Corporate companies use a range of imaginative and inventive approaches to provide their

staff with instruction, ranging from conventional classroom strategies to self-learning efforts
facilitated by technology (Andrews, J., 2008). One of the main technology-enabled transfer
learning practised by firms is teaching using the internet. The famous mode for corporate
training in IT skills has been E-Learning (electronic learning). Until lately, the conventional
instructor-led approach for promoting experiential learning was the logical platform for soft
skills instruction. HR and teaching practitioners, having recognised the advantages of e-
learning, are now embracing this approach for traditional training in soft skills.

Traditional soft skills, though are the non-technical skills, skills and attributes that one
requires to work in a particular area of jobs. They provide diverse sets of skills and
knowledge in the workplace: problem-solving, cognitive abilities, oral speaking abilities,
professional values, professional ethics, leadership and team work. Soft skills are a mixture of
competencies that relate to how individuals know and handle themselves, as well as their
interactions with others, according to psychologist Daniel Goleman (1998). They are rated
twice as important to work satisfaction as their knowledge quotient or technological abilities
(Higson, H., 2008). Traditional approaches such as workshops, research papers, role plays,
simulated operations, community building, on-the-job testing, business games and
behavioural modelling are the most recognised and common strategies used for soft skills
training.

Based on the expertise level for the work, employers recruit individuals to fill their current
job vacancies. Hard skills have become the historical emphasis. In a short time span, hard
skills are technological in nature and easier to test. When organisations face an evolving
global battleground, the demands of the workers skill set are often adjusted. The digital age is
a place where technology in the workplace continuously changes and affects transition
(Connell, Gough, McDonnell, & Burgess, 2014). The modern world contains numerous job
organisations that have the potential to connect with diverse cultures internationally. For
workers to collaborate with and understand team members, the ability to be able to use
interpersonal contact skills is important. The mixture of staff is developing. There is a variety
of people from different age classes, and people close to retirement (Bailey, 2014). There are
persons of varying ethnicities and races present in the mix. The augmented requirement for
soft skills has resulted in generational modifications (Bailly, & Lene, 2013).