Traditional enterprise university theory often emphasizes standardization construction, training system, lecturer team, curriculum development and so on. Its working mode can be called fragmented and streamlined standardization construction, which leads to the enterprise universities investing a lot of resources and consuming a lot of energy, but the results are limited. Modern enterprise university theory is different from traditional standardized thinking, emphasizing effect orientation. Through systematic thinking, we should grasp the key link of enterprise university value creation, allocate resources effectively, and then create maximum value. The representative of modern enterprise university theory is the value-creating enterprise university theory system. This theory takes a strategy and three models as the core, and on the basis of defining the direction, path, stage key points, measurement standards and key control points, it concentrates resources and systematically constructs three models in stages to solve the three core problems of value creation, namely, maximizing the value of limited training resources, cultivating a large number of talents, building scale leaders and rapidly improving performance, and finally realizing the rapid, large and sustained improvement of enterprise performance and competitiveness. Around the three models, the lean operation of enterprise universities will present the following five development trends: 1) from training projects to learning projects and performance projects. By April of 20 15, most of the training programs in enterprise universities were operated in the form of traditional training programs, focusing on routine work such as teacher integration and training organization. The combination of training and enterprise management was not high and the effect was limited. In order to maximize the value of limited training resources, we should not only design systematic training projects around organizational development, but also optimize the operation mode of training projects. For this reason, some excellent enterprise universities explore training projects in the form of learning projects, and design a systematic collaborative management mechanism of learning projects before, during and after training after finding organizational problems through diagnosis, thus effectively improving organizational capabilities. This model emphasizes training managers and business units to cooperate with each other and solve problems together. Performance improvement technologies (such as HPT and ISPI) promoted by many consulting companies basically belong to this category. With the increasingly fierce competition among enterprises, enterprises have carried out lean management, management improvement, cost reduction and efficiency improvement, benchmarking and tapping potential, which can be called performance engineering and is in a normal trend. In this context, enterprise universities inevitably require training managers to develop or introduce relevant technologies and tool templates to tap performance potential, integrate internal and external expert resources, promote enterprises to tap performance potential, and improve organizational performance and competitiveness rapidly, substantially and continuously, thus promoting enterprise training activities to enter the performance project stage. 2) From passive learning to active learning, from training institutions to traditional training in community operation, teachers are the protagonists, and students passively learn the knowledge taught by teachers. With the increasing enrichment of network information and the improvement of enterprise training management level, the employees of the new generation such as post-80s and post-90s are basically used to learning what they want through the network, and the desire of non-new generation employees to actively learn is becoming stronger and stronger. At present, many enterprises have basically entered the active learning stage. Even the on-site training organized by enterprises increasingly emphasizes students' active participation in practice before, during and after class. With the change of learning methods, the job content of training managers has also changed greatly. It is no longer just a traditional training institution's work, but an efficient learning sharing platform (community) is built, and fans are constantly developed, trying to promote the learning interaction of employees, summing up and sharing various experiences and lessons, and helping to sum up best practices and promote them. To run this community well, the training manager needs to constantly understand the pain points of all units and employees, organize the development of screaming micro-courses (best practices), and detonate the community. The above two changes are conducive to shaping a good learning atmosphere and enhancing students' learning creativity. However, this is only part of the rapid growth model. To fully realize the function of rapid growth, it is necessary to do a good job in personnel training and organizational capacity building. 3) Traditional training from knowledge to practice often focuses on the organization of training activities and the sharing of knowledge points, without arranging supporting tasks and relying on the spontaneous application of trainees after training, which often has poor results. In the future, training courses will emphasize the cultivation of ability, attach great importance to the development of task package, and arrange tasks before, during and after training according to the current situation of enterprises to ensure that students can effectively transform their ability from knowledge to practice. As a result, the enterprise training points system may need to be optimized, and the promotion threshold will change from a certain point to a model that the core tasks reach the standard plus points, and the points can even be exchanged for prizes to encourage the sharing of best practices. 4) From talent development to talent management, the traditional talent development model focuses on talent development channels, competency models, learning maps, talent evaluation, personal development, training plans, points system, etc., so as to systematically develop talents, stimulate employees' learning enthusiasm and shorten the success cycle. However, there are three problems in this model: (1) Without an effective promotion, promotion and elimination mechanism and a good performance-based compensation system, talents can't get good development opportunities and corresponding returns. Setting the promotion threshold by relying on points will aggravate this situation, leading to the loss of outstanding talents or insufficient motivation of employees to learn, and the effect of talent development will be greatly reduced; -The importance of tasks to the transformation of learning ability is not fully realized, courses often have too many knowledge points, lack of effective tool templates and learning tasks, and employees only stay at the knowledge level and fail to effectively transform into abilities; -Lacking the concept of lean talent development, we may have formulated a systematic and standardized manual for key positions, but failed to sum up the post strategy, which made it difficult for employees to grasp the key points of post competence and made them inefficient. The talent development view of modern enterprise universities has entered the stage of talent management in an all-round way. To form an effective and rapid growth model with the goal of team building, talent acceleration and employee performance improvement (as shown in the figure), it is necessary to formulate the core strategy of each link of human resource management and be responsible for the core content of talent management. In the future, with the development of enterprise universities, the human resources department may gradually weaken into the strategic implementation department. 5) From training management to management consulting At present, most enterprise universities mainly carry out training management, but they are faced with the task of developing organizational ability and promoting enterprise performance potential, which requires enterprise universities to gradually rise from traditional training management to research and even consulting level and become the brain or think tank of enterprises. With the development of enterprise universities, there will be quite a number of enterprise universities with internal and external management consulting capabilities in the future.