The Future of Corporate Training and Outcome Driven
Learning in India: Insights from Reena Beri, Founder of
Triksha Edutech
As the global education, training and corporate learning ecosystem continues to
evolve, organisations are increasingly shifting focus from certifications to
capability building, employability and measurable learning outcomes. In India
alone, the corporate e-learning and professional training market is projected to
grow at a strong double digit rate through 2030, driven by the urgent need for
upskilling, leadership readiness and future of work competencies.
Against this backdrop, Triksha Edutech has emerged as a learning and
development organisation focused on structured capability building, leadership
readiness and communication excellence. Founded with the intent to bridge the
gap between education and real world performance, Triksha works across
individuals, corporates and academic institutions to deliver learning that
translates into behavioural and professional outcomes.
In this context, we spoke with Ms Reena Beri, Founder and Director of Triksha
Edutech, to understand how learning models are changing, what learners and
employers now expect, and how education providers must adapt to remain
credible and relevant in a rapidly evolving skills economy.
With over two decades of experience in training, coaching and leadership
development, Reena has worked across corporates, educational institutions and
individual learners at various career stages. Her work at Triksha Edutech spans
leadership development programs, communication and language proficiency
training, Train the Trainer certifications, employability and career readiness
modules, instructional design, competency mapping and emotional intelligence
development. Her expertise is supported by globally recognised certifications
including Situational Leadership, Dale Carnegie Leadership Skills, British Council
accreditation and Train the Trainer frameworks.
1. What major trends are currently shaping the education and corporate
training industry, particularly in relation to employability and workforce
readiness?
The most defining shift we are seeing is the movement away from
certificate centric learning toward outcome driven education. Learners and
organisations are asking more practical questions today. What capability
will this build. How will this translate into performance. What behavioural
or professional shift can be measured.
Another important trend is the rise of blended learning models. While
digital platforms have expanded access, there is renewed recognition that
human interaction, reflection and mentorship are essential for deeper
learning. Research across the learning and development sector shows that
hybrid formats combining online flexibility with facilitated engagement
lead to better retention and application.
We are also seeing a strong emphasis on skills based development rather
than role based training. Employers are prioritising communication skills,
leadership presence, adaptability and emotional intelligence alongside
technical competence. These trends are central to how we design programs
at Triksha Edutech, where learning is positioned as an ongoing
professional capability rather than a one time intervention.
2. Industry data suggests that while upskilling is critical for
competitiveness, only a limited percentage of employers fully sponsor
employee training. What does this mean for learners and organisations
today?
This gap has significant implications. When organisations do not fully
invest in structured learning, individuals are often left to navigate their
growth independently. This creates inconsistency in skill development and
widens performance gaps.
At the same time, learners are becoming more proactive. Professionals now
seek learning experiences that offer clarity, application and long term
value rather than surface level content. For organisations, this means that
learning providers must deliver programs that justify investment through
measurable outcomes such as improved communication, leadership
effectiveness and role readiness.
The responsibility is shared. Learners must commit to growth, and
organisations must choose partners who prioritise depth, accountability
and relevance over volume.
3. With credibility becoming a concern in the edtech and training space,
how should learners and HR leaders differentiate between credential
focused programs and outcome oriented learning?
The distinction lies in intent and measurement. Credential focused
programs often emphasise completion, while outcome oriented learning
focuses on transformation. This includes behavioural change, skill
application and confidence in real world contexts.
Credibility today is built through consistency and transparency. Learners
and organisations value clarity on what effort is required, how progress
will be assessed and what realistic outcomes look like. At Triksha Edutech,
learning journeys are structured around competency mapping, continuous
feedback and practical application rather than passive consumption.
In the current environment, credibility is less about scale and more about
impact.
4. How should learning effectiveness be evaluated in corporate and
professional training programs beyond attendance or completion rates?
Evaluation must move beyond surface metrics. Effective learning
assessment includes pre and post capability mapping, observation of
behavioural shifts and feedback from stakeholders such as managers or
peers.
In leadership and communication training, indicators such as clarity in
expression, confidence in decision making and emotional regulation often
reflect real progress. This approach ensures that learning is not treated as
an isolated activity but as a contributor to organisational outcomes, a
principle that underpins Triksha’s corporate training and institutional
programs.
5. Customisation is often cited as essential in modern learning design.
How can training providers balance personalisation with consistency
and quality?
Personalisation begins with diagnosis. Understanding the learner context,
role expectations and existing capability levels allows learning journeys to
be designed with intention.
Consistency comes from strong frameworks. When learning is built on
well defined competencies and structured progression, customisation
enhances impact rather than diluting quality. This balance allows diverse
learner groups such as students, professionals and leaders to engage
meaningfully while maintaining rigour.
The future of learning lies in adaptive design supported by strong
instructional foundations.
6. Learner engagement and retention remain challenges across digital
education platforms. What approaches are proving most effective in
sustaining engagement and application?
Engagement improves when learners feel seen and supported. Interactive
elements such as scenario based discussions, reflective exercises and
guided practice help bridge the gap between knowledge and application.
Microlearning formats also support focus, particularly for working
professionals. However, engagement is not only about format. It is about
relevance. When learners understand how a concept applies to their
personal or professional context, motivation increases naturally.
Sustained engagement requires both thoughtful design and active
facilitation.
7. Soft skills such as emotional intelligence, communication and
leadership are increasingly prioritised by employers. Why are these
capabilities so critical in the current workforce landscape?
As roles evolve and automation increases, human capabilities become
differentiators. Emotional intelligence enables individuals to navigate
complexity, communicate effectively and lead with empathy. These skills
influence collaboration, decision making and organisational culture.
Research consistently highlights that technical skills alone are insufficient
for long term career growth. Professionals who demonstrate self
awareness, adaptability and interpersonal effectiveness are better
equipped to manage change and uncertainty.
Developing these capabilities requires safe learning environments where
individuals can reflect, practice and receive feedback.
8. In an age of artificial intelligence and rapid role transformation, which
human skills will remain essential and how should learning systems
prepare individuals for this future?
Critical thinking, communication, ethical judgment and emotional
maturity will remain irreplaceable. Technology can process information,
but it cannot replicate human connection, trust or contextual
understanding.
Learning systems must therefore focus on developing resilience, clarity of
thought and leadership presence. Preparing individuals for the future of
work means helping them integrate technology as a tool rather than
viewing it as a threat.
Education must evolve from content delivery to capability building.
9. Looking ahead to 2026, what capability gaps must Indian learners and
professionals address to improve employability and leadership
readiness?
India faces a significant employability challenge, with industry reports
indicating that a large percentage of graduates lack job readiness.
Addressing this requires stronger emphasis on communication, critical
thinking, self management and professional confidence.
Education systems and training providers must work collaboratively to
bridge the gap between academic knowledge and workplace expectations.
This includes early exposure to real world scenarios, mentorship and
reflective learning.
The goal is not only employment, but sustainable professional growth.
The education and training industry is at a pivotal moment. As learners demand
relevance and organisations seek impact, learning providers must evolve beyond
content and credentials. The future belongs to those who combine structured
frameworks with human insight, and who view learning as a lifelong capability
rather than a transactional service.
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