Coorpacademy in the Top 5 hottest startups in Switzerland

 

Coorpacademy has been selected by The Next Web in the Top 5 hottest startups in Switzerland! TNW showcases the hottest young scale-ups in all European countries and Israel based on their performance, growth, and potential, which will all be represented at the TNW Conference in Amsterdam on May 9th 2019.

As Switzerland has been named the most innovative country in the world for eight years in a row by the Global Innovation Index, and ranked the second best startup ecosystem by the Global Entrepreneurship Index, Coorpacademy is proud to thrive in this startup heaven!

The Next Web describes Coorpacademy: “Coorpacademy is one of the fastest growing Edtech companies in Europe. The platform allows companies to train their employees through fun and interactive online courses on soft skills available off the shelf. The start-up is at the heart of research into new learning methods and is an expert in adapting its customers’ training content to new learning methodologies. Since its founding, they’ve raised €14 million, provided their services to over 150 enterprise clients and signed partnerships with more than 40 content partners. They are currently expanding internationally into the UK market and are growing their presence in France and Switzerland.

Discover the full article on The Next Web website!

Behind the scenes… Changing your life successfully: interview with Jean-Marc Tassetto, co-founder of Coorpacademy, on BFM Business (French TV)

 

 

BFM Business (French Television Channel dedicated to business news) was interviewing Jean-Marc Tassetto, co-founder of Coorpacademy and former Managing Director of Google France on Tuesday February 26th. The show was anchored by Stéphanie Coleau, journalist for BFM Business.

The video is in French but you can find the transcript in English below:

Stéphanie Coleau: “Every night, in After Business, we discover the personality of a CEO and how they became entrepreneurs. Where did they get their inspiration? What gives them the desire to make a difference. Tonight, I’m with Jean-Marc Tassetto. Good evening!

Jean-Marc Tassetto: “Good evening!”

Stéphanie Coleau: “You’re the former CEO of SFR, more recently the former Managing Director for Google in France, and you decided a few years ago to leave everything to create your own startup, a corporate digital learning startup called Coorpacademy. Why this change? It’s pretty rare to see a big boss leave everything for a small structure…

Jean-Marc Tassetto: “I left everything for a small company but for a major project. The major project is the transformation of education; in this case continuous training and learning. In this end, it’s taking part in the skills revolution. We’re now facing the 4th Industrial Revolution which transforms all organizations – such as this beautiful TV studio which is completely digitalized for example. The revolution impacts all organizations but also individuals who are facing new stakes and new skills. So I wanted, with my two business partners Arnauld Mitre and Frédérick Bénichou, to launch a digital training platform project.”

Stéphanie Coleau: “How do you decide to leave Google for example? What happens inside your head at this moment?”

Jean-Marc Tassetto: “A lot of recklessness, a lot of envy, meetings like always. With this feeling that, deep down, everything converges. The teacher’s son that I am, the former teacher, the manager facing the mediocre skills of the bad understanding of what’s really going on, a meeting in California with a Stanford professor, Peter Norvig, who told me that he gave a lecture to more than 165,000 students – so the discovery of massive open online courses – and a lot of discussions with Arnauld and Frédérick on what we could do to impact and transform continuous training and learning. Everything happened at the same time. I had this feeling that I had to do it. A real impulse.”

Stéphanie Coleau: “I welcomed here a few days ago Guillaume Poitrinal, former CEO of Unibail-Rodamco who left to create Woodeum. He told me: “There was a moment where I was not learning anything, where everything became too comfortable, there were no contradictions anymore, no challenges. Is this what you felt?”

Jean-Marc Tassetto: “Theres’s indeed this rush of adrenalin. In large corporations, I thought to myself that too many people had the power to say no. Sometimes, it takes 4 month or 6 month cycles to just take a decision, with a lot of people that need to be involved in the process. It’s a bit of a mood killer when you want to make a difference, when you want to be an intrapreneur or an entrepreneur. When you launch your own project, you have this adrenalin rush – I have to admit that I was also panicking a bit on the first day. You’re facing your laptop, your Powerpoint, your smartphone, and it’s on!

Stéphanie Coleau: “How did that first day go?”

Jean-Marc Tassetto: “I panicked. It never happened to me before. I was more than 50, I had two business partners extremely excited about the project – we’re very complementary. Despite all that, you’re all alone on the first day. On the second day, you have your first taste of freedom. On the third, the adrenalin rush, and nothing will make you look back because you’re creating a real project with people you love supporting you. And then it was on!”

Stéphanie Coleau“And you’re the only one in charge.”

Jean-Marc Tassetto: “Well, the only one, with business partners, with coworkers, with bankers, with clients. But yes, you’re becoming an entrepreneur, with an autonomy level that is probably higher than the one I had in large corporations.”

Stéphanie Coleau: “What made you start Coorpacademy? You’re the son of a teacher, is this a return to your roots in the end?”

Jean-Marc Tassetto: “It’s not really a return to my roots, it’s more a projection into the future. The 4th Industrial Revolution is transforming organizations, so we need to rethink training. We need to rethink everything. We need to rethink pedagogical processes, tools, integrated experiences between contents and platforms. We need to massify and scale fast. So no, it’s more a projection into the future, with the certainty that, facing the uncertainties, training and learning will remain critical factors of personal evolution, personal fulfillment and employability. It’s more the need to lead an impactful project.”

Stéphanie Coleau: “Is it the meeting with a Stanford professor that triggered this desire?

Jean-Marc Tassetto: “It was a triggering factor that made me think to myself: “it’s possible.” But it was particularly the meeting with Arnauld and Frédérick that made me want to do it. We met in a small office in January 2013 and we told ourselves: “do we take the plunge?” Frédérick a serial web-entrepreneur, Arnauld was working with me at Google, and we told to ourselves: “if we take the leap, it’s to do something ambitious. This is the Google mentality with the moon shots, the big bets: if we do something, we might as well do something ambitious and impactful. Then we decided to jump in, and I don’t think any of us had any regrets for the past 6 years.” 

Stéphanie Coleau: “What does Coorpacademy represent today?”

Jean-Marc Tassetto: “Coorpacademy, it’s now more than 800 000 learners, including 40% outside Europe. It represents 71 coworkers and we’re very proud of the quality of our team, of these young people who wanted to participate in this adventure, these people who wanted to give meaning to their professional projects and who decided to get involved with us. But Coorpacademy also represents more that 40 content partners, more than 1,000 courses on the platform, and is acquiring a European leadership in the workplace, which is our playground. All this create even more ambition for the future.”

Stéphanie Coleau: “Speaking of which, what is your ambition today? You worked in large corporations, you’ve created your own company, what do you want today? What is your ambition?

Jean-Marc Tassetto: “Our ambition is to become the European leader of Corporate Digital Learning. There’s a big move in the US, with major players such as LinkedIn Learning – it’s something, it’s Microsoft. Jack Ma, in China, said he was leaving Alibaba’s operations to focus on – guess what – education. We think there’s a geo-strategical space to take. Are there any European giants? We would like to be the European giant of Corporate Digital Training. 

Stéphanie Coleau: “What do you like the most about being an entrepreneur? To be free?”

Jean-Marc Tassetto : “I come from Marketing, and I learn my job at Danon. I’ve always wanted to put the customer – in this case the learner – first, at the heart of everything. I’ve also always loved going from the strategic vision to the operations. Just thinking is not really interesting. At Coorpacademy we have a vision that we share, we feed ourselves with the field, with our contradictions, with our complementarities, and then we apply all this, we do the work. And seeing that customers take part in this project, partner with us, seeing that there’s a high engagement rate within our learners, that they finish and pass the courses: this is a tremendous delight!”

Stéphanie Coleau: “Thank you so much, Jean-Marc Tassetto!”

Jean-Marc Tassetto: “Thank you!”

Is LXP the new LMS?

 

Coorpacademy co-founder and former head of Google France Jean-Marc Tassetto explains why a new breed of e-learning solutions are making the learner, not the training booker, the focus.

Jean-Marc Tassetto, co-founder of Coorpacademy, wrote this new piece published in Enterprise Times, a British online business technology magazine website.

Discover the full article here!

Here are some extracts from the article:

“Learning Management Systems (LMS) have been the central and most talked-about technology in the e-learning and corporate Learning & Development (L&D) space for the last 20 years. The problem: they are really there for course bookers, not the road warriors who actually need the training. A gap that has led to the rise of a new, more learner-centric, class of e-learning software, the ‘LXP’.

Influential L&D sector analyst Josh Bersin coined the term a few years ago. However, the idea was really properly sanctioned when Gartner gave it the seal of approval earlier this year.

[…]

“Companies that only use an LMS typically have an administrative team managing the software and deciding what courses and training modules will be made available, with content choices made by Learning & Development managers and executives. The vast majority of employees cannot directly influence their learning experiences or content offerings.

Instead, learning needs to be embedded into the learner’s daily activities or the applications on which learners spend the most time, and we need new content creation models. Most likely in the form of e-learning that is smart, consumer-like and properly integrated into the flow of everyday activity.

An LXP, then, should reflect how we all behave in our day-to-day lives – how we look for content on our smartphones and address any knowledge shortfall as soon as it is identified.”

[…]

“Instead of privileging the administrator, however, LXPs are designed to cater to the learner’s immediate and future needs and be adjustable to their level, employing a range of tools to do so. Asking them questions before any teaching takes place (the flipped pedagogy model) is a great way to pinpoint learning levels. It means users only get offered the lessons they need.

This is the foundation of a move towards adaptive learning, in which content and teaching frameworks are customised to the individual. Such learner-centric platforms work and can secure high user engagement levels. Take the example of one of our users, Schneider Electric, which places user centricity at the heart of its training: “Individuals are able to self-pace their learning, and we are experimenting with mobile learning as the next frontier in this journey. Digital learning is now a way of life here.”

To read the article in its original form, it’s here!

Here are other articles from Jean-Marc Tassetto, co-founder of Coorpacademy:

Computational Thinking: a key skill in the 21st century – TrainingZone

Learner Engagement: why any corporate learning has to have the learner at its centre – TrainingZone

Computational Thinking will be vital for the future job market – Enterprise Times

 

Corporate Digital Learning trends for 2019, by Josh Bersin

 

What is a Program Delivery Platform?

Josh Bersin recently edited his “HR Technology Market 2019: Disruption Ahead report, in which he analyzes the latest trends shaping the HR technologies market.

Who’s Josh Bersin?

Josh Bersin is an analyst, author, educator, and thought leader focusing on the global talent market and the challenges and trends impacting business workforces around the world. He studies the world of work, HR and leadership practices, and the broad talent technology market. He is often cited as one of the leading HR and workplace industry analysts in the world. He founded Bersin™ by Deloitte and is frequently featured in talent and business publications such as Forbes, Harvard Business Review, HR Executive, FastCompany, The Wall Street Journal, and CLO Magazine.  He is a regular keynote speaker at industry events and a popular blogger with more than 700,000 followers on LinkedIn.

Josh Bersin was speaking at the HRD Summit in Birmingham on February 5-6th. The Coorpacademy Team also attended this prestigious event.

Among the “HR Technology Market 2019: Disruption Ahead insights, we wanted to dwell on the future disruptions identified by Josh Bersin in the Learning Technologies market.

A few context elements: according to the World Economic Forum’s “Future of Jobs” report, to face the ongoing job revolution due to Artificial Intelligence and automation, each and every employee needs to have an additional 101 days of training by 2022 to remain competitive. This simply can’t happen with legacy learning technologies.

Josh Bersin identified 8 categories of players giving companies the opportunity to have fully integrated training programs with a 360° approach to corporate learning. The possibilities for companies to implement a Corporate Digital Learning complete suite have never been so numerous.

Learning Management Systems (LMS) are in the “basement” of this approach to Corporate Learning. Josh Bersin states: “While companies have purchased more than $8 billion of LMS technology over the last decade, the LMS is no longer the center of corporate learning. As I like to explain, the LMS went the way of the mainframe. It has not disappeared, but it’s now in the basement doing the things it does well. […] In other words, it’s like a learning and training ERP system.”

While LMS technologies focus on piloting corporate training, Josh Bersin identifies 3 user-centered and user-facing categories of players, providing a complete learning experience. Learning Experience Platforms (LEP/LXP), Program Delivery Platforms and Micro-Learning Platforms. It is interesting to note that in the coming years, providing a learning experience won’t be enough anymore. The “YouTube of Learning” model reaches its limitations, “as companies now realize that just “finding content” is not enough. We also need to deliver an integrated learning experience.” A consistent experience, personalized for each learners according to the way he/she learns, the time he/she has, with curated content created for the learner.

Program Delivery Platforms are delivering this. “While we’d all like to have a YouTube system at work, there are times when we need a MOOC-like platform for learning. A MOOC, unlike a single video course, steps you through an entire curriculum and actually delivers you at a point where you have truly learned a new body of knowledge. Sales training, leadership development, onboarding, supervisory training, and engineering are such domains.”

Coorpacademy is recognized as a “Hot Vendor” in this Program Delivery Platforms space. These players provide a complete learning experience with differentiating content giving access to full bodies of knowledge; while also providing a personalized learning path for each and every learner. They also include content creation and curation and are supported by data for learning paths’ personalization. Josh Bersin is convinced that companies will be more and more looking for these types of solutions for their employees.

In the short Corporate Digital Learning life which started at the beginning of the 1990s, Josh Bersin thinks we’re entering a new phase: the “Learning in the Flow of Work” one. This is the phase where learning must be available at anytime in a workday. No more long training sessions requiring to spend days, even sometimes weeks away from work. Companies must give their employees platforms made for them, able to answer individual needs. Which are Program Delivery Platforms.

The Next Generation Learning Experience

 

On February 5-6th, The Coorpacademy Team attended the HRD Summit in Birmingham, United Kingdom.

This year’s event featured such diverse and thought-provoking speakers as Josh Bersin, Thought Leader and founder of Bersin by Deloitte, Gordon Fuller, Chief Learning Officer at IBM and Jon Addison, Head of Talent Solutions at LinkedIn. And Coorpacademy had the chance to speak about the Next Generation Learning Experience at this prestigious event.

The World Economic Forum told us that over a third of the skills (35%) considered important in the workplace were expected to be entirely different by 2020. Racing towards that date companies have been looking for solutions to re-skill and up-skill their workforce – at speed and at scale.

Travis Adams, Sales Manager at Coorpacademy, gave us some clues during the presentation on how to arm your team to go into this bright future.

“To face the ongoing job revolution due to AI and automation, each and every employee needs to have an additional 101 days of training by 2022 to remain competitive. This simply can’t happen with legacy learning technologies, companies now need to increase the tempo”, he said.

Find out more about Coorpacademy’s upcoming events by following us on LinkedIn and Twitter. If you want to know how Coorpacademy can help you upskill your teams, you can reach out to us here!

Computational thinking: a key skill in the 21st century

In a world increasingly dominated by automation we need to equip employees with skills that complement computer technology and learn to work in partnership with robots.

Jean-Marc Tassetto, co-founder of Coorpacademy, wrote this new piece published in TrainingZone, the UK’s leading learning & development publication. As employees will need to have abilities that complement digital technology in the future, bringing a computational/programming-like approach into all of our approaches to work will be become a must-have 21st century skill to thrive in the Fourth Industrial Revolution.

Discover the complete article here! 

Here are some extracts of the article.

“In the decade since computational thinking (CT) was first formulated by then Carnegie-Mellon Professor Jeannette Wing, it has been emerging as a really powerful universal problem solving technique, in particular for helping us all to work better with automation technologies.

Hence Stephen Wolfram, inventor of the plain English Wolfram programming language, and an advocate of early years computer science, defines the approach as being”about formulating things with enough clarity, and in a systematic enough way, that one can tell a computer how to do them.”

[…] 

“So could CT [Computational Thinking] be the way to bridge that gap between hard and soft skills? Yes, because not everybody will be in need of hard programming proficiency. 

This could mean skills associated with the cloud, analytics, mobility, security, IoT and blockchain. There is also growing consensus that we have to introduce a computational/programming-like approach into all of our approaches to work. 

After all, topping the list of the World Economic Forum’s recent list of essential skills necessary for thriving during the Fourth Industrial Revolution is the skill of ‘complex problem solving.’”

[…]

“What does this look like in practice? Let’s say you’ve agreed to meet your friends somewhere none of you have ever been before. You would plan your route before you step out of your house. 

You might consider the routes available and which route is ‘best’ – this might be the route that is the shortest, the quickest, or the one which goes past your favourite shop on the way. 

You’d then follow the step-by-step directions to get there. In this case, the planning part is CT, and following the directions is like programming.”

Discover the full version here on TrainingZone’s website.

And discover other pieces from Jean-Marc Tassetto:

Improving workplace e-learning for employees.

Is e-learning about to go through a major transformation?

Is e-learning on the brink of an engagement revolution?

Starting young: learning entrepreneurship

By Lamia Kamal-Chaoui, Director, Centre for Entrepreneurship, SMEs, Regions and Cities, OECD. 

This article is extracted from the White Paper “Get ready for the Skills Economy“. Coorpacademy and Citizen Entrepreneurs, the association constituting the French G20 YEA delegation, co-edited this exclusive collection of insight papers on education, used as a discussion piece for this summit.

You’ll find in the White Paper articles about how building a learning culture can address employability challenges, academic insights on Learning Sciences and computational thinking, or how the content and the container must collide in a Netflix-like way to provide the most personalized Learning experience. Articles are signed by Corporate Learning Leaders from various organizations and institutions: Accenture, BNP Paribas, Coorpacademy, emlyon Business School, EY,  OECD, Swiss Federal Institute of Technology, University of Wyoming…

Starting young: learning entrepreneurship – by Lamia Kamal-Chaoui.

Youth are entrepreneurial! New business creation data across OECD countries for 2012-2016 show that 18-30 year olds were more likely to be working on setting up a new business than their older counterparts (6.6%  versus 6.1%), more likely to be setting up businesses in teams of 3 or more, and had a new business ownership rate matching that of adults of over 30 years old (3.5%) (OECD/ EU, 2017).

However, young people face numerous barriers to entrepreneurship, often over and above those faced by their older peers – in identifying opportunities, accessing financing, developing networks, and managing teams. They also often hesitate to start for fear of failure or because they lack the skills (Figure 1). Entrepreneurship education can be a critical support in helping youth to develop an entrepreneurial spirit and obtain the skills needed to become successful entrepreneurs. It is a high-return investment.


Figure 1: Entrepreneurship skills are a greater barrier to business creation for youth

Percentage of population who responded “yes” to the question:

“Do you have the knowledge and skills to start a business?”, Data from 2012-16

Percentage of population who responded “yes” to the question: “Do you have the knowledge and skills to start a business?”, Data from 2012-16

Notes: See Figure 3.13 in OECD/EU (2017). Source: OECD/EU (2017) using special tabulations of the 2012-16 adult population surveys from the Global Entrepreneurship Monitor (2017).


Efforts are increasing to build entrepreneurship competencies through formal education …

Courses and other supports to build entrepreneurship skills in schools, vocational education and training providers, and higher education institutions have become increasingly common in the last decade. They focus on issues of perception about the desirability and feasibility of the entrepreneurial action – either as an entrepreneur or an entrepreneurial employee – and developing the ability to cope with failure.

“Young people face numerous barriers to entrepreneurship, often over and above those faced by their older peers – in identifying opportunities, accessing financing, developing networks, and managing teams.”

However, educational science shows us that developing certain attitudes, knowledge and skills is more effective if started with early intervention (Cunha and Heckman, 2010).

In the area of entrepreneurship skills, a change of content, pedagogy, learning outcomes, and assessment strategies can be introduced as the student progresses, with a gradual increase in the extent that a start-up orientation is offered (OECD, 2015). Some countries (e.g. the United States, Ireland, and Denmark) have already introduced such a progressive approach, but in most OECD countries there is still a need for more entrepreneurship education activities at lower levels of education (GEM, 2017).

Spotlight on higher education

Higher education institutions (HEIs) can be great generators of entrepreneurial individuals. To do so, they themselves need to adopt entrepreneurial approaches to entrepreneurship teaching and supporting graduates who are motivated to start up new ventures — particularly with half of young people accessing higher education across the OECD area. According to the Global University Entrepreneurial Spirit Students’ Survey across 50 countries in 2016, 8% of students intended to start a business right after graduation and 30% considered this a likely career option five years after graduation. The OECD and European Commission have developed the HEInnovate guiding framework for HEIs in this area (www.heinnovate.eu). It identifies many good practices, such as giving students the possibility to document the entrepreneurship competencies they have developed in their studies and extracurricular activities, for example with diploma supplements or other certificates.

What are key areas for government action?

Develop a progressive approach at each stage of the education process. Educa- tional curricula and systems should lay the foundations of an entrepreneurial mind-set at early stages of learning.

Support for teachers. Effective entrepreneurship education requires adequate preparation time for teachers, tailored education material, and guidelines that facilitate the collaboration with external partners (OECD, 2015). In many countries, teacher networks have been formed to provide peer support (e.g. the U.S. Network for Teaching Entrepreneurship, NFTE).

Closing gaps in start-up support. Start-up support should be provided for students who are motivated and able to start a business in the near future. This can be facilitated by creating close connections between education institutions and local business support organisations. Furthermore, higher education students should be supported to combine studies and start-up efforts, for example by receiving a special status similar to sport champions.

References: 

Cunha F. and J. J. Heckman (2010), “Investing in Our Young People”, in Reynolds, A. J. et al., (eds.), Childhood programs and practices in the first decade of life, Cambridge University Press, New York, 381-414.

GEM (2017), Global Entrepreneurship Mo- nitor Report 2016/2017, published online, www.gemconsortium.org.

OECD (2015), From Creativity to Initiative: Building Entrepreneurial Competencies in Schools. A Guidance Note for Policy Makers, published online, http://www.oecd.org/site/entrepreneurship360/blog/guidancenote-policymakers.html

 OECD/EU (2017), The Missing Entrepreneurs 2017: Policies for Inclusive Entrepreneurship, OECD Publishing, Paris, https://doi.org/10.1787/9789264283602-en.

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