Date of Award

Fall 10-6-2025

Document Type

Abstract

Degree Name

Doctor of Strategic Leadership (DSL)

Department

Organizational Leadership

First Advisor

Dr. Emile Hawkins

Second Advisor

Dr. Debra Dean

Abstract

Soft Skills for Student Success

This capstone project explores the role of etiquette-based training in cultivating soft skills essential for college students’ success in the workforce. Grounded in Human Capital Theory (Becker, 1993), Emotional Intelligence (Goleman, 1995), and Experiential Learning Theory (Kolb, 1984), the study positions etiquette as a transformative tool for enhancing students’ confidence, professionalism, and marketability. Employers consistently rank soft skills—such as communication, adaptability, and professionalism—above technical expertise, yet many graduates lack these competencies. The research question guiding this project asks: How can etiquette training serve as a transformative tool for developing soft skills and improving college students’ readiness for the workforce?

The project proposes etiquette workshops integrating leadership theory, experiential learning, and biblical principles to support holistic student development. McClelland’s Acquired Needs Theory and Bass’s Transformational Leadership framework provide a foundation for linking etiquette to achievement, affiliation, power, and the “Four I’s” of transformational leadership: idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. The hypothesis asserts that etiquette instruction enhances students’ confidence, executive presence, and relational awareness, thereby improving workforce readiness.

A five-phase implementation plan—planning, development, pilot, integration, and growth—was designed to ensure scalability and sustainability. The pilot workshop, conducted at the University of South Florida with 40 advertising students, employed interactive methods including quizzes, surveys, and role-play exercises. Results indicated strong engagement, with students averaging 90% correct on etiquette assessments, expressing enthusiasm for interview preparation, and demonstrating increased professional networking through LinkedIn. Feedback highlighted the need for shorter sessions, expanded practice opportunities, and structured pre/post assessments.

Findings suggest that etiquette training fills a critical gap in higher education by equipping students with confidence, presence, and professionalism. Recommendations for future workshops include extended planning, formal dining experiences, dress code requirements, and an ongoing series of classes tailored to student and faculty needs. Scriptural principles (Philippians 2:3–4; Luke 6:31; 1 Corinthians 14:40) reinforce the ethical and relational dimensions of etiquette instruction.

Ultimately, this project demonstrates that etiquette-based soft skills training can significantly enhance students’ readiness for professional environments, offering a scalable model for integration across academic programs.

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