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Progress – CRF Blog
Background Screening: The Good, the Bad and the Ugly
By HireRight 26th September 2019
Each year, the HireRight EMEA Employment Screening Benchmark Report reveals the latest HR trends, challenges, and screening habits of HR professionals across the EMEA region. In this guest post, HireRight gives a brief summary of the Good, the Bad, and The Ugly from the 2019 report’s findings.
What should learning look like in an era of disruptive change?
By Caolinn Douglas 20th December 2017
We live in an age of ‘Digital Darwinism’ (Evan Schwartz, 1999). This term describes an era in which “technology and society are evolving faster than businesses can naturally adapt.” New digital platforms are disrupting traditional markets overnight and globalisation is rapidly changing customer needs and expectations. In order for organisations to survive in the current climate, they must be able to anticipate and respond to these external changes.
It’s important that there’s a clear line of sight between what the business needs and what HR does. More than this, HR practice needs to be rooted in a robust theoretical framework. Organisations need to address the following key elements when thinking about the operating principles that underpin HR: analysis before action, definition of terms, a robust underpinning theory, a sound business case, delivery against a clear HR plan, evidence, and evaluation.
Millennials (alternatively called Generation Y) are a demographic cohort over which there is much debate and little agreement. Indeed, there are no agreed dates for when this cohort begins and ends. Researchers variously pinpoint the late ‘70s and ‘80s as starting birth years, and the ‘90s and early ‘00s (Howe & Strauss 2007) as ending birth years, making this cohort all those currently between the ages of 12 and 40. In the opinion of many, this age range is too broad. I’d have to agree.
Confucius once said: “tell me, and I will forget. Show me, and I may remember. Involve me, and I will understand.” The same principles apply to adult learning. To be effective, adult learning strategies must: make learners aware of how they learn, open up organisation boundaries, create a space for people to engage in reflection and analysis, ensure learning sessions are short and frequent in duration, contain only directly relevant information, and engage different senses and emotions.