JUne 2010

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EFFEcTIvE INTEgRaTION OF TEchNOLOgy aNd INSTRucTOR-LEd TRaININg TO PROMOTE SOFT SkILLS MaSTERy

(lecture-based) in nature. but in order for students to truly internalize the skills that 

soft skills instructors are attempting to impart, they need opportunities to practice 

them in a contextual setting. Fortunately, integrating technology into soft skills training 

can effectively support, reinforce, and augment classroom instruction in order to 

provide students with the hands-on experiences that they need. 

Blended Is Best

“i hear and i forget. i see 

and i remember. i do and i 

understand.” 

—Confucius 

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EFFEcTIvE INTEgRaTION OF TEchNOLOgy aNd INSTRucTOR-LEd TRaININg TO PROMOTE SOFT SkILLS MaSTERy

e-learning courseware and simulations offer a wide range of options with respect to 

a blended soft skills learning curriculum. For example:

• if the courseware or simulation includes printable reference material, instructors can 

distribute it in advance of the training session as pre-work. students can be asked to 

reflect on what they have read and summarize their thoughts with a basic drawing 

or brief written narrative, which they should be prepared to share and discuss with 

their classmates when the group convenes. alternatively, instructors can distribute 

this information following the classroom training and encourage students to use it 

for ongoing reference. 

• students can be asked to complete the courseware or simulation independently 

before participating in the instructor-led training. this will help the instructor identify 

knowledge and skill gaps and focus the classroom-based segment of the training 

accordingly. additionally, because the “basics” have presumably been learned via 

the technology, the instructor can immediately launch the class into a meaningful 

discussion or activity pertaining to the targeted soft skill. Using class time to work 

through case studies in small groups, for instance, will enable the students to apply 

what they learned during the simulation, and justify their decisions to their peers.

• the instructor may opt to work through the courseware or simulation as a class. 

Using an overhead projector, the group can decide on the most appropriate choices 

then explore the feedback or outcomes resulting from those selections. as each 

person brings his or her own experiences to the learning process, the instructor 

must be prepared to draw out students’ individual perspectives and insights. 

• students can be asked to complete the courseware or simulation independently 

after participating in the instructor-led training. this will reinforce the concepts 

taught in class, provide additional opportunities to practice the targeted soft skill 

(in the case of a simulation), and increase retention of what was learned. it will also 

help the instructor evaluate students’ ability to apply the information covered in 

class, and determine whether follow-up one-on-one coaching or other individual 

intervention is needed. 

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Universal instructional design means that a variety of abilities, disabilities, and language 

issues have been taken into account during the development of a curriculum or activity 

to ensure that it is accessible and usable by all learners. this is ideally done during the 

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EFFEcTIvE INTEgRaTION OF TEchNOLOgy aNd INSTRucTOR-LEd TRaININg TO PROMOTE SOFT SkILLS MaSTERy

creation of the original product rather than subsequently attempting to adapt those 

created for the average user. When this is not possible, the universal design capabilities 

of existing course work can be extended through a variety of assistive technologies 

and tools increasingly available on the internet and through computer hardware and 

software. below are some practical suggestions for bringing universal design features 

to existing curriculum and instructional resources:

• Use a photocopy machine to enlarge handouts or use word processing software to 

increase font size.

• Use less text on each page, and more “white space” around the text to help learners 

focus.

• Provide participants with electronic versions of handouts to allow learners to use 

whatever assistive technology they have available to them. 

• Provide a braille copy of handouts and activity sheets.

• Use word- or sentence-reading technology such as a screen reader or JaWs if 

available. 

• Convert documents into PdF in order to access PdF reader features. 

• Use icons or pictures to support and extend written communication.

• Use multi-media presentations to supplement and reinforce instruction.

• Use translation tools, such as http://babelfish.yahoo.com/ or http://translate.google.

com/?hl=en&tab=wt# to provide information in other languages.

learning. because soft skills relate to an individual’s ability to self-manage and interact 

appropriately with others, the classroom plays a vital role in imparting knowledge 

and building skills in these areas. technology, when used appropriately, can be an 

effective tool in supporting this process. it’s very important that the students see each 

aspect of the curriculum, regardless of how they experience it, as part of an integrated 

whole. seamless linkages should exist between the classroom activities, technologybased learning and exercises, and any other independent work that is assigned. 

incorporating technology into a soft skills curriculum will enable instructors to devote 

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their limited face-to-face time with students to social and collaborative activities. 

training sessions can be centered around case studies, role plays, class debate, and 

small group discussions rather than the one-directional transmission of information 

that tends to dominate classroom training. the communication exchanges between 

the instructor and students, and amongst the students themselves, will be more 

purposeful and beneficial. 

most of today’s students routinely shift between the virtual worlds of computer 

games and Pdas and the physical environments of school, home, and the mall, so this 

new integrated learning model will require little or no adjustment on their part. a 

technology-enhanced classroom will transform the instructor’s role, however, from 

“teacher” to “facilitator.” the objective is to guide students toward autonomous 

learning rather than providing all of the content directly to them. there is no better 

way to prepare students for the world of work than to help them help themselves! 

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