assignment type et

Assignment Types in Oracle Fusion HCM

In Oracle Fusion HCM, “Assignment Types” are used to categorize different types of employment assignments or job roles that employees can have within the organization. Assignment Types help organizations define and manage various employment scenarios and roles for their workforce.

Here are the key characteristics and functionalities of Assignment Types in Oracle Fusion HCM:

• Configuration:  HR administrators can configure Assignment Types in the system based on the organization’s job structures and requirements. Each Assignment Type is associated with specific settings, such as employment category, worker type, pay basis, work hours, and other relevant attributes.
• Employment Categories:  Assignment Types are often linked to specific employment categories, such as regular employee, contingent worker, contractor, intern, etc. Each employment category may have its own set of rules and entitlements.
• Worker Types:  Different worker types may be associated with various Assignment Types, such as full-time employees, part-time employees, temporary workers, seasonal workers, and more.
• Pay Basis:  Assignment Types can be linked to different pay bases, such as hourly, salaried, or commission-based, to define how employees are compensated.
• Work Hours:  Some Assignment Types may have predefined work hours, such as standard hours per week or flexible work hours.
• Termination Rules:  Each Assignment Type may have specific termination rules that dictate how employment is ended for employees in that category.
• Leave and Absence Rules:  Assignment Types may also influence leave entitlements and absence policies for employees with different employment scenarios.
• Integration with Core HR:  Assignment Types are closely related to Core HR data and play a significant role in defining employee records and job assignments.

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Etext template tips and tricks Part 1

• Post category: BI Publisher
• Post comments: 2 Comments
• Post last modified: January 22, 2021
• Reading time: 9 mins read

In this article we will look into how to create etext template. When we have a requirement to generate a fixed length or delimited output files using BI Publisher or HCM Extract we will use the e-text template to achieve this requirement.

I have come across a lot of people who are new to etext template and asked me to write an article on it with the basics and hence this article.

e-text template is also similar to rtf (Rich Text Format) template and will be created in word document and the file extension will also be .rtf, however it will be used to generate text ouputs (.txt format). It will also be uploaded to report the same way but with a different type of ‘e-text template’.

Sample Delimited e-text template looks like:

Sample Fixed Position based e-text template looks like:

Format Setup:  This is the section that we define at the starting of the template and the settings in this section are applicable throughout the template. <TEMPLATE TYPE>: There are two types of e-text templates: FIXED_POSITION_BASED : FIXED_POSITION_BASED templates are used for fixed-length record formats. Ex: EFTs (Electronic Funds Transfer) and Payment files. If a field length is more, then the field will be truncated to the field length specified.

DELIMITER_BASED : Designated delimiters are used to separate the data fields. Ex: Comma (,), Pipe (|), tab (CHR(09)).  If a field is empty, two delimiters will appear next to each other.

<OUTPUT CHARACTER SET> : This specifies the character set to be used when generating the output. There are multiple types of Character sets like ASCII, UTF-8, iso-8859-1

<NEW RECORD CHARACTER> : After writing every line, this character would be written to the output file. Normally it will have Carriage Return (newline) character. In some cases when client needs a different one, we will use a different new record character (; or / etc)

Format Data Records:  This section comes up after the setup section and the data in this section will impact only this section. We normally use this section to write the logic that writes data to output file. Header/Detail/Trailer records. We can also write multiple records to output file for each record on the xml file. Explanation of commands that are part of Format Data are listed below. This is a full exhaustive list.

• <LEVEL>:  This represents the XML group tag name from the XML file. If you want to write the header record, then use DATA_DS which is the highest level tag in the XML file and as it occurs only once in the XML file, the header record will also be written to output file only once. If we use any other group tag which is repeated multiple times, then the attributes within that level will be repeated on the output file. Ex; DATA_DS, etc.
• <DISPLAY CONDITION> : This is used to filter the records from XML file. For example lets see for each employee we have two rows on XML file one with ASSIGNMENT_TYPE of E and ET. And if we want to write only the data for E type, then we write ASSIGNMENT_TYPE = ‘E’ in the display condition. If we do not want to write any condition there, we can either exclude this row or write 1=1 which is always true and hence all records are written to output file. Ex: 1=1, ASSIGNMENT_TYPE = ‘E’, etc.
• <NEW RECORD>:  This is a unique identifier in e-text template and it just assigns a name to each block. It is not displayed anywhere on the output and it does not exist in the XML file too. Used to uniquely identify each block/table in etext template. Ex: Header, Detail, Trailer, etc.
• <MAXIMUM LENGTH>: This is used to specify the maximum length of the attribute. If the attribute length is more than this value, then the attribute value will be truncated. Ex: 10, 100, 15, 50, etc. For DELIMITER_BASED templates only.
• <FORMAT>:  This specifies the format of the attribute value. Alpha – Characters, Number – Numbers, Date – Date. We can also override the format of the attribute over here. Ex: “Number, 9999.99”,  “Date,YYYYMMDD”, “NUMBER,000000000”, etc.
• <DATA>:  This specifies the attribute XML tag from the XML file. This is case sensitive and need to copied from the sample XML file carefully. You can traverse on the XML file using the XPATH commands and provide an attribute at a different level. You can also convert the attribute to different formats and write if conditions, decode statements, instring, concatenations, substring etc. Ex: PRIMARY_HOME_PHONE, TO_CHAR(DATE,’YYYYMMDD’), DECODE(GENDER,’M’,’Male’,’F’,’Female’,’Unknown’), SUBSTRING(NAME,1,30) etc.
• <COMMENTS>: This is used to note down any comments for this attribute. If there are any changes to attributes/an attribute is added at a later date, then this comments can be used to note down them for better understanding at later point of time.
• <END LEVEL>:  Any <LEVEL> should have a corresponding <END LEVEL> to complete the loop. If we do not add <END LEVEL> there are high chances that etext template does not work as desired and will run into issues or add some junk characters to the output.
• <POSITION>:  This is used to input the starting position of the attribute on the output file. This is mainly used in fixed length e-text templates. Ex: 10, 15, 35, etc.
• <LENGTH>: This is used to specify the length of the attribute on the output file for fixed position templates. If the attribute length is more than this value, it will truncate the attribute value.
• <PAD>:  This is used in fixed length etext templates to provide padding to the attribute value if the attribute value is less than the length specified. We can do the left padding or right padding and we can also mention the padding character to be space/0/any other character. Ex: “R, ‘ ‘”, “L, ‘0’”, etc.
• <DEFINE LEVEL> : defines a format-specific level in the template.
• <BASE LEVEL> : subcommand for the define level and define concatenation commands.
• <GROUPING CRITERIA> : subcommand for the define level command.
• <END DEFINE LEVEL> : signifies the end of a level.
• <DEFINE SEQUENCE> : defines a record or extract element based sequence for use in the template fields.
• <RESET AT LEVEL> : subcommand for the define sequence command.
• <INCREMENT BASIS> : subcommand for the define sequence command.
• <START AT> : subcommand for the define sequence command.
• <MAXIMUM> : subcommand for the define sequence command.
• <END DEFINE SEQUENCE> : signifies the end of the sequence command.
• <DEFINE CONCATENATION> : defines a concatenation of child level item that can be referenced as a string the parent level fields.
• <ELEMENT> : subcommand for the define concatenation command.
• <DELIMITER> : subcommand for the define concatenation command.
• <END DEFINE CONCATENATION> : signifies the end of the define concatenation command.
• <SORT ASCENDING> : format-specific sorting for the instances of a level.
• <SORT DESCENDING> : format-specific sorting for the instances of a level.

If you have any questions, please feel free to reach out to me by posting in comments section.

If you are interested in learning Fusion Technical tools  go through this post

If you liked the article, please share it with your friends/ colleagues/ teammates or anyone who might also benefit from it.

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Assignment Types

At a time when security breaches seem to be an everyday occurrence, it’s become more and more important to protect resources with more than just a username and password. It’s even more important to protect resources from INTERNAL threats. By implementing Azure AD Privileged Identity Management, organizations can protect their resources with improved security features, and even keep an eye on what legitimate administrators are doing.

In this lesson, you’ll learn how to implement Azure AD Privileged Identity Management. We’ll start the lesson by touching on an overview of what Azure AD Privileged Identity Management is and what it offers. We will then work through the deployment of PIM and how it works with multi-factor authentication. As we work through some demos, you will learn how to enable PIM and how to navigate tasks in PIM.

We’ll then cover the activation of roles and the assignment of those roles, including permanent roles and just-in-time roles. We’ll also cover the concepts of updating and removing role assignments, reinforcing these concepts through demonstrations.

We’ll round out the lesson with supported management scenarios, configuring PIM management access, and how to process requests. 

Learning Objectives

• Activate a PIM role
• Configure just-in-time resource access
• Configure permanent access to resources
• Configure PIM management access
• Configure time-bound resource access
• Create a Delegated Approver account
• Process pending approval requests

Intended Audience

• People who want to become Azure cloud architects
• People who are preparing to take Microsoft’s AZ-101 exam

Prerequisites

• Moderate knowledge of Azure Active Directory

 To see the full range of Microsoft Azure Content, visit the  Azure Training Library .

Tom is a 25+ year veteran of the IT industry, having worked in environments as large as 40k seats and as small as 50 seats. Throughout the course of a long an interesting career, he has built an in-depth skillset that spans numerous IT disciplines. Tom has designed and architected small, large, and global IT solutions. In addition to the Cloud Platform and Infrastructure MCSE certification, Tom also carries several other Microsoft certifications. His ability to see things from a strategic perspective allows Tom to architect solutions that closely align with business needs. In his spare time, Tom enjoys camping, fishing, and playing poker.

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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APPS.HXC_DEPOSIT_WRAPPER_UTILITIES dependencies on PER_ASSIGNMENT_STATUS_TYPES

Line 826: per_assignment_status_types typ.

822: cursor c_start_date 823: (p_person_id in NUMBER) is 824: SELECT min(paa.EFFECTIVE_START_DATE) 825: FROM PER_ALL_ASSIGNMENTS_F paa, 826: per_assignment_status_types typ 827: WHERE paa.PERSON_ID = p_person_id 828: AND paa.ASSIGNMENT_TYPE = 'E' 829: AND paa.PRIMARY_FLAG = 'Y' 830: AND paa.ASSIGNMENT_STATUS_TYPE_ID = typ.ASSIGNMENT_STATUS_TYPE_ID

Line 837: per_assignment_status_types typ

833: cursor c_end_date 834: (p_person_id in NUMBER) is 835: SELECT max(paa.EFFECTIVE_END_DATE) 836: FROM PER_ALL_ASSIGNMENTS_F paa, 837: per_assignment_status_types typ 838: WHERE paa.PERSON_ID = p_person_id 839: AND paa.ASSIGNMENT_TYPE = 'E' 840: AND paa.PRIMARY_FLAG = 'Y' 841: AND paa.ASSIGNMENT_STATUS_TYPE_ID = typ.ASSIGNMENT_STATUS_TYPE_ID

Tables and Views for HCM

Oracle Fusion Cloud HCM

Oracle Fusion Cloud HCM Tables and Views for HCM

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