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The purpose of this research paper is to explore soft leadership to achieve organizational excellence and effectiveness.

The paper elaborates with 11 Cs that constitute soft leadership – character, charisma, conscience, conviction, courage, communication, compassion, commitment, consistency, consideration and contribution. It differentiates between hard and soft leadership.

It concludes that exploring soft leadership helps greatly for the leaders to satisfy all stakeholders to achieve organizational excellence and effectiveness.

It unfolds that soft leadership can work for any company and country regardless of its size or budget.

The social implications of this research suggests that stakeholders of both profits and nonprofits must reap the rewards of soft leadership.

It emphasizes that soft leadership creates a resourceful environment to enhance employee engagement to achieve organizational productivity and performance.

The purpose of this paper is to explore a new leadership style – “soft leadership” – which is needed in a interconnected, global, and technocratic world.

This paper is a combination of research into a new leadership style with a question and answer session during an International Leadership Association (ILA) webinar.

The paper discovers how the soft leaders adopt tools such as influence, persuasion, negotiation, appreciation, motivation, and collaboration for the collective good. It explains how soft leadership is different from other leadership styles. It describes the significance of soft leadership and differentiates between soft and hard leadership through examples. It substantiates with Dave Ulrich's Leadership Code. It provides the questions posed by participants during the webinar organized by International Leadership Association (ILA) with answers. It calls upon readers to consider how leadership insights acquired from this manuscript may be applied individually and organizationally to make a difference in the lives of others.

The 11 C's that collectively constitute soft leadership is a unique concept. Globally renowned management guru, Dave Ulrich mapped 11 C's into a leadership code on the author's request which added value to this new concept. Participation of international leadership experts and their questions during the ILA webinar with the author's spontaneous answers further enriched this concept.

The purpose of this paper is to achieve sanctimonious status to the soft skills discipline. It explores soft skills in global organizations and educational institutions.

This paper explains the significance of soft skills and the methods to acquire these. It differentiates between soft and hard skills with examples and illustrations. It draws a blueprint to offer soft skills program. It unveils expository strategy, guided strategy and active strategy for teaching and training soft skills.

The finding of this study reminds that the world is shifting from knowledge economy to self-knowledge economy and of the importance of soft skills with the advent of artificial intelligence. It enlightens that a judicious blend of hard and soft skills is essential for achieving professional and leadership success. It implores not only to build hard skills but also mind soft skills. It concludes that soft skills are essential for everyone from janitors to chief executives to achieve the desired outcomes.

This paper explains from the academic and organizational perspectives only.

This methodology can be applied in any industry and in any size of organization globally.

The social implications of this research suggest that educational institutions and global organizations can adopt these methods and strategies to impart and improve soft skills.

This research explores tools and techniques to measure soft skills. It encourages experiential learning to impart soft skills. It coins an innovative evaluation tool – Meka’s five-level model – to measure soft skills training. It outlines a few sample questions to measure soft skills training. It crafts course curriculum for soft skills. It unveils a list of soft skills essential for leaders.

Stuebs et al. (2021, p. 38) note that soft skills “are essential for accountants to carry out their moral agency role in society.” Indeed, calls for aspiring accounting professionals to have well-developed soft skills have been ongoing for decades (American Accounting Association [Bedford] Committee on Future Structure, Content, and Scope of Accounting Education, 1986; Accounting Education Change Commission, 1990; Albrecht & Sack, 2000; Big 8 White Paper, 1989; Lawson et al., 2014; Pathways Commission, 2012). Despite these calls, the development of accounting students’ soft skills remains elusive (Fogarty, 2019; Rebele & St. Pierre, 2019). Perhaps this is not surprising as a commonly accepted, profession-specific definition of the term is lacking, as is consensus about the corresponding capabilities comprising accounting professionals’ soft skills. Instead, those in the accounting profession have treated the term soft skills much the way Justice Potter Stewart famously described hard-core pornography: “I know it when I see it” (Jacobellis v. Ohio 1964, p. 197). The problem, of course, is that such a description is individualistic and can lead to conflicts and inconsistencies not only in identifying the phenomenon (Baskin, 2018; Goldberg, 2010) but, more importantly, particularly in the case of soft skills, in taking steps to foster its development and measuring changes in it. Thus, understanding the term soft skills and its fundamental capabilities is a necessary prerequisite to the development of the soft skills deemed critical for future accounting professionals. In this chapter, the authors advance that understanding by developing an accounting-specific definition for soft skills and identifying a set of capabilities that comprise soft skills applicable to accounting professionals. The authors also discuss the implications of the work and conclude by recommending soft skills in accounting be referred to as professional competencies.

The purpose of this paper is to offer theoretical and practical insights on the ways in which integrated thinking is observed in practice. Integrated thinking is linked to integrated reporting, and described as an attribute or capacity for senior management to constructively manage tensions between the multiple capitals (manufactured, intellectual, human, natural, social and relationship as well as financial capital) in strategy, resource allocation, performance measurement and control.

A theoretical framework is developed from the accounting and systems thinking literature, linking integrated thinking to sustainability. Soft versus hard integrated thinking approaches are applied to contrast the siloed management of sustainability with a model that focuses on relationships and broader indicators of societal health and well-being. Practical illustrations of the conceptualised framework are presented for discussion and for further empirical research.

The illustrative examples offer a diversity of corporate, government and not-for-profit viewpoints, providing evidence of both hard and soft integrated thinking in practice. Valuable insights are provided into innovative approaches that foster and make explicit the soft integrated thinking skills and map them to broader societal outcomes.

Potential problems can arise if hard integrated thinking dominates over the soft, and data required for internal management accounting purposes become narrow, linear and segregated. Routines and practices will then be based on quasi-standards, further concealing the soft integrated thinking that might be occurring within the organisation.

With theoretical roots in systems thinking, this paper contributes to the relatively underexplored area of integrated thinking in accounting for sustainability.

This paper aims to rank the emphasis placed on critical factors and quality management principles that determine the success of total quality management (TQM) as it applies to quality management system implementation in small and medium‐sized enterprises (SMEs).

This paper is a synthesis of the literature on TQM implementation in SMEs operating in a developing environment and identifies critical factors. These factors are prioritised according to the frequency in which they appeared by number of articles. The compliance requirements of the ISO 9001:2000 standard is mapped to one or a combination of quality management principles (QMPs) on which the standard is based. These principles are grouped as soft and hard and ranked in terms of the number of compliance requirements they represent.

The paper identifies critical factors of TQM implementation for SMEs operating in a developing economy. Although exploratory in nature, evidence shows that, while researchers have placed more emphasis on the “soft” factors, the compliance requirements of the ISO 9001:2000 standard stress more on the “hard” factors.

The paper shows that the possibility of enriching the theories and practices of TQM implementation and extending the knowledge and applications of “soft” and “hard” factors need to be explored. Contrasting the eight QMPs of ISO 9001:2000 with the evaluation criteria of quality excellence awards needs to be addressed.

This paper reviews the relative importance of “soft” and “hard” factors, and relates the QMPs and compliance requirements of ISO 9001:2000 to TQM implementation in SMEs. It identifies strengths and weaknesses of the standard, and provides a source of information for top management of SMEs interested in implementing a quality management system.

The findings in this paper link the compliance requirements of ISO 9001:2000 to QMPs, and point to areas that tend to be least addressed by the ISO 9001:2000 standard. The paper also advocates a holistic approach to safeguard proper TQM implementation and continual improvement of people, product and processes in SMEs.

This paper presents the main findings of an empirical study that investigates the effects of the “soft” and “hard” criteria of total quality management (TQM) in four ISO 9001 certified small and medium‐sized enterprises (SME) in Trinidad and Tobago (T&T).

The study adopted an ethnographic research approach, and used the analytic hierarchy process (AHP) to determine the extent to which these criteria were implemented at the point of ISO 9001 certification. By complementing the literature review, a hierarchy framework of TQM implementation via ISO 9001 was developed. The framework comprised three levels of criteria, sub‐criteria and elements which determine the effectiveness of TQM implementation in SME. Inputs from 16 evaluators including senior executives and representatives from the studied companies were invited. The combined opinions from evaluators were used to identify and prioritize these criteria and components.

The results showed that the “soft” criteria were implemented less than the “hard” criteria in SME. The AHP findings supplement the body of knowledge existing in compliance requirements of ISO 9001 and provide insights on how SME perceive the importance of “soft” versus “hard” criteria in TQM implementation. These findings highlight the need to align SMEs' prevailing quality culture with top management and considers it as one of the focal compliance requirements for future revisions of the ISO 9001:2000 Standard.

Because of the ethnographic nature of the study, it was possible to obtain data from only four SME.

SME in T&T may apply the findings of the empirical research to design, implement and continually improve their quality management system

This paper makes a contribution to the body of knowledge in the field of quality management in a region where such work is limited. It adds value by empirically measures TQM implementation by determining the extent to which its criteria is implemented in ISO 9001 certified SME.

Highlights the importance of top people in an organization having both hard and soft skills.

Connects hard and soft skills with left and right-brain respectively. Distinguishes between book-smart and street-smart.

Argues that leaders with hard and soft skills are more likely to enjoy career success and to achieve organizational excellence.

Observes how successful leaders treat others as partners rather than as subordinates.

Demonstrates how leaders with soft skills along with hard skills handle knowledge workers who crave partnership rather than traditional command-and-control management.