Difference between revisions of "Book of Employment"

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[[Introduction to Employment]] (hereinafter, the ''Session'') is a learning session introducing the learners to [[employment]] and related topics. The ''Session'' is the second of eight sessions of '''[[WorldOpp Orientation]]''' (hereinafter, the ''Orientation'').
 
[[Introduction to Employment]] (hereinafter, the ''Session'') is a learning session introducing the learners to [[employment]] and related topics. The ''Session'' is the second of eight sessions of '''[[WorldOpp Orientation]]''' (hereinafter, the ''Orientation'').
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[[Welcome to Friends Of CNM]] (hereinafter, the ''Session'') is a learning session introducing its learners to [[Friends Of CNM]]. The ''Session'' consists of three presentations, each of which is followed by a quiz. The ''Session'' is published at [[CNM Wiki]] and [[CNM Campus]]. The materials without quiz questions are also published at various channels for marketing and convenience purposes.
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[[File:Educaship-pipeline.png|400px|thumb|[[WorldOpp Pipeline]]]]The [[CNM Campus]] version is used for admitting new [[Friends Of CNM]]. The ''Session'' is also the first of eight sessions of '''[[WorldOpp Orientation]]''' (hereinafter, the ''Orientation'').
  
  

Revision as of 20:57, 31 January 2019

Introduction to Employment (hereinafter, the Session) is a learning session introducing the learners to employment and related topics. The Session is the second of eight sessions of WorldOpp Orientation (hereinafter, the Orientation).

Welcome to Friends Of CNM (hereinafter, the Session) is a learning session introducing its learners to Friends Of CNM. The Session consists of three presentations, each of which is followed by a quiz. The Session is published at CNM Wiki and CNM Campus. The materials without quiz questions are also published at various channels for marketing and convenience purposes.

The CNM Campus version is used for admitting new Friends Of CNM. The Session is also the first of eight sessions of WorldOpp Orientation (hereinafter, the Orientation).


Outline

Welcome to Friends Of CNM is the predecessor session.

Employment Essentials

Main wikipage: Employment Essentials; video (9:35)
Employment. In the workspace, employment is an agreement between an employer, who agrees to compensate an employee in exchange for his or her work time, and an employee, who agrees to follow the employer's directions during work hours in exchange for the employer's compensation, as well as a process and/or result of that exchange.
Employment role. One's role in employment relationships.

Nature of Occupations

Main wikipage: Nature of Occupations; video (6:09)
Occupation. The regular activity that a person undertakes in order to earn his or her livelihood. That activity can be a job, profession, or position that somebody works in. Entrepreneurs may refer their occupation as self-employed.
  • Experiential occupation (realistic occupation, motoric occupation). An occupation that frequently involves work activities that include practical, hands-on problems and solutions. They often deal with plants, animals, and real-world materials like wood, tools, and machinery. Many of the occupations require working outside, and do not involve a lot of paperwork or working closely with others. Examples of that type of occupations may include a carpenter, engineer, farmer, and tester. Collectively, they may be called "doers;" in ancient times, they would have been hunters.
  • Investigative occupation (intellectual occupation). An occupation that frequently involves working with ideas and requires an extensive amount of thinking. These occupations can involve searching for facts and figuring out problems mentally. Examples of that type of occupations may include an auditor, business analyst, compliance officer, cost estimator, editor, inspector, interviewer, and lawyer. Collectively, they may be called "thinkers;" in ancient times, they would have been shamans.
  • Artistic occupation (esthetic occupation). An occupation that frequently involves working with forms, designs and patterns. They often require self-expression and the work can be done without following a clear set of rules. Examples of that type of occupations may include an artist, composer, designer, enterprise architect, and creative writer. Collectively, they may be called "innovators;" in ancient times, they would have been artisans.
  • Social occupation (supportive occupation). An occupation that frequently involves working with, communicating with, and teaching people. These occupations often involve helping or providing service to others. Examples of that type of occupations may include a career counselor, job coach, mediator, sales representative, and teacher. Collectively, they may be called "helpers;" in ancient times, they would have been healers.
  • Enterprising occupation (persuasive occupation). An occupation that frequently involves starting up and carrying out projects. These occupations can involve leading people and making many decisions. Sometimes they require risk taking and often deal with business. Examples of that type of occupations may include an architect, product owner, and self-employed. Collectively, they may be called "creators;" in ancient times, they would have been leaders.
  • Conventional occupation (conforming occupation). An occupation that frequently involves following set procedures and routines. These occupations can include working with data and details more than with ideas. Usually there is a clear line of authority to follow. Examples of that type of occupations may include an accountant, administrative assistant, bookkeeper, document management specialist, and technical writer. Collectively, they may be called "organizers;" in ancient times, they would have been guardians.

Work Environments

Main wikipage: Work Environments; video (5:29)
Employment motivation model. A framework for analyzing employment motivation that identifies three domains that contribute to the motivation to work. These domains include job itself, its compensation, and its fit to one's life.
Job characteristics model. A framework for analyzing and designing jobs that identifies five core job dimensions, their interrelationships, and their impact on outcomes. These core job dimensions include skill variety, task identity, task significance, autonomy, and feedback.
  • Skill variety. The degree to which a job requires a variety of activities so that an employee can use a number of different skills and talents.
  • Task identity. The degree to which a job requires completion of a whole and identifiable piece of work.
  • Task significance. The degree to which a job has a substantial impact on the lives or work of other people.
  • Autonomy. The degree to which a job provides substantial freedom, independence, and discretion to the individual in scheduling work and determining the procedures to be used in carrying it out.
  • Feedback. The degree to which carrying out the work activities required by a job results in the individual obtaining direct and clear information about the effectiveness of his or her performance.
Task structure. A set of structural job characteristics with which the worker interacts.
  • Consequence of error. How serious would the result usually be if the worker made a mistake that was not readily correctable?
  • Degree of automation. How automated is the job?
  • Freedom to make decisions. How much decision making freedom, without supervision, does the job offer?
  • Frequency of decision-making. How frequently is the worker required to make decisions that affect other people, the financial resources, and/or the image and reputation of the organization?
  • Impact on enterprise. What results do your decisions usually have on other people or the image or reputation or financial resources of your employer?
  • Importance of being exact (or accurate). How important is being very exact or highly accurate in performing this job?
  • Importance of repeating same tasks. How important is repeating the same physical activities (e.g., key entry) or mental activities (e.g., checking entries in a ledger) over and over, without stopping, to performing this job?
  • Level of competition. To what extent does this job require the worker to compete or to be aware of competitive pressures?
  • Structured versus unstructured work. To what extent is this job structured for the worker, rather than allowing the worker to determine tasks, priorities, and goals?
  • Time pressure. How often does this job require the worker to meet strict deadlines? How important is it to this job that the pace is determined by the speed of equipment or machinery? (This does not refer to keeping busy at all times on this job.)
  • Work schedule. How regular are the work schedules for this job and what is the number of hours typically worked in one week?
  • Work virtualization. The degree to which work is done remotely rather than at some specific physical location.

Work Competences

Main wikipage: Work Competences; video (3:49)
Work-related competence. Competence needed to perform productively in a particular occupation and, often, in a particular industry.
Administrative competence. Competence needed to undertake enterprise efforts conceptually, regardless of specific industry or occupation.

Introduction to Recruitment is the successor session.

Materials

Recorded audio

Recorded video

Video Text

Live sessions

See also