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Service Desk Skills Audit

Version 1.0
09/20/2021 02:53:56 am

1.0 Audit configuration

1.1 Participants

A total of 16 participants were sent invites to complete the audit, across a wide set of disciplines, as per the list below: –

andyw@consultationinstitute.org
brucew@consultationinstitute.org
carolinel@consultationinstitute.org

frying2@pumpkins2.com

james@junk.com
keith@consultationinstitute.org
henderson_ep@yahoo.co.uk
nd@consultationinstitute.org
paulp@consultationinstitute.org
rhion@rhion.com
sheenaa@consultationinstitute.org
susan@mutualgain.org

1.2 Skills questions

The audit consisted of 0 questions arranged in -0.5 themes. These were as follows:-

1.3 The collection period

The distribution of responses received during the collection period is shown in the graph below.
This participants has not completed the survey yetThis participants has not completed the survey yetThis participants has not completed the survey yetThis participants has not completed the survey yet4 participants failed to complete the survey in time

Submissions in the last year

2.0 Synthesis of results across all participants

This section looks at the individual skills and skill themes across all of the participants to determine the overall training priorities for the business unit.

The pie chart below shows the proportion of the entire sample which had issues compared to those which did not (for all skills which were deemed as being relevant).NAN% of responses were in a ‘problem’ zone, where there were high levels of skill relevance yet low levels of proficiency.

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2.1 Training priorities by individual skills

The skill of “” was rated as having the most relevance across the cohort and the skill of “” was rated as having the least relevance across the cohort.

Skills with an average relevance of 4 or lower (suggesting that they are either highly specialised, outsourced, not needed or not applied. ) are: –


The next graph shows the average relevance score for all skills across the group of participants.

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The next graph shows each skill and how they were scored in relation to average proficiency. The skills have been ordered in terms of descending score.

The skill of “” was rated as having the most proficiency across the cohort and the skill of “” was rated as having the least proficiency across the cohort.

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The next graph shows the difference between average relevance and average proficiency. The skills are then arranged in descending order of score. Consequently, those skills which appear near the top of the graph (where relevance is greater than proficiency) are most significant in terms of an overarching training need whereas the skills near the bottom (where proficiency is greater than relevance) are least significant in terms of an overarching training need.

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2.2 Summary table : average score breakdown across entire sample per question

Question

Relevance avg

Proficiency avg

Difference

Gap Affected Skill Avg rel

This table above shows the average difference by skill where the average gap score is greater than 1 and the average relevance is 4 or more. The “affected” column indicates how many participants fall into the problem zone.

2.3 Distribution by skills theme

This section contains a number of bubble graphs which show the frequency and distribution results plotted across all participants (anonymised). These can be used as a visual aid to understand if there are underutilised skills as well as monitor trends over time. The size of each circle on the graph is proportional to the frequency at which the particular relevance and proficiency co-ordinate was given across the participants.

Comfort zone where relevance is 5 and above and Proficiency 5 and above
Total number of answers analysed (participants x questions) :0

Scatter

Proportions

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Of the plots that are relevant..
Problem: NAN%
Comfort: NAN%