Number of business entity employees per FTE in learning administration

This measure calculates the number of business entity employees per full-time equivalent (FTE) employee in learning administration, which handles scheduling courses, coordinating course attendance, printing and/or distributing course/learning materials, booking rooms/venues, and organizing any other course-related logistics. This measure is a Staff Productivity measure that helps companies assess the efficiency of their staff related to the process "develop and train employees."

Benchmark Data

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Measure Category:
Staff Productivity
Measure Id:
100488
Total Sample Size:
693 All Companies
Performers:
25th
Median
75th
Key Performance
Indicator:
No

Compute this Measure

Units for this measure are employees.

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Number of business entity employees / Number of FTEs who perform learning administrative activities (exclude the activities for processing and distributing payments)

Key Terms

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FTE - (full-time equivalent employee)

To calculate the number of full-time equivalents employed during the year for each respective process or activity, you must prorate the number of employees and the hours spent performing each process/activity. Assume that a full-time worker represents 40 hours per week. Provide the average number of full-time equivalents employed during the year for each respective process. Include full-time employees, part-time employees, and temporary workers hired during peak demand periods. Allocate only the portion of the employee's time that relates to or supports the activities identified for an applicable process. Prorate management and secretarial time by estimating the level of effort in support of each activity, by process.

For example, a part-time secretary in the finance department for XYZ, Inc. charges all of his time to finance department activities. He works 20 hours per week. The secretary splits his time evenly supporting employees working in the general accounting process and the financial reporting process. Thus, his time should be allocated by process. So, if he works throughout the year and supports these two processes, his time would be split evenly as:

20hrs/40hrs = .5FTE * 50% for general accounting = .25FTE for general accounting

20hrs/40hrs = .5FTE * 50% for financial reporting = .25FTE for financial reporting

Staff Productivity

Staff Productivity is a measure of the efficiency of individuals performing specific processes. Measures in staff productivity generally relate the transaction volume or outcome of the process with the effort in terms of full time equivalent employees to perform the process.

Full-time Employee, Part-time Employee, and Temporary Employee

Full-time Employee

For the purpose of this survey, a regular full-time employee is hired for an indefinite period of time and is normally scheduled to work forty hours per week. Appointment is continuous, subject to satisfactory performance and availability of funding.

Part-time Employee

For the purpose of this survey, a regular part-time employee is hired for an indefinite period of time and is scheduled to work less than forty hours per week.

Temporary Employee

A temporary employee is employed for a finite period of time, to fulfill a time-limited role, or to fill the role of a permanent employee who is absent from work. The length of time an employee can work for the organization and be considered a temporary employee may be governed by employment legislation.

Business Entity

For survey purposes, a business entity is defined as an entity that:

  1. performs significant aspects of the processes for the surveys identified, or
  2. is part of a cost or revenue center within the company.

Within your organization, diverse departments may be geographically co-located, with closely integrated operations that form part of one "business entity" which may be a great distance apart. When trying to determine if related parts of your operation should be considered a single business entity, look for the following characteristics:

  • Do they operate closely together?
  • Do they serve many of the same customers?
  • Do they support the same region or product group?
  • Do they share any performance measures?
  • Is data meaningful at a consolidated level?

Examples of business entity definition:

  1. A general ledger accounting unit located in Germany has two groups. One performs general ledger accounting for the corporate headquarters, which has three business units. The other group does general ledger accounting for one of the three business units. In spite of their geographic co-location, their roles are substantially different and consolidating their data into a single response would make it less meaningful. Each group should be treated as a separate business entity.
  2. Three business units within a corporation use a shared services center for accounts payable and expense reimbursement, but are self-supporting for the other financial processes. The best approach is to make the shared services centre a separate business entity for accounts payable and expense reimbursement, and to retain the three original business units for the other financial processes.
  3. A global manufacturing company has five plant locations, each manufacturing product and each with its own logistics operations. For purposes of completing a manufacturing and logistics survey, they should be treated as five separate business entities.

Measure Scope

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Cross Industry (7.2.1)

  • 7.3.4.1 - Align employee with organization development needs (10490) - Aligning the needs of the employees to development needs.
  • 7.3.4.2 - Define employee competencies (16940) - Defining the skills, knowledge, abilities, and attributes needed to carry out a specific job.
  • 7.3.4.3 - Align learning programs with competencies (10491) - Aligning the learning programs with the core capabilities and competencies of the organization. Contextualize the training programs so that employees can expand their knowledge base and add new skills in line with the core competencies of the organization.
  • 7.3.4.4 - Establish training needs by analysis of required and available skills (10492) - Determining the training necessitated by business processes, using an examination of skill sets that are needed by the organization and those already possessed. Examine the various skills required by individual employees. Design training in light of the availability of resources to provide specific segments of training.
  • 7.3.4.5 - Develop, conduct, and manage employee and/or management training programs (10493) - Creating, implementing, and managing the programs for training employees. Create and design sessions on the basis of the needs and the availability of the skills. Conduct the sessions on the ground. Manage all aspects related to the training programs. Consider including literacy training, interpersonal skills training, technical training, problem-solving training, diversity or sensitivity training, etc.
  • 7.3.4.6 - Manage examinations and certifications (20125) - Managing identified training programs for employees. Engage with industries to provide certifications, administer certification test, and maintain active certification.
    • 7.3.4.6.1 - Liaise with external certification authorities (20126) - Coordinating with third party certification authorities to provide training and certifications for necessary skills.
    • 7.3.4.6.2 - Administer certification tests (20127) - Providing tests to the workforce that will satisfy completion of certifications.
    • 7.3.4.6.3 - Appraise experience qualifications (20128) - Ascertaining the experience level needed to qualify for a specific job or certification within the organization. Some certificates require practical experience as well as training programs.
    • 7.3.4.6.4 - Administer certificate issue and maintenance (20129) - Administering certificates to all candidates that have successfully met experience qualifications, and passed all tests necessary to obtain the certificate.