necessary to divide skills development into two distinct tiers Lucas Kohlmann, global head of strategy, leadership,
has been given heightened importance. The
intention of the basic-fit learning was to create
a base level of knowledge defined as being
‘essential’, but now the intention is to take this
to ‘intermediate’ level. Meanwhile, expert-fit
learning will move from being ‘advanced’ to
‘industry-leading’ in the coming year.
“The aim as well is to introduce train-thetrainer,
for those already at industry-leading
level to cascade their knowledge down to
others,” says Kohlmann.
An interesting aspect of the programme is
that learning has been introduced specifically
not to identify which people might be high
potentials, or have a skill (based on their
International case study Operational efficiency
talent management and diversity and inclusion
assessment) that they are not making the
most of.
“Managers don’t see the assessment scores
that those reporting to them get,” Kohlmann
explains. “The aim is for individuals to use
their information themselves as a spur to their
own self-development.
“We want to create a culture of continuous
learning and development that comes from
within, rather than tell staff what to learn or
how to develop. We want people to see the
value in upskilling for themselves.”
This year assessments will be repeated so
people can see if the earlier skills gaps they
identified have been closed. HR
Importing back home...
It’s not uncommon for large
organisations to begin using their digital
transformation journey as a catalyst for
improving their HR function, and their
employees’ learning and development.
Firms already doing it include GEC
and Unilever – the latter of which has
created an ‘open e-LMS’ (electronic
learning management system), where
staff can sign up for courses ranging
from customer service, to an
‘introduction to governance’, to
modules about stress, unconscious
bias and time
management.
The preferred
model appears to be
inculcating a selfdiscovery
culture where staff seek out
their own personal development (rather
than having learning dictated to them).
Those who are further down the line
with this learning model then shift
to using this learning data better –
such as IBM under its ‘talent
transformed’ banner.
In focus:
Germany and
upskilling
Data from Germany’s
Federation Institute for
Vocational Training
and Education
(Bundesinstitut für
Berufsbildung , BIBB)
fi nds there is only
‘mediocre’ provision of
training from most
employers. What is
given tends to target
skilled workers and
managerial staff only,
while provision for low/
unskilled workers is
comparatively rare.
Although there is no
nationwide skills
shortage problem (352
out of 801 occupations
currently face a skills
shortage), employers
are fi nding it increasingly
hard to fi ll STEM
occupations, with 60%
of businesses believing
a shortage of skilled
workers will pose a threat
to their continued
development.
Not helping matters is
Germany’s impending
demographic timebomb.
Government
predictions suggest
Germany’s working-age
population – those
aged between 20 and
64 – will fall by 3.9
million to 45.9 million by
2030. By 2060 there will
be 10.2 million fewer
people of working age.
hrmagazine.co.uk February 2020 HR 49
/hrmagazine.co.uk