what is assignment job

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Definition of assignment noun from the Oxford Advanced American Dictionary

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Should you give job applicants an assignment during the interview process? Be thoughtful about the ask

Employers have to ask themselves whether they are willing to turn off a strong candidate by asking them to do additional work.

Hiring is a time-consuming and expensive endeavor. Companies need candidates who offer the right skills and experience for a given role, and who align with their organization’s vision and mission.

To find the best fit, many companies still lean on a strategy that continues to generate debate : the assignment. Some candidates believe their experience and interviews should give prospective employers enough information to determine whether they will fit the role. Employers have to ask themselves whether they are willing to turn off a strong candidate by asking them to do additional work.

Is the assignment valuable enough to the evaluation process that they cannot move someone forward without it? Sometimes it is—sometimes they help an employer decide between two strong candidates. And if they are necessary, how can employers make assignments fair and equitable for the candidate or candidates?

When done right, assignments help assess practical skills and problem-solving abilities, giving a clearer picture of a candidate beyond what their resume or interview reveals. But employers should be thoughtful about the ask. While it may make sense for roles that require specific technical expertise or creative thinking, it isn’t appropriate for all roles—so assignments should always be given with a clear reason for why they are needed.

Plus, they don’t just benefit the employer. For job seekers, an assignment during the interview process might also help them stand out from the competition. It can also offer a window into what their day-to-day in the new role might entail. Remember that the candidate should be interviewing the company, too. Having a test run of the work they’d be asked to do is a great way to see whether they believe the role is a fit.

However, there is a rift in how people perceive the assignment as part of the interview process. Workers today span many generations, each with unique values and expectations. Whereas older workers often prioritize stability and loyalty, younger millennials and Gen Zers are more focused on flexibility and work well-being, Indeed data shows .

This mindset impacts the amount of time and energy a candidate is willing to devote to each application. After multiple rounds of interviews and prep, taking on an in-depth assignment may feel like a bridge too far—especially if the expectations for the assignment are not clearly communicated ahead of time.

Some candidates are wary of providing free labor to a company that may use their work and not hire them. Hiring managers should be clear about how the work will be used. They may also consider offering compensation if the assignment requires more than a couple hours of someone’s time, or if they plan to use the work without hiring the candidate.

The key for early career candidates in particular is to ensure their time and efforts are respected. This is a win-win for employers: By providing clarity and transparency, they not only elicit the additional information they want from candidates, but they demonstrate that the organization is transparent and fair.

Equity is also imperative: Which candidates are being asked to complete assignments? Is the hiring team consistent in giving out assignments across ages, experience levels, and roles? There should always be a process and clear evaluation criteria in place to ensure fairness.

As we adapt to the rapidly evolving world of work, we must continue to think critically about each step in the hiring process. Candidate assignments can be a valuable tool, but only with appropriate respect for job seekers’ time and contributions.

With the right strategy, we can bridge the gap between generations in the workplace and build a hiring culture that values efficiency, talent, and integrity.

Eoin Driver is the global vice president of talent at Indeed.

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Washington State Department of Enterprise Services (DES)

Capitol Campus

EAP | Capitol Campus

Developmental Job Assignment

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

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

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

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

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

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

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

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

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

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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5 Ways to Manage a Job Reassignment

Instead of laying people off, organizations are increasingly giving them new job assignments. How to manage what can be a jarring professional change.

For More Expert Insights

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U.S. companies announced 42% fewer layoffs in July than in June, and 8% fewer cuts than in July of 2022. The underlying reason is unexpected, however: while companies are continuing to eliminate jobs, they’re often reassigning workers to new roles instead of laying them off. Experts believe this trend could continue.

“Chances are, these are the types of changes we can expect to see over time, whether it’s due to new technology, like AI, or economic trends,” says Korn Ferry Advance coach Frances Weir .

While it can be difficult for employees to suddenly step into a new role and work with a new manager and team, experts say reassignment can have an upside. It offers employees an opportunity to learn new skills and bolster their résumé. For instance, if you’re moved onto a team that is underresourced and needs help, there’s an opportunity for you to make notable contributions that could earn you recognition, says Mark Royal , a senior client partner for Korn Ferry Advisory.

Since a reassignment can potentially be advantageous, it’s worth considering what steps to take to help you adjust. Here are five ways to adapt to a job reassignment.

Manage your emotions.

Reassignments are often unexpected, so it’s important to take a step back from your emotions. It’s normal to feel surprise, anger, or a loss of control, Royal says. But making an immediate, emotional decision—like quitting immediately—could wind up being detrimental to your long-term career.

Be diplomatic with your manager and get ready for the new assignment. At the same time, do some self-reflection. “Understand why you feel this way, and know that if you choose to stay, it doesn’t have to be forever,” Weir says.

Treat it like a new job.

As with any new position, making a good impression during your first 90 days is important, says Alyson Federico, a career coach at Korn Ferry Advance. “No matter how familiar you already are with the team or your new manager, don’t make assumptions that you know what’s going on or what you’re supposed to do,” she says.

Remember that your relationship with these colleagues will evolve. Ask questions to understand expectations about deliverables and responsibilities, how the team communicates, and how you fit into the group, Federico says. Make sure you have a clear sense of how your new team defines success.

Determine the reassignment’s length.

“Is this an open-ended shift, or has it been presented as a short-term assignment with some expectation of other opportunities down the road?” Royal says.

Ask your manager whether there will be a probationary period. Determine how much grace you will get before you’re expected to be a full contributor. Ask if there’s an onboarding process to help you get up to speed.

Stay optimistic.

Your new role and new department might provide an opportunity to build additional skills for your résumé and provide future career options. “You might stumble into something you’re really good at that you were previously unaware of, or perhaps land on a team you really enjoy working with, or discover a new career interest,” says Tiffinee Swanson , a Korn Ferry Advance career coach.

Remind yourself that even though your old role was eliminated, your company decided to keep you. That is a strong signal that your organization values you and your work, Royal says.

Consider the role’s fit.

Even if the role seems to be a poor fit for your skills, you might consider staying if you can see a career path within the company where the fit might be better, Royal says.

Give it some time, experts say. However, if it continues to be a struggle, it’s OK to leave, especially if you have another job offer, you’re offered a severance package, or you’re burned out and don’t have energy to make a change to a reassigned role.

“The best insurance against job loss, or ending up in a position you don’t like, is consistent networking, keeping your résumé and LinkedIn profile up-to-date, and staying abreast of trends in your industry,” says Val Olson , a career coach at Korn Ferry Advance.

For more expert career advice, connect with a career coach at Korn Ferry Advance .

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Job Assignment Problem
N-Queen Problem
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Job Assignment Problem using Branch And Bound

N Queen Problem using Branch And Bound
Traveling Salesman Problem using Branch And Bound

Let there be N workers and N jobs. Any worker can be assigned to perform any job, incurring some cost that may vary depending on the work-job assignment. It is required to perform all jobs by assigning exactly one worker to each job and exactly one job to each agent in such a way that the total cost of the assignment is minimized.

Let us explore all approaches for this problem.

Solution 1: Brute Force

We generate n! possible job assignments and for each such assignment, we compute its total cost and return the less expensive assignment. Since the solution is a permutation of the n jobs, its complexity is O(n!).

Solution 2: Hungarian Algorithm

The optimal assignment can be found using the Hungarian algorithm. The Hungarian algorithm has worst case run-time complexity of O(n^3).

Solution 3: DFS/BFS on state space tree

A state space tree is a N-ary tree with property that any path from root to leaf node holds one of many solutions to given problem. We can perform depth-first search on state space tree and but successive moves can take us away from the goal rather than bringing closer. The search of state space tree follows leftmost path from the root regardless of initial state. An answer node may never be found in this approach. We can also perform a Breadth-first search on state space tree. But no matter what the initial state is, the algorithm attempts the same sequence of moves like DFS.

Solution 4: Finding Optimal Solution using Branch and Bound

The selection rule for the next node in BFS and DFS is “blind”. i.e. the selection rule does not give any preference to a node that has a very good chance of getting the search to an answer node quickly. The search for an optimal solution can often be speeded by using an “intelligent” ranking function, also called an approximate cost function to avoid searching in sub-trees that do not contain an optimal solution. It is similar to BFS-like search but with one major optimization. Instead of following FIFO order, we choose a live node with least cost. We may not get optimal solution by following node with least promising cost, but it will provide very good chance of getting the search to an answer node quickly.

There are two approaches to calculate the cost function:

For each worker, we choose job with minimum cost from list of unassigned jobs (take minimum entry from each row).
For each job, we choose a worker with lowest cost for that job from list of unassigned workers (take minimum entry from each column).

In this article, the first approach is followed.

Let’s take below example and try to calculate promising cost when Job 2 is assigned to worker A.

Since Job 2 is assigned to worker A (marked in green), cost becomes 2 and Job 2 and worker A becomes unavailable (marked in red).

Now we assign job 3 to worker B as it has minimum cost from list of unassigned jobs. Cost becomes 2 + 3 = 5 and Job 3 and worker B also becomes unavailable.

Finally, job 1 gets assigned to worker C as it has minimum cost among unassigned jobs and job 4 gets assigned to worker D as it is only Job left. Total cost becomes 2 + 3 + 5 + 4 = 14.

Below diagram shows complete search space diagram showing optimal solution path in green.

Complete Algorithm:

Below is the implementation of the above approach:

Time Complexity: O(M*N). This is because the algorithm uses a double for loop to iterate through the M x N matrix. Auxiliary Space: O(M+N). This is because it uses two arrays of size M and N to track the applicants and jobs.

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What Does an Assignment Editor Do?

Learn About the Salary, Required Skills, & More

The Balance / Ellen Lindner

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Assignment Editor Duties & Responsibilities

Assignment Editor Salary

Education, Training, & Certification
Assignment Editor Skills & Competencies

Job Outlook

Work environment, work schedule, comparing similar jobs.

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An assignment editor works at the assignment desk, which is the nerve center of any newsroom. This is where newsroom staff members monitor multiple sources for breaking news, including police and fire scanners. When possible news arises, the assignment editor works with reporters, photographers, producers, and other staff members to assign and develop story ideas.

Small companies sometimes have one assignment editor who is responsible for organizing the assignment desk to operate around the clock. In larger newsrooms, there may be a team of assignment editors that take turns staffing the desk.

Assignment Editor Duties & Responsibilities

The job generally requires the ability to perform the following duties:

Monitor multiple sources for possible news stories
Develop and propose a daily news coverage plan
Lead newsroom staff meetings to review possible stories and assignments
Help choose which journalists, photographers, and other staff members are assigned to cover stories
Stay on top of all stories to ensure they're developing as planned and determine which ones are not coming together
Be the main point of communication between reporters, production teams, and executive staff on developing stories

It's up to the assignment editor to assign people to investigate and report on news stories. The assignment editor's day is sometimes spent shifting people and equipment around so that as many stories get covered as possible, with an eye out on how to handle breaking news coverage at any moment.

When working in television, an assignment editor may also work with the tv producer to decide which crews will take live trucks or a helicopter to broadcast live during a newscast. Also, a TV news anchor who is reviewing scripts just before airtime will often turn to the assignment editor to confirm facts.

An assignment editor's salary can vary depending on location, experience, and employer. The U.S. Bureau of Labor Statistics offers salary data for the broader editor category, but it doesn't offer separate data on the assignment editor subcategory:

Median Annual Salary: $59,480
Top 10% Annual Salary: $114,460
Bottom 10% Annual Salary: $30,830

Education, Training, & Certification

Most assignment editors have the same types of degrees as other editors and journalists in a newsroom.

Education: Most employers prefer candidates that have at least a bachelor’s degree in communications, journalism, or English.
Experience: This is often key to getting this type of job, because experience is key to building a list of contacts and learning how to operate smoothly. Employers usually prefer candidates with a background in the type of media in which they specialize, whether it's television, digital, or print news.
Training: Most training happens on the job. Aspiring assignment editors may want to find an internship position at a newsroom assignment desk.

Assignment Editor Skills & Competencies

To be successful in this role, you’ll generally need the following skills and qualities:

Editorial judgment: Assignment editors need to be able to quickly decide whether a story is newsworthy. And although they aren't usually writing the stories themselves, they need to know all of the components of a good news story to guide reporters on coverage.
Interpersonal skills: Successful assignment editors form relationships with many contacts that can help bring a story together. For example, someone in this role at a local TV news station may have all the county sheriffs' home telephone numbers on speed-dial and be on a first-name basis with the current and previous mayors.
Organizational skills: An assignment editor must be able to organize the logistics and track the details of several stories at a time and keep everything on schedule.
Communication skills: An assignment editor must skillfully communicate with all of the staff involved in making news stories come together, including reporters, photographers, production teams, and executive staff.

The U.S. Bureau of Labor Statistics projects that employment in this field will grow 6 percent through 2026, which is slightly slower than the overall employment growth of 7 percent for all occupations in the country. The BLS it doesn't offer separate data on the assignment editor subcategory.

Most of this job is done in an office working under several tight deadlines at once. Those who thrive on pressure and get an adrenaline rush when something unexpected happens may be best suited for this occupation.

An assignment editor usually arrives in the newsroom earlier than the other managers to get a handle on what's happening that day to brief the newsroom. Most assignment editors work full time, and many work long hours, which include evenings and weekends.

People who are interested in becoming assignment editors may also consider other careers with these median salaries:

Writers and authors: $61,820
Reporters, correspondents, and broadcast news analysts: $40,910
Desktop publishers: $42,350

Source: U.S. Bureau of Labor Statistics , 2017

How to Get the Job

Build a Contact List

Making a list of contacts is the best place to start for a budding assignment editor. That involves making personal connections with people so that you can turn to them when you need information.

Join a Professional Association

The American Media Institute offers a list of professional associations you can join. Which one you choose may depend on your specialty or medium (websites or television, for instance). This will help you build your contact list and stay up to date on the latest tools and techniques in the industry.

Search job sites that specialize in media careers, such as MediaBistro and iHire Broadcasting .

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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:

When is it sensible to use chore instead of assignment ?

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

When is duty a more appropriate choice than assignment ?

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

When might job be a better fit than assignment ?

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

When could stint be used to replace assignment ?

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

When can task be used instead of assignment ?

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

Thesaurus Entries Near assignment

assignments

Cite this Entry

“Assignment.” Merriam-Webster.com Thesaurus , Merriam-Webster, https://www.merriam-webster.com/thesaurus/assignment. Accessed 13 May. 2024.

More from Merriam-Webster on assignment

Nglish: Translation of assignment for Spanish Speakers

Britannica English: Translation of assignment for Arabic Speakers

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Should you give job applicants an assignment during the interview process be thoughtful about the ask.

Hiring is a time-consuming and expensive endeavor. Companies need candidates who offer the right skills and experience for a given role, and who align with their organization’s vision and mission.

With the right strategy, we can bridge the gap between generations in the workplace and build a hiring culture that values efficiency, talent, and integrity.

Eoin Driver is the global vice president of talent at Indeed.

More must-read commentary:

Fannie Mae CEO: Beyoncé is right. Climate change has already hit the housing market—and homeowners aren’t prepared

Congress could soon spell the end of employment arbitration—but it’s not all good news for American workers

Outdated laws prevent gig economy workers from getting benefits. This pilot program shows the path forward

No, combustion engines won’t be supplanted by electric vehicles—and they’re critical for sustainable transport

The opinions expressed in Fortune.com commentary pieces are solely the views of their authors and do not necessarily reflect the opinions and beliefs of Fortune .

This story was originally featured on Fortune.com

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Assignment Desk Editor I

Job summary:.

Hires camera crews, satellite trucks and studios, and arranges feeds and/or transfer of content. Strategizes and organizes movement of IP-based transmission devices for coverage. Coordinates the efforts of freelance and staff producers and associated production/technical personnel to provide video and audio sports/news material for ESPN platforms. Handles all ancillary crew needs, such as parking, credentials, Ethernet, phone lines, and permits. Understands basic rights and clearances issues. Participates in strategic editorial and logistical planning of coverage. Acts as the liaison between the Assignment Desk and Media Assets, Media Operations, and Transmission. Gathers and communicates content for use on ESPN platforms, working with ESPN staff and vendors, social media, affiliates and other networks. Shifts will include nights and weekends.

Responsibilities:

Hires freelance ENG crews
Possesses depth of knowledge in fiber, satellite, cellular, FTP, and viral newsgathering procedures
Assigns and coordinates movement of IP-based transmission devices
Clears social media content for ESPN platforms Reacts immediately to breaking news and requests; pursues story-related materials (sound and video) in a timely manner
Collaborates with ABC NewsOne/ABC affiliates, as well as other networks, on breaking news stories, sharing of information, video and sound
Gathers and enters transmission information (satellite, fiber, cable) for televised games
Works well in a team setting, shows initiative and problem-solving skills; takes direction from assignment desk management, coordinating producers, news editors, producers and senior editors
Stays informed and up-to-date on sporting events and has above-average sports knowledge

Basic Qualifications :

Superior interpersonal and communication skills, with the capacity to handle high-volume email and phone traffic
Demonstrated initiative and positive, solution-oriented outlook
Advanced ability to organize and prioritize
Commitment to accuracy and attention to detail
Strong knowledge of sports
Working knowledge of television production and electronic and social media newsgathering
Working knowledge of Microsoft Office programs: Outlook, Excel, Word

Preferred Qualifications :

Three-plus years’ experience in a television-related field
Spanish speaker preferred.

Required Education :

High School Degree or equivalent required

Preferred Education :

Bachelor's Degree Preferred

About ESPN:

Working at ESPN is unlike anything else. That’s because we’re always finding new ways to interact with fans – however and wherever they connect with sports. Every day we’re doing things that no one has done, all in a dynamic culture where we defy odds and continuously outdo ourselves. When you have the latest technology, game-changing ideas and world-class talent on your team, every day is extraordinary.

About The Walt Disney Company:

The Walt Disney Company, together with its subsidiaries and affiliates, is a leading diversified international family entertainment and media enterprise that includes three core business segments: Disney Entertainment, ESPN, and Disney Experiences. From humble beginnings as a cartoon studio in the 1920s to its preeminent name in the entertainment industry today, Disney proudly continues its legacy of creating world-class stories and experiences for every member of the family. Disney’s stories, characters and experiences reach consumers and guests from every corner of the globe. With operations in more than 40 countries, our employees and cast members work together to create entertainment experiences that are both universally and locally cherished.

This position is with ESPN Productions, Inc , which is part of a business we call ESPN .

ESPN Productions, Inc is an equal opportunity employer. Applicants will receive consideration for employment without regard to race, color, religion, sex, age, national origin, sexual orientation, gender identity, disability, protected veteran status or any other basis prohibited by federal, state or local law. Disney fosters a business culture where ideas and decisions from all people help us grow, innovate, create the best stories and be relevant in a rapidly changing world.

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[Company Name] encourages staff to take the opportunity to develop their knowledge and skills using various learning opportunities, including job rotations and developmental assignments.

The job rotation program involves the temporary assignment of an employee in a position or department for a predetermined period to perform the specific duties of another position. This is normally a voluntary assignment where the employee treats the assigned duties as part of his or her regular responsibilities.

Any supervisor or employee may initiate a request for job rotation assignment after careful evaluation of other available workforce strategies. Job rotation may be inter-departmental, within a division of [Company Name], or in a cross-functional division.

All employees who have completed six months of regular (nontemporary) employment with [Company Name] are eligible to participate in job rotation.

An employee on job rotation assignment shall remain in the same position number and compensation classification and shall retain all rights, benefits and privileges of his or her regular position.

An employee on job rotation shall retain eligibility for promotional opportunities.

A written request for job rotation must be submitted by the employee to his or her supervisor (the "sending supervisor"). The request should indicate the desired job, the location of the job, the duration of the assignment, and the expected outcome and benefit of the assignment. If a job rotation is suggested by a supervisor, the supervisor will assist the employee in completing the written request.
The sending supervisor and employee should determine how the employee's current job duties will be performed before proceeding with a job rotation agreement.
The employee, the sending supervisor and the receiving supervisor should meet to discuss the possibility of job rotation, the assigned duties, time frames, schedules, hours, etc., so that details can be negotiated and arranged. A job rotation request can be denied if it cannot be balanced with the needs of [Company Name].
The sending supervisor, receiving supervisor and the employee shall collaborate to determine the duration of job rotation. Rotations may be full-time, half-time or one day a week. Rotations can also be based on an allocation of time where an employee works at his or her regular job for a portion of each workday and during the rest of the day rotates to another job.
Both the sending and receiving supervisors should obtain approval for job rotation assignments through their appropriate chains of command.
If the arrangement is acceptable by all parties, the receiving supervisor will complete the job rotation agreement and have it signed by the employee, the sending supervisor and appropriate directors. Copies of the signed agreement should be provided to all parties. The original, signed agreement should be forwarded to Human Resources where it will be recorded for workforce planning efforts and maintained in the employee's personnel file.
An employee on job rotation shall receive a performance evaluation at the regular time. The sending and receiving supervisors shall collaborate as appropriate on the evaluation. The sending supervisor shall retain responsibility for timely completion of the evaluation.
If travel expenses are involved in the job rotation assignment, the receiving area will be responsible for payment of travel expenses, unless other payment arrangements are made and agreed to by the parties involved.
A job rotation assignment may be extended by mutual agreement of the parties. Management may terminate the assignment at any time. If the rotation assignment is extended or terminated, the extension or termination should be documented in writing, signed by all individuals on the original agreement and copied to all parties, including Human Resources.
Questions or concerns regarding the job rotation assignment should be addressed with management and/or Human Resources.

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Marine combat instructors can avoid recruiting or drill instructor duty

The Marine Corps has made the combat instructor job a special duty assignment once more, effectively allowing those instructors to sidestep the sometimes-dreaded recruiter or drill instructor jobs .

Each year, a portion of Marine noncommissioned officers are given special duty assignments, which take them out of their regular jobs for a few years to perform other duties on behalf of the Corps. Now, the combat instructor job, which entails training Marines in combat skills, counts as a special duty assignment.

“It’s an extremely rewarding duty because you actually get to affect and to teach the warfighting skills that all Marines learn through the entry-level training pipeline, and it’s really critical for the operational readiness of the force,” Gunnery Sgt. Tyler Stokes , the enlisted assignments monitor for the combat instructor community, said in a video the Marine Corps recently posted to LinkedIn.

Marines get plucked from their regular jobs and placed into special duty assignments through the annual Headquarters Marine Corps Special Duty Assignment Screening Team screening process, often called HSST for short.

The Marine Corps itself said in an administrative message in 2023, “A successful SDA tour is a hallmark of a competitive Marine and makes him or her exceptionally qualified for promotion.”

The other special duty assignments are recruiter, drill instructor and Marine security guard detachment commander. Before a rule change that was announced in 2017, combat instructor and Marine security guard watchstander also counted as special duty assignments.

After that change, those two jobs became Type 1 screenable billets, a category that also includes Marine Corps security forces guards, staff noncommissioned officer academy faculty advisors and curriculum developers, and Marine special operators, among others, according to Marine spokeswoman Capt. Sarah Eason.

“Designation as a Special Duty Assignment increases the staffing priority of this duty, ensuring maximum fill of available billets,” Eason said of the recent redesignation of the combat instructor role via email May 3.

A 2019 analysis by the Marine Corps of the impact of special duty assignments — which at the time didn’t include combat instructor — on Marines’ lives found they were correlated with better promotion chances but also with higher rates of divorce, addiction and suicide attempts.

“Due to increased responsibilities and duties outside of one’s normal occupational field, SDA tours are often viewed as a Marine’s most stressful noncombat tour,” the analysis stated.

Now that being a combat instructor is a special duty assignment again, Marines who complete that role won’t end up on future HSST lists, according to Eason.

For the next special duty assignment season, fiscal year 2026, combat instructor may be an option for Marines who end up on the list “but will be subject to availability after the volunteer period,” Eason said.

“Unlike other SDAs, there are a limited number of Combat Instructor billets open to any primary military occupational specialty, and these routinely fill with volunteers,” the spokeswoman added. “The preponderance of Combat Instructor billets requires an infantry primary (military occupational specialty), so Marines in this field will likely be able to request Combat Instructor duty during the HSST.”

As a special duty assignment, the combat instructor role will come with incentives that include easier promotions and choice over a next duty station, according to Eason. Combat instructors will continue to receive special pay.

A plan to make the combat instructor job a special duty assignment again has been in the works since at least 2021, as the Corps planned to lengthen the infantry course from nine to 14 weeks, creating a demand for more instructors. Training Command did not respond by time of publication to a Marine Corps Times question about the current length of the course.

Irene Loewenson is a staff reporter for Marine Corps Times. She joined Military Times as an editorial fellow in August 2022. She is a graduate of Williams College, where she was the editor-in-chief of the student newspaper.

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