Abstract
Purpose. This study addressed the integration of soft skills into postsecondary curriculum with a focus on the successful transition of students into the workplace; 21stcentury employers largely agree that soft-skills mastery is essential if students are to transition successfully into the workforce (Vermillion, 2011; Windels, Mallia, & Broyles, 2013; Viviers, Fouché, & Reitsma, 2016).Theoretical framework. This study evaluated the perceptions of the key stakeholders representing the three populations compared in this study according to Bandura's (1977) social learning-social cognitive theory. This theory posits that learning occurs in social contexts in a dynamic relationship between observed behaviors and cognitive processes that encode or ascribe valuations to observed behaviors.Methodology. This study employed a qualitative case study approach. Data were drawn from interviews with students, educators, and employers to examine the perceptions of each pertaining to soft-skills mastery of recent graduates of career technical education programs connected to the San Gabriel Valley school district in Los Angeles.Findings and conclusion. This study found that all stakeholders value communication skills as essential if students are going to experience success in any field. Findings suggest, however, that communications skills are perceived differently in various settings. The communication skills necessary to succeed in the classroom, therefore, do not necessarily correspond with the people-oriented communication skills that employers value. This study also confirmed previous studies that suggest a gap in perceptions with students and educators both exhibiting more confidence in graduates' soft-skills mastery than employers. An application of Bandura's social learning-social cognitive theory suggests that this might be due to the fact that students emulate their instructor's communication and soft-skills patterns exhibited in the classroom.Recommendations. This researcher recommends additional study into effective collaborations between educators, employers, and students to enhance soft-skills development. Additional study is also recommended concerning how educator experience in the field impacts the exhibition of and inculcation of soft-skills in the classroom. Further study is also suggested regarding how soft-skills mastery evolves when graduates experience longevity in employment.