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How Working on Special Projects Can Significantly Boost Employee Engagement

Updated: Apr 16, 2019

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Motor Vehicle Examiner

Special Work Assignment Travel Team (SWATT)

Recruitment # 240215-5833CL-001

Introduction

• collaborate with colleagues beyond their assigned branch
• learn various branch-specific work functions
• receive support from various management, including the supervisor overseeing SWATT, their home office management team, and the management teams in the offices they are dispatched to  
• gain tremendous experience throughout the DMV agency 
• Tuesday, Wednesday, Friday: 9:00 am - 4:45 pm
• Thursday: 10:30 am - 6:15 pm
• Saturday: 7:45 am - 12:45 pm
• First shift
• Office/On-Site
• NEW: A Platinum Healthcare Plan, the nation’s best for state employees and dependents, according to a report by Georgetown’s Center on Health Insurance Reform an article by Ellen Andrews, Ph.D., along with  comprehensive benefit offerings
• A competitive starting salary
• Learn more about what sets us apart as an employer with our  Employer Value Proposition
• Retirement plan options
• Generous paid time off, including 13 holidays
• Work for a Forbes top company:  State of Connecticut Ranked One of the Best Employers of 2023  - State of CT Receives National Recognition for Offering Job Growth, Competitive Benefits, and Flexible Schedule
• State of Connecticut is an eligible Public Service Loan Forgiveness employer, meaning you may be eligible to have qualifying student loans forgiven after 10 years of service.  Click  here  for more information.

Selection Plan

• Applicants must select Bridgeport, Danbury, Hamden, New Britain, Old Saybrook, Wethersfield, and/or Windham (Willimantic) on their application, prior to submission, if they wish to be considered. Failure to indicate the locations listed above or employment type will result in the applicant not being considered for vacancies in that specific location.
• In order to be considered for this job opening, you must meet the Minimum Qualifications as listed on this job opening. You must specify your qualifications  on your application.
• The minimum experience and training requirements must be met by the close date on the job opening, unless otherwise specified .
• In order to receive educational credits toward qualification for this job posting, the institution must be accredited.  If the institution of higher learning is located outside of the U.S., you are responsible for providing documentation from a recognized USA accrediting service which specializes in determining foreign education equivalencies to the individual listed on this job posting. 
• Ensure that your application is complete and detailed before submitting it. In order to comply with  Public Act 21-69 , the State of Connecticut is no longer asking for resumes during the initial application process. You will not be able to make revisions once your application is submitted into the JobAps system.
• Please select all location(s) and shift(s) you are willing to work on your application. Failure to do so may result in not being considered for vacancies in that specific location or shift.
• All application materials must be received by the recruiting agency by the time specified on the job opening for the position for which you are applying. Late applications may not be submitted and will not be considered. Exceptions are rare and limited to documented events that incapacitate a candidate during the entire duration of the job posting time period. It is the candidate’s obligation and responsibility to request an exception and provide a legally recognized justification to accommodate such exception. Requests should be made to  [email protected] .
• For current state employees, salary calculations are not necessarily comparable from one of the three branches of state government (i.e., Executive, Legislative, Judicial) to the other.  
• Please   read   or   watch   our Applicant Tips on How to Apply!  
• This posting may require completion of additional referral questions (RQs). You can access these RQs via an email that will be sent to you after the posting's closing date or by visiting your JobAps Personal Status Board (Certification Questionnaires section). Your responses to these RQs must be submitted by the questionnaire's expiration date. Please regularly check your email and JobAps Personal Status Board for notifications. Please check your SPAM and/or Junk folders on a daily basis in the event an email provider places auto- notification emails in a user's spam.
• Although applicants will receive correspondence via email, as a backup they are also encouraged to sign on to their Personal Status Board on a daily basis to monitor their status, view all emailed notices and complete tasks required in the recruitment process.
• Note: At any point during the recruitment process, applicants may be required to submit additional documentation which support their qualification(s) for this position. These documents may include: a cover letter, resume, performance reviews, attendance records, supervisory references, licensure, etc., at the discretion of the hiring agency.
• Interviews will be limited to candidates whose experience and training most closely meet the requirements of the position.
• The immediate vacancy is listed above, however, applications to this  recruitment may be used for future vacancies in this job class.
• Candidates who are offered and accept a position with the State of Connecticut are bound  by the State Code of Ethics for Public Officials and State Employees which is available at  www.ct.gov/ethics.

PURPOSE OF JOB CLASS (NATURE OF WORK)

Examples of duties.

• Reviews and examines applications and supporting documents for operator licenses, vehicle registrations and certificates of title to ensure clear, complete and accurate information;
• Performs limited restorations of driver licenses or motor vehicle registrations;
• Verifies data such as insurance coverage, year, make, model, vehicle identification number, property tax liability and suspension records;
• Determines proof of ownership and existence of encumbrances from information submitted;
• Contacts municipal collectors of revenue to obtain clearance;
• Prepares appropriate form letters advising of specific reasons for rejection or requesting additional information regarding correction of submitted data;
• Compares data elements with automotive reference manuals and manufacturer's publications for verification;
• Checks for erasures or omissions in typing;
• Responds to inquiries from the public and co-workers and provides correct information on requirements and procedures;
• Issues motor vehicle operator licenses containing photograph of applicant;
• Collects fees;
• Verifies and validates applications and supporting documentation;
• Operates camera;
• Die cuts and laminates photographs to licenses;
• Makes minor adjustments to and performs routine maintenance on equipment;
• Operates cash register and other office equipment such as calculators and computer terminals;
• Schedules appointments;
• Prepares financial documents and reports;
• Balances cash and documents;
• Processes registration renewals;
• Examines title applications, ensures its completion and may process disposition requests submitted by garage owners;
• Receives training in and may perform on a limited fill in basis full scale registration activities such as issuance of motor vehicle and boat registrations, toll plates, collection of title fees and sales tax, verification of proof of ownership and determination of appropriate registration transaction, etc;
• May maintain records including approved and rejected applications;
• May perform specific research assignments such as chain of ownership or lien information;
• May clear duplicate identification lists;
• Performs related duties as required.

KNOWLEDGE, SKILL AND ABILITY

• Knowledge of office systems and procedures;
• interpersonal skills;
• oral and written communication skills;
• in performing arithmetical computations;
• handle and count money;
• read, comprehend and apply laws, policies and procedures;
• maintain records;
• examine documents for completeness and accuracy;
• operate personal computer, computer terminals and office equipment;
• operate office suite software;
• use reference manuals.

MINIMUM QUALIFICATIONS - GENERAL EXPERIENCE

Minimum qualifications - special experience, minimum qualifications - substitutions allowed, preferred qualifications.

• Experience communicating with internal and external customers and resolving escalated customer issues
• Experience working in a production environment and reviewing standard documents for accuracy
• Experience processing cash, check, and credit card transactions and balancing a register
• Experience interpreting and applying policies and procedures
• Experience with Microsoft Office Suite, including Excel, and operating a personal computer, and office equipment
• Experience with face-to-face customer service
• Experience traveling to different satellite locations due to agency needs

CHARACTER REQUIREMENTS

AN AFFIRMATIVE ACTION/EQUAL OPPORTUNITY EMPLOYER

The State of Connecticut is an equal opportunity/affirmative action employer and strongly encourages the applications of women, minorities, and persons with disabilities.

ACKNOWLEDGEMENT

As defined by Sec. 5-196 of the Connecticut General Statutes, a job class is a position or group of positions that share general characteristics and are categorized under a single title for administrative purposes.  As such, a job class is not meant to be all-inclusive of every task and/or responsibility.

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For Women and Minorities to Get Ahead, Managers Must Assign Work Fairly

• Joan C. Williams
• Marina Multhaup

Who’s booking the conference room? Who’s pitching the client?

Some assignments can set you up for promotion — this is the  glamour work . Other assignments are necessary but unsung — this is the  office housework . Research shows that women and people of color are much more likely to get housework-type assignments than to get assigned to glamour work. Managers and executives have to fix this imbalance if they’re going to make progress on corporate diversity goals. To do that, start keeping track of how projects are assigned in your organization. Managers can identify what the office housework is in their department and who is doing it, and spread out these humdrum assignments more evenly. For new glamour work assignments, consider  all  eligible employees, not just the ones who come to mind first or who ask to do it. Senior executives and HR leaders can help hold middle-managers accountable for making progress. The result will not only be a system that is fairer for women and minorities, but for all employees.

Organizations have been trying to improve diversity in the workplace for decades — with little success. The most common techniques, such as one-time sensitivity trainings, haven’t worked . The numbers of women and people of color in leadership roles are still staggeringly low across industries. Also well documented are the high rates of turnover for women, especially women of color.

• Joan C. Williams is a Sullivan Professor of Law at University of California College of the Law, San Francisco and the founding director of the Center for WorkLife Law. An expert on social inequality, she is the author of 12 books, including Bias Interrupted: Creating Inclusion for Real and for Good (Harvard Business Review Press, 2021) and White Working Class: Overcoming Class Cluelessness in America (Harvard Business Review Press, 2019). To learn about her evidence-based, metrics-driven approach to eradicating implicit bias in the workplace, visit www.biasinterrupters.org .
• Marina Multhaup is a former Research & Policy Fellow for the Center for WorkLife Law at the University of California, Hastings College of the Law.

Partner Center

How to Give Assignments to Team Members

Table of Contents

The project has been divided into milestones, goals and objectives broken into tasks, and now it’s time to assign them. But as you open the project management platform, you’re faced with the unflattering process of wording the tasks, and choosing whom to assign them to.

Well, in this article, we offer advice on how to make that jumbled first moment a little clearer. There are actionable tips, learning the difference between allocating and delegating tasks, and suggested criteria on how to choose the best person for the job.

For a more precise overview, here’s a table of contents:

How do you assign employees tasks?

We normally think that assigning tasks is a time-consuming process that focuses on clearing out task lists to keep the project going. However, task assignment should actually be a more employee-oriented process that requires additional dedication and effort, which yields incredible results. But what do we mean by that?

Properly assigned tasks push your employees, projects, and the overall company forward. Here’s how.

• They strengthen accountability and trust between managers and employees;
• They help teach new skills and perfect old ones;
• They allow employees to get familiar with other teams and avenues of work;
• It becomes easier to make project estimates;
• Makes for great bases for performance reviews, etc.

The list could go on, but we’ll stop there for now.

Of course, such long-term benefits don’t come without some proverbial blood and sweat in the planning stage. Let’s take a look at the general ideas on assigning employee tasks, and specific steps you can take.

Motivation comes from knowing the bigger picture

When we talk about the bigger picture in project management, we talk about each team member’s task affecting their peer’s down the line. Since all tasks are usually small pieces of the puzzle, it helps to remind employees how their work contributes. For example:

• A high-quality draft can make a great foundation for the final version, and it can be completed more quickly.
• A well-prepared presentation can shave time off unnecessary questions and additional email inquiries.

It comes as no surprise that people work better and are more productive, when they know that their work has an impact on the company level.

And so, when you assign tasks, try to emphasize how they fit in the bigger picture. Simply saying: “ You doing X will help with Y and Z ” and how it reflects on the project as a whole will let an employee know that the task they were assigned is important.

Get your employees excited to commit

Telling people about the bigger picture and showing them what’s possible can only get them so far. It’s enough to ignite the initial spark, but for them to fully commit to the task, you need to define what that task entails.

They should be able to picture how to go about the work, what skills to use, and how to reach the desired result. The clearer the instructions, the more motivated they will be to work.

Simply put, give directions on how the task should be done, and make sure they understand. You can’t read each other’s minds, so it’s important everyone is on the same page.

Ask for task transparency

One of the best practices a company can employ is transparency among coworkers.

This is achieved by having everyone input their tasks for the day in a timesheet. The purpose of timesheets is to get an accurate idea of what everyone is working on at any given time.

When people know who works on what tasks, it’s easier for them to know if a person is available or busy, how far along they are with a task, etc.

So, when you give assignments to employees, label them with deadlines. Alternatively, you can ask for employees’ assessments on how long the work would take them, and use those timeframes.

Source: Clockify team timesheet

Timesheets are a great way to keep an eye on tasks and the people doing them. You get to:

• see who struggles with what (helps assess people’s skill sets);
• who burns through their workload and is available for additional tasks;
• whether your time estimates need correction;
• identify any wasted time.

💡 If your employees are insecure about keeping public records of their tasks, here are a few resources that can help:

• How to create order in your daily work tasks
• How to be more efficient with your tasks

Keep a crystal clear timeframe

While we’re discussing timesheets and deadline transparency, it’s important to mention that the times you set for task completions need to be clear-cut.

As we’ve mentioned, the safest way to assign deadlines is to consult the employees. They are better at assessing how long it will take them due to the tasks’ difficulty, overall deadlines, the standards that need to be met, and the skill required to complete it.

When they get a say in how long they should be doing an assignment, people tend to feel more accountable for the whole process. They will do their best to finish in time, since they actively participated in setting the deadline.

Set very clear expectations

Assigning a task should always include your (the supervisor’s) expectations pointed out. For example:

• Does a logo pitch need as many drafts as possible, or just a few finished pieces?

If you ask a designer to make some drafts for a logo pitch, you must specify the kind of quality you’re looking for. Explain whether you are looking for some sketches and drafts for a brainstorming meeting, or if you want clean, presentable pieces to show.

Additionally:

• How many pieces should the designer do?
• Is there a specific color palette they need to follow?
• How important is the task? Is this the day they finally decide on a logo, or is it still in the brainstorming stage? (decides on the quality of the work itself)

Assigning the task using the above questions, you help the designer understand how much effort precisely they need to invest. They become more motivated with clear instructions, as they know what is expected of them. There’s no fear of having their work criticized for something that wasn’t communicated in the beginning. And on your end, it prevents breached deadlines or subpar results.

Avoid creating dependency by being less involved

It’s not unusual for employees to ask their supervisors for their opinion on a certain task, or their performance.

The problem arises when a supervisor makes themselves too involved with the process. When they feel like the project might fall apart if they don’t have their eyes on every moving part all of the time. And when you have, say, 20 people waiting for that person’s approval, advice, or consultation, the workflow runs into a gridlock.

And wait time is wasted time.

Plus, people lose motivation, patience, and grow frustrated, as they could be doing other things.

So, learn not to jump in every time people call for your aid. Assign reliable people who can address smaller issues, while you handle the big picture. Learn how to expend your own energy where it is needed more.

For example – making a pitch presentation for potential investors keeps getting put off because one person needs you to check a client email they want to send, another wants your signature on a form, and the third wants to ask something about employee feedback that’s coming up.

In order to not be stretched thin, and have your time wasted on menial tasks, here’s where you can start:

How to mitigate the risk of being over-involved when assigning

• Remember that you match tasks to people

Which means that, by matching the right people with the right tasks, your involvement will be minimal. Take time to carefully choose who gets to do what. What is the point of assigning tasks if they can’t be done without you?

• Have a 10-point scale to judge the importance of items

How important are certain aspects of your leadership role? Are you absolutely necessary in every meeting, or during every call? Which tasks need your approval, and which ones can be approved by someone under you?

Rank these items on a scale of 0 to 10, based on their importance to you and the project. Top priority tasks should get your undivided attention. And what can be delegated, should be.

• Analyze your schedule

Your energy and time are needed on a much broader scale. The best way to spot if you’re wasting time being too involved is to look at your schedule. Identify how much time you’ve spent on low-priority items, and assess which issues could’ve been solved without you.

• Take into account priorities and deadlines

Step in only when absolutely necessary. You are in charge of things getting done on time, by people most qualified for assigned tasks. Determine what your priorities are for each project, and concern yourself only with those issues, unless there is a risk of breaching a deadline.

• Formulate a list of dependable people

If you know your employees (or team members) well enough, then you should be able to single out those who are more dependable and ready to take on a little more responsibilities. Write out the reasons how they could help by getting involved on low-priority items instead of you. When the time comes, rally them and present them with the idea, keeping in mind that this solution helps push the project forward. When authority is delegated to several people, there’s fewer chances of a hold-up in the workflow.

This also falls into the realm of task delegation , which we’ll get into later.

How do you decide what tasks to assign to which employees?

1. assign based on priority.

Naturally, some tasks will be more important than others. When you break down a project into tasks , spend some time assessing their priority level.

High-priority tasks should be the first on your list to allocate. Whether it’s because they’re time-sensitive, or require more effort and dedication.

Low priority tasks can be allocated as fillers to the first available person.

2. Assign based on employee availability

Another factor to consider when assigning tasks is who is available at the moment.

As the project moves along, new tasks will be added. You will have to allocate new work, but odds are you won’t always be able to pick who you want. Especially if a deadline is approaching, the person with the smallest workload should be your first choice.

Overloading an already busy individual just because they’re more skilled or you have faith in them the most puts an unnecessary strain on them. It’s cause for frustration, poorer results, and decreased productivity.

And as we’ve mentioned, if you have a timesheet with an overview of all the tasks and employees working on them, it’ll be much easier to spot who is free and who isn’t.

3. Assign based on employee skill level

High-priority tasks should go to employees with more experience in a given field or skill. However, you should occasionally give such tasks to other employees as well, to help them grow and become just as dependable. Giving people challenging tasks that can boost their experience is essential to productivity and morale.

Not to mention you get to have multiple high-skilled employees.

Low-priority tasks can be assigned to anyone, despite their experience level. They’re a good opportunity to practice, pick up new skills, or get smaller tasks out of the way to make room for more important ones.

4. Assign based on preference

Last, but not the least, preference can also play a big part in how you assign tasks.

It’s a given that some employees will prefer certain tasks over others. So it could be good to assign tasks at a meeting with the team. As you discuss priorities, deadlines, and availability, ask them which tasks they would like to work on.

If someone shows interest in a specific type of work, they should (with some consideration), be allowed to take it. After all, people are more productive when they’re assigned to something they find new or exciting.

Note: Apply this rule with caution. Letting people do only the tasks they want can stunt their career growth. Getting out of our comfort zones and occasionally doing tasks that we don’t like is how we develop and learn. So, don’t forget to document assignments as you hand them out, to spot these potential issues early on.

Allocating vs delegating tasks

While semantically similar words, delegation and allocation in terms of tasks are two different things.

When you allocate tasks , you are assigning tasks without giving the employees much authority, challenge, or room to grow. It includes you keeping all of the responsibility – writing out the tasks, making deadlines, providing resources, tools, etc. These are usually recurring tasks that can become repetitive.

When you delegate tasks , you allow for some of that responsibility to fizzle out from your fingers. All you think about are the objectives, while letting the employees figure out the details and means to get there.

However, that doesn’t mean delegation is right and the allocation is wrong.

Task allocation has its own place. It is just as important, as a lot of tasks come down to repeated processes that are still vital to the project progress. Task delegation is just a good opportunity for employees to learn, challenge themselves, and assess their skills and performance.

When should you allocate tasks?

Management and BizDev consultant Artem Albul shared his concept on task assignment, which he dubbed an “algorithm”. He emphasized how these criteria are useful only and only when you wish that employees perform the tasks based on your guidelines and instructions (aka allocation).

Here is how Albul broke down the algorithm:

Source: Artem Albul, TWA Consulting

As we can see, task allocation, while the more “controlling” of the two, also gives in-depth instructions and asks for confirmation on task clarity. A lot of it comes down to everyone being on the same page, leaving little to no room for misinterpretation (but also creative freedom).

How should you allocate tasks?

With all that we’ve mentioned in the previous section, here’s how your task allotment could look like, step by step.

• Break down your project

Detail out the goals, objectives, and some individual tasks (not all, be careful not to start micromanaging). Place the most important deadlines.

• Prioritize tasks and sort them

It’s important to know what tasks need to be done faster/better, to properly allocate your resources and manpower from the start.

• Make a list of teams and team members

Assign team leaders (if you don’t have them), and alternatively, ask for their input on individual employees skills, for a more informed decision on who gets what.

• Schedule a meeting

Make a meeting with the team leads and go through the points above. Assign tasks according to each team’s availability, interest, and skill required to successfully push the project forward.

• As team leads – assign tasks further down the pipeline
• Track task completion and make necessary changes along the way

Whether it’s pushing deadlines, reassigning tasks, or shifting around resources. This is perfectly fine and expected, so long as it doesn’t happen on every task you’ve assigned. Then, it is an indicator of poor pre-planning.

• Offer feedback and write performances

Don’t forget to track the progress and make notes of important details that might help the next task allocation/delegation process. It’s also a useful piece of information for the employees on what they need to improve on.

Allocating tasks is somewhat more complicated than we want it to be. But, this kind of thorough research and preparation will make projects run more smoothly. Employees will also be more satisfied with their work, and there will be less hurdles as deadlines approach.

When should you delegate tasks?

Delegation is a great practice in trust for both the employer/supervisor and the employee. The employer learns how to give away some of their control over the process, while the employee learns how to take more accountability for their work.

This lets you focus on big-picture aspects of your job, since you deal less with assignments that are low-priority for you. You save time and energy, while helping others move up in their careers.

How do you effectively delegate tasks as a leader?

As we’ve mentioned, delegating includes more employee independence. There are some additional components which make this type of task assignment more appealing than allocation, with great opportunities for growth.

Focus on delegating objectives instead of actual tasks

When you delegate, you focus on the objective that needs to be done. You shouldn’t give employees a “color by numbers” instruction on how to complete a task.

Communicate clearly what the end result should be and what expectations you (or the higher-ups) have. Leave the means for reaching that end goal to the employees themselves. Because how you solve a task may be completely different to how they will. And that is perfectly fine, so long as the result is the one you are looking for.

Keep the objectives challenging

When the objectives you’re delegating are too easy, chances are the person will either procrastinate, or feel like you don’t trust them enough. And if they’re too difficult, they get frustrated, anxious, and begin to panic.

It’s a good idea to be aware of an employee’s skill level, so you can gauge how much challenge and responsibility they can take on. For them to be the most productive and achieve great results, they need to enter “the state of Flow”.

Source: Optimal Experience , M. Csikszentmihalyi

💡 We’ve discussed the state of Flow in more detail in an article on time organization.

Encourage discussion and feedback

Let employees voice their opinions on the topic.

They should ask anything about the task, the goals, or the overall impact their work will have on the later stages or others’ workflow. It means they are interested in the task, and getting involved.

And if they aren’t asking questions themselves, you can always nudge them into proactivity.

• Is there something you’d like me to clarify?
• Do you already have any ideas on how to go about the task?
• Is the time we agreed upon enough for you?
• Will you need other resources, tools, or support?
• Do you see any problems or risks?

Questions like these help them feel valued, their efforts acknowledged, and let them know you care about the task and how well they perform. Just be careful not to overdo it, or you’ll start to look like a micromanager.

Give employees free rein, but offer support

Speaking of micromanaging, delegation means you let people problem-solve their way out on their own. There should be no reason for a manager to step in and control or supervise any step of the process, unless absolutely necessary.

However, what you should do is let them know you’re available for any advice should they feel stuck. Just because employees get authority on a certain task, and are left to their own devices, doesn’t mean the project has to suffer until they pull themselves up.

From time to time, ask them if they need anything from you, and make sure they know you’re there for any kind of support, consultation, or mediation. ANother good practice is to also give them additional learning opportunities – such as training, conferences, courses, etc.

Delegate objectives that move people forward

Choose assignments that boost the skills and employ all of their experiences, instead of something that simply needs to be done. For example:

• Tasks that require they brush up on their team communication skills;
• Learning how to allocate smaller tasks;
• Supervising others’ work and doing quality control;
• Learning to work with a new tool;
• Holding a meeting (or more), etc.

Find out which skills your employees may want or need to develop, and then plan your delegations accordingly. You want them to complete the task while having learned something new at the same time.

How to choose who to delegate to

Paul Beesley, senior director and consultant at Beyond Theory proposed a nifty checklist for when you’re choosing an employee to delegate to. It’s meant to simplify and speed up the process.

To successfully complete the delegated task, your chosen employee needs:

S – the skill to perform and complete a task

T – the time to complete the task, and if needed, learn the required skill

A – the authority to handle everything concerning the task

R – the necessary level of responsibility

R – the recognition for successfully completing the task

This list is a set of important criteria that should be covered when you consider who to assign to a specific task. However, depending on your niche, type of service, company size and the project at hand, the criteria are likely to change. And it should accommodate your needs, not the other way around.

Common task delegation mistakes to avoid

With all being said, there are some common mistakes managers and employers make, sometimes without even realizing it.

• Being too vague concerning deadlines (using: as soon as possible, when you get to it, I need it by yesterday). It creates unnecessary pressure.
• Being unavailable for questions and concerns. While you shouldn’t micromanage, you should still be present for support if an employee feels stuck. Ignoring them or handing them over to someone else could cause distrust. However, if you are usually swamped with work, set consultation hours each day or week.
• Having unclear directions. Specifying the allotted time for task completion and expectations should be the bare minimum when delegating tasks.
• Not providing feedback. No feedback is worse than bad feedback. Employees need to be aware when they’re doing good work, as well. In one company I worked for, the mantra was: “If no one is complaining about your work, that means you’re doing good”. And while it sounds like sound logic, it actually caused a lot of frustration. We were left directionless, and simply “floating” from task to task, never knowing if any of them had a positive impact on our performance.
• Not listening to employees. Take into account how they feel about a task or the objective. Let them give you feedback and if there are potential problems from the get-go.
• Assigning other people to the same task. If you notice a person struggling, the first instinct should be to ask them how they’re faring, and if they need any help. Some managers tend to assign other employees to help them without consultation, which leaves a sore taste. The employee will feel even more incompetent and will be less likely to take on a similar task in the future.
• Assuming people will know what you mean. This is one of the biggest problems. When you’re formulating a task, be as clear as possible about the goals and expectations. Oftentimes managers think that these things are implied, but the truth is – no one is a mind reader. To avoid having information misconstrued or misunderstood, communicate clearly and directly.

There could be more mistakes, especially for every different field and industry. If at all possible, identify the most common ones, made either by you or your peers. Note down all the instances where certain tasks weren’t up to par, and see what you could have changed in your assignment process to fix it. Maybe there wasn’t enough time or resources, you were unclear, or the employee wasn’t ready for such responsibility. Use the same procedure in all future task delegations. It’s the only way to learn and make the process quicker.

Use Clockify to assign tasks with ease

Now you’re a master of task delegation — congrats!

But there’s more to it than meets the eye.

In fact, what if you used a digital tool like Clockify to increase the likelihood that each job would be completed on time and on point?

In Clockify, you can easily create highly descriptive assignments that contain information like:

• Start time,
• Billability status,
• Name of the employee,
• Period for getting the assignment done,
• Hours per day to spend on the assignment, and more.

That way, you can plan who works on what, how long, and when.

Similarly, Clockify allows you to create project milestones to achieve results faster.

With the Milestones option, you can select dates for deadlines, allowing you to pin down important events in your projects.

For example, if your client expects you to keep them in the loop about developments, you can inform them promptly on whether your team has reached the agreed-upon milestones.

Refocus on your company’s big picture with a project and time tracking tool.

Marijana Stojanovic is a writer and researcher who specializes in the topics of productivity and time management.

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How Clockify Transformed Team Time Tracking Forever

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How to create a PTO policy

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Working Overtime Without Pay – Know Your Rights and Options

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PTO vs. Vacation: What Is the Difference?

Learn the difference between PTO and vacation and find out the answers to the most frequently asked questions regarding paid leave!

Best methods for tracking team productivity

Find out the most useful methods of tracking team productivity, followed by actual examples of how different teams measure their effectiveness.  

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How to prepare for a special assignment in 2022

By MyCG Staff

Preparations for special assignments in 2022 have begun. If you are considering a special assignment or are supporting staff applying for a special assignment, the Personnel Service Center has several resources to support the application process. 

All service members are highly encouraged to pursue at least one special assignment during their career. These career broadening assignments provide members valuable opportunities to represent their ratings, network, and learn about other operational and mission support activities, making them ideal candidates for future assignments to highly visible leadership and management positions such as the Badge Network, officer in charge, and a school chief. 

 Special assignments offer a variety of programs available to all ratings, ranking from third class petty officers to master chiefs. Information on all programs can be found at the EPM special assignment portal page (CAC required).    ELIGIBILITY 

To check your eligibility for a special assignment, review the Military Assignments and Authorized Absences manual (Article 1.E.2, and specific programs listed). 

Each program will release an announcement and information sheet to their specific portal page (CAC required) which highlights eligibility requirements, application procedures, and timelines. These messages will be published periodically on behalf of programs through the end of July 2021.     APPLICATION 

All special assignment positions require the member to submit the standard application (CAC required). Members should pay close attention to the application requirements and information.  

SUBMISSION 

Certain special assignment positions also require the member to submit a My Panel Submission in Direct Access . Members are directed to only submit their name in this process. Command endorsement and memorandum shall be submitted as part of the standard application process. 

• Incomplete and/or improperly formatted applications will be returned. 
• Deadline extensions will not be granted to correct errors. 

RELEASE FROM CURRENT RATING 

The Special Assignments authorizing official will coordinate the release from rating process after the panels convening date. Applicants should not contact their assignment officers (AO) requesting to be released. However, all members are encouraged to conduct career counseling with their rating AO, to include ideal timing on when to pursue a special assignment (SA). 

Electronic information - personnel data record (EI-PDR): Updated and accurate EI-PDRs are crucial to a members’ application and screening potential. All members are encouraged to begin the process of reviewing and updating their EI-PDR now. Detailed instructions are available in the standard  application package (CAC required).    EXTENTIONS AND RETIREMENTS 

Members desiring an extension should follow the guidance provided in their specific program's general message as well as notify their commands to include their extension request in command concerns. Members asking for retirement from SA in AY22 should submit their request Aug. 1, 2021, to ensure backfill requirements can be met. 

COMMAND 

SA command concerns (for positions appearing on personnel allowance list as petty officer) are due by Aug. 1, 2021.  A resource guide for command concerns is available on the EPM portal page (CAC required). 

TIMELINE    Tentative panel schedules are posted to the PSC portal page (CAC Required).  

CONTACT  

Points of contact: Chief Warrant Officer 3 Jaime Baldueza , special assignments officer (202) 795-6587.  

RESOURCES :  

• AY22 Special Assignments Kick-off ALCGENL 046/21
• Military Assignments and Authorized Absences, COMDTINST M1000.8A  
• Enlisted Personnel Management Assignment Year 2022 Kick Off  ALCGENL 042/21
• Enlisted Personnel Assignments – Special Assignments  (CAC required) 
• Enlisted Personnel Management - Assignment Year 2022 Command Concerns (CAC required) 
• Enlisted Personnel Management - Enlisted Panels (CAC required) 

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Short-Term Work Assignments: Maximizing Benefits, Mitigating Risks

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This article was updated on September 3, 2018.

Short-term work assignments — typically less than a year — offer a wide array of benefits for both businesses and employees. It's no wonder such assignments have been increasing. According to Mercer , "Companies are using a more varied range of assignments in order to respond to evolving business needs and changing patterns in the global workforce." These short-term work assignments allow businesses to mobilize skills and grow their organization while developing employees at the same time.

Here, we'll examine some of the benefits and risks.

• The organization fills a skills gap by relocating an employee where their capabilities are needed. Also, the employee can train others and help close the skills gap.
• The organization increases productivity and avoids adding to its headcount by not having to hire from the outside.
• The reassigned employee gains invaluable experience. They expand their network and learn how the business operates in a different place. Even more, the challenges of adapting to a new location will draw out leadership qualities. In fact, many businesses explicitly use short-term assignments as a development tool for employees with high leadership potential.
• The employee's morale increases after being recognized for their expertise.
• The organization attracts candidates who are adventurous and eager for a challenge.
• The employee has to adapt to a new city, state or country. They also have to adapt to a new team and space, which will take patience and emotional intelligence. It's here HR can help by supporting integration.
• The employee may be left with unclear goals. This can be avoided by laying out organizational and individual goals in advance. HR and the employee can discuss how to track these along the way.
• The organization must deal with any compliance complexities that come up. However, HR simply needs to integrate the employee into its labor-related compliance system. While reassignments will likely increase compliance risks, having the right systems in place to accommodate reassigned employees will best manage and mitigate those risks.

Clear communication between HR and reassigned employees will be a critical success factor. HR systems must be in place that support the needs of short-term assignments, in terms of tracking employee performance, facilitating a smooth transition and ensuring compliance needs are met no matter where the assignment occurs.

Having a powerful technology platform in place to accommodate employee reassignments, such as time and labor management (TLM) systems as well as other vital HCM systems, will serve as a firm foundation upon which you can build success for any reassignment.

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Board, lodging, and transportation at special work sites

It is possible for an employee to work at a location that is both a special work site and a remote work location. However, the benefit can only be excluded from the employee's income once .

If the special work site is in a prescribed zone , see Board, lodging, and transportation at a special work site in a prescribed zone .

Special work sites

Generally, a special work site is an area where temporary duties are performed by an employee who keeps a self-contained domestic establishment at another location as their principal place of residence. Because of the distance between the two areas, the employee is not expected to return daily from the work site to their principal place of residence.

A self-contained domestic establishment (SCDE) is a house, an apartment, or other similar place of residence where a person usually sleeps and eats. It is generally a living unit with restricted access that contains a kitchen, bathroom, and sleeping facilities. The SCDE must be separate from any other living unit in the same building. A room in a hotel, dormitory, boarding house, or bunkhouse is not ordinarily considered to be a SCDE.

Usually, the GST/HST and PST applies on meals and accommodations you provide to an employee. In certain cases, such as long-term residential accommodation of one month or more, no GST/HST and PST applies. Where the GST/HST and PST does apply, include it in the value of the benefit.

Board and lodging at a special work site

You can exclude from income the value of board and lodging, or an allowance (not in excess of a reasonable amount) for board and lodging, that you provide to an employee who works at a  special work site  if all of the following conditions are met:

• The employee's duties required them to be away from their principal place of residence or to be at the special work site
• The employee had to work at a special work site where the duties performed were of a temporary nature
• that, throughout the period, was available for the employee's occupancy, and the employee did not rent it to any other person
• to which, because of distance, the employee could not reasonably be expected to return daily from the special work site
• The board and lodging, or the allowance (not in excess of a reasonable amount) for board and lodging, you provided to the employee had to have been for a period of at least 36 hours. This period can include time spent travelling between the employee's principal place of residence and a special work site

You can only exclude from income an allowance (not in excess of a reasonable amount) paid to your employee for board and lodging if they incurred the expense.

Transportation

You can exclude from income the value of free or subsidized transportation, or an allowance (not in excess of a reasonable amount) for transportation expenses, that you provide to an employee who works at a special work site if all of the following conditions are met:

• the free or subsidized transportation, or the allowance, was for transportation between the special work site and your employee's principal place of residence
• the employee's duties required them to be away from their principal place of residence or be at the special work site for a period of at least 36 hours
• you (or a third party) provided board and lodging, or a reasonable allowance for board and lodging, to your employee for that period

Form TD4, Declaration of Exemption – Employment at a Special Work Site

If all of the conditions listed under Board and lodging  are met, you and the employee should fill out  Form TD4, Declaration of Exemption – Employment at a Special Work Site . This allows you to exclude the benefit or allowance from the employee's income. If you fill out Form TD4, do not include the amounts in box 14, "Employment income," or in the "Other information" area under code 30 at the bottom of the employee's T4 slip. After you fill out Form TD4 with the employee, keep it with your payroll records.

If all of the conditions are not met, do not fill out Form TD4. Treat the total amounts as part of the employee's income. Make the necessary deductions and report the amounts on the employee's T4 slip. This also applies to any part of an allowance for board, lodging, and transportation that is more than a reasonable amount.

Payroll deductions

If you exclude a benefit for board, lodging, and transportation at a special work site or remote work location, it is not a taxable benefit. Do not deduct CPP contributions, EI premiums, or income tax.

Forms and publications

• Archived Interpretation Bulletin IT91R, Employment at Special Work Sites or Remote Work Locations

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Special Duty Assignments

Performing Special Duty assignments is not only career enhancing, but also gives self-satisfaction while serving Soldiers. The following PDF explains some of the Special Duty assignments available for Soldiers.

Full PDF found here: SPECIAL DUTY ASSIGNMENTS

**Special assignments include special management command and joint, HQDA, and HRC assignments that have special missions and require personnel with specific qualifications. Soldiers assigned to these positions will be stabilized for a period of 36 months. However, HRC may reassign Soldiers with less than 36 months in accordance with paragraph 3– 8 a (10). This section establishes policies for assignments to the following agencies:

a.  International and OCONUS Joint headquarters, U.S. military missions, military assistance advisory groups, Joint U.S. military advisory groups, and similar activities. b.  The U.S. Central Command. c.  Headquarters, Department of the Army and HRC. d.  The U.S. Disciplinary Barracks. e.  The U.S. Army Intelligence and Security Command. f.  Office of the Assistant Chief of Staff for Intelligence and field activities. g.  Defense Courier Service. h.  The U.S. Criminal Investigation Command. i.  The U.S. Transportation Command. j.  The North Atlantic Treaty Organization (NATO). k.  The U.S. Military Academy, U.S. Army Command and General Staff College, U.S. Army War College, and U.S. Army Officer Candidate School. l.  Joint communications support element. m.  U.S. Army Test and Evaluation Command (ATEC).

**All personnel actions pertaining to nominative assignments are processed by HRC (AHRC–EPD). The normal tour of duty for these assignments is 3 to 4 years, unless otherwise specified by the individual agency. Soldiers assigned to these agencies are contact replacements requested by the appropriate agency approximately 9 to 12 months in advance of the incumbent’s scheduled rotation date. Stringent screening processes exist to ensure that only the most highly qualified Soldiers are selected for nominative posi- tions at the following agencies:

a.  Office, Secretary of Defense. b.  Joint Staff. c.  Defense Commissary Agency. d.  Defense Finance and Accounting Service.  e.  Defense Information Systems Agency. f.  Defense Nuclear Agency. g.  Defense Logistics Agency. h.  Defense Intelligence Agency. i.  Defense Mapping Agency. j.  On-Site Inspection Agency. k.  Uniformed Services University of Health Sciences. l.  U.S. Delegation NATO Military Committee. m.  Immediate Offices-Office, Secretary of the Army. n.  Office, Army Chief of Staff. o.  Military Personnel Exchange Program (AR 614–10). p.  Offices of the Administrative Assistant to the Secretary of the Army.

**Special Operations Forces (SOF) assignments require Soldiers able to excel in the performance of their duties in highly complex and dynamic environments throughout the full spectrum of modern warfare and peacetime missions. The nature of SOF missions requires a high state of readiness, therefore, Soldiers will be assigned on a priority basis. Stringent screen- ing processes exist to ensure that only the highest quality Soldiers are accepted and assigned. Soldiers who desire to apply for duty or assignment may do so without regard to current assignment. Only fully qualified Soldiers will be accepted for duty in the following assignments:

a.  Special Forces positions. b.  Civil Affairs positions. c.  Psychological operations positions. d.  U.S. Army Special Operations Command Operational Support and/or Force Sustainment positions.  e.  75th Ranger Regiment positions. f.  Special mission units’ positions. g.  160th Special Operations Aviation Regiment positions. h.  U.S. Special Operations Command positions.

Reference for above can be found in: AR 614-200

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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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.

Take Action

• 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.

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Special Duty Assignment Pay

If you are an enlisted member who is performing duties which have been designated as extremely difficult or involving an unusual degree of responsibility in a military skill, you may be entitled to Special Duty Assignment Pay (SDAP).

The following table reflects the most recent SDAP monthly rates:

What Military Specialties Qualify For Special Duty Assignment Pay?

Some of the qualifying military specialties include:

• Nuclear Trained Sailors
• Special Operations Forces
• Production Recruiter
• White House Communications Agency
• Defense Threat Reduction Agency
• Defense Courier Operations
• Senior Enlisted Advisor to the JCS

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Mayor Harrell Appoints Sue Rahr Interim Police Chief, Adrian Diaz to Work on Special Assignments

Seattle – Today, Mayor Bruce Harrell announced that he is appointing Sue Rahr as interim chief of the Seattle Police Department. Rahr, who has a storied history of leadership in modern policing, culture change, and recruitment, and who served as King County Sheriff, Executive Director of the Washington State Criminal Justice Training Commission, and a member of President Obama’s Task Force on 21st Century Policing, will hold the position of interim chief of police. At the same time, a national search will begin for the next permanent chief. Adrian Diaz will step aside from the role of chief and work on special assignments for the mayor with SPD.

“Sue Rahr is uniquely qualified to step into this position and will be an outstanding leader for our police department, focused on strengthening recruitment, advancing institutional culture change, and, most importantly, working to create safety for all Seattle neighbors,” said Mayor Harrell. “Chief Diaz has led important efforts for our administration and made progress on our public safety challenges. That said, our ongoing drive to improve department culture has revealed the need to make changes to keep this work moving forward, and Seattleites deserve a department that reflects them and their values.”

“It is an honor to help the Seattle Police Department enter its next chapter, building on my decades of experience in law enforcement leadership,” said Interim Chief Rahr. “I am committed to strengthening public safety in Seattle, recruiting the next generation of SPD officers and leadership, and creating a renewed sense of optimism in this department. I will listen carefully to our officers and the people of Seattle as I work hard to strengthen relationships with partners and the community. I will build trust with officers and the community through dialogue and action.”

“I’m proud of the work we’ve done together, but recognize now is the right time to step away for the best interests of the city and its people,” said Chief Diaz. “I look forward to continuing to serve our communities and neighbors and supporting the department as we move forward.”

Under Mayor Harrell and Chief Diaz, the City has taken meaningful steps to strengthen public safety and the Seattle Police Department, including launching a dual dispatch pilot with the new CARE Department, signing a new contract with the police officers’ union, implementing a new recruitment and retention plan , and achieving sustained compliance with most elements of the federal consent decree. Overall, citywide reported crime continues to fall, and the number of police recruit applications has significantly increased.

Mayor Harrell will immediately begin a national search for the next permanent chief of police.  Chief Rahr will not be a candidate for the permanent appointment and will work with former Chief Kathleen O’Toole to help identify a list of qualified semi-finalist candidates who will be shared with a public committee appointed by the mayor. The public committee will review the semi-finalists and recommend a group of finalists to the mayor, who will administer the competitive examination required by the City Charter.

What People Are Saying

State Senator John Lovick, 44 th Legislative District, and Former Snohomish County Sheriff

“I am thrilled to hear that Sue Rahr will be appointed as the Interim Chief of the Seattle Police Department. Most recently, we worked together on a bill I sponsored, ‘Flexible Schedules for Law Enforcement’ (ESSB 5424).  Sue’s long record of tenacious leadership to promote diversity in law enforcement has been extraordinary. Her courageous action to promote dignity and integrity in our beloved profession is rooted in her deep compassion for the people we serve.”

Barney Melekian, Past Chair, National Policing Institute Board of Directors, Former Police Chief, Pasadena, California, and President Obama’s director of the COPS office at the Department of Justice

“As a longtime colleague, I know Sue Rahr is a champion for safe communities and modern policing following national best practices. Chief Rahr will be a strong voice for implementing innovative and thoughtful policing that is equitable and values-based.”

Monica Alexander, Executive Director, Washington State Criminal Justice Training Center

“Sue Rahr is a strong, action-oriented leader for supporting current officers and recruiting new ones, centered on building a police department that represents the communities it serves and keeps safe. Sue will not only focus on preparing current officers with the best and most modern tactical and de-escalation training, she will bring new strategies and new energy to recruit new officers, including women and people of color, ensuring that people of all backgrounds see themselves in the department.”

Constance Rice, Civil Rights Lawyer and Social Justice Leader

“Sue Rahr is one of the deepest thinkers on policing on the national scene – her ability to solve problems and find solutions make her a terrific choice to lead the Seattle Police Department. She has the rare combination of deep knowledge of policing and practical problem-solving leadership needed to pull people together to make a difference.”

About Interim Chief Sue Rahr

Chief Rahr began her law enforcement career as a King County Sheriff’s deputy in 1979. She rose through the ranks and was elected sheriff in 2005 and re-elected in 2009. In 2012, Rahr was appointed by the Governor as executive director of the Washington State Criminal Justice Training Commission, a position she held for nine years. President Obama appointed Rahr in 2015 to the President’s Task Force on 21 st Century Policing.

In 2022, Chief Rahr convened a summit in Seattle to discuss the transformation of policing. Summit participants included renowned civil rights attorney Constance Rice, former New York and Los Angeles Chief William Bratton, former Los Angeles Chief Charles Beck, former Philadelphia and Washington, D.C. Chief Charles Ramsey, and former U. S. Army General Stanley McChrystal. The summit produced a seven-page white paper titled Guiding Principles for Transforming American Policing .

In 2023, Chief Rahr worked closely with Senator John Lovick, a former sheriff of Snohomish County, to win passage of ESSB 5424, which, for the first time, allows police agencies in the state to employ part-time officers. This landmark legislation is especially helpful to women who want to combine a career in law enforcement with raising children.

Chief Rahr is also a subject matter expert advisor to the 30×30 Initiative , a national effort to see women comprise 30% of police recruits by 2030.

Chief Rahr has a BA in criminal justice from Washington State University. Rahr is a member of the board of directors of the National Police Institute, formerly The Police Foundation, and an advisor to the Georgetown University School of Law Center for Innovations in Community Safety. She has served as a member of the National Institute of Justice and the Harvard University Kennedy School Executive Session on Policing and Public Safety and as an executive board member of the National Sheriffs Association. She graduated from the National Sheriff’s Institute and the FBI National Executive Institute.

Two articles Chief Rahr has written on police reform are noteworthy. From Warriors to Guardians: Recommitting American Police Culture to Democratic Ideals (Harvard Kennedy School, April 2015) makes the case for moving away from the warrior mindset in policing to one of guardianship. Rahr is the first police leader to advocate for this transformation. The second article, The Myth Propelling America’s Violent Police Culture ( The Atlantic , January 2023), is a forthright memoir about her experience as a sheriff deputy.

Browse the Archive

Seattle police chief dismissed from top job amid discrimination, harassment lawsuits

SEATTLE (AP) — Seattle’s embattled police chief has been dismissed, Mayor Bruce Harrel said Wednesday.

Harrell said at a news conference that he met with Adrian Diaz on Tuesday and they agreed Diaz should step down. He will work on special assignments for the mayor with the police department, Harrell said.

Diaz's departure comes about a week after police Capt. Eric Greening filed a lawsuit alleging that he discriminated against women and people of color, news outlet KUOW reported .

Greening is one of at least a half-dozen officers who have sued the department alleging sex and racial discrimination, and naming Diaz specifically. Last month several female officers filed a tort claim for $5 million, alleging harassment and sex discrimination.

Diaz has vehemently denied the allegations. Harrel said earlier this month that he would hire an outside investigator to examine some of the allegations.

On Wednesday, Harrell said the lawsuits were a distraction for Diaz. He praised Diaz, who appeared with him at the news conference, but said the two agreed that change could “be better served with him stepping aside.”

“I’ve accomplished so much in the four years as chief, but there’s more to be done,” Diaz said.

Diaz took over as acting chief in 2020 for Carmen Best, who resigned following a summer of demonstrations against police brutality after the killing of George Floyd in Minneapolis. He was later given the job officially.

Diaz will be replaced on an interim basis by Sue Rahr, a former sheriff of King County, where Seattle is located. Rahr most recently led the state's police academy, where she evangelized a mantra of “guardians, not warriors.”