Abstract
This study explores workforce preparedness of traditional college age students (ages 18-22) and the role of soft skills. Much of the literature indicates that employer perception is that recent graduates are not prepared to enter the workforce because of a lack of soft skill recognition and/or development. This study identifies the important soft skills and examines how colleges and universities educate and develop those skills in their students. Much of the current literature shows that college and universities efforts are not sufficient. The study will aim to determine if intentional soft skills training sessions for students are helpful in preparing them for the workforce. The study will suggest ways that academic departments, extracurricular departments, and student employers can help educate and develop soft skills in students. Further, the information collected will inform university departments (both extracurricular and academic) how best to approach soft skills development among students using key leadership theories in the development process; transformational leadership, leaderful leadership, and situational leadership.
