The document summarizes discussions from the U-Spring conference focused on the role of corporate universities in fostering employee development and organizational transformation. Panelists emphasized the importance of adapting educational strategies to local needs while also leveraging digital tools and collaborative learning environments to enhance employability. Key themes included the necessity of continuous training, the evolving nature of corporate learning environments, and the importance of aligning university programs with corporate strategies to sustain competitive advantage.

1. HIGHLIGHTS
2016
CORPORATE
UNIVERSITIES

2. Sabine Lochmann,
President of the
Management Board,
BPI group
Pierre-Étienne Lorenceau,
Founder and CEO, Leaders
League Group, Publisher of
Décideurs magazine
2

3. 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
accomplishedpeersinaspiritofdiscussionandsharingthemosteffectivepractices.Forus,today’sconference—
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.
INTERVIEW
Myriam 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

4. 4

5. STRATEGY, CULTURE & INNOVATION:
DRAWING ON CORPORATE UNIVERSITIES
TRACK I

6. 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
6

7. 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.

8. 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
8

9. 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.

10. 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.

11. 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
11

12. 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
12

13. 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.

14. 14

15. NEW TOOLS, NEW MODELS:
RETHINKING THE CORPORATE UNIVERSITY
TRACK II

16. 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
16

17. 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

18. 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.

19. 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
19

20. 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
20

21. 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.

22. 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
22

23. 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.

24. 24

25. 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

26. 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 Universal
N, as in Network
I, 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.
26

27. 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.

28. 28

29. ACTION LEARNING:
A NEW METHOD OF COLLOBORATIVE
MANAGEMENT
OKONI DESIGN SESSION
WORKSHOPS

30. 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.
30

32. Pierre BAUDRY, President, Okoni Design Session
How people in 2050 will view the corporate learning of 2016

33. 33

34. 34

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

36. 36

37. AWARDS
CEREMONY

38. 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 University
This 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

39. BEST DIGITAL TOOLS: TIE
Digital Academy Orange
This 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 Academy
This 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.
39

40. BEST INTEGRATION OF DIGITAL TOOLS
Air Liquide
This 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 Academy
This 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
workplacesinordertoprovidehighqualityandresponsiveness.

41. BEST CSR INNOVATION
Groupe Poult
The 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 University
This 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.
41

42. BEST LAUNCH
Generali Academy
This 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: SNEF
An 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.

43. STRATEGIC TRANSFORMATION OF THE ORGANIZATION
Engie University
This 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 University
This 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.
43

44. SPECIALIZED (AREAS, CORE ACTIVITIES, ETC.): TIE
Carglass
This 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 Gendarmerie
This 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.

45. BIG BUSINESS
PSA Peugeot-Citroën
This 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 University
An honorable mention was given to Safran University in
recognition of its meaningful policy on developing the
employability of its talent.
45

46. 46

47. CLOSING
KEYNOTE
ADDRESS

48. 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.

49. Sabine Lochmann,
President of the
Management Board, BPI
group
Nicole Notat, Chairwoman
and CEO, Vigeo
5:30 • 6:00 PM
49

50. U-SPRING INFOGRAPHIC
2
POWER
TALKS
AWARDS
12
8
ROUND
TABLES
14
AWARD-WINNING
ORGANIZATIONS
2000+TWEETS 50SPEAKERS
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

51. 51

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