Developing a conceptual platform for a realist synthesis of soft skills training programmes

The focus of this research is identifying what works in training programmes that aim to enhance soft skills among adults. The term ‘soft skills’ is a broad, umbrella term covering generic, transferable or employability... [ view full abstract ]

The focus of this research is identifying what works in training programmes that aim to enhance soft skills among adults. The term ‘soft skills’ is a broad, umbrella term covering generic, transferable or employability skills that include elements of human interaction, attitudes and presentational qualities. In recent decades, they have become more important to employers as a result of a growth in the proportion of jobs that have service responsibilities and types of organisational working that require collaboration and a large element of communication.

To answer the question of what works when trying to teach or learn these skills, a conceptual platform is developed with the purpose of conducting a realist synthesis of relevant interventions. Such an approach is particularly suitable for the study of soft skills because definitions of those skills often draw upon multiple influences and perspectives. These include the close relationship that soft skills have with personality and the question of whether they can be even defined as skills.

In order to develop the conceptual platform, the paper first looks at how soft skills are applied and valued in the workplace, considering the various abilities that may come under this heading, specifically those which require understanding and control of emotions at work, and those which require the ability to present the right ‘aesthetic’ or attitude. The types of intervention that may be implemented to develop these skills are then considered using the realist Context, Mechanism, Outcomes configuration.

Following this, a pilot review of a small selection of evaluations of soft skills programmes from a range of settings is used to develop the conceptual platform further. This uses Pawson's (2013) 'complexity checklist' and 'organising principles of evaluation science' as a guide for analysing the papers in the pilot review. From this, a series of questions are set out for a future realist study on this topic.