Upskilling
Upskilling adds to or updates skills for a person’s current work or more advanced responsibilities. It builds on an existing work direction, unlike reskilling for a different occupation. Learning also needs a chance to be practised on the job.
Add depth to existing work
Cedefop’s upskilling glossary describes targeted development that updates or supplements existing knowledge and skills. The work may be changing, or someone may be taking on more advanced responsibilities, while the broad direction of the role remains. This separates upskilling from reskilling, which prepares someone for a new occupation or professional activities.
A concrete starting point is an identified task the person is expected to do differently or more independently. If someone already handles customer support and needs to diagnose a newly introduced system, the gap may be a product-specific skill rather than a new occupation. The example describes a possibility, not a standard training pathway.
Make practice part of the plan
Name the skill, the work where it will be used and the support available while the person learns. A course or credential can introduce knowledge, but the team also needs to provide a chance to practise it in context. Set expectations that fit the role and the available time rather than assuming training will happen around a full workload.
A manager can review a sample of the relevant work, discuss what still needs support and adjust the next learning step. If the responsibilities have changed enough to point toward a different occupation, the plan may be reskilling instead. The distinction follows the destination of the learning, not its format.
Check what changed in the work
Look for evidence that the new or updated skill is being used in the role and whether the person can complete the relevant task with the agreed level of support. This does not mean every learning goal needs a formal test. It gives the employee and manager a concrete basis for deciding what to practise next.