How is AI changing the logic of corporate learning?

The requirements for further training in companies are increasing rapidly because new technologies – especially artificial intelligence – are changing task profiles faster than many organizations can react to them. At the HR round table “Corporate Learning” there was broad agreement on one point: the gap between technological development and collective learning is widening. Fast and systematic learning in companies is necessary. However, there is rather cautious reluctance in this regard in the DACH region: the further training market is stagnating, while other regions, for example in Great Britain or the USA, are growing significantly more quickly.

The learning experts unanimously agree that the initial situation is complex: new technologies, changing business models and growing cost pressure are forcing companies to transform at the same time while remaining cost-conscious. The business impact of further training must increasingly be examined internally. In addition, the AI ​​euphoria is changing the market, affecting almost all industries and roles – from the management level to the shop floor. Studies show that although over 90 percent of companies consider AI to be business-critical, only a quarter invest substantially in appropriate training. This contradiction, according to the group, is unsustainable in the long term.

“We not only have to learn faster, but we also have to implement what we have learned immediately. Transfer and effectiveness are the crucial bottleneck.”

Christoph Herold, Chief Development Officer, CBTL

L&D function: From training provider to strategic learning partner

With these developments, the understanding of roles within learning departments is also fundamentally changing. While the task of personnel development long consisted of organizing training courses and purchasing seminars, today a much more strategic approach is expected.

Corporate learning should

• be more closely linked to business strategies,
• Identify skills needs early
• systematically align the learning offerings to both.

This is less about individual programs and more about building a learning ecosystem that curates content, further develops formats and connects learning directly to company goals. The L&D function, it was emphasized, must speak the language of business – and be able to solve the problems of business.

The group agreed that L&D (Learning & Development) needs a “seat at the table” – that is, it must be integrated into the business strategy at an early stage. Further training must show what contribution it makes to the company’s success. However, this often works better in departments with clear objectives than in classic HR structures.

“Companies now know very well that skills development is a strategic factor.”

Christian Wachter, Member of the Board and CEO, Scheer IMC

What does the new learning landscape in companies look like?

A central topic at the round table was the question of how organizations can record skill landscapes and derive learning needs from them. This question is urgent because many companies are currently working on skill taxonomies and competence architectures in order to link qualification more closely with strategic personnel planning. It was also discussed whether a complete change from role-based to skill-based organizational models is realistic or whether a combination of roles, tasks, skills and learning opportunities is the more sensible approach.

“Skill models must fit a company’s business model.”

Tatevik Mkrtchyan, Competence & Leadership Leader, IKEA Holding Deutschland

In theory, skill-based models are intended to enable more precise control of further training. In practice, however, the construction of such systems is complex. There have been reports of projects that start with a lot of resources – and then get stuck halfway through. The core problem: The basis of every skill-based training model is a well-maintained database. But that is exactly what is often lacking, as data maintenance is not a popular task, neither among sales employees nor among specialists who are supposed to incorporate their skills somewhere.

“If skill profiles are not maintained, the entire system does not work.”

Wolfgang Schaffer, Managing Director, MIT e-Solutions

The role of leaders in learning in organizations

In addition to structural questions, the discussion focused on a central factor: the learning culture. What is important is less the number of training courses or the learning time per person, but rather the organization’s attitude towards learning. Analyzes clearly showed that it is not the individual learning format that makes a difference, but the culture behind it.

And it starts with the manager. Managers play a key role in deciding whether learning is actually a priority in everyday work or whether it is perceived as an additional burden. Shop floor employees who don’t do their normal job for an hour and instead study need the support of their direct manager. However, managers not only decide on the learning opportunities of their employees, they are also required to be learners themselves, especially with regard to building AI skills.

At the same time, it was discussed how learning itself needs to be rethought. The term “learning” has an unattractive connotation for some employees – courses, tests, certificates. However, if the same concept is communicated as personal development and embedded in the work flow, willingness increases. The experience was that organizations that had managed to design learning like a streaming offer reported significantly higher levels of engagement.

“Today, learning has to be more individualized because the requirements are increasing: more knowledge, in a shorter time, with direct practical relevance.”

Dr. Britta Leusing, Head of Product & AI Learning Experience, Pinktum

How does AI impact corporate learning?

AI was a central topic at the round table – after all, technology is the omnipresent driver of many developments, including in the context of corporate learning. First of all, AI can take over routine tasks from L&D teams: for example, maintaining skill structures, creating curricula or reporting. This creates scope for strategic tasks, said the discussants.

In addition, AI is also a successful learning tool: AI-supported tools, which provide learning impulses that are appropriate to the situation based on usage data and integrated diagnostics, show a significantly higher learning commitment compared to classic e-learning. Situation-specific prompting is particularly important: the more specifically users describe their problem, the greater the learning effect. The willingness to reflect – actively questioning one’s own actions – also proves to be a strong indicator of personal development.

There was agreement that the future is not about using AI to produce more learning content – but to bring learning to where work happens. The concept of “Performance Support”, i.e. AI-supported help exactly when needed, was described as a real game changer.

“If we continue at this rate of further training, we will fall behind in international competition.”

Monika Wiederhold, Member of the Board, COO Further Education, Amadeus Fire AG

The fusion of learning and working

With these developments, the location and format of learning are also changing. Classic training formats retained their importance, but the real goal was to combine learning and working, was the unanimous opinion at the round table. The question is no longer “How do we learn and how do we work?”, but “How do we work while learning?”

At the same time, the desired skills profile of employees is shifting. In addition to technical skills, human skills are becoming increasingly important. Critical thinking, willingness to reflect, stress resilience and self-leadership were described as meta skills that should not be missing from any learning program. Process thinking, i.e. the ability to structure tasks and workflows in such a way that AI can be meaningfully integrated, was also highlighted as the basis for scalable AI use.

Conclusion: This is what corporate learning looks like in 2030

By 2030, according to the assessments in the final round, learning will be more personalized, more frequent and more deeply integrated into the workflow. The role of L&D is changing from course organization to the strategic architecture of learning – and to the question of what contribution L&D makes to organizational development. It will be crucial to no longer see further training as an additional task, but as an integral part of entrepreneurial development.

Sven Frost is responsible for HR tech, which includes the areas of digitalization, HR software, time and access, SAP and outsourcing. He also writes about recruiting and employer branding. He continues to be responsible for the editorial planning of various special human resources publications.