The demands and competence requirements in workplaces are currently undergoing significant changes due to recent developments in technology and megatrends shaping the organizations’ operating environment. According to the study conducted by World Economic Forum, 44% of workers’ skills will be disrupted between 2023 and 2027 (Di Battista et al., 2023). This disruption will have major implications on how companies will ensure that their workforce is resilient and trained to face the new competence requirements.

The year 2024 presents a host of trends that are reshaping how organizations approach internal learning and development. These trends are driven by the need for agility, individualization, and technological advancement in training programs.

1. Technology platforms and digital learning solutions

One of the foremost trends is the adoption of technology platforms and digital learning solutions. Companies are increasingly leveraging digital platforms (Li & Herd, 2017), such as applications, online courses, artificial intelligence (AI), simulations and games, virtual reality (VR), and augmented reality (AR), to provide employees with flexible and interactive learning experiences. These platforms offer a variety of learning materials accessible anytime, anywhere, catering to the diverse needs of modern learners.

2. Personal development and diversity

Personal development has also emerged as a crucial trend. Employees are expected to have the autonomy to tailor their learning journeys based on their individual needs and career aspirations (Anton & Shikov, 2018). This trend emphasizes the importance of self-directed learning and continuous skill enhancement.

Diversity in learning is another significant trend. Organizations are offering diverse learning opportunities, such as short micro-courses, online training modules, virtual workshops, and collaborative group sessions on-site (Kouzes & Posner, 2016). This approach acknowledges that employees have different learning styles and preferences, thus promoting inclusivity and engagement.

3. Social learning and collaboration

Social learning and collaboration are becoming increasingly prominent approaches in corporate training and development. Collaborative learning methods, including group projects, mentoring programs, and peer-to-peer learning, are fostering a culture of knowledge sharing and teamwork within companies (Tynjälä, 2013). This trend recognizes the value of collective intelligence and the power of learning from peers.

4. Continuous learning and resilience

Continuous learning and resilience are vital aspects of training programs in 2024. With the pace of change in the business environment, companies are emphasizing the need for employees to continuously upskill and adapt (Brown et al., 2017). Additionally, resilience training is gaining traction to equip employees with the tools to navigate challenges and uncertainties effectively.

5. Data analytics and evaluation

Lastly, data analytics and evaluation are integral to modern training strategies. Companies are leveraging data analytics tools to assess the effectiveness and impact of their training initiatives (Poquet et al., 2022). This data-driven approach enables organizations to make informed decisions about their training investments and optimize learning outcomes.

Preparing for the future

In conclusion, the trends in workplace training for companies in 2024 reflect a shift towards digitalization, personalization, and collaboration. As many workplaces are in the front of significant changes in the coming years, companies should be prepared to update their training methods for ensuring adoption of necessary competencies for their employees.

When novel technologies, such as generative AI or gamification, are applied in corporate education, they can provide a variety of benefits. For example, the possibility to tailor training based on a specific company context, personalize training for individual trainee’s needs, possibility to assess trainee’s competence development, and increase trainees’ engagement in continuous learning.

While technological innovations provide companies new opportunities and tools to be utilized in corporate training, they should be seen as only one pillar in workforce development. In addition to opportunities provided by new technologies, companies should also consider what are employees’ core competencies that are essential in the future. Lastly. companies should think how specific competencies contribute to company’s strategy and vision of the future.

 About the author

Perttu Dietrich is the CEO of Lessonlab and enthusiastic about how new technologies transform corporate training and development. He has over 10 years’ experience in several director and management positions in Finnish and international companies.

Learn more

If you are interested in discussing with us and learning more about the topic, or exploring how LessonLab can transform your workplace learning, please contact us.

References

Anton, C., & Shikov, A. (2018). The method of personalized corporate e-learning based on personal traits of employees. Procedia computer science, 136, 511-521.

Brown, J., Gosling, T., Sethi, B., Sheppard, B., Stubbings, C., Sviokla, J., & Zarubina, D. (2017). Workforce of the future: The competing forces shaping 2030. London: PWC.

Di Battista, A., Grayling, S., Hasselaar, E., Leopold, T., Li, R., Rayner, M., & Zahidi, S. (2023). Future of jobs report 2023. In World Economic Forum, Geneva, Switzerland. https://www.weforum.org/reports/the-future-of-jobs-report-2023

Kouzes, J. M., & Posner, B. Z. (2016). Learning leadership: The five fundamentals of becoming an exemplary leader. John Wiley & Sons.

Li, J., & Herd, A. M. (2017). Shifting practices in digital workplace learning: An integrated approach to learning, knowledge management, and knowledge sharing. Human Resource Development International, 20(3), 185-193.

Poquet, O., Lim, L. A., & de Laat, M. (2022). Learning Analytics in the Corporate Sector: What Business Leaders Say?. IEEE Transactions on Learning Technologies, 15(5), 605-619.

Tynjälä, P. (2013). Toward a 3-P model of workplace learning: A literature review. Vocations and learning, 6(1), 11-36.