Management and Professional Development of Employees in the Era of Digitalization (Part 2)

The first part of the research study presented the theoretical foundations and methodological framework of the examined issue. Below we present the results and analysis of the data obtained from Phase I of the research.

Methodology of the research investigation and interpretation of the obtained data Research objectives, research design, and research timeline

The research presented here was prepared and conducted between 2023 and 2024, a period when many social changes were influenced by Industry 4.0 (or Industry 5.0). According to Veteška and Kursch (2018, pp. 16–17), the sociological and economic factors driving these changes can be viewed from an "evolutionary-industrial perspective, according to which Industry 4.0 is fundamentally supported by a qualitative leap in labor productivity. According to the second perspective—scientific-technical—it is an evolution of already known technologies on a large scale. This primarily involves mass robotization, automation, large-scale data processing, and the interconnection of virtual reality with general reality."

In line with the research objective, research questions were formulated and investigated using a self-designed questionnaire. The research assumptions are based on an analysis of the respondents' length of employment, the structure of their working hours, the ratio between in-person and digital education, as well as an assessment of the extent to which digital technologies are used in educational and developmental activities. In this context, the following research assumptions, questions, and hypotheses were defined: RQ1: What are the new possibilities of digitalization in the area of further professional education of employees? RQ2: What new educational and developmental tools are being used in the workplace? RQ3: What methods of workplace education are most frequently used in the era of digitalization? H1: The intensity of digitalization use positively influences the availability and implementation of further professional education for employees. H2: The use of hybrid educational tools in the workplace is associated with higher effectiveness in developing professional competencies. H3: The frequency of using online educational methods in the workplace correlates with a higher degree of employee engagement in educational activities.

The partial results of the research investigation presented here, specifically its first phase, were obtained through quantitative methodology, represented by empirical analyses of phenomena and processes of andragogical reality. This type of research is typically characterized by its intentionality and systematic activity, in which research assumptions and hypotheses about educational phenomena are tested using research methods (Průcha, 2014; Veteška, 2016).

Švaříček and Šeďová (2014) state that quantitative research is based on careful selection and precise definition of variables, their monitoring within a population, and analysis of relationships between them. This approach uses deductive logical reasoning, proceeding from theoretical statements through research assumptions and hypotheses to their verification. The main goal of quantitative research is to confirm research assumptions, hypotheses, or theories, enabling the generalization of results and the formulation of general principles. Mixed elements of research design are necessary for a better understanding of highly complex and multi-layered aspects and corporate processes (Veteška, 2016).

A self-designed questionnaire was used as one of the research tools. A questionnaire can generally be defined as a tool designed to collect information from a larger number of respondents. According to Coe et al. (2017), its content may consist of closed, open, or semi-open items—questions, Likert scales, etc. Along with the interview, it is classified among exploratory methods and is considered a fundamental method of quantitative research. This form of questioning is based on the written administration of questions and the collection of written responses, with online questionnaires currently being widely used, significantly facilitating and accelerating data collection for researchers. Moreover, this approach supports a sense of anonymity among respondents (Coe et al., 2017).

The research investigation presented below was conducted in a commercial company—a medium-sized enterprise1. A total of 87 respondents participated in Phase I of the survey, responding via an online questionnaire. Of this number, 4 respondents were excluded. Thus, 83 relevant responses from employees—respondents—were included in the research. Prior to the start of the survey itself, three interviews were conducted with company management, which served to define and structure the items in the questionnaire (January and February 2023). These interviews were crucial for understanding the company's specific needs and expectations from the research. Based on these discussions, a draft questionnaire was created, which was subsequently pilot-tested on a sample of eight employees (February 2023). After this phase, some questions in the questionnaire were revised based on feedback, which included rephrasing to make them clearer and more precise and to better reflect the established research assumptions (Dostálek, 2024).

Interpretation and evaluation of the obtained data

Graph 1: Ratio of in-person and digital education

Source: Dostálek (2024)

The graph illustrates the ratio of in-person and digital education that respondents participated in during 2023, i.e., in Phase I of the research. The largest share of respondents (62%) stated that they completed digital educational activities, indicating a high degree of use of digital forms of education in the corporate environment. In-person educational activities were completed by 30% of respondents, representing a significant but smaller share compared to digital education. Hybrid educational activities, combining in-person and digital elements, were completed by nearly 8% of respondents. This result shows the dominance of the use of digital educational forms among respondents in 2023, which may reflect a broader trend and shift toward the flexibility that these forms offer.

Graph 2: Use of digital technologies in employee education

Source: Dostálek (2024)

The largest share of respondents (35%) cites webinars as one of the main digital technologies used in educational activities. Specific mobile applications for companies account for 25%, indicating the growing use of these platforms for internal education in organizations. External mobile applications, used by third parties, make up 15%, suggesting that some companies integrate third-party applications into their employee training programs. Virtual reality accounts for 9%, indicating a growing trend in the use of VR technologies for interactive and engaging learning experiences. Virtual classrooms and podcast learning each account for 5%, indicating a lower degree of their use within digital educational activities. The remaining 6% of responses fall into the "other" category, which may include other digital technologies not specified in the research investigation. Overall, it can be stated that digital technologies are widely implemented in digital educational activities and provide diverse opportunities for interactive and effective education (Dostálek, 2024).

Graph 3: Thematic content of digital employee education

Source: Dostálek (2024)

The graph above shows the thematic content of digital educational activities as perceived by respondents. The highest proportion of respondents (39%) identify sales skills as the main topic of digital educational activities, indicating an emphasis on developing skills related to sales and commerce. The thematic content of product knowledge accounts for 26%, indicating the importance of understanding products and services within educational programs. Soft skills are perceived as the main topic by 16% of respondents, encompassing a wide range of skills such as communication, empathy, teamwork, conflict resolution, and problem-solving. Internal rules and compliance account for 12%, indicating the importance of adhering to internal rules and regulations in the corporate environment. Language instruction has the lowest share (7%), which may indicate less emphasis on language learning within digital educational activities. Overall, it can be seen that respondents identify various thematic areas important for their professional development that are integrated into digital educational programs (Dostálek, 2024).

Graph 4: Advantages of digital employee education

Source: Dostálek (2024)

Graph 4 shows the perceived advantages of digital educational activities compared to in-person forms of education. The largest share of respondents (30%) expressed the opinion that they consider location flexibility an advantage, indicating the ability to learn and work from anywhere with an internet connection. The same share of respondents (30%) also perceive time flexibility as an advantage, indicating the importance of being able to schedule their own learning time. Another 12% of respondents see an advantage in the digital archive, which includes easy access and storage of materials in digital form. The ability to access recordings is perceived as an advantage by 15% of respondents, indicating interest in the possibility of reviewing or repeating educational materials. Training and practice at any time is considered an advantage by 13% of respondents, indicating interest in the possibility of flexible practice and learning outside traditional working hours. Overall, it can be seen that respondents perceive various advantages of digital educational activities that reflect their needs and preferred learning styles.

Graph 5: Digital methods in education

Source: Dostálek (2024)

This graph shows other digital methods in education that respondents know about and would like to try, develop, or use. The largest share of respondents (36%) expressed interest in the Gaming for sales training method, indicating interest in using game elements for sales skills training. Interactive simulations and role-play account for 25%, indicating another popular method for practical practice of skills and situations. The ChatGPT assistant, generally AI, accounts for 22%, indicating interest in using artificial intelligence to support learning and provide (process and evaluate) information. Peer-to-peer learning and data-driven analysis have lower shares, 11% and 6% of employees, which may indicate less familiarity with or interest in these specific methods among respondents. Overall, it can be seen that respondents are interested in diverse digital methods in education that combine practical practice, interactivity, and the use of technology as a learning support.

Graph 6: Navigation of extensive product content using selected applications

Source: Dostálek (2024)

Graph 6 above shows the tools that respondents consider most effective for navigating extensive product content. The largest share, approximately 34%, belongs to the Learn Med application, underscoring the importance of specialized digital tools focused on education in medicine and medical sciences. The AI internal company assistant accounts for 22%, reflecting the growing importance of artificial intelligence in the internal corporate environment, where it helps facilitate navigation and information retrieval. Manufacturer websites and the interactive learning assistant each account for 15%, indicating respondents' preference for diverse digital tools. The Pharmac Trainer is the least preferred tool at 14%. Overall, it can be stated that respondents prefer various digital tools for improving navigation in extensive product content, with specialized applications focused on the field of medicine being perceived as particularly useful.

Summary, discussion, and conclusion

Digitalization opens up new possibilities for effective employee management and development through modern further education tools, which have been significantly influenced in recent years by social, geopolitical, and economic changes. A major impact on many processes was also had by the global covid-19 pandemic and, not least—especially in the last three years—by ongoing armed conflicts and the resulting uncertainty. The current trend in further professional education and employee development has naturally supported the transition to educational environments using online technologies and platforms and, in recent years, the mass use of AI.

Companies are currently using primarily hybrid tools that combine in-person and online elements of education and learning. Additionally, as a secondary effect, we can observe changes in the motivation and docility of adults in learning (see Pavlov and Neupauerová, 2019; Kříž, 2024b).

However, the requirement for acquiring and developing employees' professional competencies in the context of lifelong learning remains essential—those competencies primarily tied to current needs related to the development and technological advancement of production processes, as well as knowledge models. According to the conducted research, companies currently clearly prefer hybrid educational tools that effectively combine in-person and online forms of education. Secondarily, changes in the motivation and ability (docility) of adults to learn can also be observed (as well as in the approach to self-directed learning, cf. Pavlov and Neupauerová, 2019; Clapham, 2023; Kříž, 2024b). In recent years, increased emphasis has been placed on well-being, work-life balance, and new competencies (e.g., employee resilience).

The paradigm shift in adult education is undeniable in this context. It is only a matter of time before the next phase of transformation of tools, methods, evaluation, and the very content of education occurs. Self-directed learning, supported by the use of "smart technologies," will likely become a key direction within a few years, determining the content and implementation of further professional education and employee development.

We can state that digital technologies are currently widely implemented in digital educational activities and provide diverse opportunities for interactive and effective employee education and development. Research studies focus on analyzing the current development of the supply and implementation of digital tools in the field of corporate education. Current trends in the use of digital tools in corporate education, as well as in the area of employee development and management, are primarily the subject of qualification theses. Usually with the aim of identifying and characterizing the digital tools currently available and classifying them according to their use in the various phases of the further education process, specifically in the preparation, implementation, evaluation, and management of educational activities.

According to Dvořáková et al. (2020), acquiring new professional competencies and requirements for upgrading qualifications in the field of digital technologies are also necessary for maintaining competitiveness in the labor market. This includes not only basic skills, such as working with computer programs and the internet, but also advanced knowledge and abilities (e.g., in areas such as data analysis, cybersecurity, automation, and the effective use of artificial intelligence). For organizations, this process is essential because it ensures that their employees are equipped with skills that match current trends and challenges brought about by the digitalization and automation of work processes.

This development of professional competencies also supports the flexibility of the workforce, which is able to adapt to new work procedures and methods, especially among younger age groups of employees, such as remote work, hybrid models, or the use of digital tools for collaboration and effective corporate communication. Within lifelong learning, emphasis is therefore placed on ensuring access to relevant educational programs and courses that enable individuals to increase their digital literacy and professional skills in line with rapid technological, knowledge-based, and social progress. These changes create increasing pressure to transform the education system according to the future needs of the labor market, as well as pressure to upgrade qualifications (cf. Dvořáková et al., 2020).

In conclusion, we can recommend focusing on the empirical monitoring of elements of identification, analysis, and evaluation of the potential, opportunities, and risks associated with automation, robotization, computerization, and digitalization of business processes, particularly within SMEs. This research could highlight changes in workforce requirements, including the transformation of lifelong learning content, and related changes in the organization and forms of work in the context of the current state of economic infrastructure.

Authors: Mgr. et Mgr. Radovan Dostálek, MBA prof. PhDr. Jaroslav Veteška, Ph.D., MBA Department of Andragogy and Education Management Faculty of Education, Charles University Czech Republic This text was created within the framework of the Cooperatio program (Charles University, Faculty of Education, 2022–2026), scientific area Education and Pedagogy (GEED).

List of references

ADEL, A. The Convergence of Intelligent Tutoring, Robotics, and IoT in Smart Education for the Transition from Industry 4.0 to 5.0. Smart Cities, 2024, 7(1), 325–369. DOI 10.3390/smartcities7010014.

ARMSTRONG, M. a S. TAYLOR. Řízení lidských zdrojů: moderní pojetí a postupy. Praha: Grada, 2015. 928 s. ISBN 978-80-247-5258-7.

COE, R. a kol. Research Methods and Methodologies in Education, SAGE Publications, 2017. ISBN 978-1-4739-6979-7.

CONATI, C. The Eyes Are the Windows to the Mind: Implications for AI-Driven Personalized Interaction. In Proceedings of the 28th ACM Conference on User Modeling, Adaptation and Personalization (UMAP). Genoa, 2020. DOI 10.1145/3340631.3395385.

CONATI, C., BAARAL, et al. Toward personalized XAI: A case study in intelligent tutoring systems. Artificial Intelligence, 298(2021). DOI 10.1016/j.artint.2021.103503.

CLAPHAM, A. Docility and dilemmas: Mapping 'performative evaluation' and informal learning. Journal of Educational Change, 2023(24), 1077–1098. DOI 10.1007/s10833-023-09480-y.

DOSTÁLEK, R. Identifikace a rozvoj profesních kompetencí pracovníků v kontextu strategického řízení organizace. Závěrečná práce Interactive Online MBA. Praha: LIGS University a Pedagogická fakulta, Univerzita Karlova, 2021. 51 s.

DOSTÁLEK, R. Digitalizace a nové metody vzdělávání pracovníků. Diplomová práce. Praha: Pedagogická fakulta, Univerzita Karlova, 2024. 82 s.

DVOŘÁKOVÁ, L. et al. Metodika adaptace malých a středních podniků v sektoru služeb na implementaci principů, postupů, metod a nástrojů Společnosti 4.0. Plzeň: Západočeská univerzita, Fakulta ekonomická a Vysoká škola technická a ekonomická v Českých Budějovicích, 2020. ISBN 978-80-261-0953-2.

HRONÍK, F. Rozvoj a vzdělávání pracovníků. Praha: Grada, 2007. ISBN 978-80-1457-8.

KAMALOV, F., CALONGE, D. S., GURRIB, I. New Era of Artificial Intelligence in Education: Towards a Sustainable Multifaceted Revolution. Sustainability, 15(16), 2023, DOI 10.3390/su151612451.

KŘÍŽ, J. Informální učení při resocializaci odsouzených v podmínkách otevřené věznice. In: RABUŠICOVÁ, M. (ed.). Učení a vzdělávání dospělých: kontexty, teorie a výzkumy. Praha: Grada, 2024a, s. 363–376. ISBN 978-80-271-3914-9.

KŘÍŽ, J. Nové přístupy k sebeřízenému učení dospělých v kontextu umělé inteligence. In: BERAN SLÁDKAYOVÁ, Michaela. Andragogické študie 2024. Banská Bystrica: Belanium, 2024b, s. 26–35.ISBN 978-80-557-2172-9

KURSCH, M. Využití informačních a komunikačních technologií ve vzdělávání. Praha: Univerzita Karlova, Pedagogická fakulta, 2022. 223 s. ISBN 978-80-7603-346-7.

MATOUŠ, Z. a kol. Management vzdělávání dospělých a vzdělávacích organizací. Praha: Česká andragogická společnost, 2021. 188 s. ISBN 978-80-907809-3-4.

MUŽÍK, J. Řízení vzdělávacího procesu: andragogická didaktika. Praha: Wolters Kluwer Česká republika, 2011b. 323 s. ISBN 978-80-7357-581-6.

Neformální vzdělávání. In Vzdělávání dospělých v České republice: výstupy z šetření Adult Education Survey 2016. Praha: Český statistický úřad, 2018. 92 s. ISBN 978-80-250-2836-0. ORDIERES-MERÉ, J., GUTIERREZ, M., & VILLALBA-DÍEZ, J. Toward the industry 5.0 paradigm: Increasing value creation through the robust integration of humans and machines. Computers in industry, 2023, 150, 103947. https://doi.org/10.1016/j.compind.2023.103947

OZTEMEL, F A GURSEV, S. Literature review of Industry 4.0 and related technologies. Journal of Intelligent Manufacturing, 2020, 31, 127–182, DOI 0.1007/s10845-018-1433-8.

PAVLOV, Ivan a NEUPAUEROVÁ, Zuzana. Docilita dospelých – skrytý potenciál v ére umelej inteligencie: In Vzdělávání dospělých 2018: transformace v éře digitalizace a umělé inteligence: sborník z 8. mezinárodní vědecké konference. Praha: Česká andragogická společnost, 2019, s. 25-35.

PRŮCHA, J. Andragogický výzkum. Praha: Grada, 2014. 152 s. ISBN 978-80-247-5232-7.

QUOEX, N. The key skills of tomorrow will be behavioral. HR & Management, Competency Based Management (CBM), 2018(29). Dostupné online na https://skillspotting.com/en/-les-competences-clefs-de-demain-serontcomportem-entales/.

SHROUF, F., ORDIERES, J., & MIRAGLIOTTA, G. Smart factories in industry 4.0: A review of the concept and of energy management approached in production based on the internet of things paradigm. In IEEE international conference onindustrial engineering and engineering management (IEEM) (pp. 697–701), 9–12 December 2014, Sunway, Malaysia.

ŠIKÝŘ, M. Nejlepší praxe v řízení lidských zdrojů. Praha: Grada, 2014. 188 s. ISBN 978-80-247-5212-9.

ŠVAŘÍČEK, R. a K. ŠEĎOVÁ. Kvalitativní výzkum v pedagogických vědách. 2. vyd. Praha: Portál, 2014. ISBN 978-80-262-0644-6.

VANĚČEK, D. Elektronické vzdělávání. Praha: České vysoké učení technické, 2011. 214 s. ISBN 978-80-01-04952-5.

VETEŠKA, J. Přehled andragogiky: úvod do studia vzdělávání a učení se dospělých. Praha: Portál, 2016. 319 s. ISBN 978-80-262-1026-9.

VETEŠKA, J. a M. KURSCH. The research on the efficiency of the methods of talent management within organizations. New Educational Review, vol 52, Issue 2, 2018, p. 28-42. ISSN 1732-6729. DOI: 10.15804/tner.2018.52.2.02.

VETEŠKA, J. a M. KURSCH. Paradigma „Vzdělávání 4.0“ v éře digitalizace a globalizace. In VETEŠKA, J. (ed.). Vzdělávání dospělých 2018 – transformace v éře digitalizace a umělé inteligence = Adult Education 2018 – transformation in the era of digitization and artificial intelligence: proceedings of the 8th International Adult Education Conference, 11-12th December 2018 Prague. Praha: Česká andragogická společnost, 2019, s. 15-23. ISBN 978-80-906894-4-2. ISSN 2571-3841.

VETEŠKA, J. a M. TURECKIOVÁ. Kompetence ve vzdělávání a strategie profesního rozvoje. Praha: Česká andragogická společnost, 2020. 180 s. ISBN 978-80-907809-1-0.

VOJTOVIČ, S. Koncepce personálního řízení a řízení lidských zdrojů. Praha: Grada, 2011. 186 s. ISBN 978-80-247-3948-9.

1 Definition of a medium-sized enterprise according to the European Union (EU) is set out in Commission Recommendation 2003/361/EC.