what is the assignment methods

The Assignment Method: Definition, Applications, and Implementation Strategies

Last updated 03/15/2024 by

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Understanding the assignment method

Optimized resource utilization, enhanced production efficiency, maximized profitability, applications of the assignment method, workforce allocation, production planning, sales territory management, resource budgeting.

• Optimizes resource utilization
• Enhances production efficiency
• Maximizes profitability
• Requires thorough analysis of past performance and market conditions
• Potential for misallocation of resources if not executed properly

Frequently asked questions

How does the assignment method differ from other resource allocation methods, what factors should organizations consider when implementing the assignment method, can the assignment method be applied to non-profit organizations or public sector agencies, what role does technology play in implementing the assignment method, are there any ethical considerations associated with the assignment method, key takeaways.

• The assignment method optimizes resource allocation to enhance efficiency and profitability.
• Applications include workforce allocation, production planning, sales territory management, and resource budgeting.
• Effective implementation requires thorough analysis of past performance and market conditions.
• Strategic allocation of resources can drive overall performance and revenue growth.

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Assignment Problem: Meaning, Methods and Variations | Operations Research

After reading this article you will learn about:- 1. Meaning of Assignment Problem 2. Definition of Assignment Problem 3. Mathematical Formulation 4. Hungarian Method 5. Variations.

Meaning of Assignment Problem:

An assignment problem is a particular case of transportation problem where the objective is to assign a number of resources to an equal number of activities so as to minimise total cost or maximize total profit of allocation.

The problem of assignment arises because available resources such as men, machines etc. have varying degrees of efficiency for performing different activities, therefore, cost, profit or loss of performing the different activities is different.

Thus, the problem is “How should the assignments be made so as to optimize the given objective”. Some of the problem where the assignment technique may be useful are assignment of workers to machines, salesman to different sales areas.

Definition of Assignment Problem:

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Suppose there are n jobs to be performed and n persons are available for doing these jobs. Assume that each person can do each job at a term, though with varying degree of efficiency, let c ij be the cost if the i-th person is assigned to the j-th job. The problem is to find an assignment (which job should be assigned to which person one on-one basis) So that the total cost of performing all jobs is minimum, problem of this kind are known as assignment problem.

The assignment problem can be stated in the form of n x n cost matrix C real members as given in the following table:

What is an Assignment Method?

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Assignment method.

In accounting and finance, the assignment method is a technique used for allocating or assigning resources, costs, or tasks among different departments, employees, or projects. The assignment method aims to optimize resource allocation to achieve maximum efficiency, cost savings, or other desired outcomes. It is often used in cost accounting, project management, and operations research.

For example, in cost accounting , the assignment method can be used to allocate indirect costs (such as overhead) to various cost centers or cost objects based on certain allocation criteria, like the proportion of direct labor hours or machine hours. This helps in determining the total cost of each product or service and aids in decision-making related to pricing, production levels, or resource allocation.

Another example is in project management, where the assignment method can be used to allocate tasks to team members based on their skills, availability, or other relevant factors. This helps in efficient task distribution, ensuring timely project completion, and optimal utilization of resources.

In summary, the assignment method is a technique used for allocating resources, costs, or tasks to optimize efficiency and achieve desired outcomes.

Example of an Assignment Method

Let’s take an example from cost accounting , specifically in a manufacturing company.

Suppose a manufacturing company produces three products: Product A, Product B, and Product C. The company has a total indirect overhead cost of $90,000. The indirect overhead cost needs to be allocated to each product based on machine hours used in production.

The machine hours used for each product are as follows:

• Product A: 600 hours
• Product B: 900 hours
• Product C: 1,500 hours

Total machine hours used: 3,000 hours (600 + 900 + 1,500)

Now, we will use the assignment method to allocate the indirect overhead costs based on the proportion of machine hours used for each product.

• Calculate the overhead rate per machine hour: \(\text{Overhead rate} = \frac{\text{Total overhead cost}}{\text{Total machine hours}} \) \(\text{Overhead rate} = \frac{90,000}{3,000 \text{ hours}} \) Overhead rate = $30 per machine hour
• Allocate the overhead cost to each product based on the machine hours used:
• Product A: 600 hours * $30 = $18,000
• Product B: 900 hours * $30 = $27,000
• Product C: 1,500 hours * $30 = $45,000

So, using the assignment method, the allocated overhead costs for Product A, Product B, and Product C are $18,000, $27,000, and $45,000, respectively. This allocation helps the company understand the total cost of producing each product and make informed decisions about pricing, production levels, and resource allocation.

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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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Advantages and Disadvantages of Assignment Method

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Assignment methods in unified routing

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The feature availability information is as follows.

Use assignment methods to determine how to assign work items. You can use the out-of-the-box assignment methods or build custom assignment rules by configuring the prioritization rules and assignment rulesets.

How auto assignment works

The auto-assignment process in unified routing matches incoming work items with the best-suited agents based on the configured assignment rules. This continuous process consists of multiple assignment cycles and a default block size of work items.

Each cycle picks up the top unassigned work items in the applicable default block size and attempts to match each work item with an appropriate agent. Work items that aren't assigned to agents because of unavailability of agents or right skill match wasn't found are routed back to the queue.

The next assignment cycle picks up the next block of the top-priority items that includes new work items.

When eligible agents aren't found for the work items, the assignment cycle keeps retrying to assign the top number of default sized block items as applicable for the channel.

For digital messaging and voice, the default block size is 100 work items of top priority.

For the records channel,

• The number of work items prioritized per queue are 10,000
• The number of work items processed for assignment are 2,000 by default

Cross-queue prioritization isn't available in unified routing.

For more information, see best practices to manage queues .

Types of assignment methods

The following assignment methods are available out of the box:

Highest capacity : Assigns a work item to an agent with the highest available capacity. This agent has the skills that are identified during the classification stage and presence that matches one of the allowed presences in the workstream. The work items are prioritized in the first-in, first-out manner—that is, the work item that was created first is assigned first. If more than one agent is available with the same capacity, the work item is assigned based on the round-robin order of the agents whose highest capacity is the same.

If you want to use skill-based routing and,

Set Default skill matching algorithm in the workstream as Exact Match , then the system filters agents using exact skill match, workstream’s presence, and capacity requirements, and orders the filtered agents by available capacity.

Set Default skill matching algorithm in the workstream as Closest Match , then the system filters agents based on the workstream's presence and capacity requirements and orders the filtered agents by closest match and not available capacity. More information: Closest match

If you need to distribute work fairly among agents, then you should consider switching to a round robin assignment strategy.

When you modify a rating model, the ongoing conversations or open work items that have skills with the rating model continue to have the existing rating. Sometimes, this might result in no agents who match the assignment criteria.

Advanced round robin : Assigns a work item to the agent who matches the criteria for skills, presence, and capacity. The initial order is based on when a user is added to the queue. Then, the order is updated based on assignments. Similar to how work items are assigned in the highest capacity method, in round robin assignment, the work items are prioritized in the first-in, first-out manner—that is, the work item that was created first is assigned first.

The ordering for round robin assignment is maintained queue wise. Some agents can be a part of multiple queues. Therefore, depending on the agent's last assignment timestamp in a queue, the agents might be assigned back-to-back or concurrent work items but from different queues.

In scenarios when multiple agents match the work item requirement, and there's a tie in the "order by", like, multiple matched agents with the same available capacity, the system resolves the assignment using round robin based on the earliest time of the last assignment.

For example, three agents, Lesa, Alicia, and Alan, are available with the coffee refund skill and can handle up to three chats at a time. Their last assignment time stamps are 10:30 AM, 10:35 AM, and 10:37 AM, respectively. A work item about a coffee refund arrives in the queue at 10:40 AM. With the order by set to "profile-based available capacity", all the agents at 10:40 AM have the same available capacity of 2 each. To break the tie between the agents, the system uses round robin. Therefore, the incoming chat is assigned to Lesa because her last assignment was the earliest at 10:30 AM. Later at 10:45 AM, if another coffee refund work item comes in, the system assigns it to Alicia. This is also based on the round robin order of assignment between Alicia and Alan because their available capacities are 2 each and Alicia had an earlier assignment than Alan at 10:35 AM.

Least active : Assigns a work item to the agent who has been least active among all the agents who match the required skills, presence, and capacity.

The assignment method uses "the time since last capacity is released for a voice call" and the wrap-up settings configured in the workstream to determine the least-active agent and route the next incoming call to them. For example, consider two agents in a queue. The first agent completes a call five minutes ago while the second agent has just completed their call. When a new call comes in, the system assigns it to the first agent who has finished their activity first.

Routing to the least-active agent assignment strategy helps in a balanced distribution of work items across agents, and results in higher agent efficiency and improved customer satisfaction.

You can also build a custom report to track an agent's "last capacity release time" and understand the assignment distribution across agents.

The least-active assignment method is available for the voice channel only and is the default selection when you create a voice queue.

This feature is intended to help customer service managers or supervisors enhance their team’s performance and improve customer satisfaction. This feature is not intended for use in making—and should not be used to make—decisions that affect the employment of an employee or group of employees, including compensation, rewards, seniority, or other rights or entitlements. Customers are solely responsible for using Dynamics 365, this feature, and any associated feature or service in compliance with all applicable laws, including laws relating to accessing individual employee analytics and monitoring, recording, and storing communications with end users. This also includes adequately notifying end users that their communications with agents may be monitored, recorded, or stored and, as required by applicable laws, obtaining consent from end users before using the feature with them. Customers are also encouraged to have a mechanism in place to inform their agents that their communications with end users may be monitored, recorded, or stored.

You can also create a custom assignment method to suit your business needs.

Create new : Lets you create and use your own rulesets and rules to configure priority, severity, and capacity for choosing the queues to which work items need to be routed. You can create the following rulesets:

• Prioritization rulesets : Lets you define the order in which the work items are assigned to agents when they're available to take more work.
• Assignment rulesets : Represent a set of conditions that are used to select agents and use an order by option to sort the matching agents.
• You must configure presence, capacity, and skill-matching rules in the custom assignment method because the default settings defined for the workstream won't be used in custom assignment method.
• The out-of-the-box assignment strategies don't consider the agent operating hours. You must write a custom assignment method by using the "is_working" operator in the rule definition.

Assignment cycle

Assignment cycle is the prioritization of work items, their selection, and their assignment to the best-suited agent based on the assignment rules. Unified routing optimizes the assignment cycles across the multiple queues in the organization for best performance.

The assignment cycle starts with one of the following triggers:

• Arrival of a new work item in the queue.
• Change to agent presence.
• Updates to agent capacity: If capacity is updated at runtime then change in capacity triggers assignment. If capacity is updated manually, the change doesn't trigger assignment.
• Addition of an agent to the queue.
• Periodic trigger every five minutes for record type of work item.

How prioritization rulesets work

A prioritization ruleset is an ordered list of prioritization rules. Every prioritization rule represents a priority bucket in the queue. In a prioritization rule, you can specify a set of conditions and order by attributes. During evaluation, the prioritization rules are run in the order they're listed. For the first prioritization rule, the work items in the queue that match its conditions are put in the same priority bucket. In the priority bucket, the items are further sorted by the order specified in the prioritization rule. The second rule runs on the rest of the items in the queue, to identify the next priority bucket, and sorts the bucket by the Order by attribute until all rules are evaluated.

You can create one prioritization ruleset only per queue.

As an example, consider the prioritization ruleset as seen in the following screenshot with four rules.

During any assignment cycle, this prioritization ruleset runs, and the rules within the ruleset run in the order they're listed.

The first rule, "High priority and premium," finds all work items in the queue where the associated case priority is "High" and the case category is "Premium". The system creates the top priority bucket with those work items and sorts them in the "First in and first out" manner as specified in the Order by attribute. The first work item to be assigned from the queue is the oldest item in this bucket.

The next priority bucket is the work items where case category is "Premium". The work items with "Premium" case category and "High" priority have already been put in top bucket as per the preceding rule, so this rule only considers other work items with "Premium" case priority. The Order by attribute in this case also is "First in and first out".

The next priority bucket consists of work items where case priority is high and they haven't been bucketed already. Here the work items are ordered by their "First Response By" field in the ascending order—that is, the work items that require the first response at the earliest are prioritized first.

Some important points about prioritization rules are as follows:

• You can create only one prioritization ruleset per queue.
• Prioritization rules are run during every assignment cycle. If you change any attributes of the work item, such as the priority of the case, that change is considered during the next assignment cycle.
• By default, the queue is sorted on a "first in and first out" manner. If you don't create a prioritization rule, then the oldest work item is assigned first.
• In normal scenarios, when a sufficient number of agents are available to take up the work items, the processing period is a couple of seconds only. The agents are assigned work items in the priority order. However, if work items pile up because of fewer eligible agents, and then an agent becomes available during the processing period, the agent is offered the next work item according to the priority order. This strategy might create a perception that the highest priority item wasn't assigned; especially after some top-priority items are attempted for assignment and yet remain in the queue.
• The work items that don't match the criteria of any of the prioritization rulesets are kept in the last priority bucket, and are ordered by "first in first out".
• Prioritization rules are skipped for affinity work items and such work items is assigned before other work items in the queue. For information about affinity, go to Agent affinity .

How assignment rulesets work

The assignment ruleset is an ordered list of assignment rules. Each assignment rule represents a set of conditions that is used to determine the agents to select and an order-by field to sort the matching agents. At runtime, the assignment rule with the top order is evaluated first. The agents are matched as per the conditions specified in the rule. If more than one matching agent exists, they're sorted by the order by field, and the top agent is assigned the work. If no agents are matched, then the next assignment rule in the ruleset is evaluated. This method can be thought of as a gradual relaxation of constraints in the assignment, such that first, the strictest criteria are applied, and then the conditions are reduced so that the best agent is found. If no matching agents are found, then the work item remains in the queue.

In the assignment rule, the system user attributes are matched with the requirement of the work item. When you select static match, the condition is formed on the System User entity attribute and static values. When you select dynamic match, the conditions on the left are based on the system user root entity and the conditions on the right are based on the conversation root entity. You can drill down to two levels on the conversation root entity to form the rule conditions. An assignment rule with the dynamic match and static match is as follows.

Components of an assignment rule

The assignment rules are composed of the following items:

Order : Specifies the order in which the assignment rule is evaluated in a ruleset. The lower-order rules are run first. If any rule results in matching a user, then the next set of rules isn't evaluated.

Name : The unique rule name.

Condition : The expressions that are evaluated to match the users with the attributes of incoming work. The conditions have three parts:

User attribute : Properties of the users that can be used for comparing the user with the incoming work. The user attributes can be one of the following:

• Select attributes on the System User table.
• Presence Status : Maintained by the unified routing service based on user workloads and manual selection.
• Capacity : Maintained by the unified routing service based on user workloads and manual selection.
• User skills : Represents the skills associated with the user that can be used for doing skill-based assignment.
• Calendar Schedule : Schedule of the user as represented in the user service scheduling calendars.
• Bot attributes : Can be used only when you have configured bots as users and want to do some comparisons on them.

Operators : Define the comparison relationship between the User attribute and incoming work item attributes.

Unified routing filters the attribute-specific operators for you to choose from. Some special operators that are available for the attribute types are as follows.

Value : The user attributes are compared against this value to find the right agent. The value can be static, such as Address 1: County equals "USA". The value can also be dynamic, so that you can compare the user attribute dynamically with the values on the work item. In dynamic values, you can select any attribute on the work item or related records. For example, the following condition finds users whose country is the same as that of the customer associated with the case.

For some operators, values aren't required. They can be conditions, such as "Contains data," "Does not contain data," and "Calendar schedule: is working."

For user skills, the values are predefined for the operators. More information: Set up skill-based routing

Order by : If multiple agents match the conditions in a rule, you can use the "Order by" clause to find the best-suited one. You can specify the following order by clauses:

Ordering Attributes :

• Least active : Is available for voice queues only. The work item is routed to the agent who is least active among all the agents who match skills, presence, and capacity. For more information, see the Types of assignment methods section.
• Round robin
• Unit-based available capacity
• Profile-based available capacity
• Proficiency
• Skill count

User Attributes : These attributes are defined on the system user entity.

A sample assignment rule is explained in the following scenario with a screenshot.

The first condition specifies the "user skills" on which the operator is an exact match. Then the user attributes are evaluated. The different user attributes are specified with operators, and values for each attribute, such as the Presence status attribute, should be equal to "Available" or "Busy". On the right of the operator, you can specify the value that you want the attribute to be matched against. The values can be "static," such as "presence status equals Available or Busy". If you specify "dynamic," the condition is matched at runtime based on the expression you specify. For example, if you specify "Preferred Customer Type Equals Conversation.Contact.Membership Level," the "preferred customer type" of every agent is matched against the dynamically calculated membership level of the customer associated with the chat.

Dynamic match reduces the effort of having to write and maintain multiple static rules for each permutation and combination of the possible value.

Limits on offering a work item repeatedly to an agent

When agents are offered a work item through automatic assignment, they typically can accept or decline. Both rejection and time out of the notification is considered as a decline. An agent who declines the same work item thrice won't be considered for further auto assignment for the specific work item. The system tries to offer the declined work item to other agents in the queue if they're eligible.

For example, agent Serena Davis rejects a chat from customer Ana Bowman twice and the assignment notification times out in the third attempt. The system considers it as three declines and auto assignment won't offer the same chat to Serena Davis again. But the system offers the chat from Ana Bowman to other eligible agents. Also, Serena Davis is considered for other incoming conversations except the declined chat from Ana Bowman.

If all matching agents decline the work item because agent availability is low or the work requires a very specific skill and proficiency, the work remains in the queue. Similarly, if 100 agents decline a particular work item, auto assignment won't consider the work item in further assignment cycles. It can be manually assigned by supervisors or can be picked up by agents including those who rejected it.

You can update the default limit of three declines to a value between one and five based on your org requirement. The limit is applicable to all channels in the org.

You can make an OData call as follows to check the limit for your organization.

<org-url>/api/data/v9.0/msdyn_omnichannelconfigurations?$select=msdyn_number_of_declines_allowed

If this OData call returns the null value, it means that the decline limit is set to a default value of 3.

You can update the OData call as follows to modify the limit.

var data = { "msdyn_number_of_declines_allowed": 3 } // update the record Xrm.WebApi.updateRecord("msdyn_omnichannelconfiguration", "d4d91600-6f21-467b-81fe-6757a2791fa1", data).then( function success(result) { console.log("Omnichannel Configuration updated"); // perform operations on record update }, function (error) { console.log(error.message); // handle error conditions } );

Related information

Configure assignment methods and rules FAQ about unified routing in Customer Service, Omnichannel for Customer Service Diagnostics for unified routing Create workstreams Create queues Set up unified routing for records Set up skill-based routing for unified routing

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Types of Assignments and Assessments

Assignments and assessments are much the same thing: an instructor is unlikely to give students an assignment that does not receive some sort of assessment, whether formal or informal, formative or summative; and an assessment must be assigned, whether it is an essay, case study, or final exam. When the two terms are distinquished, "assignment" tends to refer to a learning activity that is primarily intended to foster or consolidate learning, while "assessment" tends to refer to an activity that is primarily intended to measure how well a student has learned. 

In the list below, some attempt has been made to put the assignments/assessments in into logical categories. However, many of them could appear in multiple categories, so to prevent the list from becoming needlessly long, each item has been allocated to just one category. 

Written Assignments:

• Annotated Bibliography : An annotated bibliography is a list of citations or references to sources such as books, articles, websites, etc., along with brief descriptions or annotations that summarize, evaluate, and explain the content, relevance, and quality of each source. These annotations provide readers with insights into the source's content and its potential usefulness for research or reference.
• Summary/Abstract : A summary or abstract is a concise and condensed version of a longer document or research article, presenting the main points, key findings, and essential information in a clear and brief manner. It allows readers to quickly grasp the main ideas and determine whether the full document is relevant to their needs or interests. Abstracts are commonly found at the beginning of academic papers, research articles, and reports, providing a snapshot of the entire content.
• Case Analysis : Case analysis refers to a systematic examination and evaluation of a particular situation, problem, or scenario. It involves gathering relevant information, identifying key factors, analyzing various aspects, and formulating conclusions or recommendations based on the findings. Case analysis is commonly used in business, law, and other fields to make informed decisions and solve complex problems.
• Definition : A definition is a clear and concise explanation that describes the meaning of a specific term, concept, or object. It aims to provide a precise understanding of the item being defined, often by using words, phrases, or context that distinguish it from other similar or related things.
• Description of a Process : A description of a process is a step-by-step account or narrative that outlines the sequence of actions, tasks, or events involved in completing a particular activity or achieving a specific goal. Process descriptions are commonly used in various industries to document procedures, guide employees, and ensure consistent and efficient workflows.
• Executive Summary : An executive summary is a condensed version of a longer document or report that provides an overview of the main points, key findings, and major recommendations. It is typically aimed at busy executives or decision-makers who need a quick understanding of the content without delving into the full details. Executive summaries are commonly used in business proposals, project reports, and research papers to present essential information concisely.
• Proposal/Plan : A piece of writing that explains how a future problem or project will be approached.
• Laboratory or Field Notes:  Laboratory/field notes are detailed and systematic written records taken by scientists, researchers, or students during experiments, observations, or fieldwork. These notes document the procedures, observations, data, and any unexpected findings encountered during the scientific investigation. They serve as a vital reference for later analysis, replication, and communication of the research process and results.
• Research Paper : A research paper is a more extensive and in-depth academic work that involves original research, data collection from multiple sources, and analysis. It aims to contribute new insights to the existing body of knowledge on a specific subject. Compare to "essay" below.
• Essay : A composition that calls for exposition of a thesis and is composed of several paragraphs including an introduction, a body, and a conclusion. It is different from a research paper in that the synthesis of bibliographic sources is not required. Compare to "Research Paper" above. 
• Memo : A memo, short for memorandum, is a brief written message or communication used within an organization or business. It is often used to convey information, provide updates, make announcements, or request actions from colleagues or team members.
• Micro-theme : A micro-theme refers to a concise and focused piece of writing that addresses a specific topic or question. It is usually shorter than a traditional essay or research paper and requires the writer to present their ideas clearly and concisely.
• Notes on Reading : Notes on reading are annotations, comments, or summaries taken while reading a book, article, or any other written material. They serve as aids for understanding, retention, and later reference, helping the reader recall essential points and ideas from the text.
• Outline : An outline is a structured and organized plan that lays out the main points and structure of a written work, such as an essay, research paper, or presentation. It provides a roadmap for the writer, ensuring logical flow and coherence in the final piece.
• Plan for Conducting a Project : A plan for conducting a project outlines the steps, resources, timelines, and objectives for successfully completing a specific project. It includes details on how tasks will be executed and managed to achieve the desired outcomes.
• Poem : A poem is a literary work written in verse, using poetic devices like rhythm, rhyme, and imagery to convey emotions, ideas, and experiences.
• Play : A play is a form of literature written for performance, typically involving dialogue and actions by characters to tell a story or convey a message on stage.
• Choreography : Choreography refers to the art of designing dance sequences or movements, often for performances in various dance styles.
• Article/Book Review : An article or book review is a critical evaluation and analysis of a piece of writing, such as an article or a book. It typically includes a summary of the content and the reviewer's assessment of its strengths, weaknesses, and overall value.
• Review of Literature : A review of literature is a comprehensive summary and analysis of existing research and scholarly writings on a particular topic. It aims to provide an overview of the current state of knowledge in a specific field and may be a part of academic research or a standalone piece.
• Essay-based Exam : An essay-based exam is an assessment format where students are required to respond to questions or prompts with written, structured responses. It involves expressing ideas, arguments, and explanations in a coherent and organized manner, often requiring critical thinking and analysis.
• "Start" : In the context of academic writing, "start" refers to the initial phase of organizing and planning a piece of writing. It involves formulating a clear and focused thesis statement, which presents the main argument or central idea of the work, and creating an outline or list of ideas that will support and develop the thesis throughout the writing process.
• Statement of Assumptions : A statement of assumptions is a declaration or acknowledgment made at the beginning of a document or research paper, highlighting the underlying beliefs, conditions, or premises on which the work is based. It helps readers understand the foundation of the writer's perspective and the context in which the content is presented.
• Summary or Precis : A summary or precis is a concise and condensed version of a longer piece of writing, such as an article, book, or research paper. It captures the main points, key arguments, and essential information in a succinct manner, enabling readers to grasp the content without reading the full text.
• Unstructured Writing : Unstructured writing refers to the process of writing without following a specific plan, outline, or organizational structure. It allows the writer to freely explore ideas, thoughts, and creativity without the constraints of a predefined format or order. Unstructured writing is often used for brainstorming, creative expression, or personal reflection.
• Rough Draft or Freewrite : A rough draft or freewrite is an initial version of a piece of writing that is not polished or edited. It serves as an early attempt by the writer to get ideas on paper without worrying about perfection, allowing for exploration and creativity before revising and refining the final version.
• Technical or Scientific Report : A technical or scientific report is a document that presents detailed information about a specific technical or scientific project, research study, experiment, or investigation. It follows a structured format and includes sections like abstract, introduction, methods, results, discussion, and conclusion to communicate findings and insights in a clear and systematic manner.
• Journal article : A formal article reporting original research that could be submitted to an academic journal. Rather than a format dictated by the professor, the writer must use the conventional form of academic journals in the relevant discipline.
• Thesis statement : A clear and concise sentence or two that presents the main argument or central claim of an essay, research paper, or any written piece. It serves as a roadmap for the reader, outlining the writer's stance on the topic and the key points that will be discussed and supported in the rest of the work. The thesis statement provides focus and direction to the paper, guiding the writer's approach to the subject matter and helping to maintain coherence throughout the writing.

Visual Representation

• Brochure : A brochure is a printed or digital document used for advertising, providing information, or promoting a product, service, or event. It typically contains a combination of text and visuals, such as images or graphics, arranged in a visually appealing layout to convey a message effectively.
• Poster : A poster is a large printed visual display intended to catch the attention of an audience. It often contains a combination of text, images, and graphics to communicate information or promote a particular message, event, or cause.
• Chart : A chart is a visual representation of data or information using various formats such as pie charts, bar charts, line charts, or tables. It helps to illustrate relationships, trends, and comparisons in a concise and easy-to-understand manner.
• Graph : A graph is a visual representation of numerical data, usually presented using lines, bars, points, or other symbols on a coordinate plane. Graphs are commonly used to show trends, patterns, and relationships between variables.
• Concept Map : A concept map is a graphical tool used to organize and represent the connections and relationships between different concepts or ideas. It typically uses nodes or boxes to represent concepts and lines or arrows to show the connections or links between them, helping to visualize the relationships and hierarchy of ideas.
• Diagram : A diagram is a visual representation of a process, system, or structure using labeled symbols, shapes, or lines. Diagrams are used to explain complex concepts or procedures in a simplified and easy-to-understand manner.
• Table : A table is a systematic arrangement of data or information in rows and columns, allowing for easy comparison and reference. It is commonly used to present numerical data or detailed information in an organized format.
• Flowchart : A flowchart is a graphical representation of a process, workflow, or algorithm, using various shapes and arrows to show the sequence of steps or decisions involved. It helps visualize the logical flow and decision points, making it easier to understand and analyze complex processes.
• Multimedia or Slide Presentation : A multimedia or slide presentation is a visual communication tool that combines text, images, audio, video, and other media elements to deliver information or a message to an audience. It is often used for educational, business, or informational purposes and can be presented in person or virtually using software like Microsoft PowerPoint or Google Slides.
• ePortfolio : An ePortfolio, short for electronic portfolio, is a digital collection of an individual's work, accomplishments, skills, and reflections. It typically includes a variety of multimedia artifacts such as documents, presentations, videos, images, and links to showcase a person's academic, professional, or personal achievements. Eportfolios are used for self-reflection, professional development, and showcasing one's abilities to potential employers, educators, or peers. They provide a comprehensive and organized way to present evidence of learning, growth, and accomplishments over time.

Multiple-Choice Questions : These questions present a statement or question with several possible answer options, of which one or more may be correct. Test-takers must select the most appropriate choice(s). See CTE's Teaching Tip "Designing Multiple-Choice Questions."  

True or False Questions : These questions require test-takers to determine whether a given statement is true or false based on their knowledge of the subject.

Short-Answer Questions : Test-takers are asked to provide brief written responses to questions or prompts. These responses are usually a few sentences or a paragraph in length.

Essay Questions : Essay questions require test-takers to provide longer, more detailed written responses to a specific topic or question. They may involve analysis, critical thinking, and the development of coherent arguments.

Matching Questions : In matching questions, test-takers are asked to pair related items from two lists. They must correctly match the items based on their associations.

Fill-in-the-Blank Questions : Test-takers must complete sentences or passages by filling in the missing words or phrases. This type of question tests recall and understanding of specific information.

Multiple-Response Questions : Similar to multiple-choice questions, but with multiple correct options. Test-takers must select all the correct choices to receive full credit.

Diagram or Image-Based Questions : These questions require test-takers to analyze or interpret diagrams, charts, graphs, or images to answer specific queries.

Problem-Solving Questions : These questions present real-world or theoretical problems that require test-takers to apply their knowledge and skills to arrive at a solution.

Vignettes or Case-Based Questions : In these questions, test-takers are presented with a scenario or case study and must analyze the information to answer related questions.

Sequencing or Order Questions : Test-takers are asked to arrange items or events in a particular order or sequence based on their understanding of the subject matter.

Projects intended for a specific audience :

• Advertisement : An advertisement is a promotional message or communication aimed at promoting a product, service, event, or idea to a target audience. It often uses persuasive techniques, visuals, and compelling language to attract attention and encourage consumers to take specific actions, such as making a purchase or seeking more information.
• Client Report for an Agency : A client report for an agency is a formal document prepared by a service provider or agency to communicate the results, progress, or recommendations of their work to their client. It typically includes an analysis of data, achievements, challenges, and future plans related to the project or services provided.
• News or Feature Story : A news story is a journalistic piece that reports on current events or recent developments, providing objective information in a factual and unbiased manner. A feature story, on the other hand, is a more in-depth and creative piece that explores human interest topics, profiles individuals, or delves into issues from a unique perspective.
• Instructional Manual : An instructional manual is a detailed document that provides step-by-step guidance, explanations, and procedures on how to use, assemble, operate, or perform specific tasks with a product or system. It aims to help users understand and utilize the item effectively and safely.
• Letter to the Editor : A letter to the editor is a written communication submitted by a reader to a newspaper, magazine, or online publication, expressing their opinion, feedback, or comments on a particular article, topic, or issue. It is intended for publication and allows individuals to share their perspectives with a broader audience.

Problem-Solving and Analysis :

• Taxonomy : Taxonomy is the science of classification, categorization, and naming of organisms, objects, or concepts based on their characteristics, similarities, and differences. It involves creating hierarchical systems that group related items together, facilitating organization and understanding within a particular domain.
• Budget with Rationale : A budget with rationale is a financial plan that outlines projected income and expenses for a specific period, such as a month or a year. The rationale provides explanations or justifications for each budget item, explaining the purpose and reasoning behind the allocated funds.
• Case Analysis : Case analysis refers to a methodical examination of a particular situation, scenario, or problem. It involves gathering relevant data, identifying key issues, analyzing different factors, and formulating conclusions or recommendations based on the findings. Case analysis is commonly used in various fields, such as business, law, and education, to make informed decisions and solve complex problems.
• Case Study : A case study is an in-depth analysis of a specific individual, group, organization, or situation. It involves thorough research, data collection, and detailed examination to understand the context, challenges, and outcomes associated with the subject of study. Case studies are widely used in academic research and professional contexts to gain insights into real-world scenarios.
• Word Problem : A word problem is a type of mathematical or logical question presented in a contextual format using words rather than purely numerical or symbolic representations. It challenges students to apply their knowledge and problem-solving skills to real-life situations.

Collaborative Activities

• Debate : A debate is a structured discussion between two or more individuals or teams with differing viewpoints on a specific topic or issue. Participants present arguments and counterarguments to support their positions, aiming to persuade the audience and ultimately reach a resolution or conclusion. Debates are commonly used in academic settings, public forums, and formal competitions to foster critical thinking, communication skills, and understanding of diverse perspectives.
• Group Discussion : A group discussion is an interactive conversation involving several individuals who come together to exchange ideas, opinions, and information on a particular subject. The discussion is typically moderated to ensure that everyone has an opportunity to participate, and it encourages active listening, collaboration, and problem-solving. Group discussions are commonly used in educational settings, team meetings, and decision-making processes to promote dialogue and collective decision-making.
• An oral report is a form of communication in which a person or group of persons present information, findings, or ideas verbally to an audience. It involves speaking in front of others, often in a formal setting, and delivering a structured presentation that may include visual aids, such as slides or props, to support the content. Oral reports are commonly used in academic settings, business environments, and various professional settings to share knowledge, research findings, project updates, or persuasive arguments. Effective oral reports require clear organization, articulation, and engaging delivery to effectively convey the intended message to the listeners.

Planning and Organization

• Inventory : An inventory involves systematically listing and categorizing items or resources to assess their availability, quantity, and condition. In an educational context, students might conduct an inventory of books in a library, equipment in a lab, or supplies in a classroom, enhancing their organizational and data collection skills.
• Materials and Methods Plan : A materials and methods plan involves developing a structured outline or description of the materials, tools, and procedures to be used in a specific experiment, research project, or practical task. It helps learners understand the importance of proper planning and documentation in scientific and research endeavors.
• Plan for Conducting a Project : This learning activity requires students to create a detailed roadmap for executing a project. It includes defining the project's objectives, identifying tasks and timelines, allocating resources, and setting milestones to monitor progress. It enhances students' project management and organizational abilities.
• Research Proposal Addressed to a Granting Agency : A formal document requesting financial support for a research project from a granting agency or organization. The proposal outlines the research questions, objectives, methodology, budget, and potential outcomes. It familiarizes learners with the process of seeking funding and strengthens their research and persuasive writing skills.
• Mathematical Problem : A mathematical problem is a task or question that requires the application of mathematical principles, formulas, or operations to find a solution. It could involve arithmetic, algebra, geometry, calculus, or other branches of mathematics, challenging individuals to solve the problem logically and accurately.
• Question : A question is a sentence or phrase used to elicit information, seek clarification, or provoke thought from someone else. Questions can be open-ended, closed-ended, or leading, depending on their purpose, and they play a crucial role in communication, problem-solving, and learning.

More Resources

CTE Teaching Tips

• Personal Response Systems
• Designing Multiple-Choice Questions
• Aligning Outcomes, Assessments, and Instruction

Other Resources

• Types of Assignments . University of Queensland.

If you would like support applying these tips to your own teaching, CTE staff members are here to help.  View the  CTE Support  page to find the most relevant staff member to contact.

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• Assessment and feedback
• Blended Learning and Educational Technologies
• Career Development
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Methodology

• Random Assignment in Experiments | Introduction & Examples

Random Assignment in Experiments | Introduction & Examples

Published on March 8, 2021 by Pritha Bhandari . Revised on June 22, 2023.

In experimental research, random assignment is a way of placing participants from your sample into different treatment groups using randomization.

With simple random assignment, every member of the sample has a known or equal chance of being placed in a control group or an experimental group. Studies that use simple random assignment are also called completely randomized designs .

Random assignment is a key part of experimental design . It helps you ensure that all groups are comparable at the start of a study: any differences between them are due to random factors, not research biases like sampling bias or selection bias .

Table of contents

Why does random assignment matter, random sampling vs random assignment, how do you use random assignment, when is random assignment not used, other interesting articles, frequently asked questions about random assignment.

Random assignment is an important part of control in experimental research, because it helps strengthen the internal validity of an experiment and avoid biases.

In experiments, researchers manipulate an independent variable to assess its effect on a dependent variable, while controlling for other variables. To do so, they often use different levels of an independent variable for different groups of participants.

This is called a between-groups or independent measures design.

You use three groups of participants that are each given a different level of the independent variable:

• a control group that’s given a placebo (no dosage, to control for a placebo effect ),
• an experimental group that’s given a low dosage,
• a second experimental group that’s given a high dosage.

Random assignment to helps you make sure that the treatment groups don’t differ in systematic ways at the start of the experiment, as this can seriously affect (and even invalidate) your work.

If you don’t use random assignment, you may not be able to rule out alternative explanations for your results.

• participants recruited from cafes are placed in the control group ,
• participants recruited from local community centers are placed in the low dosage experimental group,
• participants recruited from gyms are placed in the high dosage group.

With this type of assignment, it’s hard to tell whether the participant characteristics are the same across all groups at the start of the study. Gym-users may tend to engage in more healthy behaviors than people who frequent cafes or community centers, and this would introduce a healthy user bias in your study.

Although random assignment helps even out baseline differences between groups, it doesn’t always make them completely equivalent. There may still be extraneous variables that differ between groups, and there will always be some group differences that arise from chance.

Most of the time, the random variation between groups is low, and, therefore, it’s acceptable for further analysis. This is especially true when you have a large sample. In general, you should always use random assignment in experiments when it is ethically possible and makes sense for your study topic.

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Random sampling and random assignment are both important concepts in research, but it’s important to understand the difference between them.

Random sampling (also called probability sampling or random selection) is a way of selecting members of a population to be included in your study. In contrast, random assignment is a way of sorting the sample participants into control and experimental groups.

While random sampling is used in many types of studies, random assignment is only used in between-subjects experimental designs.

Some studies use both random sampling and random assignment, while others use only one or the other.

Random sampling enhances the external validity or generalizability of your results, because it helps ensure that your sample is unbiased and representative of the whole population. This allows you to make stronger statistical inferences .

You use a simple random sample to collect data. Because you have access to the whole population (all employees), you can assign all 8000 employees a number and use a random number generator to select 300 employees. These 300 employees are your full sample.

Random assignment enhances the internal validity of the study, because it ensures that there are no systematic differences between the participants in each group. This helps you conclude that the outcomes can be attributed to the independent variable .

• a control group that receives no intervention.
• an experimental group that has a remote team-building intervention every week for a month.

You use random assignment to place participants into the control or experimental group. To do so, you take your list of participants and assign each participant a number. Again, you use a random number generator to place each participant in one of the two groups.

To use simple random assignment, you start by giving every member of the sample a unique number. Then, you can use computer programs or manual methods to randomly assign each participant to a group.

• Random number generator: Use a computer program to generate random numbers from the list for each group.
• Lottery method: Place all numbers individually in a hat or a bucket, and draw numbers at random for each group.
• Flip a coin: When you only have two groups, for each number on the list, flip a coin to decide if they’ll be in the control or the experimental group.
• Use a dice: When you have three groups, for each number on the list, roll a dice to decide which of the groups they will be in. For example, assume that rolling 1 or 2 lands them in a control group; 3 or 4 in an experimental group; and 5 or 6 in a second control or experimental group.

This type of random assignment is the most powerful method of placing participants in conditions, because each individual has an equal chance of being placed in any one of your treatment groups.

Random assignment in block designs

In more complicated experimental designs, random assignment is only used after participants are grouped into blocks based on some characteristic (e.g., test score or demographic variable). These groupings mean that you need a larger sample to achieve high statistical power .

For example, a randomized block design involves placing participants into blocks based on a shared characteristic (e.g., college students versus graduates), and then using random assignment within each block to assign participants to every treatment condition. This helps you assess whether the characteristic affects the outcomes of your treatment.

In an experimental matched design , you use blocking and then match up individual participants from each block based on specific characteristics. Within each matched pair or group, you randomly assign each participant to one of the conditions in the experiment and compare their outcomes.

Sometimes, it’s not relevant or ethical to use simple random assignment, so groups are assigned in a different way.

When comparing different groups

Sometimes, differences between participants are the main focus of a study, for example, when comparing men and women or people with and without health conditions. Participants are not randomly assigned to different groups, but instead assigned based on their characteristics.

In this type of study, the characteristic of interest (e.g., gender) is an independent variable, and the groups differ based on the different levels (e.g., men, women, etc.). All participants are tested the same way, and then their group-level outcomes are compared.

When it’s not ethically permissible

When studying unhealthy or dangerous behaviors, it’s not possible to use random assignment. For example, if you’re studying heavy drinkers and social drinkers, it’s unethical to randomly assign participants to one of the two groups and ask them to drink large amounts of alcohol for your experiment.

When you can’t assign participants to groups, you can also conduct a quasi-experimental study . In a quasi-experiment, you study the outcomes of pre-existing groups who receive treatments that you may not have any control over (e.g., heavy drinkers and social drinkers). These groups aren’t randomly assigned, but may be considered comparable when some other variables (e.g., age or socioeconomic status) are controlled for.

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If you want to know more about statistics , methodology , or research bias , make sure to check out some of our other articles with explanations and examples.

• Student’s  t -distribution
• Normal distribution
• Null and Alternative Hypotheses
• Chi square tests
• Confidence interval
• Quartiles & Quantiles
• Cluster sampling
• Stratified sampling
• Data cleansing
• Reproducibility vs Replicability
• Peer review
• Prospective cohort study

Research bias

• Implicit bias
• Cognitive bias
• Placebo effect
• Hawthorne effect
• Hindsight bias
• Affect heuristic
• Social desirability bias

In experimental research, random assignment is a way of placing participants from your sample into different groups using randomization. With this method, every member of the sample has a known or equal chance of being placed in a control group or an experimental group.

Random selection, or random sampling , is a way of selecting members of a population for your study’s sample.

In contrast, random assignment is a way of sorting the sample into control and experimental groups.

Random sampling enhances the external validity or generalizability of your results, while random assignment improves the internal validity of your study.

Random assignment is used in experiments with a between-groups or independent measures design. In this research design, there’s usually a control group and one or more experimental groups. Random assignment helps ensure that the groups are comparable.

In general, you should always use random assignment in this type of experimental design when it is ethically possible and makes sense for your study topic.

To implement random assignment , assign a unique number to every member of your study’s sample .

Then, you can use a random number generator or a lottery method to randomly assign each number to a control or experimental group. You can also do so manually, by flipping a coin or rolling a dice to randomly assign participants to groups.

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Assignment problem in linear programming : introduction and assignment model.

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Assignment problem is a special type of linear programming problem which deals with the allocation of the various resources to the various activities on one to one basis. It does it in such a way that the cost or time involved in the process is minimum and profit or sale is maximum. Though there problems can be solved by simplex method or by transportation method but assignment model gives a simpler approach for these problems.

In a factory, a supervisor may have six workers available and six jobs to fire. He will have to take decision regarding which job should be given to which worker. Problem forms one to one basis. This is an assignment problem.

1. Assignment Model :

Suppose there are n facilitates and n jobs it is clear that in this case, there will be n assignments. Each facility or say worker can perform each job, one at a time. But there should be certain procedure by which assignment should be made so that the profit is maximized or the cost or time is minimized.

In the table, Co ij is defined as the cost when j th job is assigned to i th worker. It maybe noted here that this is a special case of transportation problem when the number of rows is equal to number of columns.

Mathematical Formulation:

Any basic feasible solution of an Assignment problem consists (2n – 1) variables of which the (n – 1) variables are zero, n is number of jobs or number of facilities. Due to this high degeneracy, if we solve the problem by usual transportation method, it will be a complex and time consuming work. Thus a separate technique is derived for it. Before going to the absolute method it is very important to formulate the problem.

Suppose x jj is a variable which is defined as

1 if the i th job is assigned to j th machine or facility

0 if the i th job is not assigned to j th machine or facility.

Now as the problem forms one to one basis or one job is to be assigned to one facility or machine.

The total assignment cost will be given by

The above definition can be developed into mathematical model as follows:

Determine x ij > 0 (i, j = 1,2, 3…n) in order to

Subjected to constraints

and x ij is either zero or one.

Method to solve Problem (Hungarian Technique):

Consider the objective function of minimization type. Following steps are involved in solving this Assignment problem,

1. Locate the smallest cost element in each row of the given cost table starting with the first row. Now, this smallest element is subtracted form each element of that row. So, we will be getting at least one zero in each row of this new table.

2. Having constructed the table (as by step-1) take the columns of the table. Starting from first column locate the smallest cost element in each column. Now subtract this smallest element from each element of that column. Having performed the step 1 and step 2, we will be getting at least one zero in each column in the reduced cost table.

3. Now, the assignments are made for the reduced table in following manner.

(i) Rows are examined successively, until the row with exactly single (one) zero is found. Assignment is made to this single zero by putting square □ around it and in the corresponding column, all other zeros are crossed out (x) because these will not be used to make any other assignment in this column. Step is conducted for each row.

(ii) Step 3 (i) in now performed on the columns as follow:- columns are examined successively till a column with exactly one zero is found. Now , assignment is made to this single zero by putting the square around it and at the same time, all other zeros in the corresponding rows are crossed out (x) step is conducted for each column.

(iii) Step 3, (i) and 3 (ii) are repeated till all the zeros are either marked or crossed out. Now, if the number of marked zeros or the assignments made are equal to number of rows or columns, optimum solution has been achieved. There will be exactly single assignment in each or columns without any assignment. In this case, we will go to step 4.

4. At this stage, draw the minimum number of lines (horizontal and vertical) necessary to cover all zeros in the matrix obtained in step 3, Following procedure is adopted:

(iii) Now tick mark all the rows that are not already marked and that have assignment in the marked columns.

(iv) All the steps i.e. (4(i), 4(ii), 4(iii) are repeated until no more rows or columns can be marked.

(v) Now draw straight lines which pass through all the un marked rows and marked columns. It can also be noticed that in an n x n matrix, always less than ‘n’ lines will cover all the zeros if there is no solution among them.

5. In step 4, if the number of lines drawn are equal to n or the number of rows, then it is the optimum solution if not, then go to step 6.

6. Select the smallest element among all the uncovered elements. Now, this element is subtracted from all the uncovered elements and added to the element which lies at the intersection of two lines. This is the matrix for fresh assignments.

7. Repeat the procedure from step (3) until the number of assignments becomes equal to the number of rows or number of columns.

Related Articles:

• Two Phase Methods of Problem Solving in Linear Programming: First and Second Phase
• Linear Programming: Applications, Definitions and Problems

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Home » Assignment – Types, Examples and Writing Guide

Assignment – Types, Examples and Writing Guide

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Definition:

Assignment is a task given to students by a teacher or professor, usually as a means of assessing their understanding and application of course material. Assignments can take various forms, including essays, research papers, presentations, problem sets, lab reports, and more.

Assignments are typically designed to be completed outside of class time and may require independent research, critical thinking, and analysis. They are often graded and used as a significant component of a student’s overall course grade. The instructions for an assignment usually specify the goals, requirements, and deadlines for completion, and students are expected to meet these criteria to earn a good grade.

History of Assignment

The use of assignments as a tool for teaching and learning has been a part of education for centuries. Following is a brief history of the Assignment.

• Ancient Times: Assignments such as writing exercises, recitations, and memorization tasks were used to reinforce learning.
• Medieval Period : Universities began to develop the concept of the assignment, with students completing essays, commentaries, and translations to demonstrate their knowledge and understanding of the subject matter.
• 19th Century : With the growth of schools and universities, assignments became more widespread and were used to assess student progress and achievement.
• 20th Century: The rise of distance education and online learning led to the further development of assignments as an integral part of the educational process.
• Present Day: Assignments continue to be used in a variety of educational settings and are seen as an effective way to promote student learning and assess student achievement. The nature and format of assignments continue to evolve in response to changing educational needs and technological innovations.

Types of Assignment

Here are some of the most common types of assignments:

An essay is a piece of writing that presents an argument, analysis, or interpretation of a topic or question. It usually consists of an introduction, body paragraphs, and a conclusion.

Essay structure:

• Introduction : introduces the topic and thesis statement
• Body paragraphs : each paragraph presents a different argument or idea, with evidence and analysis to support it
• Conclusion : summarizes the key points and reiterates the thesis statement

Research paper

A research paper involves gathering and analyzing information on a particular topic, and presenting the findings in a well-structured, documented paper. It usually involves conducting original research, collecting data, and presenting it in a clear, organized manner.

Research paper structure:

• Title page : includes the title of the paper, author’s name, date, and institution
• Abstract : summarizes the paper’s main points and conclusions
• Introduction : provides background information on the topic and research question
• Literature review: summarizes previous research on the topic
• Methodology : explains how the research was conducted
• Results : presents the findings of the research
• Discussion : interprets the results and draws conclusions
• Conclusion : summarizes the key findings and implications

A case study involves analyzing a real-life situation, problem or issue, and presenting a solution or recommendations based on the analysis. It often involves extensive research, data analysis, and critical thinking.

Case study structure:

• Introduction : introduces the case study and its purpose
• Background : provides context and background information on the case
• Analysis : examines the key issues and problems in the case
• Solution/recommendations: proposes solutions or recommendations based on the analysis
• Conclusion: Summarize the key points and implications

A lab report is a scientific document that summarizes the results of a laboratory experiment or research project. It typically includes an introduction, methodology, results, discussion, and conclusion.

Lab report structure:

• Title page : includes the title of the experiment, author’s name, date, and institution
• Abstract : summarizes the purpose, methodology, and results of the experiment
• Methods : explains how the experiment was conducted
• Results : presents the findings of the experiment

Presentation

A presentation involves delivering information, data or findings to an audience, often with the use of visual aids such as slides, charts, or diagrams. It requires clear communication skills, good organization, and effective use of technology.

Presentation structure:

• Introduction : introduces the topic and purpose of the presentation
• Body : presents the main points, findings, or data, with the help of visual aids
• Conclusion : summarizes the key points and provides a closing statement

Creative Project

A creative project is an assignment that requires students to produce something original, such as a painting, sculpture, video, or creative writing piece. It allows students to demonstrate their creativity and artistic skills.

Creative project structure:

• Introduction : introduces the project and its purpose
• Body : presents the creative work, with explanations or descriptions as needed
• Conclusion : summarizes the key elements and reflects on the creative process.

Examples of Assignments

Following are Examples of Assignment templates samples:

Essay template:

I. Introduction

• Hook: Grab the reader’s attention with a catchy opening sentence.
• Background: Provide some context or background information on the topic.
• Thesis statement: State the main argument or point of your essay.

II. Body paragraphs

• Topic sentence: Introduce the main idea or argument of the paragraph.
• Evidence: Provide evidence or examples to support your point.
• Analysis: Explain how the evidence supports your argument.
• Transition: Use a transition sentence to lead into the next paragraph.

III. Conclusion

• Restate thesis: Summarize your main argument or point.
• Review key points: Summarize the main points you made in your essay.
• Concluding thoughts: End with a final thought or call to action.

Research paper template:

I. Title page

• Title: Give your paper a descriptive title.
• Author: Include your name and institutional affiliation.
• Date: Provide the date the paper was submitted.

II. Abstract

• Background: Summarize the background and purpose of your research.
• Methodology: Describe the methods you used to conduct your research.
• Results: Summarize the main findings of your research.
• Conclusion: Provide a brief summary of the implications and conclusions of your research.

III. Introduction

• Background: Provide some background information on the topic.
• Research question: State your research question or hypothesis.
• Purpose: Explain the purpose of your research.

IV. Literature review

• Background: Summarize previous research on the topic.
• Gaps in research: Identify gaps or areas that need further research.

V. Methodology

• Participants: Describe the participants in your study.
• Procedure: Explain the procedure you used to conduct your research.
• Measures: Describe the measures you used to collect data.

VI. Results

• Quantitative results: Summarize the quantitative data you collected.
• Qualitative results: Summarize the qualitative data you collected.

VII. Discussion

• Interpretation: Interpret the results and explain what they mean.
• Implications: Discuss the implications of your research.
• Limitations: Identify any limitations or weaknesses of your research.

VIII. Conclusion

• Review key points: Summarize the main points you made in your paper.

Case study template:

• Background: Provide background information on the case.
• Research question: State the research question or problem you are examining.
• Purpose: Explain the purpose of the case study.

II. Analysis

• Problem: Identify the main problem or issue in the case.
• Factors: Describe the factors that contributed to the problem.
• Alternative solutions: Describe potential solutions to the problem.

III. Solution/recommendations

• Proposed solution: Describe the solution you are proposing.
• Rationale: Explain why this solution is the best one.
• Implementation: Describe how the solution can be implemented.

IV. Conclusion

• Summary: Summarize the main points of your case study.

Lab report template:

• Title: Give your report a descriptive title.
• Date: Provide the date the report was submitted.
• Background: Summarize the background and purpose of the experiment.
• Methodology: Describe the methods you used to conduct the experiment.
• Results: Summarize the main findings of the experiment.
• Conclusion: Provide a brief summary of the implications and conclusions
• Background: Provide some background information on the experiment.
• Hypothesis: State your hypothesis or research question.
• Purpose: Explain the purpose of the experiment.

IV. Materials and methods

• Materials: List the materials and equipment used in the experiment.
• Procedure: Describe the procedure you followed to conduct the experiment.
• Data: Present the data you collected in tables or graphs.
• Analysis: Analyze the data and describe the patterns or trends you observed.

VI. Discussion

• Implications: Discuss the implications of your findings.
• Limitations: Identify any limitations or weaknesses of the experiment.

VII. Conclusion

• Restate hypothesis: Summarize your hypothesis or research question.
• Review key points: Summarize the main points you made in your report.

Presentation template:

• Attention grabber: Grab the audience’s attention with a catchy opening.
• Purpose: Explain the purpose of your presentation.
• Overview: Provide an overview of what you will cover in your presentation.

II. Main points

• Main point 1: Present the first main point of your presentation.
• Supporting details: Provide supporting details or evidence to support your point.
• Main point 2: Present the second main point of your presentation.
• Main point 3: Present the third main point of your presentation.
• Summary: Summarize the main points of your presentation.
• Call to action: End with a final thought or call to action.

Creative writing template:

• Setting: Describe the setting of your story.
• Characters: Introduce the main characters of your story.
• Rising action: Introduce the conflict or problem in your story.
• Climax: Present the most intense moment of the story.
• Falling action: Resolve the conflict or problem in your story.
• Resolution: Describe how the conflict or problem was resolved.
• Final thoughts: End with a final thought or reflection on the story.

How to Write Assignment

Here is a general guide on how to write an assignment:

• Understand the assignment prompt: Before you begin writing, make sure you understand what the assignment requires. Read the prompt carefully and make note of any specific requirements or guidelines.
• Research and gather information: Depending on the type of assignment, you may need to do research to gather information to support your argument or points. Use credible sources such as academic journals, books, and reputable websites.
• Organize your ideas : Once you have gathered all the necessary information, organize your ideas into a clear and logical structure. Consider creating an outline or diagram to help you visualize your ideas.
• Write a draft: Begin writing your assignment using your organized ideas and research. Don’t worry too much about grammar or sentence structure at this point; the goal is to get your thoughts down on paper.
• Revise and edit: After you have written a draft, revise and edit your work. Make sure your ideas are presented in a clear and concise manner, and that your sentences and paragraphs flow smoothly.
• Proofread: Finally, proofread your work for spelling, grammar, and punctuation errors. It’s a good idea to have someone else read over your assignment as well to catch any mistakes you may have missed.
• Submit your assignment : Once you are satisfied with your work, submit your assignment according to the instructions provided by your instructor or professor.

Applications of Assignment

Assignments have many applications across different fields and industries. Here are a few examples:

• Education : Assignments are a common tool used in education to help students learn and demonstrate their knowledge. They can be used to assess a student’s understanding of a particular topic, to develop critical thinking skills, and to improve writing and research abilities.
• Business : Assignments can be used in the business world to assess employee skills, to evaluate job performance, and to provide training opportunities. They can also be used to develop business plans, marketing strategies, and financial projections.
• Journalism : Assignments are often used in journalism to produce news articles, features, and investigative reports. Journalists may be assigned to cover a particular event or topic, or to research and write a story on a specific subject.
• Research : Assignments can be used in research to collect and analyze data, to conduct experiments, and to present findings in written or oral form. Researchers may be assigned to conduct research on a specific topic, to write a research paper, or to present their findings at a conference or seminar.
• Government : Assignments can be used in government to develop policy proposals, to conduct research, and to analyze data. Government officials may be assigned to work on a specific project or to conduct research on a particular topic.
• Non-profit organizations: Assignments can be used in non-profit organizations to develop fundraising strategies, to plan events, and to conduct research. Volunteers may be assigned to work on a specific project or to help with a particular task.

Purpose of Assignment

The purpose of an assignment varies depending on the context in which it is given. However, some common purposes of assignments include:

• Assessing learning: Assignments are often used to assess a student’s understanding of a particular topic or concept. This allows educators to determine if a student has mastered the material or if they need additional support.
• Developing skills: Assignments can be used to develop a wide range of skills, such as critical thinking, problem-solving, research, and communication. Assignments that require students to analyze and synthesize information can help to build these skills.
• Encouraging creativity: Assignments can be designed to encourage students to be creative and think outside the box. This can help to foster innovation and original thinking.
• Providing feedback : Assignments provide an opportunity for teachers to provide feedback to students on their progress and performance. Feedback can help students to understand where they need to improve and to develop a growth mindset.
• Meeting learning objectives : Assignments can be designed to help students meet specific learning objectives or outcomes. For example, a writing assignment may be designed to help students improve their writing skills, while a research assignment may be designed to help students develop their research skills.

When to write Assignment

Assignments are typically given by instructors or professors as part of a course or academic program. The timing of when to write an assignment will depend on the specific requirements of the course or program, but in general, assignments should be completed within the timeframe specified by the instructor or program guidelines.

It is important to begin working on assignments as soon as possible to ensure enough time for research, writing, and revisions. Waiting until the last minute can result in rushed work and lower quality output.

It is also important to prioritize assignments based on their due dates and the amount of work required. This will help to manage time effectively and ensure that all assignments are completed on time.

In addition to assignments given by instructors or professors, there may be other situations where writing an assignment is necessary. For example, in the workplace, assignments may be given to complete a specific project or task. In these situations, it is important to establish clear deadlines and expectations to ensure that the assignment is completed on time and to a high standard.

Characteristics of Assignment

Here are some common characteristics of assignments:

• Purpose : Assignments have a specific purpose, such as assessing knowledge or developing skills. They are designed to help students learn and achieve specific learning objectives.
• Requirements: Assignments have specific requirements that must be met, such as a word count, format, or specific content. These requirements are usually provided by the instructor or professor.
• Deadline: Assignments have a specific deadline for completion, which is usually set by the instructor or professor. It is important to meet the deadline to avoid penalties or lower grades.
• Individual or group work: Assignments can be completed individually or as part of a group. Group assignments may require collaboration and communication with other group members.
• Feedback : Assignments provide an opportunity for feedback from the instructor or professor. This feedback can help students to identify areas of improvement and to develop their skills.
• Academic integrity: Assignments require academic integrity, which means that students must submit original work and avoid plagiarism. This includes citing sources properly and following ethical guidelines.
• Learning outcomes : Assignments are designed to help students achieve specific learning outcomes. These outcomes are usually related to the course objectives and may include developing critical thinking skills, writing abilities, or subject-specific knowledge.

Advantages of Assignment

There are several advantages of assignment, including:

• Helps in learning: Assignments help students to reinforce their learning and understanding of a particular topic. By completing assignments, students get to apply the concepts learned in class, which helps them to better understand and retain the information.
• Develops critical thinking skills: Assignments often require students to think critically and analyze information in order to come up with a solution or answer. This helps to develop their critical thinking skills, which are important for success in many areas of life.
• Encourages creativity: Assignments that require students to create something, such as a piece of writing or a project, can encourage creativity and innovation. This can help students to develop new ideas and perspectives, which can be beneficial in many areas of life.
• Builds time-management skills: Assignments often come with deadlines, which can help students to develop time-management skills. Learning how to manage time effectively is an important skill that can help students to succeed in many areas of life.
• Provides feedback: Assignments provide an opportunity for students to receive feedback on their work. This feedback can help students to identify areas where they need to improve and can help them to grow and develop.

Limitations of Assignment

There are also some limitations of assignments that should be considered, including:

• Limited scope: Assignments are often limited in scope, and may not provide a comprehensive understanding of a particular topic. They may only cover a specific aspect of a topic, and may not provide a full picture of the subject matter.
• Lack of engagement: Some assignments may not engage students in the learning process, particularly if they are repetitive or not challenging enough. This can lead to a lack of motivation and interest in the subject matter.
• Time-consuming: Assignments can be time-consuming, particularly if they require a lot of research or writing. This can be a disadvantage for students who have other commitments, such as work or extracurricular activities.
• Unreliable assessment: The assessment of assignments can be subjective and may not always accurately reflect a student’s understanding or abilities. The grading may be influenced by factors such as the instructor’s personal biases or the student’s writing style.
• Lack of feedback : Although assignments can provide feedback, this feedback may not always be detailed or useful. Instructors may not have the time or resources to provide detailed feedback on every assignment, which can limit the value of the feedback that students receive.

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Unbalanced Assignment Problem: Definition, Formulation, and Solution Methods

Table of Contents

Are you familiar with the assignment problem in Operations Research (OR)? This problem deals with assigning tasks to workers in a way that minimizes the total cost or time needed to complete the tasks. But what if the number of tasks and workers is not equal? In this case, we face the Unbalanced Assignment Problem (UAP). This blog will help you understand what the UAP is, how to formulate it, and how to solve it.

What is the Unbalanced Assignment Problem?

The Unbalanced Assignment Problem is an extension of the Assignment Problem in OR, where the number of tasks and workers is not equal. In the UAP, some tasks may remain unassigned, while some workers may not be assigned any task. The objective is still to minimize the total cost or time required to complete the assigned tasks, but the UAP has additional constraints that make it more complex than the traditional assignment problem.

Formulation of the Unbalanced Assignment Problem

To formulate the UAP, we start with a matrix that represents the cost or time required to assign each task to each worker. If the matrix is square, we can use the Hungarian algorithm to solve the problem. But when the matrix is not square, we need to add dummy tasks or workers to balance the matrix. These dummy tasks or workers have zero costs and are used to make the matrix square.

Once we have a square matrix, we can apply the Hungarian algorithm to find the optimal assignment. However, we need to be careful in interpreting the results, as the assignment may include dummy tasks or workers that are not actually assigned to anything.

Solutions for the Unbalanced Assignment Problem

Besides the Hungarian algorithm, there are other methods to solve the UAP, such as the transportation algorithm and the auction algorithm. The transportation algorithm is based on transforming the UAP into a transportation problem, which can be solved with the transportation simplex method. The auction algorithm is an iterative method that simulates a bidding process between the tasks and workers to find the optimal assignment.

In summary, the Unbalanced Assignment Problem is a variant of the traditional Assignment Problem in OR that deals with assigning tasks to workers when the number of tasks and workers is not equal. To solve the UAP, we need to balance the matrix by adding dummy tasks or workers and then apply algorithms such as the Hungarian algorithm, the transportation algorithm, or the auction algorithm. Understanding the UAP can help businesses and organizations optimize their resource allocation and improve their operational efficiency.

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Operations Research

1 Operations Research-An Overview

• History of O.R.
• Approach, Techniques and Tools
• Phases and Processes of O.R. Study
• Typical Applications of O.R
• Limitations of Operations Research
• Models in Operations Research
• O.R. in real world

2 Linear Programming: Formulation and Graphical Method

• General formulation of Linear Programming Problem
• Optimisation Models
• Basics of Graphic Method
• Important steps to draw graph
• Multiple, Unbounded Solution and Infeasible Problems
• Solving Linear Programming Graphically Using Computer
• Application of Linear Programming in Business and Industry

3 Linear Programming-Simplex Method

• Principle of Simplex Method
• Computational aspect of Simplex Method
• Simplex Method with several Decision Variables
• Two Phase and M-method
• Multiple Solution, Unbounded Solution and Infeasible Problem
• Sensitivity Analysis
• Dual Linear Programming Problem

4 Transportation Problem

• Basic Feasible Solution of a Transportation Problem
• Modified Distribution Method
• Stepping Stone Method
• Unbalanced Transportation Problem
• Degenerate Transportation Problem
• Transhipment Problem
• Maximisation in a Transportation Problem

5 Assignment Problem

• Solution of the Assignment Problem
• Unbalanced Assignment Problem
• Problem with some Infeasible Assignments
• Maximisation in an Assignment Problem
• Crew Assignment Problem

6 Application of Excel Solver to Solve LPP

• Building Excel model for solving LP: An Illustrative Example

7 Goal Programming

• Concepts of goal programming
• Goal programming model formulation
• Graphical method of goal programming
• The simplex method of goal programming
• Using Excel Solver to Solve Goal Programming Models
• Application areas of goal programming

8 Integer Programming

• Some Integer Programming Formulation Techniques
• Binary Representation of General Integer Variables
• Unimodularity
• Cutting Plane Method
• Branch and Bound Method
• Solver Solution

9 Dynamic Programming

• Dynamic Programming Methodology: An Example
• Definitions and Notations
• Dynamic Programming Applications

10 Non-Linear Programming

• Solution of a Non-linear Programming Problem
• Convex and Concave Functions
• Kuhn-Tucker Conditions for Constrained Optimisation
• Quadratic Programming
• Separable Programming
• NLP Models with Solver

11 Introduction to game theory and its Applications

• Important terms in Game Theory
• Saddle points
• Mixed strategies: Games without saddle points
• 2 x n games
• Exploiting an opponent’s mistakes

12 Monte Carlo Simulation

• Reasons for using simulation
• Monte Carlo simulation
• Limitations of simulation
• Steps in the simulation process
• Some practical applications of simulation
• Two typical examples of hand-computed simulation
• Computer simulation

13 Queueing Models

• Characteristics of a queueing model
• Notations and Symbols
• Statistical methods in queueing
• The M/M/I System
• The M/M/C System
• The M/Ek/I System
• Decision problems in queueing

Quantitative Techniques: Theory and Problems by P. C. Tulsian, Vishal Pandey

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WHAT IS ASSIGNMENT PROBLEM

Assignment Problem is a special type of linear programming problem where the objective is to minimise the cost or time of completing a number of jobs by a number of persons.

The assignment problem in the general form can be stated as follows:

“Given n facilities, n jobs and the effectiveness of each facility for each job, the problem is to assign each facility to one and only one job in such a way that the measure of effectiveness is optimised (Maximised or Minimised).”

Several problems of management has a structure identical with the assignment problem.

Example I A manager has four persons (i.e. facilities) available for four separate jobs (i.e. jobs) and the cost of assigning (i.e. effectiveness) each job to each ...

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