meaning of assignment with example

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 he or she 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 her 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, he or she still has 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 she already knows 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 she or he expects.

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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something assigned, as a particular task or duty: She completed the assignment and went on to other jobs.

a position of responsibility, post of duty, or the like, to which one is appointed: He left for his assignment in the Middle East.

an act of assigning; appointment.

the transference of a right, interest, or title, or the instrument of transfer.

a transference of property to assignees for the benefit of creditors.

Origin of assignment

Synonym study for assignment, other words for assignment, other words from assignment.

• mis·as·sign·ment, noun
• non·as·sign·ment, noun
• re·as·sign·ment, noun

Words that may be confused with assignment

• assignment , assignation

Dictionary.com Unabridged Based on the Random House Unabridged Dictionary, © Random House, Inc. 2024

How to use assignment in a sentence

He traveled to China, India, Russia, and Africa for fashion-related assignments.

Among his previous assignments were stints in war zones like Afghanistan and the Congo.

He also had a reputation for not sticking to the brief of his assignments.

His writing assignments were filled with “a disturbing level” of mayhem, war, and death.

The first faux-Fleming assignments went to writers such as Kingsley Amis (writing as “Robert Markham”) and John Gardner.

Toward the end of the campaign his assignments increased until all his time was taken.

Assignments came to be made of one acre to a family, near the palisaded hamlet for convenience and better security.

For a short time he had no assignments that taxed his abilities in either direction.

If you make as good time as you have made on some other assignments, you can get back here before 10:30.

Not a lot of business-reporting assignments involved spending time with half-naked, sun-baked dudes in remote southern junkyards.

British Dictionary definitions for assignment

/ ( əˈsaɪnmənt ) /

something that has been assigned, such as a mission or task

a position or post to which a person is assigned

the act of assigning or state of being assigned

the transfer to another of a right, interest, or title to property, esp personal property : assignment of a lease

the document effecting such a transfer

the right, interest, or property transferred

law (formerly) the transfer, esp by an insolvent debtor, of property in trust for the benefit of his creditors

logic a function that associates specific values with each variable in a formal expression

Australian history a system (1789–1841) whereby a convict could become the unpaid servant of a freeman

Collins English Dictionary - Complete & Unabridged 2012 Digital Edition © William Collins Sons & Co. Ltd. 1979, 1986 © HarperCollins Publishers 1998, 2000, 2003, 2005, 2006, 2007, 2009, 2012

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Home » Assignment – Types, Examples and Writing Guide

Assignment – Types, Examples and Writing Guide

Table of Contents

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.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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NCI LIBRARY

Academic writing skills guide: understanding assignments.

• Key Features of Academic Writing
• The Writing Process
• Understanding Assignments
• Brainstorming Techniques
• Planning Your Assignments
• Thesis Statements
• Writing Drafts
• Structuring Your Assignment
• How to Deal With Writer's Block
• Using Paragraphs
• Conclusions
• Introductions
• Revising & Editing
• Proofreading
• Grammar & Punctuation
• Reporting Verbs
• Signposting, Transitions & Linking Words/Phrases
• Using Lecturers' Feedback

Below is a list of interpretations for some of the more common directive/instructional words. These interpretations are intended as a guide only but should help you gain a better understanding of what is required when they are used. 

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Definition of assignment noun from the Oxford Advanced Learner's Dictionary

• Students are required to complete all homework assignments.
• You will need to complete three written assignments per semester.
• a business/special assignment
• I had set myself a tough assignment.
• on an assignment She is in Greece on an assignment for one of the Sunday newspapers.
• on assignment one of our reporters on assignment in China
• The students handed in their assignments.
• The teacher gave us an assignment on pollution.
• Why did you take on this assignment if you're so busy?
• He refused to accept the assignment.
• assignment on

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Find the answers with Practical English Usage online, your indispensable guide to problems in English.

• his assignment to other duties in the same company
• on assignment

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Definition of assign

 (Entry 1 of 2)

transitive verb

Definition of assign  (Entry 2 of 2)

• intrust

ascribe , attribute , assign , impute , credit mean to lay something to the account of a person or thing.

ascribe suggests an inferring or conjecturing of cause, quality, authorship.

attribute suggests less tentativeness than ascribe , less definiteness than assign .

assign implies ascribing with certainty or after deliberation.

impute suggests ascribing something that brings discredit by way of accusation or blame.

credit implies ascribing a thing or especially an action to a person or other thing as its agent, source, or explanation.

Examples of assign in a Sentence

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'assign.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Word History

Verb and Noun

Middle English, from Anglo-French assigner , from Latin assignare , from ad- + signare to mark, from signum mark, sign

13th century, in the meaning defined at sense 1

15th century, in the meaning defined above

Phrases Containing assign

• pre - assign

Dictionary Entries Near assign

Cite this entry.

“Assign.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/assign. Accessed 30 Mar. 2024.

Kids Definition

Kids definition of assign, legal definition, legal definition of assign.

Legal Definition of assign  (Entry 2 of 2)

More from Merriam-Webster on assign

Nglish: Translation of assign for Spanish Speakers

Britannica English: Translation of assign for Arabic Speakers

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Definition of 'assignment'

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Assignment: Definition in Finance, How It Works, and Examples

Adam Hayes, Ph.D., CFA, is a financial writer with 15+ years Wall Street experience as a derivatives trader. Besides his extensive derivative trading expertise, Adam is an expert in economics and behavioral finance. Adam received his master's in economics from The New School for Social Research and his Ph.D. from the University of Wisconsin-Madison in sociology. He is a CFA charterholder as well as holding FINRA Series 7, 55 & 63 licenses. He currently researches and teaches economic sociology and the social studies of finance at the Hebrew University in Jerusalem.

Yarilet Perez is an experienced multimedia journalist and fact-checker with a Master of Science in Journalism. She has worked in multiple cities covering breaking news, politics, education, and more. Her expertise is in personal finance and investing, and real estate.

What Is an Assignment?

Assignment most often refers to one of two definitions in the financial world:

• The transfer of an individual's rights or property to another person or business. This concept exists in a variety of business transactions and is often spelled out contractually.
• In trading, assignment occurs when an option contract is exercised. The owner of the contract exercises the contract and assigns the option writer to an obligation to complete the requirements of the contract.

Key Takeaways

• Assignment is a transfer of rights or property from one party to another.
• Options assignments occur when option buyers exercise their rights to a position in a security.
• Other examples of assignments can be found in wages, mortgages, and leases.

Uses For Assignments

Assignment refers to the transfer of some or all property rights and obligations associated with an asset, property, contract, or other asset of value. to another entity through a written agreement.

Assignment rights happen every day in many different situations. A payee, like a utility or a merchant, assigns the right to collect payment from a written check to a bank. A merchant can assign the funds from a line of credit to a manufacturing third party that makes a product that the merchant will eventually sell. A trademark owner can transfer, sell, or give another person interest in the trademark or logo. A homeowner who sells their house assigns the deed to the new buyer.

To be effective, an assignment must involve parties with legal capacity, consideration, consent, and legality of the object.

A wage assignment is a forced payment of an obligation by automatic withholding from an employee’s pay. Courts issue wage assignments for people late with child or spousal support, taxes, loans, or other obligations. Money is automatically subtracted from a worker's paycheck without consent if they have a history of nonpayment. For example, a person delinquent on $100 monthly loan payments has a wage assignment deducting the money from their paycheck and sent to the lender. Wage assignments are helpful in paying back long-term debts.

Another instance can be found in a mortgage assignment. This is where a mortgage deed gives a lender interest in a mortgaged property in return for payments received. Lenders often sell mortgages to third parties, such as other lenders. A mortgage assignment document clarifies the assignment of contract and instructs the borrower in making future mortgage payments, and potentially modifies the mortgage terms.

A final example involves a lease assignment. This benefits a relocating tenant wanting to end a lease early or a landlord looking for rent payments to pay creditors. Once the new tenant signs the lease, taking over responsibility for rent payments and other obligations, the previous tenant is released from those responsibilities. In a separate lease assignment, a landlord agrees to pay a creditor through an assignment of rent due under rental property leases. The agreement is used to pay a mortgage lender if the landlord defaults on the loan or files for bankruptcy . Any rental income would then be paid directly to the lender.

Options Assignment

Options can be assigned when a buyer decides to exercise their right to buy (or sell) stock at a particular strike price . The corresponding seller of the option is not determined when a buyer opens an option trade, but only at the time that an option holder decides to exercise their right to buy stock. So an option seller with open positions is matched with the exercising buyer via automated lottery. The randomly selected seller is then assigned to fulfill the buyer's rights. This is known as an option assignment.

Once assigned, the writer (seller) of the option will have the obligation to sell (if a call option ) or buy (if a put option ) the designated number of shares of stock at the agreed-upon price (the strike price). For instance, if the writer sold calls they would be obligated to sell the stock, and the process is often referred to as having the stock called away . For puts, the buyer of the option sells stock (puts stock shares) to the writer in the form of a short-sold position.

Suppose a trader owns 100 call options on company ABC's stock with a strike price of $10 per share. The stock is now trading at $30 and ABC is due to pay a dividend shortly. As a result, the trader exercises the options early and receives 10,000 shares of ABC paid at $10. At the same time, the other side of the long call (the short call) is assigned the contract and must deliver the shares to the long.

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Assignment is a legal term whereby an individual, the “assignor,” transfers rights, property, or other benefits to another known as the “ assignee .”   This concept is used in both contract and property law.  The term can refer to either the act of transfer or the rights /property/benefits being transferred.

Contract Law   

Under contract law, assignment of a contract is both: (1) an assignment of rights; and (2) a delegation of duties , in the absence of evidence otherwise.  For example, if A contracts with B to teach B guitar for $50, A can assign this contract to C.  That is, this assignment is both: (1) an assignment of A’s rights under the contract to the $50; and (2) a delegation of A’s duty to teach guitar to C.  In this example, A is both the “assignor” and the “delegee” who d elegates the duties to another (C), C is known as the “ obligor ” who must perform the obligations to the assignee , and B is the “ assignee ” who is owed duties and is liable to the “ obligor ”.

(1) Assignment of Rights/Duties Under Contract Law

There are a few notable rules regarding assignments under contract law.  First, if an individual has not yet secured the contract to perform duties to another, he/she cannot assign his/her future right to an assignee .  That is, if A has not yet contracted with B to teach B guitar, A cannot assign his/her rights to C.  Second, rights cannot be assigned when they materially change the obligor ’s duty and rights.  Third, the obligor can sue the assignee directly if the assignee does not pay him/her.  Following the previous example, this means that C ( obligor ) can sue B ( assignee ) if C teaches guitar to B, but B does not pay C $50 in return.

            (2) Delegation of Duties

If the promised performance requires a rare genius or skill, then the delegee cannot delegate it to the obligor.  It can only be delegated if the promised performance is more commonplace.  Further, an obligee can sue if the assignee does not perform.  However, the delegee is secondarily liable unless there has been an express release of the delegee.  That is, if B does want C to teach guitar but C refuses to, then B can sue C.  If C still refuses to perform, then B can compel A to fulfill the duties under secondary liability.

Lastly, a related concept is novation , which is when a new obligor substitutes and releases an old obligor.  If novation occurs, then the original obligor’s duties are wiped out. However, novation requires an original obligee’s consent .  

Property Law

Under property law, assignment typically arises in landlord-tenant situations.  For example, A might be renting from landlord B but wants to another party (C) to take over the property.   In this scenario, A might be able to choose between assigning and subleasing the property to C.  If assigning , A would be giving C the entire balance of the term, with no reversion to anyone whereas if subleasing , A would be giving C for a limited period of the remaining term.  Significantly, under assignment C would have privity of estate with the landlord while under a sublease, C would not. 

[Last updated in May of 2020 by the Wex Definitions Team ]

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"Hear Me out" Has Taken on a Whole Different Meaning on TikTok When It Comes to People's Crushes

A t one point or another, we've all asked our friends, "Okay, hear me out ." That's usually what we say when we're about to drop some contentious opinions or knowledge while being fully aware that it might ruffle a few feathers. We usually preface with that if we truly believe in our point and have the facts to back it up, but it's almost always used for some of our hottest and controversial takes. For a while, "Hear Me Out" was trending on outlets like Twitter for people to express viewpoints.

However, it's taken on an entirely new meaning on TikTok . In fact, folks are getting outright defensive over the proper usage of "Hear Me Out". Many TikTokers claim that people aren't using the meme correctly and presenting some takes that can be charitably described as lukewarm.

Here's how folks say you should use "Hear Me Out".

Okay, hear us out on "Hear Me Out".

By and large, everyone is actually on the same page about what "Hear Me Out" actually means as a meme on the internet. Many folks use it to present their own personal crushes or things they find unconventionally attractive.

That's all well and good, but netizens have been getting tired of the people that they attach the phrase too.

Back in 2023, one Twitter user attached the phrase to actress Jessica Alba, even though many find her to be conventionally attractive. In recent weeks, people have seen "Hear Me Out" arguments attached to real-life personalities like Seth Meyers , Adam Sandler , and even Barack Obama .

But some TikTokers claim that the internet is too soft with their choices. People have been asking to be "heard out" over crushes who can reasonably thought of as attractive by public opinion.

"You have to be so much more unhinged with this," TikToker @lildummydev claims. Interestingly enough, the internet is inclined to agree. Other TikTokers claim that "Hear Me Out" should be attached to the most unconventional crushes or attractions that a person might have. IRL "Hear Me Out" attractions are discouraged (and a little mean) and the most out-of-left-field crushes more closely fit the bill.

Folks are encouraged to follow these examples below.

Many TikTokers have already provided impromptu lectures on how best to use "Hear Me Out" when talking about crushes and attractions. Here are some of the best and most hilarious takes.

Nothing is off limits, not even veggies.

We quickly return to @lildummydev, who's lesson on "Hear Me Out" exposed her to an oddly-shaped and inexplicably suggestive pepper illustrated on one of her tea towels. These are the kinds of vibes that are encouraged.

Movie characters are fair game, live-action or otherwise.

Jessyca Renee ( @jessycarenee ) wasn't afraid to put herself out there over her Hear Me Outs.

"PLEASE stop putting attractive people on this trend," she urges.

To that end, she puts forward her own crushes which include Hades from the Hercules Disney animated film, Beetlejuice , and Shadow the Hedgehog, just to name a few.

Animated characters are "Hear Me Out" 101.

Animated characters in TV and movies are the bare minimum for folks to achieve true "Hear Me Out" status. For example, Monica (@notmoneyyca) has Nick Wilde from Zootopia on her list.

Show us your poker face.

Few things should be considered sacred when it comes to "Hear Me Out". For instance, this TikToker found someone who followed the rules by suggesting the Jack in a set of playing cards could get it.

Understood the assignment.

Here we have office workers in their natural habitat daydreaming about their Hear Me Outs, some of which truly fit the bill on what the phrase truly means.

There you have it! If someone ever asks you for your "Hear Me Out" crushes, don't be afraid to get a little weird with it.

On a completely unrelated note, remember Scar from The Lion King?

What is artificial general intelligence (AGI)?

You’ve read the think pieces. AI—in particular, the generative AI (gen AI) breakthroughs achieved in the past year or so—is poised to revolutionize not just the way we create content but the very makeup of our economies and societies as a whole. But although gen AI tools such as ChatGPT may seem like a great leap forward, in reality they are just a step in the direction of an even greater breakthrough: artificial general intelligence, or AGI.

Get to know and directly engage with senior McKinsey experts on AGI

Aamer Baig is a senior partner in McKinsey’s Chicago office; Federico Berruti is a partner in the Toronto office; Ben Ellencweig is a senior partner in the Stamford, Connecticut, office; Damian Lewandowski is a consultant in the Miami office; Roger Roberts is a partner in the Bay Area office, where Lareina Yee is a senior partner;  Alex Singla  is a senior partner in the Chicago office and the global leader of QuantumBlack, AI by McKinsey;  Kate Smaje  and Alex Sukharevsky  are senior partners in the London office;   Jonathan Tilley is a partner in the Southern California office; and Rodney Zemmel is a senior partner in the New York office.

AGI is AI with capabilities that rival those of a human . While purely theoretical at this stage, someday AGI may replicate human-like cognitive abilities including reasoning, problem solving, perception, learning, and language comprehension. When AI’s abilities are indistinguishable from those of a human, it will have passed what is known as the Turing test , first proposed by 20th-century computer scientist Alan Turing.

But let’s not get ahead of ourselves. AI has made significant strides in recent years, but no AI tool to date has passed the Turing test. We’re still far from reaching a point where AI tools can understand, communicate, and act with the same nuance and sensitivity of a human—and, critically, understand the meaning behind it. Most researchers and academics believe we are decades away from realizing AGI; a few even predict we won’t see AGI this century (or ever). Rodney Brooks, a roboticist at the Massachusetts Institute of Technology and cofounder of iRobot, believes AGI won’t arrive until the year 2300 .

If you’re thinking that AI already seems pretty smart, that’s understandable. We’ve seen gen AI  do remarkable things in recent years, from writing code to composing sonnets in seconds. But there’s a critical difference between AI and AGI. Although the latest gen AI technologies, including ChatGPT, DALL-E, and others, have been hogging headlines, they are essentially prediction machines—albeit very good ones. In other words, they can predict, with a high degree of accuracy, the answer to a specific prompt because they’ve been trained on huge amounts of data. This is impressive, but it’s not at a human level of performance in terms of creativity, logical reasoning, sensory perception, and other capabilities . By contrast, AGI tools could feature cognitive and emotional abilities (like empathy) indistinguishable from those of a human. Depending on your definition of AGI, they might even be capable of consciously grasping the meaning behind what they’re doing.

The timing of AGI’s emergence is uncertain. But when it does arrive—and it likely will at some point—it’s going to be a very big deal for every aspect of our lives, businesses, and societies. Executives can begin working now to better understand the path to machines achieving human-level intelligence and making the transition to a more automated world.

Learn more about QuantumBlack, AI by McKinsey .

What is needed for AI to become AGI?

Here are eight capabilities AI needs to master before achieving AGI. Click each card to learn more.

How will people access AGI tools?

Today, most people engage with AI in the same ways they’ve accessed digital power for years: via 2D screens such as laptops, smartphones, and TVs. The future will probably look a lot different. Some of the brightest minds (and biggest budgets) in tech are devoting themselves to figuring out how we’ll access AI (and possibly AGI) in the future. One example you’re likely familiar with is augmented reality and virtual reality headsets , through which users experience an immersive virtual world . Another example would be humans accessing the AI world through implanted neurons in the brain. This might sound like something out of a sci-fi novel, but it’s not. In January 2024, Neuralink implanted a chip in a human brain, with the goal of allowing the human to control a phone or computer purely by thought.

A final mode of interaction with AI seems ripped from sci-fi as well: robots. These can take the form of mechanized limbs connected to humans or machine bases or even programmed humanoid robots.

What is a robot and what types of robots are there?

The simplest definition of a robot is a machine that can perform tasks on its own or with minimal assistance from humans. The most sophisticated robots can also interact with their surroundings.

Programmable robots have been operational since the 1950s. McKinsey estimates that 3.5 million robots are currently in use, with 550,000 more deployed every year. But while programmable robots are more commonplace than ever in the workforce, they have a long way to go before they outnumber their human counterparts. The Republic of Korea, home to the world’s highest density of robots, still employs 100 times as many humans as robots.

Introducing McKinsey Explainers : Direct answers to complex questions

But as hardware and software limitations become increasingly surmountable, companies that manufacture robots are beginning to program units with new AI tools and techniques. These dramatically improve robots’ ability to perform tasks typically handled by humans, including walking, sensing, communicating, and manipulating objects. In May 2023, Sanctuary AI, for example, launched Phoenix, a bipedal humanoid robot that stands 5’ 7” tall, lifts objects weighing as much as 55 pounds, and travels three miles per hour—not to mention it also folds clothes, stocks shelves, and works a register.

As we edge closer to AGI, we can expect increasingly sophisticated AI tools and techniques to be programmed into robots of all kinds. Here are a few categories of robots that are currently operational:

• Stand-alone autonomous industrial robots : Equipped with sensors and computer systems to navigate their surroundings and interact with other machines, these robots are critical components of the modern automated manufacturing industry.
• Collaborative robots : Also known as cobots, these robots are specifically engineered to operate in collaboration with humans in a shared environment. Their primary purpose is to alleviate repetitive or hazardous tasks. These types of robots are already being used in environments such as restaurant kitchens and more.
• Mobile robots : Utilizing wheels as their primary means of movement, mobile robots are commonly used for materials handling in warehouses and factories. The military also uses these machines for various purposes, such as reconnaissance and bomb disposal.
• Human–hybrid robots : These robots have both human and robotic features. This could include a robot with an appearance, movement capabilities, or cognition that resemble those of a human, or a human with a robotic limb or even a brain implant.
• Humanoids or androids : These robots are designed to emulate the appearance, movement, communicative abilities, and emotions of humans while continuously enhancing their cognitive capabilities via deep learning models. In other words, humanoid robots will think like a human, move like a human, and look like a human.

What advances could speed up the development of AGI?

Advances in algorithms, computing, and data  have brought about the recent acceleration of AI. We can get a sense of what the future may hold by looking at these three capabilities:

Algorithmic advances and new robotics approaches . We may need entirely new approaches to algorithms and robots to achieve AGI. One way researchers are thinking about this is by exploring the concept of embodied cognition. The idea is that robots will need to learn very quickly from their environments through a multitude of senses, just like humans do when they’re very young. Similarly, to develop cognition in the same way humans do, robots will need to experience the physical world like we do (because we’ve designed our spaces based on how our bodies and minds work).

The latest AI-based robot systems are using gen AI technologies including large language models (LLMs) and large behavior models (LBMs). LLMs give robots advanced natural-language-processing capabilities like what we’ve seen with generative AI models and other LLM-enabled tools. LBMs allow robots to emulate human actions and movements. These models are created by training AI on large data sets of observed human actions and movements. Ultimately, these models could allow robots to perform a wide range of activities with limited task-specific training.

A real advance would be to develop new AI systems that start out with a certain level of built-in knowledge, just like a baby fawn knows how to stand and feed without being taught. It’s possible that the recent success of deep-learning-based AI systems may have drawn research attention away from the more fundamental cognitive work required to make progress toward AGI.

• Computing advancements. Graphics processing units (GPUs) have made the major AI advances of the past few years possible . Here’s why. For one, GPUs are designed to handle multiple tasks related to visual data simultaneously, including rendering images, videos, and graphics-related computations. Their efficiency at handling massive amounts of visual data makes them useful in training complex neural networks. They also have a high memory bandwidth, meaning faster data transfer. Before AGI can be achieved, similar significant advancements will need to be made in computing infrastructure. Quantum computing  is touted as one way of achieving this. However, today’s quantum computers, while powerful, aren’t yet ready for everyday applications. But once they are, they could play a role in the achievement of AGI.

Growth in data volume and new sources of data . Some experts believe 5G  mobile infrastructure could bring about a significant increase in data. That’s because the technology could power a surge in connected devices, or the Internet of Things . But, for a variety of reasons, we think most of the benefits of 5G have already appeared . For AGI to be achieved, there will need to be another catalyst for a huge increase in data volume.

New robotics approaches could yield new sources of training data. Placing human-like robots among us could allow companies to mine large sets of data that mimic our own senses to help the robots train themselves. Advanced self-driving cars are one example: data is being collected from cars that are already on the roads, so these vehicles are acting as a training set for future self-driving cars.

What can executives do about AGI?

AGI is still decades away, at the very least. But AI is here to stay—and it is advancing extremely quickly. Smart leaders can think about how to respond to the real progress that’s happening, as well as how to prepare for the automated future. Here are a few things to consider:

• Stay informed about developments in AI and AGI . Connect with start-ups and develop a framework for tracking progress in AGI that is relevant to your business. Also, start to think about the right governance, conditions, and boundaries for success within your business and communities.
• Invest in AI now . “The cost of doing nothing,” says McKinsey senior partner Nicolai Müller , “is just too high  because everybody has this at the top of their agenda. I think it’s the one topic that every management board  has looked into, that every CEO  has explored across all regions and industries.” The organizations that get it right now will be poised to win in the coming era.
• Continue to place humans at the center . Invest in human–machine interfaces, or “human in the loop” technologies that augment human intelligence. People at all levels of an organization need training and support to thrive in an increasingly automated world. AI is just the latest tool to help individuals and companies alike boost their efficiency.
• Consider the ethical and security implications . This should include addressing cybersecurity , data privacy, and algorithm bias.
• Build a strong foundation of data, talent, and capabilities . AI runs on data; having a strong foundation of high-quality data is critical to its success.
• Organize your workers for new economies of scale and skill . Yesterday’s rigid organizational structures and operating models aren’t suited to the reality of rapidly advancing AI. One way to address this is by instituting flow-to-the-work models, where people can move seamlessly between initiatives and groups.
• Place small bets to preserve strategic options in areas of your business that are exposed to AI developments . For example, consider investing in technology firms that are pursuing ambitious AI research and development projects in your industry. Not all these bets will necessarily pay off, but they could help hedge some of the existential risk your business may face in the future.

Learn more about QuantumBlack, AI by McKinsey . And check out AI-related job opportunities if you’re interested in working at McKinsey.

Articles referenced:

• “ Generative AI in operations: Capturing the value ,” January 3, 2024, Marie El Hoyek and  Nicolai Müller
• “ The economic potential of generative AI: The next productivity frontier ,” June 14, 2023, Michael Chui , Eric Hazan , Roger Roberts , Alex Singla , Kate Smaje , Alex Sukharevsky , Lareina Yee , and Rodney Zemmel
• “ What every CEO should know about generative AI ,” May 12, 2023, Michael Chui , Roger Roberts , Tanya Rodchenko, Alex Singla , Alex Sukharevsky , Lareina Yee , and Delphine Zurkiya
• “ An executive primer on artificial general intelligence ,” April 29, 2020, Federico Berruti , Pieter Nel, and Rob Whiteman
• “ Notes from the AI frontier: Applications and value of deep learning ,” April 17, 2018, Michael Chui , James Manyika , Mehdi Miremadi, Nicolaus Henke, Rita Chung, Pieter Nel, and Sankalp Malhotra
• “ Augmented and virtual reality: The promise and peril of immersive technologies ,” October 3, 2017, Stefan Hall and Ryo Takahashi

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