EHR302 Developing Talent Case Study Assignment Solutions to Questions


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EHR302 –Developing Talent



EHR302 –Developing Talent


Case Study 1: Digital Onboarding at Adobe


The first day of a new job for individuals everywhere represents more than just employment: hope, a new start, a next step, a chosen path, and a better future. Positioning employees for success, new-hire orientation at Adobe—what Adobe calls New Employee Success—has been refined into a holistic experience that familiarizes personnel with critical guidelines, stirs creativity and innovation, as well as garners satisfaction and engagement.


To achieve all of these objectives, Adobe conducts new employee orientation using Adobe Connect. At the weekly digital orientation, the company brings employees together to share a common understanding and vision for the company’s future. By transforming new-hire orientation from locally facilitated events to a standard, shared virtual experience, Adobe is better supporting its growing workforce by syndicating core cultural themes around values and collaboration more consistently, without sacrificing user experience.


Connecting dispersed employees to each other and the orientation experience requires more than compelling content. “Digital content is always evolving and Adobe Connect provides an extensible platform that allows us to plug and play new digital content as it becomes available. This is especially true of video media,” says Justin Mass, head of digital learning innovation at Adobe. “Adobe Connect gives us more flexibility and creativity with how we present information and ideas, as well as continually evolve our digital learning experiences.”


Creating an engaging experience online is challenging without the right toolset, since it is easy for people to get distracted with day-to-day business happening around them. By empowering presenters to reach participants one to one, they can maintain focus on the discussion. Adobe Connect is also unique in offering presenters complete control over the user interface and tools. For example, facilitators can activate several chat pods to be running side by side to compare and contrast ideas.


Activities, games, and other types of interactivity can be woven throughout the session, so participants are helping shape the content and experience it, making sessions truly immersive. “To deliver virtual learning at scale, facilitators need to find different ways to draw on the experience and insights of participants,” says Mass. “Adobe Connect transforms participants into co-presenters because of the ease of use and unique tools that facilitate interactivity, helping to share knowledge across the organization in a way previously unimagined.”


Case Study 1 Questions


Question 1.1: Identify five best practices from Adobe leveraging digital technology to
provide the best possible onboarding experience to its global workforce.


 Question 1.2: What are the potential limitations of the digital technologies embedded in
these best practices?


Question 1.3: How transferable are these best practices to other geographies, industries, and


Question 1.4: What kind of learning and work environment do these best practices require to be successful?


Case Study 2: Reskilling the Workers at General Motors


General Motors Company is planning for a future of electric vehicles (EVs). By 2035,it expects to be selling only EVs, which currently generate approximately 2 percent of sales and no profit. GM is currently retooling a factory in Detroit, Michigan, to produce EVs. GM now has over 100,000 workers around the world. If the company meets its goal to only sell EVs by 2035, these workers’ skill sets will have to change.


For example, today’s workers add components to an engine brought in from another plant. They add the transmission to the engine and add the assembly to the body of the vehicle. GM’s platform for EVs has modular battery and drive units allowing for different combinations to be used for automobiles, trucks, crossovers, SUVs, and commercial vehicles. GM’s new battery pack (Ultrium) costs nearly 40 percent less than those found in GM’s current EV, the Chevrolet Bolt.


The shift to EVs will have consequences for workers, their jobs, and the skills they need. The simpler design, fewer parts, and more flexible platforms of EVs mean less engineering and less assembly work. The number of jobs to produce batteries and electric motors and the power electronics will not be nearly as many as the number of jobs that are used to produce the parts of a gasoline vehicle.


Workers will need digital skills to understand data analytics that are embedded in the diagnostic tools needed to keep equipment operating. Also, workers’ skill requirements will change as the technology used to manufacture EVs changes due to innovation and automation of processes. Workers will be performing more complex tasks that require longer time to complete in the assembly of electric-powered compared to gasoline-powered vehicles. Workers will need to be adaptable and capable of using a wider number of skills due to changes in the workflow.


Also, the shift to EVs brings the potential for new jobs in electric battery assembly and software engineering, for example, and yet-to-be-imagined opportunities that will come with the development of autonomous vehicles that are still years away from mainstream use. In autonomous vehicles, artificial intelligence mimics and replaces human perceptual and decision-making processes that influence steering, breaking, speed control, and identification and avoiding obstacles.


For todays’ workers who manufacture parts for gasoline or diesel engines or assemble vehicles, this means they need to be retrained in new assembly processes and the skills needed to make parts for EV motors and the batteries that power them. The United Autoworkers union, recognizing the implications of EVs for its members, has called for retraining workers and a national plan to support this effort.


Case Study 2 Questions


Question 2.1: What are the key skills and competencies required in the workforce of the 21st century?


Question 2.2: What is the role and contribution of the Learning & Development function to future-proof the workforce by addressing skills obsolescence?


Question 2.3: What do individuals need to do in terms of managing their careers to succeed and thrive in the gig economy?


Question 2.4: What role the governments at all levels need to play to partner with
educational institutions, employers, and people in order to secure sustainable employment growth?