The digital transformation of the German economy is progressing unabated, with far-reaching effects on company education, among other things. On the one hand, technological innovations enable new forms of teaching and learning, both in conjunction with and as an alternative to traditional classroom training. On the other hand, the use of new machines or changes in business models creates a considerable need for further training among employees, which makes personnel development an important success factor for the digital transformation.

This realization has long since arrived in companies, because as the previous year‘s studies have shown, the digital transformation already has an almost universal impact on in-company education and training in the German-speaking region. Due to its ongoing relevance, we have addressed the digitization of personnel development for the third time with our own partial study as part of the new eLearning BENCHMARKING study in 2019. This year, the focus was on the dissemination, benefits and hurdles of digital learning content, as well as the current role of the 70:20:10 model in in-company education.

Chapter 1: Potential and limitations of a digitized personnel development
As in the economy in general, the digital transformation of personnel development in the German-speaking region is progressing unwaveringly and while in the past the question of eLearning still posed itself, digital learning content seems to be are largely established in medium-sized to large companies today. But is that even true? How common is digital learning in human resources development? And what arguments actually support and oppose the use of digital learning content? The following chapter focuses on these issues.

Chapter 2: 70:20:10 in practical use
Due to the digital transformation of personnel development, informal learning is gaining in importance, as was the conclusion of the sub-study „Digital Transformation“ from the previous year. To deepen this result, the current eLearning BECHMARKING study looks at the 70:20:10 model, in which informal learning plays a central role. What does 70:20:10 actually mean? Is the approach taken into account or implemented in the personnel development of companies surveyed? Does it make sense to take the model into account at all? These and other questions about the topic 70:20:10 will be the focus of the next chapter.