See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/307710561

Importance of Soft Skills for Education and Career Success

Article · December 2012

DOI: 10.20533/ijcdse.2042.6364.2012.0147

CITATIONS READS
29 33,791

4 authors, including:

Shaheen Majid
Nanyang Technological University
99 PUBLICATIONS   1,525 CITATIONS   

SEE PROFILE

All content following this page was uploaded by Shaheen Majid on 25 February 2019.

The user has requested enhancement of the downloaded file.

International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), Special Issue Volume 2 Issue 2, 2012

Importance of Soft Skills for Education and Career Success

Shaheen Majid, Zhang Liming, Shen Tong, Siti Raihana

Nanyang Technological University, Singapore

Abstract Basically, soft skills refer to personalities,

attributes, qualities and personal behaviour of
Appropriate soft skills play an important role in individuals. Soft skills include certain abilities such
a successful career as well as during social as communication, problem-solving, self-motivation,
interactions in the society. These skills are also decision-making, and time management skills [3]. A
highly sought after by employers recruiting fresh study by Hodges and Burchell [4] investigated the
graduates. The main purpose of this study was to perceptions of business employers of the importance
investigate students’ perceptions of the importance of of different skills. It was reported that eight out of
soft skills for their education and employment. A top ten skills were soft skills which included the
questionnaire was used for data collection and 188 ability and willingness to learn, teamwork and
undergraduate business management students from cooperation, interpersonal communication, energy
four universities in Singapore participated in this and passion, and problem-solving skills. A study
study. It was found that a majority of the respondents covering over 52 different professions with more than
felt that soft skills were useful for social interaction 8,000 managers in the United States identified soft
as well as for career advancement. However, they did skills of employees as the major competency in
not think that these skills contribute considerably to nearly all the professions, even in the technical
their academic performance. The top five important environments [5].
soft skills identified by the students were: teamwork While it is now a well-established fact that
and collaboration, decision-making, problem-solving, employers are increasingly putting more emphasis on
time management and critical thinking skills. This soft skills, it is equally important that students should
paper suggests certain measures for improving soft also adequately appreciate the value of such skills
skills of students which may also help improve their and make deliberate efforts to acquire them. Porter
employment perspectives. [6] reported that many business students do not put
much value to developing soft skills. Probably that is
why, as suggested by Rynes et al [7], the business
students’ attitude towards behavioural courses, with
1. Introduction substantial coverage given to soft skills development,
Due to a variety of factors, today’s business is usually negative together with their reluctance to
environment is becoming more complex, uncertain register for such courses. As a result, there is an
and competitive. All types of organizations consider awareness gap resulting in deficiency of soft skills
human resources as their key asset, which plays a among business graduates entering the work force.
critical role in organizational performance and Consequently, there is now more pressure on
success. Most employers are likely to hire, retain and academic institutions to enhance soft skills of their
promote persons who are dependable, resourceful, students. Kumara and Sahasranam [8] used a core
ethical, having effective communication, self soft skills inventory test to investigate soft skills of
directed, willing to work and learn, and having engineering students in India. They reported that,
positive attitude [1]. Employers usually prefer to see with well-planned training programs, it is possible to
a fine blend of competencies in their staff and, in tune, shape and develop creativity and soft skills
addition to discipline-based knowledge and skills, among all students. Addams et al [9] believed the
adequate levels of soft skills are considered desirable communication skills of business students,
for moving forward in the career [2]. They feel particularly for writing persuasive business letters,
professional and technical skills alone cannot help can be improved by designing assignments using
achieve organizational goals and objectives. It is real-life organizations and scenarios. Alshare, Lane
because their staff will also be involved in different and Miller [10] studied perceptions of students and
levels of leadership and decision-making activities. faculty of the adequacy of soft skills in information
Employees also need to communicate effectively systems curricula in different universities in the USA.
within the organization, with their customers and It was reported that generally students were more
other stakeholders. satisfied than faculty about the coverage of soft skills.
Realizing the importance of soft skills, several studies

Copyright © 2012, Infonomics Society 1036

International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), Special Issue Volume 2 Issue 2, 2012

have also emphasised the point that these skills

should be embedded in the curriculum, thus making it 3.1. Respondents’ profile
easier for students to acquire them [11, 12].
The literature review suggests that a majority of A comparable number of participants from the
the studies on this topic have been done from four universities participated in this study: SIM (51),
employers’ perspective and only a limited number of NTU (50), SMU (49), and NUS (44). Six respondents
studies have focused on the perceptions and attitudes did not fully complete the questionnaire; therefore,
of students towards soft skills. In addition, a higher the data analysis is based on 188 completely filled-in
percentage of such studies were conducted in North survey forms. The percentage of Singaporean and
America and Europe with different learning overseas students was 67.6% and 32.4% respectively.
environment and work culture then in many Asian The overseas students were mainly from China,
countries. It is, therefore, worth exploring students’ India, Malaysia, Indonesia, Brunei, Thailand and the
perceptions of soft skills from a new angle and Philippines. In terms of gender, more female
context. The main objective of this study was to respondents took part (57.8%) than their male
investigate the perceptions of business management counterparts (42.2%). As for the year of study, there
students of the importance of soft skills for their were 72 respondents (38.3%) in their second year of
education and employment. Some areas covered by study and it was the largest group, while 41 (21.8%)
this study were: students’ perceptions of the value of were in first year, 52 (27.7%) in third year and only
soft skills, self-efficacy of the level of skills 18 (9.6%) were in their fourth year of study. Five
possessed by them, skills needing further students did not indicate their year of study.
improvement, participation in skill development
programs, and the role of academic institutions in 3.2. Awareness of soft skills
developing soft skills. The participating students were asked what skills, in
their opinion, can be categorized as soft skills. The
2. Methodology purpose was to investigate if they have a clear
understanding of soft skills. Based on literature
A questionnaire was used to collect data from review, a list of 14 skills was developed. Out of the
undergraduate business management students from 188 respondents, less than 40 (21.3%) students chose
four universities in Singapore, i.e. Nanyang all the skills, which reflects their limited
Technological University (NTU), National University understanding of soft skills. The top four soft skills,
of Singapore (NUS), Singapore Management as identified by the students, were communication,
University (SMU), and Singapore Institute of leadership, persuasion and negotiation skills (see
Management (SIM). The questionnaire was mainly Table 1).
consisted of multiple choice and rating scale matrix
questions to solicit responses. Most of the questions
Table 1. Skills considered as soft skills by the
were close-ended, however wherever needed, the respondents (multiple responses)
respondents were provided with the flexibility to Ranking Soft Skills Frequency
make comments or provide additional information. (n=188)
The ethics approval of the study was obtained from 1 Communication skills 147
the Institutional Review Board (IRB) of the 2 Leadership skills 118
University. 3 Persuasion skills 112
4 Negotiation skills 107
The survey participants were selected through 5 Conflict management 91
the convenience sampling technique. Business 6 Time management 74
management undergraduate students at the four 7 Problem solving 71
selected universities were approached with an oral 8 Teamwork spirit 70
request to participate in this study. A copy of 9 Creative problem solving 70
10 Personal effectiveness 62
questionnaire was provided to those students who
11 Strategic thinking 61
expressed their willingness to participate. The survey 12 Positive work attitude 54
lasted for two weeks in the second quarter of 2011, 13 Willingness to learn 48
and a total of 188 students participated in this study. 14 Passion towards work 42

3. Findings Some of the personality attributes such as

positive work attitude, willingness to learn and
The following sections provide data analysis and passion towards work were not regarded as soft skills
findings of the survey. by a majority of the students. Other soft skills

Copyright © 2012, Infonomics Society 1037

International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), Special Issue Volume 2 Issue 2, 2012

suggested by the students, not included in the Table 3. Importance of soft skills
questionnaire, were ‘project management skills’, Mean SD
Purpose n
(1~7)
‘saying no to inappropriate requests/suggestions’ and
Getting along with people 188 5.70 1.46
‘know when/where to stop arguments’.
Career advancement 188 5.46 1.69
Finding a job 188 5.07 1.64
3.3. Perceived importance of soft skills Academic performance 188 4.29 1.82

A set of statements were used to investigate

To further corroborate students’ perceptions of
students’ overall perceptions of the importance of
the importance of soft skills, they were asked to rate
soft skills. A majority of the students either agreed or
the relative importance of a set of 14 skills, derived
strongly agreed with the statements that soft skills
from previous studies, for the purpose of
were very important for career advancement, highly
employment. The five top skills were: leadership,
sought after by employers, and for getting a better job
teamwork, decision-making, problem solving, and
(see Table 2). Similarly, 103 (55.1%) of the
time management (see Table 4).
respondents agreed with the suggestion that soft skills
are difficult to learn compared to professional Table 4. Importance of soft skills for employment
knowledge and skills. Mean
On the contrary, a majority of the respondents Soft Skills n SD
(1~7)
either disagreed or strongly disagreed with the Leadership 187 5.53 1.35
statements that soft skills cannot be enhanced through Teamwork and collaboration 187 5.47 1.28
practice and that these skills were not as important as
Decision-making 187 5.43 1.43
professional knowledge and skills. This indicates that
Problem-solving 186 5.38 1.39
students have a good understanding of the important
and value of soft skills. Time management 187 5.34 1.36
Passion and optimism 187 5.29 1.25
Table 2. General perceptions of soft skills (n=187) Critical thinking skills 183 5.27 1.45
Statement SD D N A SA Willingness to learn 187 5.26 1.37
Soft skills are critical for Self-motivation and self-direction 186 5.16 1.40
6 7 39 83 52
career advancement
Soft skills are highly Making presentations 187 5.05 1.74
5 7 52 89 34
sought after by employers Small group discussions 187 5.00 1.50
Soft skills are important for
5 8 48 95 31 Writing business communications 187 4.91 1.32
getting a better job
Soft skills are difficult to Writing proposals 187 4.68 1.29
learn compared to 5 31 48 83 20 Writing memoranda 186 4.62 1.24
professional knowledge
Soft skills cannot be
25 81 47 28 6
enhanced through practice It was a matter of concern that five
Soft skills are not as communication-related soft skills were perceived to
important as professional 48 56 38 33 12 be the least important for seeking employment. It was
knowledge
SD: strongly disagree, D: disagree, N: neutral, A: agree, particularly puzzling as earlier the highest number
SA: strongly agree (147 or 78.2%) of the respondents categorized it as a
soft skill. It means although they consider
Students were also asked to rate the importance communication-related skills as part of soft skills,
of soft skills for different purposes, using a 7-point they do not think these skills are important in seeking
semantic differential scale. As shown in Table 3, soft employment despite the fact that they need to prepare
skills were considered the most important for ‘getting their job applications and appear for interviews.
along with people’ (mean score 5.70), followed by
‘career advancement’ (mean score 5.46). However, 3.4. Importance of soft skills for different
the students felt that such skills were comparatively professions
less important for their academic performance.
The students were asked to indicate the
importance of soft skills for different business related
professions. Students felt that soft skills were more
important for those jobs where business professionals
need to frequently communicate and interact with

Copyright © 2012, Infonomics Society 1038

International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), Special Issue Volume 2 Issue 2, 2012

customers and other stakeholders, such job positions Once again, bottom five skills were related to
as marketing executives, sales personnel and communication which means students think that they
insurance consultants (see Table 5). On the contrary, do not possess adequate levels of communication
they felt that professionals involved in back office skills.
jobs such as financial analysts, auditors, and The correlation analysis showed a strong
accounts, need comparatively lesser levels of soft relationship between the perceived importance of the
skills. Although business professionals engaged in majority of soft skills and the level of these skills
such jobs probably less frequently communicate with possessed by the students (see Table 7). In other
external customers, they still need good soft skills to words, students scored better for those skills which
effectively discharge their responsibilities within the they perceived to be important. It is likely they were
organization. making efforts to improve those skills that they
considered important. As most of the communication
Table 5. Level of soft skills required by different related skills were considered less important for
category of professionals (n=188)
career development, there is a need that academic
Mean SD institutions should create awareness among students
Profession
(1~7)
Marketing Executives 5.86 1.21 about the importance of such skills in seeking
Sales Personnel 5.74 1.40 employment and undertaking work related activities.
Insurance Service Consultants 5.72 1.30
Media & Advertising Executives 5.72 1.30 Table 7. Correlation between perceived importance and
Corporate Communications Officers 5.66 1.37 skills level
Human Resource Officers 5.64 1.39 Soft Skills Correlation
Project Management Executives 5.57 1.36
Financial Service Consultants 5.32 1.31 Willingness to learn .395(**)
Business Administrators 4.99 1.47 Teamwork and cooperation .384(**)
Stock Brokers 4.98 1.56 Passion and optimism .355(**)
Bank Executives 4.88 1.57 Time management .231(**)
Financial Analysts 4.79 1.19 Self-motivation and self-direction .416(**)
Auditors 4.19 1.50 Decision-making .244(**)
Accountants 3.78 1.56 Problem-solving .235(**)
Leadership .186(*)
Critical thinking skills .305(**)
3.5. Students’ perception of the level of soft Small group discussions .524(**)
skills possessed by them Writing proposals .121
Making presentations .529(**)
The students were asked about their self- Writing business communications .184(*)
Writing memoranda .259(**)
assessment of the level of soft skills possessed by
them. The top five soft skills, as claimed by the ** Correlation is significant at the 0.01 level (2-tailed).
* Correlation is significant at the 0.05 level (2-tailed).
students were: willingness to learn, teamwork,
passion and optimism, time management, and self-
motivation and self-direction (see Table 6). 3.6. Desire for improving soft skills

Table 6. Self-assessment of the level of soft skills The respondents were asked to choose what soft
possessed by the respondents (n=188) skills they would like to improve. The top two soft
Soft Skills
Mean
SD
skills that students wanted to improve were
(1~7) leadership and communication skills (see Table 8).
Willingness to learn 5.32 1.29
Earlier these skills were also picked as the two most
Teamwork and collaboration 5.32 1.26
Passion and optimism 5.05 1.19 important soft skills (see Table 1). However, it was
Time management 5.01 1.33 interesting to note that when communication skills
Self-motivation and self-direction 4.95 1.23 were divided into more specific communication skills
Decision-making 4.95 1.22 (see Table 4), these skills received the lowest
Problem-solving 4.94 1.21 ranking. It appeared there were some misperceptions
Leadership 4.90 1.33
Critical thinking skills 4.90 1.37 among the students about the scope of different
Small group discussions 4.87 1.27 communication skills.
Writing proposals 4.64 1.17
Making presentations 4.63 1.44
Writing business communications 4.56 1.27
Writing memoranda 4.43 1.25

Copyright © 2012, Infonomics Society 1039

International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), Special Issue Volume 2 Issue 2, 2012

Table 8. Soft skills needing improvement are likely to improve communication skills of the
(multiple responses) students.
Ranking Soft Skills Frequency
(n=188)
1 Leadership skills 88 3.8. Efforts by academic institutions for
2 Communication skills 87 imparting soft skills
3 Persuasion skills 83
4 Negotiation skills 80
5 Conflict resolution 79 The students were asked about the avenues and
6 Time management 71 opportunities provided by their respective universities
7 Strategic thinking 68 for developing soft skills. Around 54% of the
8 Problem solving 63 students said that soft skills were usually embedded
9 Personal effectiveness 62 in different academic courses. Another 47% of the
9 (tied) Creative problem solving 62
11 Positive work attitude 39
students mentioned that they had taken some credit
12 Willingness to learn 38 courses that focused on developing certain soft skills.
13 Teamwork spirit 35 Some examples of such credit courses, as quoted by
14 Passion towards work 34 the students, were: Business Communication,
Strategic Management, Leadership and Team-
The next two soft skills that students wanted to Building, Management Communication, Effective
improve were persuasion and negotiation skills. Four Communication, Fundamental Communication,
soft skills that only 20% or fewer students wanted to Creative Problem-solving, and Strategic Thinking.
improve were positive work attitude, willingness to In addition to integrating soft skills in certain
learn, teamwork spirit, and passion towards work. It professional courses and specialized soft skills
was probably because earlier only a very small development credit courses, the universities of the
number of the students considered these skills as part participating students were also providing many
of soft skills (see Table 1). opportunities to their students to improve soft skills.
A list of such activities, compiled through discussions
with business students and their school
3.7. Barrier to developing and practicing administrators, was provided in the questionnaire to
communication skills allow the respondents to indicate their level of
participation in these activities. Table 10 shows that,
As many previous studies suggest that a majority except for ‘students coffee sessions’, other programs
of the students lack adequate communication skills, were ‘often’ participated by less than 20% of the
students participating in this study were asked about students. Most of the programs that could help
the barriers encountered by them in developing and develop students’ soft skills were ‘rarely’ participated
practicing different communication skills. The top by a majority of the students. It appeared that the
four barriers, as identified by the students, were: lack students were heavily relying on business
of confidence, nervousness, shyness, and lack of professional courses as well as specialized courses
proper training (see Table 9). designed for improving certain skills and to lesser
extent on other soft skills development programs.
Table 9. Barriers to practicing communication skills
(n=188) Table 10. Participation in soft skills development
Barriers Frequency programs (n=187)
1 Lack of confidence 89 Programmes/Activities Never Rarely Often
2 Nervousness 88
Workshops/ guest talks 11.2% 70.1% 18.7%
3 Shyness 59
4 Lack of proper training 58 Job hunting skills 18.2% 65.8% 16.0%
5 Non-encouraging environment 51 Company orientation sessions 22.5% 58.8% 18.7%
6 Language deficiency 48
7 Lack of knowledge 47 Career advising sessions 27.8% 55.6% 16.6%
8 Cultural barriers 38 Students coffee sessions 27.8% 49.2% 23.0%

Although around one-third of the respondents In addition, a set of statements were used to
were from overseas, limited English language capture students’ perceptions of the possible benefits
proficiency and cultural difference did not appear as of different school-based initiatives in improving
the major barriers to communication. It appeared that their soft skills. These statements presented both
proper training and adequate opportunities to practice positive and negative sides of these programs. More
than 61% of the students either agreed or strongly

Copyright © 2012, Infonomics Society 1040

International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), Special Issue Volume 2 Issue 2, 2012

agreed with three statements suggesting that soft In addition, the respondents were asked to
skills programs provided them opportunities to gain suggest measures that students should undertake for
hands-on experience, boosted their skill levels, and improving their soft skills. Nearly one-half of the
showed ways to apply soft skills in different respondents suggested that students should attend
situations (see Table 11). However, split responses professional training workshops for improving their
were received for two statements suggesting that soft skills (see Table 13). It was also suggested by
content of these soft skills programs were less 42% of the respondents each that students should join
relevant and cannot be easily applied into practice. those hobby clubs and students’ union activities that
More respondents disagreed than agreed with the can help improve their soft skills.
statement that these programs were only theoretical
in nature. In other words they believed that skills Table 13. Soft skills development measures to be
undertaken by students (multiple responses)
taught through these programs had their applicability.
Suggested Measures Frequency
Table 11. Perceptions of the benefits of soft skills Attend professional training workshops 93
programs (multiple responses)
Join hobby clubs providing soft skills 79
Statements SD D N A SA
development opportunities
Provided opportunities for
hands-on experience 5 5 54 99 24 Participate in activities organized by the 72
Provided me opportunities to student unions
boost my soft skills 6 5 57 85 34
Showed adaptability of soft Read books and articles on soft skills-related 70
skills in many situations 3 11 59 92 22 topics
The contents are not so relevant
with soft skills improvement 7 45 75 53 7
The contents cannot be easily
10 42 77 45 12
4. Conclusion
applied into practice
Showed the usefulness of soft
skills only in theory 19 41 74 37 15 The purpose of this study was to investigate
SD: strongly disagree, D: disagree, N: neutral, A: agree, students’ perceptions of the importance of soft skills
SA: strongly agree for education and employment. The results showed
that generally business management students in
Singapore were aware of the importance of soft skills
3.7. Suggestions for improving students’ soft
for employment and career advancement. However,
skills many students felt that their actual soft skills were
The respondents were asked to suggest measures less than the desired levels. It was also found that
that universities should undertake for improving soft communication skills were perceived to be the least
skills of their students. Over 60% of the students important by the students and probably that is why
recommended that more soft skills development they did not try to improve these skills. It was a
activities should be incorporated into the curriculum matter of concern as many previous studies,
(see Table 12). Two other measures suggested by investigating competencies sought after by potential
around 45% of the students were to organize more employers, reported that communication skills were
soft skills development workshops and hands-on among the most desired soft skills. Thus there is need
activities. Once again it appeared that, instead of to create awareness among the students about the
attending specialized soft skills development importance of communication skills for career
workshops, a majority of the students desired that advancement and how to develop and practice such
such skills should be embedded in appropriate skills.
professional courses. Another related finding was that a majority of the
students expressed the opinion that soft skills training
Table 12. Soft skills development measures to be should be embedded in appropriate business courses.
undertaken taken by universities (multiple responses)
Probably this approach was preferred because it
Suggested Measures Frequency could provide an opportunity to the students to
Incorporate more soft skills development 114 understand how to apply these skills in a specific
activities into the curriculum situation. It is also possible that they feel overloaded
Organize more workshops 84
with professional courses thus less inclined to attend
Organize more hands-on activities 81 specialized soft skill development programs
Arrange more internship programmes 75 organized by their universities. It is, therefore,
desirable that business schools as well as other
Organize more company orientation talks 54

Copyright © 2012, Infonomics Society 1041

 International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), Special Issue Volume 2 Issue 2, 2012

schools should carefully review and incorporate the [10] Alshare, K.A, Lane, P.L., & Miller, D. (2011).
desired soft skills into their curricula. However, they Business communication skills in Information
should also continue running specialized training Systems (IS) curricula: Perspectives of IS educators
workshops to help students further improve their soft and students. Journal of Education for Business, 86:
skills. It is equally important that students should also 186–194.
make efforts for improving their skills level through
self-directed readings and participation in appropriate [11] McEnrue, M. P., Groves, K. S., & Shen, W.
skills development programs and activities. (2009). Emotional intelligence development:
Leveraging individual characteristic. The Journal of
Management Development, 28(2), 150.
5. References
[12] Howe, S. (2010). Can EQ be learned? Fleet
[1] Wats, M., & Wats, R.K. (2009). Developing soft Maintenance. Fort Atkinson, 14(10), 36.
skills in students. The International Journal of
Learning, 15(12), 1-10.

[2] Mitchell, G. W., Skinner, L. B., & White, B. J.

(2010). Essential soft skills for success in the twenty-
first century workforce as perceived by business
educators. Delta Pi Epsilon Journal, 52(1), 43-53.

[3] Gupta, Y. (2009). Building a better business

student. BizEd, 9(6), 62-63.

[4] Hodges, D., & Burchell, N. (2003). Business

graduate competencies: Employers' views on
importance and performance. Asia-Pacific Journal of
Cooperative Education, 4(2), 16-22.

[5] Rubin, R.S. (2009). How relevant is the MBA?

Assessing the alignment of required curricula and
required managerial competencies. Academy of
Management Learning & Education, 8(2), 208–224.

[6] Porter, J. (2007). B-schools soft on 'soft skills’.

Bollomberg BusinessWeek Online, http://www.
businessweek.com/bschools/content/aug2007/bs2007
082_280172.htm (Access date: December 19, 2011)

[7] Rynes, S. L., Trank, C. Q., Lawson, A. M., &

Ilies, R. (2003). Behavioural coursework in business
education: Growing evidence of a legitimacy crisis.
Academy of Management Learning & Education, 2,
269–283.

[8] Kumara, S.A.V., & Sahasranam, C. (2008). An

empirical study on students’ soft skills inventory test:
Reliability and non-parametric analysis. The Icfai
University Journal of Soft Skills, 2(3), 35-45.

[9] Addams, A.L., Woodbury, D., Allred, T., &

Addams, J. (2010). Developing student
communication skills while assisting nonprofit
organizations. Business Communication Quarterly,
73(3), 282-290.

Copyright © 2012, Infonomics Society 1042

View publication stats