Non-technical skills are generally referred to those soft- skills that are generic in nature like interpersonal, communication, team work, time management, problem solving or creative skills. Organizations are increasingly giving importance to non-technical skills of their employees at the workplace for optimizing human performance for organizational well-being and growth. Hence, non-technical training programs have found a prominent place in the HR training programs of organizations in recent years.

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In today’s global environment, both technical and non-technical skills are equally important and employers need to focus on designing programs for both technical and non-technical training. While planning for technical and non-technical training programs, the common challenge is to design a contextualized program that proves to be relevant, interesting and engaging to the trainee – that which makes a difference to him/ her and which directly impacts his/ her performance for the better. In this blog, we will look at what technical training involves and what are a few challenges with this type of training.

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Managing Subject Matter Experts (SMEs) is both a science and an art, as many battle-scarred project managers, instructional designers, and SMEs themselves will attest to. Here’s a list of dos and don’ts that SMEs wish eLearning teams would remember.

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eLearning designers and developers  MUST RELY on Subject Matter Experts (SME) for expert content knowledge. However, these experts often have NO TIME and little interest in eLearning development. Here is a WISH LIST of what an Ideal SME and an Ideal Developer should be like.

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Adult learning is based on the principle of the self-starting, self-directed, self-motivated, autonomous learner who accepts responsibility for his own learning and can manage his own learning effectively. In reality, for many learners ’self-managed’ could sound a bit scary, given that in the past, our educational system put the learning controls firmly in the hands of instructors. This, coupled with instructor led training experiences in the corporate world could have sometimes unknowingly fostered the belief that unless an instructor tells you what to learn and handholds you through the process, learning is difficult. This is a dangerous belief of course, because with employees facing new challenges constantly, they can’t afford to wait for someone to tell them how to do something and when. The controls of learning have to shift back into the hands of the learner.

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