This Research Report will show how every business leader must also be a talent leader, taking on responsibility for identifying, developing, coaching and moving talent forward so that the business can be assured of a strong pool of talent that can meet the needs of the business today and tomorrow. Request Free!
Talent Acquisition is at the heart of talent management for many organizations. From the days of medieval guild apprenticeships to help-wanted classified ads to the modern job boards and social networking practices, organizations have been working to make the process of finding, hiring and deploying new employees better. The goal is not only a faster, easier, cheaper process, but one that also delivers better quality candidates. The rise of automated recruitment technology has helped organizations make great strides toward this goal. Based on over 400 survey respondents to Aberdeen’s August 2010 Talent Acquisition Strategies study, this research brief will show the impact of automation on both quality of hire and quality of the hiring process. Request Free!
The entire process of talent acquisition, from sourcing to selection to on boarding, is being influenced by myriad forces, including legal compliance issues, an increased focus on quality of hire and the evolution of recruiting technologies. One aspect of the talent acquisition process that has taken on increasing importance as more and more applicants flock to job postings is employment background screening, and how it fits in with other recruitment technologies and processes to streamline and improve the hiring process. This research brief, based on over 400 survey respondents to Aberdeen’s 2010 Talent Acquisition Strategies study, looks at the components of background screening that are most widely used, how they are impacting hiring performance, and how organizations integrate background screening with recruitment processes and recruitment technologies such as Applicant Tracking Systems (ATS). Request Free!
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I often use the Internet to research things related to training, development and learning, and like you, I use the search engines. Over the years, I’ve become increasingly frustrated at the amount of junk that I have to wade through when looking for good content. I’m not here to criticize the businesses that somehow rank highly for terms, but have almost nothing to offer. But I am here to begin talking about a solution.
In the past we have created directories of articles on various topics — training and development has one here. Since we collect good stuff, we ended up sharing them, which is actually how our various directories got started, and why, truth be told, we offer directories on subjects that are of interest to ME! I like to develop tools that solve problems for me, because often my problems are the same as your problems. And then we can share them free, hopefully.
Older Worker Training: An Overview. ERIC Digest No. 114.
A number of economic and demographic trends are focusing attention on older workers: individuals over age 55 will continue to constitute a larger proportion of the total population; people are living longer, healthier lives and many see full- or part-time employment as a means of remaining productive in their later years; increased longevity coupled with higher inflation have created economic pressures for older people, causing them to remain in the work force; and low birth rates during the past two decades have decreased the number of younger entrants into the labor market (Johnston and Packer 1987).
ERIC Identifier: ED481716
Publication Date: 2003
Author: Boston, Carol
Source: ERIC Clearinghouse on Assessment and Evaluation
Cognitive Science and Assessment. ERIC Digest.
Adult learning can often be challenging, and traumatic events add extreme challenges to the learning process. The catalog of sources of trauma is sadly long: psychological or physical abuse, rape, war, forced relocation, diagnosis of a terminal illness, job loss, death or suicide of a loved one, divorce, robbery, natural disasters, and terrorism. Some view poverty, homelessness, and hate crimes as forms of systemic violence that cause trauma (Pearce 1999; Rosenwasser 2000). Much adult education literature focuses on the traumas of women who experience domestic violence or of refugees who come to literacy classes, yet adult learners in all settings and at all levels may have experienced traumatic events that have an impact on learning. Horsman (2000b) notes that trauma and violence are not equivalent, and the use of the terms implies a particular focus: with violence, the focus is on the individual and social agents of trauma and with trauma, on the response of the person experiencing it. This Digest focuses on the individual response to trauma, its effects on learning, and ways in which adult educators can respond.