in partnership with

LEARNING AND
SKILLS AT WORK
2020
Mind the gap: time for learning
in the UK

Report
June 2020
2

5 The CIPD is the professional body for HR and people

development. The registered charity champions better work
6
and working lives and has been setting the benchmark for
7 excellence in people and organisation development for
more than 100 years. It has more than 150,000 members
8 across the world, provides thought leadership through
independent research on the world of work, and offers
9 professional training and accreditation for those working in
HR and learning and development.
10

11

12
 Learning and skills at work 2020

Report
1
Learning and skills at work 2020
2 Mind the gap: time for learning in the UK

3
Contents
4
1 CIPD foreword 2
5 2 Accenture foreword 3

6 3 Executive summary  4

4 Operational context and skills challenges 9

7 5 The learning function 15

6
8 Trends in L&D practices and methods 19

7 The wider learning environment  29

9 8 Evaluation and impact 34

9 Learning and development resources and budgets 38

10
10 Conclusions and recommendations 43
11 11 Appendix: methodology and sample 45

12 Endnotes 48
12

Acknowledgements
This report was written by Lizzie Crowley at the CIPD. We’d like to thank our
colleagues at the CIPD for their helpful feedback on this report, in particular
Andy Lancaster, David Hayden, Mel Green and Michelle Parry-Slater. In addition,
we’d like to thank our partners, Accenture, for their invaluable input, especially
Andy Young, Alison Morgan, Keith Joughin and Ciara Crowley.

Publication information
When citing this report, please use the following citation:
CIPD. (2020) Learning and skills at work 2020. London: Chartered Institute of
Personnel and Development.

1
 Learning and skills at work 2020

1 CIPD foreword
1 The COVID-19 pandemic has wide-reaching implications for organisations, individuals and
society. Organisations have had to take difficult decisions about workforce resourcing
as well as how and where they operate. Many individuals have lost their jobs or been
2 furloughed, while others have seen a dramatic shift in how, and where, they work.
Disruption is likely to continue for a significant period of time, with experts suggesting that
3 it could be up to six months to a year before we return to a ‘normal’ way of life and work.
And, the pandemic is likely to have far-reaching consequences even beyond this point, for
4 organisations, individuals, the economy and society.
We know from previous experience that in a time of crisis, learning and development is
often the earliest, and hardest, hit organisational activity. Yet, the ability to be resilient, to
5 learn, adapt and continuously improve in the face of such a challenge will be vital, and we
need to ensure that we don’t press pause on development but continue to invest in the
6 skills of the workforce.
These are certainly challenging times, but they also potentially offer us the opportunity
7 to do things differently. Already we are seeing many organisations leveraging the
technologies needed to work and learn any time, any place, to support learning in the flow
of work. Now is the time to harness this trend further and ensure that we do as much as
8 we can now to support individuals and organisations to prepare for the future.
Digital solutions will of course not replace other forms of development, but the increasing
9 quality of online learning coupled with scalability, accessibility, and the ability to
personalise this type of learning highlights its potential to play a far stronger future role in
supporting workplace and adult skills development.
10
Elizabeth Crowley
11 Senior Policy Adviser, CIPD

12

2 CIPD foreword
 Learning and skills at work 2020

2 Accenture foreword
1 The timing of this report couldn’t be better.
You might think that any research collected before the advent of COVID-19 would be
2 irrelevant in our new world. But you’d be wrong. Things that were true six months ago
have become even more true now. Businesses need new skills and more highly skilled
people, as the world of work is disrupted. Mindsets and behaviours are changing rapidly,
3 possibly more rapidly about work than in any period before. People want growth and need
development within their careers and working lives. So learning is an essential part of any
4 organisation’s future – and learning and development teams are the custodians of that
precious resource, but they’re struggling.
The CIPD’s report captures a UK-wide picture of professionals challenged by limited
5 resources, a lack of robust evaluation and measurement, and a sluggish adoption of
the emergent technologies that make learning both more efficient and more engaging.
6 Yet organisations are quick to assert how vital learning is for performance, productivity
and agility. There’s a gap here that needs to be reconciled, and a global pandemic that
exacerbates the urgency.
7 In 2020 we’ve been forced to prioritise and digitise our lives at speed. Now we’re
re-inventing ourselves and our organisations to move forward in an uncertain world. This
8 unprecedented disruption demands the expansion of two very different skillsets: the
human magic of empathy, creativity, problem-solving and resilience, with digital skills
like cybersecurity, data, cloud and artificial intelligence. The growing need for that mixed
9 expertise is something Accenture identified several years ago and has been tracking, but
economies in lockdown have accelerated the trend exponentially. We’ve progressed years
10 in months. Don’t expect to go back.
Success for British organisations means minding, and closing, the gaps that the data in this
report lays bare: between organisational intent and investment, the human and the digital,
11 old-school learning styles and new-age experiences. Some high-performing organisations
are closing these gaps and proving the power of learning in their organisation.
12 The CIPD’s research, amplified by global crisis, is a clarion call to Britain’s public and
private sectors to get our priorities right. Some things high-performing organisations in
this study are doing to close the gap include:
• using learning as a driver of business value and revenue – moving away from learning as
a cost
• investing in strategic learning to drive the skills needed in future work and using learning
as an enabler of agility
• nurturing a learning culture where learning is valued and supported by leaders – and
people help each other to learn constantly
• personalising learning for individuals, providing learning that’s just enough and just
for me
• weaving learning into the flow of work and performance, where people learn as they
work and work as they learn
• tapping into the value of powerful digital learning from apps, to advanced simulations,
to VR and XR
• investing in learning platforms – to both enable a better learning experience and enable
organisational insight through data and analytics

3 Accenture foreword
 Learning and skills at work 2020

• being more creative and innovative in learning experiences, in a way that keeps learners
coming back
• embedding immersive learning experiences into key moments in life, work and career.
1 We all know that with challenge comes opportunity. The UK will have an abundance of both
in the year ahead. By getting our priorities right, investing in the right things and learning
2 together, I’m confident we can close the gaps identified in this report. Doing so will be
essential for the success of all organisations, the UK and our individual working lives.

3 The time to move forward learning as we move forward into a new reality of work is now.
Andy Young
Managing Director, Talent and Organization, Accenture
4

10

11
3 Executive summary
12 Key findings
• Attitudes are in the right place. Organisations are increasingly recognising the
needs to improve capabilities and address skills gaps, and getting closer to the
business as they do so.
• But there are big gaps between intent and the reality of investment, resources
and educational deployment.
• Though the use of technology has increased since our last survey, organisations
are failing to leverage emerging technologies that would make their learning
more potent and are increasingly expected in other parts of learners’ lives.
• Most organisations are having to do more with less, and there’s a long way to
go to create truly supportive learning environments.
• We believe the need for flexible, rapid and continuous skills development
is being exacerbated by the pressures put onto the global economy by
pandemic-related lockdowns.
• Our nine recommendations lay out the actions and attitudes that will help
learning professionals close the gap between the admirable ambitions and lofty
challenges revealed in this report.

4 Executive summary
 Learning and skills at work 2020

The COVID-19 pandemic has had an unprecedented impact on organisations, individuals,

the economy and society. Organisations have had to respond to a rapidly evolving
landscape, changing how and where they operate, as well as reconsidering the services
1 they offer. Many organisations had to redeploy, upskill or reskill staff quickly, while
individuals have seen a dramatic shift in how, and where, they work. Disruption is likely to
continue for some time, and the ability to be resilient, to learn and adapt, in the face of
2 such challenges is vital for organisations and individuals alike.
Yet, even before the pandemic, organisations were facing an increasingly complex and
3 unpredictable future, driven by wider technological, societal, and economic trends.
Globalisation and technological change are forcing organisations to embrace new
4 competition and complex challenges. Technology continues to disrupt previously successful
business models. Working lives have been extended and individuals are increasingly seeking
more workforce flexibility. In such a rapidly evolving employment landscape, the ability to
5 anticipate and prepare for future skills needs is increasingly critical for organisations.
All of this impacts how organisations facilitate learning at work. In this fast-changing
6 world, learning needs to evolve and it must be accessible, agile and flexible. To respond,
organisations need to change where, when and how learning is delivered: increasingly
7 in the flow of work, not in venues; via digital technologies which enable learning to be
available anytime and anywhere; and through curation, not just creation, harnessing
the growth of rich, readily available online content. Moreover, emerging technologies
8 such as augmented and virtual reality, artificial intelligence and mobile solutions enable
personalised and targeted learning that impacts performance. While organisations and
business leaders focus more and more on productivity and adaptability, they need to
9 provide learning solutions that support these outcomes directly.
The Learning and Skills at Work survey results reveal that while some progress has been
10 made, many organisations are struggling to change and significant gaps remain in the
understanding and practice needed to facilitate the necessary change.

11 Organisations are increasingly recognising the need to improve

line management capabilities, but more needs to be done to
12 address skills gaps and prepare for the future.
Our research shows that improving people management capabilities is the top people
priority for organisations, and it’s encouraging to see that employers are increasingly
recognising the fundamental role people managers play in addressing workplace skills and
improving productivity. However, survey evidence also suggests that, in practice, too few
organisations are prioritising line management development, training and support.
Many of the issues that need to be tackled to create future-fit organisations are relatively low
down in terms of both organisational and people priorities. For example, while succession
planning, developing future leaders, and increased workforce flexibility/agility are identified
as a top-three priority by under a fifth of organisations, only 4% of organisations identify
the need to reskill employees affected by automation and just 8% identified developing ‘soft
skills’, skills which are increasingly critical in the age of automation.
A third of organisations state that they are unable to address skills gaps in their
organisations; this is likely to have a knock-on impact on productivity and performance,
hampering organisations’ ability to introduce new products, processes, or services. In fact,
organisations who reported that they had higher-than-average productivity were three
times more likely to report that they were able to tackle skills gaps compared with those
with below-average productivity.

5 Executive summary
 Learning and skills at work 2020

Learning and development functions are getting closer to the

business, but to support this shift, more attention needs to be
paid to the mix of roles and skillsets in the learning function.
1 If learning is to positively impact business performance, it has to get much closer to the
business and there needs to be greater clarity in the learning team about business drivers.
2 Encouragingly, the research shows that, increasingly, learning is structurally positioned
outside of HR and closer to operations, and in over half of organisations the principle
responsibility for identifying learning need sits with either line managers or senior
3 directors. This has benefits in diagnosing performance needs, engaging managers in the
design and delivery process, and facilitating learning solutions in the flow of work.
4 However, the evidence suggests that many organisations are struggling to achieve the mix
of skills and capabilities needed to evolve their learning functions and support this shift.

5 With an increasing move to provide learning opportunities in the flow of work, traditional
learning solutions will be inadequate; however, roles such as face-to-face trainer/facilitator
still dominate L&D teams. While it is encouraging to see the emergence of L&D business
6 partnering, the use of performance consultants, who link business needs with learning
solutions, are only reported by a small minority of organisations. New roles that support
7 learning in the moment of need, such as digital asset creator, community manager, and
curator researcher, are also rare. While there is some welcome evidence of the use of data
analysts, very few organisations have roles that are dedicated to evaluation and impact
8 tracking. The lack of data analytical capacity hampers the ability of organisations to take
informed decisions and identify current and future skills.

9  hile use of technology to support learning has increased in

W
importance since the last survey in 2015, organisations are still
failing to leverage emergent technologies that enable learning any
10 time, any place, any way.
It’s never been more important to ensure that organisations have technology in place to
support employees to learn any time, any place, any way. Implementing effective digital
11 learning and collaboration tools will continue to be vital as some organisations work remotely,
due to the COVID-19 pandemic, and ‘in-person’ group learning activities are limited. Yet,
12 despite the prevalence of technology in all aspects of work and working lives, face-to-face
remains the most popular delivery method at the time this survey was conducted.
Technology-enabled delivery, however, has increased in importance, with the vast majority
of organisations now using some form of technology to support learning. The most
commonly used methods are webinars, learning management systems and open education
resources. Yet, the adoption of more emergent technologies to support the delivery
any time, any place, any way is sluggish: augmented reality, virtual reality, and mobile
applications are used by only a very small proportion of organisations.
Learning technology infrastructure and innovation is much more prevalent in larger
companies, which raises the challenge to smaller organisations to leverage the use of
readily available technologies such as personal smart devices.
Significantly, the vast majority of organisations report barriers to the delivery of learning
and skills initiatives, with time, money and management support topping the list, calling
into question the value placed on learning in many organisations.

6 Executive summary
 Learning and skills at work 2020

There is a long way to go to create supportive organisational

learning environments.
1 To support organisational, individual and team learning, organisations need to create
an environment that embeds learning into the way they do things. Encouragingly, most
2 organisations report that learning is aligned to organisational goals and that easily
accessible resources are in place to support organisational learning. However, just two-
thirds report that they have a clear vision for learning, suggesting there is still room for
3 improvement in aligning and resourcing learning to meet key priorities.
And while organisations think that organisations have the vision, strategy and resources
4 in place, the results on the prevalence of wider people management practices, the role of
line management, and individual-level need suggest there is a long way to go to create a
supportive learning environment in many organisations.
5
Wider people management practices play a key role in how skills are developed and
deployed at work. Well-designed work which offers opportunities for growth and the
6 ability and autonomy to problem-solve alongside a supportive workplace culture that
fosters trust, commitment and engagement, all enable employees to develop their
7 skills further and more effectively deploy the skills they already have. However, despite
this, only a minority of organisations report that these types of practices are prevalent
characteristics of their organisations.
8 Line managers have a critical role to play in defining learning need, supporting employees
to transfer what they learn back into the workplace, and facilitating continuous learning,
9 yet only fulfil this role in a minority of organisations. Employees, on the other hand, should
understand why they are engaging in learning, have clear learning and development plans
in place, be allowed time away from their day-to-day jobs for learning and be enabled to
10 take responsibility for their learning. However, again, these practices are only prevalent in a
minority of organisations.

11 Organisations still face challenges in demonstrating the impact of

learning and development; without being able to measure learning
impact, valuable time and resources are wasted.
12 The majority of organisations assess the impact of their L&D initiatives in some way, although
evaluations are often sadly limited to participant satisfaction. Only 16% assess the behaviour
change of participants by assessing the transfer of learning into the workplace. The vast
majority still encounter barriers to evaluation, with lack of learner or management time and
the pressure of other business priorities the most commonly reported obstacles.
The lack of robust evaluation and measurement of impact creates a catch-22 situation:
organisations don’t invest in evaluating learning and development because it isn’t seen
as important (they lack the time, resources or support), or too hard, and learning and
development activity isn’t valued because organisations can’t demonstrate its impact.
Without being able to measure learning impact, valuable time and resources are wasted.
Measuring the impact, transfer and engagement of learning and development activities
can’t just be done by a questionnaire. Effective learning and development evaluation needs
to be linked to learning needs and focused on evaluating learning outcomes, not inputs.
Where L&D has a clear vision and strategy and is aligned with business need, evaluations
tend to be more prevalent, in-depth, and the data collected more widely used.

7 Executive summary
 Learning and skills at work 2020

Organisations are having to do more with less. Learning and

development functions have experienced increased workloads, but
a squeeze on budgets, headcounts and use of external suppliers.
1 The vast majority of large organisations have a learning and development budget,
compared with just a third of SMEs. Encouragingly, resources are spread relatively evenly
2 across different levels of employees, by seniority.
Learning functions are often having to do more with less. While most report overall
3 increases in workload, only a minority report increases in headcount, budget and use of
external providers/suppliers.

4 While limited resources are not necessarily a barrier and can actually help to drive innovation
and greater business alignment, the survey results suggest that organisations who see
increased resources experience a virtuous circle of internal and external investment. For
5 instance, those organisations who reported that learning and development budgets had
increased were also much more likely to report growth in headcount, increased investment in
learning technologies, and increased use of internal subject-matter experts.
6
Gain insight into the steps other organisations are taking to transform their learning
7 practices in the accompanying case studies collection,
Transforming learning: examples of organisational approaches
8

9 Recommendations
The research shows that while some progress has been made, a number of areas still
10 need to be addressed if learning is to be seen as a strategic enabler for the business,
driving productivity, performance, unlocking potential and meeting the needs of a rapidly
changing work and employment context.
11 In light of the findings, and challenges identified, we set out a number of calls to action for
practitioners:
12 1 Align your learning and development strategy with organisational need: If
learning is to positively impact business performance, it has to get much
closer to the business and there needs to be greater clarity in the learning
team about business drivers.
2 Increase the knowledge and capability of your learning function: For learning
and development to become more relevant, agile and effective in
organisations, L&D professionals must increase their knowledge and capability.
3 Demonstrate value through evaluating learning impact: Effective learning
and development evaluation needs to be linked to learning needs and
focused on evaluating learning outcomes, not inputs.
4 Consider the wider learning environment in your organisation: To support
learning at an individual and organisational level, organisations need to
create an environment that embeds learning into the way they do things.
5 Embrace technologies that support learning and collaboration: It’s never
been more important to ensure that organisations have technology in place to
support employees to learn any time, any place, any way. Technology has the
power to make learning not just more efficient but also more effective through
enabling the creation of immersive, engaging and interactive content.

8 Executive summary
 Learning and skills at work 2020

6 Address transferable skill gaps as well as technical: Employers increasingly

depend on highly transferable core skills, such as communication, teamworking
1 and problem-solving. Alongside addressing technical skill gaps, learning and
development professionals should look to build these essential skills.
7 Future-proof your organisation by understanding the types of skills you need
2 and how you will source them: Knowing and understanding the skills you need
and how you will source them is critical. By taking a proactive, methodical
3 approach to workforce planning, HR and L&D practitioners play a critical role in
supporting businesses to understand current and emerging risks and
opportunities and put in place the resources needed to respond effectively.
4 8 Ensure that your people managers have the knowledge, skills, behaviours
and resources to support learning: Learning professionals can support line
managers by: helping them understand the key role they play in supporting
5 learning, whether this is formal or informal; supporting them to prioritise
time and resources for learning; building support for L&D into management
6 objectives; and encouraging them to be role models, to demonstrate how
learning is part of everyone’s role.
9 Don’t press pause on learning and development; continue to invest in the
7 skills of your workforce: We know that in times of crisis learning and
development activities are often the earliest and hardest hit activity, yet the
ability to learn, adapt and continuously improve in the face of such a
8 challenge will be vital.

10
4 Operational context and skills
11 challenges
Our research shows organisations are prioritising the organisational and
12 people development needs of today over those of tomorrow. More needs to
be done to focus on identifying the emerging industrial, technological and
demographic trends which will reshape organisations and work in the future
to prevent internal skills gaps widening.

Organisations are mainly focused on today’s organisational and people

challenges
Organisations are mainly focused on the here and now of organisational and people
challenges. The top three organisational priorities identified (Figure 1) are:
• achieving growth targets (27%)
• improving customer experience (25%)
• increasing productivity, improving culture and reducing costs (all at 24%).
And the top three people priorities identified are (Figure 2):
• improving line managers’ people management capabilities (22%)
• improving staff retention (20%)
• improving employee motivation/behaviour (20%).

9 Operational context and skills challenges

 Learning and skills at work 2020

It is encouraging to see that improving line managers’ people management capabilities

is a top priority for organisations. The importance of tackling people management and
leadership deficits to help address weakness in productivity is increasingly recognised
1 by policy-makers and business leaders alike.1 Yet, as a later section will show, too few
organisations are, in practice, providing line managers with the training they need to fulfil
2 this role effectively (just 59% of organisations say they provide line managers with training
on how they manage and develop people; section 6).

3 Figures 1 and 2 show that many of the issues that need to be tackled to create future-fit
organisations are relatively low down in terms of both organisational and people priorities.
For example, while succession planning (18%), developing future leaders (17%), and
4 increased workforce flexibility/agility (17%) are identified as a top three priority by under
a fifth of organisations, only 4% of organisations identify the need to reskill employees
affected by automation and just 8% identified developing ‘soft skills’, skills which are
5 increasingly critical in the age of automation.
Reducing risk is identified as a top priority by just 3% of organisations. This is likely to have
6 shifted in recent weeks as organisations rapidly respond to the evolving COVID-19 pandemic.

7
Reflective question
In your context, to what extent is learning focused on immediate needs to the
8 detriment of key capabilities that will be needed in the future?

10 Figure 1: What are the top three priorities for your organisation for the next 12 months?
Please choose up to three priorities (%)

11 Achieve growth targets

Improve customer experience
27
25
Increase productivity 24

12 Improve organisational culture

and/or employee behaviour
24

Reduce costs 24
Respond to technological challenges 19
Address skills shortages and skills gaps 18
Deliver competitiveness in the marketplace 17
Meet statutory obligations 17
Respond to changing customer preferences 15
Introduce new products/services 14
Structural changes (for example 9
mergers/divestments)
Address challenges posed by Brexit 8

Improve employment conditions/standards 7

Don't know 7
Improve organisational diversity 7
Other (please specify) 4
Reduce risk (for example cyber attacks) 3

0 5 10 15 20 25 30 35
Base: all respondents: 1,217

10 Operational context and skills challenges

 Learning and skills at work 2020

Figure 2: And what are the top three ‘people’ priorities for your organisation in the next 12 months?
Please choose up to three priorities (%)

1 Improve line managers' people

management capabilities 22
Improve staff retention 20

2 Improve employee motivation/behaviour

Develop leadership capability of senior 19
20

leaders/management team
Improve employee experience 18

3 Succession planning 18
Improve workforce flexibility/agility 17
Develop future leaders 17
4 Address technical skills gaps amongst
existing staff
16

Minimise workforce costs 16

5 Develop career pathways

Hire individuals to address skills gaps/shortages 15
16

Deal with employee underperformance 12

6 Improve organisational inclusion and diversity

Meet statutory obligations, for example
12
11
health and safety, manual handling
8
7
Address employee 'soft' skills deficits
Increase apprenticeships 7
Other (please specify) 4
Reskill individuals affected by
8 automation/technological change
Increase use of external workforce 2
4

0
9
5 10 15 20 25
Base: all respondents: 1,217

General management is identified as the business area with the greatest

10 need of skills development
The organisational area with the greatest need for skills development among employees
is general management, identified by a third of organisations, suggesting a degree of
11 alignment with people priorities reported in Figure 2. This is followed by customer service
(23%) and IT (12%).
12 There are limited sector differences, with the exception of sales/relationship management,
which is arguably more important for private sector organisations (reported by 20% of
respondents) than public (5%) or voluntary (8%) sector employers.
Larger employers (250+ employees) are more likely to identify skills development needs
in general management (38%) and HR (16%) compared with smaller employers (figures of
26% and 7% respectively).
One in 12 organisations report that they have no area in need of skills development,
with SMEs more likely to report this compared with larger organisations (14% versus 9%
respectively). However, this may be due to a lack of capacity and/or knowledge on how to
identify skills gaps or weakness rather than to a difference in actual skill gap prevalence.

Reflective question
The development of manager capability is increasingly important. In your context, to
what extent is this group targeted in learning design and delivery? What are their key
development needs?

11 Operational context and skills challenges

 Learning and skills at work 2020

Figure 3: In which areas of your organisation are you seeing the greatest need for skills development
amongst employees? Please select all that apply (%)

1 General management 33

Customer service 23

2 IT 21

Sales/relationship management 17

3 HR 12

Legal/compliance/risk 11

4 Administration 11

Other 10

5 Production and manufacturing 9

Research and development 8

6 Marketing 8

Finance and accounting 7

7 Procurement and supply chain 6

Distribution 3
None of these – our organisation doesn't have
8 any areas of skills development need
12

0 5 10 15 20 25 30 35

9 Base: all respondents: 1,217

Only two-thirds think that they are able to effectively address skills gaps in
10 their organisations
Two-thirds (67%) of the organisations who identify skills gaps think that they are able
to effectively address them, with the remaining third reporting they aren’t able to tackle
11 them (19%), or that they don’t know if they can (14%):
• Smaller employers (under 250 employees) are more confident than larger employers
12 in their ability to tackle internal skills gaps (75% compared with 62% of larger
organisations).
• Just 57% of public sector organisations think that they can effectively address skills gaps,
compared with 70% of private sector employers and 68% of voluntary sector organisations.
• Organisations that reported that they have higher than average productivity were three
times more likely to report that they are able to tackle skills gaps compared with those
with below average productivity (figures of 80% and 20% respectively).
Looking at the types of skills gaps employers are facing (Figure 4), technical skills, that is, the
specialist knowledge and skills needed to perform a specific role, topped the list of skills that
need improvement. In the age of automation, developing technical fluency will be important,
as will ‘human’, ‘soft’ skills development (read more about the impact of automation on skills
in our report People and Machines: From hype to reality). It is these skill areas that closely
followed technical skills, with communication, teamworking, and resilience and learning skills
needing improvement among employees in around a third of organisations.
Sector and size differences in the types of skills in need of development included:
• Resilience and learning skills were identified by a larger proportion of public and voluntary
sector organisations (47% and 39%) compared with private sector employers (28%).

12 Operational context and skills challenges

 Learning and skills at work 2020

• Larger employers (250+ employees) were significantly more likely to report the need
to develop advanced ICT skills (developing software, applications or programming; use
computer syntax or statistical analysis packages) compared with smaller employers (14%
1 compared with 8%).
• SMEs were almost twice as likely (11%) to report that they had no skills in need of
2 improvement among employees compared with larger organisations (6%).

3
Reflective question
In your context, what is the balance of developing technical and soft skills? Is that
4 blend right?

6 Figure 4: And which particular skills areas are in greatest need of improvement amongst employees in
your organisation? Please select all that apply (%)

7 Technical skills 40

Communication skills 36

8 Teamworking skills 34

Resilience and learning skills 32

9
Planning and organisation skills 30

Customer-handling skills 30

Problem-solving skills
10
27

Advanced ICT 12

Basic skills (literacy, numeracy, digital) 7

11 Foreign language skills 5

Advanced numeracy 4
12 Advanced literacy 3

Don’t have skills needs 9

0 5 10 15 20 25 30 35 40 45
Base: all respondents: 1,217

Organisations typically adopt a ‘build’ approach to address skills gaps

Dave Ulrich’s ‘build versus buy versus borrow’ resourcing approach is about whether an
organisation prefers to develop skills internally (‘build’), or via recruitment from outside
the organisation (‘buy’) or from a contingent labour supply (‘borrow’). Increasingly
organisations are turning towards a fourth option: ‘bot’, that is, to automate tasks or
roles affected by skill gaps. The choice to ‘build, buy, borrow or bot’ depends in part on
the internal and external supply of the skills needed, but is also affected by whether the
organisation has the capacity and commitment to train people internally.2

13 Operational context and skills challenges

 Learning and skills at work 2020

More productive firms are more likely to train and invest to tackle skills gaps: 75% of
organisations who report that they have above-average productivity adopt a ‘build’
1 strategy compared with just 42% of those who report below-average productivity.

As well as gaining a competitive return on investment in home-grown talent,

2 ‘build strategies’ generally have a positive effect on retention by creating
internal opportunities for existing employees. The survey data supports this, with
3 organsations with longer average staff retention more likely to take a ‘build’ approach
to tackling skills gaps (48% for those with average retention of five years or more
compared with 40% of employers with retention of a year or less).
4

5 Figure 5 shows that the most commonly reported response used by organisations to
address skills gaps is to train and develop existing staff (67%), followed by hiring new staff
(31%). Larger organisations are more likely to increase the use of contingent labour than
6 smaller employers (28% versus 16%) and to automate tasks affected by skills gaps where
possible (13% versus 7%). The clear preference to develop skills through training existing
7 staff rather than hiring or outsourcing presents both an opportunity and challenge to
organisational learning teams.

8
Reflective question
9 What is your strategy to meet the challenge of the skills needs you will develop
internally, and those which will be met by an external hiring approach? How might
10 this need to change in the future?

11 Figure 5: Typical response to tackling skills gaps (%)

12 All 67 31 14 22 11 4 3

Large 65 33 15 28 13 5 4

SME 70 28 13 16 7 32

Train and develop existing employees Hire new permanent staff

Outsource the task affected Increase use of contingent labour
Automate work/tasks where possible Other (please specify)
Do nothing Don’t know

Base: all respondents excluding missing: 1,180; SMEs (under 250 employees): 499; large employers (250+ employees): 682

14 Operational context and skills challenges

 Learning and skills at work 2020

5 The learning function

1 To respond to a fast-changing and complex external environment, the
learning function needs to become more diverse and more agile. It also
needs to be business-focused and able to identify how to drive productivity
2 and performance. But it’s very difficult to transform learning if you don’t
have the skills, knowledge and capabilities to know what’s possible. The
3 survey results reveal that many organisations are struggling to change, with
traditional roles dominating the learning and development function.
In larger organisations, the learning and development function is usually
4 incorporated within HR
Organisations that have L&D activities tend to incorporate them into the HR function (Figure 6):
5 • In 45% of organisations, L&D is either a specialist function/role within the HR
department (29%) or is part of generalist HR activities (16%).
6 • L&D activities are split between HR and another area of the business in 14% of organisations.
This is particularly the case among larger organisations (250+ employees) (Table 1).

7 In the remaining 41% of organisations, learning and development activities are completely
separate from the HR function – having either a separate function and different reporting
line (11%), sitting within the business function (10%) or with operations and/or line
8 managers (18%). This pattern is much more common in smaller organisations, with over
a third (36%) reporting that they do not have an L&D function and that learning sits with
operations and/or line managers (Table 1).
9
The increasing shift for learning to be structurally positioned outside of HR and closer
to operations has benefits in diagnosing performance needs, engaging managers in the
10 design and delivery process, and facilitating learning solutions in the flow of work.

11
Reflective question
12 With organisations clearly taking different approaches, is the learning team in your
context located in the most effective structural position and reporting line?

Figure 6: The structure of the learning and development function (% of respondents)

18
29 It’s a specialist function/role within HR department
2 It’s a part of generalist HR activities
Some aspects are part of HR and others report to a different area
10
L&D is separate from the HR function and has a different reporting line
L&D is part of operational delivery within a business function
L&D reports into the regulatory and compliance function
11 16
L&D sits with operations and/or line managers

14

Base: all respondents: 1,217

15 The learning function

 Learning and skills at work 2020

Table 1: The structure of the learning and development function, by size

and sector (%)

1 Work sector Size

Private Public Voluntary SME Large

2 Specialist function/role within the

28 32 22 11 41
HR department
Part of generalist HR activities 18 10 11 22 12
3 Some aspects are part of HR and
others report to a different area of 13 14 11 9 17
4 the business
L&D is separate from the HR
function and has a different 9 18 13 7 14
5 reporting line
L&D is part of operational delivery
6 within a business function
9 12 15 12 9

L&D reports into the regulatory

3 3 1 4 2
7 and compliance function
No L&D function, it sits with
19 9 25 36 5
operations and/or line managers
8 Base: private: 913; public: 219; voluntary: 85; SME: 499; large: 682

9 Learning and development functions vary considerably in size

The number of people employed in the learning and development function increases with
10 size of organisation, but there is considerable variation, particularly in larger organisations
(Table 2), as demonstrated by the difference between the mean (the average) and the
median (the middle number) numbers of people employed.
11
Table 2: Number of employees in learning and development function
12 Mean Median
2–9 1 1
10–99 3 1
100–249 19 2
250–999 24 4
1,000+ 166 12
SME (under 250) 7 1
Large (250+) 118 8
Total 74 4
Base: all those with L&D function: 972

Traditional roles dominate the L&D function

The most commonly reported roles in learning and development functions are
administrator (reported by 49% of respondents), head of L&D/L&D manager (48%), and
face-to-face trainer/facilitator (46%). These are followed by L&D business partner, online
trainer/facilitator and coaching lead/co-ordinator (Figure 7).

16 The learning function

 Learning and skills at work 2020

On the other hand, design roles, such as learning technologist/product owner (12%), digital
asset creator (7%), and instructional designers (11%) – who create, curate, design and
support digital learning experiences – are reported by a minority of survey respondents.
1 It may be the case that some of these roles are outsourced, for instance, carried out by
freelancers on an ad hoc basis; however, data presented in the following section suggests
2 that the majority of learning content is developed in-house.
For learning to support performance and productivity, it must be closely aligned with the
3 business. While it is encouraging to see the emergence of L&D business partnering (22%),
the use of performance consultants, who link business needs with learning solutions,
are reported by just 6% of organisations. With an increasing move to provide learning
4 opportunities in the flow of work, traditional learning solutions will be inadequate;
however, roles such as face-to-face trainer/facilitator still dominate L&D teams. New
roles that support learning in the moment of need, such as digital asset creator (7%),
5 community manager (5%) and curator researcher (2%), are rare. While there is some
welcome evidence of the use of data analysts (16%), dedicated evaluation and impact
6 tracking (3%) is a rarely defined role.
Social and collaborative learning – highlighted as one of the top three areas requiring
7 L&D practice improvement in the CIPD’s 2019 report Professionalising Learning and
Development – is an area which benefits from focused support and resourcing; however,
only 5% of organisations report having a dedicated learning community manager.
8

9 Figure 7: Roles that exist within L&D function (%)

Administrator 49

10 Head of L&D and L&D manager 48

Trainer/facilitator face-to-face 46

11 L&D business partner

Trainer/facilitator online
22

21

Coaching lead and co-ordinator 21

12 Data analyst 16

Assessor 13

Other (please specify) 13

Learning technologist/prototyper/product manager 12

Instructional designer 11

Chief learning officer, director of learning 11

Marketing and communications 11

Digital asset creator (such as videographer, animator, 7
podcast producer)
Performance consultant 6

Community manager 5

Impact tracker or evaluator 3

Curator researcher 2

Game designer 0

0 5 10 15 20 25 30 35 40 45 50
Base: all those with an L&D function (don’t know responses removed): 786

17 The learning function

 Learning and skills at work 2020

While all role types are more prevalent among larger organisations (over 250 employees)
compared with smaller employers (under 250 employees), more emerging learning and
development roles are still only reported by a minority of larger organisations (Figure 8).3
1

2 Reflective question
Which emerging L&D roles are essential in your context to design and deliver learning
3 that supports organisational effectiveness? What approaches and resources support
learning and performance in the flow of work and what roles and skills are needed to
develop these?
4
Responsibility for identifying learning need depends on the size of an
5 organisation as well as where the learning function sits
In just over half of organisations, either line managers (27%) or senior directors (27%)
6 have the principle responsibility for identifying learning needs. This is welcome as it places
needs assessments closer to the business and operations. This is followed by the learning
and development function (18%) and the wider HR function (13%). There are no significant
7 sector differences; however, there is significant variation by organisational size (Table 3):
• Senior directors have a more prominent role to play in identifying the learning required
8 by employees in SMEs (41%) compared with larger organisations (17%).
• Line managers are reported as having a key role to play by both small (29%) and large
employers (25%).
9 • The L&D function has a much bigger role in identifying learning needs in larger
organisations – 27% of respondents identified L&D as having principle responsibility,
10 compared with just 5% in SMEs.

11 Reflective question
In specific operational scenarios in your context, who is best placed to provide
12 accurate insights on learning needs and to have meaningful diagnostic conversations
with learners and key stakeholders?

Figure 8: In your organisation, who has principle responsibility for identifying what learning is required
by employees? (%)

3
18
L&D function
27
Wider HR function

13 Senior directors
The specific organisation function or directorate
Line managers
12 Other
27

Base: all respondents (excluding missing): 1,180

18 The learning function

 Learning and skills at work 2020

Table 3: Who has principle responsibility for identifying learning need?

By employer size (%)
1 SMEs (under 250 Large employers
All employers employees) (250+ employees)
L&D function 18 5 27
2
Wider HR function 13 10 16
Senior directors 27 41 17
3 The specific organisation
12 10 13
function/directorate
4 Line managers 27 29 25
Other (please specify) 3 6 2
5 Base: all employers: 1,180; SMEs: 499; large employers: 682

6 6 Trends in L&D practices and

7 methods
Face-to-face and in-house methods of delivery and development models
8 remain popular. While use of technology to support learning has increased in
importance since the last survey in 2015, organisations are still failing to leverage
emergent technologies which enable learning any time, any place, any way.
9
Face-to-face delivery is still dominant
In just under half of organisations, the use of digital (47%) and blended learning (43%) is
10 limited, delivering less than 20% of learning (Figure 9). Face-to-face delivery, on the other
hand, makes up a considerably larger proportion, contributing to the majority of learning
delivered (60–100%) in 44% of organisations. With the desire to facilitate accessible,
11 personalised learning in the flow of work and to support remote working, this is a concern,
highlighting the pressing need for digital transformation.
12 The reliance on face-to-face delivery varies considerably by the size of an organisation
(Figure 10). Face-to-face delivery is much more prominent among smaller employers
(2–9 employees and 10–99 employees) where in half (58% and 50% respectively) of
organisations the vast majority of learning (60–100%) is delivered entirely face-to-face; this
drops to just over a third of organisations with more than 250 employees.
Digital learning transformation is most likely in organisations of 250+ employees. While
learning technology infrastructure and innovation may be more prevalent in larger
companies, this raises the challenge to smaller organisations to leverage the use of readily
available technologies such as personal smart devices.

Reflective question
While face-to-face learning has a place in the learning delivery ecosystem, in your
context, what part does accessible, personalised, digitally enabled learning in the
flow of work play?

19 Trends in L&D practices and methods

 Learning and skills at work 2020

Figure 9: Proportion of L&D activity delivered face-to-face, through learning technologies and a
combination of both (%)

1 Entirely face-to-face 18 20 18 17 27

2 A blend of face-to-face and online or digital learning 43 33 13 3 7

3 Entirely online or using digital methods 47 29 11 7 6

4 Under 20% 20%–40% 40%–60% 60%–80% 80%–100%

Base: all respondents: 1,217

5 Figure 10: Proportion of learning that is delivered entirely face-to-face, by employee size band (%)

6 1,000+ employees 20 26 18 19 17

7 250–999 employees 16 24 22 19 19

8 100–249 employees 19 13 18 14 35

15 15 21 18 32
9
10–99 employees

2–9 employees 15 16 10 12 46

10
Under 20% 20%–40% 40%–60% 60%–80% 80%–100%

11 Base: 1,000+ employees: 290; 250–999 employees: 112; 100–249 employees: 65; 10–99 employees: 210; 2–9 employees: 129

12 The majority of learning content is developed in-house

On average, in about two-thirds of organisations the majority of learning and development
content is developed in-house. Use of external suppliers – to develop the majority of
learning content – is only reported by 15% of organisations, with a further one-fifth (22%)
reporting an equal split between in-house development and use of external supplier. The
proportion of content developed in-house versus externally is not significantly affected by
organisational size or sector.
Given that in-house development is dominant, it is of some concern that only a minority
of organisations report roles in their learning and development functions that support
curation, design, online/digital development and learning in the flow of work (section 5).

Reflective question
With much free and pay-for quality content now available online, what learning
initiatives in your context would benefit from curated resources? Who will source
those and how can they be best integrated into the learning?

20 Trends in L&D practices and methods

 Learning and skills at work 2020

On-the-job training remains the most popular method

The most commonly reported learning and development method was on-the-job training
– used in the last 12 months by 61% of organisations (Figure 11). This was followed closely
1 by online learning, used by 57% of organisations. The popularity of online learning and
development methods has increased since the survey was last conducted in 2015 (where it
2 polled at number 4 in the rankings, at 29%4).
In-house development programmes, attending external conferences, workshops and
3 events, formal/accredited learning, coaching, peer-to-peer learning and mentoring are also
used by around two-fifths of organisations.

4 Despite the shift towards more forms of online organisational learning, more emergent
forms of technology-enabled delivery are considerably less common. Digital (augmented
and virtual reality) and mobile device-based learning are used by just 18% and 14% of
5 organisations respectively, suggesting that we have a way to go to achieve ‘any time, any
place, any way’ and ‘learning in the flow of work’ models of learning delivery.

6
Figure 11: Which of the following types of learning and development has your organisation arranged or
7 funded for employees in the past 12 months? Please select all that apply (%)

On-the-job 61
Online learning (such as e-learning, virtual classrooms
8 or massive open online courses (MOOCs)) 57

In-house development programmes 51

External conferences, workshops and events 47

9 Coaching 44

Formal/accredited qualifications 44

10 Learning from peers (through face-to-face

interactions or online networks)
44

Mentoring 41

11 Instructor-led training delivered off the job 36

35
Apprenticeships

Job rotation, secondment and shadowing 29

12 Blended learning (face-to-face with other delivery method) 25

Digital learning (AR and VR) 18

Mobile device-based learning 14

Reverse mentoring 7

None of these – we haven’t offered any learning and development 4

0 10 20 30 40 50 60 70
Base: all respondents: 1,217

There is a higher prevalence across all types of learning and development activities among
larger organisations compared with SMEs (Figure 12). The differences are particularly stark
when comparing the prevalence of:
• apprenticeships – delivered by half of large organisations (over 250 employees)
compared with just 15% of SMEs (under 250 employees)
• blended learning (face-to-face with other delivery method) – delivered by a third (34%)
of large employers and just 14% of SMEs
• mentoring (50% compared with 30%)

21 Trends in L&D practices and methods

 Learning and skills at work 2020

• formal/accredited qualifications (54% vs 31%)

• in-house development programmes (60% vs 37%), job rotation, secondment and
shadowing (39% vs 16%) are also much more prevalent among larger organisations.
1
Compared with SMEs, larger employers are more likely to make use of emerging
technology-enabled learning and development methods such as augmented and virtual
2 reality (23% vs 11%) and mobile device-based delivery (20% vs 5%); however, they are still
only used by a minority of large employers.
3
Figure 12: Types of learning and development arranged or funded for employees in the past 12 months (%)

4 Online learning (such as e-learning, virtual classrooms

or massive open online courses (MOOCs))
44 67

On-the-job 58 63

5 In-house development programmes 37 60

Formal/accredited qualifications 31 54

6 Coaching 34 53

Apprenticeships 15 50

External conferences, workshops and events 44 50

7 Mentoring 30 50
Learning from peers (through face-to-face
41 47
interactions or online networks)
8 Instructor-led training delivered off the job 27 43

Job rotation, secondment and shadowing 16 39

9 Blended learning (face-to-face

with other delivery method)
14 34

Digital learning (AR and VR) 11 23

10 Mobile device-based learning

Reverse mentoring 3
5

11
20

None of these – we haven’t offered

5 3
11 any learning and development

SMEs Large employer

12
Base: SMEs: 499; large employers: 682

Reflective question
What key barriers do you face in your context to facilitate learning in the flow of work?
Who is key to supporting opportunities to successfully use workplace-based solutions
such as digital technologies, coaching and mentoring, and social collaboration?

For those that use them, mobile, digital and online learning has accelerated
dramatically, while external delivery methods have declined
While overall face-to-face delivery is dominant, in organisations where technology-enabled
learning has been adopted, its use is increasing dramatically. Figure 13 shows how the
pattern of use of different learning and development types has shifted over the last two to
three years. This shows the declining importance of some of the more traditional, and most
commonly used, methods of learning and development delivery and the growing importance
of technology-enabled learning (in organisations that have adopted these learning methods).

22 Trends in L&D practices and methods

 Learning and skills at work 2020

This reflects previous CIPD research on digital learning uptake,5 which found that, in
2016, 98% of L&D practitioners wanted to increase access and flexibility in providing staff
training. A key part of this was ensuring learning could be accessed any time, anywhere,
1 with 59% of L&D professionals wanting their learners to use technology, such as mobile
devices. As Figure 13 highlights:
2 • The vast majority of organisations that currently use mobile device-based and digital
learning report that their use has increased over the last two to three years.
3 • This compares with just a quarter reporting increased use of external conferences,
workshops and events. On the other hand, a quarter report that their use has declined.
• Organisations that use formal/accredited learning, instructor-led off-the-job, and on-the-job
4 learning are more likely to report that use has remained the same rather than increased.

5 Reflective question
In many organisations, the learners’ personal smartphones are the most up-to-date
and prevalent mobile technology. What opportunities are there to incorporate these
6 mobile devices in the learning delivery ecosystem? If there are barriers to overcome,
who can help facilitate change?
7

8 Figure 13: Thinking back over the last two to three years, has your use of these types of learning and
development increased, decreased or stayed the same? (%)

9 Mobile device-based learning 70 29 1

Apprenticeships 64 31 4

10 Reverse mentoring 64 27 9

Digital learning (AR and VR) 64 35 2

Online learning (such as e-learning, virtual
11 classrooms or massive open online courses (MOOCs))
Coaching 49
64

42
32

8
5

Blended learning (face-to-face 46 46 8

12 with other delivery method)
Mentoring 45 48 8

In-house development programmes 44 47 9

Learning from peers (through face-to-face
43 52 5
interactions or online networks)
Job rotation, secondment and shadowing 43 48 9

On-the-job 36 60 4

Formal/accredited qualifications 33 52 16

Instructor-led training delivered off the job 28 47 25

External conferences, workshops and events 24 53 23

Increased Remained the same Decreased

Base = those who have used L&D method: coaching: 540; online learning: 693; digital learning: 219; on-the-job: 738; learning from peers: 535;
external conferences, workshops and events: 576; mentoring: 502; reverse mentoring: 87; formal/accredited qualifications: 537;
apprenticeships: 427; in-house development programmes: 615; instructor-led training delivered off the job: 438; job rotation, secondment and
shadowing: 354; mobile device-based learning: 165; blended learning (face-to-face with other method): 308.

23 Trends in L&D practices and methods

 Learning and skills at work 2020

The majority of organisations use at least one form of technology to support

learning; however, uptake of more emergent technologies remains low, even
in larger organisations
1 Learning technologies are defined as the broad range of communication and information
technologies that can be used to support learning (such as online or mobile learning).
2 Figure 14 shows that 79% of organisations use some form of technology to support
learning and collaboration, the most commonly reported including: webinars/virtual
3 classroom (36%), learning management systems (27%) and open education sources (23%).
Uptake of more emergent forms of technology to support learning – such as virtual and
augmented reality, mobile apps, chatbots, games and animations – remains low.
4
Figure 14: Which digital technologies is your organisation currently using to support content delivery

5 and collaboration within your workforce? Please select all that apply (%)

Webinars/virtual classrooms 36

6
Learning management system 27
Open education resources 23
Online education programmes (for example 22
LinkedIn Learning, Mindtools)

7 Job aids (infographics, checklists)

Bitesize film/video
20
20
Social learning 19

8 Digital tools to support learning within the workflow 16

15
Digital tools to support coaching and mentoring
Learning experience platform 13

9 Podcasts/vlogs 12

Mobile apps 12

Learning embedded in systems 11

10 Learner-generated content 10

Animation 6
6
11
Games
Virtual reality 4

Chat bots 3

12 Curation through supporting technologies 3

Augmented reality 2

None of these 21

0 5 10 15 20 25 30 35 40
Base: all respondents: 1,217

While larger employers (Figure 15) have higher rates of use across all technologies, in no
one technology does adoption reach over 50%.
Worryingly, one-fifth of organisations do not use any technology to support learning, with
smaller employers more than twice as likely to report that they don’t use technology than
larger employers (31% compared with just 13%).
The use of online resources such as open programmes (23%) and video content (20%) is
also leveraged by organisations, highlighting the value of freely available content.
Social learning is now facilitated in about one in five organisations. In the 2015 CIPD report
L&D: Evolving roles, enhancing skills, social collaborative learning was reported as the

24 Trends in L&D practices and methods

 Learning and skills at work 2020

top focus among L&D professionals and it now appears to be a growing trend. However,
our 2019 report Professionalising Learning and Development found that only around half
agreed their L&D team had the skills to facilitate collaborative learning. Upskilling the
1 learning function will be key to ensure that organisations can make the most of digital
tools and social, collaborative methods of learning.
2
Figure 15: Use of technology to support learning and collaboration, by size of organisation (%)

3 Webinars/virtual classrooms 30 41

Learning management system 12 39

4 Open education resources 12 27
Online education programmes (for example LinkedIn 19 25
Learning, Mindtools)
5 Job aids (infographics, checklists) 15 25

Bitesize film/video 23 23

6 Social learning 13 23

Digital tools to support learning within the workflow 9 22

7 Digital tools to support coaching and mentoring 11 19

Learning experience platform 7 19

8 Podcasts/vlogs 8 16

Mobile apps 4 15

9
Learning embedded in systems 9 15

Learner-generated content 8 12

Animation 1 10
10 Games 3 8

Virtual reality 2 6

11 Chat bots 1 4

Curation through supporting technologies 1 4

12 Augmented reality 1 4

None of these – we don’t use any digital technologies 31 13

SMEs Large employer

Base: SMEs: 499; large employers: 682

Reflective question
What technologies do you benefit from in non-work settings, for example, mobile
apps and social networks? In your context, what ways can technologies now
commonly used in everyday life be used to facilitate effective organisational learning?
With webinars and virtual classrooms now the most widely used technology to
support learning, to what extent are the learning team and staff equipped to
effectively use this approach?

25 Trends in L&D practices and methods

 Learning and skills at work 2020

Learning skills priorities and barriers

The learning and skills priorities most commonly identified by employers are: addressing
skills gaps (36%); increasing self-directed learning (24%); and linking learning and
1 development with performance management (22%). All indicate an alignment to empower
staff to support organisational effectiveness.
2 However, facilitating learning and development any time, any place is only reported as a
priority by 9% of organisations, which is of some concern given the aspiration to support
3 on-the-job learning. Speeding up the transfer of learning back into the workplace is also
low on the list of organisations’ skills and learning priorities, which is crucial if learning is
to translate into impact and improved performance.
4 It is highly concerning that 23% of respondents reported that they don’t know what
their organisation’s current learning and development priorities are. Examination of the
5 characteristics of those who reported this lack of awareness revealed that they come from
a wide range of roles, including senior/chief executives, HR managers and other HR roles, as
well as line managers.
6
Figure 16: What are your current learning and development priorities for your organisation? (%)

7 To address skills gaps 36

Increase self-directed/self-determined learning 24

8 Linking L&D with performance management 22

Identification of changing skills requirements 20

9 Integration of learning within the flow of work 18

Improve induction/onboarding process 17

10 Linking learning and development with OD 17

Improve the quality and impact of learning content 16

11 Personalisation or tailoring of learning programmes 14

More use of short, focused delivery methods 14

12 Greater use of learning technologies

across the organisation 11
Facilitating training and development
any time, any place 9
Speed up the transfer of learning back
into the workplace 8
Adaption of learning content to ensure
accessibility for all 7
Increased development of communities
of practice, social and peer 16
Integration of new concepts from learning
theory into practice 4

Don’t know 23

0 5 10 15 20 25 30 35 40
Base: all respondents: 1,217

Reflective question
Thinking of your context, in what areas might unnoticed learning needs exist? Who
might be vital in the organisation to support the surfacing and diagnosis of these
learning needs and opportunities?

26 Trends in L&D practices and methods

 Learning and skills at work 2020

The majority of organisations report that learning is aligned to business need

Figure 17 shows that the vast majority of organisations report that their learning strategy is
aligned to organisation need (83%), that they understand the skills they need today and the
1 skills of tomorrow (78%), and that they can respond agilely to changing skills needs (67%).
While encouraging, this suggests perhaps a level of overconfidence among respondents
2 given that Figure 16 suggests that 23% don’t know what their L&D priorities are.
While organisations are confident that they understand the skills needs of today and tomorrow,
3 only 40% have assessed the impact of automation on roles and just over half (56%) have
assessed how roles are changing and how to reskill employees. However, given that only a very
small minority identified reskilling individuals affected by automation/technological change
4 as a top organisational priority (4%; Figure 2), this evidence implies more organisations are
adopting a future-focused outlook to learning and skills than the previous section suggests.

5
Figure 17: To what extent do you agree or disagree with the following statements on the key aspects of
your organisation’s L&D strategy and programmes? (%)
6
L&D strategy aligned with business priorities 83 11

7 We understand the skills needed today and the skills

we need tomorrow 78 22

8 We can respond agilely to changing skills need 67 33

Line managers receive training on how they manage

59 41
and develop people
9 We formally assess if L&D has an impact on
58 42
performance

10 We have assessed which roles are changing and how

to reskill employees
56 44

We have assessed impact of automation on roles

11 and how to redeploy the talent
40 60

Agree Disagree

12 Base: all respondents: 1,217

Reflective question
In your context, what learning is vital now to support the future needs of the
organisation?

The biggest barriers to delivery of learning and skills initiatives are time,
money and management support, calling into question the value placed on
learning in some organisations
The vast majority (86%) of organisations identified at least one barrier to the delivery of
learning and skills initiatives (Figure 18). Lack of learning time (41%), limited budgets (40%)
and lack of management time or support (29%) topped the list of barriers to delivery.
With an increased aspiration to deliver learning in the flow of work, challenges relating
to a lack of time for learners to learn coupled with the challenge of managers providing
support are concerning.

27 Trends in L&D practices and methods

 Learning and skills at work 2020

Issues to do with the size (27%) and capability (13%) of the learning and development team
were also identified as barriers by a substantial minority of employers. One in ten report that
not being able to prove impact, as well as not knowing which interventions are effective, are
1 barriers to delivery, an issue that we explore in more detail in section 8 of this report.
Lack of senior-level understanding, commitment or buy-in was also identified as a barrier
2 by over a fifth (22%) of organisations, and in one in fifteen organisations, learning was not
seen as a priority.

3 Differences in the prevalence of barriers to delivery between SMEs and large organisations
include:

4 • Overall, SMEs are less likely to report barriers to delivery of learning and skills initiatives;
the only barrier with a higher incidence is the size of their learning team (39% compared
with 19% of larger employers).
5 • Larger employers are more likely to report barriers to delivery than smaller organisations,
in particular L&D/HR capability (18% compared with 7%), lack of senior commitment or
buy-in (26% vs 16%) and lack of management time or support (32% vs 23%).
6
Figure 18: Are any of the following barriers to the delivery of your skills and learning initiatives? (%)

7 Lack of learner time 41

Limited budget 40
8 Lack of management time/support 29

The small size of our team 27

9 Keeping staff engaged in L&D activities 24

Lack of senior-level commitment/buy-in 22

10 Lack of learning appetite or engagement 19

Poor or limited technology 17

11 L&D is not an organisational priority 15

L&D/HR team capability 13

12 Lack of understanding of organisational strategy 11

The quality of learning content 11

Showing impact or return on investment of initiatives 10

No way of knowing which efforts are most effective 10

Other (please specify) 2

Not applicable – we don’t have any barriers 14

0 5 10 15 20 25 30 35 40
Base: all respondents: 1,217

Reflective question
Managers are vital in the successful diagnosis, design and delivery of learning.
Thinking of your context, what tactics are currently used to involve managers in
effective learning? In what other creative ways could their insights and support be
proactively gained?

28 Trends in L&D practices and methods

 Learning and skills at work 2020

7 The wider learning environment

1 Organisations need to create an environment that embeds learning into
the way they do things. While organisations think that they have the vision,
2 strategy and resources in place to support organisational learning, results
suggest that wider HR practices and building blocks at line management and
individual level need strengthening.
3
Workplaces need to invest in the learning and development of their workforce to stay
future-fit in a complex and competitive world of work. Creating a supportive environment
4 for learning is an important part of ensuring employees and the wider organisation have
the right capabilities to adapt and respond to challenges in an agile and effective way.
We discuss the benefits of embedding learning throughout an organisation in our report
5 Creating Learning Cultures: Assessing the evidence.
There are several levels of learning in an organisation: individual, team and organisational:6
6
• Organisational learning: Businesses need structures and systems in place to support
learning, as well as a shared vision for learning and transformation.
7 • Teams: Teams are a key place where social learning and dialogue can occur. Managers have a
key role to play in ensuring that their employees also have the relevant support for learning.
• Individuals: For individual employees, learning needs to take place in a supportive
8 environment that allows employees to apply their learning.
To support organisational, individual and team learning, organisations need to create an
9 environment that embeds learning into the way they do things to drive adaptation and
innovation. While this is often referred to as learning culture, our recent research 7 has
10 argued that it is more useful to call this the learning environment, and to focus on tangible
organisational practices and behaviours. This section looks at the survey evidence on the
practices organisations have in place to support organisational, individual and team learning.
11 Organisational learning
The majority of organisations think that they have the vision, strategy and resources in
12 place to support organisational learning. Figure 19 shows that organisations either strongly
agree or agree:
• Their learning strategy is aligned with organisational goals (78% agree or strongly agree).
• Their leaders value learning and development (75%).
• Employees can easily access the information and learning resources that they need (71%).
• There is a clear vision and strategy for learning and development (63%).
• They adapt processes and behaviours based on organisational learning (63%).
• They have systems in place for knowledge transfer and management (59%).

In organisations that report employees to be either highly satisfied or satisfied,

90% agree that leaders value L&D (compared with just 38% in organisations where
employees are dissatisfied), 89% that learning is aligned to business (versus 57%) and
81% that L&D information and resources are accessible (versus 46%).

29 The wider learning environment

 Learning and skills at work 2020

As well as having the vision, strategy and resources in place to support organisational learning,
wider people management practices play an important role in shaping how people can apply
the new skills they learn, as well as deploy the skills they already have. This is influenced by the
1 way in which work is organised and how jobs are designed; well-designed work that provides
opportunities for growth and a supportive workplace culture that fosters commitment and
2 engagement all contribute towards people staying motivated and deploying their skills more
fully. Our research, Driving the New Learning Organisation, highlights the importance of this
holistic people experience to nurture innovation and continual learning.
3
Embedding learning into the organisation’s way of doing things not only calls for the right
4 processes and tools. It also requires a leadership approach that provides a collective vision
for learning, and that encourages people to speak up, ask questions and share ideas. This
means fostering psychological safety, so that no one feels that they will be penalised if
5 they ask for help or admit to a mistake.

6 In organisations that report employees to be either highly satisfied or satisfied, around

half report that staff are encouraged to innovate (52%), problem-solve (51%), have
7 systems in place for knowledge-sharing (47%), and that there is a climate of trust
(46%). In organisations where employees are dissatisfied, only a small minority report
these wider workforce practices (figures of 19%, 35%, 26% and 8% respectively).
8

9 Positively, the majority of respondents also agreed that leaders value learning and
development. Figure 20 reveals that while the majority of respondents may feel that
10 they have the right organisational vision, structures and systems in place to support
learning (see Figure 19), a smaller proportion report that these wider people management
practices, which support voice, autonomy, trust, knowledge transfer and innovation, are
11 prevalent characteristics of their organisations. And, as we discuss in section 6, lack of
learner time and limited budget for learning are common barriers to learning strategies,
suggesting that senior-level buy-in does not always translate to resource for learning.
12
Figure 19: The learning environment – the organisation (%)

Our learning strategy is aligned with

organisational goals 17 62 18 4

Leaders value learning and development 21 54 20 5

Employees can easily access the information

and L&D they need 15 57 25 4

There is a clear vision and strategy for L&D 15 48 30 6

Jobs are designed to make full use of 13 50 31 6

employees’ skills 12

We adapt processes and behaviours based

on organisational learning 10 52 33 5

We have systems in place for knowledge

transfer and management 8 53 34 5

We assess the impact of L&D 10 50 12 35 5

Strongly agree Agree Disagree Strongly disagree

Base: all respondents: 1,217

30 The wider learning environment

 Learning and skills at work 2020

Figure 20: Prevalence of broader working practices/organisational characteristics (select as many as apply) (%)

1 Employees have responsibility and authority to

problem-solve
46

There are practices in place to enable employees

2
42
to share their ideas

Employees are challenged in their work and 39

encouraged to innovate
3
We develop and maintain an organisational 35
‘climate of trust’

4 Employees are offered autonomy and control over

decisions related to how they work 32

5 None of these 18

6 0 10 20 30 40 50

Base: all respondents: 1,217

8 Reflective question
Empowering employees is key to positive organisational environments. In your
context, how are learners empowered to define their learning needs and engage in
9 creative ways of development that suit their unique context?

10
Teams: the role of the line manager
Line managers are critical in supporting continuous learning at work and need to be
11 supported to enable them to take more responsibility for the growth and development of
their people in their daily working lives. They are key to shaping workplace culture and
12 fostering a work environment that is productive and supportive of learning. This means
identifying learning needs, encouraging participation in learning, helping to assess learning
impact, supporting both formal and informal learning and valuing non-training ways of
learning, adopting modern learning practices themselves, and encouraging the sharing of
knowledge and experiences in their teams.

In organisations that report their employees are highly satisfied or satisfied, line
managers are twice as likely to facilitate continuous learning and be involved in
determining learning and development needs compared with organisations where
employees are dissatisfied. They are also much more likely to support informal
learning, learning transfer and help assess the impact of learning.

Yet, research8 suggests that good-quality line management has declined in recent
years, and our survey highlights that many organisations don’t have in place the people
management support needed. Figure 21 shows:

31 The wider learning environment

 Learning and skills at work 2020

• Just half (50%) of organisations report that line managers encourage participation on
learning and less than a third report they facilitate continuous learning and support
their teams to transfer what they have learned back into the workplace (29% and 28%
1 respectively).
• Under a third (31%) of organisations report that line managers are involved in assessing
2 L&D impact and just 39% are involved in determining learning needs.

3 Figure 21: Which of the following statements about line managers reflect the wider learning environment in
your organisation? Please select all that apply (%)

4 Line managers encourage participation in L&D 50

Line managers support informal L&D, for example

5
43
through coaching

Line managers are involved in defining L&D needs 39

6
Line managers are involved in assessing L&D impact 31

7
Line managers facilitate continuous learning 29

8
Line managers support their team to transfer 28
what they have learned

9
None of these 17

10 0 10 20 30 40 50

Base: all respondents: 1,217

11

12 Reflective question
In your context, how do managers actively encourage learning and development, and
what further support may help them champion development opportunities?
Which managers role-model a proactive engagement with formal and informal
learning? How do they demonstrate that and how can that be replicated across the
organisation?

Individual learning
Learning needs to take place in a supportive environment that allows employees to apply
their learning. Employees need to understand why they are engaging, and the benefits for
them individually, as well as for their team and the wider organisation.
In supportive learning environments, learning takes places using many methods, including
using face-to-face and digital methods and by leveraging peer-to-peer and socialised
learning communities. A supportive learning environment also allows time for a pause in
the action and encourages thoughtful review and reflection; when people are too busy,

32 The wider learning environment

 Learning and skills at work 2020

stressed by deadlines and schedules, they are less able to diagnose problems and learn
from their experiences.
1 Previous CIPD research, Over-skilled and Underused,9 found that fewer than half (47%)
of UK employees agree that their job offers good opportunities to develop and use their
skills. Our survey suggests that many organisations are struggling to create a supportive
2 learning environment for their employees (Figure 22):
• Employees get time away from their day-to-day jobs and take responsibility for
3 learning in only 40% of organisations, while only 29% of organisations report that their
employees have clear learning and development plans in place.
4 • Just a third of organisations report that employees understand why they are engaging
in learning and development (34%) and are encouraged to reflect on what they learn in
their day-to-day job (32%).
5 • Peer-to-peer learning is more prevalent than socialised communities of learning (14%),
but is only reported by just over a third (37%) of organisations.

6
In organisations where employees are either highly satisfied or satisfied, individuals
7 are more than twice as likely to have clear development plans and goals (36%) and
understand why they are engaging in learning and development (41%), compared with
organisations where employees are dissatisfied (figures of 16% and 19% respectively).
8

9
Figure 22: Which of these statements about employees reflect the wider learning environment in your
10 organisation? (select all that apply) (%)

Employees take responsibility for their L&D 41

11
Employees are given time away from their day-to-day
40
role for L&D

12 Employees support each other to learn 37

Employees understand why they are engaging with L&D 34

Employees are encouraged to reflect on what they 32

learn in their day-to-day work

29
Employees have clear L&D plans and goals

Employees engage in socialised communities to 14

support L&D
18
None of these

Base: all respondents: 1,217 0 10 20 30 40 50

33 The wider learning environment

 Learning and skills at work 2020

Reflective question
1 In your context, how are learners supported to reflect on and apply learning in the
workplace? Who is responsible for this vital activity?
2 How are learners encouraged to take responsibility for their learning needs?

4
8 Evaluation and impact
5 Most organisations assess the impact of their L&D initiatives, although
evaluations are often limited to participant satisfaction and many encounter
6 barriers. Where L&D has a clear vision and strategy and is aligned with
business needs, evaluations tend to be more prevalent and the data collected
more widely used.
7 Previous CIPD research has highlighted the importance of evaluation and analytics in L&D
practice. Our report Driving Performance and Productivity found that evaluation is far more
8 common in high-performing organisations compared with lower-performing organisations –
with high-performing organisations able to use this data to improve their learning offering.

9 Most conduct limited to evaluations of L&D effectiveness

Positively, we find that the majority (70%) of organisations evaluate the impact of their
L&D initiatives in some way (Figure 23), although this is at varying levels. The most
10 commonly reported way that the majority of L&D initiatives are evaluated is by participant
satisfaction (28%); however, only a small minority are evaluating the wider impact on
business or society (12%) and just 16% assess the behaviour change of participants by
11 assessing the transfer of learning into the workplace.
Compared with private (11%) and voluntary (12%) organisations, public sector organisations are
12 marginally more likely to evaluate the wider impact of initiatives on the organisation (15%).
Evaluations are considerably more common in organisations where L&D is aligned with
business strategy, where learning is valued by senior leaders, and where there is a clear
vision for learning and development.10

Reflective question
How is the evaluation of learning effectiveness linked to organisational key
performance indicators and outcomes?

34 Evaluation and impact

 Learning and skills at work 2020

Figure 23: How are the majority of L&D initiatives evaluated? (%)

1 3
We do not conduct any systematic evaluation of the majority of
12 our L&D initiatives

2 30 We evaluate the satisfaction of those who participate in our L&D

initiatives
12 We evaluate the change in knowledge and skills of participants
who participate in our L&D initiatives
3 We evaluate the behaviour change of participants, by assessing
the transfer of learning into the workplace
We evaluate the wider impact of our L&D initiatives on the

4 16 organisation and/or society

28 Other

5
Base: all L&D and HR professionals: 445

6
Smaller organisations struggle to evaluate the effectiveness of L&D initiatives
7 A substantial minority report that they do not conduct any systematic evaluation of
the majority of their L&D initiatives (30%). This proportion is higher among smaller
organisations (under 250 employees), with over a third of SMEs (35%) falling into this
8 category compared with just over a fifth (26%) of large employers (250+ employees).
This is likely due to the fact that many small firms lack the capacity that comes from a
9 dedicated HR or L&D function, with learning and development sitting instead with line
managers and operations (see section 5 of this report). This further highlights the crucial
role that managers have to play in learning impact measurement.
10

11 Reflective question
To what extent is quality of learning evaluation linked to capacity to undertake
the task? Who needs to allocate time and resource to ensure adequate impact
12 measurement takes place?

Most evaluations focus on learner feedback and reflection

Learner reflection and feedback is the most commonly reported method used to assess the
effectiveness of L&D interventions, used by over half of those who evaluate (Figure 24). Use
of general people metrics (for example, quantitative metrics such as absence, retention,
engagement and performance) to develop, plan and evaluate, alongside manager feedback
and reflection, are also used by 43% and 40% of organisations respectively.
However, more data analytic driven approaches – such as return on investment (ROI)
and organisational metrics – and methods that seek external validation (either through
stakeholders or external benchmarks/metrics) are considerably less commonly reported.
There are few sector differences in the methods used, although private services
organisations, unsurprisingly, are more likely to use business metrics than organisations in
other sectors.

35 Evaluation and impact

 Learning and skills at work 2020

The more aligned L&D is with business strategy, the more likely they are to use all of the
evaluation methods listed – indicating that the more embedded learning is in operational
delivery, the more sophisticated and rigorous the impact measurement. In addition,
1 all except the use of HR and business metrics are more common in organisations that
encourage and enable the development of L&D capability.
2
Figure 24: Measure used to assess effectiveness of learning and development initiatives (%)
3 Learner reflection and feedback 56

Use general people metrics to develop, plan and evaluate 43

4 Manager reflection and feedback 40

Qualitative data (for example, storytelling and case studies) 36

5 Use organisational data and metrics 30

Use a set of standard internal measures to compare the 23
impact of internal L&D initiatives
6 Use a measure such as return on investment (ROI) 17

Stakeholder reflection and feedback 17

7 Use strategic measures connected to business strategy 14

Use a set of standard external measures to benchmark the 11
impact of L&D initiatives

8 Other 2

Don't know 12

9 Base: all L&D and HR professionals who evaluate: 314 0 10 20 30 40 50 60

10
Reflective question
11 In your context, to what organisational metrics do key learning initiatives relate and
to what extent are these connections made?
12
Evaluation data is most often used to inform business/organisational
strategy and to update L&D interventions
Evaluations are most commonly used to inform business strategy or organisational
development and to update the L&D intervention (Figure 25). A third share the results of
evaluations internally, while just 14% do so externally.
It is of concern that a substantial minority report that they produce a report but rarely act
on the findings (16%), that the data and metrics are rarely used (11%), or that they don’t
know how the evidence they gather is used (17%).
Larger organisations are somewhat more likely to report that they ‘produce a report or
summary of the findings but rarely act on the data’ or that they do not use the metrics
and evaluation intelligence they gather.11

36 Evaluation and impact

 Learning and skills at work 2020

Figure 25: How evidence from evaluation is used (select all that apply) (%)

We share the results internally to inform

1 business strategy and OD 35

We share the results internally with the business,

33
beyond L&D/HR
2 We update L&D interventions with the findings 40

We use data and metrics to forecast future L&D needs 25

3 We use data and metrics to review the L&D 24
delivery method or blend

4 We use data and metrics to review the

learning needs of the L&D team
20

We produce a report or summary of the findings but rarely

act on the data and metrics 16
5 We share the results of our evaluations
externally with our peers 14

The data and metrics we gather and our evaluation

6 intelligence is not used 11

Don't know 17

7 0 10 20 30 40
Base: all L&D and HR professionals who evaluate: 314

8
Reflective question
9 In your context, how is learning evaluation and impact measurement shared with key
stakeholders? To what extent is this an embedded, systematic process to support
10 organisational improvement?

11
The vast majority of organisations report barriers to evaluating learning and
development initiatives
12 The vast majority (81%) experience barriers in evaluating their L&D initiatives (Figure 26).
Lack of learner or management time (32%) and pressure of other business priorities (28%)
are the most commonly reported obstacles, followed by funding (24%).
The lack of learner and management time highlights that learning is often viewed as a
separate activity and not linked to the workflow.
Many also report barriers within L&D/HR, in particular the pressures of other priorities
(22%), quality of L&D data collected (21%) and L&D/HR capability to conduct the
evaluation (17%).
Larger organisations and those in the public sector face a higher prevalence of barriers to
evaluation:
• Public sector organisations are significantly more likely to report barriers to evaluation
(94% compared with 79% of private sector and 80% of voluntary organisations), with
funding (37%) and lack of learner or management time (41%) standing out as particular
challenges.
• Larger organisations are more likely to report barriers to evaluation compared with
smaller employers, with the following barriers more prevalent: HR/LD capability (23% of

37 Evaluation and impact

 Learning and skills at work 2020

larger employer versus 8% of SMEs); pressure from other strategic imperatives (27% vs
15%); and pressure from other HR/L&D imperatives (26% vs 15%).
• Overall, SMEs are less likely to report barriers to evaluation compared with larger
1 employers; over a fifth (23%) report that they face no barriers compared with just one in
sixteen of large organisations.
2
Figure 26: Barriers to evaluation of learning and development (%)

3 Lack of learner or management time 32

Pressure of other business priorities 28

4
Funding 24

Pressure of other strategic imperatives 22

Pressure of other L&D/HR priorities 22

5 Quality of L&D data collected 21

IT systems 19

6 L&D/HR team capability 17

Desired outcomes inadequately defined at the start 14

7 Quality of learning systems 14

External learning provider appetite/capability 5

8 Other (please specify) 2

N/A – we don't face any barriers 19

9 Base: all L&D and HR professionals: 445 0 10 20 30 40

10

11 Reflective question
How can learning impact measurement be embedded in work practice with
12 evaluation undertaken as an integral part of work activities?

9 Learning and development

resources and budgets
Organisations are having to do more with less. Learning and development
functions have experienced increased workloads but a squeeze on budgets,
headcounts and use of external suppliers.
There is considerable variation in L&D budgets
Most organisations with more than 250 employees have a learning and development budget
(83%). Smaller organisations, on the other hand, are less likely to have a specific budget (33%).
Figure 27 shows there is considerable variation in L&D budgets. Just over a third have an
annual budget of less than £150 per employee, while 22% have a budget of more than
£750 per employee per annum.

38 Learning and development resources and budgets

 Learning and skills at work 2020

Private sector organisations are more likely to have larger L&D budgets compared
with public organisations; 26% of private organisations have a budget of over £750
per employee compared with just 15% of public sector employers. The differences
1 by organisation size are minimal, although larger employers tend to be slightly more
concentrated at either end of the spectrum compared with smaller employers.12
2 Senior directors (42%), followed by the learning and development (24%) or wider HR function
(20%), tend to be principle owners of the learning budget within organisations (Figure 28).
3 The specific function/directorate and line managers own the budget in just 6% and 5% of
organisations respectively. These figures are very low. If the shift towards learning in the flow of
work and performance improvement is to be achieved, increasingly line managers will need to
4 be empowered, which may require dedicated budgets allocated to operational teams.
Differences in ownership by size of organisations include:
5 • In smaller organisations (who are less likely to have L&D or HR functions), senior
directors have a more prominent role, having principle ownership in 58% of
6 organisations, compared with just over a third (35%) in larger employers.
• In larger organisations, the L&D function (31%) is more likely to ‘own’ the learning
budget, compared with just 9% of SMEs.
7
Figure 27: Budgets per employee per annum (%)

8
11
£1-£150
9 11 30
£151-£400

10 £401-£750

£751-£1,000

11 19
£1,001+

30
12
Base: all those with a budget: 608

Figure 28: Who owns the budget? (%)

5 2
6
24 L&D function

Wider HR function

Senior directors, for example managing director, CEO,

executive management team
The specific organisation function or directorate, for
example marketing, sales, finance, operations
6 Line managers
20

Other

Base: all those with a budget: 608

39 Learning and development resources and budgets

 Learning and skills at work 2020

Figure 29 shows that the largest proportion of development budgets goes towards
improving individuals’ performance in existing roles, followed by leadership and
management development and meeting compliance regulations.
1
Larger organisations, with more than 250 employees, tend to devote a higher proportion
of the budget to induction/onboarding and compliance, and smaller organisations
2 (under 250 employees) tend to spend more proportionately on improving individuals’
performance in existing roles.13
3 Encouragingly, learning and development budgets are relatively evenly distributed across
the workforce (Figure 30), with similar proportions allocated from entry-level to middle-
4 management employees, and the lowest mean score at senior/executive level.

Figure 29: Budget split by area of focus – mean scores (%)

5 30
28

25

6 20 20
17
15
15

7 10
11
9

8
Induction and Leadership and Improving Non-role-specific Apprenticeships Meeting compliance
onboarding management individuals’ personal and regulations
9 development
(non-apprentice)
performance in
existing roles
development (including health
and safety)
Base: all those with a learning and development budget: 608

10 Figure 30: Budget split by seniority of employees – mean scores (%)

30
11 25
22 22
20 20
12 20
16
15

10

Senior, executive, or Middle-level First-level Intermediate or Entry level

top-level management management management experienced level
or chiefs

Base: all those with a learning and development budget: 608

Reflective question
In your context, how are learning budgets distributed across different parts of the
organisation and roles? Is this an intentional decision?

40 Learning and development resources and budgets

 Learning and skills at work 2020

The workload of the learning and development function has increased for
the majority of organisations
Figure 31 shows that while workloads have increased for the majority of organisations, a
1 quarter have seen a decline in headcount, budget and use of external suppliers:
• The majority (60%) of organisations report that the overall workload of their learning
2 and development functions have increased over the last 12 months, with just 4%
reporting a fall.
3 • Around a quarter of organisations report a reduction in headcount, budget and use of
external suppliers/contractors.
• A third of organisations have increased their investment in learning technologies.
4 • Around 30% have increased the use of internal subject-matter experts and links with
educational/professional institutions.

5 Those organisations who reported that their budget had decreased in the last 12 months
were most likely to report increases in workload (71%), decreases in headcount (60%), and
they were less likely to have seen increase in learning technology investment (24%) or use
6 of external consultants/suppliers (17%).
On the other hand, organisations that reported that learning and development budgets
7 had increased over the last 12 months were also more likely to report increased workload
(72%). However, they were much more likely to report growth in headcount (62%),
increased investment in learning technologies (64%), and increased use of internal subject-
8 matter experts (53%).
Public sector organisations are much more likely to have seen budget reductions (40%
9 compared with 24% of private and 20% of voluntary) and less likely to have seen
increased investment in learning technologies (26% compared with 37% of private and
10 32% of voluntary), or increased headcount (20% compared with 28% of private and 26%
of voluntary). However, the same proportion as the private sector report increases in
workload (59% versus 60%).
11

12 Figure 31: Change in L&D function in the last 12 months (%)

Overall team workload 60 36 4

Investment in learning technology 34 55 11

Use of internal subject-matter specialists 31 59 10

Links with educational/professional institutions 30 58 12

Headcount 27 48 25

Use of external associates/consultants/suppliers 22 55 23

Budget 21 52 27

Increased Stayed the same Decreased

Base: all of those with an L&D function: 819

41 Learning and development resources and budgets

 Learning and skills at work 2020

Workloads have increased in organisations that have expanded their L&D budget, headcount
and use of external associates (presumably to meet growing demand/increased activity) and in
those where resources have reduced, presumably as many are seeking to ‘do more with less’.
1
Reflective question
2 In your context, what are the key resourcing challenges and opportunities that
underpin the success of organisational learning?
3
Predictions for the future of L&D funding are determined by past experience
4 The majority expect that L&D budgets will either remain the same (43%) or increase (25%)
over the next 12 months (Figure 32). It should be recognised that these figures will have
5 likely changed since the survey was conducted, as learning and development budgets are
often first to feel the squeeze in times of economic crisis:

6 • Smaller organisations are more likely to report that their budgets will remain the same
or increase compared with larger employers (81% compared with 63%).
• The public sector outlook is far less positive than the private or voluntary sector. Public
7 sector employers are much more likely to report a squeeze on L&D budgets, with 28%
expecting a reduction compared with just 16% and 18% respectively of private and
voluntary sector organisations.
8
Organisations’ predictions for the future are significantly related to their experience of the
past 12 months in all sectors. Those that have experienced reductions in L&D funding and
9 headcount over the last 12 months are more likely to report they anticipate a decrease in
funding over the next 12 months.14
10
Figure 32: Learning and development budgets for the next 12 months (%)

11 13

25
12 Increase

Stay the same

19

Decrease

Don't know

43

Base: all those with an L&D budget: 608

Reflective question
How are the operational experiences in your context over the past year likely to
influence the nature of the learning provision?

42 Learning and development resources and budgets

 Learning and skills at work 2020

10 Conclusions and
1 recommendations
The world of work is changing at a relentless pace, driven by rapid technological advances,
2 globalisation and wider economic and societal trends. To respond to these challenges,
organisations must be resilient and agile, and be able to learn and adapt. In such a context, the
3 role of learning and development is critical to ensure that organisations are able to address
current and emerging learning and skills needs.

4 In this rapidly evolving context, learning needs to evolve and it must be accessible, agile and
flexible. Learning must be increasingly in the flow of work, not in the classroom; via digital
technologies which enable learning to be available any time and anywhere; and through
5 curation, not just creation. Learning solutions need to be designed to improve performance and
productivity, and be based on science, not guesswork. However, this research highlights that
many organisations are struggling to adapt.
6
Recommendations for practice
7 Align your learning and development strategy with organisational
need.
Alignment is a critical issue when developing a learning and development strategy.
8 If learning is to positively impact business performance, it has to get much closer
to the business and there needs to be greater clarity in the learning team about
9 business drivers.15
Increase the knowledge and capability of your learning function.
10 For learning and development to become more relevant, agile and effective in
organisations, L&D professionals must increase their knowledge and capability.16
Our research, Professionalising Learning and Development, demonstrates that
11 continuing professional development has clear business benefits and highlights key
areas for L&D development.

12 The CIPD’s new Profession Map provides the foundational values, knowledge and
behaviours that underpin effective learning design, delivery and impact.
It can be used to:
• build capability in yourself, teams and organisations
• develop expertise in emerging areas of practice
• drive sustainable organisational change
• help you be a more confident, decisive and credible people professional
• prove your value as an expert on people, work and change.
It’s built around the overarching purpose of the people profession: to champion better
work and working lives.

Demonstrate value through evaluating learning impact.

Without being able to measure learning impact, valuable time and resources
are wasted. Measuring the impact, transfer and engagement of learning and
development activities can’t just be done by a questionnaire. Effective learning
and development evaluation needs to be linked to learning needs and focused on
evaluating learning outcomes, not inputs.17

43 Conclusions and recommendations

 Learning and skills at work 2020

Consider the wider learning environment in your organisation.

To support learning at an individual and organisational level, organisations need
to create an environment that embeds learning into the way they do things.
1 Creating an organisation that supports learning is not the sole responsibility
of L&D professionals; it requires organisation-wide vision, buy-in and action.
2 However, L&D professionals are key in shaping this vision. Our recent report,
Creating Learning Cultures: Assessing the evidence, sets out practical steps for
practitioners to ensure learning is supported at every level of the organisation.18
3
Embrace technologies that support learning and collaboration.
It’s never been more important to ensure that organisations have technology
4 in place to support employees to learn any time, any place, any way.19
Implementing effective digital learning and collaboration tools will continue to
be vital as some organisations work remotely, due to the COVID-19 pandemic,
5 and ‘in person’ group learning activities are limited. To support effective
implementation, practitioners should ensure they apply what we already know
6 about offline transfer to technology, address any learner barriers, and make an
assessment of the theory behind the tools to identify if it has the right features
to deliver learning experiences.20
7 Address transferable skill gaps as well as technical.
Technology is driving a revolution in the workplace, transforming both the way
8 we work and the job opportunities available. To thrive in this new environment,
employers increasingly depend on highly transferable core skills, such as
communication, teamworking and problem-solving. Alongside addressing
9 technical skill gaps, learning and development professionals should look to build
these essential skills.21
10 Future-proof your organisation by understanding the types of skills
you need and how you will source them.
Knowing and understanding the skills you need and how you will source
11 them is critical. ‘The right people, with the right skills, in the right roles, at
the right time and the right cost’ is what will ultimately deliver the right
12 results for an organisation. By taking a proactive, methodical approach
to workforce planning, HR and L&D practitioners play a critical role in
supporting businesses to understand current and emerging risks and
opportunities and put in place the resources needed to respond effectively
to whatever scenario lies ahead. Our guidance on Workforce Planning
Practice sets out the key steps for practitioners.22
Ensure that your people managers have the knowledge, skills,
behaviours and resources to support learning.
People managers are key to shaping workplace culture and fostering a work
environment that is productive and supportive of learning. Yet, while improving
people management capabilities is identified by organisations as their top
people priority, our research shows that many organisations are failing to equip
them with the skills and resources they need to support learning.23 Learning
professionals can support line managers by: helping them understand the
key role they play in supporting learning, whether this is formal or informal;
supporting them to prioritise time and resources for learning; building support
for L&D into management objectives; and encouraging them to be role models,
to demonstrate how learning is part of everyone’s role.24

44 Conclusions and recommendations

 Learning and skills at work 2020

Don’t press pause on learning and development; continue to invest

in the skills of your workforce.
We know that in times of crisis, learning and development activities are
1 often the earliest and hardest hit activity, yet the ability to learn, adapt and
continuously improve in the face of such a challenge will be vital.
2

3
11 Appendix: methodology
and sample
4 This is the CIPD’s relaunched Learning and Skills at Work survey report, in partnership with
Accenture (previously known as the Annual CIPD Learning and Development survey). It
examines current practices and trends within learning and development.
5
The survey consisted of 38 questions completed through an online questionnaire.
The sample was collected via a YouGov panel, as well as marketed to learning and
6 development professionals through the CIPD’s network to provide supplementary insights.
The survey field work was conducted in February 2020. In total, 1,217 people responded to
7 the survey.
Sample profile
The survey was targeted at people in HR/learning and development or in senior roles
8 as the questions require specific knowledge on learning and development practices and
policy. Over half (56%) report they are responsible for, or involved in, determining the
9 learning and development needs of their organisation. Figure 33 shows a broad spectrum
of respondents, with over half (55%) coming from either an HR or L&D background, while
around one in twelve are line managers and 11% are senior managers or directors.
10
Figure 33: Sample characteristics: role of respondents (%)
11 Other: HR 14

HR manager 13

12 Line manager 12

Senior manager/director/CEO 11

Other: Talent, training, learning or development 10

Other: Non-HR (please specify) 8

Learning and development manager 5

General management 5

L&D or HR business partner 5

Head of learning and development 4

Organisational development manager/adviser 4

Education and health professional 3

Director of learning 2

L&D or HR director 2

Learning technologist/product owner 1

Chief learning officer 1

External consultant (L&D or HR) 0

0 5 10 15 20
Base: all respondents: 1,217

45 Appendix: methodology and sample

 Learning and skills at work 2020

Respondents work for organisations of all sizes (Figure 34). Nearly three-quarters work in
the private services sector, just under a fifth in the public sector (18%), with the remaining 7%
working in the voluntary and charitable sector (Figure 35). A more detailed sector breakdown
1 is provided in Figure 36.
The survey also asked respondents to provide details on organisational productivity, retention
2 rates and employee satisfaction (Figures 37, 38, 39).

3 Figure 34: Sample characteristics – size of organisation (%)

4 13

5
2-9

42 10-99
22

6 100-249

250-999

7 7 1,000+

16

8
Base: all respondents: 1,217

10

11 Figure 35: Sample characteristics – sector (%)

12 7

18

Private

Public

Voluntary
75

Base: all respondents: 1,217

46 Appendix: methodology and sample

 Learning and skills at work 2020

Figure 36: Sample characteristics – detailed sectors (%)

Professional, scientific, or technical services 14

1 Education 14

Health care, pharmaceutical and emergency services 8

2 Other 8

Government, public administration or military 8

3 Retail trade

Finance, insurance or real estate 7

8

Manufacturing 6
4 Non‐profit (religious/civic/charity/grant making) 5

Construction 4

5 Hospitality 4

Utilities 3

6
Administrative support and services 2

Arts, entertainment and recreation 2

Transportation and warehousing 2

7 Other services 1

Agriculture 1

8 PR and marketing 1

Wholesale trade 1

Publishing and journalism 1

9 0 5 10 15 20
Base: all respondents: 1,217

10
Figure 37: Sample characteristics – perceived productivity (%)
11
7 6

12 9
Significantly higher than average

2 Higher than average

Average
36
Significantly below average

Below average

40 Don't know

Base: all respondents: 1,217

47 Appendix: methodology and sample

 Learning and skills at work 2020

Figure 38: Sample characteristics – average job tenure (%)

25

1
20
20
18
2
15
13

3 10 9
11

8 8
7

4 5
3

5 1 year 1-2 years 2-3 years 3-4 years 4-5 years 5-10 years 10-15 years More than Don't know
15 years
Base: all respondents: 1,217

6
Figure 39: Sample characteristics – employee satisfaction (%)
7
Highly satisfied
9
8 17
Satisfied

Neither satisfied nor dissatisfied

9 6

3 Not very satisfied

10 10 41
Not at all satisfied

Don't know

11 14 N/A – we don't run employee

satisfaction surveys

12 Base: all respondents: 1,217

12 Endnotes
1
See for example: ‘Productivity puzzles’, speech given by Andrew G. Haldane, Chief
Economist, Bank of England, London School of Economics, 20 March 2017; McGowan, M.
and Andrews, D. (2015) Labour market mismatch and labour productivity: evidence from
PIAAC data. Paris: OECD.
2
CIPD. (2018) Workforce planning practice. London: Chartered Institute of Personnel and
Development.
3
Large organisations vs SMEs: learning technologist/product manager (16% vs 4%);
instructional designer (14% vs 6%); digital asset creator (10% vs 1%); performance
consultant (8% vs 3%); and community manager (6% vs 3%).
4
Please note figures are not directly comparable due to sample variation and size and
question wording changes.
5
CIPD. (2017) The future of technology and learning. London: Chartered Institute of
Personnel and Development.

48 Endnotes
 Learning and skills at work 2020

6
Marsick, V.J. and Watkins, K.E. (2003) Demonstrating the value of an organization’s
learning culture: the Dimensions of the Learning Organization Questionnaire. Advances in
Developing Human Resources. Vol 5, No 2. pp132–51.
1 7
CIPD. (2020) Creating learning cultures: assessing the evidence. London: Chartered
Institute of Personnel and Development.
2 8
Felstead, A., Gallie, D., Green, F. and Henseke, G. (2017) Productivity in Britain: the
workers’ perspective. First findings from the Skills and Employment Survey 2017. London:
Centre for Learning and Life Chances in Knowledge Economies and Societies, UCL
3 Institute of Education.
9
CIPD. (2019) Over-skilled and underused: investigating the untapped potential of UK skills.
4 10
London: Chartered Institute of Personnel and Development.
82% of organisations who agree, or strongly agree, that learning is aligned to
organisational goals conduct evaluations compared with just 62% of those who don’t.
5 81% of organisations who agree, or strongly agree, that leaders in my organisation value
staff L&D conduct evaluations versus 60% that don’t. 75% of organisations who agree
that their organisations have a clear vision and strategy for L&D conduct evaluations
6 versus 40% who don’t evaluate.
11
18% of large organisations produce a report or summary of the findings but rarely act on
7 the data compared with 14% of SMEs; 13% of larger organisations report that they do not
use the metrics and evaluation intelligence they gather compared with just 8% of SMEs.
12
32% of large employers have a budget of less than £150 per employee per annum
8 compared with 26% of SMEs, while 12% of larger employers have a budget of over
£1,000 per employee compared with just 9% of SMEs.
13
Induction/onboarding mean score 16.4 for larger employers compared with mean score
9 of 11 for smaller employers; compliance mean score 19.2 for large employers and 12.7 for
smaller organisations; improving performance in existing roles mean score 23.15 for large
10 14
employers and 38.5 for smaller organisations.
60% of organisations whose budget increased in the 12 months expect that it will
increase in the next 12 months. While 76% who experienced a fall in the last 12 months
11 expect a reduction in the next year.
15
Lancaster, A. (2019) Driving performance through learning: develop employees through
effective workplace learning. London: Kogan Page Publishing.
12 16
CIPD. (2019) Professionalising learning and development. London: Chartered Institute of
Personnel and Development.
17
CIPD. (updated 2020) Evaluating learning and development. Factsheet. London:
Chartered Institute of Personnel and Development.
18
See note 7.
19
CIPD. (updated 2020) Digital learning. Factsheet. London: Chartered Institute of
Personnel and Development.
20
See note 5.
21
Skills Builder Universal Framework.
22
CIPD. (2019) Workforce planning. Factsheet. London: Chartered Institute of Personnel
and Development.
23
CIPD People Skills Hub.
24
See note 7.

49
 Learning and skills at work 2020

10

11

12

50
1

10

11

12
Chartered Institute of Personnel and Development
151 The Broadway London SW19 1JQ United Kingdom
T +44 (0)20 8612 6200 F +44 (0)20 8612 6201
E cipd@cipd.co.uk W cipd.co.uk
Incorporated by Royal Charter
Registered as a charity in England and Wales (1079797)
Scotland (SC045154) and Ireland (20100827)
Issued: June 2020 Reference: 8018 © CIPD 2020