2015 Asia Pacific Worplace Learning Trends Report

The Cegos Asia Pacific Workplace
Learning Trends 2015
Commissioned and authored by:
Jeremy Blain
Regional Managing Director, Cegos Asia Pacific
Q1, 2015
A comprehensive analysis of the major learning and learner trends evident across the
Asia Pacific region incorporating data from established and emerging markets and
comparing data with previous pan-Asian surveys undertaken in 2012 and 2014.

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Contents
© Cegos Asia Pacific, 2015
Executive Summary – Pan Asia 3
Executive Summary – A Regional Perspective 4
1. The 2015 Survey - The Sample. 5
2. What We Wanted to Know. 6
3. The Number of Asian Learners Being Trained. 7
4. Why Do Employees Train? What’s Their Number One Motivation? 8
5. Who’s In Charge? Who Initiates Training? 9
6. Who Pays for Training and When Does it Take Place? 10
7. The Most Popular Forms of Training Content. 10
8. The Most Popular Training Platforms. 11
9. The Role of Technology – Accessing Online Learning. 12
10. Where Learners Go to Discuss Training Needs and the Role of HR/L&D. 13
11. The Levels of Satisfaction Towards HR/L&D Departments. 14
12. Conclusions. 15
13. References. 16
14. About Cegos. 16
15. About Jeremy Blain. 18

2 © Cegos Asia Pacific, 2015
Over the last few years, Cegos, one of the world’s leading training organisations, has been the pre-eminent
source of learning data across the Asia Pacific region via our 2012, 2014 and now 2015 surveys.
Interviewing thousands of learners and learning professionals, we have tracked the growing disconnect
between HR and L&D professionals and the learners themselves; the empowerment of learners and their desire
to take control of their learning paths; the growth in management skills that mirrors the economic and business
upheavals in many Asian countries; and the transforming influence of technologies in learning provision. At
times, we have revealed positive news and at other times causes of significant concern.
With the 2015 Cegos Asia Pacific Workplace Learning Survey, however, we can say with confidence that the
state of training in Asia is on a positive trajectory and that we are seeing some of the most notable shifts in our
four years of collecting Asian learning data.
We are also seeing learning trends being driven by two of the biggest trends in global business today – the
rise in multi-generational workforces and the unremitting pace of technology developments. Here are our key
findings from the 2015 Cegos survey:
The Most Positive Survey on L&D Provision Across Asia for Years! Human Capital is the Key
Battleground!
After some sobering statistics from our 2014 survey, we can confidently say that learning provision is on the up
in Asia and that human capital and its value to organisations has become the key battleground as organisations
look to hone their competitive edges.
From the numbers of employees being trained (up nearly 1.5% in 2014) through to the growing alignment
between learning providers and recipients and the increased spending commitment on personal and professional
development for the first time since before the global financial crisis, the 2015 survey remains the most positive
survey on L&D provision across Asia for years and a return to the strong results we saw in 2012.
Learners Want to Improve Their Skills!
What is clear from our findings is the significant move towards capabilities development with the desire to
acquire new skills coming first in both the 2014 and 2015 surveys when it comes to the key motivation for
training - climbing from 12% in our 2014 survey to 15% in our 2015 survey.
Asian organisations have woken up to the fact that while economic growth is likely to create considerable
opportunities over the next few years, they can only truly harness this growth if they focus on their talent and
accompanying skills. And learners clearly know this – there is a greater thirst for new skills and capabilities than
we have ever seen previously in Asia.
One of the key reasons for this is the growth in Generation Y within the workforce. The ‘I know what I want’
generation is highly technologically literate, is positive and confident, and expect their companies to support
them through their necessary Learning & Development. If not, they will look elsewhere.
HR and L&D are collaborating with the Learner community at levels not seen since the Global
Financial Crisis
In previous surveys, this growing desire for new skills and thirst for knowledge would have been the signal for
a growing disenchantment with the providers of learning and the type of training provided. Not so in our 2015
survey!
One of the most encouraging results from the 2015 survey is the role of learning professionals who are finally
proving that they are getting in sync with learner requirements.
Executive Summary – Pan-Asia

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From the decline of ‘insufficient training’ as a key motivator for training (from 9% in the 2014 survey to 7% in
the 2015 one) through to the increased training during office hours (up 8% since the 2012 survey, more people
being encouraged to train, and the high levels of satisfaction towards HR and L&D compared to previous
surveys, it’s clear that learning supply is starting to meet demand. The result is that learners are feeling less
compelled to look elsewhere and in their own time because they are not getting what they need.
This re-engagement of HR/L&D with learners across Asia on a huge scale represents a seismic shift in Asian
learning as we have previously known it. For the past few years, there has been a growing disconnect between
the providers of learning and the recipients. No longer! This can only be good news for Asia’s future.
The Formalising of Informal Learning
This growing role of HR and L&D departments is also seeing a formalising of informal learning that was
previously taken up by the learner alone, as they weren’t getting what they needed from within the organisation
(one possible way this is being manifested is in e-learning taking over from the classroom as the main provider
of learning). The learning challenge remains, however – how do we integrate and formalise informal learning
without too much control and without sacrificing its unique learner-driven characteristics? Cegos will be tracking
this closely over the next few years.
The human mix has changed forever. Technology enabled learning hitting its stride. eLearning: the
time is right.
Online learning has now surpassed classroom learning as the most popular form of learning within Asia –
something that we would never have considered only a few years ago given that in the 2012 survey, there was
a 21% different between the two forms of learning.
However, this is not quite as it seems. The human touch in terms of training and development is alive and well.
What is a notable difference is that the mix has changed. Classroom, blended learning, one to one and group
coaching and mentoring, on the job interventions, all being seen more tactically and situationally. HR and L&D
are leading the way to fulfil three key dynamics within the current Asia Pacific workplace:
i) Driving for the best return on experience and investment behind the learning goal and desired outcome
ii) Implementing the best learning delivery method to suit both the desired outcome and, crucially, the
learner mix; driving higher engagement in the learning throughout the organisation – whatever the
generation.
iii) The strong learner driven uptake of technology enabled learning, through laptop, desktop, tablets etc.
is finally being harnessed by the learning professional community.
This shift in the learning mix indicates that face to face interventions are as important as they ever have been
across the Asia Pacific region, and will continue to be so. What is clear to see is that blended and eLearning
are starting to come into their own and will be a permanent feature in the Asia Pacific learning landscape as we
head towards the 2020 workplace.
In summary it is a culmination of the three main driving forces in Asian learning and global business today – the
multi-generational workforces and the desire to receive learning in different ways, the technology developments
that are enabling this to be achieved; and the stronger collaboration between the Learner and Learning
Professionals within the organisation.

4 © Cegos Asia Pacific, 2015
The Growth in Soft Skills
Just as the key motivation for training in Asia is now tending to focus on personal and capabilities development,
soft skills have emerged as the pre-eminent form of training – another example of how learning professions are
listing to their learners and acting upon it.
Our 2015 survey shows business skills (from 12% to 15%), personal development (from 11% to 15%) and
management and language skills have all increased. This is a reflection of the need for Asian organisations to
fully embrace multi-cultural, multi-generational workforces. Again another positive development!
Technology Being Used Like Never Before
The 2015 survey also points to technology being used like never before. More people are accessing learning
electronically than via the classroom, tablet-based learning continues its exponential growth, and even desktop
and laptops are growing platforms for training – an indication of more training taking place in the office and
at the desk - probably due to a greater involvement from HR and L&D departments. The only technology not
growing as a learning platform is smart phones despite their increased penetration – a cause for concern or just
an indication as to how successful laptops and tablets are?
Any Areas of Concern…
This 2015 Cegos survey has thrown up so many positives in terms of learning provision that for once it has
been hard to pick out any negatives. As always, however, there will be areas that we intend to track closely in
the future. These include:
• The Loosening of Company Allegiances. Despite the improved role of HR and L&D professionals
within organisations, another key finding from the survey was the reduced loyalty and commitment
towards the company on the part of the learner – a kind of restlessness synonymous with the new
generations entering the workplace.
For example, individuals don’t tend to be very interested in training to improve the company’s external
image or cultivate improved service for customers. They are more interested in training as a means
of honing their skills and further down the line making them more employable, securing promotion and
even getting new jobs (with a job hopping culture seen particularly in China).
It’s clear that the ‘Baby Boomer’ company loyalty has been displaced by a more ‘me-focused’ approach
of the new generations. Companies are going to have to work hard to retain their employees. The
improvement in the performance of HR and L&D departments is perhaps an example of this.
• The Decline in Traditional Company Related Training. The growth in soft skills has also come at the
expense of traditional company related training and technical skills with only compliance skills in the
more traditional forms of training having increased. While this is perhaps a reflection of our times,
generational needs and a service and management-focused culture, it’s important that technical skills
don’t become too obsolete. A January 2015 report by the Economist Intelligence Unit and produced
for the British Council, for example, focused on South Asia’s deficit of both technical and soft skills.
There is a need for Asia to dramatically ‘upskill’ its youth in both areas.
• What’s Going on in Malaysia? While this report focuses predominantly on the pan-Asian implications
(with a few country-specific messages) and one doesn’t want to pick on particular countries, it’s
important to note what’s happening in Malaysia. The country is seeing a year-on-year decline in the
percentage of employees trained, there is a general dissatisfaction with the quality of training and
traditional forms of company training still rule. Malaysia seems to be out of sync with developments in
other Asia Pacific countries and it’s important to continue tracking this.

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While this report focuses predominantly on the results as a whole across Asia, it’s also important to note some
regional developments as well. Here’s a brief country-by-country report.
• Australia:‘GoodimprovementfromaDisappointingLastReport’. Australiaisseeingarecalibration
of its learning following disappointing results from our 2014 survey. Training provision has accelerated
once more following the 2014 hiatus (up 18%); the employer is the main instigator of training; and there
is a focus on acquiring new skills with personal development at the top of the pile. Technology-led
learning is also leading the way with blended and elearning the most popular platforms. Once again,
Australia is providing a blueprint for Asia’s training future.
• China: ‘A Mixed Picture’. There are some positive things and others a little negative about China’s 2015
results. There are less people being trained reflecting a slow-down in economic growth as well as
the fact that when 100% of learners are trained (as our 2014 Cegos survey found) the only way is
down. The commitment to management and soft skills remains, however, and group mentoring is
also coming to the fore with person to person and classroom training still the preferred platform. For
Chinese employees, there’s also an increased understanding of the outside world and the opportunities
that lie beyond their own organisations. Employee retention will be key over the coming years.
• India:‘WellDone.RealSignsofProgress.’ Havingbeentheposterbodyofsomeofthenegativeresults
from our 2014 survey, it’s good to see that India is showing real progress in our 2015 survey. The
percentage of learners is up by 3% and there is an increased focus on soft skills away from technical
training. Doing my job better is also the number one motivator for training compared to insufficient
training in the 2014 survey. Furthermore, whereas Indian employees were the main instigators of training
in the 2014 survey, this has been replaced by the employer according to the 2015 survey, demonstrating
that HR and L&D departments are finally taking control.
• Indonesia:‘APlateauSeemstoHaveBeenReached.MoreWorkRequired.’ Whilenotindicatingthat
a crisis in training has been reached, the 2015 results from Indonesia are slightly underwhelming.
There has been a 2% decline in the numbers of employees trained and little movement on some of the
other indicators. As opposed to many other countries, company training is also prevalent as the most
popular type of learning.
• Malaysia:‘NotGoodEnough. OntheWatchList.’ TheresultsfromMalaysiaareconcerning.Sinceour
first Asia Pacific survey in 2012, there has been a year-on-year drop in the percentage of employees
trained and the primary motivation for employees to train is insufficient training in one’s current role.
The employee also remains the main instigator of training –more out of desperation than anything else
– and traditional forms of training, such as compliance and company training, lead the way. Malaysia
seems to be out of sync with developments in other Asia Pacific countries.
• Singapore:‘AStrongYearWithGoodTraining&TechnologyUptake’.Singaporehasseenastrong
year with a 4% increase in the percentage of employees trained and a re-engagement of learners and
learning professionals. ‘Encouragement’ is one of the key motivations to train illustrating the strong
nurturing culture and group coaching is becoming a popular form of training.
Executive Summary – A Country-By-Country Report

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The 2015 Cegos survey - ‘Workplace Learning Trends Across the Asia Pacific Region’ - consisted of 2,424
respondents from six countries - Australia, China, India, Indonesia, Malaysia and Singapore. Respondents
consisted of 460 Learning Professionals and 1,964 Learners (Employees and Managers). This was slightly less
than the 2014 survey sample of 2,796 managers/employees from the same six countries. Research took place
across December 2014 and January 2015 and was focused on the needs, wants and challenges as regards
Learning and Development across the Asia Pacific region for 2015.
Breaking down the sample further, 60% of the learners surveyed were 34 years of age or younger (Generation
Y). For the learning professionals, 61% of Learning Professionals were Generation X (born between 1964 and
1980), 20% were Baby Boomers (born between 1945 and 1963) and just 19% Generation Y (born between
1980 and 2000). It’s perhaps not that surprising that learning professionals tend to be older than the actual
learners with many having risen to senior positions via length of service. The key question, however, is whether
there is a generational disconnect and whether they are meeting learner needs.
With data now available from our 2012 and 2014 surveys as well, the result will be the most comprehensive
study into evolving learning trends across Asia Pacific ever undertaken.
Building on what we have learned from our 2012 and 2014 surveys, the 2015 survey provides a holistic (and
regional) view of the state of training in the Asia Pacific region. How many people are being trained and are they
satisfied with such training? Who is driving the learning agenda? What is the role of technology and the different
forms of learning delivery? And what are the evolving roles of HR/L&D, employees and managers?
The survey essentially asks the key question whether Asian organisations have got the training mix right - from
deciding who to focus training resources on, what skills to develop, how best to integrate technology, and what
tools to use.
A crucial difference to the Cegos approach is that we also get input from both sides of the learner community
– the learning professionals and the learning recipients. This approach draws out many underlying themes and
issues that narrower surveys might not necessarily provide.
In having a body of research that incorporates not only the opinions of learners and learning professions but
now covers the 2011-2014 time period, Cegos has the most in-depth and comprehensive body of research
into Asia’s learning habits and the relationship between learners and their organisations.
1. The 2015 Survey – The Sample
2. What We Wanted to Know

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3. The Number of Asian Learners Being Trained
Central to the 2015 survey was a need to understand Asian organisations’ commitment to training, the different
levels of training provision, and the different motivations behind training. First up, is the number of Asian learners
being trained – probably the single most important barometer for this survey.
Our 2015 survey found that the number of employees trained is starting to move towards the 2012 survey
figures, albeit slowly. Across all six countries, an average of 82.5% of employees are trained according to the
2015 survey compared to 81.2% in the 2014 survey and 89.7 in the 2012 survey (see figure 1). These figures
show a healthy commitment to training across Asia Pacific and it’s encouraging to see that the figures are
moving in an upward direction. Yet, more investment is still needed and we shouldn’t be fully satisfied until we
are closer to 100%.
Looking at countries who have increased the number of employees trained between our 2014 and 2015
results (see figure 2), clearly the largest percentage increase is Australia’s 18% followed by Singapore and
India with 4% and 3% respectively. Much of this is down to the precipitous decline in the numbers of Australian
employees being trained according to the 2012 and 2014 surveys (100% to 53%) and it’s good to see that
Australia is starting to rebalance the books and increase training provision. This has been helped by 2.7%
economic growth for 2014 (Source: IMF).
In the cases of India and Singapore, it’s also important to note that there is some way to go before they reach
2012 levels again due to the significant declines between the 2012 and 2014 surveys. It is also encouraging
to see that the number of employees being trained in India is on the up again with the 2015 survey markedly
more positive towards India than in the 2014 survey where many Indian employees had to set up their own
forms of learning.
Figure 1 – Year-On-Year Averages of Employees Trained.

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Figure 2: Percentage increases in employees trained – Australia, Singapore & India.
In the cases of countries where there is a decline in the number of employees trained (see figure 3), the largest
decline belongs to China with a 9% fall. Considering that the Cegos 2014 survey found all Chinese employees
were being trained within organisations, this is a worrying fall and perhaps due to the slowdown in economic
growth. Official figures published in January 2015, for example, showed that China’s GDP expanded by 7.4%
in 2014 – a drop from the 7.7% seen in 2013, and the weakest rate of growth since 1990 (Source: International
Monetary Fund).
Of equal concern is Malaysia that is seeing a decline in employees trained of around 7-8% between each of the
three surveys. What thoughts can we draw from these figures? Have some organisations become complacent
in the provision of adequate learning? The recent decline in expected economic growth in Malaysia in 2015
from between 5 to 6% to 4.5 to 5.5% (Source: IMF) - mainly due to low oil prices - may also mean that training
is unlikely to bounce back soon.
Figure 3: Percentage decreases in employees trained – China, Malaysia and Indonesia

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Figure 4: Why Do Employees Train? – The Key Motivations.
4. Why Do Employees Train? What’s Their Number One Motivation?
Another key question the survey posed was what motivates people to train with the answers seen in figure 4. At
a pan-Asian level, what is clear is the significant move towards capabilities development with new skills coming
first in both the 2014 and 2015 surveys and climbing from 12% to 15%. Second to this is the desire to do one’s
job better rising from 11% to 15%. Learners clearly want to improve and hone their skills.
It’s also encouraging to see that the number of people motivated to train due to insufficient training in their
current role has declined from 9% to 7% showing that HR/L&D are starting to rise to the challenge and deliver
what learners want. On the same theme, the motivation of being ‘dissatisfied with current training’ has declined
from 7% to 5% and more people cite ‘being encouraged to train’ as a motivation – again an example of HR/
L&Ds growing involvement.
One cause for slight concern for Asian organisation is the desire to get a new job being a more important
motivation than in the 2014 survey rising from 7% to 9%. This could be the result of increased confidence in the
economic outlook, the growing influence of Generation Y within the workforce, and a reminder that retention
strategies and job satisfaction are key.

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On a related theme, what is also striking is the lack of allegiance learners have to their companies and the
importance of making them ‘look good’ as a motivation via ‘better service’. This, along with ‘getting a new job’
as a motivation, show that company ties can be tenuous.
Looking at the results from a regional perspective (see figure 5) shows again a focus on skills development with
new skills and the motivation of ‘doing my job better’ coming top in India, Indonesia and China.
It is also interesting to see that being ‘encouraged’ is a key motivation in Singapore illustrating the learning
environment that is being fostered there. This is in contrast to the 2014 survey where in India and Singapore,
insufficient training was the number one motivator for training.
In India, dissatisfaction with one’s training was the second biggest motivator for training in India’s workforce
according to the 2014 survey at 13%. This time, doing my job better, refreshing skills, and acquiring new skills
are the key motivators. We are seeing important signs of progress in both India and Singapore.
Another figure worth noting is ‘more employable’ being a key motivation in China showing that there is a growing
focus on job hopping in the country with employee retention a key challenge for Chinese organisations. One
reason for this is China’s rapid growth leading to a changing talent landscape where multinationals, previously
regarded as highly desirable places to work, are no longer considered the country’s best employers.
This research also chimes in with other independent findings. A Hays November 2012 survey, for example,
asked more than 200 Chinese candidates how long they had remained in their previous role. More than a third
or 35% left their employer after two to four years and 10.4% indicated they only stayed in their job for only up
to a year.
Another concern is the issue of training in Malaysia – an underlying theme within this survey – where insufficient
training and the need to keep one’s job are the two main motivations. While India and Singapore have turned
things round, the same can’t be said for Malaysia.
Figure 5: Why Do People Train? – A Regional Perspective.

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5. Who’s in Charge? Who Initiates Training?
So who initiates training? As one can see in figure 6, we are seeing the declining influence of the more formal
bodies. The employer, while still the main instigator of training, has declined as the initiator of training from
49% to 42% to 40%. While less dramatic, the 2015 survey has also seen a decline in the influence of unions/
trade associations and career advisors. It’s perhaps not surprising to see that in today’s increasingly regulated
business environment, professional requirements have increased slightly.
What this does mean is more power in the hands of the learner and the learner community indicating
the greater impact and usage of social networks both online and offline (due to the growing influence
of technology that we mentioned at the outset of the report). It’s interesting, for example, to see the increase
in the influence of families and friends that has risen from 2% to 8% to 10%. It’s also encouraging to see that
self-initiated training is also on the rise again as well after strong results in 2012.
Looking at the results from a regional perspective shows a degree of consistency across countries (figure 7).
Figure 6: Who Initiates Training? – The Declining Influence of Formal Bodies.

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In all cases aside from Malaysia, the employer remains the main instigator of training (albeit less so than
previous surveys). What we can also conclude from other survey results, however, is that while the employer
continues to deliver a substantial amount of training, there is changing focus in the training they provide and a
greater provision of learning for personal and professional development.
As found in the main survey, the employee also remains engaged with a growth in the influence of family and
friends, particularly in Singapore and India. Technology is fostering this development as well.
It’s also worth pointing out that in India employees were the main instigators of training in the 2014 survey. In
2015, this has been replaced by the employer, demonstrating that HR and L&D departments are taking control.
Again Malaysia is the odd one out with the focus on the employee to instigate training indicating a growing gap
between learning professionals and the learner community who see no other option but to take the initiative.
All is not well in Malaysia at present and some of the on-going divisions between the learning professional and
the learner community that we tracked in previous surveys continue to be played out.
Figure 7: Who Initiates Training? – A Regional Perspective.

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6. Who Pays for Training and When Does it Take Place?
Overall in Asia Pacific, this year’s survey shows that 58% of all training is paid for completely by the employer
- a 5% rise on our 2014 results as well as a 3% rise on the 2012 survey (figure 8). This shows a commitment
from the organisation towards their learners and reflects an on-going theme in this report that supply is finally
meeting demand. It is the commitment of the employer and the focus on soft skills (as will be demonstrated in
section 7) that is a compelling combination. We are also perhaps seeing the formalisation of previously more
informal types of learning.
Furthermore, while our 2014 survey found a growth in employees funding their own training - demonstrating
both a thirst and growing commitment to training (as well as possibly desperation as their companies are not
providing it), this figure has remained the same in our 2015 survey indicating that that companies are taking
control of this.
It’s also worth noting the continued decline in government funding for training that has decreased from 18% to
16% to 15% in our 2012, 2014 and 2015 surveys. Part of this could be down to Asian governments looking to
control public sector expenditure.
Figure 9 shows when and where training takes place comparing the results across our three surveys in 2012,
2014 and now 2015. Linked to the growth in employer funding for training, more learning is now taking place
in office hours growing significantly from 61% (2012), 65% (2014) and 69% (2015). Training taking place after
office hours on working days has declined one percentage point between our 2014 and 2015 surveys (27%
to 26%).
Figure 8: Who Pays for Training?

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Again, this is an example of HR/L&D departments finally rising to learner demand and ensuring that learners
are less compelled to look elsewhere and learn in their own time to acquire the kind of skills and knowledge
they require. This can be seen in a significant decline in learning taking place during days off and on rest days.
Companies are taking control again!
Figure 9: When and Where Training Takes Place.

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7. The Most Popular Forms of Training Content
Having looked at training commitment and motivations as well as key influencers of training including those
who fund it, the rest of this report will dig down at look at the more specific forms of training. How has the clear
learner demand to acquire new skills, for example, manifested it? What types of training are being accessed?
Figure 10 shows the types of training being accessed and, as one can see, there is a significant shift towards
personal and professional development and the associated soft skills as compared to previous surveys.
Business skills have increased from 12% to 15% and personal development from 11% to 15%. Management
skills and language skills are also up with leadership responsible for the same amount of training. This represents
a significant change from the 2014 survey with management skills, personal development and business skills
all overtaking technical skills, the most popular training discipline previously.
The focus on soft skills is one of the key findings from our 2015 survey and shows that learner
demand is finally being matched with supply. One of the ongoing themes in previous surveys was that
HR/L&D departments are not providing what learners want leading to growing dissatisfaction. Finally, these
warning signs are starting to be addressed and learners are getting what they want.
The growth in soft skills, however, has come at the expense of company related training and technical skills, as
can be seen in figure 11. Here, company training has declined from 13% to 10% between the 2014 and 2015
surveys; technical skills have declined from 15% to 12%; and product training from 11% to 7%.
Figure 10: The Types of Training Being Accessed – The Focus on Soft Skills.

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The only technical product category that has increased is compliance training that has increased from 5% to
7%. Much of this compliance training is now seen within eLearning with more than 50% of compliance training
delivered online (Source: Docebo).
While Asia Pacific’s workforce continues to train across a broad range of disciplines, it’s clear that the momentum
is shifting towards soft skills. What can we read into this? One of the key drivers for soft skills is the ongoing
skills shortages and the need for organisations to fully embrace the opportunities of today’s multi-cultural, multi-
generational global workplace. This can’t be achieved based on technical skills alone.
Looking at the results from a regional perspective (see figure 12), soft skills are now prevalent in Australia,
China, India and Singapore with more traditional types of company-driven training in Malaysia and Indonesia.
Figure 11: The Types of Training Being Accessed – The Decline in Company Related Training.

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This is particularly the case in Malaysia where compliance and company training are the top two forms of training.
Again, Malaysia is out of sync with developments in other Asia Pacific countries. This focus on traditional forms
of learning might also explain Malaysia’s disappointing results in other parts of the survey.
The 2015 results also completely overturn some of the results of the 2014 survey where India and Australia
led the way in technical skills training and Malaysia led the way in developing management skills. Significant
change is underway.
This focus on management skills can also be seen as being in response to the growing shortage of management
skills in Asia. The 2014 Hays Salary Guide in Asia, for example, that surveyed 2,600 employers, found 95%
saying that the skills shortage has the potential to hamper the effective operation of their business. According
to the Hays Salary Guide, Asian employers report difficulty recruiting senior management candidates in sales,
marketing, engineering, human resources and accountancy & finance. One significant area of skills shortages
at present can be found in the banking sector in Hong Kong and Singapore.
Figure 12: The Types of Training Being Accessed – A Regional Perspective.

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8. The Most Popular Training Platforms
The survey also looked at the most popular forms of training platforms comparing the figures with previous
surveys.
Online learning has now surpassed classroom learning as the most popular form of learning in Asia
(see figure 13). Few would predict that this would have happened, given that in 2012 there was a 21% different
between the two forms of learning in favour of classroom learning. While classroom learning is a still a key
vehicle for learning in Asia and will continue to be so, this is a seismic shift. Another key figure is the continued
growth of blended learning.
The results are a continuation of the 2014 survey where, while classroom learning and face-to-face interaction
still remained the most popular types of training intervention across Asia Pacific as a whole, there was a
sizeable drop in the overall use of classrooms as the region increasingly adopts a more multi-modal, blended
and technology-led approach to learning. These findings are reinforced in the 2015 results that see a dramatic
increase in blended learning from 43% in the 2014 survey to 50% in the 2015 survey.
The survey also sees a shift from 1-2-1 coaching to group coaching clinics with 1-2-1 coaching down four
percentage points as compared to 2014 and group coaching clinics up 5%.
Figure 13: The Most Popular Forms of Training.

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Regionally (see figure 14) and one can see that the human touch and classroom learning remains alive and
well with China, Indonesia, Malaysia and Singapore all pointing to classroom learning as the most popular form
of learning. In the cases of Malaysia and Singapore, blended learning follows-up in second place. In Australia,
technology-led learning leads the way with blended learning and eLearning in the top two positions.
It is also interesting to see that in Indonesia and China (and to a lesser extent Singapore), the Group coaching/
mentoring model is becoming more prevalent. What are the main drivers for this? Increased returns on
investment could be one such factor.
1-2-1 coaching has declined significantly in Singapore where it was more popular than any other country
according to the 2014 survey. Classroom training was also least popular in Singapore according to the 2014
survey.
Figure 14: The Most Popular Forms of Training – A Regional Perspective

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9. The Role of Technology – Accessing Online Learning
So what of the role of technology and what vehicles are most prevalent? The survey looked at the methods of
access for online learning and had a number of key findings.
Firstly, there continues to be an increase in laptops/netbooks/desktop computers (42% to 44%) and tablets
(47% to 49%) (see figure 15) although a corresponding decline in smart phones and online messaging as
vehicles for learning. Tablets indeed are consolidating their position from 2014 and have seen a dramatic
increase (over 20%) from our 2012 survey.
Furthermore, this figure is only like to increase. According to a January 2015 report by research analysts,
eMarketer, more than one billion people worldwide will use a tablet in 2015 representing nearly 15% of the
global population and more than double the number of three years ago. China will be the world leader in terms
of tablet users in 2015, with more than 328 million residents accessing these devices at least once per month—
nearly one-third of the world’s total.
The drop in smart phones can be explained to a certain degree by the increase in tablet use and what are
known as ‘phablets’ - larger mobile phones. It is also clear that email-driven training is no longer used.
In terms of the continued use of laptops (up 2%), these results chime with previous findings in the survey in
terms of more company training and more training in the office – a confirmation of the growing hands-on role
of HR and L&D.
Regionally, one can see that tablets are in the top two preferences for all countries, confirming their strong
position in Asia Pacific learning. It’s also interesting to see the mini resurgence of laptops and desktops that
are top in Australia, Singapore and China. Again, as one can see in figure 16, smart phones fail to reach the top
two in any country – victims of the growth in tablets.
Figure 15: Methods of Access for Online Learning

21
Figure 16: Methods of Access for Online Learning – A Regional Perspective.

22
Where learners go for support and the role of HR/L&D departments are areas that have attracted considerable
controversy over our previous surveys but are crucial in exploring the strength of the relationship between
learners, their managers and HR/ L&D departments.
The stand-out figure here is clear (see figure 17) - a dramatic 7% increase in HR and L&D departments as the
destination of choice for learners wishing to discuss their training needs. It is this central learning function within
the organisation that is re-claiming lost ground and taking control of learning at a level that hasn’t been seen in
Asia since well before the global financial crisis.
What is also vital is the role of managers that, while remaining on 40%, are central to the provision of training
and are still 9% up on the 2012 survey. Managers retain their position as the number one source of training
information and are now an even greater influence on and indeed asset to the provision of training. This is also
down to a shift of focus away from being simply an administration point for training provision to getting actively
involved in its provision. The relationship between managers and HR and L&D departments will be crucial to
the provision of training over the coming years.
Other areas worth noting are the decline in corporate intranets (possibly due to the growing popularity of
learning management systems) and government and the similar decline in external organisations – down 7%.
The regional data (figure 18) confirms the re-emergence of HR/L&D with it being the main provider of training
information in China, Australia and Singapore and second in all other countries except for Malaysia. Two
countries stand out for the big positive shifts in favour of HR/L&D departments – India and Singapore – where
previously there was some dissatisfaction between learners and their learning providers. In the 2014 survey,
for example, India and Singapore were the greatest users of external organisations for providing training
information, reinforcing the fact that both countries were dissatisfied with their training and hence had greater
confidence in third party organisations. This couldn’t be further from the case according to our 2015 survey,
demonstrating what a difference a year can make.
10. Where Learners Go to Discuss Training Needs & The Role of HR/L&D
Departments
Figure 17: Where Do Learners Go to Discuss Training Needs?

23
Figure 18: Where Do Learners Go to Discuss Training Needs? – A Regional Perspective

24
So given the growing role and influence of HR and L&D departments, how satisfied are learners with the
information and service they provide?
In almost all cases, there is a stunning growth in satisfaction levels and improvements across the board with
most measures above average for the first time since we started the Cegos surveys in 2012. This represents
again a seismic shift in the improved collaboration between HR and L&D departments and the learner.
Figure 19 shows the largest improvements in satisfaction relating to ‘informs me of training opportunities’;
‘identifies skills I need for my role’ and ‘helps me understand my changing job requirements’. The fact that skill
identification has seen such significant progress explains many of the survey’s previous findings.
11. The Levels of Satisfaction Towards HR/L&D Departments
Figure 19: Satisfaction Levels Towards L&D

25
Figure 20: Satisfaction Levels Towards L&D - A Regional Perspective
It is these figures that reaffirm probably the single most important message of the survey – that HR and L&D
departments have re-engaged once again. The era of collaboration is upon again.
Figure 20 shows how this is broken down country-by-country with information about training opportunities and
helping the learner understand job requirements coming up in all the countries’ top three areas of satisfaction.
In four out of six countries, the identification of skills comes in the top three.

26
It’s clear that the 2015 Cegos survey remains a milestone survey in tracking Asian learning trends. It shows
that Asian learning has woken up to what the Asian business environment needs – from a focus on soft skills
and leadership and management (while not forgetting technical skills) through to top quality learning provision,
the use of innovative technologies, and HR and L&D departments that are able to embrace the needs of the
learners.
Yet, there is much more to be done….
In order to seize the moment and secure Asia’s long-term economic future at a time of slower growth in other
parts of the world, there needs to be a continued investment in skills and human capital; a need to keep up
with changing learners and generational demands; and a continued investment in technologies. Above all, it’s
through a collaborative approach that involves learners, their managers and HR and L&D departments that
Asia’s learning future can be mapped out and a bright future secured for all.
12. Conclusions
Docebo, E-Learning Market Trends & Forecast 2014 - 2016 Report, March 2014
https://www.docebo.com/landing/contactform/elearning-market-trends-and-forecast-2014-2016-docebo-
report.pdf
The Economist Intelligence Unit, Skills Development in South Asia, September 2013 (commission by the
British Council), http://www.britishcouncil.org/sites/britishcouncil.uk2/files/south-asia-skills-report-summary.
pdf
Hays Group, ‘Retention – Is it Getting Enough Attention’, 2013
http://www.hays.cn/cs/groups/hays_common/@cn/@content/documents/digitalasset/hays_088412.pdf
The International Monetary Fund, www.imf.org
13. References
Cegos, Europe’s largest training organization, is one of the major International players across the Asia Pacific
region, based at its Regional HQ in Singapore, and with operations in China and Hong Kong. A network
of region-wide Most Valued Partners, and Collaborators, ensures Cegos can support Client training and
development anywhere, in any language, consistently and with a truly “Think Global, Learn Local” approach
– meaning Cegos is experienced at driving training in the Asian context, not just in the context of the origin
country / company.
Cegos provides a multi-mode approach to training and development through delivery mechanisms ranging
from all forms of Face-to-Face development, eLearning and with Blended Learning as its core focus. The
content for all delivery methods comes off the shelf (ready-made) across a range of professional and personal
development topics for Managers and their teams, can be customised to suit a Client’s environment or can be
100% tailor-made – built to exact client specifications.
The Cegos Group was founded in 1926 in France, and is one of the world leaders in professional training for
managers and their teams. In 2013, the Cegos Group achieved a turnover of over $200 Million USD and trained
more than 220,000 managers and team members internationally.
Email: learn@cegos.com.sg
Connect: www.cegos.com.sg | www.elearning-cegos.com | www.cegos.com.cn
www.facebook.com/cegosapac
14. About Cegos Group

27
Jeremy Blain is a Managing Partner of Cegos Group and Regional Managing Director
for Cegos, Asia Pacific, where he heads up Cegos operations and activities from
the company’s Singapore hub, covering India in the West to the Pacific countries
in the East.
Prior to this, Jeremy was responsible for Cegos’ strategy for international expansion
through a value adding Global Distribution Partners Network and before that as
Managing Director of Cegos U.K.
A commercially minded L&D entrepreneur responsible for growing Cegos’ business
worldwide through his various roles within the company, Jeremy has 13 years’
experience in the industry as a managing director, partner, trainer, coach and
program author. In previous roles at Procter and Gamble, PepsiCo and as Managing
Partner of his own point-of-sale software business. Jeremy’s background includes
marketing, sales, operations and general management.
As one of Cegos’ senior executives, Jeremy is a frequent international conference
speaker and media commentator on topics related to the global L&D market.
Themes include: the integration of emerging and informal learning technologies;
the importance of performance measurement and proving ROI; developing ‘core’
leadership, management and commercial skills to achieve competitive business
advantage; and change management and how to implement successful international
training strategies.
For more details, debate or discussion, you can find Jeremy on LinkedIn
http://sg.linkedin.com/in/jeremyblain and also on Twitter at http://twitter.com/
learntheplanet
Jeremy has also published a series of white papers on issues relevant to L&D.
These are still current and available and can be viewed on Jeremy’s SlideShare
portal http://www.slideshare.net/JeremyBlain and include:
- Learning beyond the workplace – the rise of Informal Learning, August 2014
- APAC Workplace Learning Trends Survey, March 2014
- Skills Shortages in the Asian Workplace, December 2013,
- Technology Enhanced Learning in Asia Today – Benefits & Challenges, September 2013,
- Leading & Managing in the 2020 Multi-Dimensional Workplace, August 2013 (a joint report with Temasek
Polytechnic TP-THT Centre for TransCultural Studies & STADA Singapore)
- Blended Learning – Truths, Mistakes and Vast Potential of Multi-Modal Learning, May 2013 (a joint paper
with TP3 Australia)
- Getting the Best out of Your Talent – Whatever the Generation, March 2013
- Major Learning Trends & Indicators towards 2013 within the Asia Pacific Region, September 2012
- Communities of Practice – A Guide to the Business Benefits for Asian Companies, May 2012
- Blended Learning and its Applications for Asian Companies Today, March 2012
- Developing Multicultural Leadership and Management Skills in Today’s Increasingly Globalised Workplace,
November 2011
- Global Themes & Trends – European, US and Brazilian Comparisons on the Key Drivers and Issues in L&D
Today, October 2011
- Learning in the Cloud – Opportunities & Threats, September 2011
- Cegos global learning trends research: A comparison between what is happening among learners today and
the perceptions of learning professionals, July 2011
- ‘Training Today, Training Tomorrow - An Analysis of Learning Trends Across Europe and Global Comparisons’,
May 2011.
- ‘Corporate Philanthropy: How Strategies are Changing and How Cegos is Helping to Make an Impact’, May
2011
- ‘The Rise of Virtual Learning’, April 2011
- ‘What has L&D Learned from the Economic Slowdown’, March 2011
- ‘Informal Networks – How They Are Changing the World of Work’, December 2010
- ‘Exploring and Interpreting the Most Important Learning Trends across the Globe’, May 2010
15. About Jeremy Blain

28
Copyright © Cegos Asia Pacific, 2015-16.
All rights reserved. No part of this publication may be reproduced or
transmitted in any form or by any means, electronic or mechanical,
including photocopy, recording, or any information storage and retrieval
system, without permission in writing from the publisher.
Requests for permission to make copies of any part of the work should be
emailed to: learn@cegos.com.sg / Telephone: +65 6220 6532
Cegos Asia Pacific presents the material in this report for informational
and future planning purposes only.

Cegos Asia Pacific Pte Ltd
10 Anson Road, #19-15 International Plaza, Singapore 079903
Tel: + 65 6809 3097 | Email: learn@cegos.com.sg | www.facebook.com/cegosapac
Websites: www.cegos.com.sg; www.cegos.com.cn; www.elearning-cegos.com

2015 Asia Pacific Worplace Learning Trends Report

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