Like 'furlough', 'zoombombing' and 'PPE', 'upskilling' and ‘reskilling' have been new words to come out of 2020. In the face of crisis, many businesses have found themselves needing to pivot - fast. Not only have we been learning new languages and new baking recipes during the pandemic, but we have also been learning how to navigate Teams and Zoom, how to adjust to our changing job roles, and how to retain a visible and professional profile in the remote workplace.

Put simply, the Covid-19 pandemic has shown us the importance of continual learning. To survive (and thrive) in the new normal, we have had to adapt.

Why is 'upskilling' on the agenda for law firms right now?

Over recent years, a 'skills gap' between actual and required skills has emerged in UK businesses. This is driven by new technologies and digitisation. So-called 'soft skills' are also caught by this trend: critical thinking, collaboration, resilience, adaptability and communication. COVID-19 has thrown light onto the lack of such skills, and how they make businesses less agile, and ultimately poorer.

Get ahead of the curve

While 'upskilling' is on the agenda it's the perfect time to work out which skills you need to work on and then identify your options for developing them. This might include reading or asking for mentoring or coaching from a senior colleague, as well as finding courses or other training options. If you need funding, then arm yourself with the commercial knowledge to make a business case. You might find your firm is willing to pay but remember you may also have to invest your own time and money. This is ultimately about you. What do you want? Why? And how are you going to get there?

Whether it's communication skills, managing difficult conversations, or legal project management that you think will give you the edge, now is the time to take the plunge.

If you'd like to discuss your professional development options, get in touch with us by emailing ask@KinchRobinson.com or calling 0114 273 8300.

Emily Reed is an e-learning designer at Kinch Robinson. Developing our library of online e-learning courses specifically aimed at legal and claims professionals.

Emily Reed is an e-learning designer at Kinch Robinson. Developing our library of online e-learning courses specifically aimed at legal and claims professionals.

We are pleased to welcome the newest member of the Kinch Robinson team, Rachel Carr!

Rachel will be joining us as an e-learning designer. Helping to develop our ever growing library of online e-learning courses specifically designed for legal and claims professionals.

In 2020, Rachel achieved a first class degree in psychology at the University of Nottingham. She also has over three years experience of creating bespoke e-learning materials in the education sector.

At Kinch Robinson we believe 'training shouldn't be draining', and our e-learning content is kept interesting by our designers utilising a range of media. From videos and animation to interactive exercises and testing, our courses are the most efficient and cost effective way to train.

We are excited to see Rachel apply her e-learning designer skills to our current range of courses as well as help develop the next generation of interactive online training solutions.

Put your training provider on the spot. Just ask some not-so-tricky questions and all will be revealed.

1. Can you run a short trial session? The answer should be "Yes, of course". This is a great way to iron out lots of possible problems in advance, so that they don't foul up the session itself. Ideally your provider should set up the trial with you or a colleague using the same software and equipment (laptop, camera, headset) as the delegates who will attend the session itself.
2. How well do your tutors know the meetings software? It's worth pushing for specific assurances that they are well-rehearsed and know their way around every function they will deploy on the course. (We make all our tutors run at least two practice sessions. The first one is sometimes full of glitches - which is excellent because the more mistakes they make when it doesn't matter, the fewer they’ll make when it does. By the second practice session they always boss it completely).
3. Do your tutors know how to present online? Good question, because the lazy ones will try to convince you there’s nothing different about working "on camera". It's very different: it needs good technique, it takes practise, and not everyone can do it.
4. Have you stress-tested your online Joining Instructions? In other words, do they really work? Will people know where to click, where not to…
5. How will you support the people who don't read the Joining Instructions? (Because you know that most people don’t read them thoroughly, and some don't read them at all). The answers you’re looking for might be:
   1. We'll publish a "Joining Time", not a start time. When everybody shows up at the last minute, we'll greet them as they appear, and check their audio/visual connection. If everything's working fine, we'll bung them in a breakout room for a chat with their colleagues until everyone has arrived.
   2. Our IT trouble-shooter will be there at the start. You need someone like Sally Austin. Sally is our fabulous IT Manager who liaises with client IT departments (i.e. speaks their language), welcomes everyone to our courses, and makes sure they're connected and ready to learn.
   3. Our IT trouble-shooter won’t disappear. People click on the wrong button, their audio gives up the ghost, their connection fails. Whenever there's a problem, you need someone like Sally to be all over it until it's sorted. Beware the provider who says their tutor can simultaneously spot an IT glitch, fix it quickly, and carry on leading the course. They're having you on.
6. How will your online course be different from your normal face-to-face courses? This question will tease out what the provider is doing to ensure that online delivery will be effective.
   1. Printed materials (preferably). They free up screen space and give your people something else, and something tactile, to look at.
   2. Fewer materials. (always helpful if printing is not an option).
   3. Adjusted content. Most of our courses involve people in making decisions and then learning from discussion and feedback. We haven’t made any huge changes, but there have been lots and lots of minor adjustments to cater for not being "in the room".
   4. Shorter sessions. They work well, but everything takes a little longer online, so ask how the provider is planning to ensure there will be no rush and no late finishes.
   5. More breaks. Otherwise people will tune out or just endure the training, rather than engaging. Tutors who give precise instructions about re-start times have almost no late returners.
   6. Breakout rooms. People really like being left to get on with whatever you've asked them to do - with the option to call on the tutor for help.
   7. Polls. Everyone loves a poll. And they're brilliant for generating discussion, especially if you get split decision. Who voted "yes"? Why? Talk me through your thinking? Now for the "No" voters…

Get in touch if you're looking for support to deliver the PSC or online skills courses.