Perceived instructional requirements of hard skills trainers and soft skills trainers

Abstract

Purpose

This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.

Design

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

Findings

Soft-skills trainers and hard-skills trainers differed in the variety of instructional methods and in their emphasis on interpersonal relations and interactions, group management and communication. Those trainers with train-the-trainer certificates did not differ significantly from those who did not have them. Trainers with a university degree in educational science/psychology were more likely to teach soft skills than hard skills but did not agree more with the relevance of instructional skills and knowledge than those without such a degree.

Originality

The briefing saves busy executives, strategists and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

Comment

The review is based on “Perceived instructional requirements of hard skills trainers and soft skills” by S. Wisshack and S. Hochholdinger, published in Development and Learning in Organizations: An International Journal.

Citation

(2021), "Perceived instructional requirements of hard skills trainers and soft skills trainers", Development and Learning in Organizations, Vol. 36 No. 1, pp. 58-60. https://doi.org/10.1108/DLO-04-2021-0069