A conceptual soft skills competency framework for enhancing graduate intern employability

Abstract

Purpose

The paper aims to close a literature gap by proposing a comprehensive conceptual soft skills competency framework for enhancing graduate intern employability through the cultivation of employability capital.

Design/methodology/approach

The study employed a theoretical inquiry and delved into the existing literature on employability, soft skills competencies and employability capital to establish a comprehensive foundation to formulate the conceptual framework. A content analysis of existing empirical studies was conducted to derive a generic list of employers’ required soft skills. A Delphi technique was employed to harness expert consensus and insights into the derived framework.

Findings

Employability capital can be cultivated in the setting of work-integrated learning programmes and synergised through emotional and social intelligence interventions to enhance soft skills competency and graduate employability.

Research limitations/implications

The soft skills identified may overlook other important skills required by employers. Increasing participation in the Delphi study could yield additional valuable insights. Validation of the framework is needed in practical settings to understand its effectiveness and applicability to real-world organisational needs.

Practical implications

This study significantly enhances understanding of the role of employability capital in soft skills competency development and graduate employability through work-integrated learning programs and self-development. In addition, the framework has the potential to positively impact the employer-employee relationship.

Originality/value

The key theoretical contribution is a soft skill development framework that offers employers and graduates a means to identify and address deficiencies through WIL and self-development.

Citation

Bisschoff, Z.S. and Massyn, L. (2024), "A conceptual soft skills competency framework for enhancing graduate intern employability", Higher Education, Skills and Work-Based Learning, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/HESWBL-08-2023-0239

Introduction

The realm of employment has undergone significant disruptions, which have been attributed to globalisation, rapid technological advancements, the advent of digital transformation, and the integration of artificial intelligence into the world of work. To maintain their viability and competitive standing, organisations must realign their internal resource capacities with the rapidly shifting demands of the economic environment (Ferns et al., 2019). Newer interpretations of graduate employability suggest that the graduate resources facilitating success in the job market are characterised as more dynamic, relational, and contextual compared to the traditional skills-based approach (Tomlinson, 2017). Organisational skills need now require a focus on intangible soft skills competencies that are essential for generating economic prosperity, fostering customer satisfaction, securing a competitive edge, and optimising overall business operations (Coetzee, 2012).

However, there exists a gap between graduates' preparedness in soft skills domains and the changing requisites set forth by organisations (Kapareliotis et al. , 2019). Higher education institutions are actively engaged in efforts to bridge the gap (Tomlinson, 2017). However, relying solely on policy adjustments and curricular modifications to align with the dynamic requirements of the ever-evolving organisational landscape proves inadequate for both employers and job-seeking graduates (Yong and Ling, 2022).

A possible bridge is proposed by Wilton (2014), who suggests that organisations should evaluate the latent potential or employability attributes of graduates during interview processes and assess their future competencies in workplace-based skills rather than focusing solely on immediate skill proficiencies. Competencies, in this regard, refer to the appropriate behaviours used effectively in the workplace to further the purpose of the organisation (Seal et al., 2006). Jackson and Bridgstock (2021) support this view and further argue that competence in soft skills arises from the development of employability capital through practical application and efficacy within professional work settings. In this context, WIL, through graduate intern program initiatives, can provide organisations with a platform to actively cultivate the required soft skills competencies within their organisational milieu (Kapareliotis et al., 2019).

The problem arises in that the current theoretical frameworks provide limited guidance to employers as to “what” employers should assess to determine potential employability capability in interviews. Further, there is no clear guideline as to a starting point for developing soft skills competency and enhancing employability (Xing and Starik, 2017) through WIL programs. In addition, graduates are often confronted with ambiguity regarding the specific attributes of employability capital that require cultivation for them to attain employability (Wilton, 2014).

Consequently, this paper aims to address these gaps by advocating for a soft skills competency framework that could provide direction to both the employer and graduates to enhance graduate employability.

To support the research aim, this paper commences with a theoretical overview introducing the concepts of soft skills, employability capital, and existing competency frameworks to answer the research questions:

RQ1.

What are the soft skills and associated employability capitals that employers require for employability?

RQ2.

Which attributes can be associated with employability capital and will signal a graduate’s competency potential in the identified employer’s soft skill needs?

The paper commences with a brief theoretical background on the major concepts, followed by the methodology adopted for constructing the conceptual framework. A discussion will examine the derived framework and shed light on its intricacies and implications. The study will conclude by highlighting the contributions and limitations of the study and pave the way for recommendations.

Theoretical background

This section offers a brief theoretical background of soft skills, employability capital and employability competency that informed the development of the conceptual framework.

Soft skills

Our understanding of soft skills has undergone a progressive and transformative evolution, and now extends beyond mere observable behaviours to encompass a comprehensive spectrum of attributes, attitudes, values, socio-emotional skills, and non-cognitive intelligence (Coetzee, 2012). This amalgamation of these intricate human qualities is what is commonly referred to as the predictive factor for organisational success and a significant role player in contemporary employment dynamics (Coetzee, 2012; Tomlinson, 2017).

Many scholars endeavour to contextualise soft skills from the perspective of employers’ needs, within taxonomies such as those proposed by Joie-La Marle et al. (2022). These expansive lists of soft skills include skills such as business acumen, continuous self-development, service orientation, risk-taking, critical thinking, advanced problem-solving, creativity, adaptability, quality service delivery, innovation, self-management skills, lifelong learning, communication skills, influence, teamwork, emotional intelligence, ethical practices, situational awareness, and resilience. Teamwork emerges as the foremost requirement concerning soft skills, due to its critical importance for constructive human interactions in the workplace (Tomlinson, 2017).

This view supports Lippman et al. (2015) who argue that soft skills proficiency nurtures interpersonal relationships and serves as a catalyst for positive interactions with customers, adeptly navigating challenges with resilience, innovative thinking, and cultivating high performance.

An added advantage is the symbiotic interplay between soft skills and hard skills where soft skills enhance the effectiveness and performance of the latter and overall productivity and effectiveness across the skills repertoire (Yong and Ling, 2022). Given these multifaceted implications, it is unsurprising that soft skills have emerged as the linchpin of graduate employability. However, soft skills represent merely a single facet within the construct that encapsulates graduates' employability. Core to the employability agenda is the notion of employability capital (Tomlinson, 2017).

Employability capital

The development of competence in soft skills can be traced back to the cultivation of employability capital, which emerges as a composite of personal attributes (Tomlinson, 2017). Employability capital enhances a graduate’s appeal to potential employers, by showcasing their potential for future soft skills development (Wilton, 2014). In addition, it connects the potential of graduate employability with the eventual achievement of soft skills competency, securing and maintaining a job (Peeters et al., 2019).

The concept of employability capital draws its foundation from a rich basket of theories and frameworks, each accentuating the importance of various dimensions, such as social attributes, emotional intelligence, psychological capital, and cultural intelligence. In the earlier stages of this exploration, theorists such as Thorndike delved into social attributes in the work environment and focussed on aspects such as self-awareness, self-management, and self-efficacy (Bandura, 2012). By building upon this foundation, Goleman (1995) advanced the concept of emotional intelligence, which emphasises motivational factors, empathy, and social skills as instrumental drivers of employability success.

Subsequent strides in this realm were made by Fugate et al. (2004), who spearheaded the integration of diverse employability attributes and coined the term “employability capital” to encompass facets such as career identity, social capital, human capital, and personal adaptability.

In expanding this trajectory, Youssef-Morgan and Luthans (2015) introduced the notion of psychological capital (Psycap), which infuses elements of hope, resilience, and optimism into the employability discourse. Van Dyne et al. (2012) recognised the impact of globalisation and diversity and extended the employability framework to encompass cultural intelligence.

To encapsulate these multifaceted dimensions, Tomlinson (2017) crafted the Graduate Capital model, a valuable framework that delineates the interplay between employability attributes and graduates' employability. This model conceptualises employability capital as a dynamic mesosystem constituting identity, psychological (PsyCap), and human, social, and cultural capital. Tomlinson’s assertion of the profound impact of and interrelation among these distinct forms of capital reinforces their significance in shaping the trajectory of graduates' employability journey.

Next, a discussion of the various capitals will be presented to offer the necessary contextualisation and role of each capital in the development of employability.

• (1)

  Identity Capital as Primary indicator of Employability Potential

Côté (2005) characterises identity capital as a “passport” that facilitates entry into various other life domains and primary indicators of employability potential. It encompasses the contribution of the “self” – an array of personal attributes important for personal growth, fostering a positive work environment and enhancing organisational performance (Cimatti, 2016).

Identity capital is of importance to employers and graduates alike, and materialises through a myriad of observable attributes that reflect an individual’s employability potential; these attributes encompass qualities such as courteousness, tolerance, trustworthiness, dependability, creativity, cooperation, passion, responsibility, assertiveness, ethical propensity, willingness to exceed expectations, reasoning abilities, self-motivation, attitude, self-reflection, honesty, and optimism (Bezuidenhout, 2011; Coetzee, 2012).

Elaborating on the attributes, Lewis (2016) highlights the elements of self-identity, self-esteem, self-efficacy, personality traits, self-control, locus of control, and emotional literacy. Among these attributes, self-identity emerges as a notable predictor of behavioural intent and a central influencer in shaping social interactions. Likewise, possessing an internal locus of control has been linked to improved well-being, emotional stability, and job performance. Moreover, heightened self-esteem often aligns with superior performance outcomes, while self-efficacy assumes a pivotal role in driving human effectiveness and initiating the development of emotional intelligence. Self-awareness governs attitudes and behaviours, while emotional literacy acts as a moral compass and guides ethical conduct within the workplace (Lewis, 2016).

A critically important attribute, self-management, encapsulates behaviours such as self-control, self-reflection, initiative, and accountability, and contributes collectively to the cultivation of emotional stability and, subsequently, exerts a positive influence on overall workplace performance (Côté, 2005). Hence, a positive identity capital holds much value to an organisation’s competitive edge, fuelling innovation, collaboration, and employee satisfaction, thereby fostering economic growth (Tomlinson, 2017). The interplay between these attributes provides the foundation for the progressive development of soft skills competence through reflection and self-development initiatives (Côté, 2005).

However, graduates also need psycho-social resources that will support their ability to adapt and respond to the ever-changing work environment. Avey et al. (2010) advance PsyCap to support the facilitation and enhancement of identity capital in the workplace.

• (2)

  Psychological Capital (PsyCap) as Facilitator of Soft Skill Competency

PsyCap can be defined as an individual’s constructive psychological state of development, which is marked by possessing a belief in one’s ability to take on and devote the extra effort needed to thrive under challenging tasks (self-efficacy); adopting a positive perspective about performance and career success (optimism); persisting in pursuing goals, and adapting strategies when required (hope) to achieve success; and, even in the face of difficulties and adversity, retaining the capacity to recover and surpass previous levels of functioning (resilience) as it facilitates a positive workplace attitude and behaviour (Youssef-Morgan and Luthans, 2015).

This capital encompasses personal strengths and qualities such as proactiveness, self-development, personal goal setting, passion, commitment, focus, willingness, resilience, loyalty, effective team participation and support, conflict and constraint management, perseverance, dedication reflection, flexibility, lifelong learning, and adaptability (Avey et al., 2010). The capital approach also highlights the interaction of psychological capital with other forms of capital and the workplace context itself (Tomlinson, 2017). Development of PsyCap thereof settles within the workplace environment through targeted interventions (Youssef-Morgan and Luthans, 2015).

• (3)

  Human Capital as Competency Driver

The genesis of the human capital theory posits that knowledge, skills, and abilities intricately guide individual workplace performance and are developed through educational institutions and experience (Hurrell, 2016). It encompasses a spectrum of attributes, including knowledge, technical skills, qualifications, tacit knowledge, and metacognitive abilities, such as systems thinking, risk management, decision-making, and problem-solving. Despite the wide-ranging importance and comprehensive framework of human capital, broader empirical research indicates that it does not account for soft skills performance (Hurrell, 2016). However, soft skills complement and support hard skills and enable graduates to navigate complex organisational challenges, make informed decisions, contribute meaningfully to strategic objectives, collaborate effectively with colleagues, and drive innovation, organisational growth and value (Tomlinson, 2017).

• (4)

  Social Capital as Competency Driver

Social capital aligns with the fundamental principles delineated in the Goleman-Boyatzis emotional intelligence model and Thorndike’s (1920) concept of social intelligence and encompasses dimensions of social awareness, influence, networking, and relationship management. It functions as an intermediary by connecting the individual and workplace stakeholders. This capital pertains to the attitudes, values, and behaviours governing human interactions, and customer relations, and contributes to workplace awareness, conducive environments, and broader societal interests (Tomlinson, 2017).

Serrat (2017) suggests that emotional intelligence serves as the “missing link” that connects conventional “can do” ability determinants of job performance with “will do” dispositional determinants and incorporates the social and cultural domains. While closely interrelated with identity capital, emotional intelligence diverges in its emphasis. Emotional intelligence revolves around the capacity to recognise, comprehend, regulate, and adeptly employ one’s emotions while managing the emotions of others. This domain encompasses proficiencies such as empathy, self-regulation, social consciousness, and interpersonal relationships.

Attributes associated with emotional intelligence and social intelligence encompass qualities such as tolerance, collaboration, teamwork, social interaction, conflict management, effective communication, perceptiveness, inspiration, appreciation, persuasion, positivity, active listening, encouragement, and a service-oriented orientation (Coetzee, 2012; Tomlinson, 2018). These intelligences can be learned through targeted experiential learning practices in practical setups (Seal et al., 2006).

The development of social capital remains critical as it serves as a promoter of cultural capital which is crucial for establishing a positive workplace environment in a globalised workplace (Tomlinson et al., 2022).

• (5)

  Cultural Capital as Competency Driver

Cultural capital follows the dogma of Van Dyne et al. (2012), which presents cultural knowledge, awareness, behavioural modification and values as critical personal resources for managing cross-cultural relations. Together with social capital, cultural capital drives human interaction. Indicators of employability potential can be described as an awareness of own cultural judgements and views, adjusted understanding of others' cultures, appreciation for different cultural views, enjoyment and positive attitudes towards cultural interactions and appropriate speech modification in conflict situations, and awareness of non-verbal communication. Like social capital, cultural capital can be developed through practical learning in the workplace environment (Seal et al., 2006).

• (6)

  Zero Harm Capital as Competency Driver

The concept of zero harm capital embodies the essential attributes necessary to attain proficiency in corporate social responsibility (CSR) skills. CSR signifies an organisational commitment to upholding ethical environmental practices, promoting economic advancement, and enhancing the well-being of employees, their families, and broader society. Corresponding graduate skills competencies encompass strategic planning, proactive risk assessment, problem identification, discretionary effort, and resilience (Cooper, 2018). A recent empirical investigation by Bisschoff and Massyn (2023) validates that the requisite graduate skills competencies encompass domains such as caregiving, continuous improvement, ongoing learning, governance, influential aptitude, personal safety consciousness, incident prevention, risk management, situational awareness, and systems thinking. The associated soft skills attributes pertain to a focus on personal safety, commitment to a drug-free environment and ethical and compliance-driven behaviour, adherence to governance standards, a values orientation, adept networking, a proactive orientation towards prevention, conscientiousness, and a sense of shared responsibility. These attributes can be developed in practical workplace settings and self-development interventions (Cooper, 2018).

The next sections will consider how employability interlinks with employability capital and soft skill competency.

Linking employability to employability capital

Empirical studies consistently demonstrate the interconnected nature of employability and the different forms of employability capital. Notably, Ngoma et al. (2016) confirm the interrelated relationships between career identity, social capital, and psychological capital in relation to graduate employability. Similarly, the findings of Hosain et al. (2021) substantiate those factors such as academic performance, technical skills, problem-solving abilities (representing human capital), communication skills (representing social capital), personality traits, leadership qualities (representing identity capital), motivational skills (representing psychological capital), and teamwork abilities (representing social capital) all contribute to overall graduate employability. These findings highlight the multifaceted nature of graduate employability and the significance of the different capitals in shaping individuals' employment prospects.

Linking employability capital to soft skills competency

The assessment of an employee’s value and performance hinges upon their soft skills competency, which is intricately linked to competency models shedding light on the interplay between employability capital and workplace competence. McLagan’s (1996) KSA model delineates knowledge, skills, and attitudes as pivotal components, while Spencer and Spencer’s (2008) iceberg model emphasises individual attributes and personality traits as foundational elements influencing knowledge acquisition and skills competence.

According to Goleman (1995), behavioural competencies can be cultivated through intentional efforts to change behaviour, mood, and self-perception. This notion is supported by Boyatzis’s (2008) ESC model, which highlights the role of emotional and social intelligence in nurturing softer competencies. A comparative analysis of these models, alongside Tomlinson’s (2017) Graduate Capital Model, elucidates the interrelation between employability capital and soft skill competency.

Table 1, which presents this comparison, underscores the theoretical link between soft skill competence and employability capital. This theoretical linkage finds empirical validation in studies by Masole and Van Dyk (2016), indicating a strong correlation between employability, emotional intelligence, and psychological capital. Work by Saeed et al. (2019), also confirms that cultivating pro-environmental psychological capital augments CSR skills competencies.

Scholarly contributions by Mayer et al. (2016) and Meshkat and Nejati (2017) further solidify the connection between employability capital attributes and soft skills competencies. This convergence of empirical insights supports the proposition that cultivating employability capital enhances competency-based outcomes.

In summary, the theoretical overview establishes the groundwork by introducing key concepts such as soft skills and employability capital, alongside existing competency frameworks. These concepts provide a context for addressing the central research questions and informing the development of the intended framework.

Methodology

To develop the conceptual framework, a content analysis was undertaken to systematically answer the research questions. After the preliminary framework was established, a Delphi technique was employed to elicit insights from a panel of subject matter experts, marking a crucial step in the ongoing refinement and validation process of the framework.

In the framework construction, a strategic approach was adopted to incorporate context-specific considerations and practical applications of theoretical abstractions in a triangulated manner, facilitating the depiction of structural interdependencies among employability, employability capital, and competence.

In developing the conceptual framework, a content analysis of existing literature was undertaken to identify the core employability skills required by employers. The central concept of content analysis revolves around uncovering themes in the data set collected to interpret and answer research questions employing a logical and systematic process (Creswell, 2009). The content analysis systematically analysed the literature to answer the research questions.

The Delphi method, as highlighted by Mukherjee et al. (2015), is well-suited for addressing complex issues, and prioritising diverse perspectives and expertise over sheer participant numbers. It systematically seeks concordance between independent experts over one or more rounds of data collection, as noted by Alvi (2016), who defines the population as individuals relevant to the phenomenon under investigation.

In presenting the resulting framework for evaluation, three academic subject experts in industrial psychology were consulted. Concerns raised by scholars like Fischer (1978) regarding the representativeness of such a limited sample are countered by Powell (2003), who suggests that judgement representativeness depends on respondents' unique attributes. Okoli and Pawlowski (2004) further assert that the effectiveness of the Delphi technique hinges on factors such as group homogeneity, consensus building, and participants' domain-specific expertise.

To ensure the validity of the framework, efforts were made to maintain homogeneity within the panel, as advocated by Okoli et al. (2004). Two lecturers specialising in industrial psychology and one practitioner with relevant practical expertise were selected by employing purposive sampling, Care was taken to align the experts' characteristics and experience with research objectives and ensure voluntary and anonymous participation and confidentiality (Alvi, 2016).

Experts were invited to participate in an e-Delphi process, receiving an open-ended questionnaire and a comprehensive guide on the framework development with construct definitions. They were asked to assess a diagram representing the framework’s construction, logical flow, and potential application in enhancing intern employability within a WIL environment. Responses were confidentially recorded on a password-protected laptop.

Results

The results will first provide the findings from the content analysis that led to the development of the preliminary framework, followed by the results of the Delphi evaluation.

Results from the content analysis

Empirical studies of Bezuidenhout (2011), Lippman et al. (2015) Coetzee (2012), Hurrell (2016), Joie-La Marle et al. (2022), Cooper (2018), Bisschoff and Massyn (2023) and Cimatti (2016) were used in the content analysis. From these studies, 37 soft skills were identified, which were further refined in subsequent steps by removing skills which could be classified under one umbrella. The final 30 skills remaining and included are Continuous self-development, Business acumen, Service orientation, Risk management, People management, Critical thinking, Advanced problem-solving, Adaptability, Self-management, Communication, Higher-order thinking, Self-concept, Positive relationships, Excellence, Innovation, Teamwork, Resilience, Determination, Flexibility, Responsible, Ethical practices, Situational awareness, Influence, Continuous improvement, Motivation, Positive attitude, Safe actions, Environmental care, Compliance, Proactivity.

Drawing on various sources including Tomlinson (2017), Bezuidenhout (2011), Lippman et al. (2015), Serrat (2017), Boyatzis et al. (2000), Mayer et al. (2016), Meshkat and Nejati (2017), and Bar-on (2006), Bisschoff and Massyn (2023) and Coetzee (2012), these skills were linked to the graduate employability capitals of identity, human, social and cultural, as well as zero-harm capital. The soft skills associated with the graduate employability capitals are included in Table 2.

In order to answer the second research question the attributes of these skills were discerned and systematically assigned to their corresponding employability capitals based on existing research and empirical works stated and supplemented by the works of Finch et al. (2016) as depicted in Table 3.

The transference of employability capital to soft skills competency within the occupational context was explored drawing on insights from various researchers such as Bar-On et al. (2006), Bandura (2012), Serrat (2017), Tomlinson (2017), Van Dyne et al. (2012), and Mayer et al. (2016). Additionally, the role of emotional and social intelligence in fostering this transition within work-integrated learning environments was examined, incorporating perspectives from Meshkat and Nejati (2017) and Ferns et al. (2019). This arrangement is elucidated in the following delineation:

1. Identity capital attributes as primary indicators of employability potential to employers and personal emotional functional competencies of an individual.

2. The assimilation of attributes related to PsyCap takes centre stage. These attributes serve as facilitators of predictors of work attitudes and behaviours, with an additional role of fostering the acquisition of functional, cognitive, and social competencies. Moreover, they provide a supportive scaffold for the development of the remaining employability capital.

3. The arrangement of human, social, cultural, and zero-harm capital, as the fundamental driver for skills competency.

The role of emotional and social intelligence as catalysts in fostering the transition of capabilities to soft skills competencies within a work-integrated learning environment. This inquiry drew insights from the perspectives elucidated by Bar-On et al. (2006) and Ferns et al. (2019).

Thereafter, employability capital and skills competencies were linked, drawing upon insights presented by Bisschoff and Massyn (2023) and Tomlinson (2017), in the following manner:

1. Human capital was linked to hard skills. It is important to highlight that this study did not centralise its focus on hard skills. Rather, their inclusion serves to provide a holistic overview of their interplay with competency outcomes. See Hurrell (2016), Tomlinson (2018), and Joie-La Marle et al. (2022).

2. Identity, PsyCap, social and cultural, as well as zero-harm capital, were linked to soft skills competency behaviours.

Next, employability capital was refined through emotional and social intelligence development within the context of WIL to establish competency.

Finally, the interrelationships and dynamics among the diverse elements of the framework were clarified and signified using directional arrows, illustrating the flow of developing employability capital into skills behaviour competencies and, ultimately, graduate employability through work-integrated learning (see Figure 1).

1. Identity capital is placed as the primary indicator of employability potential to employers, followed by PsyCap, which directs behaviour and attitudes and facilitates competency development of all the other capitals.

2. The drivers of skills competence were placed in a progressive competency flow, commencing at self (human capital), to team dynamics and human interactions (social and cultural capital) to the CSR competency (zero-harm).

3. The flow of developing the employability capital into hard and soft skills competencies and, ultimately, graduate employability through WIL was indicated.

With the preliminary framework established, the Delphi technique was employed to elicit insights from a panel of subject matter experts, marking a crucial step in the ongoing refinement and validation process of the framework.

Results from the Delphi evaluation

The results of the Delphi process indicate consensus among the panel that the framework is comprehensive, complete, fit for purpose and well supported by the existing literature (see Table 4). Nonetheless, a singular participant drew attention to an aspect of the framework that merited refinement. Specifically, it was noted that the clarity of the arrows denoting the process flow within the framework warranted enhancement. The consensus was that the bottom-up approach would yield positive organisational outcomes.

Another participant asserted that the demarcation between PsyCap and social and cultural capital is unnecessary, given the existence of overlapping attributes. Given the distinctive functions or roles attributed to PsyCap, only the social and cultural capitals were amalgamated under one concept in the final version of the framework.

Collectively, the panel members arrived at a consensus, affirmed the framework’s suitability for its intended purpose and deemed it a valuable tool for enhancing soft skills competencies. A panel participant offered the perspective that “the framework introduces a novel facet of soft skills into the professional milieu, and its adoption is poised to yield a considerable influence on the employer-employee dynamic”. However, one specialist underscored the imperative for organisations to proactively seek guidance on the practical aspects of successful implementation of the framework. The proposed framework is presented in Figure 1.

Discussion

This study aimed to establish a framework for cultivating soft skills competency to enhance graduate employability. Drawing on literature analysis and expert validation, the derived framework suggests that nurturing the six employability capitals, facilitated by practical experience in emotional and social intelligence practices in WIL contexts, can strengthen the 30 theoretically identified soft skills needs of employers. These soft skills are intricately linked to the attributes associated with individual employability capital, which, when strengthened through development initiatives, enhance an individual’s effectiveness and success in the workplace.

Central to this framework is the recognition of the significance of an individual’s employability capital, particularly the strengthening of Identity Capital as the basis and primary building blocks of all other employability capital development. Hence, Identity Capital serves as the cornerstone for personal growth, enabling graduates to understand and manage themselves effectively, act ethically and responsibly, and contribute positively to their workplace environments.

The framework places the attributes of PsyCap in a facilitation role to cultivate employability capital and link identity capital with the remaining capitals of human, social cultural and zero-harm. By fostering a positive attitude and adaptive abilities, graduates can effectively navigate the complexities of modern work environments, with Psychological Capital (PsyCap) playing a pivotal role in this development. PsyCap not only enhances workplace effectiveness and performance but also reinforces the cultivation of other employability capital attributes, creating a synergistic effect that fosters holistic professional development.

Furthermore, the framework emphasises the role of Human Capital in enhancing graduate employability. Human capital serves as the driver of hard skills competency. By investing in continuous self-development initiatives, graduates can ensure that their hard skills stay relevant and aligned with the organisational objectives.

In contrast with Human capital, the framework postulates social, cultural, and zero-harm capital as the pivotal drivers of soft skills competency.

Social and Cultural Capital are highlighted as crucial bridges between individual identity and effective interpersonal workplace relations. These capitals facilitate graduates' transition from self-identity to constructive workplace relationships, enabling them to navigate diverse social and cultural contexts effectively.

In response to societal demands, the framework introduces Zero-Harm Capital, focusing on promoting a safe and healthy work environment aligned with corporate social responsibility (CSR) initiatives. By fostering a culture of safety, sustainability, and ethical conduct, graduates can contribute to organisational sustainability and social responsibility efforts while enhancing their own employability.

The framework also emphasises the importance of practical emotional and social intelligence development within workplace settings to optimise soft skills competency development. Through experiential learning initiatives and mentorship programs, graduates can refine their interpersonal skills, communication abilities, and conflict resolution skills, thereby enhancing their overall employability (Jackson and Bridgstock, 2021).

Acknowledging that soft skills are not inherent traits but can be nurtured and honed, employers can adopt diverse strategies to assist graduates in refining these skills (Jackson and Bridgstock, 2021). WIL opportunities, such as internships and experiential learning initiatives, serve as valuable platforms for nurturing the essential soft skills competencies crucial for graduates' professional progression and success. Through such experiences and a conducive work environment, graduates can apply theoretical knowledge to practical work scenarios, gaining hands-on experience and refining their soft skills in authentic professional contexts and real-world work environments (Jackson and Bridgstock, 2021).

Through a Delphi process, the panel of experts confirmed the structural construct validity of the conceptual framework and praised its efficacy in pinpointing areas of learner development deficiency and potential training needs. The framework makes a theoretical contribution to the field of graduate employability by integrating skills in a framework that is digestible. It furthermore identifies zero-harm capital attributes that are important in the workplace environment. The framework also provides guidance to developers of intern programmes to obtain a holistic view of the necessary skills and attributes that need to be developed through WIL activities.

Conclusion

In conclusion, this study presents a comprehensive conceptual framework for soft skills development, offering employers and graduates a valuable tool to identify and address skill gaps through Work-Integrated Learning (WIL) and self-development initiatives. The framework highlights the interconnectedness of various employability capitals, emphasising the importance of nurturing the attributes of identity capital, PsyCap, human capital, social and cultural capital, and zero-harm capital. The contribution is a framework that offers employers and graduates a means to identify and address deficiencies through WIL and self-development that can assist in the recruitment process and development of competencies in newly hired graduates. It also provides higher education with valuable information that can be used in the development of curricula to enhance the employability of graduates.

However, it’s important to acknowledge the limitations of this study. While efforts were made to include a wide range of generic soft skills, there is a possibility that some important skills may have been overlooked. To address this limitation, future research could involve increasing participation in the Delphi study and employing interview methods with subject matter experts to ensure a more comprehensive understanding of the soft skills landscape.

Furthermore, the effectiveness and practical applicability of the framework should be validated in organisational contexts. Longitudinal studies, based on the proposed framework, can provide insights into the long-term impact of soft skills development initiatives on graduate employability and workplace success. By continuing to explore these aspects, researchers can contribute to the ongoing discourse on graduate employability and soft skills development, ultimately enhancing the professional readiness of graduates for the demands of the modern workplace.

Figures

Figure 1

Conceptual framework for enhancing soft skill competency

Table 1

Comparing attributes of skills competency models and employability capital

KSA competency framework (McLagan, 1996)	Iceberg model of competency (Spencer and Spencer, 2008)	Emotional intelligence (Goleman, 1995)	Emotional and social intelligence competency (ESC) model (Boyatzis, 2008)	The graduate capital model (Tomlinson, 2017)
Knowledge	Technical skills	Identity	Emotional intelligence	Identity capital
Skills	Traits	PsyCap	Cognitive intelligence	Human capital (knowledge, technical skills, qualifications)
Abilities	Motives	Social skills	Social intelligence	Social capital
	Values	Self-awareness	Cultural intelligence	Cultural capital
	Attitudes	Self-regulation		PsyCap
	Self-concept	Motivation
		Empathy

Source(s): Derived from the stated sources

Table 2

Graduate employability capitals and associated soft skills

Graduate employability capital	Soft skills
Identity capital	Graduate’s ability to understand and manage the self, act responsibly, and ethically and think outside the box
PsyCap	Skills of continuous self-development, adaptability, resilience, determination, flexibility, positive attitude, excellence, and motivation
Human capital	Skills of business acumen, higher-order thinking, advanced problem-solving, and critical thinking
Social and cultural capital	Service orientation, people management, communication, positive relationships, influence, and teamwork
Zero-harm capital	Skills of situational awareness, continuous improvement, safe actions, environmental care, compliance and risk management

Source(s): Derived from the stated sources

Table 3

Graduate employability capitals and associated attributes

Graduate employability capital	Attributes
Identity capital	Personality, self-efficacy, self-esteem, emotional literacy, locus of control, tolerance, self-awareness, self-management, honesty, attitude, trustworthiness, courtesy, cooperation, ethical propensity, dependability and continuous learning
PsyCap	Efficacy, reflection, commitment, optimism, focus, adaptability, willingness, flexibility, loyalty, resilience, support, hope, life-long learning, passion, proactiveness dedication, change management, and constraint management
Human capital	Attitude, metacognition skills, technical, knowledge, education, and tacit knowledge
Social and cultural capital	Elements of the three soft intelligences cultural, social, and emotional intelligences
Zero-harm capital	Personal safety, being drug-free, ethical and compliance-driven, personal integrity, values orientation, governance compliance, networking, self-control, preventative orientation, conscientiousness and being a brother’s keeper

Source(s): Derived from the stated sources

Table 4

Delphi responses of the academic panel

Framework feedback	Participant 1	Participant 2	Participant 3
Framework has shortcomings	Agree	Do not agree	Do not agree
The framework aspects align	Do not agree	Agree	Agree
The design and structure is good	Agree	Agree	Agree
The framework is fit for purpose	Agree	Agree	Agree
In general, framework is acceptable	Agree	Agree	Agree

Source(s): Researchers