New forms of learning and training developed by organizations

STUDY

Survey of heads of corporate universities - April 2016

Survey conducted by: For:Partners

2 I Survey of heads of corporate universities

EDITORIALThe changes our society is facing contain a training-related challenge that is crucial for their success. Tomorrow’s employees will be today’s employees, but in the interim they will need to have taken much better control of their career—their employability is at stake.

Beyond their legal obligations, organizations are vital to this process and are seeking new formats that enable them to fulfill this duty. We aspire to design new corporate university models because they are an important a driver of skill and job development.

These efforts will be realized on April 7 in Paris during the event U-Spring: Reimagining the Corporate University. With this in mind, BPI group surveyed heads of corporate universities on their models and development outlooks.

METHODOLOGY:

The survey was sent online to 130 executives, training managers, and HR managers.

The data was processed by the MRCC institute in order to guarantee the anonymity of the responses.

130 organizations responded

72%25%

3%Organizations that are potentially affected and not planning to create a corporate university

Organizationsthat have

a corporateuniversity

Organizations in the process

of creating acorporate university

Sabine LochmannPresident of the Management Board, BPI group

Christophe RicharmeManaging Director, BPI group

Survey of heads of corporate universities I 3

72% of organizations surveyed do not want to establish a corporate university for 3 main reasons:

When the newest university was created

2015 When the oldest university was created

1982

SUMMARYKEY FIGURESStructure p. 4A centralized structure, with international aims, affiliated with the HR department. There are multiple internal sponsors, mainly HR and the senior management, or ma-nagers more broadly.

Missions p. 5Multiple missions for univer-sities that wish to develop management and contribute to the corporate culture and changes in the organization, as much as to design training programs. 92% feel they are a player in terms of belonging to the organization.

Factors in short-term adaptation p. 6-8The main factors in adaptation related to digital technology:The 1st factor cited was digi-tal technology in and of itself. Other factors affected by digital technology are new pedago-

gical tools, the emergence of new management methods, new jobs, and new rela-tionships at work. 84% state that digital technology has a major impact on universities.

A fast-changing model p. 9-11The drivers of this change de-monstrate the expanded role of the corporate university, which is affected by advances in its own tools due to digital technology and changes in the organizations that the uni-versity supports.

of the universities are affiliated with organizations that

have more than 500 employees

80%

of these organizations have international reach, and their university is designed to train employees who come from countries other than France. However, only 43% have or will have offices abroad

70%

have a centralized structure80%

Our size

Cost

46%31% 19%

Our strategic priorities

Additional reasons cited: Complexity of implementation: 16% Specificities of our training engineering: 6% Our culture: 6%

4 I Survey of heads of corporate universities

For the most part, the universities are affiliated with the HR department and even the senior management; these are the main sponsors of this activity. The universities are a combined internal/external undertaking.

Functional affiliation The main functional affiliation is connected to human resources: 65% to the HR department,

13% to the human resources development department or talent management department, 3% to the training department.

16% report to the senior management 1 case of independent EIG

Internal sponsors: On average, 3 sponsors are appointed

30%

Functionalteams

Leaders Operationsmanagers

Managers Seniormanagement

HR

32% 32%49%

76% 81%

Management model

100% of the workis done internally

Up to 50% of the workis done internally

Less than 50% of thework is done internally

All work isdone externally

16%

51%

27%

5%

STRUCTURE

Survey of heads of corporate universities I 5

Multiple missions for univer¬sities that wish to develop management and contribute to the corporate culture and changes in the organization, as much as to design training programs. 92% feel they are a player in terms of belonging to the organization.

84%

84%

78%

78%

68%

65%

49%

49%

43%

41%

27%

24%

Support development of management

Contribute to development of corporate culture

Design training programs

Contribute to changes in the organization

Offer innovative approaches

Develop knowledge building

Develop a learning community

Develop a learning organization

Lead an ecosystem of chosen partners

Support HR departments

Engage in forecasting

Have an impact in geographic areas andamong clients in order to...

Elements of training and knowledge, and nearly full consensus on its role in belonging to the organization.

In terms of belonging tothe organization

In termsof training

In terms of knowledge91%

9%

92%

8%

100%

Yes No

OBJECTIVES

6 I Survey of heads of corporate universities

There are multiple factors in adaptation; first among them is the emergence of digital technology. On a scale of 0 to 10

8,0Emergence of digital technology

7,8Emergence of new pedagogical approaches

7,2Emergence of new management methods

7,0Adaptation and emergence of new jobs

6,9Emergence of new relationships at work

6,5Intergenerational exchanges

6,3Revamping of economic models

6,2Internationalization of organizations

5,1Legislative changes

FACTORS IN SHORT-TERM ADAPTATION

Survey of heads of corporate universities I 7

84% think that digital technology has a major impact on universities. Methods and tools are affected by e-learning, gaming, and MOOCs and their variations (COOCs, POOCs, SPOCs, etc.)

In your opinion, what is the level of impact of digital technology on corporate universities?

MajorImpact

MinorImpact

16%

84%

What methods and tools inspired by digital technology do you consider the most relevant?

FOCUS ON DIGITAL TECHNOLOGY

E-learningGaming /

Gamification / Serious Game

Mooc

Blended Learning

Virtual classroom

COOC (Corporate

Online Open

Course)

Communities of practice

Online forum /

discussion forum

Micro learning

Mobility (smartphone,

tablet, ...)

WebinarPedagogical

learning

Disse-mination of short

knowledge pills

Hackathon

Online Q&A

Online quiz

Rapid learning

Social learning

Tutorial

Interactive whiteboard

SPOC (Small Private Online

Course)

Immersion (e.g., oculus)

8 I Survey of heads of corporate universities

Nearly all the respondents measure the quality of their services. One or two methods are used, with the traditional satisfaction survey topping the list. Half of respondents have implemented performance indicators.

84%

Opinion/satisfactionsurvey

51%

Measurement ofperformance indicators

43%

Other systematicevaluations of initiatives

3%

Nomeasurement

When it comes to internal clients’ expected advances, the first is focused on the employee. Efficiency, innovation, the operational aspect of learning, and the use of digital tools are the other most prominent expectations. On a scale of 0 to 10

Use training to make employees actor in their development 7,7

Greater efficiency

7,6Innovative solutions combining

pedagogical approaches

7,6Better connection between learning

and on-the-job application

More digital tools

Greater proximity

More clarity in the service offering

Cost reduction

More mentoring

Better employee involvement in the design of services

7,5

7,1

6,8

6,8

6,6

6,3

5,3

Survey of heads of corporate universities I 9

Key elements in the change in the corporate university model: pedagogical advances due to digital technology, the need to retain talent, change in the economic model.

Retentionof talent

Pedagogical advancesdue to digital technogy

Important drivers of changethat are currently anticipated less:the levers of tomorrow

Important drivers of change thatare currently anticipated: the key elements of today

Drivers of change seen as lessimportant and currently lessanticipated: neglected levers?

To w

hat

exte

nt w

ill t

he fo

llow

ing

fact

ors

chan

ge t

he m

odel

sof

cor

por

ate

univ

ersi

ties

in t

he m

ediu

m t

erm

?

Change ineconomie modelAppeal of employer

offeringObsolescenceof knowledge

Organization certiication(On the Job Education)Extended

enterprises

Public-privatepartnership

Moyenne

3,0

4,0

5,0

6,0

7,0

8,0

9,0

10,0

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

For your university, what drivers of change do you currently anticipate?

MODELS IN (R)EVOLUTION

YES

22%

3%

14%

84%

62%

Yes, absolutely

Yes, somewhat

No, not really

No, not at all

Do you think the corporate university model will change radically in the next 5 years?

Major change in progress regarding adult learning preparation for jobs that do not exist need for leadership skills that are still underdeveloped (manage complexity, agile leadership, etc.) L&D as an element of Employees Value Proposition,* for differentiation of the employer changes in required knowledge and skills, specifically in France, significant lag in pedagogies.

10 I Survey of heads of corporate universities

Why will the corporate university model change in the next 5 years?Digital technology for its impact on tools and the organizations that the universities support, price, proof, customization, speed, and operationality.

Adaptation to new business challenges and new tools.

Taking into account cost control and control of the development of digital tools.

Definitely the digital transformation will conduct to a major transformation.

Emergence of new ways of learning. Universal use of Digital. Needs for co-development and coaching close by.

They will become a true support for sales; sponsor = senior management and not HR.

Arrival of new jobs (digital, data)

Skills issues regulatory issues technological issues efficiency issue.

Dual impact of digital technology and globalization.

Digitalization and internationalization of training offerings under severe budget constraints.

Do not be merely a service provider but an actor in the organization’s success.

Customization of programs based on managers’ needs.

The impact of digital technology makes it necessary to rethink the training model. It promotes the individualization of learning programs and multiple methods, and therefore a greater pedagogical impact and more compact content that also makes it possible to follow the “just requisite to just-in-time” regarding training tools. In addition, in a world that continues to become more complex and shifting, trainings must constantly be adjusted to reflect the reality on the ground and respond to both business challenges and operational needs.

Need to train more quickly, people are less available.

Importance of cultural regionalization, use of technology to connect groups of individuals in learning relationships.

The mission of corporate universities is expanding: beyond training, the university is an incubator making it possible to pay attention to internal and external advances and offer innovative methods/solutions in order to remain effective and agile in an environment of constant change.

The digital economy entails radical changes in the organization and will spur reinvestment in human capital and employees. There will be a need for support to implement these level 2 changes systemically.

Shift toward role of group leader and facilitator in sharing knowledge and experience, rather than an organizer of transfer of knowledge.

Because - of the public (employees) intergenerationnel approach, - of the definition between knowledge acquisition and training - of the network environment - ...

They must be closer to talent development. Adapt to the proliferation of Learning sources and organizations. Focus more on Learning offerings than on pure training.

With cost reduction and the development of digital technology, remote trainings should be booming. Also, the reform of training has had a negative impact on the financial management of the corporate university.

What they told us...

Survey of heads of corporate universities I 11

Change in management method.

Change in our clients’ expectations.

Internationalization, globalization. A new generation with different expectations.

Learning organizations, liberated organizations.

Change in corporate strategy – Change in core activities – Need to strengthen the sense of belonging.

Regulation (FP, bank and insurance, etc.) digital revolution and impact on ways of working and managing.

Digitalization of organizations, change in manager’s role, social role of the organization as a dynamic human community.

Better reporting, which enables better promotion of the impact.

The use of mobile technology for corporate training and the ability to share knowledge instantly.

In your opinion, what other factors would be likely to stimulate change?

Distance learning.

Burden for the administrator – Availability of participants and instructors – Requirements/obstacles in obtaining approval from public authorities.

Shortage of training offerings in France (archaic pedagogy) providers’ inability to effectively launch a program on several continents, while being relevant in each culture and cost effective.

Relationship with OPCA [Joint Commission for Collective Training], constant changes in the organization’s strategy and needs, budgets.

Volumes to process, spurt of needs in the project vs. time needed to develop and implement.

Change in business model related to shift from a training service to the creation of a group university in the form of a profit center + internationalization of our deployments.

Budget – Competition with local or entity initiatives Location in relation to training teams of large entities – Lead times and launch times compared to expectations – Supply-side communication – Agility in order to respond to demands between collective expectations and local needs.

Complexity of regulation of French training. Administrative burden – Difficulty for organizations to release employees for training given the pressured environment.

Disponibilité des intervenants internes. Internationalisation.

Multi language country culture legal requirements between countries IT materials.

Management of a consultant pool.

Complexity of administrative processes and logistical management of trainings – Decision makers’ understanding of digital technology.

Internationalization of the offering.

Internal training = more interruptions than with an outside provider.

Challenges in production and logistics, regulation, and administration for a service company in an international environment

l 01 55 35 70 00 l contact@bpi-group.com l 37 rue du Rocher - 75008 Pariswww.bpi-group.com BPIgroupFR bpi.group

Contact :

Spirit of conquest

Sustainable performance

Perseverence

Alignment with core business

Performance

Expertise

Participation

Leadership

Satisfaction

Operationality

Develop the head and the heart

Certification

Work-study

IntegrationAmbitions

Creativity

Professionalization

Engagement

Courage

Learning

Group

ServiceProgress

Strategy

Cooperation

Collaboration

Excellence

Connect

Trust

HumaneListening skills

Goodwill

Respect

Guest passionAgility

Culture

Boldness

CollaborativeDiversity Innovation

CommunicationSharingFairness

Cross-functionality

Simple

Humility

Transformation

EnthusiasmConfidence

Expected value

High standards

Responsibility

Transmission

Horizontal

Values embraced by corporate universities or corporate university plans