Number of FTEs that perform learning administration activities per $1 billion revenue

This measure calculates the number of full-time equivalent employees (FTEs) per $1 billion revenue that schedule courses, coordinate course attendance, print and/or distribute course/learning materials, book rooms/venues, and organize any other course-related logistics. It is part of a set of Process Efficiency measures that help companies optimize their "develop and train employees" process by minimizing waste and refining resource consumption.

Benchmark Data

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Measure Category:
Process Efficiency
Measure Id:
101040
Total Sample Size:
764 All Companies
Performers:
25th
Median
75th
Key Performance
Indicator:
No

Compute this Measure

Units for this measure are FTEs.

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Number of FTEs who perform learning administrative activities (exclude the activities for processing and distributing payments) / (Total business entity revenue * 0.000000001)

Key Terms

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Total Annual Revenue/Net Revenue

Total annual revenue is net proceeds generated from the sale of products or services. This should reflect the selling price less any allowances such as quantity, discounts, rebates and returns. If your business entity is a support unit and therefore does not directly generate revenue, then provide the revenue amount for the units you support. For government/non-profit organizations, please use your non-pass-through budget. For insurance companies the total annual revenue is the total amount of direct written premiums, excluding net investment income. Note: Business entity revenue needs to only include inter-company business segment revenue when the transactions between those business segments are intended to reflect an arm's length transfer price and would therefore meet the regulatory requirements for external revenue reporting.

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

Process efficiency

Process efficiency represents how well a process converts its inputs into outputs. A process that converts 100% of the inputs into outputs without waste is more efficient than one that converts a similar amount of inputs into fewer outputs.

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.