The 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.

1. New forms of learning and training
developed by organizations
STUDY
Survey of heads of corporate universities -
April 2016
Survey conducted by: For:
Partners

2. 2 I Survey of heads of corporate universities
EDITORIAL
The 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
Organizations
that have
a corporate
university
Organizations
in the process
of creating a
corporate university
Sabine Lochmann
President of the
Management Board,
BPI group
Christophe Richarme
Managing Director,
BPI group

3. 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 FIGURES
Structure p. 4
A 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. 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.
Factors in short-term
adaptation p. 6-8
The 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. 9-11
The 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. 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%
Functional
teams
Leaders Operations
managers
Managers Senior
management
HR
32% 32%
49%
76% 81%
Management model
100% of the work
is done internally
Up to 50% of the work
is done internally
Less than 50% of the
work is done internally
All work is
done externally
16%
51%
27%
5%
STRUCTURE

5. 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 and
among 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 to
the organization
In terms
of training
In terms of
knowledge91%
9%
92%
8%
100%
Yes No
OBJECTIVES

6. 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

7. 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?
Major
Impact
Minor
Impact
16%
84%
What methods and tools inspired by digital
technology do you consider the most relevant?
FOCUS ON DIGITAL TECHNOLOGY
E-learning
Gaming /
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, ...)
Webinar
Pedagogical
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. 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/satisfaction
survey
51%
Measurement of
performance indicators
43%
Other systematic
evaluations of initiatives
3%
No
measurement
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
7,6
Innovative solutions combining
pedagogical approaches
7,6
Better 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

9. 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.
Retention
of talent
Pedagogical advances
due to digital technogy
Important drivers of change
that are currently anticipated less:
the levers of tomorrow
Important drivers of change that
are currently anticipated: the key
elements of today
Drivers of change seen as less
important and currently less
anticipated: neglected levers?
Towhatextentwillthefollowingfactorschangethemodels
ofcorporateuniversitiesinthemediumterm?
Change in
economie modelAppeal of employer
offering
Obsolescence
of knowledge
Organization certiication
(On the Job Education)Extended
enterprises
Public-private
partnership
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?

10. 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...

11. 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

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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
Integration
Ambitions
Creativity
Professionalization
Engagement
Courage
Learning
Group
Service
Progress
Strategy
Cooperation
Collaboration
Excellence
Connect
Trust
Humane
Listening skills
Goodwill
Respect
Guest passionAgility
Culture
Boldness
CollaborativeDiversity Innovation
Communication
Sharing
Fairness
Cross-functionality
Simple
Humility
Transformation
Enthusiasm
Confidence
Expected value
High standards
Responsibility
Transmission
Horizontal
Values embraced by
corporate universities
or corporate university
plans