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ESSENTIAL SOFT SKILLS FOR SUCCESS IN THE

TWENTY-FIRST CENTURY WORKFORCE AS
PERCEIVED BY BUSINESS EDUCATORS
Geana W. Mitchell
Leane B. Skinner
Bonnie J. White

Abstract
Background: Soft skills describe career attributes that individuals should possess, such
as team skills, communication skills, ethics, time-management skills, and an appreciation
for diversity. In the twenty-first century workforce, soft skills are important in every business sector. However, employers in business continuously report that new employees are
deficient in these soft skills. The literature suggests that more research is needed in the
area of soft skills, to explore improved instructional methodologies that may be applied
by business educators. Purpose: The purpose of this study was to determine Alabama
business educators perceptions of the importance of soft skills for success in the twentyfirst century workforce. Method: Alabama business educators were surveyed to assess
the importance of specific soft skills and how these skills affect success in the workforce.
Results: A significant difference was found between the perceived importance of how
specific soft skills affect success in the workforce and the location of school (city, county).
Respondents perceived all eleven soft skills included in this study to be very important
(M = 4.95 on a 1-6 scale) to success in the twenty-first century workforce. Conclusions:
Alabama business educators consider soft skills to be important components of the business/marketing education curriculum. Alabama business educators perceptions of the
importance of soft skills transcend demographic factors. In addition, a hierarchy exists
among Alabama business educators concerning the importance of selected soft skills.
Implications: This study provides information that should be utilized by business educators to improve the skills of students entering the workforce.

Introduction
The twenty-first century workforce has experienced tremendous changes due to
advances in technology; consequently, the old way of doing things may be effective but not efficient (Redmann & Kotrlik, 2004). The National Business Education Association (NBEA) stated that the shortage of skills confronting todays
dynamic workforce goes beyond academic and hands-on occupational skills.
Therefore, the best way to prepare potential employees for tomorrows workforce
is to develop not only technical but also human-relation abilities (Policies Commission for Business and Economic Education [PCBEE], 2000).
Dr. Geana W. Mitchell is an Assistant Professor in the Department of Business/Marketing Education,
School of Business at Alabama A&M University, Normal, AL.
Dr. Leane B. Skinner is an Associate Professor in the Department of Business/Marketing Education,
College of Education at Auburn University, Auburn, AL.
Dr. Bonnie J. White is Humana Foundation, Germany, Sherman Distinguished Professor of Education,
College of Education at Auburn University, Auburn, AL.
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DR. GEANA W. MITCHELL, DR. LEANE B. SKINNER AND DR. BONNIE J. WHITE

Perreault (2004) defined soft skills as personal qualities, attributes, or the level
of commitment of a person that set him or her apart from other individuals who
may have similar skills and experience. James and James (2004) agreed that soft
skills is a new way to describe a set of abilities or talents that an individual can
bring to the workplace. Soft skills characterize certain career attributes that individuals may possess such as team skills, communication skills, leadership skills,
customer service skills, and problem solving skills (James & James). Employers
Value Communication and Interpersonal Skills (2004) suggests that one who communicates effectively, gets along with others, embraces teamwork, takes initiative,
and has a strong work ethic is considered to have an accomplished set of soft skills.
Sutton (2002) found that soft skills are so important that employers identify them
as the number one differentiator for job applicants in all types of industries (p.
40). According to Sutton, soft skills have become extremely important in all types
of occupations. Glenn (2008) added that hiring individuals who possess soft skills
is instrumental for high-performing organizations to retain a competitive edge.
Wilhelm (2004) agreed and claimed that employers rate soft skills highest in importance for entry-level success in the workplace.
The literature supports the conclusion that soft skills proficiency is important to
potential employers. However, many employees in business are reported to be deficient in soft skills. Furthermore, the literature revealed that research is needed in
the area of soft skills so that improved instructional methodology may be developed
and applied by business educators.

Purpose of the Study

The paradigm shift in the twenty-first century workforce has forced employees
to be well armed with soft skills (Ganzel, 2001). James and James (2004) confirmed that soft skills have become extremely crucial even in technical environments. This supports the view of Evenson (1999) who believed that equipping
students with soft skills could make the difference in obtaining and retaining the
jobs for which they have been prepared.
Timm (2005) reported that the employment shift that the United States of America faces requires employees to provide more personal interaction with others than
ever before; consequently, possessing only traditional technical skills will not be
adequate in the new global marketplace. According to James and James (2004),
hard (technical) skills were historically the only skills required to obtain and retain
employment; however, recent history has shown numerous examples of how technical skills alone have failed to shelter workers from downsizing, position cuts,
and lay-offs.
The National Business Education Association (NBEA) believes that skills emphasized in the twentieth century must be refocused. To ensure success, students
entering the twenty-first century workforce must possess non-technical soft skills
along with technical competence (PCBEE, 2000). A complex labor market has
been generated due to the multifaceted twenty-first century business world; there44

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ESSENTIAL SOFT SKILLS FOR SUCCESS

fore, organizations are seeking versatile individuals, who possess professional

skills, even for entry-level jobs (Employers Value Communication and Interpersonal Abilities, 2004). According to Christopher (2006), employers want graduates
with strong interpersonal abilities. Several researchers (Glenn, 2003; Perreault,
2004; Sutton, 2002; Wilhelm, 2004) confirmed that mastery of soft skills is instrumental to success for individuals entering the twenty-first century workforce.
The purpose of this study was to provide information that may be utilized by
educators to improve the skills of students entering the workforce. This study may
be valuable to business educators because the findings reported help to identify
the most important workforce skills. Furthermore, this information may allow educators to more effectively include employability skills in their courses.

Statement of the Problem

Effective integration of soft skills into the business curriculum can help students
obtain and retain employment in the twenty-first century workforce (Glenn, 2003;
James & James, 2004; Perreault, 2004; Wilhelm, 2004). The NBEA cited numerous challenges, but also significant opportunities, for educators to prepare students
to enter the workforce. The NBEA also stressed the importance of integrating soft
skills into the business curriculum (PCBEE, 2000).
The research problem addressed by this study was to determine the importance
of specific soft skills as perceived by Alabama business educators. Specifically,
this study was designed to determine (a) the extent to which Alabama business educators perceive specific soft skills to be important to success in the twenty-first
century workforce and (b) whether differences exist between Alabama business
educators perceived importance of soft skills for success in the twenty-first century
workforce based on the following demographic variables: number of years teaching, highest degree held, class of professional educator certificate, grade level
taught, location of school, and type of school.

Methodology
The population of this study was the Alabama secondary business educators.
The Alabama Department of Education 2007-2008 Business/Marketing Education
Directory provided the roster of names from which the sample was taken. The directory is available from the State of Alabama Department of Education. A quantitative research study was conducted by surveying all of the Alabama business
educators that were selected.
Coladarci, Cobb, Minium, & Clarke (2004) contended that sometimes it is impractical to select a simple random sample; therefore a shortcut method like systematic sampling might be used. Although the sample is not truly random, it can
give results close to those obtained by random sampling. Minium, King, & Bear
(1993) agreed that it is often difficult or costly to perform random sampling and
stated that one popular shortcut is to draw cases by systematic sampling. Therefore,
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DR. GEANA W. MITCHELL, DR. LEANE B. SKINNER AND DR. BONNIE J. WHITE

a systematic sample of 530 business educators was drawn from the population by
selecting every other name on an alphabetized listing of 1061 secondary business
educators. Twenty-eight percent (28%) of the sample (n = 530) of business educators returned usable surveys for analysis.

Instrumentation
Data were collected through a researcher-designed survey. The survey was designed to gather data on Teacher Background/Demographics (Section 1) and on
the Importance of Soft Skills (Section 2). In Section 2 specific soft skills were
listed with a scale for measuring their perceived importance. Respondents were
instructed to rate the level of importance of each skill on a scale ranging from (6)
= Extremely Important, (5) = Very Important, (4) = Somewhat Important, (3) =
Important, (2) = Not Very Important, and (1) = Not at all Important.
Validity
Content validity, face validity, and usability of the survey instrument were determined through a panel of experts. Based on knowledge and experience in descriptive research design, survey instruments, and data collection, a selected group
of educators and researchers were asked to review the survey instrument for clarity
of directions, concepts, and definitions. The panel was asked to assist in developing
an effective instrument as well as offer their perceptions of whether the instrument
will measure what it purports to measure. The comments, input, and recommendations of each panel member were considered and incorporated into the final instrument. Packets were then mailed to the sample for data collection.
Reliability
According to Pedhazur and Schmelkin (1991), in order for a scale to be reliable,
it should have an alpha of .70 or higher. Results of Cronbachs Alpha for the scales
used in Section 2: Importance of Soft Skills was .87. Therefore, the results of the
Cronbach Alpha for the scale indicated an acceptable level of reliability.
Results
Descriptive statistics were calculated using SPSS to summarize, analyze, organize, and describe the data and to provide an indication of the relationships between
variables. A Pearson Product-Moment Correlation was utilized to determine if
there is a significant relationship between the perceived importance of how specific
soft skills affect success in the workforce and the number of years that the educator
has been teaching business education. An ANOVA design was used to determine
if a difference exists among the perceived importance of how soft skills affect success in the workforce and the other demographic factors.
One hundred and forty-nine (149) survey instruments were used to compile data
in this study. Table 1 presents the demographic information related to grade level
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ESSENTIAL SOFT SKILLS FOR SUCCESS

taught, highest degree held, and highest certification level held. The largest percent
of respondents taught 9 12 grades (87.9%), held a masters degree (68.5%), and
held a class A (masters level) certification (47.7%).

Table 1
Demographic Data of Respondents (N=149)*
Categories
Frequency
Grades Taught (n = 148)
6-8
17
9-12
131
Highest Degree (n = 149)
Bachelors
28
Masters
102
Specialist
14
Doctorate
5
Highest Certification (n = 133)
B (Bachelors)
19
A (Masters)
71
AA (Specialist)
30
Alternative
12
Emergency
1
* N does not always equal 149 because of non-responses to some questions.

Percent
11.4
87.9
18.8
68.5
9.4
3.4
12.8
47.7
20.1
8.1
0.7

The majority of the respondents (84 or 56.4%) taught in a county school system,
while 65 respondents (43.6%) taught in a city school system. The descriptive statistics also identified the various types of schools in which respondents taught.
Table 2 shows that most of the respondents (98 or 65.8%) taught at a comprehensive high school.

Table 2
Type of School of Respondents (N=148)a
Type of School
Frequency
Comprehensive High School
98
Junior High School
3
Middle School
15
Intermediate School
1
Vocational Center
10
School Including Grades 7-12
11
School Including Grades K-12
10
a
N does not always equal 149 because of non-responses to some questions.

Percent
65.8
2.0
10.1
0.7
6.7
7.4
6.7

Table 3 details the years of teaching experience as reported by respondents. The

majority of respondents (46 or 31.0%) have been teaching from 1 5 years. Respondents reported the specific number of years teaching as continuous data. The
mean number of years of teaching business education reported by the respondents
was 11.7. However, for convenience and ease of readability the researchers conThe Delta Pi Epsilon Journal

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DR. GEANA W. MITCHELL, DR. LEANE B. SKINNER AND DR. BONNIE J. WHITE

verted the data to categorical data. Table 3 presents Years of Teaching Experience
as categorical data.

Table 3
Years of Teaching Experience (N=148)
Number of Years
1 5 years
6 10 years
11 15 years
16 20 years
21 25 years
26 30 years
Over 30 years

Frequency
46
39
23
14
11
8
7

Percent
31.0
26.3
15.5
9.4
7.4
5.4
4.7

Research Question 1. To what extent do Alabama business educators perceive

the importance of specific soft skills for success in the twenty-first century workforce? Approximately three-fourths of the respondents reported general ethics (112
or 75.2%) and general communication skills (109 or 73.2%) as extremely important
skills that students need for success in the twenty-first century workforce. Over
half of the respondents reported written communication (85 or 57.0%) and time
management/organization skills (84 or 56.4%) as extremely important. Table 4
presents the frequencies and percentages that indicate the importance of specific
soft skills to success in the workforce, as perceived by Alabama business educators.

Table 4
Ranking of Specific Soft Skills for Success in the Workforce (N =149)
Category
General Communication
Frequency
Percent
Oral Communication
Frequency
Percent
Written Communication
Frequency
Percent
General Ethics
Frequency
Percent
Diversity
Frequency
Percent
Teamwork
Frequency
Percent
Time Management/Organization
Frequency
48

3
2.0

37
24.8

109
73.2

3
2.0

18
12.1

60
40.3

68
45.6

1
0.7

7
4.7

56
37.6

85
57.0

2
1.3

2
1.3

33
22.1

112
75.2

4
2.7

14
9.4

55
36.9

76
51.0

15
10.1

55
36.9

79
53.0

60

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ESSENTIAL SOFT SKILLS FOR SUCCESS

Table 4 (continued)
Ranking of Specific Soft Skills for Success in the Workforce (N =149)
Percent
Problem Solving/ Critical Thinking
Frequency
Percent
Customer Service
Frequency
Percent
Leadership
Frequency
Percent
Business Etiquette
Frequency
Percent

3.4

40.3

56.4

16
10.7

67
45.0

66
44.3

1
0.07

1
0.07

12
8.1

64
43.0

71
47.7

6
4.0

43
28.9

53
35.6

47
31.5

12
8.1

69
46.3

68
45.6

Table 5 details the mean and standard deviation of each skill relating to the respondents perceived degree of importance. Each of the eleven skills yielded a
mean score (M 4.95), based on the following ranking scale: (6) = Extremely Important, (5) = Very Important, (4) = Somewhat Important, (3) = Important, (2) =
Not Very Important, and (1) = Not at all Important.

Table 5
Importance of Specific Soft Skills (N =149)
Category
General Communication
General Ethics
Time Management/ Organization
Written Communication
Teamwork
Business Etiquette
Diversity
Customer Service
Problem Solving/ Critical Thinking
Oral Communication
Leadership

M
5.71
5.71
5.53
5.51
5.43
5.38
5.36
5.36
5.34
5.30
4.95

SD
.497
.561
.564
.622
.670
.631
.764
.719
.664
.758
.876

Research Question 2. Is there a relationship between Alabama business educators perceived importance of soft skills for success in the twenty-first century
workforce and the number of years that the educator has been teaching? The Pearson Correlation coefficient indicated that the relationship between the respondents
perceived importance of soft skills and the number of years that they have been
teaching business education was not a statistically significant linear relationship:
r = .095, p = .125 (p > .05). In terms of the strength of the relationship, the Coefficient of Determination adjusted R2 = .009 indicates that 9% of the variance in the
perceived importance of soft skills can be accounted for by its linear relationship
with the number of years the business educator has been teaching.
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DR. GEANA W. MITCHELL, DR. LEANE B. SKINNER AND DR. BONNIE J. WHITE

Research Question 3. Is there a difference between Alabama business educators perceived importance of soft skills for success in the twenty-first century workforce and (a) highest degree held, (b) class of professional educator certificate, (c)
grade level taught, (d) location of school, and (e) type of school? The ANOVA design was used to determine if a significant difference exists between the perceived
importance of how soft skills affect success in the workforce and the location of
the school (City or County). With an alpha level of .05, the ANOVA yielded statistically significant results, F (1, 147) = 4.885, p = .029, indicating that the location
of the school in which the educators teach affects their perceived importance of
soft skills. An ANOVA design was also utilized for the other parts of this research
question: to determine if significant differences exist in educators perceived importance of soft skills based on (a) highest degree held, (b) class of professional
educator, (c) grade level taught, and (d) type of school. With an alpha level of .05,
statistical significance was not reached. No further tests were necessary.
According to Gall, Gall, and Borg (2005), in the treatment of meta-analyses, the
most important variable is the standardized mean differences between groups,
known as the effect size. As shown in Table 5, the mean difference was only 0.76
in the perceived importance of soft skills. The effect size could explain why statistical significance was not found for variables (a), (b), (c), and (d) of research question 3. Power can be defined as the probability of detecting a significant effect
when the effect truly exists in nature (Gall, Gall, & Borg). Lower power is related
to the small mean difference, within group variance, and sample size. In this study,
power was not very high and could have also affected results. Table 6 displays the
effect size for research question 3.

Table 6
Difference Between the Perceived Importance of Soft Skills and Demographic
Factors
Category
Highest Degree Held
Certification Level
Grade Level Taught
Location of School
Type of School
*Statistically significant (p < .05)

df
3, 145
4, 128
1, 146
1, 147
6, 141

F
1.438
1.153
1.169
4.885
1.559

2
.029
.035
.008
.032
.062

p
.234
.335
.281
.029*
.164

Summary of Findings
The majority of respondents taught grades 9 12 grades (87.9%), held a masters
degree (68.5%), and a class A (masters level) certification (47.7%). The largest
percent of the respondents (65.8%) taught at a comprehensive high school. The
mean number of years teaching business education of the respondents was 11.7.
Most of the respondents (56.4%) taught in a county school system, while 43.6%
of the respondents taught in a city school system.
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ESSENTIAL SOFT SKILLS FOR SUCCESS

Approximately three-fourths of the respondents reported general ethics (75.2%)

and general communication (73.2%) as extremely important skills that students
need for success in the twenty-first century workforce. More than half of the respondents reported written communication (57.0%) and time management/organization skills (56.4%) as extremely important. Each of the eleven skills yielded a
mean score (M 4.95) on the scale ranging from (6) = Extremely Important, (5) =
Very Important, (4) = Somewhat Important, (3) = Important, (2) = Not Very Important, and (1) = Not at all Important.
A Pearson Product-Moment Correlation design was utilized to determine if there
was a statistically significant relationship between the perceived importance of
how specific soft skills affect success in the workforce and the number of years
that the educator has been teaching business education. The Pearson r Correlation
yielded results, r = .095, p = .125 (p >.05) indicating that there is not a strong statistically significant correlation.
Analysis of Variance (ANOVA) was used to evaluate quantifiable responses
where the independent variables were continuous and the dependent variables were
categorical. No significant difference [F (3, 145) = 1.438, p = .234] was found between the perceived importance of how specific soft skills affect success in the
workforce and the highest degree held (Bachelors, Masters, Specialist, Doctorate). In addition, no significant difference was found [F (4, 128) = 1.153, p = .335]
between the perceived importance of how specific soft skills affect success in the
workforce and the class of professional educator certificate (B-Bachelors, A-Masters, AA-Specialist, Alternative, Emergency). Furthermore, no significant difference [F (1, 146) = 1.169, p = .281] was found between the perceived importance
of how specific soft skills affect success in the workforce and the grade level taught
(6-8 or 9-12, i.e. middle school or high school). No statistical difference [F (6,
141) = 1.559, p = .164] was found between the perceived importance of how specific soft skills affect success in the workforce and the type of school (Comprehensive High School, Junior High School, Middle School, Intermediate School,
Vocational Center, School Including Grades 7-12, School Including Grades 1-12).
However, significant difference was found [F (1, 147) = 4.885, p = .029] between
the perceived importance of how specific soft skills affect success in the workforce
and the location of school (city or county).

Conclusions
The following conclusions were based on the findings of the study:
1. Alabama business educators consider soft skills to be important components
of the business/marketing education curriculum. Respondents perceived all
eleven soft skills included in this survey to be very important (M = 4.95
on a 1-6 scale) to success in the twenty-first century workforce. Therefore,
this suggests that the majority of Alabama business educators supported the
integration of soft skills into the business/marketing education curriculum.
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DR. GEANA W. MITCHELL, DR. LEANE B. SKINNER AND DR. BONNIE J. WHITE

2. Alabama business educators perceptions of the importance of soft skills

transcend demographic factors. Most demographic factors are not relevant
to a Alabama business educators perception of the importance of soft skills
for success in the workplace. The data revealed that the number of years
teaching, degree held certification held, grade level taught and type of
school were found to have no significant effect on the respondents perception of the importance of soft skills. However, the location of school (City
or County) had a significant effect on the respondents perceived importance
of soft skills. Therefore, perception of the importance of soft skills is influenced more by the location of the school than by the background of the educator. Educators in city schools overall rank the importance of the soft
skills higher than educators in county schools.
3. A hierarchy exists among Alabama business educators concerning the importance of selected soft skills. Although the literature promotes all of the
soft skills in the study as important and relevant, not all soft skills were perceived by Alabama business educators as being equally important. For example, business educators identified general communication and general
ethics as the most important soft skills for success in the twenty-first century
workforce. Also, written communication and time management/organization skills were rated as more important than business etiquette, diversity,
customer service, problem solving/critical thinking skills, oral communication skills, and leadership skills.

Recommendations and Implications

Based on the conclusions, the following recommendations are made:
1. Since Alabama business educators consider soft skills to be important components of the business/marketing education curriculum, professional development for business educators should be designed to assist with the
effective integration of soft skills into curriculum.
2. When designing professional development for business educators in the
area of integrating soft skills into curriculum, the geographical location of
the school should be considered. It is likely that a different approach might
be needed when working with these two groups of education. Business educators who work for the county might need to be persuaded about the importance of the program as they perceive soft skills to be less important to
success in the workforce.
3. When designing professional development for business educators in the
area of integrating soft skills in curriculum, the soft skills ranked lowest by
Alabama business educators should be emphasized because there may be
a lack of value placed on the soft skill, or a lack of understanding of how to
integrate the soft skill into the business education curriculum.
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