Shop: Milk Tea Provide a snapshot of the business workforce using quantitative and qualitative data. Remember to describe the total workforce, including non-teaching staff and volunteers. ( make your own employees and infomation not more than 10 and not less than 6 employees). Quantitative sources Current workforce (number of employees and headcount) by role/department of functions, classification levels and employment mode. Number of funded positions Number of funded vacancies Workforce characteristics (gender, age, length of time in school and in education sector, classification levels; proportion of workforce in beginning, mid and established career stages; breakdown by staff type e.g. Teaching, specialist support, allied health, other non-teaching, volunteers). Workforce employment arrangements (full time, part time, job sharing, phased retirements). Mobility trends (number of staff exits in last 12 months and reasons for the exits e.g. promotion, resignation, parental absence; numbers of new entries, including return from parental absence, leave without pay and new staff); previous years trends if available. turnover (breakdown by all staff, mission critical and hard to fill job groups) Projected long term leave – more than 28 days (long service, parental absence, personal leave, and leave without pay). Personal leave, work cover and attrition rates and patterns. Qualitative Level of staff interest in promotions and upgrading skills (from interviews, conversations). Professional development needs analysis, including professional development undertaken by staff in recent years as an indicator of new capability. Staff working life intentions (e.g. via a survey). Once you have gathered the relevant data and examined it, describe what you have found in your workforce plan and use the data to illustrate your findings. Ensure you discuss roles rather than individual people. For example: Upon examination of our workforce profile we found that 30% of our employees in a certain department were over 55 years old. This led us to believe that the business may have a workforce issue with this department in the coming 5 years. However, when asked about their retirement intentions, only one quarter of this group indicated they would retire in the next 5 years. The remainder varied in their planned retirement, however half indicated that they hoped to continue working for 10 years. The final quarter indicated that they would be hoping to consider phasing into retirement by reducing their time fraction over an extended period of time (Insert table with age profile by faculty area to illustrate your points).

Shop: Milk Tea Provide a snapshot of the business workforce using quantitative and qualitative data. Remember to describe the total workforce, including non-teaching staff and volunteers. ( make your own employees and infomation not more than 10 and not less than 6 employees). Quantitative sources Current workforce (number of employees and headcount) by role/department of functions, classification levels and employment mode. Number of funded positions Number of funded vacancies Workforce characteristics (gender, age, length of time in school and in education sector, classification levels; proportion of workforce in beginning, mid and established career stages; breakdown by staff type e.g. Teaching, specialist support, allied health, other non-teaching, volunteers). Workforce employment arrangements (full time, part time, job sharing, phased retirements). Mobility trends (number of staff exits in last 12 months and reasons for the exits e.g. promotion, resignation, parental absence; numbers of new entries, including return from parental absence, leave without pay and new staff); previous years trends if available. turnover (breakdown by all staff, mission critical and hard to fill job groups) Projected long term leave – more than 28 days (long service, parental absence, personal leave, and leave without pay). Personal leave, work cover and attrition rates and patterns. Qualitative Level of staff interest in promotions and upgrading skills (from interviews, conversations). Professional development needs analysis, including professional development undertaken by staff in recent years as an indicator of new capability. Staff working life intentions (e.g. via a survey). Once you have gathered the relevant data and examined it, describe what you have found in your workforce plan and use the data to illustrate your findings. Ensure you discuss roles rather than individual people. For example: Upon examination of our workforce profile we found that 30% of our employees in a certain department were over 55 years old. This led us to believe that the business may have a workforce issue with this department in the coming 5 years. However, when asked about their retirement intentions, only one quarter of this group indicated they would retire in the next 5 years. The remainder varied in their planned retirement, however half indicated that they hoped to continue working for 10 years. The final quarter indicated that they would be hoping to consider phasing into retirement by reducing their time fraction over an extended period of time (Insert table with age profile by faculty area to illustrate your points).

Management, Loose-Leaf Version

13th Edition

ISBN:9781305969308

Author:Richard L. Daft

Publisher:Richard L. Daft

Chapter7: Planning And Goal Setting

Section: Chapter Questions

Problem 2ED

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Question

Shop: Milk Tea

Provide a snapshot of the business workforce using quantitative and qualitative data. Remember to describe the total workforce, including non-teaching staff and volunteers. ( make your own employees and infomation not more than 10 and not less than 6 employees).

Quantitative sources

Current workforce (number of employees and headcount) by role/department of functions, classification levels and employment mode.
Number of funded positions
Number of funded vacancies
Workforce characteristics (gender, age, length of time in school and in education sector, classification levels; proportion of workforce in beginning, mid and established career stages; breakdown by staff type e.g. Teaching, specialist support, allied health, other non-teaching, volunteers).
Workforce employment arrangements (full time, part time, job sharing, phased retirements).
Mobility trends (number of staff exits in last 12 months and reasons for the exits e.g. promotion, resignation, parental absence; numbers of new entries, including return from parental absence, leave without pay and new staff); previous years trends if available.
turnover (breakdown by all staff, mission critical and hard to fill job groups)
Projected long term leave – more than 28 days (long service, parental absence, personal leave, and leave without pay).
Personal leave, work cover and attrition rates and patterns.

Qualitative

Level of staff interest in promotions and upgrading skills (from interviews, conversations).
Professional development needs analysis, including professional development undertaken by staff in recent years as an indicator of new capability.
Staff working life intentions (e.g. via a survey).

Once you have gathered the relevant data and examined it, describe what you have found in your workforce plan and use the data to illustrate your findings. Ensure you discuss roles rather than individual people.

For example: Upon examination of our workforce profile we found that 30% of our employees in a certain department were over 55 years old. This led us to believe that the business may have a workforce issue with this department in the coming 5 years. However, when asked about their retirement intentions, only one quarter of this group indicated they would retire in the next 5 years. The remainder varied in their planned retirement, however half indicated that they hoped to continue working for 10 years. The final quarter indicated that they would be hoping to consider phasing into retirement by reducing their time fraction over an extended period of time (Insert table with age profile by faculty area to illustrate your points).

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