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Part Time Jobs in Gahanna, Ohio ( OH )
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PlantFiles: Artillery Plant
Pilea microphylla
Family: Urticaceae Genus: Pilea (py-LEE-uh) (Info) Species: microphylla (my-kro-FIL-uh) (Info) 3 vendors have this plant for sale. 10 members have or want this plant for trade. Category: Height: Spacing: Hardiness: Sun Exposure: Danger: Bloom Color: Bloom Time: Foliage: Other details: Soil pH requirements: Patent Information: Propagation Methods: Seed Collecting: | Click thumbnail to view: By DaylilySLP By DaylilySLP By DaylilySLP By planthugger By Floridian By KatG There are a total of 8 photos. |
5 positives
1 neutral
5 negatives
Gardeners' Notes:
This plant has been said to grow in the following regions:
Bartow, Florida
Big Pine Key, Florida
Deland, Florida
Fort Lauderdale, Florida (2 reports)
Gainesville, Florida
Green Cove Springs, Florida
Hobe Sound, Florida
Hollywood, Florida
Pensacola, Florida
Plant City, Florida
Port Charlotte, Florida
West Palm Beach, Florida
Williston, Florida
Hawaiian Paradise Park, Hawaii
Baton Rouge, Louisiana
Monroe, Louisiana
Cincinnati, Ohio
Austin, Texas
Baytown, Texas
Houston, Texas
Humble, Texas
Mcallen, Texas
San Antonio, Texas
Brady, Washington

subset: commoncrawl


text:
Watch Queens Of The Stone Age Perform 'No One Knows' At Glastonbury
Glastonbury, the British music festival that featured everyone from U2 and Beyonce to Wu-Tang Clan and B.B. King, took place over this past weekend. Queens of the Stone Age were on hand as well and we have pro-shot footage of them blazing through the song 'No One Knows'.


text:
MICHAEL H.HALBERT and RUSSELL L.ACKOFF
The research reported here is still in progress at Case Institute of Technology under the sponsorship of the Office of Scientific Information of the National Science Foundation. Between this writing and the International Conference on Scientific Information, work on this project will continue. Only preliminary results are available at this time. The additional results obtained in the next six months will be reported at the time of the International Conference.
The question originally asked of the Operations Research Group at Case by the Office of Scientific Information was: What is the possibility of applying Operations Research to problems in the dissemination of recorded information? The research reported here is a partial answer to this question. To understand its development it is helpful to be aware of two essential characteristics of Operations Research. The first is that Operations Research is concerned with the application of scientific method to the study of systems of organized activity rather than to the components of such activity. Its orientation is "whole-istic." Secondly, Operations Research is operationally oriented. This means that its primary concern is with affecting the way systems operate and not merely in providing "interesting information." In brief, it seeks to provide a basis for effective action.
With this much in mind we can reconstruct the logical development of this project.
The system of scientific communication can be thought of as having three phases: (1) production, the formulation of a message which may take the form of an article, book, memorandum, speech, conversation, etc.; (2) distribution,
MICHAEL H.HALBERT and RUSSELL L.ACKOFF Operations Research Group, Case Institute of Technology, Cleveland, Ohio.
Below are the first 10 and last 10 pages of uncorrected machine-read text (when available) of this chapter, followed by the top 30 algorithmically extracted key phrases from the chapter as a whole.
Intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text on the opening pages of each chapter.
Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages.
Do not use for reproduction, copying, pasting, or reading; exclusively for search engines.
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An Operations Research Study of the Dissemination of Scientific Information
MICHAEL H.HALBERT and RUSSELL L.ACKOFF
The research reported here is still in progress at Case Institute of Technology under the sponsorship of the Office of Scientific Information of the National Science Foundation. Between this writing and the International Conference on Scientific Information, work on this project will continue. Only preliminary results are available at this time. The additional results obtained in the next six months will be reported at the time of the International Conference.
General design of the research
The question originally asked of the Operations Research Group at Case by the Office of Scientific Information was: What is the possibility of applying Operations Research to problems in the dissemination of recorded information? The research reported here is a partial answer to this question. To understand its development it is helpful to be aware of two essential characteristics of Operations Research. The first is that Operations Research is concerned with the application of scientific method to the study of systems of organized activity rather than to the components of such activity. Its orientation is "whole-istic." Secondly, Operations Research is operationally oriented. This means that its primary concern is with affecting the way systems operate and not merely in providing "interesting information." In brief, it seeks to provide a basis for effective action.
With this much in mind we can reconstruct the logical development of this project.
The system of scientific communication can be thought of as having three phases: (1) production, the formulation of a message which may take the form of an article, book, memorandum, speech, conversation, etc.; (2) distribution,
MICHAEL H.HALBERT and RUSSELL L.ACKOFF Operations Research Group, Case Institute of Technology, Cleveland, Ohio.
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the dissemination of the message as by publication, presentation at a meeting, etc.; (3) consumption, listening to or reading the message.
Of these three types of activity the most organized is the phase of distribution since this involves the activities of scientific societies, research institutes, publishers, libraries, and related organizations. Production and consumption of information is primarily individualistic and independent activity which, because of its lack of organization, is the most difficult to manipulate or control in any way. Consequently, the attention of this research was concentrated on the distribution phase of the communication process, but this concentration involved a concern with the interaction of the other phases with distribution. That is, it was decided that improvements in scientific communication could best be obtained by manipulation of distribution, but this did not mean that production and consumption could be ignored. To the contrary, changes in distribution could only be evaluated in terms of their effect on production and consumption.
What aspects of distribution should be studied? Consideration of the activities of organizations engaged in the dissemination of scientific information led us to conclude that their primary problem involved the question of how their resources should be used. Their resources include not only money, but also men, material, and machines. That is, how should the resources of these organizations be allocated to the various ways of disseminating scientific information so as to maximize the effectiveness of the communication system?
To answer such a question a measure of effectiveness of the system is required. It seemed clear that the system is concerned with increasing scientific productivity. It seemed equally clear that an acceptable measure of scientific productivity was not likely to be obtained within the time available for this project. Nevertheless, it is of value from the viewpoint of research design to consider how an answer to the problem of resource allocation would be obtained if such a measure were available.
Ideally, we would first like to identify all the alternative ways in which the organizations considered could invest their resources. For example, they might increase their abstracting services; they might initiate digesting or reviewing services, or they might develop new cataloguing systems. These are but a few of the many alternative types of activities in which these organizations could engage. Ideally we would like to identify all of them.
Secondly, for each possible alternative we would like to determine how any specified investment could best be used. For example, if, say, $100,000 were to be made available for improving abstracts, how could this sum be used so as to maximize the resultant increase in scientific productivity. Put more generally, we would like to generate a "pay-off" function for investments of various
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amounts in each alternative activity, assuming these investments were used in the most effective way.
If the alternatives could be completely identified, and if the best use of an investment in each could be specified, and if a pay-off function could be derived for each alternative, then we could construct what is called an "allocation model" of the system. Methods are available, once such a model is constructed, for determining for any amount to be invested, how best to invest it; and, more generally, how much ought to be invested and how.
Such thinking, as we have indicated, is highly idealized, but it provides a standard against which a practical research design can be developed. We would like to come as close to the ideal as possible. The practical adjustments that are required arise primarily out of two difficulties. The first we have already mentioned: the difficulty of developing an acceptable measure of scientific productivity. The second difficulty arises out of the very large number of alternative courses of action which are available to disseminating organizations.
Since we could not expect to measure scientific productivity directly we sought an aspect of scientific activity which (1) could be measured objectively and (2) if increased, would also increase scientific productivity. The time available for scientific research is such an aspect of scientific activity.
An effort which attempts to maximize the amount of time available for scientific research has several advantages. First, it is widely recognized that we are suffering from a considerable shortage of scientific manpower. Consequently, any activity which promises to make more research time available with the same number of men may help to solve this shortage problem. Secondly, the amount of time available for scientific research can be measured objectively.
It should be noticed that, although there is an assumption implicit in the use of "time available for scientific research" as a measure of effectiveness to the effect that if this time is increased productivity will also increase, there is no assumption made about the nature of this relationship, that is, its mathematical structure. It does not follow from this assumption, for example, that doubling the time available for scientific research will double scientific productivity. All that is assumed is that there will be some increase in productivity.
Because of the large number of alternative courses of action that could be considered, it is necessary to have a preliminary screening which will reduce this number to a manageable magnitude. If we knew how scientists actually spend their time now, then we could concentrate on alternatives which are most likely to affect significant portions of that time. Consequently the practical research design was conceived of as addressing itself to three questions in sequence: (1) How do scientists actually spend their time? (2) In what types
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of scientific activity are there the greatest potentialities for reducing time expended without reducing scientific output? (3) How can these potential reductions be realized in the most effective way?
At the time of this writing (1) has been answered for a specific science and (2) is answered in part. The third question has not yet been considered. By the time of the conference it is hoped that (2) will have been completed and that significant progress in (3) will have been made.
How scientists spend their time
In order to study the way scientists spend their time it is necessary to have a classification of such expenditures. The classification is critical. For example, one might observe what portion of their time scientists spend wearing jackets, but this is not likely to indicate fruitful possibilities for saving time. We need a way of looking at time expenditures which suggest things we can do to affect these expenditures.
First, it was clear that we wanted to distinguish between time spent on scientific activity and time spent on other types of activity. It was also clear that we wanted to distinguish between time spent in communication and time spent in other activities. This yielded a basic fourfold classification. It is also necessary to know how time spent on non-communicative scientific activity is allocated. This type of activity seemed to be conveniently classifiable into: thinking or planning alone, setting up or maintaining equipment, using equipment to generate data, and treating data.
Nonscientific activity can be divided into business activity and that which is personal and social.
These considerations led to the following basic classification of activities of scientists:
Scientific communication
Non-scientific business communication
Thinking or planning alone
Equipment set-up and maintenance
Equipment use
Data treatment
Personal and social
None of these
Out of area
"None of these" is included to cover any miscellaneous activities that cannot otherwise be classified. Discussion of the observational plan in the sequel will show why "Out of area" was required. Detailed definitions of these categories will be found in Appendix 2.
Since our primary concern is with scientific communication, this category had to be further broken down. This breakdown is essentially concerned with (a) the phase of communication: sending, retransmitting, and receiving, (b)
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who is involved in the communication, and (c) the channel or medium of communication employed.
Space does not permit detailed justification for the classification of these three phases of communication, but, fortunately, the classification, we think, tends to justify itself. The phases of scientific communication were broken down as follows:
Hearing question
Reading question
Reading for use
Reading for general information
Hearing information
Working out material
Editing material received
Writing information
Telling information
Writing question
Asking question
General discussion
Discussion about a received communication
Reading for retransmittal
None of these
The number of the following types of persons involved in each communication was sought:
Mathematicians, statisticians
Physical scientists (and engineers other than chemical)
Chemists (and chemical engineers)
Biologists and medical men
Behavioral scientists
Secretaries, technicians, etc.
Other personnel in the same organization
None of these
The channels involved were classified as follows:
Unpublished written
Abstract or review
None of these
Explanations of each of these categories can also be found in Appendix 2. The observational forms themselves will be found in Appendix 1. But these will be better understood after a discussion of the remainder of the research design.
Several different methods of collecting information on how scientists spend their time were considered and tested in the field. An effort was made to develop a procedure which would yield reliable, accurate and objective data. These requirements dictated that the report made on the scientist should be prepared by someone other than the scientist himself. The classification of activities lends itself to use by an observer. Only a few categories required any consultation with the scientists themselves, and these involved only questions of fact, not a solicitation of opinions or attitudes. The pretests supported these contentions. In order to get a representative sample of time the "ratio delay"
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method was adapted to our purposes. This consists of observing the scientist at randomly selected moments of time. From observations so made estimates can be made of the over-all allocation of time and the accuracy of these estimates can also be determined.
After extensive pretesting and collection of information as to the time required in making observations and in setting up to make observations, and after estimating the number of observations required to obtain results of acceptable reliability, it became clear that the resources available for this study would permit analysis of only one scientific discipline. The field of chemistry was chosen primarily for two reasons:
Chemists constitute the largest scientific group, numbering approximately 80,000.
Among scientific groups the chemists have probably been among the most concerned with problems involving the dissemination of recorded scientific information.
It was considered essential to select the chemists to be observed in such a way that inferences could be drawn from the resultant data to as large a portion of the total population of chemists as possible. It was our feeling that in too many studies of scientific communication groups are selected for their convenience and consequently provide no scientific basis for generalization of results obtained. Consequently, with the cooperation of the American Chemical Society and the National Science Foundation a proportionate stratified systematic random sample was drawn from the population of chemists in the 150 metropolitan areas of the United States. Details of the sampling procedure are given in Appendix 3.
The sample yielded 50 observed groups of chemists, employed by 45 different industrial organizations and 5 groups of chemists in universities. This led to approximately 25,000 observations of about 1500 chemists. This preliminary report deals with data on the industrial groups only (approximately 18,000 observations).
Each chemist was observed at two random moments of time each day for 9 consecutive days. Observers were company or university personnel trained and carefully supervised by members of Case's research team. Using "local" personnel for observers considerably reduced the amount of questioning required of the subjects in the observational process. Observations were recorded on the two forms shown in Appendix 1.
Since some refusals by organizations to cooperate was anticipated, a larger sample than was required was selected. Four companies refused to cooperate. This could, of course, introduce some bias in the results if these companies have
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different characteristics from that of the companies which cooperated. The closest examination we could make for such differences failed to reveal any such characteristics. The reasons for refusal were quite reasonable in most cases and failed to be related to the characteristics of the company as far as we could determine.
So much for the discussion of the plan of the research. The remainder of this paper will deal with the results obtained.
The question, "How do chemists actually spend their time?" really has three aspects of equal importance. The first can be stated as: What is the average amount of time spent by chemists in each of the activities classified? This can also be stated in terms of the probability that a randomly observed "chemist-moment" will be classified as a particular activity. This probabilistic form of the question is basic to the mathematical analysis to be described later.
The second aspect of the question as to how chemists spend their time is the consideration of the variability among groups of chemists. This aspect also includes the dynamics of time allocation. Here we are interested in any relationships between or among the various classes of activities. This may be stated as: What are the distributions around the averages of time spent, and what functional relationships exist among the averages? One very obvious relationship is that the percentage allocations must add to 100. However, there are other less obvious relationships. This aspect of the time allocation is naturally the most significant in terms of the basic purposes of the study.
These interrelations show where the potential time savings can be obtained. It is not enough to see where the most time is being spent. We must see how the time division among some activities responds to changes in amount spent in other activities. The third aspect of the question concerning the disposition of time by chemists is concerned with the influence of the various environments within which chemists work. Such factors as the type of research in which the work unit is engaged, the availability of scientific literature, salaries, and the professional composition of the work unit may influence time allocations of chemists. More will be said about this point following the discussion of the first two aspects mentioned above.
Environmental data are in the process of being gathered by the questionnaire which appears as Appendix 5 of this report. To date, half of the 50 units included in the study have replied and analysis has just begun. Consequently, there are no preliminary results to report at this time.
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Time allocation
The results of the 18,000 in area observations show clearly that the conventional picture of the chemist as a man in a white lab smock pouring chemicals into test tubes is a distorted picture. If we lump all experimental, equipment, and data time together we can account for only 36 percent of the chemist's time, while necessary communication (scientific and business) takes up 44 percent of the chemist's work day. Figure 1 shows the division of time among communica
FIGURE 1. Chemists' time allocation summary.
tion, experimentation, and facilitation. The figure also shows the maximum and minimum values for the 100 groups of chemists studied. Most of the following analyses are based on these 100 units which were derived as follows. Each of the 50 groups of chemists was observed 18 times during 9 consecutive days. These 18 observations were divided into "early" (the first 9 observations) and "late" (the last 9) for each group, yielding the 100 units for further analysis.
Figure 2 shows the time division for the eight categories used on form 957–1: Scientific communication; Business communication; Thinking or planning
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alone; Equipment setup or calibration; Equipment use; Data treatment; Personal and social; and Miscellaneous. The maxima and minima are also shown. It is obvious that Scientific communication is the largest single category. Since our observers were, in most cases, professional chemists and working members
FIGURE 2. Chemists' time allocation, detail.
of the group being observed, there is little likelihood they would mistake casual conversation (which might contain technical jargon) for Scientific communication. Also, since each observation that was classified as Scientific communication required filling in an additional form (957–2), there was no reason for the observers to err in the direction of overreporting this category. We feel, therefore, that chemists spend at least the reported 33 percent of their time in Scientific communication. Also it is the only category that has a minimum other than zero. The data in Figure 2 are presented in Table 1. Except for the two largest categories, Scientific and Business communication, the maxima are approximately four times the average. With the larger categories this drops to 2 to 3 times the average. This, of course, is due to the limiting effect of an upper bound—100%. Removing the effect of this constraint was one difficulty in the development of the detailed analysis.
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TABLE 1 Percent time allocation
Scientific communication
Business communication
Thinking or planning alone
Equipment setup
Equipment use
Data treatment
Personal and social
A further set of time averages was obtained for various aspects of scientific communication. These are shown on Figs. 3, 4, and 5, and in Table 2. The exact definitions of these categories, and all the others used in this analyses are
TABLE 2 Percent scientific communication time allocation
Total scientific communication
General discussion
Oral, non-discussion
Unpublished written
Published written
Sending, oral
Receiving, oral
Sending, written
Receiving, written
Reading articles
Reading for use
Reading for general information
Communication with other scientist, non-chemist
Communication with other company personnel, secretaries, technicians
Communication with chemists
contained in Appendix 2. Some of these relationships are suggestive of experiments, and some lend themselves directly to interpretation. For example, if we construct a fourfold table from Sending oral, Receiving oral, Sending written; Receiving written (Table 3), three things become obvious.
TABLE 3 Sending-receiving vs. written-oral, percent
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FIGURE 3. Chemists' communication time, allocation to channel.
First, it is apparent that of the four categories here discussed, more time is devoted to receiving recorded communications than to any of the other three categories. This, of course, is to be expected. Not as expected is the fact that while more time is spent in receiving than sending written material less time is spent in receiving oral than in sending oral. Since reading is at least as fast as writing, and since chemists read 1 1/2 times as often as they write (7.2 vs. 5.0) there must be several readers for each item written or else chemists read material written by non-chemists. With respect to oral communication this is reversed. More time is spent talking than listening. Since at least one listener is required for each talker, this must mean that chemists talk to non-chemists more often than they listen to them. Further analysis will explore this in more detail when we deal with the classification of the other people with whom the chemists communicate. This discussion is presented merely to indicate the kind of interpretations to which the data lead. The third, and perhaps least expected result shown by this table, is that written information exchange is used only one and a half times as much as oral. In this table, oral information exchange specifically excludes discussion, and is restricted to actual transfer of
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APPENDIX 2 Data collection instructions for project 957
List of materials
25 copies of Casor form 957–1 and envelopes,
A supply of Casor forms 957–2.
A set of instructions.
Observation procedure
An observation is made on each selected chemist and consists of looking at what he is doing when you first come into his office, lab. or meet him in the hall on either your morning or afternoon round. Each observation is checked on form 957–1 and if it is "scientific communication," then a form 957–2 is filled out.
The list of "chemists" for this study is made up of full time employees who:
are members (not student affiliates or student members) of A.C.S., or
have a B.S. or higher degree in Chem. or Chem. E., and are currently working in chemistry (utilizing their technical training), or
have a bachelor's degree in some other science (math., biol., statistics, etc.), and have been working as chemists for at least one year, or
have no degree in science, but have been working as chemists for three years.
This definition is not intended to include technicians, machinists, laboratory assistants, etc. "Working as a chemist," means that the level of skill and training required is that usually indicated by a B.S. degree.
The chemists on the list are those who have their desks (or can usually be found) in the area that contains the traced chemist. This area is chosen to be feasible for observation, and contains no less than five chemists, but may contain as many as 100.
An observational round starts at the time shown as "Scheduled start time" on the top of form 957–1. You go around the area and observe the chemists' activities. It is easier if you carry a list of the chemists and cross off each one as you see him. If there is a chemist you don't see, find out where he is, and if it is feasible, go and observe him, (he may be down the hall at another lab.). If he is out of the building or cannot be located, check "Out of area" on form 957–1.
After each round, check the forms to see if you have filled out all the columns, and that you have a form 957–2 for each check under "scientific communication" on form 957–1, put the completed forms in an envelope, and relax (or go back to your regular work).
Casor form 957–1. (See sample.)
There is one form 957–1 for each round. There are two rounds a day, one in the morning and one in the afternoon. This form will contain a mark for each chemist on the list. Either he will be classified in one of the first eight rows (Scientific communication to "None of these") or will be, "Out of area."
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The "total" number of checks must always be equal and be the number of chemists on your list. Every chemist must be accounted for.
The heading of this form contains five items (see sample). The first, "No. _____" will be filled out when you get the forms. It indicates your organization's code designation. The second item, "Round _____," is to indicate which set of observations are recorded on the form. This is a two digit number. The second digit will always be "1" or "2." "1" shows that the round was a morning round, "2" indicates an afternoon round. The first digit indicates the day. The first day on which observations are to be made will be day 1, the second day will be "2," etc. Thus round "3 2" will be the afternoon round on the third day of data collection; round "8 1" will be the morning round on the eighth day, etc. "1 1" will be the first round and "9 2" will be the last.
In the item "Observer _____" put your initials (or the initials of the person who makes a round in your place). This is so that if there are any questions they can be referred to the correct person.
The next item is "Scheduled start time _____." This is filled out and is either on the hour or the half-hour. These times were picked to give a representative picture of your working day, allowing for lunch. In the next blank, "Actual start time _____," enter the actual time you start the round, to the nearest minute. We fully realize that you have your regular duties to attend to, and that there will be some rounds that will be started early or late. Please enter the actual time you start the round, even if it is quite different from the scheduled time. If you cannot make the round in the same half day as it is scheduled, write "Missed" in the "Actual start time _____" blank, and a make-up round will be added at the end of the regular nine-day period. e. The body of the form consists of ten rows, a space for counting marks for each row, and a "total" column. Do not use the column at the extreme right of the form (the one that starts "11, 12, 13"). In the large space, using single strokes with a diagonal for five to record the individual observations. For example, "///" is three, is seven, and is 12, etc.
In the total column, record the number of marks in each row, and enter this number under "total." This will make adding the grand total easier, and will facilitate further analyses.
The categories can best be defined by examples.
"Scientific communication" is meant to include all talking, listening, reading, writing, and discussion concerning technical or scientific matters related either to the job or to outside professional activities.
Examples are: reading an article, handbook, memorandum, etc.; discussing work, project status, etc., talking on the phone to someone about a technical matter; writing an article, book, report, memorandum, etc.; editing or reviewing material for publication.
"Non-scientific business communication" consists of all the necessary communication (business and professional) that is not of a scientific or technical nature. This category includes supervisory and administrative communications, letters, memos, and discussions relating to conducting the business activities or outside professional activities.
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Examples are: discussing personnel, office space, price, delivery, vacation schedules, and staff meetings.
"Thinking or planning alone" is the category for activities such as writing your own notes, working out a plan on paper, (or blackboard), or just sitting and thinking (about scientific matters). Some chemists work best in groups, some best alone. This category is not to be confused with "scientific communication," which may well be used for activities done alone. If there is communication with someone else, by writing, reading, or phone, even though the chemist is alone, it is "scientific communication." If he is alone and thinking or planning (not communicating with anyone else) then this category (3) applies.
Examples are: designing an experiment, working out an idea, sketching an apparatus layout for his own use, and thinking thru a problem.
"Equipment setup and maintenance" and
"Equipment use" are two very important categories and will account for most of the observations. They include working with chemical and scientific apparatus. The two classifications distinguish between work that is preliminary (including calibration) and that which yields actual data. The setup and maintenance are necessary, but are to be coded separately from the use of the equipment.
Examples are: calibrating a pH meter, bending tubing, recording readings on a data sheet, washing flasks, and titrating a solution.
"Data treatment" is to be used for the analysis of numerical data such as calculating formulae, drawing graphs, making up tables, and charts. This category is for the statistical, numerical, mathematical treatment of observations, not for mere transcription or recording (see examples in 4, 5).
Examples are: adding numbers, calculating averages, and drawing graphs.
"Personal and social" is for the ordinary daily activities that chemists perform that are not actually part of their jobs. They do them because they are humans as well as chemists. This includes coffee breaks, talking about the weather, TV, politics, or the wife and children. Also included are personal or social communications such as writing personal letters, checks, calling friends or family. Be sure there is no attempt either to minimize or to exaggerate this category. There is not the slightest implication that personal and social activities are undesirable. They are part of the everyday business of living and getting along with others.
"None of these" is a miscellaneous category for cases that do not fall into any of the others. It includes walking in the halls, waiting, and straightening up a desk. In every case where it is used, make a note on the back of the form explaining what the observation was. Use this category only if you cannot fit the observation into any of the other-categories.
"Out of area" is for those cases where you cannot locate the chemist or you know that he is out of the building, home, sick, on vacation, on a business trip, etc. If you can categorize his activity then do not list him here, but put the check in the appropriate box. If he left the office for a doctor's appointment, for example, check "Personal and social." If he
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went to the library check "Scientific communication," but on the 957–2 just write in "At Library, not observed." You may have to ask to find out where he went.
For "None of these" write details on back of form.
Casor form 957–2.
One copy of this form must be filled out for each mark under "Scientific Communication" on form 957–1.
The heading "No: _____, Round: _____" should be filled out to agree with the same entries on form 957–1. These forms will be kept together at the end of each round. There will be one 957–1, and as many 957–2's as there are checks under "Scientific communication" on 957–1.
When filling out a 957–2, there must be one entry in the first column, and two entries in the second column, one under "Number and type of people involved in the scientific communication" and one under, "Form of the scientific communication."
In the first column an entry is made by circling the number at the right of the entry, after the word "from" or "to" or "with." The purpose of the word is to remind you that the entries in the second column go on the left or right, depending on whether they refer to a "from" or a "to, with." In this second column, an entry will be a number written in by you in the appropriate box. This number tells how many people the observed chemist is communicating with. If he is discussing something with a group, then you write in the number of people (do not include the observed chemist in this count). On every form 957–2 there will be at least one entry in this section. There may be several, since the other people being communicated with may be distributed among the categories; for example, some biologists and some chemists might be discussing something with the observed chemist. If the observed chemist is reading, then the number and classification of "Number and type of people …" would refer to the author or authors. It is extremely important that these numbers be accurate. The only time numbers will not be used is when material is being sent to a large and undetermined audience, as in the case of an article being written for a journal or a speech being prepared for a professional meeting. In that case, use the letter Y and put it in the appropriate box or boxes. If you have no idea as to the composition of the audience, use "none of these" and describe the situation on the back of the form.
In the last section (bottom) of column two, an entry is made by circling a number (or X or Y).
In the two places (column one and bottom of column two) where there are numbers printed in, an entry consists of circling the number. In the other case (top half of column two) where there is no number, write one in.
Column 1. Description of scientific communication
Hearing question refers to occasions where the observed chemist is listening to an oral request or question. The actual words do not have to be in question form. It may be a suggestion, or request. The important aspect for this classification is that the answer or reply would normally contain scientific information. This category is not to be used for casual questions
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that occur in discussion like, "Don't you think so, Joe?" or, "Well, then, is it agreed that well get together at 10:00 on Tuesday?"
This classification should be used for oral requests for technical information, for example: "Joe, would you know what journal had that article by Klumpenmeyer on semi-captive radicals?" This category is also used for questions about apparatus, calibration, etc. If the question comes up in a discussion, do not use this category, use one of the two discussion categories. This category is for questions or requests for information that are the purpose of whole communication. Note that the entries in column 2 will be in the "from" column and that "(1) oral" will be recorded at the bottom of column 2.
Reading question is the same as hearing question, except that it refers to reading a question or a request for information.
Reading for use. This classification is for the reading of memoranda, articles, books, etc. when the purpose of the reading is to find some specific information of direct use on a current task. Examples include looking up values in a handbook and checking a formula in a text or reference book.
Reading for general information. This category is for all the scientific reading that is done for background, for its general value, because you get the journal anyway, or just because it is interesting. The reading must be scientific or a 957–2 would not be filled out at all. (Popular Mechanics is not scientific literature.)
Hearing information is used for two kinds of situations. One is in the answer or reply to a question. Remember this refers only to those situations where the main purpose of the interchange was the answering of a particular question or request, not those questions arising during a discussion. The second situation is in listening to a lecture, briefing session or talk where there is little chance to break in with questions or remarks. This use of "hearing information" is used to denote a one way communication system. If the exchange is two way, then the category to be used is "discussion."
Examples of "hearing information" are: Listening to the answer to a technical question, being briefed on a new technical development by a visiting expert, and listening to a report of a professional meeting by someone who attended.
Working out material is used for those situations where the observed chemist is trying to understand something he has read or heard. He may be using a blackboard or pad to see if a certain reaction will follow as Hemplemeyer says in his article. In the later parts of the recording form the data refer to the source of the material he is working out.
Editing material received is for those cases in which the observed chemist is proofreading, editing, refereeing, or otherwise working with material for publication (either for journals or books, or for publication within the company). This may be something he has written himself or something that someone else wrote, but it is now being readied in final form,
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not still being written. In the last section of 957–2, use the category that refers to the ultimate form. If a chemist is editing material to be submitted as an article to A.C.S., this would be called "article" even though it is as yet unpublished. If he is reworking a speech for future delivery it is "oral" even though the speech may eventually be published.
All the above categories are "from" and must have entries under "From" in the second column on the form.
Writing information is used for all written scientific communication including letters, memoranda, reports, articles or books. It refers to outgoing information only and not to written requests for information.
Telling information is the same as "writing information" except it refers to oral methods rather than written. If one person is "hearing information" (as discussed above) then someone else must be "telling information."
Writing question refers to writing a request for information.
Asking question is the same as "writing question" but is oral, not written. It is the other half of "hearing question."
The previous four categories are all "to," and must have their entries in column two on the right-hand side, "To, With."
General discussion is that part of scientific communication that goes on in groups. It is not "one way" (like hearing or telling information). The discussion may be about some highly specific point, but it must be a real discussion, not a lecture. Note that this category is "with," and requires the number and kind of co-discussants.
Discussion about a received communication is similar to "working out material" but refers to a "bull session" where the participants are trying to understand or put to use something they were told or read. This category is "from" and "with." It requires entries on both sides of column two.
Reading for retransmittal refers to the case of an observed chemist reading an article or book, etc., to report on it (either orally or in writing). In this case as in the previous one, there will be entries on both sides of column two, "From" and "To."
None of these is for any difficult case that doesn't fit in. Be sure to write in the details on the back of the form.
Column 2. Number and type of people involved in the scientific communication.
In column two of form 957–2, an entry is a number. Write in a number in the box, using either the left or right set according to the "from" or "to" in the entry you circled in column one.
Mathematicians, statisticians include all the mathematical sciences, experimental designers, and geometers.
Physical scientists include physicists, metallurgists, astronomers, optical scientists, meteorologists, and electronics men.
Chemists, same unit refers to chemists who are in the same project group, or in the same administrative unit (where this is defined as narrowly as possible). The intent here is to include men working on the same project, or a group of closely related projects.
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Chemists, different unit refers to other men who are chemists, but who are working on different projects or different types of problems. If a biochemist working on new insecticides is talking with a physical chemist working on artificial crystals, they are in different units. (For "unit" you can read "branch of chemistry.")
Biologists, medical men include what are often called the life scientists. These are biologists, pharmacologists, zoologists, botanists, medical men, etc.
Behavioral scientists are the group containing psychologists, economists, political scientists, semanticists, etc.
If you are in doubt, write in the name of the science and then the number of such scientists involved.
Secretaries, technicians, etc., include students, lab. assistants, and machinists. These are the people that directly help the chemist get his work done.
Other company personnel are your company's sales men, executives, administrators, staff assistants, etc.
None of these includes customers, visitors, outsiders of all kinds. Be sure to write in an explanation on the back of the form,
Form of the scientific communication.
The last section of form 957–2 deals with the nature of the communication. Again check in the appropriate side ("From" or "To, With"). In the case of "Reading for Retransmittal" there will be a check on each side, one for the nature of the reading, one for the form of the retransmittal. "Unpublished written" includes letters, memoranda, and reports for company or client use. "Published" (book, article, abstract or review) means that the material will be generally available to chemists (often with difficulty—as a Ph.D. thesis).
In every case where anything but "oral," or, "Unpublished written" is checked a reference must be put on the back of the form showing the title, journal, issue, or date, and page number. This is extremely important. Get the complete reference, so if we go to a library we can find it.
In every case on the form where "None of these" is checked, write in the details on the back of the form.
Since no names or code numbers are associated with individual chemists, there is no possibility (and certainly no intention) of identifying any chemist.
A copy of the final report will be given to your organization, but it will not report data for any individual or company. No one in your organization except you will see the recording forms. Thus the integrity and individuality of your chemists is guaranteed.
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The Universe to be sampled (target universe) is the set of Chemist-Minutes constrained by the following restrictions:
Continental U.S.
5-day week, normal work hours/day.
Work in one of the 150 metropolitan areas (1950 census definition) listed in Table 73, Detailed Characteristics, U.S. Census of Population.
Work for a unit (smallest administrative unit in a company) employing 5 or more chemists (members of A.C.S. as of June 1, 1957). [Note. Restriction 3 limits the sampled universe to about 80% of the target universe. Restriction 4 limits the sampled universe to about 85% of the target. If they are uncorrelated, then, the restriction is to about 68%. However, there is probably some positive correlation (larger companies are more likely to be in metropolitan areas) so 68% is a minimum estimate.]
The time period—July to October 1957.
The procedure used to generate a sample of Chemist-Minutes is as follows:
The hundred fifty metro areas were ordered from most chemists to least chemists. A systematic stratified sample of 10 areas was drawn which yielded (1) New York, (2) New York, (3) Chicago, (4) Philadelphia, (5) San Francisco, (6) Wilmington, (7) Buffalo, (8) Albany, (9) Kalamazoo, (10) Trenton. This sample was based on the 1950 census data (Table 73, Detailed Characteristics).
In each metro area, the names of 50 chemists were drawn at random (systematic random sample—no stratification). Data used was the current A. C. S. roster.
Each name drawn was checked to get number of chemists employed by the firm (same general address—to treat individually, multi-plant firms) and occupational classification of chemist. If firm employed ≥5 and occupation was in (see Appendix A for list of occupational classification), then firm (unit) was included in the sample. This operation was continued until approximately 100 chemists (totaling the number of "in" chemists employed by each unit) were obtained.
This generated a sample of approximately 60 firms and 100 chemists.
Each chemist in each unit was observed at two random times (one before lunch, one after) for nine consecutive work days. These observations (approximately 18,000) form the basis of the further analysis.
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APPENDIX 3a
The sampling procedure yielded a sample with the following characteristics: number of companies, 42; number of observed units, 50; number of chemists, 1305.
Breakdown by Metropolitan area:
New York
San Francisco
The sample was designed to obtain approximately 100 chemists in each area (200 in New York since it was considered two areas). The size of the units varied from 5–111 chemists with most of them lying within a range of 10–40.
APPENDIX 4 The use of the multinomial assumption
Since we have a universe of chemists one assumption we may make about the underlying structure is that each and every chemist has the same probability for any particular activity as any other chemist, and that these probabilities do not change with time.
Then, if we were to observe a group of chemists, we could predict, on the average, the kinds of observations we should get.
Thus, if there are k different, mutually exclusive and exhaustive activities, and associated with each one is a probability (P1, P2, P3, · · ·, Pi, · · ·, Pk) such that
then if we observe n chemists at random, the probability that we will get exactly x1 observations of the first activity, x2 of the second, etc., and xk of the kth activity is given by:
This is the multinomial distribution.
Our concern in this situation, however, is to determine the distribution of x1 given x2, i.e., Pr{x1|x2}. This can be done simply by applying conditional probability to the multinomial for x1, x2, and x3.
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Letting M(x1, x2)=the multinomial for x1, x2, we have
which equals
which reduces to the expected value of x1|x2:
This can also be expressed as
or in percent terms
which is the computational form used in the body of the report.
The variance of
or, the standard deviation, in percent terms is:
These two forms, the percent forms for expected value and standard deviation, are the ones utilized for the computations in the report.
APPENDIX 5 Scientific Communication Study—Questionnaire
Would you please classify the major activity of the "observed chemists" as:
☐ basic research
☐ applied research
Would you also classify the nature of the research conducted by them as being primarily either
☐ product research, or
☐ process research
Please check any of the following categories that describe the literature facilities available to the "observed chemists." You may check as many or as few of the categories as apply.
☐ Current journals available to the men at their desks. (Personal subscriptions or routed copies.)
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☐ Library facilities in the same building with the literature available for withdrawal.
☐ Main company library not in the same building, but literature can be withdrawn on request.
☐ Public library facilities available with a procedure for company use.
What is the average annual cost of the physical plant, exclusive of the laboratory equipment and materials, used by the "observed chemists?" Please include the amortization of the capital goods, any imputed rent, and operating and maintenance costs. $______/yr.
What is the average annual cost of the laboratory equipment and supplies used by the "observed chemists?" Include any amortization of capital equipment in this figure. $______/yr.
[If the "observed chemists" do not have separate facilities, apportion the costs on a manpower basis.]
This question refers to a group of people which includes the chemists who were observed for two weeks earlier this year. We want to include in this group most of the people who work and communicate with the "observed chemists." This will usually be all of the men in the laboratory, or all of the men in same building, but it can also include men from other units of the company, if they are in frequent contact with the "observed chemists."
Classification by specialty
Number in group
Average annual salary
Mathematicians and statisticians
Physical scientists, including physicists and metallurgists
Chemists, including both "observed chemists" and all others
Chemical engineers
Other engineers
Biologists, medical men, life scientists
Behavioral scientists, including psychologists and economists
Technicians, laboratory assistants
Secretaries, clerical staff
Administration personnel
Total in group
There were "observed chemists" in your group, and your observer has a list of their names. Please indicate here their average annual salary: $_______.
Please write here any comments you wish to make about this questionnaire:


text:
What follows is an update (37 blogs) to my blog roll. These blogs are also added to my TwinCitiesBlogs.com project.
Continue reading "Minnesota Business, Technology And Recruiter And HR Blogs Updated" »
« January 2010 | Main | March 2010 »
What follows is an update (37 blogs) to my blog roll. These blogs are also added to my TwinCitiesBlogs.com project.
Continue reading "Minnesota Business, Technology And Recruiter And HR Blogs Updated" »
Posted at 02:24 PM in General | Permalink | Comments (0) | TrackBack (0)
Full Time IT Job
This position has been filled.
Click Minnesota IT Jobs for more jobs & Minnesota Headhunter for most recent blog posts.
Paul DeBettignies
VP Recruiting
HireCast Consulting, LLC
Stay in touch with me by clicking:
Check out HireCast Consulting:
Posted at 05:02 PM in Minnesota IT Jobs | Permalink | Comments (1) | TrackBack (0)
The following post is courtesy of the Recruiting Blogswap:
From: Resume Builder
Behind every successful person stands his social capital i.e. people who had catapulted him to success, people whom he had helped before and whose trust and support he had earned. The stronger your social relationships are and the more people you know – the more opportunities open in front of you, especially when it comes to job search. It is well known that the best job openings are not posted and advertized so it becomes crucially important to network and maximize your social relationships. Read our tips below to get to know how to do it.
How to maximize your social relationships online
Continue reading "Expanding Your Social Engagement For Career Purposes" »
Posted at 11:45 AM in Job Search Tips | Permalink | Comments (1) | TrackBack (0)
Guest post from: Kate-Madonna Hindes of Girl Meets Geek (@girlmeetsgeek)
On a recent report that came out from The Conference Board, statistics stated U.S. Job Satisfaction at Lowest Level in Two Decades.
The report, based on a survey of 5,000 U.S. households conducted for The Conference Board by TNS, finds only 45 percent of those surveyed say they are satisfied with their jobs, down from 61.1 percent in 1987, the first year in which the survey was conducted. (U.S. Job Satisfaction at Lowest Level in Two Decades)
Those who have knowledge of the large losses that occurred in the 80's, know that a number 61% below what happened is a shocking revelation. What exactly are employers doing to prepare for the backlash, or emotional aspect of workers who are no longer passionately tied to their positions, or company?
Continue reading "Are You Creating Your Own Circle Of Job-Dissatisfaction?" »
Posted at 02:04 PM in General, Recruiting | Permalink | Comments (0) | TrackBack (0)
The following post is courtesy of the Recruiting Blogswap:
From: Kevin Donlin
Question: If you've ever been hired without first meeting the employer in person, open your window and scream "Yes!"
Hear anything?
Neither do I.
Until more scientific proof turns up, just agree with me here: You can't get hired by a computer or over the phone.
Before you can work for people, you have to meet people.
And the more people you meet, the faster you'll get hired.
Here are three ways to do so, using technology to humanize your job-search efforts …
Posted at 08:47 AM in Job Search Tips | Permalink | Comments (1) | TrackBack (0)
HRExaminer.com and John Sumser have released their second in a series of lists to measure the influence individuals have within the HR and Recruiter industry. This goes along with one of John's projects Top 100 Influencers in HR/Recruiting.
The latest list Top 25 Most Influential Online Recruiters has me in the #9 slot.
Here is the first list on our HR colleagues from a few weeks ago Top 25 HR Digital Influencers 2009.
I was thinking (hoping , not gonna be shy about it) that I would find myself on the last list that is to come out in October "Top 25 Digital Influencers in Third Party Recruiting" figuring if thee was ever a list for me to be on, that is the one.
So to be included on this one is pretty cool for this one man band of an IT search firm in Minneapolis.
Posted at 04:53 PM in MN Headhunter Info, Recruiting | Permalink | Comments (3) | TrackBack (0)
The following post is courtesy of the Recruiting Blogswap:
From: CareerAlley
"There ain't no mountain high enough" - Nickolas Ashford & Valerie Simpson
And you thought that college was hard! Looking for a job in the best of times is difficult, even if you have experience. Looking for a job during the "Great Recession" (as they seem to be calling it) when you are fresh out of college is brutal. But this is a character building exercise as well, and if you can endure during difficult times everything else will be easy.
Posted at 05:16 PM in Job Search Tips | Permalink | Comments (0) | TrackBack (0)
Guest post from: Kate-Madonna Hindes of Girl Meets Geek (@girlmeetsgeek)
(....You're Not Seriously Handing That Out, Are You?)
I met with a client recently who had such poise and determination to move forward into her next career. She explained away the Fortune 500's she had worked for and delicately took out her resume, (on beautiful, thick paper and placed it in front of me. She explained, "I paid a company $400 for this resume."
I knew what would happen next, (which is what always happens when people pay mega bucks for a company that has no idea WHO they are create a resume stating they are corporate gods.)
Part of being a career consultant and coach is that my emotions must never get the better of me, (when consoling someone, or in wide-eyed confusion over a single sheet of paper.) This resume was an abomination to all resumes. If it was the end of the world and she had to fit everything on one sheet of paper or die, I might have understood the tactic.
Posted at 02:35 PM in Job Search Tips | Permalink | Comments (1) | TrackBack (0)
A couple of weeks ago after having attended quite a few networking and educational events I had some observations about networking (both my experience and watching others) and did a brain dump on Twitter through @MNHeadhunter
This will be a longer blog post in the future but many folks have requested what posted that day so here goes (reverse order):
Networking 101 BONUS: Dating, finding a doctor/attorney/place to live, where to shop, find a good movie. This is networking
In a reply to someone: There is no crying in baseball and no "rules" to networking. Be Nike, just do it
Networking 101: Networking is not about what you need or want. It is about how you can help others
Networking 101: Not reaching out is "fine" when you have a job you like, all the sales you need. How often is that?
Continue reading "Networking 101 Thoughts I Posted On Twitter" »
Posted at 02:16 PM in General, Job Search Tips, Recruiting | Permalink | Comments (1) | TrackBack (0)
KARE 11 TV (Minneapolis & St Paul NBC affiliate) has this story Hennepin County: 'Goodbye land of cubicles' about how Hennepin County is implementing ROWE or Results Oriented Workforce Environment.
Here is the video:
Posted at 01:02 PM in Minnesota Business and Technology News | Permalink | Comments (0) | TrackBack (0)
The following post is courtesy of the Recruiting Blogswap:
From: Tim Houghten
One of the most powerful lessons that I have learned on my way up the ranks of management in various industries is that you should always go above and beyond the duties of your position in order to get advanced to the next level.
If you are already a manager perhaps you have realized this already, but it never ceases to be true and their is always room to move higher.
Like many other employees out there, years ago I remember one boss telling me I needed to be doing the duties of a manager and proving myself if I wanted the position and the accompanying raise. I really didn't get it - I thought they ought to give me the raise and promotion and then I would do the work (we both knew I was capable).
After all why should I do more work than I was being paid for?
Posted at 03:21 PM in Job Search Tips | Permalink | Comments (0) | TrackBack (0)
I still need to post a bunch of employment statistics from recent weeks and with this post am jumping ahead a bit.
This afternoon I had a long chat with a reporter who was curious about why my optimism about job growth was so low.
Sure it is likely we are out of the recession, corporate profits are up and some temporary hiring (a forward looking indicator) has started but we have a long, long way to go.
Here is a recent chart of job losses and duration by recession:
Posted at 02:56 PM in Employment & Economic Statistics | Permalink | Comments (0) | TrackBack (0)
I am thrilled to accept an invitation from the Employers Association to speak at their Social Media Conference "The Time is Now" March 18th, 2010.
Employers Association is a large organization that provides services to small and medium sized companies focusing on the HR function including leadership training and employment law.
That they are putting on this event for their clients (non members are allowed to attend) is a great next step in the education they provide.
Here is info on the event:
Social Media Conference: The Time is Now
Have you been asking yourself when and how to get onboard with social media? Where do we start? What should I know before my company jumps in? Who needs to "own" your company's involvement and content? How will you monitor feedback or measure ROI? What, if anything, should be asked of your employees already using Facebook, Twitter or LinkedIn? What are the legal considerations? Big questions, indeed. Get answers at EA's March 18 conference.
Continue reading "Paul DeBettignies To Present At Employers Association Social Media Conference" »
Posted at 01:51 PM in Minnesota Business and Technology News, MN Headhunter Info | Permalink | Comments (1) | TrackBack (0)
The following post is courtesy of the Recruiting Blogswap:
From: Steven Coyne, Owner/Recruiter, "The Job Hunter Group"
I heard it again today, "I've applied to 300 jobs in the last month."
Why would anyone waste their time like that? Sounds to me like this person was simply doing the "Click and Go" dance with his computer. I certainly understand the desperation that comes with the economic climate we all live in today, but I'm concerned.
If a job seeker would just sit back for a few minutes and consider a plan of action, concerning the goals for the day and write it down, then the day's efforts might be a little more fruitful! More focus would be given to the list below and less work would be done with better results.
Posted at 08:41 AM in Job Search Tips | Permalink | Comments (3) | TrackBack (0)
The following new Minnesota IT jobs have been added on the MN Headhunter Volunteer Page:
Click weekly newsletter to receive the Wednesday message of nonprofit needs, IT jobs I am recruiting for, recruiter jobs, and most popular blog posts of the week.
If you are using a RSS Feed click Volunteer.
Posted at 12:08 AM in IT Volunteers | Permalink | Comments (0) | TrackBack (0)
– Top Global Executive Search Firm Reports Technology, Energy, Consumer and Life Sciences among Sectors with Some Pent Up Demand for Executive Talent –
NEW YORK--(BUSINESS WIRE)--As globalization shifts corporate priorities, mobility and flexibility will be required for even star executives, as prospects for senior management often shift from the West to the developing world, according to the quarterly Boyden Executive Outlook released today.
"CEOs can come from any market due to the globalization of business," said Chris Clarke, President and CEO of Boyden World Corporation. "Many of the best opportunities are shifting away from the West, while changes in government policy and taxation are making corporations consider locating operations in countries with less restrictive policies."
Posted at 07:55 PM in Employment & Economic Statistics | Permalink | Comments (0) | TrackBack (0)
This is Part 3 of a 3 part series on how a VP Marketing at a Minneapolis company became an Undercover Jobseeker to apply for a job at her own company.
Part 1: Why The Undercover Boss Should Be An Undercover Job Seeker Part 1 Of 3
Part 2: Why The Undercover Boss Should Be An Undercover Job Seeker Part 2 Of 3
Julia calls a management and HR/Recruiter meeting for Friday morning that in hind sight should have been done in another way. Rumors of a layoff were all over the place.
The following is a summary of the meeting:
Julia started the presentation with a slide deck that documented what she had done the previous six weeks during which she did not pause, stop or take any questions.
At the end of the 20 minute presentation she asked if anyone had a comment to make but the room was eerily silent to the point that no on had yet shifted in their chair.
Julia then brought up a spreadsheet documenting the estimated "cost" of the open position along with a scenario if the employee with the offer had left along with if contractors were brought in. The numbers were really big. Julia then showed a spreadsheet of a conservative estimate of the total cost to the company if this was happening with one out of ten jobs.
This is when the shifting in the chairs started.
The rest of the meeting along with subsequent department meetings highlighted issues within their hiring process which you will find below along with action items that have or will soon take place.
Company career page
This was the one part of the process that all agreed was working. It ranks well with the search engines, sees a lot of traffic and analytics show a good number of visitors start the application process.
Applicant Tracking System (ATS)
This was found to be a complete failure in all aspects.
- The online form repeatedly timed out or had other tech issues
- While the applicant screen showed a resume was received the auto reply email did not go out
- The ATS was not as customized as promised so many HR/Recruiters were using it their own way causing major confusion
- The staff was not receiving updates to the ATS
- A few HR/Recruiters had stopped entering information into the ATS causing all sorts of reporting issues
Action item
- The ATS is still in use although the contract has been cancelled. The provider has been allowed to submit a proposal along with four other vendors.
- Short staffed – too many openings per recruiter
- Little or no relationships with the hiring managers
- A less experienced staff generally speaking
- Just in Time recruiting with no talent pool or passive candidate database development
- Because the ATS was so horrible to use most would "start over" rather than first look at the ATS
- Staff wants to be in their positions, like working for the company and see a long term career path
- Very eager to learn new ways to recruit
- Internet and tool savvy
Action item
- In house training and outside consultants will be brought in to help the team
- Upon completion of training salaries will be increased
- Two contractors have been brought in for short term relief
- A couple of new positions will be created if the training does not make the group more efficient
- Saw little benefit in speaking with HR/Recruiters
- Created really bad job descriptions or had not updated them
- Persistently ignored interview requests or cancelled at the last minute
- Were actually too busy in many cases to be part of the process
- "Squeaky wheels" were getting all the HR/Recruiter attention and in most cases were the biggest time wasters
- All agreed that they needed to be more proactive, more involved
Action item
- Managers are receiving some recruiter 101 training
- HR/Recruiters on a monthly basis review the Managers
Surveys are being conducted of current/former employees, those who were interviewed and not hired and those who were never interviewed to learn from them directly the good and bad news.
Preliminary results show that once an interview takes place the rest of the process including offers/rejections, on boarding, etc is very favorable.
One major revelation was the employee referral program was a "canary in the mine" of sorts. The program had been very successful in large part because the front door (ATS and email@example.com) were such an awful experience that job seekers would network in the back door to employees.
At some point employees referred fewer candidates because they were annoyed with how slow the process was and they would look bad to their friends and connections.
Remember that open position?
It was filled 10 calendar days from the Friday meeting because a Recruiter met with the Hiring Manager to talk about the position. The Recruiter went to the ATS and realized there were qualified candidates and a great hire was quickly made.
My question to those in a management role is this, if/when the War for Talent comes back will you be ready? Is your staff ready? Is the process smooth? Is the experience job seeker friendly?
Are you willing to find out?
Posted at 04:13 PM in Recruiting | Permalink | Comments (4) | TrackBack (0)
I should not say this but three days in a row of Minnesota Morning, I am on a roll. What's the number it takes to make something a habit, 21 days? Baby steps Paul, baby steps. Stay focused, you know you can do it.
Yes, I am talking to myself. Yes, it happens often. It's when the voices start having conversations and I am just a spectator. OK, the last two I was joking. I swear.
For better and worse Minnesota has been on cable news the past two days. No, not because of the snow storm (we have been trumped by our East Coast friends) but because of this billboard on I 35 north of Minneapolis:
Posted at 09:03 AM in Minnesota Morning | Permalink | Comments (0) | TrackBack (0)
This is Part 2 of a 3 part series on how a VP Marketing at a Minneapolis company became an Undercover Jobseeker to apply for a job at her own company.
Click this link for Part 1: Why The Undercover Boss Should Be An Undercover Job Seeker Part 1 Of 3
The job had been open for about six weeks with very little action on it and was essentially the same position "Julia" was offered many years ago. Knowing the position well and of course the manager of the group along with the HR/Recruiter team we did the following:
Julia and I agreed to go this far (more than I expected) as she wanted to play this out the whole way up until an interview would be scheduled with the idea of getting the complete experience of applying at the company.
Continue reading "Why The Undercover Boss Should Be An Undercover Job Seeker Part 2 Of 3" »
Posted at 04:05 PM in Recruiting | Permalink | Comments (6) | TrackBack (0)
The following post is courtesy of the Recruiting Blogswap:
From: CareerAlley
Smart Money
A Smartphone may not sound like the best way to spend your money if you are currently unemployed, but in fact, it just may be. Job hunting in today's market is all about getting there first, getting there fast and leveraging all of the Internet tools available to you.
Yes, you can do this from the comfort of your home (or Starbucks), but when you are out of the house (hopefully on a job interview), a Smartphone can give you the edge you need to get the next interview. Now I'm not saying that you won't get a job if you don't have a Smartphone, I'm just saying this is another tool in your Job Marketing Toolkit.
Continue reading "Smart Money, Smart Jobs, Smartphone – Leverage your Job Search" »
Posted at 10:56 AM in Job Search Tips | Permalink | Comments (1) | TrackBack (0)
Welcome to the Minnesota Headhunter Blog. My name is Paul DeBettignies (pronounced De-Bett-ingz).
I started writing in 2005 to share thoughts and ideas I had as an IT recruiter.
Since then I expanded this site to include MN IT and recruiter jobs, links to Minnesota business news and promote the local tech community.
I am the Principal of Minnesota Headhunter, LLC a Minneapolis IT search firm and a frequent local and national speaker and article contributor on recruiter, HR, career, networking and social media topics.
Have a question, comment, inquiry?
Send me an email firstname.lastname@example.com
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