Det finns ett stort intresse i samhället kring AI och dess användningsområden, men hur ser det ut i organisationer idag och vilka initiativ tas för att kompetensutveckla personalen med hjälp av AI? Det är just vad denna studie ska försöka besvara. Dataunderlaget för studien baseras på semi-strukturerade kvalitativa intervjuer med tio personer som framförallt arbetar inom HR, men även inom försäljning och affärsutveckling, fördelat över olika branscher. Analysen av det tematiserade underlaget visar på resultatet att integrering och användning av AI-verktyg för kompetensutveckling är ytterst varierande i de organisationer vi har varit i kontakt med, och att nyttjandet av AI-verktygen i stort inte är medvetet och planerat gällande kompetensutveckling. / There is considerable societal interest in AI and its applications; however, the current state within organizations and the initiatives undertaken to develop staff competencies using AI remain unclear. This study seeks to address these questions. The data for this study is derived from semi-structured qualitative interviews with ten individuals primarily working in HR, as well as in sales and business development, across various industries. The analysis of the thematic data reveals that the integration and utilization of AI tools for competency development vary significantly among the organizations surveyed. Moreover, the use of AI tools for competency development is largely unintentional and unplanned.

Despite the growing expectation on corporate Learning & Development (L&D) units to transform practices and roles and take a more strategic role to better meet the needs of lifelong learning and up- and reskilling in organizations, many fail to use technology such as Massive Open Online Course (MOOC) platforms that could support the shift. The aim of this study is to provide a better understanding of why those in L&D who are using MOOC platforms do so and what impact it has on the role of L&D. Empirical data from in-depth interviews with six L&D professionals, with extensive experience from large, global companies, has been employed in this exploratory research. The analysis imply a situation in which MOOC platforms, when used in organizations where employee language, literacy and digital devices are not a limitation, can support in meeting the needs of lifelong learning and up- and reskilling in ways not possible with traditional L&D practices. The findings also indicate that while L&D units in large, global organizations can transform traditional practices and roles and contribute strategically, with the support of MOOC platforms, they struggle to make full use of the platforms due to lack of prioritization in the organization. This could inhibit L&D to fully take on a strategic role. Previous research has not explored the impact and possibilities the use of MOOC platforms can have specifically on the L&D role. The findings provide a novel contribution to L&D research as well as input to professionals in L&D or Human Resource, business leaders, organizational developers and MOOC platform providers in decisions connected to digitalization of corporate learning.