Platform · HR and workforce planning
See what expertise you have, what future work requires and where the gaps are. Use that picture for workforce planning, organisational change and role design.
View examplesUse cases
Use a shared skills vocabulary. For example, use CompetentNL, ESCO or your own role framework.
Start with the work ahead. Which activities will grow or change? See how many people in each team can use the most important skills independently. Then decide where to develop people, move talent internally or recruit.
Explore the approachIn an acquisition, merger or restructuring, explore which expertise is needed to keep work running. Look at where expertise is concentrated, which roles are difficult to hand over and where teams can complement each other. Turn those insights into plans for knowledge transfer and development.
View the team dashboardView the 3,000 FTE exampleDocument what a role requires today and what tasks and skills it will need in the future. Compare the current and target role profiles before applying them to the team. This shows which role requirements change and what that means for development and staffing.
View exampleStrategic workforce planning
Compare how much capacity you need with the skills the work requires. Use both to decide where to develop people, move talent internally or recruit.
Choose a planning horizon, such as the next twelve months. Identify which work will grow, change or decline in each unit. Translate that into both the capacity and the skills needed to do the work well.
Check what capacity is actually available and who can use critical skills independently. Consider expected departures, available time and expertise held by just one person. A skill in a profile alone does not show how much time someone has to use it.
Compare a base case with a scenario such as faster growth or a delayed system transition. For each gap, decide what mix of learning, internal moves and hiring is feasible. Agree who owns each action and when to review the assumptions.
In the example, total staffing stays the same. Two units need 100 FTE more in total, while the target for two other units falls by 100 FTE. At the same time, 42 colleagues can plan across projects independently and 75 are needed. Check separately how much work people can take on through internal moves and how many can develop that skill in time.
View the figures for the 3,000 FTE exampleFictional dashboard
Two project teams are merging. Before the transition, HR checks whether the combined team can keep critical work running and where handovers or development are needed.
skills below target coverage
skill held by just one colleague
skill nobody can use independently
| Critical skill | Team A | Team B | Current · combined | Target · required | Status | Next action |
|---|---|---|---|---|---|---|
| Capacity planning | 3 | 2 | 5 | 4 | Meets target | Agree on one way of working across both teams. |
| Project reporting | 0 | 1 | 1 | 2 | Depends on one colleague | Have a colleague shadow the work and deliver a report independently. |
| Project handovers | 1 | 1 | 2 | 2 | Meets target | Check that both teams can take over each other’s project files. |
| Using the new planning system | 0 | 0 | 0 | 2 | No coverage | Schedule training and a practical test before the transition. |
Counts show proficiency per skill. One colleague can appear under several skills. When planning next steps, also check availability and recent hands-on experience.
Fictional organisation-wide scenario
An organisation is redistributing work across four units. Total staffing stays at 3,000 FTE, while the capacity and expertise each unit needs changes.
Current and target staffing are equal in this scenario.
Operations and Projects and engineering need more capacity.
Two of the three critical skills need more colleagues who can apply them independently.
| Unit | Current | Target | Difference · target minus current |
|---|---|---|---|
| Operations | 1,450 | 1,510 | +60 |
| Projects and engineering | 700 | 740 | +40 |
| Service and maintenance | 550 | 490 | -60 |
| Corporate and support | 300 | 260 | -40 |
| Total | 3,000 | 3,000 | 0 |
| Skill | Current | Required | Still needed | Training candidates | Avg. match | To train for this gap | Still needed after training |
|---|---|---|---|---|---|---|---|
| Capacity planning across projects | 42 | 75 | 33 | 24 | 82% | 24 | 9 |
| Analyse project reports | 78 | 110 | 32 | 35 | 86% | 32 | 0 |
| Carry out quality checks | 110 | 105 | 0 | – | – | 0 | 0 |
The staffing table counts FTE. The skills table counts people per skill. One colleague may appear in multiple rows.
Training and match figures are illustrative. The average match shows how many relevant entry skills the training candidates already meet, as a percentage. The remaining gap assumes that the colleagues trained can demonstrate independent proficiency after training. A dash means no candidates were mapped because the target is already met.
Start by identifying how new priorities are changing the work and what that means for service delivery. Then discuss which employees would like to take on different tasks or roles and what skills they already bring. This helps you see where internal moves are possible and where training, knowledge transfer or targeted hiring is needed.
Fictional role example
After two project teams merge, the project planner will schedule work across multiple projects. This comparison shows which role requirements change and what you can do to prepare for the transition.
| Area | Current profile | Target profile | Possible action |
|---|---|---|---|
| Schedule work | Creates a weekly schedule for one project. | Coordinates people and equipment across multiple projects. | Practise building a shared capacity plan. |
| Use project data | Records progress in an individual overview. | Reads a shared dashboard and flags deviations. | Use the dashboard in the weekly project meeting. |
| Organise handovers | Hands over work when absent. | Documents decisions and processes so a colleague can take over. | Have a second colleague shadow the work and test the handover. |
For each new role requirement, discuss who can already use the skill, who wants to learn it and who can provide support. Record what you can develop internally and where you need outside expertise.
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