8/12/2019 HR Metrics Pt

1/8

8/12/2019 HR Metrics Pt

2/8

number of monthsunder the current

increase policy

x

increase percentagethe person would

otherwise be entitledto

Revenue +actor Revenue

-otal umber of +-,

4enchmar to indicate effectiveness of company and to showemployees as capital rather than as an expense. uman apitalcan be viewed as an investment.

-ime to fill -otal days elapsed tofill re

8/12/2019 HR Metrics Pt

3/8

positions as of today

-otal number ofpositions as of today

x "

employee turnover. -his formula can be used to calculate thevacancy rate for one position1 a class code1 a division or theentire organi'ation

>orers6ompensationost per,mployee

-otal > cost for ?ear

Average number ofemployees

Analy'e and compare (i.e. year " to year @1 etc.) on a regularbasis. ?ou can also analy'e worers compensation further todetermine trends in types of in=uries1 in=uries by department1

=obs1 etc. R practices such as safety training1 %isability

$anage$ent1and incentives can reduce costs. /se metric asbenchmar to show causal relationship between R practices andreduced worers compensation accidents0costs.

>orers6ompensation3ncident rate

(umber of in=uriesand0or illnesses per

" +-, -otal hourswored by all

employees during thecalendar year)

x

@1

-he Bincident rateC is the number of injuries and/or illnessesper" full8time worers. @1 is the base for " full8timeeorers6ompensation%everity rate

(-he number of daysaway from wor per" +-, -otal hours

wored by allemployees during the

calendar year)

F

@1

-he Bseverity rateC is the number of days away from wor per" +-,. -o calculate the severity rate1 replace the number ofin=uries and0or illnesses per " +-, from the incident rate

calculation with the number of days away from wor per " +-,.$ore information is available regarding the types of in=uries1incident rates1 and comparison to other %3 codes are availableat the following websiteGhttp+//''')bls)gov/iif/osh%ef)ht$,inci%ence

ompare your metrics against other organi'ation6s metric1 survey data1 etc. to

evaluate your performance. $etrics can show the benefit of your R practices and

it6s contribution to your organi'ation6s profit.

4enchmar data and designate time frame (plan year1 fiscal year1 etc.). ompare

data going forward using same time frame (year "1 year @1 year H1 etc.) to show

improvement0decline.

http://www.shrm.org/hrresources/whitepapers_published/CMS_000043.asp#P-4_0http://www.shrm.org/hrresources/whitepapers_published/CMS_000043.asp#P-4_0http://www.shrm.org/hrresources/whitepapers_published/CMS_000043.asp#P-4_0http://www.bls.gov/iif/oshdef.htm#incidencehttp://www.shrm.org/hrresources/whitepapers_published/CMS_000043.asp#P-4_0http://www.shrm.org/hrresources/whitepapers_published/CMS_000043.asp#P-4_0http://www.bls.gov/iif/oshdef.htm#incidence

8/12/2019 HR Metrics Pt

4/8

Abstract

Turnover and attrition of online faculty and adjunct faculty is a reality. While there are no reportednational statistics or data on annual turnover/attrition for online faculty/adjunct, the overall costs ofrecruiting, training, and replacing faculty/adjunct can be staggering. Moreover, the short and long termeffects of online faculty/adjunct who are not properly trained through recruitment and retention plans

can result in faculty/adjunct attrition, student attrition, low graduation rates, legal action, andnegatively affect the reputation of an institution. Therefore, online programs administrators must becognizant of costs associated with faculty/adjunct turnover/attrition and understand the inherentimportance of recruitment, retention and incentive plans related to program sustainability.

Introduction

!nline education is one of the fastest growing enterprises in the "nited #tates. #tatistics reveal that in$%%& there were '.( million students enrolled in online courses. This represents a )% percent increasefrom $%%( *#loan, $%%+. !nline enrollment is not slowing down nor has it reached a plateau. Withthe proliferation of new online degrees and certificate programs, online enrollment is on the rise.-ccording to the Online Nation: Five Years of Growth in Online Learning& percent of academic

leaders believe that student demand for online education is still growing *#loan, $%%+.

While an increasing number of forprofit and nonprofit institutions vie for their share of this growingmultibillion dollarayear industry, it is critical that institutional leaders strategically developrecruitment, retention and incentive plans for online faculty and adjuncts. Moreover, administratorsmust proactively prepare for national and global economic shifts by building a dedicated team ofonline faculty and adjuncts who can fully adapt to changing mar0et conditions and flu1uations ininstitutional enrollment. 2irect, opportunity, and indirectcosts can negatively affect the financial

bottom line and sustainability of online programs 3 and can devastate fledging programs.

4iterature on financial costs relating to attrition often focuses on employees within corporations*5or0, $%%67 2ooney, $%%(7 8odgers, $%%$ and not higher education. Moreover, the financial costsassociated with employee attrition are often described in general terms and do not provide specific lineitem costs that are critical to annual budgets. While there is more e1tensive literature on reasons as towhy faculty/adjunct leave higher education *9agow0si, $%%&7 -mey, )&, the line item costs relatedto turnover/attrition are not readily available.

The costs related to turnover/attrition of online faculty/adjunct should be based on predeterminedmetrics related to costs established by an institution. These metrics provide the necessary integers tocalculate the overall cost of turnover/attrition based on three categories typically associated withemployee turnover/attrition: ) direct costs, $ opportunity costs, and ' indirect costs *8odgers, $%%(72ooney, $%%$. ;owever, some of the costs may not apply across all online programs.

The line items listed under direct, opportunity, and indirect costs are e1tensive. ;owever, each lineitem represents a cost for an online program. Therefore, online program administrators need to fully

understand the overall costs of online faculty/adjunct turnover/attrition.

Direct Costs

2irect costs refer to fi1ed and variable costs related to hiring, salary/benefits, training, and support.These costs are essential for the recruitment and retention of employees. 5onversely, direct costs alsoinclude separation costs related to attrition/turnover. 2irect costs include, but are not limited to:

8/12/2019 HR Metrics Pt

5/8

ees for identifying potential candidates with specialized s0ill setsii. ?ercentage of the employee@s annual salary as a fee

iii. >aculty incentives for finding Aualified faculty/adjuncts to teach in areas of

areas specialization

8/12/2019 HR Metrics Pt

6/8

5. Technology support and trainingi. 5omputer

ii. #oftwareiii.

8/12/2019 HR Metrics Pt

7/8

8/12/2019 HR Metrics Pt

8/8

>.