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The Retail Business Has The Largest Gap In Basic Level Talents.

2014/9/24 10:16:00 22

RetailGrass-RootsPractical Talents

Recently, the China Chain Store Association, WAL-MART China and the "tomorrow's star training program" project group jointly issued the "2014 China's retail chain foundation job demand and secondary vocational school graduates employment status report".

The survey is conducted in 3 dimensions, namely, chain retail industry, enterprise and secondary vocational school. The sample of secondary vocational graduates is mainly graduated from over two years, and the retail chains of their employment are mainly specialized stores, supermarkets and hypermarkets, department stores and convenience stores.

In the surveyed enterprises, most enterprises indicated that there was a large gap in demand for practical talents at the grass-roots level, and they were generally willing to provide grass-roots operational positions for secondary vocational school students majoring in chain operations and management, such as purchasing agents / salesmen, cashiers, freight salesmen, purchasing agents, loss prevention staff, customer service commissioners, etc.

Compared with academic qualifications, enterprises value the actual working ability of graduates.

From the number of Posts offered by the sample enterprises in the next three years, the number of secondary vocational school students is 11909, accounting for 74%, followed by junior college students, the number is 2529, accounting for 16%, and the proportion of undergraduates and postgraduates is 10%, the total number is 1618.

In addition, most chain retailers hope that secondary vocational graduates can get some necessary qualification for posts. For example, 98 chain enterprises tend to admit those who have obtained the qualification certificate of cashiers, accounting for 20.76%, followed by customer service management, salesmen, marketing teachers, tally clerks, salesmen, purchasers and salesmen.

Versatile and versatile basic posts are most popular.

Retail chain enterprises believe that vocational skills that most secondary vocational students should have is commodity inventory, with a mean value of 4.5 and a relatively small standard deviation, which indicates that commodity inventory is a very important basic vocational skill for all industries in different regions.

Followed by customer service, merchandise display, merchandise promotion, cash management, inventory management, loss prevention management, information system operation, report analysis, purchase management and market research.

and

Graduate

The most desirable form of retail business is monopoly.

Speciality Store

Accounting for 17.88%, followed by standard supermarkets, accounting for 15.23%, and other retail formats accounted for 9.93%, 7.28% of department stores and 5.96% of convenience stores.

Secondary vocational graduates have different emphasis on the need to enhance their knowledge and skills after their inauguration. Among them, the supplement of marketing planning knowledge is the most eager for graduates to raise, and more than 58.94% of students want to improve their related professional abilities.

In addition, more than 50% of students chose market research and forecast, customer service, commodity display, business circle analysis and store location, and store layout design.

Besides, category management is also a professional knowledge that graduates are more concerned about and need to be strengthened.

  

China Chain Store Association

President Guo Geping said: "according to the survey data of the National Information Statistics Center (2011), the demand for all kinds of professionals in China's retail industry is about 10 million in the next few years, while the market supply is only about 4 million, with a large gap in professional talent.

In contrast, the current situation of imperfect retail professionals training has not yet established a unified discipline system for all trade majors such as chain operations and management in secondary vocational schools, and there has not been a unified standard for students' comprehensive quality assessment.

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