HIGHLIGHTS

2016

CORPORATEUNIVERSITIES

Sabine Lochmann, President of the Management Board, BPI group

Pierre-Étienne Lorenceau, Founder and CEO, Leaders League Group, Publisher of Décideurs magazine

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WELCOME TO U-SPRING

Pierre-Étienne Lorenceau

More than anything, the aim of U-Spring is to sharpen your minds as you come together with your most accomplished peers in a spirit of discussion and sharing the most effective practices. For us, today’s conference—the first of what will be an annual event—embodies friendliness, openness, and creative exchanges.

Sabine Lochmann

You have come from all over the world to share best practices, experiences, and your concerns throughout the day, a day that I like to call a “one-day university” of corporate universities....

Corporate universities are becoming the melting pot for the transformation occurring in our organizations and our economy. They need to give our employees an opportunity to cultivate their talent and increase their employability in a complex, unpredictable environment. ...

The principle governing “peeragogy” (what we can also call “mentoring”) is that your employees are completely capable of creating new solutions and helping others through their teaching skills and desire to share. For that matter, it is essential to create lifelong employability by engaging in training. We each need to take charge of our own development, utilizing technological tools in the process.

INTERVIEWMyriam El Khomri, French Minister of Labor, Employment, Training, and Social Relations,

answers questions by Rose-Marie Van Lerberghe, Chair of the Board

of Directors, Institut Pasteur, and Senior Advisor, BPI group

Watch the video: http://bit.ly/1U7aqv5

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STRATEGY, CULTURE & INNOVATION: DRAWING ON CORPORATE UNIVERSITIES

TRACK I

T1P1

Philippe Cuenot, Human Resources Manager, Bouygues

Nadine Lemaitre, President, Engie University

Valérie Manier, Learning Solution Manager and International Development, Safran University

MODERATOR

Bénédicte Ravache, Corporate Secretary, ANDRH

9:45 • 10:45 AM

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PANEL 1 • CORPORATE UNIVERSITIES: CATALYST FOR ORGANIZATION TRANSFORMATION

Valérie Manier: At Safran, as in many industries, digitalization

will affect all our careers, including those of technicians, as means

of production become automated. Supporting employees as

their roles change is crucial for the success of business plans.

With this in mind, Safran has created programs to support the

mobility of managers and nonmanagers in order to help them

move into brand-new careers and to set them up to make a

successful transition.

Nadine Lemaitre: The university’s role must change, helping

our executives and managers understand energy transition.

The current efforts target each entity’s natural teams, which

are reflecting on their own transformation in order to take into

account the nonuniform nature of change within the group. The

issue of a leadership model arises, along with the issue of the

client. New skills also need to be acquired.

There is resistance to change. Sometimes you have to

repeat yourself many times in order to be heard. Also, being

right too early is the same as being wrong because you are

then taking on the established powers.

Philippe Cuenot: Professional value is something that is honed;

it consists of more than a degree. It’s very telling that the most

popular e-learning course in our university is English even though

Bouygues operates only in France. It shows that our employees

have grasped that English is essential for their employability.

T1P2

Edith Lemieux, Head of Air Liquide University & HR Transformation Projects, Air Liquide

Caroline Galliaerde, General Manager, BPI group Russia

Patricia Glasel, Europe Global Leadership Training Director, Berlitz

Olivier Oger, HR Manager France, Samsung France

Stéphane Saba, Human Resources Development Director, PepsiCo ESSA

MODERATOR

José-Maria Aulotte, Academic Director of International MBA in HR, Institut Magellan (Paris), Cercle Magellan

11 AM• 12 PM

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PANEL 2 • "THINK GLOBAL, ACT LOCAL": CORPORATE UNIVERSITIES AS A DRIVER OF INTERNATIONALIZATION

Edith Lemieux: The key to our success is that we were attentive to our countries—we adopted a communication strategy within the entire community. We then worked with the countries to design curricula that responded to their needs, on the condition that those needs aligned with the corporate strategy.

Patricia Glasel: In this way, we realized that the local engineers had a hard time understanding the French engineers because they thought and learned differently: the French take a deductive approach to general concepts while other cultures have a more inductive approach. Through the university, we have worked on curricula that aim to teach the engineers who need to transfer technical information to adapt to the style of the country they’re in.

Stéphane Saba: We’ve undergone a major transformation in order to become a matrix organization. So, for example, our product managers’ areas of expertise have been refined over a broader geographic scope. These changes have upended the organization and the makeup of jobs, and that has required enhanced support: the concept of the Learning Organization.

Caroline Galliaerde: Corporate universities apply talent management—that is, an ability to consider the local specificities and constraints of the global strategic challenges within a parent company. In Russia, our clients exist in an ecosystem that’s restrictive in some ways, but they ask us to help them recruit manager profiles that can bridge the glocalization gap. Universities make it possible to train such profiles, but the insourcing will have succeeded only once corporate universities have taken into account this localization of global subjects.

Olivier Oger: The universities and subsidiaries need to work harmoniously to transfer good practices in order to avoid duplicating a program that has already been developed. It's good that the group doesn't close itself off by imposing its programs at the local level.

PANEL 3 • LEGISLATION AND TRAINING: THE REGULATORY BIG BANG

Camille Béraud: Organizations arise from an obligation to do, and to truly fulfill an obligation to train. Individuals have more levers to take control of their employability, and social partners have more resources in order to get involved in devising a training policy.

Alexis Hluszko: We’ve shifted from a legal model of overall training expenditures to a system of investments that are more individualized and assessed to help the staff member’s employability and professional growth.

... The chief learning officer’s role is to construct the learning-readiness ecosystem, where not everything is fiscal and financial. The HR department, managers, management committees, and social partners are also actors in this new culture.

Dominique Bailly: I’d like to say how much training is a tool for economic as well as social development, both for the organization and for people.

Jean Wemaëre: Training is the major tool for developing human capital, and a creator of wealth, competitiveness, and employability.

Carine Chevrier: Nowadays we have a tool that functions. It’s up to HR managers to support their employees and get them to understand why this tool is useful while reminding them that it is a right.

Raphaële Gauducheau: The consultant’s role in professional growth is important for helping employees navigate a complex system.

T1P3

Dominique Bailly, Director of HR performance and strategic planning, Le Groupe La Poste

Carine Chevrier, Executive Officer for Employment and Training, DGEFP

Raphaële Gauducheau, Director of Division of Businesses, Employees, and International, AFPA

Alexis Hluszko, President, Garf

Jean Wemaëre, President, Fédération de la Formation Professionnelle

MODERATOR

Camille Béraud, Deputy CEO, Fédération Nationale du Crédit Agricole

3:00 • 4:00 PM

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T1P4

Sylvie Blanchet-Vinatier, Chief learning officer & head of Corporate University chez Société Générale

Marie-Bernard Delom, SVPHR, Executive Management & Group Development, Orange

Inge Kerkloh-Devif, Executive Director, HEC Paris Executive Education

Patrick Plein, Head of Digital Working and Academy, Vinci

Karima Silvent, HR Manager, Axa

MODERATOR

Juan-Luis Goujon, President and CEO of BPI group North America, Managing Director of International Business Unit, BPI group

4:30 • 5:30 PM

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PANEL 4 • TOP MANAGEMENT AND HIGH POTENTIALS: HOW TO DEVELOP THEM THROUGH DEDICATED PROGRAMS

Karima Silvent: We’ve made a conscious choice to not center our programs on potentials, instead adopting talent management that is integrated into our processes.

Inge Kerkloh-Devif: We train leaders by getting them to put things into perspective and to use analytical skills (evidence-based knowledge), while providing them with new knowledge in three areas: entrepreneurship and innovation, digital transformation, and business society.

... Also, the impact of data and how it’s used to improve learning are important. Careers are now customized and no longer systematized.

Sylvie Blanchet-Vinatier: We’ve based these programs on experiential learning more than on academic learning. The senior management is very much a stakeholder and participates in our executive programs so as to challenge them.

Patrick Plein: Participants walk into the Management Forum as products of their activities. The program consequently ends with a dialogue with the chairman and CEO, and the participants leave with a clear vision of the group’s strategy.

Marie-Bernard Delom: To spot and develop talent, we use an externalized process with outside assessors and Orange (BPI group). The divisions identify people who could potentially take on positions of responsibility, but it’s important that the process be group-wide.

In terms of return on investment, the division talent managers pinpoint with the employees the elements that allow the employees to say they have progressed, and how we have helped them achieve this success. The qualitative affirmation comes from their teams’ satisfaction. We’re always looking for innovative providers to help us in this effort.

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NEW TOOLS, NEW MODELS: RETHINKING THE CORPORATE UNIVERSITY

TRACK II

T2P1

Catherine Favreau, Chief learning officer Life, Auchan Retail international

David Jonin, Partner Attorney, Gide

Sarah Krieger, Talent and Organization Capability Leader, Ingersoll Rand

Jérémy Lamri, Chairman and CEO, HR Lab

Gaëlle Pellerin, SVP HR Global Headquarter & Group Management Development, Lacoste

Jordi Solé, CEO, Online Higher Education Branch, Planeta Group

MODERATOR

Mike McGowan, Managing Director and Practice Leader, Leadership & Talent, BPI group US

9:45 • 10:45 AM

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PANEL 1 • FINDING THE BUSINESS MODEL FOR CORPORATE UNIVERSITIES

Mike McGowan: In today’s VUCA* world, several factors influence the evolving business models of corporate universities: globalization, market volatility, financial constraints, changing strategies and customer needs, digital technology, and evolving workforce demographics. The business model needs to be aligned with that organization’s unique needs, challenges, and circumstances.

Gaëlle Pellerin: All my programs are developed in cooperation with the CEO and take into account the organization’s medium- and long-term strategy. The senior management also plays a role in employee development.

... Favoring a disruptive approach by involving young people in the process is key because their vision is groundbreaking.

Sarah Krieger: For every new program, we identify an executive sponsor. When the university was created, we set up a corporate university board of directors.

Catherine Favreau: In today’s economic climate, corporate universities must first rethink their value proposition in order to differentiate themselves from the market offerings, and second, diversify their business models in order to find new sources of revenue and not just be a cost center.

Jérémy Lamri: Corporate universities are still seen as cost centers even though they produce intangible value. The issue of the organization’s intangible capital comes up.

Jordi Solé: We’re beyond the time when corporate universities were considered the turning point that couldn’t be missed. From now on, the challenge no longer involves creating such a structure for ourselves at any price, but rather, determining how to use the corporate university to produce a strategic impact.

David Jonin: Using technological tools helps to spread expertise and knowledge broadly within the organization.

*VUCA is an acronym used to describe or reflect on the volatility, uncertainty, complexity and ambiguity of general conditions and situations

PANEL 2 • EDUCATIONAL REVOLUTIONS AND NEW LEARNING READINESS METHODS

Alexandra Cauchard: The revolution in the educational environment is possible considering that tools that are more and more digital and collaborative are being developed, training is more accessible, and there’s a shift in who holds the knowledge—anyone can take on the role of trainer.

Denis Cristol: We need to create nourishing learning environments. We need to let others learn.

It’s not enough to be satisfied with the educational mantra that is based on objectives. We need to allow more freedom to learn with open spaces.

Ludovic Guilcher: It’s useless to stress that the skills standard is the Holy Grail of HR. However, it will disappear in the algorithm. The digital world tends to eliminate middlemen.

Finally, we all believe that only the skills recognized by the management count. Yet recognition by peers is turning out to be decisive. A movement needs to happen. It’s a good idea to agree to incorporate declared skills in order to build our HR departments when it comes to training and jobs. This movement will be revolutionary.

Cécile Fourmann: We’re trying hard to set the organization in motion through the dissemination of knowledge.

It’s vital to again address the issue of transmitting knowledge. Developments in the world around us inevitably impact training.

David Jestaz: Given today’s demand for instantaneousness and the fragmented world, what can we do to reconcile the tools with the incompressible time that the brain needs to absorb trainings?

Arnauld Hery: We devote time to training. The corporate university is a place to share values. We believe in people development. Encouraging time for classroom trainings is a challenge. The cost of the training shouldn’t be a deterrent. The cost of ignorance would be much higher.

T2P2

Denis Cristol, Director of Training Engineering, CNFPT

Cécile Fourmann, Group HR and Communications Director, Coface

Ludovic Guilcher, HR Group Deputy Executive Vice President, Orange

Arnauld Hery, Global Training Director, McDonald's

Michael Marquardt, Professor of Human Resource Development and International Affairs, George Washington University, WIAL

MODERATOR

Alexandra Cauchard, Senior Editorial Manager, Leaders League

11 AM • 12 PM

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T2P3

Antoine Amiel, Chairman & CEO, Learn Assembly

Pierre Dubuc, Co-founder, Open Classrooms

Thierry Majorel, HR Prospective/Innovation, Digital Culture, Start-Up Relations, BPI group

Lars Meinel, Vice President, Global Head of Learning and Development, Head of Global People Performance, Atos

MODERATOR

Patrick Cappelli, Journalist

3:00 • 4:00 PM

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PANEL 3 • TRAINING AND THE DIGITAL ERA: HOW TO FULFILL THE PROMISES OF MASSIFICATION, PERSONALIZATION, AND OPTIMIZED MANAGEMENT?

Lars Meinel: E-learning training is the linchpin of our system. When someone wants to benefit from a mobility, we need to be able to refer to the certifications that demonstrate his ability to take on other responsibilities.

Pierre Dubuc: In the e-learning industry, the wave of MOOCs has contributed to the development of the concept of mass training. But MOOCs are often criticized for not being personalized.

... Training that leads to a qualification can be offered online. Some of the courses are in the format of a MOOC, and some are based on concrete cases. These projects are “mentored.” An expert follows the progress by videoconference and assesses the learner’s skills over time.

Antoine Amiel: The way “digital learning” is funded should be rethought. Funding a corporate MOOC is a collaborative process as different departments are involved. There’s multiple governance, so the funding can be divided among different business units. We need to note that training departments are no longer systematically solicited.

Thierry Majorel: A personalized, effective training course is one that triggers the implementation and mobilization of new behaviors more than the development of business skills.

It means giving as much importance to what happens before and after the training in order to encourage adoption and transfer.

Massification promises to protect and develop human capital, which must be incorporated into the assets of the organization.

T2P4

Eric Depond, Chief Learning Officer, BPCE

David Jestaz, Head of Corporate University for Management, EDF

Emmanuelle Pays, HR Manager, Extia

Jonathan Pottiez, Senior Consultant, Formaeva

Steven Smith, Corporate Vice President, Director, Capgemini University

MODERATOR

Thierry Majorel, Prospective/Innovation, Digital Culture, Start-Up Relations, BPI group

4:30 • 5:30 PM

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PANEL 4 • THE NEW PROFILE OF CHIEF LEARNING OFFICERS

David Jestaz: A university is a lively place that enables us to move toward the future. There’s a dimension to the university that involves bringing together skills, but it’s also a unique space that allows us to ask essential questions.

... We’re making an effort to stress the sharing of educational developments. We’re not working on programs, but on the challenges of the changes to be carried out.

Eric Depond: The university sheds light on and strengthens collaborative knowledge in order to achieve the goal that is set. We need to support educational changes while ensuring effectiveness.

... The practice of training is more and more fragmented. Employees want to access knowledge when they need it.

Emmanuelle Pays: We give priority to the idea of user experience. We ask the question, “What are the practices that make it possible to learn and progress on a daily basis?” We give priority to continuing education and “microlearning.”

Steven Smith: Business issues need to be a central concern. It takes a group effort to find solutions. The cycles are very short: it used to be three months between when the business issues were identified and when the first training action was executed in response, but now it’s six weeks. You need to be quick and build things as you go along.

Formats need to be short and interesting. A story needs to be presented.

Jonathan Pottiez: Training is a powerful lever. Business plans need to be put forward. The CLO needs to demonstrate how the university contributes to the organization's major plans. In this sense, assessing the impact of trainings is a major and indispensable undertaking for the CLO.

David Jestaz: The objective is to create conditions that enable the organization to succeed at its business transformations. To engage in education for education’s sake doesn’t lead to anything. The business needs to be at the heart of the process.

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CONSTRUCTING A CORPORATE UNIVERSITY

THE NEW HORIZONS OF TRAINING IN THE DIGITAL ERA

HOW TO CERTIFY ONE’S CORPORATE UNIVERSITY

E-LEARNING, SERIOUS GAMES,

VIRTUAL REALITY: CASE STUDIES

POWER TALK

HOW TO CERTIFY ONE’S CORPORATE UNIVERSITY

Laurent Choain, Chief People & Communication Officer, Mazars

Of the 20 organizations accredited by EFMD, two or three are small in size. Pioneering accreditation needs pioneering organizations. Also, you don’t need to put in place your own structure, but rather, your own resources and your own plan within the organization.

... When you have colleagues in your organization who aren’t convinced that a university is useful, transform them from critical spectators to advocates for the cause.

ONSTRUCTING A CORPORATE UNIVERSITY

Eric Mellet, Founder and Former Head, L’Oréal Sales Academy; President, One & All+I only have one slide, which shows the word “University” and a list of concepts: U, as in Useful and UniversalN, as in NetworkI, as in International or Intercultural,V, as in Value creation and Virtual,E, as in Engagement,R, as in human Resources and Return on Investment,S, as in “Simplexity”,I, as in Incubator and Innovation,T, as in Transformation,Y, as in Your energy.

THE NEW HORIZONS OF TRAINING IN THE DIGITAL ERA

Thierry Happe, President and Co-Founder, Netexplo

The potential offered by new technologies is indispensable. The challenge is also to be able to learn from other employees and use one’s teaching skills to benefit others. The culture of the right to fail needs to be stressed. You can’t succeed without testing things out and making mistakes.

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Anne Marleix, President, Strass Productions

Aurélien Tonneau, Project Manager, Strass Productions

Bruno Lavoisier, After-Sales Training Manager, Volkswagen

Isabelle Damour, Group Retail Academy Director, Lacoste

Cécile Dumas, Training project manager, Lacoste

MODERATOR:

Miguel Derennes, Journalist

E-LEARNING, SERIOUS GAMES, VIRTUAL REALITY: CASE STUDIES

Isabelle Damour: Lacoste doesn’t just market clothing. That’s why we developed this Leather Goods e-learning module. We launched the “retail academy” in order to develop the retail teams’ skills in stores. This program targets the people who sell the products, not the people who work at headquarters.

Cécile Dumas: The learner is led to browse within the layers of the module and tackle concrete situations with virtual customers... We use different teaching approaches to make the modules engaging and to set a pace for the entire curriculum. The challenge is to ensure that the modules appeal to learners in all the countries where we operate.

Aurélien Tonneau: Role-playing is proving to be necessary, and that’s why we decided to create an immersive experience. Strass Productions has substantial experience designing video games and immersive serious games... Our expertise in game design was an asset.

Anne Marleix: We strive to engage learners by promoting an active learning dynamic. This approach is used in serious games, of course, but also in each e-learning module. Virtual reality is a technology that’s perfect for this.

Bruno Lavoisier: Budget constraints and a need to quickly roll out trainings for all employees forced us to find a new blueprint...

Starting from square 1, our goal was to offer 40% e-learning trainings in 18 months. This presented a formidable challenge. We developed 140 courses in 18 months. Naturally, this development of e-learning trainings had an impact on classroom trainings. We gave a shock to the system instead of phasing things.

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ACTION LEARNING:

A NEW METHOD OF COLLOBORATIVE MANAGEMENT

OKONI DESIGN SESSION

WORKSHOPS

ACTION LEARNING: A NEW METHOD OF COLLOBORATIVE MANAGEMENT

Michael Marquardt, Chairman, WIAL

Action learning is an essential tool to resolve complex and urgent organizational challenges. This method of collaborative reflection helps engage teams and build commitment, and develops individual and collective competency.

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Pierre BAUDRY, President, Okoni Design Session

How people in 2050 will view the corporate learning of 2016

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See the creations from the OKONI workshops at: http://uspringokoni.wix.com/uspringxokoni

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AWARDSCEREMONY

PERSON OF THE YEAR AWARD

Martin Bouygues, Chairman & CEO, Bouygues Sabine Lochmann, president of BPI group’s management board, presented Martin Bouygues with the Person of the Year Award. This award is an opportunity to recognize an important figure in the business world who has always been committed to the values of people development, innovation, and lasting growth within his environment. Martin Bouygues has particularly made his mark by developing and reinforcing learning and education within the companies of the Bouygues group, by implementing and developing employee shareholding, and by setting up a concrete and effective social ladder.

BPI GROUP SPECIAL PRIZE

Safran UniversityThis award goes to Safran University, which has implemented an exceptional employability development plan for each of its employees. The jury singled out Safran University for its strong commitment to corporate social responsibility. Always looking to anticipate any technological breakthrough, the university has established an ongoing innovation approach that is both technical and social, and that serves the group’s strategic focuses and employee development. Among the initiatives spearheaded by Safran University, BPI group praised the executive committee’s constant hands-on involvement in the university

BEST DIGITAL TOOLS: TIE

Digital Academy OrangeThis award recognizes Orange Digital Academy for its “Digital Passport,” which ushers in a new digital learning method that can be accessed from any screen and in which the employee becomes an actor in his or her learning process. One of the objectives of the Digital Academy is to give all individuals the keys to the digital world, both inside and outside Orange, and hence to anticipate the risks of internal social division. It sup-ports the priority of Orange’s Essentials2020 strategic plan: build a digital and human employer model. The program is a distinguishing feature used to attract work-study students, interns, and job applicants, and thus become an “employer promise”: earn Digital Orange certification. This ambition’s success can be seen in the fact that more than 100,000 di-gital passport or visa certifications were obtained as of the end of 2015.

Unibail-Rodamco AcademyThis award also recognizes Unibail-Rodamco Academy for its implementation of a Learning Management System plat-form that gives all employees access to the entire training catalogue, which can be viewed online, without compartmen-talizing departments and levels. It includes a “Mobile First” strategy to make it easier to embrace. Among the digital tools made available, the jury gave special recognition to the aug-mented reality training that enables virtual visits of shopping centers through 360° videos. In addition, the project engages employees so they become actors within the university: as part of an approach known as “peeragogy,” each person who is trained in turn becomes a trainer.

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BEST INTEGRATION OF DIGITAL TOOLS

Air LiquideThis award recognizes the integration of digital technology into the organization’s learning and development mechanism, through an approach that adeptly combines tools, methods, and topics. Air Liquide University positions itself as a true in-novation center and change driver that support’s the group’s strategy. The university has implemented an agile, innova-tive approach that blends different tools: prereading, videos, online assessments and simulations, e-learning, classroom learning, apps, virtual classes, co-development, and commu-nities. This approach increases return on investment. Further-more, a reverse mentoring program involving 2,500 cham-pions enabled the recent rollout of a collaborative platform for all employees. Digital transformation and its impacts are also a recurring theme in the programs developed by the university (case studies, examples, action learning projects, etc.). The jury especially applauded the fact that the digital programs are available to a broad internal—and sometimes external—audience including customers, contractors, and shareholders. This successful integration of digital tools promotes new ways of working and learning in the 80 countries in which the group operates.

BEST TEACHING INNOVATION

Renault AcademyThis award recognizes the ingenuity of the trainings produced by Renault Academy to train the group’s after-sales network, both individually and locally—that is, in the field by using mobile digital tools. For instance, Renault Academy has been using a multimodal system that combines classroom learning, holographic training systems, and digital models.

Learners have constant access to the system at their workplaces in order to provide high quality and responsiveness.

BEST CSR INNOVATION

Groupe PoultThe jury especially valued the open, proactive, and innovative organizational model of Poult Academy, which was created in 2010 through an initiative of the board of directors and by a group of volunteer employees who all believe that knowledge and personal development can be honed in settings other than traditional trainings. Poult Academy is the organization’s collaborative platform for developing people and current and future skills. It is based on the concept of the liberated com-pany, which places the individual at the center of the personal enrichment project and the training programs that pursue the ambitions of equality and sharing within the organization. It stresses capitalization on internal knowledge and the collec-tive transmission of knowledge and lessons learned, along with the notion of opening outward in order to create links to the outside to help nourish the inside and lay the foundations for the Poult of tomorrow. Among the compelling

accomplishments are intrapreneurship and leadership trai-ning, which is based on the teaching model used at Team Academy in Jyväskylä, Finland: team action learning supported by coaches.

MOST INTERNATIONAL

Capgemini UniversityThis prize honors innovation ability built on a requirement of collective internal and external intelligence.

Including employees in the planning made it possible to design programs that take into account the cultural specificities of each country, thus serving the group’s international strategy. Drawing on field experiences and real-world scenarios that exemplify the group’s values, the university helps to bring out best practices and build a model of performance. Likewise, the programs’ designs are based on recent service that incorporates the clients’ needs as close as possible to the site, and hence make it possible to shorten design lead times and rollout times.

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BEST LAUNCH

Generali AcademyThis award honors Generali France Academy for embodying from the outset the group’s HR strategy, which is centered around appeal, garnering loyalty, and increasing employees’ expertise through innovative recognition and development mechanisms. In order to sustainably establish the university within the organization, Generali set up an active partnership with the communication department in order to ensure that information is shared effectively, and with the sponsors (from the senior management) of various projects that are strategi-cally vital for the group.

Honorable mention: SNEFAn honorable mention was given to SNEF University in recognition of the involvement of the senior management in making the university the incubator of initiatives to support change and the vehicle for enhancing the skills of the SNEF group’s employees. The launch was designed as a true internal and external communication operation that involved the creation of a graphic identity, an internal communication campaign and dedicated website campaign, and the creation of a gigantic tarp placed on the future site of the university at the headquarters. As soon as it was launched, the project sparked a dynamic that was recognized by all the employees, who hailed the fact that they “finally [have] an accessible training offering.” The university has also had an impact outside the organization, stimulating an increase in the number of recent graduates applying for jobs through the organization’s CV database.

STRATEGIC TRANSFORMATION OF THE ORGANIZATION

Engie UniversityThis prize recognizes Engie University for the successful im-plementation of its three key missions: to be a strategic instru-ment of integration, cohesion, and shared knowledge; to be a laboratory for ideas and cross-functional strategic reflection on all core activities; to become a place for personal, indivi-dual, and collective business and leadership development for managers and executives. The jury singled out one illustrative program: “SemaFor,” a think tank made up of executives and experts who work for a few months on a topic that is chosen by the group’s board of directors and sponsored by one of its members. This program includes a learning expedition for outside stakeholders and culminates in short- and me-dium-term recommendations that are presented to the board of directors.

MEDIUM-SIZED FIRMS, SMALL AND MEDIUM-SIZED FIRMS

Lectra UniversityThis award recognizes the work done by Lectra University on its trainings to develop its employees’ understanding of clients’ core activities, and to do so in harmony with the organization’s development strategy. The jury singled out the mechanism for evaluating the performance of the training that this medium-sized firm has implemented, and the extensive offerings in digital training.

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SPECIALIZED (AREAS, CORE ACTIVITIES, ETC.): TIE

CarglassThis award recognizes Carglass for the creation of the auto glass technician Certificate of Professional Qualification (CPQ) and for its aspirations to become a national training school with high standards for all auto glass technicians. The jury highlighted Carglass’s social commitment, which is illustrated in the organization’s offering young people without degrees the opportunity to earn a recognized credential and hence increase their employability.

EOGN National GendarmerieThis award recognizes EOGN (National Gendarmerie Officers’ School) for implementing a security management MBA. This program is based on a public-private partnership with the philosophy of co-creating training. The partnerships that have been formed bring together the complementary expertise of EOGN, the University of Paris II-Assas, HEC, companies, and the defense world, and hence offer new opportunities for successful learning. The partners are involved in the entire learning value chain of the security management MBA in a spirit of constantly improving the learning process. This philosophy of co-creating training gives rise to a forum in which officers learn about the corporate world, and company heads can improve their performances in safety and security and add value to the position of risk manager. For example, the initiative instituted hands-on workshops with submarine commandos and the National Gendarmerie Intervention Group.

BIG BUSINESS

PSA Peugeot-CitroënThis award recognizes the modern vision of learning readiness in order to spur change in the culture of the relationship to training and therefore to employability. The goal is to transform all employees from being “consumers of classroom trainings” to being actors in building their own expertise by using the multitude of available technical and technological resources while remaining attuned to the power of collaboration, knowledge sharing, and the development of “peeragogy.”

Honorable mention: Safran UniversityAn honorable mention was given to Safran University in recognition of its meaningful policy on developing the employability of its talent.

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CLOSING KEYNOTE ADDRESS

CLOSING KEYNOTE ADDRESS

Sabine Lochmann: Another major idea that came up today is the connection between classroom training and digital technology. We’ve seen a transfer of spending, for example, from transportation to programs that make it possible to develop customized trainings for the appropriate people and at the appropriate times. Another interesting concept touches on democratization, which is not the same as massification.

Nicole Notat: After hearing the range of topics that you have tackled, I’d like to talk about where I’m coming from—that is, as an observer of new practices that are taking shape and corporate social responsibility.

The concept of CSR might seem new, but it’s really not entirely new if we think about discussions in the past that questioned the corporation’s role in its ecosystem.

... Ultimately, the corporation can no longer neglect the external social and environmental effects that it produces. Legal risks or risks related to image have consequences on the appeal of the brand. This entire chain makes sense and impacts the business itself.

Sabine Lochmann, President of the Management Board, BPI group

Nicole Notat, Chairwoman and CEO, Vigeo

5:30 • 6:00 PM

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U-SPRING INFOGRAPHIC

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AWARDS128 RO

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14 AWARD-WINNINGORGANIZATIONS

2000+TWEETS 50

SPEAKERS

Orange • Unibail-Rodamco • Air Liquide • CapGemini • Generali • SNEF Université • Engie University • Carglass • EOGN - Gendarmerie nationale • Renault • Groupe Poult • Peugeot Citroën Automobiles • La Lectra Academy • Safran and the Person of the Year award given to Martin Bouygues

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