Annex D. Data recording template

Describe the interviewee’s career background (Q1_M, Q2_M, Q3_M, Q5_M).

Describe the interviewee’s attitudes to learning over the life-course. Please provide your own judgement of this, not only based on the interviewee’s self-reported attitudes, but also their answer to other interview questions (mainly Q4_M, but drawing on other answers too).

Describe the interviewee’s career background (mainly Q1_HR, Q2_HR, Q3_HR, Q5_HR).

Describe the interviewee’s attitudes to learning over the life-course. Please provide your own judgement of this, not only based on the interviewee’s self-reported attitudes, but also their answer to other interview questions (mainly Q4_HR, but drawing on other answers too).

Describe the interviewee’s career background (Q1_ER).

Describe in what role the interviewee represents employees (Q2_ER).

Describe the interviewee’s background as an employee representative (Q1_ER).

Describe the interviewee’s attitudes to learning over the life-course. Please provide your own judgement of this, not only based on the interviewee’s self-reported attitudes, but also their answer to other interview questions (mainly Q3_ER, but drawing on other answers too).

Describe the composition of the workforce (Q12_M)

• Age profile

• Gender breakdown

• Educational background

• Fixed vs. permanent contracts

Describe the organisational structure of the enterprise (Q13_M)

• E.g. functional structure, divisional structure, market-based structure, matrix structure, project-based structure

• Levels of hierarchy

Describe the enterprise’s strategy to stay competitive (Q16_M)

Describe investment priorities in the past 3 years and reasons behind these investments (Q17_M)

Describe the financial situation of the enterprise pre COVID-19 crisis (Q11_M, Q18_M)

Describe the impact of COVID-19 crisis on the enterprise (Q11_M, Q18_M, Q19_M)

• Impact on profitability

• Impact on orders

• Impact on employee numbers

• Application of short-time work

• Other

Describe the performance management system of the enterprise (Q24_HR, Q15_ER)

Describe the links between performance assessment and pay, promotion prospects, training opportunities (Q24_HR, Q15_ER)

Please give your view on how formal the performance management system is, or if it mainly relies on informal rules (Q24_HR, Q15_ER)

Describe the degree of autonomy and flexibility of employees to plan their work (Q22_HR, Q13_ER)

• Share of employees deciding how and when best to fulfil tasks

• Share of employees working in autonomous teams

Describe the attitude of the enterprise towards making mistakes (Q23_HR, Q14_ER)

• E.g. avoiding mistakes at all costs, seeing mistakes as an opportunity for learning

Describe how dialogue between employees and management is organised (Q4_ER)

• Existence of works council and/or trade union

• Form of interaction between management and employees

• Opportunities for direct interaction between individual employees and management

Describe what role the issue of training plays in negotiations between management and employee representatives (Q6_ER)

Describe to what extent the enterprise provides training opportunities to its employees (Q20_M, Q6_HR, Q5_ER)

• Share of employees taking part in training in given year

• Typical number of days of training per employee

Describe if and which groups in the enterprise train more than others (Q20_M, Q6_HR)

• People in specific jobs

• People with specific individual characteristics (age, time in enterprise, education level)

Describe if the enterprise offers specific training for employees in disadvantaged position on the labour market (Q20_M, Q6_HR)

• People at risk of automation

• People with low skill levels

Describe the reasons of the enterprise for providing training (Q22_M, Q14_HR, Q10_ER, Q11_ER)

• E.g. productivity gains, staying competitive, adapting to change, employee satisfaction and retention, lack of skilled personnel, skills shortages, regulation or legal requirements, common practice, government incentives

Please give your view on which of these reasons is most important for the enterprise (Q22_M, Q14_HR)

Describe obstacles to providing more training (Q23_M, Q15_HR, Q12_ER)

• E.g. Limited time for certain staff to participate in training, difficult to assess skill needs of different employees, difficult to find time to organise training internally, training is too expensive, difficult to find suitable courses offered by external providers

Describe other ways the company ensures that it has the skills required to perform its activities (Q25_M)

• E.g. hiring, outsourcing, technological solutions, automation, informal learning

Describe to what extent the COVID-19 crisis has affected the decision to provide training (Q21_M, Q10_HR)

Describe if these COVID-19 is expected to have a lasting impact on the extent to which training is provided (Q21_M, Q10_HR)

Describe to what extent the COVID-19 crisis has affected the reasons for providing training (Q24_M, Q16_HR)

Describe if these COVID-19 has permanently changed the reasons for providing training in this enterprise (Q24_M, Q16_HR)

Describe the workforce strategy, where it exists (Q7_HR, Q8_ER)

• Time horizon

• Methods for assessing skill levels of employees

• Methods for assessing current and future skill needs of enterprise

• Stakeholders involved in developing the strategy

• In particular:

• Level and type of involvement of employee representatives in the development of the strategy (advisory vs. decision-making)

• Direct involvement of employees in the development of the strategy

Describe alternative approaches of workforce planning in the absence of a strategy (Q8_HR)

Describe who plans training in the enterprise (Q14_M, Q7_HR, Q8_ER)

• Existence of HR department

• Existence of person with specific training responsibilities

Describe how decisions around training are co-ordinated between HR and other departments (Q15_M, Q7_HR, Q8_HR, Q8_ER)

Describe the role of employee representatives in making training decisions (Q14_M, Q9_ER)

Describe the role of individual employees in making training decisions (Q14_M, Q7_HR, Q8_HR, Q8_ER)

Describe how employees access training in the enterprise (Q9_HR, Q7_ER)

• Assessment of skills and training needs

• Information about training offer

• Decision-making about what training is offered

• Voluntary or obligatory training participation

Describe to what extent the enterprise assess if benefits of training materialise (Q17_HR)

• E.g. existence of certification of skills or knowledge, assessment of skills use at work and/ or employee behaviour or performance, assessment of departmental or enterprise performance, assessment of employee satisfaction, assessment of individual wage or career progression

Describe to what extent the enterprise is getting external support, e.g. from government bodies, employer associations or sectoral bodies in the planning or provision of training (Q13_HR)

• Use of external information, resources and/or financial incentives

Set out if the use of external support has changed in the context of the COVID-19 crisis (Q13_HR)

Describe who develops training programmes in the enterprise (Q11_HR, Q12_HR)

• Role of individual employees and employee representatives

• Role of external training providers

Describe how training is being delivered (Q11_HR, Q12_HR)

• Through in-house staff or by external providers

Describe what drives these choices (Q11_HR, Q12_HR)

If relevant, describe how external providers are being selected (Q11_HR)

Please give your view on the distribution or balance of different training offers in the enterprise (Q21_HR)

• Formal, non-formal and informal learning opportunities

• Class-room vs. on-the job training vs. online

• Internal vs. externally delivered training

Name the three most frequently taken up trainings in the enterprise (Q18_HR)

Describe two of these trainings in further detail (Q19_HR, Q20_HR)

• Reasons for offering this training

• Expected learning outcomes

• Target group

• Duration, mode of delivery

• Degree of formalisation (qualification, certification)

• Benefits from training