge and skills.
Content:
What is Training?
The Trainer
Qualities of a Trainer
Training Need Analysis
Content Development
Trainig Delivery
Methodologies
Evaluation - Measurement & Assessments
Feedback - why & How to deliver
The document discusses strategies for designing effective blended courses, including assessing student readiness, interactions, and using student teams. It provides tips for identifying potential crisis points students may face and how to support them. Suggestions are given for formative and online assessments, utilizing student teams, and facilitating interactions in blended learning environments.
Global Career Services Summit March 2017Judith Baines
This document discusses competencies and behaviors that employers expect in students and graduates. It defines competencies as the ability to do something successfully and behaviors as how one acts. It outlines key competencies identified by the National Association of Colleges and Employers such as critical thinking, communication, and teamwork. A survey found gaps between the skills employers expect graduates to have and the training provided. Employers rated communication, problem solving, and leadership as most important. The document discusses approaches institutions take to develop these competencies and concludes with examples of programs and courses that aim to enhance relevant skills.
This document provides guidance on how to be successful during the campus recruitment process. It outlines the typical steps, including collecting company information, preparing for aptitude tests which evaluate skills like reasoning and problem solving, participating effectively in group discussions by taking on roles and demonstrating strong communication skills, and interviewing successfully by focusing on strengths, goals, and having self-confidence. The key is to practice regularly and review one's performance after each opportunity to continue improving for future recruitment processes.
The Career Development Centre at Ahmedabad University aims to provide comprehensive career counseling and assistance to students. It seeks to guide students through all stages of their academic journey to help them choose the right career path and achieve their goals. The CDC is committed to helping students make connections between their education and future careers by providing career resources and counseling. It also works to build relationships with alumni and employers to create internship, job, and career opportunities for students.
Preparing Students and Advisory Board Members for Mock InterviewsNAFCareerAcads
Mock interviews are a great way to engage students in a work-based learning experience. Come learn how to prepare students and advisory board members for this rigorous academy project. Participants will receive support documents, scheduling tips and learn how to structure the event so that students receive valuable feedback on their performance.
eLU 2013 Incubating online course design and developmentBrenda Mallinson
This document summarizes a project that built capacity for online course design and development at 7 African universities over 3 years. It provided workshops on online pedagogy, course design, and learning management systems. Academics developed online courses with support from internal teams. Successes included increased skills and collaboration. Challenges included unreliable internet access and staff changes. Outcomes were more online courses and open educational resources. Lessons highlighted the need for institutional support and treating online learning design as an iterative process.
What It Takes To Be The Best It Trainer?Aravinth NSP
The document discusses the various responsibilities and expectations of an effective info-tech trainer. It outlines the vision of imparting quality education while ensuring students gain technical competency and are employable. It emphasizes the importance of soft skills training, laboratory work, evaluation methods, publications, industrial interaction and ensuring students meet industry requirements to achieve placement goals. The trainer is encouraged to continuously improve and add value through consultation, research, and innovative teaching practices.
Discussions about the current engineering education scenario existing in self-financing colleges in Tamilnadu (2007-2008). All problems and ideas discussed are purely based on my personal experiences only.
The document provides career planning resources and guidance for international students at Trinity University, including developing a four-year career plan with assistance from career advisors, gaining competitive experience through volunteering, interning, working, and leadership roles, and utilizing various tools and resources for job searching, networking, researching employers, and marketing skills and experience. Key areas covered are resume and interview preparation, emphasizing transferable skills, utilizing the alumni directory and career networking platforms, and taking advantage of career advising hours and immigration planning sessions.
The faculty members have to know about their students backgrounds, their motivation, career planning, and their personal needs. This PPT provides more about guiding the students for better performance.
The document summarizes a session from the AUA Annual Conference 2012 on setting up an in-house mentoring scheme. The session reviewed the key aspects of mentoring, critiqued a case study of implementing a mentoring program at a university, and discussed lessons learned. The case study involved establishing a technical focus mentoring scheme with annual cycles, workshops, and evaluations. Participants noted the scheme required senior support, clear parameters, and regular meetings. Effective mentoring was found to involve listening, setting goals, and honest feedback while ineffective aspects included defensiveness and lack of effort.
This document outlines the job responsibilities and experiences of an academic advisor, including coaching students, chairing probation programs, intrusive advising, assisting with reinstatement decisions, designing workshops, and being experienced in event planning, academic advising, student development, career development, and receiving an outstanding advisor award. Contact information is provided at the bottom.
Ryerson's Career Checkpoint: Embedding Student Development into On-Campus Job...Ryerson Student Affairs
Ryerson's Career Checkpoint: Embedding Student Development into On-Campus Jobs
by Paulina Nozka & Kaitlyn Taylor-Asquini
As part of its commitment to preparing students for life after graduation, Ryerson University is embedding learning outcomes and implementing a professional development program into its 1,000+ on-campus student jobs. Informed by leading theories in student and career development, Career Checkpoint is composed of five key components, including supervisor toolkits and a student employee development program. The pilot year includes test and control groups involving multiple University departments, to demonstrate the benefit of embedding co-curricular learning in the workplace.
Understanding by design teaching ellen meier ctscmyrnacontreras
This document introduces the Understanding by Design (UbD) framework created by Grant Wiggins and Jay McTighe. It explains that UbD focuses on developing student understanding through a backwards design process. This process involves first identifying the desired results or understandings, then determining acceptable evidence, and finally planning the learning experiences and instruction. The document provides an overview of the key elements of UbD including essential questions, stages of backward design, filters for selecting enduring understandings, facets of understanding, and implications for teaching and assessment.
The 14-19 Diploma Experience Programme Outline 2009-10Mike Blamires
This document outlines the 14-19 Diploma Experience Programme for 2009/10 at Bradford College. It details the allocation of 85 students across 6 diploma lines, and the planned activities for students including 18 hours of industrial experience, occupational currency training, attending lectures, contributing to schemes of work, and experiencing functional skills. It discusses collaboration with consortium partners, tracking student progress, and evaluations to help improve future delivery of the programme.
Useful for Trainers, Facilitators, Teachers and Managers who need to teach theories, concepts and other topics to others in an entertaining way to ensure deeper penetration of knowledge and skills.
Content:
What is Training?
The Trainer
Qualities of a Trainer
Training Need Analysis
Content Development
Trainig Delivery
Methodologies
Evaluation - Measurement & Assessments
Feedback - why & How to deliver
The document discusses strategies for designing effective blended courses, including assessing student readiness, interactions, and using student teams. It provides tips for identifying potential crisis points students may face and how to support them. Suggestions are given for formative and online assessments, utilizing student teams, and facilitating interactions in blended learning environments.
Global Career Services Summit March 2017Judith Baines
This document discusses competencies and behaviors that employers expect in students and graduates. It defines competencies as the ability to do something successfully and behaviors as how one acts. It outlines key competencies identified by the National Association of Colleges and Employers such as critical thinking, communication, and teamwork. A survey found gaps between the skills employers expect graduates to have and the training provided. Employers rated communication, problem solving, and leadership as most important. The document discusses approaches institutions take to develop these competencies and concludes with examples of programs and courses that aim to enhance relevant skills.
Accelerating AI Integration with Collaborative Learning - Kinga Petrovai - So...SocialHRCamp
Speaker: Kinga Petrovai
You have the new AI tools, but how can you help your team use them to their full potential? As technology is changing daily, it’s hard to learn and keep up with the latest developments. Help your team amplify their learning with a new collaborative learning approach called the Learning Hive.
This session outlines the Learning Hive approach that sets up collaborations that foster great learning without the need for L&D to produce content. The Learning Hive enables effective knowledge sharing where employees learn from each other and apply this learning to their work, all while building stronger community bonds. This approach amplifies the impact of other learning resources and fosters a culture of continuous learning within the organization.
How to Leverage AI to Boost Employee Wellness - Lydia Di Francesco - SocialHR...SocialHRCamp
Speaker: Lydia Di Francesco
In this workshop, participants will delve into the realm of AI and its profound potential to revolutionize employee wellness initiatives. From stress management to fostering work-life harmony, AI offers a myriad of innovative tools and strategies that can significantly enhance the wellbeing of employees in any organization. Attendees will learn how to effectively leverage AI technologies to cultivate a healthier, happier, and more productive workforce. Whether it's utilizing AI-powered chatbots for mental health support, implementing data analytics to identify internal, systemic risk factors, or deploying personalized wellness apps, this workshop will equip participants with actionable insights and best practices to harness the power of AI for boosting employee wellness. Join us and discover how AI can be a strategic partner towards a culture of wellbeing and resilience in the workplace.
Becoming Relentlessly Human-Centred in an AI World - Erin Patchell - SocialHR...SocialHRCamp
Speaker: Erin Patchell
Imagine a world where the needs, experiences, and well-being of people— employees and customers — are the focus of integrating technology into our businesses. As HR professionals, what tools exist to leverage AI and technology as a force for both people and profit? How do we influence a culture that takes a human-centred lens?
Watch this expert-led webinar to learn effective tactics that high-volume hiring teams can use right now to attract top talent into their pipeline faster.
Your Guide To Finding The Perfect Part-Time JobSnapJob
Part-time workers account for a significant part of the workforce, including individuals of all ages. A lot of industries hire part-time workers in different capacities, including temporary or seasonal openings, ranging from managerial to entry-level positions. However, many people still doubt taking on these roles and wonder how a temporary part-time job can help them achieve their long-term goals.
Start Smart: Learning the Ropes of AI for HR - Celine Maasland - SocialHRCamp...SocialHRCamp
Speaker: Celine Maasland
In this session, we’ll demystify the process of integrating artificial intelligence into everyday HR tasks. This presentation will guide HR professionals through the initial steps of identifying AI opportunities, choosing the right tools, and effectively implementing technology to streamline operations. Additionally, we’ll delve into the specialized skill of prompt engineering, demonstrating how to craft precise prompts to enhance interactions between AI systems and employees. Whether you’re new to AI or looking to refine some of your existing strategies, this session will equip you with the knowledge and tools to harness AI’s potential in transforming HR functions.
Building Meaningful Talent Communities with AI - Heather Pysklywec - SocialHR...SocialHRCamp
Speaker: Heather Pysklywec
Digital transformation has transformed the talent acquisition landscape over the past ten years. Now, with the introduction of artificial intelligence, HR professionals are faced with a new suite of tools to choose from. The question remains, where to start, what to be aware of, and what tools will complement the talent acquisition strategy of the organization? This session will give a summary of helpful AI tools in the industry, explain how they can fit into existing systems, and encourage attendees to explore if AI tools can improve their process.
AI Considerations in HR Governance - Shahzad Khan - SocialHRCamp Ottawa 2024SocialHRCamp
Speaker: Shahzad Khan
This session on "AI Considerations in Human Resources Governance" explores the integration of Artificial Intelligence (AI) into HR practices, examining its history, current applications, and the governance issues it raises. A framework to view Government in modern organizations is provided, along with the transformation and key considerations associated with each element of this framework, drawing lessons from other AI projects to illustrate these aspects. We then dive into AI's use in resume screening, talent acquisition, employee retention, and predictive analytics for workforce management. Highlighting modern governance challenges, it addresses AI's impact on the gig economy as well as DEI. We then conclude with future trends in AI for HR, offering strategic recommendations for incorporating AI in HR governance.
The Rules Do Apply: Navigating HR ComplianceAggregage
https://www.humanresourcestoday.com/frs/26903483/the-rules-do-apply--navigating-hr-compliance
HR Compliance is like a giant game of whack-a-mole. Once you think your company is compliant with all policies and procedures documented and in place, there’s a new or amended law, regulation, or final rule that pops up landing you back at ‘start.’ There are shifts, interpretations, and balancing acts to understanding compliance changes. Keeping up is not easy and it’s very time consuming.
This is a particular pain point for small HR departments, or HR departments of 1, that lack compliance teams and in-house labor attorneys. So, what do you do?
The goal of this webinar is to make you smarter in knowing what you should be focused on and the questions you should be asking. It will also provide you with resources for making compliance more manageable.
Objectives:
• Understand the regulatory landscape, including labor laws at the local, state, and federal levels
• Best practices for developing, implementing, and maintaining effective compliance programs
• Resources and strategies for staying informed about changes to labor laws, regulations, and compliance requirements
1. Training and Placement Cell
Civil Engineering Dept. KITS Warangal
Vijay Suryawanshi
Asst.Prof and T&P Faculty Coordinator
2. ObjectivesofthePresentation
To create Awareness of Placement & Selection Process in the Campuses to
the Students.
To prepare Students for Placement Activities.
To Understand the Importance of Preparation before Placement.
3. Before Campus Placement Starts…..
Collect Information on
Industry
Future Growth
Visit Web Sites
Get information through Friends
Current happenings in the company
Keep Testimonials ready
Reaching on time
Maintain Discipline
4. A Typical Campus Recruitment Day..
• Pre-placement Talk (PPT)
• Scrutiny of CV’s
• Aptitude Test
• Group Discussion
• Personal Interview
• Final Review by Interviewing Committee
• Final Selection - Offer
5. Generally it is combination of:
Reasoning
Letter Series
Math's
Logic
Flow Charts
Language Skills
English
8. Skills needed
o Initiative
o Knowledge & Ideas
o Communication
o Exchange of thoughts
o Listening skills
o Analytical ability
o Leadership & coordinating
o Capabilities Exchange of thoughts
o Seeking & extending help and
o Conclusion / Summarization technique
9. During Personal Interview..
• Mannerism
• Presence of Mind
• Facial / Verbal Expressions
• How do you ask questions
• Problem Solving Capability
• Confidence
• Career Goals
• Strengths & Weaknesses