what do job assignment meaning

Washington State Department of Enterprise Services (DES)

Capitol Campus

EAP | Capitol Campus

Developmental Job Assignment

The state of Washington strives to attract, develop, and retain a talented and well-prepared workforce.

Providing employees opportunities to explore career interests through assignments that are uncommon in their daily work:

Allow them to grow professionally.
Allow the agency to pursue initiatives using resources that would not otherwise be available.

A developmental job assignment is a formal opportunity for an employee to develop professional knowledge, skills, and abilities that would not otherwise be available through their normal work activities.

Developmental job assignments should be primarily a product of the employee’s Performance and Development Plan (PDP). However, employees or the agency may pursue those assignments outside of this process.

Developmental job assignments are voluntary. Developmental job assignments will normally last no more than twelve months, and must have prior approval of the current Agency Head. Employees must have a six-month break between developmental job assignments. The time length and extensions of all assignments must include written justification.

Employees in developmental job assignments retain their own position number, draw their current salaries (including any scheduled periodic increments) and do not attain permanent status in any other classifications.

Funding is normally absorbed by the loaning (permanent) program unless prior arrangements are made to pay by the program with the developmental assignment. This includes travel and training. Developmental job assignments may be terminated by any of the parties with at least seven calendar days’ notice, unless a shorter notice period is mutually agreed upon.

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The scope of the developmental job assignment should be clearly documented and approved by the supervising and hiring managers, the agency head and HR, before advertising the assignment.
Learning goals should be established and documented before the employee begins the assignment.
Developmental job assignments may be part-time or full-time.
Employees are not expected to have all skills necessary to perform the tasks or project independently, but should have the aptitude, ability, and ambition to complete assignments with reasonable oversight.
Since the primary purpose of a development job assignment is to support employee growth, assignments should be beyond current skill level. For example, a Fiscal Analysis with 10 years of experience in accounting would probably not be the best choice for a development assignment in entry level accounting. The assignment would not expand the employee’s skill set and would deprive a less experienced employee of the learning opportunity.
The salary of an employee who accepts a developmental job assignment remains the same.
There are no guarantees of future pay increase, promotion, or permanent job change.
The developmental job assignment should not evolve into a permanent position without competitive recruitment.
Employees are expected to go back to their previous position.
Employees may not accept another developmental job assignment for at least six months after completing an assignment.
At the end of the developmental job assignment, the supervisor and employee should complete a detailed evaluation of the learning experience, and place this documentation in the personnel file.
Developmental job assignments are not transfers, and the employee is expected to return to their previous job. Therefore, the employee’s salary is typically paid by their home program. However, funding sources may be alternatively arranged through prior mutual agreement between programs.
Developmental job assignments may be ended at any time by the employee or hiring manager (with approval by the appointing authority) with seven (7) days’ notice. Reasons to end a developmental job assignment early may include, but are not limited to: unexpected end of project; poor attendance or the unreliability of an employee; performance issues, etc.

What does job assignment mean?

Definitions for job assignment job as·sign·ment, this dictionary definitions page includes all the possible meanings, example usage and translations of the word job assignment ., did you actually mean job candidate or joseph smith , how to pronounce job assignment.

Alex US English David US English Mark US English Daniel British Libby British Mia British Karen Australian Hayley Australian Natasha Australian Veena Indian Priya Indian Neerja Indian Zira US English Oliver British Wendy British Fred US English Tessa South African

How to say job assignment in sign language?

Chaldean Numerology

The numerical value of job assignment in Chaldean Numerology is: 8

Pythagorean Numerology

The numerical value of job assignment in Pythagorean Numerology is: 4

Examples of job assignment in a Sentence

Rochelle Kopp :

Under Japanese labour law, if you are a permanent employee, refusing a job transfer or other job assignment is the same as saying that you are quitting, it’s so commonplace that people just think it’s normal.

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The Writing Center • University of North Carolina at Chapel Hill

Understanding Assignments

What this handout is about.

The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms and practices into meaningful clues to the type of writing your instructor expects. See our short video for more tips.

Basic beginnings

Regardless of the assignment, department, or instructor, adopting these two habits will serve you well :

Read the assignment carefully as soon as you receive it. Do not put this task off—reading the assignment at the beginning will save you time, stress, and problems later. An assignment can look pretty straightforward at first, particularly if the instructor has provided lots of information. That does not mean it will not take time and effort to complete; you may even have to learn a new skill to complete the assignment.
Ask the instructor about anything you do not understand. Do not hesitate to approach your instructor. Instructors would prefer to set you straight before you hand the paper in. That’s also when you will find their feedback most useful.

Assignment formats

Many assignments follow a basic format. Assignments often begin with an overview of the topic, include a central verb or verbs that describe the task, and offer some additional suggestions, questions, or prompts to get you started.

An Overview of Some Kind

The instructor might set the stage with some general discussion of the subject of the assignment, introduce the topic, or remind you of something pertinent that you have discussed in class. For example:

“Throughout history, gerbils have played a key role in politics,” or “In the last few weeks of class, we have focused on the evening wear of the housefly …”

The Task of the Assignment

Pay attention; this part tells you what to do when you write the paper. Look for the key verb or verbs in the sentence. Words like analyze, summarize, or compare direct you to think about your topic in a certain way. Also pay attention to words such as how, what, when, where, and why; these words guide your attention toward specific information. (See the section in this handout titled “Key Terms” for more information.)

“Analyze the effect that gerbils had on the Russian Revolution”, or “Suggest an interpretation of housefly undergarments that differs from Darwin’s.”

Additional Material to Think about

Here you will find some questions to use as springboards as you begin to think about the topic. Instructors usually include these questions as suggestions rather than requirements. Do not feel compelled to answer every question unless the instructor asks you to do so. Pay attention to the order of the questions. Sometimes they suggest the thinking process your instructor imagines you will need to follow to begin thinking about the topic.

“You may wish to consider the differing views held by Communist gerbils vs. Monarchist gerbils, or Can there be such a thing as ‘the housefly garment industry’ or is it just a home-based craft?”

These are the instructor’s comments about writing expectations:

“Be concise”, “Write effectively”, or “Argue furiously.”

Technical Details

These instructions usually indicate format rules or guidelines.

“Your paper must be typed in Palatino font on gray paper and must not exceed 600 pages. It is due on the anniversary of Mao Tse-tung’s death.”

The assignment’s parts may not appear in exactly this order, and each part may be very long or really short. Nonetheless, being aware of this standard pattern can help you understand what your instructor wants you to do.

Interpreting the assignment

Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet:

Why did your instructor ask you to do this particular task?

Who is your audience.

What kind of evidence do you need to support your ideas?

What kind of writing style is acceptable?

What are the absolute rules of the paper?

Try to look at the question from the point of view of the instructor. Recognize that your instructor has a reason for giving you this assignment and for giving it to you at a particular point in the semester. In every assignment, the instructor has a challenge for you. This challenge could be anything from demonstrating an ability to think clearly to demonstrating an ability to use the library. See the assignment not as a vague suggestion of what to do but as an opportunity to show that you can handle the course material as directed. Paper assignments give you more than a topic to discuss—they ask you to do something with the topic. Keep reminding yourself of that. Be careful to avoid the other extreme as well: do not read more into the assignment than what is there.

Of course, your instructor has given you an assignment so that they will be able to assess your understanding of the course material and give you an appropriate grade. But there is more to it than that. Your instructor has tried to design a learning experience of some kind. Your instructor wants you to think about something in a particular way for a particular reason. If you read the course description at the beginning of your syllabus, review the assigned readings, and consider the assignment itself, you may begin to see the plan, purpose, or approach to the subject matter that your instructor has created for you. If you still aren’t sure of the assignment’s goals, try asking the instructor. For help with this, see our handout on getting feedback .

Given your instructor’s efforts, it helps to answer the question: What is my purpose in completing this assignment? Is it to gather research from a variety of outside sources and present a coherent picture? Is it to take material I have been learning in class and apply it to a new situation? Is it to prove a point one way or another? Key words from the assignment can help you figure this out. Look for key terms in the form of active verbs that tell you what to do.

Key Terms: Finding Those Active Verbs

Here are some common key words and definitions to help you think about assignment terms:

Information words Ask you to demonstrate what you know about the subject, such as who, what, when, where, how, and why.

define —give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning
describe —provide details about the subject by answering question words (such as who, what, when, where, how, and why); you might also give details related to the five senses (what you see, hear, feel, taste, and smell)
explain —give reasons why or examples of how something happened
illustrate —give descriptive examples of the subject and show how each is connected with the subject
summarize —briefly list the important ideas you learned about the subject
trace —outline how something has changed or developed from an earlier time to its current form
research —gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you have found

Relation words Ask you to demonstrate how things are connected.

compare —show how two or more things are similar (and, sometimes, different)
contrast —show how two or more things are dissimilar
apply—use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation
cause —show how one event or series of events made something else happen
relate —show or describe the connections between things

Interpretation words Ask you to defend ideas of your own about the subject. Do not see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation.

assess —summarize your opinion of the subject and measure it against something
prove, justify —give reasons or examples to demonstrate how or why something is the truth
evaluate, respond —state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons
support —give reasons or evidence for something you believe (be sure to state clearly what it is that you believe)
synthesize —put two or more things together that have not been put together in class or in your readings before; do not just summarize one and then the other and say that they are similar or different—you must provide a reason for putting them together that runs all the way through the paper
analyze —determine how individual parts create or relate to the whole, figure out how something works, what it might mean, or why it is important
argue —take a side and defend it with evidence against the other side

More Clues to Your Purpose As you read the assignment, think about what the teacher does in class:

What kinds of textbooks or coursepack did your instructor choose for the course—ones that provide background information, explain theories or perspectives, or argue a point of view?
In lecture, does your instructor ask your opinion, try to prove their point of view, or use keywords that show up again in the assignment?
What kinds of assignments are typical in this discipline? Social science classes often expect more research. Humanities classes thrive on interpretation and analysis.
How do the assignments, readings, and lectures work together in the course? Instructors spend time designing courses, sometimes even arguing with their peers about the most effective course materials. Figuring out the overall design to the course will help you understand what each assignment is meant to achieve.

Now, what about your reader? Most undergraduates think of their audience as the instructor. True, your instructor is a good person to keep in mind as you write. But for the purposes of a good paper, think of your audience as someone like your roommate: smart enough to understand a clear, logical argument, but not someone who already knows exactly what is going on in your particular paper. Remember, even if the instructor knows everything there is to know about your paper topic, they still have to read your paper and assess your understanding. In other words, teach the material to your reader.

Aiming a paper at your audience happens in two ways: you make decisions about the tone and the level of information you want to convey.

Tone means the “voice” of your paper. Should you be chatty, formal, or objective? Usually you will find some happy medium—you do not want to alienate your reader by sounding condescending or superior, but you do not want to, um, like, totally wig on the man, you know? Eschew ostentatious erudition: some students think the way to sound academic is to use big words. Be careful—you can sound ridiculous, especially if you use the wrong big words.
The level of information you use depends on who you think your audience is. If you imagine your audience as your instructor and they already know everything you have to say, you may find yourself leaving out key information that can cause your argument to be unconvincing and illogical. But you do not have to explain every single word or issue. If you are telling your roommate what happened on your favorite science fiction TV show last night, you do not say, “First a dark-haired white man of average height, wearing a suit and carrying a flashlight, walked into the room. Then a purple alien with fifteen arms and at least three eyes turned around. Then the man smiled slightly. In the background, you could hear a clock ticking. The room was fairly dark and had at least two windows that I saw.” You also do not say, “This guy found some aliens. The end.” Find some balance of useful details that support your main point.

You’ll find a much more detailed discussion of these concepts in our handout on audience .

The Grim Truth

With a few exceptions (including some lab and ethnography reports), you are probably being asked to make an argument. You must convince your audience. It is easy to forget this aim when you are researching and writing; as you become involved in your subject matter, you may become enmeshed in the details and focus on learning or simply telling the information you have found. You need to do more than just repeat what you have read. Your writing should have a point, and you should be able to say it in a sentence. Sometimes instructors call this sentence a “thesis” or a “claim.”

So, if your instructor tells you to write about some aspect of oral hygiene, you do not want to just list: “First, you brush your teeth with a soft brush and some peanut butter. Then, you floss with unwaxed, bologna-flavored string. Finally, gargle with bourbon.” Instead, you could say, “Of all the oral cleaning methods, sandblasting removes the most plaque. Therefore it should be recommended by the American Dental Association.” Or, “From an aesthetic perspective, moldy teeth can be quite charming. However, their joys are short-lived.”

Convincing the reader of your argument is the goal of academic writing. It doesn’t have to say “argument” anywhere in the assignment for you to need one. Look at the assignment and think about what kind of argument you could make about it instead of just seeing it as a checklist of information you have to present. For help with understanding the role of argument in academic writing, see our handout on argument .

What kind of evidence do you need?

There are many kinds of evidence, and what type of evidence will work for your assignment can depend on several factors–the discipline, the parameters of the assignment, and your instructor’s preference. Should you use statistics? Historical examples? Do you need to conduct your own experiment? Can you rely on personal experience? See our handout on evidence for suggestions on how to use evidence appropriately.

Make sure you are clear about this part of the assignment, because your use of evidence will be crucial in writing a successful paper. You are not just learning how to argue; you are learning how to argue with specific types of materials and ideas. Ask your instructor what counts as acceptable evidence. You can also ask a librarian for help. No matter what kind of evidence you use, be sure to cite it correctly—see the UNC Libraries citation tutorial .

You cannot always tell from the assignment just what sort of writing style your instructor expects. The instructor may be really laid back in class but still expect you to sound formal in writing. Or the instructor may be fairly formal in class and ask you to write a reflection paper where you need to use “I” and speak from your own experience.

Try to avoid false associations of a particular field with a style (“art historians like wacky creativity,” or “political scientists are boring and just give facts”) and look instead to the types of readings you have been given in class. No one expects you to write like Plato—just use the readings as a guide for what is standard or preferable to your instructor. When in doubt, ask your instructor about the level of formality they expect.

No matter what field you are writing for or what facts you are including, if you do not write so that your reader can understand your main idea, you have wasted your time. So make clarity your main goal. For specific help with style, see our handout on style .

Technical details about the assignment

The technical information you are given in an assignment always seems like the easy part. This section can actually give you lots of little hints about approaching the task. Find out if elements such as page length and citation format (see the UNC Libraries citation tutorial ) are negotiable. Some professors do not have strong preferences as long as you are consistent and fully answer the assignment. Some professors are very specific and will deduct big points for deviations.

Usually, the page length tells you something important: The instructor thinks the size of the paper is appropriate to the assignment’s parameters. In plain English, your instructor is telling you how many pages it should take for you to answer the question as fully as you are expected to. So if an assignment is two pages long, you cannot pad your paper with examples or reword your main idea several times. Hit your one point early, defend it with the clearest example, and finish quickly. If an assignment is ten pages long, you can be more complex in your main points and examples—and if you can only produce five pages for that assignment, you need to see someone for help—as soon as possible.

Tricks that don’t work

Your instructors are not fooled when you:

spend more time on the cover page than the essay —graphics, cool binders, and cute titles are no replacement for a well-written paper.
use huge fonts, wide margins, or extra spacing to pad the page length —these tricks are immediately obvious to the eye. Most instructors use the same word processor you do. They know what’s possible. Such tactics are especially damning when the instructor has a stack of 60 papers to grade and yours is the only one that low-flying airplane pilots could read.
use a paper from another class that covered “sort of similar” material . Again, the instructor has a particular task for you to fulfill in the assignment that usually relates to course material and lectures. Your other paper may not cover this material, and turning in the same paper for more than one course may constitute an Honor Code violation . Ask the instructor—it can’t hurt.
get all wacky and “creative” before you answer the question . Showing that you are able to think beyond the boundaries of a simple assignment can be good, but you must do what the assignment calls for first. Again, check with your instructor. A humorous tone can be refreshing for someone grading a stack of papers, but it will not get you a good grade if you have not fulfilled the task.

Critical reading of assignments leads to skills in other types of reading and writing. If you get good at figuring out what the real goals of assignments are, you are going to be better at understanding the goals of all of your classes and fields of study.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Synonyms of assignment

as in lesson
as in appointment
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Thesaurus Definition of assignment

Synonyms & Similar Words

responsibility
undertaking
requirement
designation
appointment
authorization
installment
installation
destination
emplacement
investiture
singling (out)

Antonyms & Near Antonyms

dethronement

Synonym Chooser

How does the noun assignment contrast with its synonyms?

Some common synonyms of assignment are chore , duty , job , stint , and task . While all these words mean "a piece of work to be done," assignment implies a definite limited task assigned by one in authority.

When is it sensible to use chore instead of assignment ?

While the synonyms chore and assignment are close in meaning, chore implies a minor routine activity necessary for maintaining a household or farm.

When is duty a more appropriate choice than assignment ?

Although the words duty and assignment have much in common, duty implies an obligation to perform or responsibility for performance.

When might job be a better fit than assignment ?

The synonyms job and assignment are sometimes interchangeable, but job applies to a piece of work voluntarily performed; it may sometimes suggest difficulty or importance.

When could stint be used to replace assignment ?

In some situations, the words stint and assignment are roughly equivalent. However, stint implies a carefully allotted or measured quantity of assigned work or service.

When can task be used instead of assignment ?

The meanings of task and assignment largely overlap; however, task implies work imposed by a person in authority or an employer or by circumstance.

Thesaurus Entries Near assignment

assignments

Cite this Entry

“Assignment.” Merriam-Webster.com Thesaurus , Merriam-Webster, https://www.merriam-webster.com/thesaurus/assignment. Accessed 30 May. 2024.

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Nglish: Translation of assignment for Spanish Speakers

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Definition of assignment noun from the Oxford Advanced American Dictionary

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2 [ uncountable ] the act of giving something to someone; the act of giving someone a particular task his assignment to other duties in the same company

Nearby words

Growing Skills with Development Assignments

Last Updated on October 24, 2021 – 6:40 pm

Every modern company prefers to attract employees with the proper skills and experience to work for them. However, hiring managers often face a different reality: searching for this kind of employee is like scouring the haystack for a tiny needle. As companies increase their spend toward employee development and training, they also go beyond a few traditional learning opportunities to create effective employee development programs. Training and Development Assignments are one way by which they can achieve this.

Employee development focuses on collaborating with employees to enable them to acquire, develop, improve, and hone existing skills. It aims to build a talent pool to bolster the company’s mission while creating highly engaged employees.

Skills themselves refer to the mix of abilities, experiences, and qualities one may use to get stuff done. Skills may include interpersonal, leadership, and organization skills – so-called soft skills . Other skills such as accounting, application development, research, and writing are technical skills.

Deliberately improving skills can help employees achieve personal career goals, including earning a promotion or becoming more proficient in specific areas. An employee’s skill set may be necessary to advance in one career or pivot to another. Let’s now turn our attention to how employees can grow skills through development assignments.

Defining Development Assignments

Development or developmental assignments allow employees to take on tasks outside the purview of their primary work assignments. However, their tasks remain well within their functional area.

The idea behind developmental assignments is to grow a workforce adequately qualified to perform current and future career functions with equal skill. Leaders advance more through challenging assignments than by exercising routine competency.

There are plenty of opportunities that emerge when participants take on novel tasks of significant complexity. These developmental tasks can include any of the following:

unfamiliar responsibilities,
establishing a new program, and
developing solutions to complex multi-factor problems.

Interestingly, developmental assignments may not count much towards a promotion. But, they are critical in increasing skills, knowledge, and experience, which ultimately play a big role in career advancement.

Who Benefits Most from Developmental Assignment Programs?

While the employee seems to be the obvious beneficiary of developmental tasks, the employer stands to gain a lot down the road.

The new skills and experiences that employees garner in seeing out the stretch assignments primarily benefit the employer. These tasks typically last between 3 to 6 months before the employee returns to their primary assignment. During this time, the employee will be stepping outside their comfort zone but on mutually beneficial terms with the company.

As the worker grows professionally, the company can pursue projects using resources that would otherwise not be available.

Developing Developmental Job Assignments

Developmental job assignments should primarily proceed from an employee’s Performance and Development Plan (PDP). However, it should not stop them or the organization from seeking assignments external to this.

It’s important for developmental assignments to be flexible but within a readily identifiable framework of guidelines:

Clear documentation and approval of the developmental job assignment by hiring and supervising managers and other stakeholders before advertising the assignment.
Establishment and documentation of learning goals before the employee commences the assignment.
The form of the developmental assignment may be full-time or part-time.
The employee doesn’t need to possess all the necessary skills to perform the tasks or project independently. Nevertheless, they need to have an unmistakable aptitude, ability, and copious ambition to conclude the assignment with ample oversight.
Assignments need to transcend the employee’s current skill level while supporting their growth and career development . There needs to be a healthy tension between entry-level training and development and the development task in question, for instance.
The salary of an employee assuming a development assignment remains the same.
Clear communication that there are no guarantees of future pay increase, promotion, or job change due to this assignment.
The developmental task may not evolve into a permanent position without competitive recruitment.
Employees should return to their previous position after the assignment.
Employees need to wait a specified period (usually six months) before accepting another developmental assignment.
The line manager and employee should complete a detailed evaluation of the learning experience upon the conclusion of the developmental assignment. This evaluation should go into the employee’s personnel file.
Development assignments are not official transfers.
There have to be mutually agreeable reasons for ending a developmental assignment earlier than planned.

A developmental assignment task may end early for various reasons, including an unexpected end to the project, poor attendance, performance issues, or an unreliable employee.

Organizations need to carry the mindset that assignments are development opportunities. They must first understand that they can optimize the ROI from development assignments. It’s feasible if their operating principles include understanding the value proposition of development assignments, establishing effective career path strategies, and understanding the proper use of global mobility.

Employees and employers need to be keen on developmental opportunities if they will both be relevant in an increasingly dynamic age.

If you want to learn more about employee development, you can check out our blog posts here .

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About the author: andrea pejoska.

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Meaning of assignment in English

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It was a plum assignment - more of a vacation really.
He took this award-winning photograph while on assignment in the Middle East .
His two-year assignment to the Mexico office starts in September .
She first visited Norway on assignment for the winter Olympics ten years ago.
He fell in love with the area after being there on assignment for National Geographic in the 1950s.
act as something
all work and no play (makes Jack a dull boy) idiom
be at work idiom
be in work idiom
housekeeping
in the line of duty idiom
short-staffed
undertaking

You can also find related words, phrases, and synonyms in the topics:

assignment | Intermediate English

Assignment | business english, examples of assignment, collocations with assignment.

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Word of the Day

injury to someone caused by severe cold, usually to their toes, fingers, ears, or nose, that causes permanent loss of tissue

Keeping up appearances (Talking about how things seem)

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Simple Justice

When Did “Meaning” Become Assignable?

At Volokh Conspiracy , Orin Kerr raises an interesting point about what he calls “meaning assignment.” For years, I’ve challenged the morphing of definitions, from rape to sex, from what were once clearly defined words into vagaries that enable everyone to claim their own idiosyncratic definition. It makes communication rather difficult when we use the same words but either use our personal definition or untether them from any cogent definition. For many, vibes have replaced meaning, and even if they can’t quite offer a definition for their use of a word, they can justify their use by what they claim to be its vibe. Who can argue against a vibe?

But Orin questions the opposite direction, whether others assigning meaning to a word or phrase somehow imputes that meaning to its speaker. Forget Humpty Dumpty , and consider whether the listener is master rather than the speaker.

The Alito flags raise one recent example, but I see this as a recurring dynamic. What does “from the river to the sea” mean? What is “critical race theory”? What does “all lives matter” mean? A surprising amount of politics ends up being channeled through contested meanings of used phrases and symbols. I’m sure there’s an academic phrase that already describes this. But in the absence of knowing it, I will call this the strange politics of meaning assignment. Here’s the idea. In a polarized political environment with little communication between the two sides, you can easily rile up your side by providing an uncharitable interpretation to the other side’s symbols or phrases. This is what that means, you announce. Now you can see the real them. Finally, they are saying the quiet part out loud. This is who they are.

While he’s certainly right that adversaries in our polarized society will impute an “uncharitable interpretation to the other side’s symbols or phrases,” is the problem that it may not reflect the speakers’ or users’ intended meaning?

Sometimes that assigned meaning is correct, and being uncharitable is just being accurate. In that case, fair enough. But, often enough to matter, meaning might be contested. A particular symbol or phrase may have different meanings to different people. A particular use may be innocuous or in a context where the meaning is uncertain. In that setting, assignment of meaning can cause a lot of trouble. It can effectively create a meaning that isn’t what those who use that symbol or phrase mean.

What was intended by Justice Alito’s wife flying the American flag upside down? Many point out that it’s a distress symbol, but that wasn’t Alito’s explanation. As for the Heaven flag, many point out that it’s a historical flag that goes back to the revolution. But Alito never said that. At the same time, Alito knew that it was improper, not to mention stupid, to invite questions as to his engaging in politics that would be viewed as compromising his impartiality. Does the meaning matter? Does ascribing meaning to the flags change the fact that a Supreme Court justice should hold himself above the political fray? And when his spouse’s conduct is indistinguishable from his, say with a flagpole at their mutual home, should his spouse find a different way to express her views that won’t taint her husband, the justice?

As for Orin’s other example, the phrase “from the river to the sea,” it had a definitive meaning long before it was heard on American college campuses. Granted, many of the chanters might be unaware of its meaning, just as they’re unaware of what river and what sea it’s talking about, and they’re just being part of the tribe by regurgitating the sounds the rest of their friends are making. But do they get to claim some other meaning, as Rashida Tlaib claimed it was a chant of peace?

From the river to the sea is an aspirational call for freedom, human rights, and peaceful coexistence, not death, destruction, or hate. My work and advocacy is always centered in justice and dignity for all people no matter faith or ethnicity.

Do we each get to reinvent the meaning of whatever we say or do, or are there meanings and definitions that people should be held to if they choose to use a symbol or phrase? And if people are unaware of them when they use the symbol or phrase, does that absolve them of responsibility for doing so without first taking responsibility for their actions?

To Orin’s point, it’s no different if meaning is assigned by others to a person’s use of a phrase or symbol, whether charitably or otherwise. In some instances, there are legitimate questions as to what is meant when a phrase of symbol is used. But most of the time, there is a definition to be had and efforts to spin it into some benign, if not positive, meaning are nonsense. And then there are instances where a disputed meaning doesn’t matter and the very fact that a question is raised reflects the impropriety of its use.

What Does It Mean for Teachers to Dress ‘Professionally’?

As the end of the school year nears and the temperature outside surges, so, too, does the urge to reach for what’s cool and comfortable when dressing for work in the morning: Think flip flops, shorts, and tank and crop tops. That’s particularly true for those who work in the roughly 36,000 public schools with inadequate air conditioning systems .

But whether teachers act on this instinct may depend largely on their school’s employee dress code.

Much like student dress codes , those aimed at teachers tend to stir up controversy. For starters, there’s little consensus around whether they should even exist. And among schools that do implement teacher dress-code policies, rationales for why vary.

Plus, while most schools that do implement teacher dress codes often emphasize “professional” attire, the very definition of that term continues to evolve; lately, it has taken what appear to be some very big fashion leaps.

What is appropriate work attire for teachers?

Harvard education professor Susan Moore Johnson, who has more than 50 years of experience in the education field, shares a revealing recollection about how attitudes have changed over the years regarding professional teacher attire.

“As a new teacher in the late 1960s, women were expected to wear skirts or dresses, though some of those were very short, which didn’t seem to be a problem. I remember when one of my tenured colleagues “dared” to wear a pantsuit to school. Those of us with less experience watched to see whether she was reprimanded. She wasn’t, so the rest of us gradually did the same,” said Johnson, who conducts research on teachers’ working conditions and satisfaction.

Clearly, times have changed and, with them, notions of what passes as “business” attire. For instance, crop tops—a fashion style that reveals the waist, navel, or abdomen, according to Wikipedia —have become a highly popular—some might argue an “essential"—wardrobe piece among young women. And for some people, crop tops have crossed the threshold from “casual fashion” to “office wear.” The Wall Street Journal published an article earlier this month that began with this sentence: “CROP TOPS are cropping up in the office.”

Do teachers think they should have dress codes?

But does that mean teachers should wear crop tops and other skin-baring clothing in schools, especially if students’ dress codes prohibit them?

Teachers’ opinions vary widely on whether educators should be held to the same standards written into dress-code policies for students—and, if so, what those standards should include. That’s according to their responses to the following question Education Week posed on its social media channels: Teachers & school administrators, student dress codes often include guidelines around clothes that expose body parts (shorts, tank tops, crop tops, etc.). Should they apply to teachers, too, especially as the weather heats up?

Here’s a sampling of the feedback from teachers, many of whom vehemently opposed the idea of teacher dress codes:

Jenn Tate : “No. The question is insulting to teachers!”

Rebecca Garelli , a learning specialist and consultant: “Dress codes are very outdated and way too conservative for both students and teachers. No one should police people’s clothes, ever. Most dress codes are developed with misogynistic and classist undertones…”

Ligia “Gigi” Vasquez , a bilingual educator: “We, as teachers, are supposed to be professionals in all aspects, including dressing for working. It’s a pity we should be regulated in that regard as well.”

But some teachers’ responses indicate that they expect or even embrace dress codes at work.

Elizabeth Crawford : “Um, what? Everywhere I’ve taught, the dress code for teachers was MORE restrictive. ‘The same rules as students’ would have been a VACATION.”

Dawn Rupert : “Lead from the front! Be the example.”

What factors influence dress codes for teachers?

David Law, the superintendent of the Minnetonka public schools in Minnesota, takes a practical approach to how teachers dress in his district, which does not have a teacher dress code. He points out that, due to the more physical nature of their jobs, elementary teachers are much more likely to wear clothes that are comfortable and allow them to move with ease, like “joggers” and a T-shirt. “They include themselves as part of the student experience,” he said.

Law said that teachers in his district tend to dress increasingly more “professionally” in the upper levels, especially those who teach high school. That’s because students notice.

Deborah Wortham, the superintendent of the Roosevelt Union Free school district in New York, said that the student dress code consists of khaki pants and collared shirts and that teachers don’t have a dress code per se, but that they consistently meet expectations of “professional” dress.

Wortham asked a handful of 11th and 12th grade students to share their opinions on how teachers in their district dress.

“They said that the teachers dress very professionally, and they appreciate that,” Wortham said. When she pressed the students on why, they responded: “‘Because teachers serve as role models, and we want to see what that looks like in the workplace.’”

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What Is an Associate Degree? Requirements, Costs, and More

Associate degrees open paths to new job opportunities and can be used to transfer into bachelor's degree programs.

[Featured Image] Associate degree students gather to discuss classwork.

An associate degree is a two-year college degree that you can obtain from a community college, junior college, online university, or some four-year institutions in the US. In terms of education, an associate degree falls between a high school diploma and a bachelor's degree.

Students go on to do different things with their associate degree: some transfer into a bachelor’s degree program, while others choose to go directly into the workforce. You can also earn your associate degree after working for several years; it can be the first step to a new career or help you advance in your current one.

Read on to understand key facts about earning your associate degree, and the important factors—like educational and professional goals—you should consider as you decide whether it's the right choice for your future.

Associate degrees: Key facts

Earning your associate degree is typically more affordable and takes less time than earning your bachelor's degree. It can also help you forge new career paths in professional fields such as medicine, engineering, and computer science. Let's review the basics of what it costs—and what it takes—to get an associate degree.

Admissions requirements

Admissions requirements vary from college to college, but you'll generally need to meet the following conditions in order to gain entry to an associate degree program:

Be 18 years of age by the time you begin your first day of class

Have a high school diploma, or have passed a General Education Development test (GED) or an equivalent test

Meet GPA requirements established by some community colleges

While tuition levels vary between colleges and programs, the average tuition for one year in an associate degree program is $3,800 in 2021, according to the College Board [ 1 ]. That’s for public in-district schools—meaning you’re a resident in the district the associate degree program is located.

Compare that with the average tuition for a year in a bachelor’s degree program, which is $10,740 for public in-state schools, $27,560 for public out-of-state schools, and $38,070 for private nonprofit schools.

Financial aid

Students enrolled in an associate degree program might be eligible for federal financial aid, as long as the institution is accredited . You can submit a FAFSA application to see if you qualify to receive federal aid or federal student loans. For the 2021-2022 school year, 56 percent of community college students received aid, while 33 percent received federal grants [ 2 ].

How long it takes

It generally takes full-time students about two years earn an associate degree, though it can take longer for part-time students. If you prefer to work while earning your associate degree, you'll be in good company. More than four million community college students attended part-time in 2021 (compared to 2.2 million full-time attendees) and 72 percent of them worked [ 2 ].

How many credits is an associate degree?

In order to graduate, you’ll typically need to complete the 60 course credits required (or 90 if your college is on the quarter system), and maintain a minimum GPA set by your college or department. Learn more about college credits and how they're measured .

Read more: Should You Go Back to School? 7 Things to Consider

Types of associate degrees

The most common types of associate degrees are:

Associate of Arts (AA): Associate programs focused on business, humanities, arts, or social sciences are often called Associate of Arts degrees. An AA may be a stepping stone to transfer to a bachelor’s degree.

Associate of Science (AS): Associate programs in a field related to science or math are often called Associate of Science degrees. Along with an AA, the AS is typically recommended by schools for students who want to transfer to four-year programs.

Associate of Applied Science (AAS): Associate programs that focus on technical and vocational skills are often called Associate of Applied Science programs. These programs are generally designed to prepare students for a specific occupation or work in a specific field after graduation. Fields can include computer science technology, hospitality management, paralegal studies, law enforcement, welding, among many others. Although it’s less common to use an AAS degree to transfer into a bachelor’s program, some four-year degree programs have begun accepting them for transfers.

What can you do with an associate degree?

Once you earn your associate degree, you have two options to consider. You can extend your education and apply to a bachelor's degree program, or you can pursue jobs in the medical, engineering, computer science, or legal fields, among many others.

Transfer to a bachelor's degree program

If you're interested in continuing your education, you can apply to bachelor's degree programs after you earn your associate degree, and begin completing courses in your declared major .

In fact, a number of students earn their associate degree at a lower-cost community college before transferring to a four-year college or university to finish their bachelor's. Remember that for in-state students, the average annual cost of attending a community college was $3,800 in 2021, compared to $10,740 for a public four-year school, which can amount to a significant savings over two years or more [ 1 ].

Earning your associate degree before deciding to pursue your bachelor's also gives you time to:

Build up study skills: If you’ve been out of school for a while and want to brush up on your study skills, or your high school GPA didn’t quite meet admission requirements for a four-year degree, an associate program can give you a boost. Not all community colleges have a GPA requirement for admissions.

Get more time to explore: If you’re not sure what you want to study, attending a community college for general studies courses can give you time to explore courses that might interest you before you fully commit to getting a bachelor’s degree in a subject.

Enjoy added flexibility: Many community colleges keep working people in mind and offer courses at night or on weekends. If you’re working or have family to take care of, starting off with an associate degree could bring you the flexibility you need.

If you’re hoping to start a degree, and factors like affordability and flexibility are important, online bachelor’s degrees may be another option. Online bachelor’s degrees are available in a wide range of topics, like computer science or psychology.

Pursue a career

You can explore new career opportunities with your associate degree—often with higher salaries than a high school diploma will yield. Associate degree holders in the United States earn a median income of $938 per week compared to $781 for high school graduates [ 3 ].

Here is a brief snapshot of some of the jobs you can typically start with an associate degree. They’re expected to grow at least as fast as average, according to the US Bureau of Labor Statistics [ 4 ], and the median salaries in the US are at least $40,000.

Keep in mind that employers for some positions—like registered nurses—might prefer bachelor’s degree holders but may also hire associate degree graduates.

Read more: How to Get Your First Job: A Guide

Differences between associate and bachelor’s degrees

There are benefits to pursuing any kind of higher education, be it an associate degree or bachelor's degree. Holding an academic degree can lead to more career opportunities and higher salaries. If you're unsure which degree is right for you, here are important differences to compare:

Data on average annual tuition and weekly earnings comes from the College Board and the Bureau of Labor Statistics respectively [ 1 , 3 ].

Which is better: Associate degree or bachelor's degree?

The best degree will be the one that helps you achieve your goals—either personal, educational, or professional. While there are a number of careers you can pursue with an associate degree, you may find more opportunities with a bachelor's degree. But if time is a major factor, then an associate degree may be the best choice for your immediate needs. Ultimately, it's important to review your situation—your financial resources, your schedule, your objectives—to determine which is the best degree for you.

If you're interested in earning an academic degree to gain entry to a new career path or advance your career in a chosen field, it can help to look at job postings and see the minimum education required. Understanding the standards your industry expects may help determine which degree you eventually earn.

Associate degree alternatives

If your goals don’t require an academic degree, there are other options that may offer some flexibility.

Professional certificates

Professional certificates are qualifications you can earn by completing courses or exams to demonstrate your ability in a field. They often require no previous experience in a subject, and can take anywhere from several months to a few years to finish. You can get a professional certificate in a variety of fields, including IT support, data analysis, computer programming, and marketing.

Certificate programs can be part-time or full-time, and may be offered online and in person. Because they tend to take less time and financial resources than degrees, professional certificates can be a solid option for those who know what specific skills they want to develop, and prioritize flexibility. If you’re ready to explore, browse some online certificate options .

Trade or vocational school

Trade schools, also known as vocational or technical schools, train students to enter professions that require a certain set of skills. They’re characterized by their emphasis on hands-on training.

Graduates go on to work as electricians, dental hygienists, chefs, construction managers, and car mechanics, among many other professions. Trade schools typically take two years or less to complete, though some professions may require additional apprenticeships after the program. They can be a good option if you have a specific job in mind and don’t need or want to pursue an academic degree to secure employment in that profession. Some characteristics to consider when researching trade schools include: whether the program is accredited, has a track record of job placement, and makes sense for you financially.

Bootcamps—intensive programs that are designed to quickly equip you with a new skill set—can be a fast way to enter a new field or advance in your current one. Bootcamps typically take a few months to complete. Though computer coding bootcamps are popular, you can enroll in digital marketing, cybersecurity, or UX/UI design bootcamps , too. Bootcamps can be online or in person, full-time or part-time.

Frequently asked questions (FAQ)

How many of my associate degree credits will transfer to a bachelor’s degree program ‎.

This depends on the courses you took and the bachelor’s program you’re transferring into. Universities will generally evaluate your courses and decide if they’re transferable or not. Thanks to accreditation , some community colleges may have agreements with universities that will guarantee that some of your credits will transfer (if the requirements are met).

To make sure you maximize your transferable credits, talk to your academic advisor at your community college, and reach out to an admissions officer at the university you want to transfer to. ‎

What are other types of degrees I can get? ‎

Other academic degrees include bachelor’s degrees, master’s degrees, doctoral degrees, and professional degrees. A bachelor’s degree typically takes four years (as little as two if you have an associate degree). You may go on to enroll in a master’s degree program after completing a bachelor’s. A doctoral degree , or PhD, is the generally the highest academic degree you can receive in most fields. Other professional degrees —such as JDs for aspiring lawyers, or MDs for doctors—are usually pursued after finishing a bachelor’s degree. ‎

Can I become a registered nurse (RN) with an associate degree? ‎

Yes. Though hospitals might prefer nurses with at least a bachelor’s degree, the minimum academic requirement to become an RN in the US is generally an associate degree or a diploma in nursing, according to the College Board [ 5 ].

Students must also pass the National Council Licensure Examination (NCLEX-RN) and any state licensure requirements. Many community colleges offer degrees specifically for those who want to enter the nursing field. An associate degree can also be transferred to a bachelor’s nursing program.

Read more: Your Guide to Nursing Degrees and Certifications ‎

What Is a Bachelor’s Degree?

10 High-Paying Jobs You Can Get with an Associate Degree

How Long Does It Take to Get an Associate Degree?

Can You Get a Bachelor's Degree at Community College?

Article sources

1. College Board. " Trends in College Pricing and Student Aid 2021 , https://research.collegeboard.org/pdf/trends-college-pricing-student-aid-2021.pdf." Accessed August 8, 2022.

2. American Association of Community Colleges. " AACC Fast Facts 2022 , https://www.aacc.nche.edu/2022/02/28/42888/." Accessed August 8, 2022.

3. US Bureau of Labor Statistics. " Education Pays , The median salaries in the US are at least $40,000." Accessed August 8, 2022.

4. US Bureau of Labor Statistics. " Occupation Finder , https://www.bls.gov/ooh/occupation-finder." Accessed August 8, 2022.

5. College Board. " Career: Registered Nurses , https://bigfuture.collegeboard.org/careers/health-diagnosis-treatment-registered-nurses." Accessed November August 8, 2022.

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This content has been made available for informational purposes only. Learners are advised to conduct additional research to ensure that courses and other credentials pursued meet their personal, professional, and financial goals.

What does it mean to be a successful working actor? Probably not what you think

Aspiring actors quickly realize that making a vocation as an actor isn’t about chasing fame, professionals say.

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Everyone has an image of what it’s like to be an actor.

We see actors everywhere . We see them in our favorite films and TV shows . We see them on talk shows and posters. We see them on red carpets — and on their Instagram posts, showing us how they glammed up for the red carpets. We see them win awards . We read their memoirs .

Unlike the hundreds of other jobs in Hollywood that are often so seamlessly tucked behind the scenes that they’re invisible, the job of an actor is hyper-visible.

It’s the job — professionals say — that everyone thinks they understand. But do we?

Hollywood is made of expert storytellers, and it’s not only the fiction on screen that sells. We’re also always consuming the perfectly crafted nonfiction of celebrities, who are usually there to promote their latest project.

As a result, we often conflate the reality of an actor with the fantasy of a celebrity.

“Acting is so misunderstood,” said Rodney To, actor and USC assistant professor of theater practice. “It’s a lot of ‘Oh, you’re not famous? So therefore you must suck at what you do. You must not have ‘made it’ yet.’ ”

Actor Rodney To stands in front of a chalkboard with a Martha Graham quote about being true to yourself

We don’t often get to read stories about the hundreds of thousands of actors who are not household names. They don’t get interviewed when they get their SAG-AFTRA card ; when that popular commercial they booked gets them a manager ; when they find their community of supportive actors ; when they finally make enough money to quit their day job ; when a fan still recognizes them from their role on “The A Team” in 1983 — or any of the other wins along the way that add up to a successful acting career.

The majority of actors are “what we call ‘working actors,’ ” said Behzad Dabu, whose credits include “How to Get Away With Murder” and “The Good Place.” “They can go to the park and grocery store without getting stopped or mobbed. They bought a house. They raised children. They have a car. And they can afford all of that by being an actor.”

So here are eight actors, in various stages of their career, whose stories and definitions of success might change how you think about what it means to be a successful, working actor.

An illustration of a woman being filmed reading from a piece of paper.

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May 24, 2023

A woman looks into the camera with her hands against her cheeks.

Annie Gonzalez

Grew up in: East Los Angeles First acting job: Hostage girl in “Without a Trace” Other jobs along the way: Waiter, bartender, barista, usher, theater and dance teacher for kids You might know her as: Lidia in “Gentefied,” Judy in “Flamin’ Hot” What is success? Chasing joy and staying true to herself

“Success is just a feeling. I don’t want someone saying, ‘You booked this job’ or ‘We want you on this talk show,’ to be the only thing that gives me that feeling.”

— Annie Gonzalez

Read Annie’s story >>

Adam Faison

Grew up in: San Diego First acting job: A sheep in “Joseph and the Amazing Technicolor Dreamcoat” Other jobs along the way: NBCUniversal intern, waiter, Uber driver, brand ambassador, sales associate You might know him as: Alex in “Everything’s Gonna Be Okay,” Colin in “Hellraiser” What is success: Being able to explore the world and meet new people

“What I’m doing right now — this has always kind of been the dream: to travel to places I’ve never seen before and meet people I’ve never met.”

— Adam Faison

Read Adam’s story >>

Behzad Dabu

Grew up in: Syracuse, N.Y. First acting job: Akthar in “The History Boys” at TimeLine Theatre Other jobs along the way: Columbia College’s associate director of international admissions, acting coach You might know him as: Simon in “How to Get Away With Murder,” Amir in “The Chi” What is success: Earning financial independence by doing what he loves

“When I was able to support myself fully and solely on acting, it was massive. It was life-changing.”

— Behzad Dabu

Read Behzad’s story >>

Grew up in: Seattle First acting job: Street vendor in “Partners in Crime” with Loni Anderson and Lynda Carter Other jobs along the way: Radio and TV host, tour guide, Japanese interpreter for film and commercials You might know her as: Kumu in “Magnum P.I.,” Sue in “Fifty First Dates” What is success: Having the respect of her peers and being able to show up for the community

Success can look like “the freedom to say no to jobs that are not interesting. But also to say yes to the small community-driven films that don’t pay very much.”

— Amy Hill

Read Amy’s story >>

Sergio Calderón

Grew up in: Coatlán del Río, Mexico First acting job: A role in “Julius Caesar” at the Teatro Tepeyac in Mexico City Other jobs along the way: English teacher, encyclopedia salesman You might know him as: Alien Head on Stick in “Men in Black,” Eduardo Villanueva in “Pirates of the Caribbean: At World’s End” What is success: Mastering the craft and connecting with fans

“They tell me in the streets how much they hate me. But to me, that is my success. Because that means I was able to convince people with what I performed.”

— Sergio Calderón

Read Sergio’s story >>

Ben Whitehair

Grew up in: Littleton and Kiowa, Colo. First acting job: A regional Toyota commercial Other jobs along the way: Co-founder of Working.Actor , chief operating officer of the digital marketing company TSMA Consulting Inc . You might know him as: Officer Dan in “Vengeance,” Young Walter in “9-1-1: Lone Star” What is success: Supporting future generations of storytellers

“Success is really about, ‘Ultimately, am I happy and living my values?’ And for me, personally, my core mission statement is to be a champion for social change through art and business.”

— Ben Whitehair

Read Ben’s story >>

Carolyn Michelle Smith

Grew up in: Washington, D.C., and Atlanta First acting job: An off-off-Broadway show in New York Other jobs along the way: Investor relations, coach, consultant, educator You might know her as: Deja from “The Chi,” Agnes from “Russian Doll” What is success: Being an entrepreneurial artist

“The world is going to evolve your perceptions of success. What you see as possible, what you see others achieving — that’s going to keep evolving, so your own picture of success needs to evolve.”

— Carolyn Michelle Smith

Read Carolyn’s story >>

Grew up in: Chicago First acting job: A butler in Milwaukee Repertory Theater’s “Love’s Labour’s Lost” Other jobs along the way: Temp, hotel front desk agent, operations clerk, travel coordinator, USC assistant professor You might know him as: Typhoon in “Parks and Recreation,” Tito Arthur in “Easter Sunday” What is success to him: Career longevity

“If I ever use the word success at all, it’s that somebody is able to make a lifetime’s career out of something as mercurial and precarious as being an actor.”

— Rodney To

Read Rodney’s story >>

Photo editing and design by Calvin B. Alagot.

la-et-utility-hollywood-careers-opener This is the lead image for a package of stories about how to make it in Hollywood.

Have big Hollywood dreams? Read the L.A. Times guide to entertainment industry careers

Inside the business of entertainment

The Wide Shot brings you news, analysis and insights on everything from streaming wars to production — and what it all means for the future.

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Ada Tseng is a former assistant editor with the features team at the Los Angeles Times. She previously was with the Utility Journalism Team, which published stories and information that helped people solve problems, answer questions and make big decisions about life in and around Los Angeles. From 2018 to 2020, Tseng led coverage of Orange County as TimesOC’s entertainment editor, and she co-hosts the Asian American pop culture history podcast “Saturday School.”

Dania Maxwell is a staff photographer at the Los Angeles Times. Before joining the newsroom in 2018, she worked in Colombia, South America and at the Naples Daily News in Florida. Her work has been awarded an Emmy, POYi, Sigma Delta Chi and Edward R. Murrow. Maxwell received a master’s degree in visual communication from Ohio University and a bachelor of arts from Sarah Lawrence College.

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Siemens Layoffs 2024: What to Know About the Latest Siemens Job Cuts

Siemens Energy will cut 4,100 jobs in its wind turbine division

Siemens Energy ( SMEGF ) announced plans to cut 4,100 jobs from its wind turbine unit, or about 15% of its workforce.
The organizational changes come amid dulled activity and lower business volume.
Despite the news, SMEGF stock actually climbed on the news Tuesday, adding to its triple-digit gains for the year.

Siemens Layoffs - Siemens Layoffs 2024: What to Know About the Latest Siemens Job Cuts

Source: PopTika / Shutterstock

Siemens Energy (OTCMKTS: SMEGF ) announced yesterday that it will be cutting 4,100 jobs in its Gamesa wind turbine division, amounting to roughly 15% of its overall workforce. Indeed, Wall Street is abuzz over Siemens layoffs this week as the company adjusts to subdued demand.

“Our current situation demands adjustments that go beyond organizational changes. We have to adapt to lower business volumes, reduced activity in non-core markets, and a streamlined portfolio,” division CEO Jochen Eickholt said in an internal letter.

Siemens told Reuters that it will announce the final number of affected roles following “consultations with all stakeholders.” Eickholt is apparently trying to keep the company’s total workforce at a stable level by moving jobs and hiring more employees in other areas of the division. The unit CEO will step down from his role later this summer.

“The leadership team and I are aware that today’s announcement is difficult, especially considering the challenges you’ve been facing over this past year,” said Eickholt. “But I want to underscore that our wind business, including Onshore, has a future.”

What Do Siemens Layoffs Mean for SMEGF Stock?

Siemens is a German multinational tech conglomerate known best for its automation and digitalization processes within various manufacturing industries. The Munich-based company maintains branches related to healthcare services as well as energy, named Siemens Healthineers (OTCMKTS: SMMNY ) and Siemens Energy, respectively.

Interestingly, investors didn’t respond particularly bearishly to the layoff announcement. Indeed, SMEGF stock actually climbed 0.65% on the news Tuesday, contributing to the stock’s 115% gains since the start of the year.

SMMNY stock was the real victim on Tuesday, sinking 1.12% on the day. The healthcare unit has enjoyed notably less success in the stock market this year, with shares up only about 1% year-to-date (YTD).

It’s unclear whether this week’s layoff announcement represents a one-time occurrence for Siemens, or the beginning of wider organizational changes for the business.

On the date of publication, Shrey Dua did not hold (either directly or indirectly) any positions in the securities mentioned in this article. The opinions expressed in this article are those of the writer, subject to the InvestorPlace.com Publishing Guidelines .

With degrees in economics and journalism, Shrey Dua leverages his ample experience in media and reporting to contribute well-informed articles covering everything from financial regulation and the electric vehicle industry to the housing market and monetary policy. Shrey’s articles have featured in the likes of Morning Brew, Real Clear Markets, the Downline Podcast, and more.

Energy , Renewable Energy , Wind

Article printed from InvestorPlace Media, https://investorplace.com/2024/05/siemens-layoffs-2024-what-to-know-about-the-latest-siemens-job-cuts/.

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Work Assignments During the Interview Process: What To ...
Work assignments are most common in creative and technical fields of work. For example, writers may need to complete a trial piece before being hired, and marketing professionals may have to create a campaign pitch and outline as part of their interview process. For more technical work, like information technology or computer science, the ...
Job assignment Definition
Examples of Job assignment in a sentence. Job assignment codes should be characters, the subject area, are used to used to identify what personnel do, and identify the basic subject areas.. Job assignment, e.g., Strike Team designation, overhead position, etc.. Job assignment vacancies shall be posted on the specified form for a period of at least five (5) calendar days on the union bulletin ...
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First, for many law-related purposes, the temp agency and its client many be considered joint employers. Second, "terminated" in the dictionary-definition sense means "ended." It is neutral in that it does not indicate who the moving party was. However, these days, many people interpret the word "terminated" to mean "fired."
What Every Job Seeker Should Know About Work Assignments ...
3. Outline Main Points, Only Tease the Details. More often than not, the primary reason companies dole out homework is to get a better sense of your thought process, as well as how you structure and convey your thoughts and ideas. There's not necessarily a "right" answer, nor is there a need to get way down in the weeds.
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A developmental job assignment is a formal opportunity for an employee to develop professional knowledge, skills, and abilities that would not otherwise be available through their normal work activities. Developmental job assignments should be primarily a product of the employee's Performance and Development Plan (PDP).
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The meaning of ASSIGNMENT is the act of assigning something. How to use assignment in a sentence. Synonym Discussion of Assignment. ... task, duty, job, chore, stint, assignment mean a piece of work to be done. task implies work imposed by a person in authority or an employer or by circumstance. charged with a variety of tasks.
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Definition of job assignment in the Definitions.net dictionary. Meaning of job assignment. What does job assignment mean? Information and translations of job assignment in the most comprehensive dictionary definitions resource on the web.
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Interviewing for a new job requires you to prove your skills, qualifications and personality aligns with what a company wants. Many hiring managers now look for ways to assess a candidate's technical abilities before giving them a job offer.In this article, we discuss what a job interview assignment is, the do's and don'ts of completing a job interview assignment and examples of job interview ...
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Definition of assignment noun in Oxford Advanced Learner's Dictionary. Meaning, pronunciation, picture, example sentences, grammar, usage notes, synonyms and more. ... [countable] a task or piece of work that somebody is given to do, usually as part of their job or studies. Students are required to complete all homework assignments.
Work Assignment Definition
Work Assignment means the number of hours per student day and the number of days per school year that an employee will work, and the school site where the work will be performed. Work Assignment means the collection of job duties that the employee is expected to perform. Work Assignment.
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ON ASSIGNMENT meaning: 1. Someone who is on assignment is doing a particular job or piece of work, usually in a particular…. Learn more.
Understanding Assignments
The assignment's parts may not appear in exactly this order, and each part may be very long or really short. Nonetheless, being aware of this standard pattern can help you understand what your instructor wants you to do. Interpreting the assignment. Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet:
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meaning
1. Additionally, at school an assignment is a specific task for a student to do in class time or as homework, and the word also refers to the document which is produced during the assignment and handed in for correction. On the other hand a job is a task unrelated to the students studies, for example rubbish bin duty. - Peter.
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