Corporate learning: Without motivation, even AI is useless

• Motivation is the key success factor for corporate learning: almost half of all managers see a lack of employee engagement as the biggest obstacle to effective training, regardless of the technologies used.
• Artificial intelligence can personalise learning, but it cannot replace intrinsic motivation: AI-supported tools are already established and are being further expanded, but sustainable learning can only succeed if companies create a motivating learning culture.
• Learning opportunities must convey personal benefits and relevance: only when employees recognise the individual added value and experience learning as a natural part of their everyday work can digital training and new technologies unfold their potential.

Almost half of all managers struggle to keep their employees motivated to learn. What is behind this and how can it be changed?

Whether it's compliance training or an IT security course, many employees tick off digital training courses without really learning anything. Curiosity is lacking; instead, the focus is on quickly clicking through the material. But the pressure on companies is increasing. New technologies are developing rapidly and markets are changing almost daily. If you want to keep up, you have to ensure that the necessary knowledge is not only available, but also absorbed.

A look at the Learning Technology Report 2025 shows that many companies are still struggling to get their employees excited about learning. Scheer IMC and the independent research company Research Without Barriers surveyed 365 executives responsible for continuing education in organisations with more than 1,000 employees. Almost half (47 per cent) see a lack of commitment on the part of learners as the biggest hurdle. ‘Motivation to learn is like the logic of a program code: it only knows two states, 1 or 0, either it starts or it doesn't,’ says Sven R. Becker, Co-CEO of Scheer IMC. It is particularly difficult to generate enthusiasm for learning among employees who do not work in an office, such as those in production or logistics. In such environments, companies could rely on complementary formats, such as colleagues who actively go through the company as learning guides and impart knowledge. Knowledge workers are more likely to show initiative when it comes to further training, but even for them, motivation is not a given. Anyone who wants to establish an effective learning culture must rethink target groups, formats and approaches.

Motivation trumps technology

More than two-thirds of respondents are certain that artificial intelligence (AI) will have a significant impact on learning over the next three years. Twenty-five percent plan to invest in AI-supported authoring tools, which Becker, as CEO of a full-service provider of e-learning technologies, comments with a smile: ‘The other 75 percent have probably already invested in AI technologies.’ In his experience, AI-supported systems, such as those used for content creation, are an integral part of the continuing education landscape, especially in larger companies, and have become indispensable in everyday work. However, the corporate learning expert warns against a misconception: ‘Without intrinsic motivation, even the best technology is useless. Learning begins in the mind, and the mind must first be ready for it.’ As an example of how this can be achieved, he cites ‘Cyber Crime Time,’ an IT security training programme developed by Scheer IMC in which learners take on the role of a hacker: ‘You could say, somewhat controversially, that you don't learn anything. But the format, which is designed like a computer game, raises awareness of the topic. Afterwards, people want to know more, and that's when the real learning begins.’

The problem with many learning programmes is that they focus too much on content rather than personal benefit. Becker emphasises: ‘Learners need to understand what the new knowledge will do for them personally. For example: you learn how to sell better and can therefore earn more.’ It is precisely this individual relevance that is still lacking in many programmes today. The ARCS model can provide assistance here. It originates from learning research and describes four important steps to promote learning motivation: First, the target group's attention must be aroused (Attention), then the personal benefit must be clear (Relevance). In addition, learners need to feel that they are achieving success (Confidence), and in the end, learning should be rewarded with satisfaction. Technologies such as gamification or (digital) learning guides can support these steps. ‘But without the right corporate culture, even the best tools and aids are useless,’ Becker emphasises. Learning only works if it is truly desired and practised within the company. Not as a compulsory programme, but as a natural part of everyday working life. ‘Companies must be prepared to change their attitude towards learning, involve managers and give employees time and space. A culture is needed in which learning is not only possible but also desired,’ Becker continues. Otherwise, modern technologies often remain unused.

AI: Game changer and risk

Artificial intelligence will shape the future of corporate learning, partly because of its ability to personalise. AI can not only automatically convert learning content from a Word document into text, video or audio format, it can also analyse learning types, capture context and deliver content at the right time in the right format. The stressed salesperson is then presented with a snappy video in the evening, for example. The employee with fixed learning times in the office receives interactive e-learning. Adaptability becomes the key: ‘When learning opportunities adapt flexibly to needs and circumstances, everyone can learn in the way that suits them best,’ explains Becker.

What can revolutionise corporate learning also harbours risks in everyday working life: ‘If AI takes over all our routine tasks, we only get ready-made answers and no longer have to develop the solution ourselves step by step, we will forget how to think,’ warns Becker. This ties in with an OECD project: the Organisation for Economic Co-operation and Development, which researches international education standards and future skills, explicitly names creative thinking and critical thinking as key competencies for the complex and globalised societies and economies of the 21st century.

This skill must be continuously promoted in school, in professional life and beyond. ‘AI can make learning easier and more accessible, but it should not completely replace our own thinking. It is up to companies to embed new technologies in their learning culture in such a way that they promote independence and reflection. Because real progress can only be achieved when people want to learn for themselves,’ sums up the learning and education consultant.

Caption:

Sven R. Becker, Co-CEO of Scheer IMC: ‘Without intrinsic motivation, even the best technology is useless.’

Source: Scheer IMC

Here you can find the Learning Technologies Report 2025!

Quellen:

https://www.oecd.org/en/about/projects/teaching-learning-and-assessing-creative-and-critical-thinking-skills.html