Qualification and training
Young professionals as of Dec 31 (NP) | 2019 | 2018 | 2017 | |
| Vocational trainees 1) | 10,676 | 9,923 | 9,540 |
Dual degee students 1) | 1,081 | 949 | 900 | |
Graduate trainees 2) | 146 | 157 | 109 | |
Interns 2) | 664 | 534 | 537 | |
»Chance plus« participants | 250 | 250 | 250 | |
DB Group | 12,817 | 11,813 | 11,336 | |
1) Germany; includes all class years of vocational training (usually three class years for both vocational trainees and dual degree students).
2) Germany (companies with about 98% of domestic employees).
Targeted qualification of all employee groups, in particular young professionals, is an important success factor for our sustainable performance. In order to be able to qualify the additional personnel properly and rapidly, we increased our capacities by one-third in the year under review. As many railway-specific professions are not available on the labor market, we are one of the largest trainers in Germany.
Disclosures on the targeted professional objectives.
Excluding the vocational trainees hired after having successfully completed their training, and students in dual study hired having successfully completed their studies.
In the year under review, about 4,100 vocational trainees and 400 dual-program students were welcomed into DB Group. This is about 300 more young professionals than in the previous year. Most of the vocational trainees started in the role of railman in the operational service in the field track, in the field train driver/transport and electrician with a focus on operating technology. We recognize outstanding performance and great commitment in these entry-level programs through the Excellence Program for particularly high-performing young professionals.
fURTHER iNFORMATION ON pLANNING OF NEW TALENT
The focus is still on increasing digitalization in vocational training. In the year under review, almost all vocational trainees in their first year of training received a mobile device. We are working to introduce a digital training management tool and enhance digital learning formats by 2020.
We have also placed a special focus on digitalization in our young professional academic programs. For the second time, we conducted the digitalization trainee program in the year under review. A central component of the program is the development of an own digital business model, which also includes the provision of selected digital and agile methods.
