Comparative Analysis of Soft Skills: What is Important for New Graduates?

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pg. 1 Comparative Analysis of Soft Skills: What is Important for New Graduates? Crawford, Lang, Fink, Dalton & Fielitz 4 August 2011
Comparative Analysis of Soft Skills:
What is Important for New Graduates?
Perceptions of Employers, Alum, Faculty and Students
Michigan State University, College of Agriculture & Natural
Resources, East Lansing, Michigan. 4 August 2011
A joint study with the Association of Public and Land-grant
Universities (APLU) and the University Industry Consortium (UIC).
Pat Crawford, Suzanne Lang, Wendy Fink,
Robert Dalton & Laura Fielitz
Introduction
This research is a cross-institutional survey focusing on the
identification of important soft skills needed for successful
transition from completion of baccalaureate degrees to competitive
employment in agriculture, natural resources and related careers.
The study addresses the question, “What soft skills are employers
looking for in new graduates?” using the multiple perspectives of
alum, employer, faculty and students. Findings compare and
contrast perceptions, identify misconceptions and rank priorities for
soft skill development. The knowledge will enhance understanding
of which soft skills are the most important for today’s new
employee and illuminate key areas for consideration in curriculum
revitalization.
Process
A comprehensive review of current literature on employability skills
and surveys by government, non-profit, and industry-affiliated
organizations from the US,
Canada, United Kingdom and
Australia laid the framework for
identifying the range of soft
skills relevant for new
graduates. Over 80 articles and
publications were examined to
understand what information
already exists on important soft
skills. These ranged across
written communication,
leadership, use of new
technology, working with
others, appreciating diversity,
ability to listen, work ethic, and
dealing with ambiguity.
Positive words and concepts
relating to success by new hires
in the workplace were
collected. Key phrases and
concepts ranged across
networking, realistic
expectations, being a quick
study, time management,
results oriented, professional
behavior, imagination and
vision.
What soft skills are employers looking for in new graduates
– do those skills include
communication, leadership, networking, international experience, and/or problem solving? What skills will help
new graduates perform well on the job and foster career advancement?

pg. 2 Comparative Analysis of Soft Skills: What is Important for New Graduates? Crawford, Lang, Fink, Dalton & Fielitz 4 August 2011
The research team at Michigan State University (MSU) conducted a
pile-sort cluster analysis to place the skills and key phrases from the
literature summary into “like” groups. A second iteration of the
cluster analysis process was conducted with the research partner
representatives from APLU and UIC to finalize and name the 7 Soft
Skills Clusters:
1. Experiences
2. Team Skills
3. Communication Skills
4. Leadership Skills
5. Decision Making / Problem Solving Skills
6. Self-Management Skills
7. Professionalism Skills
Each cluster includes seven descriptive characteristics (see pg. 9).
Drawing from the literature and expertise of the APLU and UIC
research partners, all of the soft skills are considered valuable and
each of the descriptive phrases within the clusters represent
positive characteristics. Survey participants rank order the
descriptive characteristics within each Soft Skill Cluster, after which
they rank the 7 clusters for perceived importance. Force ranking is
considered a powerful form of survey data as it represents a
comparative decision and not just an opinion (as in rating). In the
survey, a rank represents a choice, discriminating from most to least
important soft skills. Rank order data can assist in identifying when
there is congruence of priorities; highlight important
misconceptions of when a valued activity isn’t perceived as highly
important by a stakeholder group; and to prioritize limited time and
resources for soft skills development.
The survey design was approved for human subjects by the
Michigan State University Internal Review Board (IRB) and
administered by the MSU researchers.
The survey is organized in 3 sections:
1) About you / your organization.
2) Perceptions of soft skills important for new employees.
3) How you learn, including the most important thing you/
students do / did learn in college and did not learn in
college.
The impetus for this work is from discussions with the planning
committee for the 2011 APLU National Academics Programs
Summit. The committee felt that soft skills were one of the issues
relevant to the focus of the summit: Creating Change: Reforming
Curricula for a 21st Century Education. This research provides
information for the Summit participants as well as our academic and
practitioner colleagues across the nation. Dialog about the
interpretation and implications of the research will include the APLU
Summit and AgCareers Roundtable in August, 2011, and the
University-Industry affiliates meeting in October, 2011.
Survey Design & Creating Change: Reforming Curricula for a 21st Century Education Survey Design & “Creating Change: Reforming Curricula for a 21st Century Education”
This is only the beginning of a dialog, bringing together the perspectives of
students, faculty, alum and employers, on the many questions of curricular
reform for a 21st Century education. If we open ourselves up to critical
engagement, “the primary value is the effect it has on participants: helping
them [us] think intentionally and deeply about themselves [ourselves], their
[our] work, and how they [we] approach their [our] practice. The outcomes can
be transformative in the way that Tobin Heart interprets transformation: ‘To
transform is to go beyond current form. This means growth, creation and
evolution, an expansion of consciousness. When education serves
transformation, it helps take us beyond the mold of categories, the current
limits of social structure, the pull of cultural conditioning, and the box of self-
definition; in thus going beyond, we ride the crest of the wave of creation, a
wave that constantly collapses and rises into new forms.’ (p.149)” (p.257)
Fear, F., Rosaen, C., Bawden, R., Foster-Fishman, P. (2006) Coming to Critical
Engagement. Landham, MD: University Press of America. Citing Heart, T. (2001) From
Information to Transformation: Education for the Evolution of Consciousness. New York:
Peter Lang.

pg. 3 Comparative Analysis of Soft Skills: What is Important for New Graduates? Crawford, Lang, Fink, Dalton & Fielitz 4 August 2011
SURVEY ADMINISTRATION & RESPONDENTS
Survey participation was coordinated through APLU and
administration was online with SurveyMonkey over 15 weeks, from
March 21st to July 3rd.
The Nation-wide survey includes participation from 31 Universities
(blue dot map) and 282 employers representing all 50 states,
District of Columbia, Puerto Rico and Guam (shaded map).
Employer Legend
PARTICIPANTS
students
faculty
alum
employers
2,669
898
4,262
282
TOTAL: 8,111
31 Universities
282 Employers
8,111 Survey Participants:
students, faculty and alum from 31 Universities and 282 employers.

pg. 4 Comparative Analysis of Soft Skills: What is Important for New Graduates? Crawford, Lang, Fink, Dalton & Fielitz 4 August 2011
DEGREE AREAS OF STUDENTS, FACULTY AND ALUM
DEGREE AREA
Student’s
Bachelor Area
Student’s Minor /
Specialization Area
Faculty’s Current
Primary Area
Alum’s
Bachelor Area
Agricultural Business &
Managegment
11.1%
11.3%
6.9%
19.3%
Agricultural Mechanization &
Engineering
3.0%
1.0%
4.2%
4.1%
Agricultural Public Services
(including Communications,
Extension Education &
Agricultural Education
9.1%
3.2%
7.6%
8.8%
Animal Sciences
22.1%
8.3%
10.3%
16.2%
Apparel & Textiles
0.1%
0.0%
0.2%
0.1%
Family & Consumer Sciences
1.8%
0.5%
1.9%
1.8%
Food Sciences
4.9%
1.2%
3.7%
4.1%
Forestry
3.0%
0.9%
4.0%
2.6%
Landscape Architecture,
Design, Construction,
Recreation & Community
Development
1.6%
0.4%
1.7%
1.9%
Natural Resources
Conservation, Management,
Research, or Policy
7.3%
3.6%
4.8%
3.7%
Nutrition
3.1%
2.2%
4.6%
3.0%
Plant Sciences (including
Agronomy, Crop Sciences,
Horticulture & Production)
6.3%
7.4%
16.6%
9.8%
DEGREE AREA
Student’s
Bachelor Area
Student’s Minor /
Specialization Area
Faculty’s Current
Primary Area
Alum’s
Bachelor Area
Related Sciences (Biological
Sciences, Physics, Chemistry,
Geology, Earth Sciences,
Geography, Biotechnology,
etc.)
11.7%
9.6%
12.1%
9.4%
Wildlife Sciences &
Management, Fisheries,
Ecology
10.7%
47.0%
3.6%
2.5%
Other
4.3%
3.4%
17.3%
12.5%
Demographics: Degree Areas of Respondents

pg. 5 Comparative Analysis of Soft Skills: What is Important for New Graduates? Crawford, Lang, Fink, Dalton & Fielitz 4 August 2011
21%
56%
17%
6%
Employer Economic Sectors Government
For-profit company
Non-profit / non-
government organization
Higher education
18%
55%
10%
17%
Alum Economic Sectors Government
For-profit company
Non-profit / non-
government organization
Higher education
STUDENT DEMOGRAPHIC CHARACTERISTICS
• Almost half (1,262) of the student respondents are pursing
a minor or specialization in addition to their primary degree.
• Eighty percent of the students anticipate completing their
bachelors degree between 2011-2015.
• Forty percent of the students are interested in a
Professional or Specialist type career (Nutritionist, Crop
Advisor, Veterinarian, Engineer, Forester, Landscape
Architect), 13% are interested in research, 9% as an
educator or in education, 6% are interested in owning /
operating a small business, and 6% in management.
GENDER OF STUDENT, FACULTY AND ALUM RESPONDENTS
* Employers were not asked gender because they were responding
as a representative of their company and not as an individual.
FACULTY AREAS OF PRIMARY ACTIVITY AND YEAR PH.D AWARDED
• Over half the faculty respondents (52%) received their Ph.D.
10 to 30 years ago (1981-2000), and 28% received their
degree over 30 years ago.
ALUM AND EMPLOYER REPRESENTATION OF ECONOMIC SECTORS
ECONOMIC SECTOR
Alum
Employers
Government
17.3%
21.3%
For-profit company
55.1%
55.6%
Non-profit / non-
government organization
10.3%
17.3%
Higher education
17.3%
5.8%
GENDER:
Students
Faculty
Alum
Male
30.1%
64.6%
54.2%
Female
69.9%
35.4%
45.8%
PRIMARY
AREA OF
ACTIVITY
Teaching
Research
Administration
Extension
faculty
39.7%
35.2%
12.0%
13.1%
Demographics Demographic Characteristics of Respondents

pg. 6 Comparative Analysis of Soft Skills: What is Important for New Graduates? Crawford, Lang, Fink, Dalton & Fielitz 4 August 2011
13.6%
8.7%
8.6%
8.5%
8.4%
8.2%
8.0%
Education (K-12 & Higher Ed)
Other
Research/Testing
Agricultural Production
Government
Human Health, Medical or
Pharmaceuticals
Agricultural Supplies, Sales or
Inputs Manufacturing (eg: seeds,
chemicals)
* The majority, 87%, of the alum respondents are currently employed.
* Over half (56%) of the alum received their Bachelor’s degree within the last 10 years
and 25% graduated between 1981 and 2000.
ALUM REPRESENTATION OF ORGANIZATION TYPES
The following organization types are
represented as 7% or less and are
presented in decreasing order:
• Government-- Non-regulatory
• Animal Health or Veterinary
• Government-- Regulatory
• Forestry or Forest Products Industry
• Pharmaceuticals
• Energy Production or Distribution
• Parks, Recreation, or Golf Industries
• Marketing, Media, and
Communications
• Environmental Management or
Consulting
• Legal
• Military/Defense
• Real Estate
• Hospitality Management/Hotel and
Restaurant Management
• IT or Software Design
• Social Services/Human Services
• Transportation
• Management Consultants
• Agricultural Advocates
• Financial or Banking Industry
• Equipment Design, Manufacturing,
or Sales
• Chemical, Pesticide, or Fertilizer
• Biotechnology
Demographics: Organization Type - Alum

pg. 7 Comparative Analysis of Soft Skills: What is Important for New Graduates? Crawford, Lang, Fink, Dalton & Fielitz 4 August 2011
8.5%
8.4%
8.1%
6.7%
5.0%
5.0%
4.9%
4.6%
State or Local Government
Agricultural Production
Education (K-12 & Higer Ed)
Marketing, Media or
Communications
Forestry or Forest Products Industry
Food Manufacturing, Processing or
Sales
Agricultural Supplies Sales or Inputs
Manufacturing
Sales and Manufacturing
EMPLOYER REPRESENTATION OF ORGANIZATION TYPES
The following organization types are
represented as 4.5% or less and are
presented in decreasing order:
• Biotechnology
• IT or Software Design
• Financial or Banking Industry
• Hospitality Management/Hotel and
Restaurant Management
• Federal Government
• Human Health, Medicine or
Pharmaceuticals
• Research
• Policy
• Parks, Recreation, or Golf Industries
• Social Services/Human Services
• Engineering & Construction
• Equipment Design, Manufacturing, or
Sales
• Energy Research, Production,
Distribution, or Consulting
• Other
• Apparel/Textile Manufacturing or Sales
• Environmental Management or
Consulting
• Management Consultants
• Transportation
• Animal Health or Veterinary
• Landscape Design or Landscaping
• Legal
• Real Estate
Demographics: Organization Types -Alum Demographics: Organization Type - Employer

pg. 8 Comparative Analysis of Soft Skills: What is Important for New Graduates? Crawford, Lang, Fink, Dalton & Fielitz 4 August 2011
34%
27%
12%
14%
13%
Number of Anticipated New Hires in Total
Over the Next 3 Years
under 10
10-50
51-100
101-500
501-1,000
21%
42%
16%
12%
9%
Number of Employees in Current Organization
(versus parent organization)
1-20
21-500
501-5,000
5,001-25,000
25,001 plus
Demographics: Employer Size of Organization & Anticipated Hires

pg. 9 Comparative Analysis of Soft Skills: What is Important for New Graduates? Crawford, Lang, Fink, Dalton & Fielitz 4 August 2011
The report includes findings for the
ranking of Soft Skill Clusters overall (pg. 9),
ranking of the characteristics within a
cluster (pgs. 10-16), and ranking of
learning environment effectiveness (pg.
17). It is important to emphasize
that all of the skills are
important – the rankings reflect
a priority when trade-offs need
to be considered in decision
making. For example, the survey results
show Communication Skills as the highest
ranked cluster overall. A job candidate
with good communication skills could be
selected over a candidate with strong
leadership skills or internship experiences.
7 SOFT SKILL CLUSTERS
& DESCRIPTIVE CHARACTERISTICS
(Presented in rank order from employers
survey responses.)
COMMUNICATION SKILLS:
* Listen effectively
* Communicate accurately and concisely
* Effective oral communication
* Communicate pleasantly and professionally
* Effective written communication
* Ask good questions
* Communicate appropriately and
professionally using social media
DECISION MAKING / PROBLEM SOLVING
SKILLS:
* Identify and analyze problems
* Take effective and appropriate action
* Realize the effect of decisions
* Creative and innovative solutions
* Transfer knowledge from one situation to
another
* Engage in life-long learning
* Think abstractly about problems
SELF-MANAGEMENT SKILLS:
* Efficient and effective work habits
* Self-starting
* Well-developed ethic, integrity and sense of
loyalty
* Sense of urgency to address and complete
tasks
* Work well under pressure
* Adapt and apply appropriate technology
* Dedication to continued professional
development
TEAMWORK SKILLS:
* Productive as a team member
* Positive and encouraging attitude
* Punctual and meets deadlines
* Maintains accountability to the team
* Work with multiple approaches
* Aware and sensitive to diversity
* Share ideas to multiple audiences
PROFESSIONALISM SKILLS:
* Effective relationships with customers,
businesses and the public
* Accept and apply critique and direction in
the work place
* Trustworthy with sensitive information
* Understand role and realistic career
expectations
* Deal effectively with ambiguity
* Maintain appropriate decor and demeanor
* Select appropriate mentor and acceptance of
advice
EXPERIENCES:
* Related work or internship experiences
* Teamwork experiences
* Leadership experiences
* Project management experiences
* Cross disciplinary experiences
* Community engagement experiences
* International experiences
LEADERSHIP SKILLS:
* See the “big picture” and think strategically
* Recognize when to lead and when to follow
* Respect and acknowledge contributions from
others
* Recognize and deal constructively with
conflict
* Build professional relationships
* Motivate and lead others
* Recognize change is needed and lead the
change effort
CLUSTER ANALYSIS: 7 Soft Skill Clusters and Descriptive Characteristics

pg. 10 Comparative Analysis of Soft Skills: What is Important for New Graduates? Crawford, Lang, Fink, Dalton & Fielitz 4 August 2011
1234567
Soft Skills
Discipline Knowledge
Discipline Technical Skills
Technology Skills
Soft Skills
Discipline
Knowledge
Discipline
Technical
Skills
Technology
Skills
Student 5.165.615.155.43
Faculty 4.415.695.535.57
Alum 4.735.215.165.68
Employer 4.275.315.285.92
Preparedness Rating Average
7 extremely prepared, 6 prepared,
5 somewhat prepared,
4 neither prepared or unprepared,
3 somewhat unprepared, 2 unprepared, 1 extemely
unprepared
2
1
3
4
3
1
2
4
1
2
3
4
1
3
2
4
Soft Skills Discipline
Knowledge
Discipline
Technical Skills
Project
Management Skills
Skill Types Importance
Forced Rank Order: 1 to 4, with 1 most important
Student Faculty Alum Employer
Participants ranked soft and disciplinary skills and rated their
perceptions of preparedness of new graduates.
Soft Skills are ranked most important by employers and
alum, while Discipline Knowledge is ranked most important
by faculty and students.
Students are more optimistic about their preparedness in
the Soft Skills than faculty, alum or employers.
Students and faculty rate Disciplinary Knowledge
preparedness higher than employers and alum.
Employers rate new graduates as most prepared in
Technology Skills.
A difference in world views: the rank and rate of Disciplinary
Knowledge, Technology Skills and Soft Skills.
Average mean scores

pg. 11 Comparative Analysis of Soft Skills: What is Important for New Graduates? Crawford, Lang, Fink, Dalton & Fielitz 4 August 2011
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5
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Communication Decision-making -
Problem-solving
Self-management Teamwork Professionalism Experiences Leadership
Soft Skill Clusters Importance
Forced Rank Order: 1 to 7, with 1 most important
Student Faculty Alum Employer
Communication and Decision-making / Problem-solving are
ranked as the 2 most important skill clusters by all the
groups for new employees. Faculty, alum and employers are
in close alignment with rank ordering the skill clusters overall.
Students, however, show a different set of priorities: they rank Self-
management, Team skills and Professionalism lower, and
Leadership and Experiences higher in importance than employers,
alum or faculty.
The biggest difference in views between students and
employers is for the Experiences soft skill cluster. Students
rank Experiences as the 3rd most important skill preparing
them for entry into the workforce (49.1% rank Experiences in the
top 3). Employers rank it 6th overall in importance for new
employees, with 51.1% of the employers ranking Experiences as a 6
or 7.
Soft Skill Clusters Importance: Forced Rank Order: 1 to 7
Communication is the most important soft skill for all the groups, with over
half the employers (52.3%) ranking it 1 or 2.
"These employability skills [soft skills] are the lubricant of our increasingly complex and interconnected workplace. They are not a substitute for specific knowledge and
technical skills: but they make the difference between being good at a subject and being good at doing a job." –The Employability Challenge, UK Commission for
Employment and Skills, South Yorkshire: UK, 2009, pg.3.

pg. 12 Comparative Analysis of Soft Skills: What is Important for New Graduates? Crawford, Lang, Fink, Dalton & Fielitz 4 August 2011
Communication skills are ranked as most important in the overall
cluster rankings by all of the stakeholder groups.
All the participant groups agree that listening effectively,
communicating accurately and concisely, and effective oral
communication are the top communication skills.
Employers, however, place listening effectively as the most
important characteristic of Communication skills for new
employees.
Oral communications are ranked higher than written
communications by all; faculty emphasizes written skills more
than students, alum and employers.
Almost 1/3 of employers (31.1%) value listening effectively as the most important
characteristic of Communication skills.
2
1
3
4
5
6
7
2
1
3
5
4
6
7
2
1
3
4
5
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7
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2
3
4
5
6
7
Listen effectively Communicate
accurately and
concisely
Effective oral
communication
Communicate
pleasantly and
professionally
Effective written
communication
Ask good questions Communicate
appropriately and
professionally using
social media
Communications Soft Skill Cluster
Forced Rank Order: 1 to 7, with 1 most important
Student Faculty Alum Employer
[I did not learn in college that:] “If you can't communicate, you're
pretty worthless on many fronts regardless of your book smarts and
degree held. That very much includes the ability to listen and hear
other point of views.” Alum
“They need to be aware of all the various ways to communicate. We
had an intern that didn’t like to use the phone. There are multiple
generations in the workforce and they need to be able to
communicate with all.” Employer
“Except in very unique work environments, being an effective
employee is impossible if one cannot communicate effectively.”
Alum

pg. 13 Comparative Analysis of Soft Skills: What is Important for New Graduates? Crawford, Lang, Fink, Dalton & Fielitz 4 August 2011
Decision-making / Problem solving is the 2nd highest importance in
the overall cluster rankings by all of the stakeholder groups.
Students and employers agree that identifying the problem,
taking effective action, and realizing the effects of decisions
are the 3 most important characteristics of this cluster for
new employees.
However, within this cluster, faculty emphasizes the value of
creative and innovative solutions and transfer of knowledge
across situations as more important than realizing the effects
of decisions for new employees.
Life-long learning and abstract thinking ability are ranked low
for new employees, these characteristics could become
more important as an employee matures and gains
increasing responsibility in the organization.
Students (48.2%) and employers (50.2%) agree on the importance of realizing the
effects of decisions within their top 3 priorities in the Decision-making cluster.
1
2
3
5
4
6
7
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2
5
3
4
6
7
1
2
4
5
3
6
7
1
2
3
4
5
6
7
Identify and analyze
problems
Take effective and
appropriate actions
Realize the effect of
decisions
Creative and
innovative solutions
Transfer knowledge
from one situation to
another
Engage in life-long
learning
Think abstractly about
problems
Decision-making / Problem-solving Soft Skill Cluster
Forced Rank Order: 1 to 7, with 1 most important
Student Faculty Alum Employer
“Strategic thinking and problem solving [are skills I did not receive training
for while in college]. In today's economy, it is CRITICAL to be a problem
solver and evaluate problems strategically. While many who graduate
from my alma mater are good at these skills, students in my degree
program were not trained in these areas. Frankly, training in a classroom
environment is difficult because most effective strategic thinking and
problem solving comes in the moment and on the fly. However, additional
preparation would have been beneficial.” Alum

pg. 14 Comparative Analysis of Soft Skills: What is Important for New Graduates? Crawford, Lang, Fink, Dalton & Fielitz 4 August 2011
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2
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5
4
6
7
1
2
3
4
5
6
7
Efficient and effective
work habits
Self-starting Well-developed ethic,
integrity and sense of
loyalty
Sense of urgency to
address and complete
tasks
Work well under
pressure
Adapt and apply
appropriate
technology
Dedication to
continued professional
development
Self-management Soft Skill Cluster
Forced Rank Order: 1 to 7, with 1 most important
Student Faculty Alum Employer
The Self-management skills cluster is ranked 3rd most important by
employers, alum and faculty, and ranked 4th by students in the
overall cluster ranking.
Effective work habits, self-starting, and a well-developed
ethic, integrity and sense of loyalty are the 3 most important
characteristics in this cluster for all of the groups.
Students, however, under-rate the importance of self-
starting in comparison to the other groups. One-third of
students rank self-starting as 1 or 2, while over half of the
faculty (54.3%), alum (51.9%), and employers (51.0%) rank self-
starting as 1 or 2.
Student’s under-rate the importance of self-starting. One-third of students rank self-
starting as 1 or 2, in comparison to over half of the faculty (54.3%), alum (51.9%),
and employers (51.0%) who rank self-starting as 1 or 2.
“It's very important that new hires can manage projects effectively without too much ‘hand holding’ every step of the way. They need to know when to ask questions,
when to ask for help, and how to prioritize. They need to be willing to take on any kind of project without feeling it's beneath them. This is especially important to our
small business - even the CEO has to cover the phones and take orders sometimes. We also need people who are willing to help their team members for the greater
good of the company.” Employer

pg. 15 Comparative Analysis of Soft Skills: What is Important for New Graduates? Crawford, Lang, Fink, Dalton & Fielitz 4 August 2011
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3
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6
1
2
3
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5
6
7
Productive as a team
member
Positive and
encouraging attitude
Punctual and meets
deadlines
Maintains
accountability to the
team
Work with multiple
approaches
Aware and sensitive to
diversity
Share ideas to multiple
audiences
Teamwork Soft Skill Cluster
Forced Rank Order: 1 to 7, with 1 most important
Student Faculty Alum Employer
Teamwork is ranked 4th by employers, faculty and alum with
students ranking it 2 steps lower, at 6th, in the overall cluster
ranking.
Productivity, punctuality and a positive attitude are ranked
the 3 most important Teamwork skill characteristics by all the
groups.
Within the top 3 characteristics, employers place a greater
importance on a positive and encouraging attitude for new
employees. Over half of the employers rank a positive
attitude as 1 or 2 in comparison to 45.2% of alums, 42.3% of faculty
and 39.8% of students.
Awareness and sensitivity to diversity and communicating
with multiple audiences is ranked after the basic skills and
manners required for working in a team.
While productivity, punctuality and meeting deadlines are important, over half the
employers (50.4%) rank having a “positive attitude” as 1 or 2.
“I was heavily involved in Greek life, and it probably did as much for me as
anything I learned in the classroom. I think any student organization could
have provided this, but it teaches you about how to deal with people, how
to change your approaches when dealing with varying personalities. Schools
always seem to want to force group work, but it just doesn't compare.
Group assignments rarely accomplish this. It generally exploits the members
who are more diligent and have realized it's easier to just do things
yourself.” Alum

pg. 16 Comparative Analysis of Soft Skills: What is Important for New Graduates? Crawford, Lang, Fink, Dalton & Fielitz 4 August 2011
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4
5
6
7
Effective relationships
with customers,
businesses and the
public
Accept and apply
critique and direction
in the work place
Trustworthy with
sensitive information
Understand role in the
workplace and realistic
career expectations
Deal effectively with
ambiguity
Maintain appropriate
decor and demeanor
Select appropriate
mentor and
acceptance of advice
Professionalism Soft Skill Cluster
Forced Rank Order: 1 to 7, with 1 most important
Student Faculty Alum Employer
Professionalism skills are ranked towards the lower end in the
overall cluster rankings at 5th for employers, 6th for alum and
faculty, and 7th for students.
The most important Professionalism characteristic for all the
groups is the ability to have effective relationships with
customers, businesses and the public. This is followed by the
ability to accept direction, trustworthiness with sensitive
information, and understanding the new employee’s role in the
workplace with realistic career expectations.
Employers place a higher importance for new employees on
the ability to deal effectively with ambiguity than students,
faculty and alum.
Employers place a higher importance on the ability to deal effectively with ambiguity:
20% of employers rank the ability to deal with ambiguity as their top 1 or 2,
compared to 12.7% of students, faculty, and alum.
[Several Employer respondents commented that students should learn:]
“How to work hard and earn the right to a position within a company –
right now many of them feel ‘entitle’ to things. That life is not always
‘instant gratification.’ Sometimes you have to work hard to get to the next
'level and that takes time. Social skills. How to work with the public, treat
people, introduce yourself, etc. These are skills that you would think are
’common sense’ skills, but don’t seem to be.” Employer

pg. 17 Comparative Analysis of Soft Skills: What is Important for New Graduates? Crawford, Lang, Fink, Dalton & Fielitz 4 August 2011
1
2
3
5
4
6
7
1
2
3
4
5
6
7
1
2
3
4
5
6
7
1
2
3
4
5
6
7
Related work or
internship experiences
Teamwork experiences Leadership
experiences
Project management
experiences
Cross disciplinary
experiences
Community
engagement
experiences
International
Experiences
Experiences Soft Skill Cluster
Forced Rank Order: 1 to 7, with 1 most important
Students Faculty Alum Employer
The Experiences cluster has the greatest difference in overall soft
skill rankings between students and employers. Students rank
Experiences as the 3rd most important skill preparing them for
entry into the workforce (49.1% rank Experiences in the top 3).
Employers rank it 6th overall in importance for new employees,
with 51.1% of the employers ranking Experiences as a 6 or 7.
The 3 most important Experiences preparing students for work
force entry are: related work or internships, teamwork, and
leadership experiences.
International experiences consistently rank the lowest for
preparing students to enter the workforce. The study abroad
literature recognizes the need to help students “unpack”
their international experiences and connect their learning.
While there is agreement on which experiences are important, the overall value of
the Experiences cluster is contested: 51.1% of employers rank Experiences as 6 or 7,
while 49.1% of students rank Experiences in their top 3.
“One ‘experience’ I am seeing on more and more resumes of new grads is trips
abroad or student exchanges... I do not hire for international positions nor
does my company send employees abroad but I know these experiences can
make for a better prepared candidate. I would like to see more students who
are able to tell what that experience taught them and how it would make
them a better fit for my company and the role they are pursuing.” Employer

pg. 18 Comparative Analysis of Soft Skills: What is Important for New Graduates? Crawford, Lang, Fink, Dalton & Fielitz 4 August 2011
2
1
4
3
6
5
7
1
2
3
4
6
5
7
1
2
4
3
5
6
7
1
2
3
4
5
6
7
See the "big picture"
and think strategically
Recognize when to
lead and when to
follow
Respect and
acknowledge
contributions from
others
Recognize and deal
constructively with
conflict
Build professional
relationships
Motivate and lead
others
Recognize change is
needed and lead the
change effort
Leadership Soft Skill Cluster
Forced Rank Order: 1 to 7, with 1 most important
Student Faculty Alum Employer
Leadership is ranked 7th by employers, alum and faculty in the
overall cluster ranking. Students assign a higher importance (5th)
for new graduates to have Leadership skills for entering the
workforce. The student perceptions may be influenced by a
resurgence of “leadership training” on some college campuses.
All stakeholder groups agree that the most important
leadership skills for new employees are the ability to see the
“big picture,” think strategically, and recognize when to lead
and when to follow.
.
Motivating others and leading change are lowest in
importance for new employees. These skills can become
more valuable after an employee has matured with an
organization and established a positive reputation.
Seeing the “big picture” is the most important characteristic of Leadership, yet
Leadership is the least important soft skill cluster for new employees.
“Leadership and its associated skills come with watching industry role
models, though project leadership can start at the entry level. Overall,
good ‘people skills’ are a cost of entry. Poor people skills are a death
knell, as companies of all sizes are too busy to take people aside to teach
them.” Employer
[I did not learn in College that it is important to:] “Listen more than
talk… Be patient: your turn to lead will come.” Alum

pg. 19 Comparative Analysis of Soft Skills: What is Important for New Graduates? Crawford, Lang, Fink, Dalton & Fielitz 4 August 2011
The learning environments ranked most effective are
internships, co-curricular activities, and classes with
collaborative, problem-based and cross-disciplinary learning
opportunities by all the stakeholder groups.
The traditional classroom is considered more effective by
faculty and employers while students and alum see more
learning effectiveness in their extra-curricular activities.
Guided, active learning environments are ranked as more effective than self-directed
and informal learning experiences.
Guided, active learning environments.
Self-directed and informal learning experiences.
1
2
4
3
6
5
7
2
1
3
4
6
5
7
1
2
4
3
6
5
7
1
2
3
4
5
6
7
Internships & co-
curricular activities
Experiential / active
learning (collaborative,
problem-bases, cross-
disciplinary learning)
Traditional classroom Extra-curricular
activities (outside the
classroom)
On-line and
hybrid/blended classes
International / cultural
immersion (study
abroad, domestic work
with ethnic
communities)
On-line networks,
collaborations &
knowledge generation
(google docs,
chats/blogs, wikis)
Learning Environment Effectiveness
Forced Rank Order: 1 to 7, with 1 most effective
Student Faculty Alum Employer
“Don't forget a class after you get your final grade- they all connect-
and by making those connections, you can connect situations at work
logically.” Alum
“I wish there had been more Interaction with Cross-Discipline majors--
particularly in the last year or two of completing my degree--- make
students work together with their unique education background to
solve a complicated problem that requires different education
backgrounds.” Alum

pg. 20 Comparative Analysis of Soft Skills: What is Important for New Graduates? Crawford, Lang, Fink, Dalton & Fielitz 4 August 2011
“Students seem to be well-grounded in theory and discipline information.
Students seem to work well in teams when given instructions. Students
understand and are comfortable with new technologies.” Faculty
“We provide an extensive knowledge base. We provide a sound basis in
effective communication skills. We provide opportunities for
extracurricular learning such as internships.” Faculty
“The most important thing I learned was that you need to understand
who your audience is in whatever you are doing.” Alum
"I learned how to apply knowledge I learned in the classroom to solving
problems. I did not simply learn how to regurgitate facts on exams. I
learned how to synthesize the materials and integrate ideas to formulate
solutions." Alum
[Students are learning:] “Creative new ideas and solutions using
technology.” Employer
“Students are learning to take initiative to implement new technology as
they join the staff of the organization.” Employer
“Good mastery of basic science and some experience with applications of
that knowledge through internships or other work experience.” Employer
The most important things students ARE learning in College The most important things students did learn / are learning / will learn in college:
“I will learn good communication and writing skills, and I will learn how to
effectively work with others in a group.” Student
“Communication in the workplace. Knowing how to communicate
verbally, written, and nonverbally is important. It’s the first way the
employer gets to know you and it is what will sway them to hire you.”
Student

pg. 21 Comparative Analysis of Soft Skills: What is Important for New Graduates? Crawford, Lang, Fink, Dalton & Fielitz 4 August 2011
“More practice with public speaking--professors tend to take
presentations off the syllabus as classes get larger and replace them with
papers.” Student
“I would like to learn more about networking. I don't think the
environment is conducive to stress management. I don't think we have
enough leadership experience.” Student
“Writing and communication skills of students in my senior course are
often lower than I would expect.” Faculty
“Our students do not have enough group project / learning
opportunities.” Faculty
“Communication skills are lacking more in today's graduates.” Faculty
[Multiple Alum and Employers noted students should learn more about:]
“How to deal with personal finance.” Alum
[I did not learn that:] “Not all you need to learn is in books. You’re going
to fail sometimes and it’s OK.” Alum
[Students are not learning:] “There is a need to communicate findings to
people who do not know anything about what you’re doing – so this is an
area of teaching the audience.” Employer
[Students are not learning:] “How to take an ambiguous problem and
break it down into executable development plan. See the big picture of a
project.” Employer
The most important things students are NOT learning in college:

pg. 22 Comparative Analysis of Soft Skills: What is Important for New Graduates? Crawford, Lang, Fink, Dalton & Fielitz 4 August 2011
More
University
28%
Equally
Shared
55%
More
Employer
17%
Responsibility
“Much of this really cannot be taught, but the [University]
learning experiences help to create an atmosphere where
it can be observed and tested.” Alum
“While I do not feel like the employer is responsible
for teaching these things [soft skills], I don't feel it
is the university's responsibility either. The
University should provide opportunities for
students to develop these skills, but it is up to the
student to do the work and take advantage of the
opportunities given, whether at the University or
elsewhere.” Alum
"I gained so much more from my summer internships
than from any of the classes I took - learning by
doing, not memorizing a book and listening to hypnotizing
lectures. But those internships I set up myself.... I learned practical
agronomy knowledge and where to find information if I did not
know it. I learned the importance of making connections and
networking (was not taught, just caught on... got to know the
professors better and it helped improve my academic experience)."
Alum
"I didn't learn professionalism through my academic program
though I did acquire them by participating in professional student
oriented organizations." Alum
"A pleasant attitude is ALWAYS helpful; in every aspect of business-
a school can't teach you to be nice." Alum
“I have learned that Advisors do not always know what is best for
you, so question everything.” Student
“My experiences as an RA helped me learn to build
relationships and work as part of a team.” Student
“I will learn how to cram for prelims, as opposed to
doing labs and other effective learning activities,
because they are worth more of my grade than the
actual implementation of knowledge learned.”
Student
“The days of talking heads in classrooms need to be
over...more real world team projects like the College
of business cohorts do; more placement during [their]
studies n potential employers work environments; more
exploratory experiences in related or outside fields that push
learners to their edge where change can take place.” Alum
“The most lacking area in recent grads is communication skills, but it
is the most important. I urge the university to require stricter
standards in all fields of study for English and writing skills
requirements.” Employer
“They need to be able to read, write and speak effectively and not
in the new technological shorthand. Listen and learn.” Employer
“Too many students do not seek internships, avoid public speaking,
and avoid classes with group projects.” Faculty
“Creative and effective teaching at this university is NOT upheld as a
virtue to be cultivated by professors. It seems that those who truly
care about their teaching techniques do so at the expense of what
will actually get them promoted (grants, publications, and grad
students).” Faculty
Over half of all the survey participants agree that the responsibility for training in the
soft skills is shared equally. So where do the students learn Soft Skills?

pg. 23 Comparative Analysis of Soft Skills: What is Important for New Graduates? Crawford, Lang, Fink, Dalton & Fielitz 4 August 2011
Association of Public and Land-grant Universities (A۰P۰L۰U).
A۰P۰L۰U is a non-profit association of 221 public research
universities, land-grant institutions, and state university systems
with member campuses in all 50 states, U.S. territories and the
District of Columbia. The association is governed by a Chair and a
Board of Directors elected from the member universities and
university systems. President Peter McPherson directs a staff of
about 45 at the national office in Washington, D.C. A۰P۰L۰U
institutions enroll more than 3.5 million undergraduate students
and 1.1 million graduate students, employ more than 645,000
faculty members, and conduct nearly two-thirds of all federally-
funded academic research, totaling more than $34 billion annually.
With roots going back to 1887, A۰P۰L۰U is the nation’s oldest
higher education association. A۰P۰L۰U is dedicated to advancing
learning, discovery and engagement. The association provides a
forum for the discussion and development of policies and programs
affecting higher education and the public interest.
Academic Programs Section (APS) The Academic Programs Section
(APS) is comprised of the principal officer(s) responsible for
academic or instructional programs (undergraduate, graduate, and
continuing education) offered by the faculty within colleges of
agriculture and related disciplines. It is one of five sections within
the Board on Agriculture Assembly (BAA) of the Association of
Public and Land Grant Universities (A۰P۰L۰U). Academic Programs
Section members represent 120 different institutions that include
the 1862 land-grants, 1890 land-grants, 1994 land-grants, and 6
non-land-grant institutions. It also includes the 40+ institutions
belonging to American Association of State Colleges of Agriculture
and Renewable Resources (AASCARR). The AASCARR organization
and its institutions are affiliate members of APS. Thus, in total, APS
represents 160+ institutions having academic programs in
agriculture, natural resources, life, and related sciences. The mission
of the Academic Programs Section is to assure that the
development of human capital in agriculture, food, natural
resources and related areas is a preeminent concern of the Land-
Grant and State University Systems and their federal partners.
University-Industry Consortium (UIC). The objective of the UIC is to
assist academia and industry in identifying and examining potential
issues and challenges in biotechnology and agriculture, and
identifying potential solutions such that members can use this
information to proactively make strategic or tactical moves such
that they achieve a sustainable competitive advantage. The
members include leaders in the biotech/agriculture community.
Participants include deans/directors of 18 land grant universities,
VP's/Directors of 11 major ag/biotech/food companies as well as
the USDA-ARS.
Special thanks to Dr. Josef M. Broder, Dean, College of Agricultural
and Environmental Sciences at the University of Georgia, for his
support and guidance on the research project and as the 2011 APLU
National Academic Programs Summit Planning Committee Chair.
Citation Information:
Crawford, P., Lang, S., Fink, W., Dalton, R., & Fielitz, L. (2011). Comparative
Analysis of Soft Skills: What is Important for New Graduates? Washington,
DC: Association of Public and Land-grant Universities.
The most important things students ARE learning in College About the Research Partners

pg. 24 Comparative Analysis of Soft Skills: What is Important for New Graduates? Crawford, Lang, Fink, Dalton & Fielitz 4 August 2011
Pat Crawford, Ph.D, is an Associate Professor of Landscape
Architecture in the School of Planning, Design,
and Construction (SPDC), in the College of
Agriculture and Natural Resources at
Michigan State University. She is also Senior
Director of the Bailey Scholars Program, a
multidisciplinary undergraduate specialization
in connected learning administered through
the Community, Agriculture, Recreation and
Resource Studies Department (CARRS).
Research includes public participation in
design and planning and the scholarship of teaching and learning.
She holds a Ph.D in Environmental Design and Planning from
Arizona State University, a Master of Landscape Architecture from
Kansas State University, and a BS in Horticulture from the University
of Missouri.
Suzanne Lang, Ph.D, is an Associate Professor in the Department of
Horticulture, in the College of Agriculture
and Natural Resources (CANR) at Michigan
State University. She is also Director of
Faculty Development in CANR. Research
includes evaluating teaching excellence
and transformative learning. She holds a
Ph.D in Horticulture from North Carolina
State University, an MS in Horticulture
from Clemson University, and a BS in
Horticulture from Michigan State University.
Wendy Fink is Associate Director for Food, Agriculture, and Natural
Resources of the Association of Public and
Land-grant Universities. She serves as staff for
the Commission on Food, Environment, and
Renewable Resources; the Board on Natural
Resources; the Board on Oceans,
Atmosphere, and Climate; and the Academic
Programs Section of Board on Agriculture
Assembly. She also currently staffs two
A۰P۰L۰U initiatives: the Energy Initiative and
the Sesquicentennial Celebration of Morrill
Act at the 2012 Smithsonian Folklife Festival. She holds an MS in
Agronomy, an MA in History, and a BA in Anthropology from Kansas
State University.
Robert Dalton is a graduate student in Environmental Design and a
Bailey Scholars Grad Fellow at Michigan State
University (MSU). He holds a Bachelor of
Landscape Architecture from MSU. He
enjoys researching, designing, and working in
the realms of Urban and Land Use Planning.
Laura Fielitz is an undergraduate studying Landscape Architecture
at Michigan State University. She participates in undergraduate
research through the Honors College Professorial Assistant
program. In her free time, Laura plays piano,
takes photographs and is a member of the
Spartan Marching Band.
About the Authors