More Productivity: Continuous Employee Development Through Measuring Learning Demand

Employees work significantly more effectively when they are adequately trained in all relevant processes and systems. In many organisations, essential qualification takes place primarily in the context of large digitalisation projects – for example, when a new IT system is introduced. However, once the project ends and the consultants leave, further training often stops abruptly.

Yet the world does not stand still: processes change, new technologies and requirements emerge. That is why employees must continue learning continuously even beyond individual IT projects. But how can you determine which training topics remain relevant after the end of a project? Ongoing learning-demand analyses uncover them. The following explains how the systematic assessment of knowledge and skills makes learning demand visible and thus enables individual learning paths. This approach ensures continuous qualification – with a clear objective: to lead employees to the highest possible level of competence in their role.

Why Continuous Learning Is Indispensable

Our experience from large IT transformation projects shows: one-off trainings during the project only provide a snapshot. In one case, employees initially worked very efficiently after the go-live of an ERP system, but after a few months the results noticeably declined. What was the reason?

1. Technology and processes change. New software versions and functions are released on an ongoing basis. Without accompanying training, these potentials remain unused.
2. Knowledge carriers leave, new employees join. Due to fluctuation and growth, new employees take the place of experienced specialists, often without having received the trainings delivered during the project. They need to reach the same level of knowledge quickly – otherwise team performance drops.
3. New requirements arise. External frameworks define standards – cybersecurity trainings, for example, are now mandatory. Without timely qualification, these standards will not be met.

The consequence: learning has to be organised on a continuous basis. For it to be effective, however, the company must at all times have transparency about who needs which training. Without this understanding, two undesired effects can occur: either too little training is provided (leading to errors) – or resources flow into content of low relevance. It is therefore crucial to identify competence gaps requiring action in good time and to focus measures on them.

The Double Perspective

How can knowledge and competence gaps be reliably identified in practice? We recommend an approach with two perspectives:

• Diagnostics within the learning process: While employees participate in courses or trainings, integrated tests and tasks – for example using technologies from Area9 – reveal gaps. The evaluation shows clearly in which topics an employee needs support. Based on this, an individual learning path is created: additional materials and exercises address exactly those areas where knowledge is lacking.

• Analysis of work results: The second perspective arises in the workplace. If results fall short of expectations, the cause is analysed: is it due to the process, the system (e.g. complex software settings) – or to a competence deficit? If knowledge gaps or uncertainty in using certain functions become apparent, targeted training should be provided. This feedback from the field quickly exposes real skill gaps and closes them.

The combination of both perspectives makes both learning progress and the ability to apply knowledge transparent – the basis for achieving the highest level of competence in every position.

Example from Medicine: Adaptive Learning for Surgeons

The principles of continuous, individually guided learning apply not only in administrative areas, but also in the core business. One example from the hospital environment: at the University of St. Gallen (Switzerland), an online platform with adaptive courses and personalised learning paths was introduced for the training of surgeons. Experienced physicians traditionally invest a great deal of time in training residents. With the platform, the ratio has shifted: medical students and junior doctors complete theory and training largely independently – with regular diagnostics of their knowledge.

The effect is doubly positive. First, senior surgeons gain time and spend more hours in the operating theatre instead of repeating basic content. Second, residents reach the required level of competence faster than in classic classroom formats. The individual learning pace and adaptive didactics make it possible to work specifically on one’s own gaps. Mentoring remains possible – but the scarce expert time is used much more efficiently.

Competitive Advantage Through Faster Learning

The example shows that personalised development paths based on learning demand shorten the time to full deployability. If each employee reaches full productivity in their role more quickly, the entire organisation benefits. New knowledge spreads faster – a clear advantage in dynamic markets. Organisations that anchor continuous learning systematically achieve tangible added value:

• High speed of adaptation. Required skills are built up more quickly; the organisation responds flexibly to new requirements and opportunities.
• Efficient use of resources. Experienced specialists spend less time conveying basic knowledge and focus on core tasks and value creation.
• The highest level of competence in every role. Employees master the relevant tools and processes and apply them with confidence – error rates fall, quality and outcomes improve.

Taken together, this directly increases organisational performance. Those who develop the right capabilities quickly work more productively – and are more competitive.

Conclusion

Today, learning is not a one-off event, but a continuous process integrated into daily work. To keep employees effective and manage the organisation successfully, project trainings during system implementation are not enough. What matters is to measure learning demand on an ongoing basis and to close the identified gaps with targeted measures. This keeps knowledge up to date – and competencies at a high level.

Our goal at ontron is to support organisations in building such a system so that every employee reaches the highest possible level of competence in their role. Feel free to contact us if you want to take employee development to the next level. By measuring learning demand and addressing it with personalised training, you not only close current skill gaps. You establish a culture of permanent learning – and thus lay the foundation for growth, efficiency and sustainable success.