Kirstie Greany

Try to include activities or practise that builds in complexity over time. Space the learning out, and then build up competence over time with activities that switch up the context or complexity to broaden and strengthen the learning. Don't make learners do loads all at once. Don't mistake 'digital interactions' for active learning either. Whilst I'm a fan and expert in digital learning, multiple choice questions or a swanky interactive graphic don't = learning. Reflection, exploration, discussion, simulations, learning from mistakes...pack more punch.

In my experience this is THE vital step to your project's success. Why do they need or want to learn this skill? For what kinds of context? What evidence is there around their skill level already? Is there, for example, peer, customer or manager feedback that this is an area to improve? As a designer, you need to know the key focus areas that work across the target audience and where it makes sense to bring in personalisation so people can learn in a context that makes sense to them. For the learners? They also need to know their gaps, strengths and targets. How can you help them get to know these?

Using scheduled events as part of your soft skills blend helps drive actions. We all respond to deadlines! I would recommend making these participatory, and practical where possible, especially for soft skills. For example, sharing sessions and reflective discussions; or facilitator-led group exercises to practise soft skills in a safe environment are great ways to do this. These can work just as well online as off. Sometimes better, as people can be more confident to try or speak on an online meeting vs in person! Then weave in asynchronous short modules for individuals to explore and learn for themselves. Provide a big range of digital examples (eg. videos) for individual reflection, ask questions, and encourage note taking!

With soft skills, it's usually easy for people to spot 'bad' examples where they are provided. i.e. how not to conduct a presentation, or communicate bad news. But I would recommend including a range of examples that show the difference between going from ok - to good - to great. See if the learner can spot what should be improved, or how they rate the 'ok' or good ones, then bring in an 'expert' view that does the same. Help them learn through evaluation and reflection on others' examples, and help them build their understanding of what is required (the skills needed) through contextualised practise like this. Then help them work out what they need work on and go from there.