Outcome-Based Assessment of Soft Skill Programs Conducted by the English Department in Collaboration with the Placement Cell

Abstract

This study investigates the efficacy of soft-skill programs through an outcome-based assessment (OBA) framework, focusing on initiatives collaboratively run by a university\'s English Department and its Placement Cell. Recognizing the critical role of soft skills in graduate employability, this research moves beyond simple participation metrics to evaluate the tangible impact of training on defined competency areas, including professional communication, collaborative teamwork, interview readiness, and professional etiquette. The research employed a robust mixed-methods design to triangulate data and capture a holistic view of program effectiveness. Quantitative pre- and post-intervention assessments measured specific skill gains, while qualitative data from employer feedback surveys and in-depth student reflections provided contextual depth. This multi-faceted approach allowed for the correlation of self-reported student growth with external, industry-informed perspectives. The findings demonstrate a statistically significant improvement in students\' measured communication competence and their performance in simulated interview scenarios. Furthermore, feedback from employers indicated a positive perception of participants\' workplace readiness, particularly noting their enhanced ability to articulate ideas clearly and conduct themselves professionally. Student reflections corroborated these results, revealing marked increases in self-confidence and a greater awareness of professional norms. Based on these outcomes, the study proposes several strategic recommendations to optimize future program design and assessment. Key among these is the systematic mapping of explicit soft-skill learning outcomes to detailed assessment rubrics, ensuring that training is directly aligned with evaluative criteria. To further enhance credentialing and motivation, the integration of micro-credentials or digital badges is suggested. Finally, the study advocates for strengthening the industry linkage by embedding more authentic, real-world assessment tasks designed in consultation with corporate partners, thereby closing the loop between academic training and workplace requirements.

Introduction

Context and Rationale

Soft skills—such as communication, teamwork, adaptability, and professionalism—are now recognized as critical for graduate employability. However, despite strong technical knowledge, many graduates struggle due to deficits in these transversal competencies. This gap affects not only student outcomes but also the institutional reputation of universities.

English Departments are well-positioned to address this challenge, given their focus on communication and critical thinking. Yet, to be effective, soft-skill training must align with real-world demands. This study emphasizes a strategic collaboration between the English Department and the Placement Cell to co-develop a soft-skill program grounded in Outcome-Based Education (OBE) principles and assessed through Outcome-Based Assessment (OBA).

Study Goals

The study aims to:

1. Design an OBA framework that links curriculum directly to measurable, employer-informed soft-skill outcomes.

2. Measure student growth in professional communication and interview skills using both quantitative and qualitative tools.

3. Validate program effectiveness through employer feedback on graduates’ workplace readiness.

Literature Insights

• OBE/OBA models enhance learning by aligning teaching, assessment, and outcomes.

• Effective soft-skill assessment requires authentic performance tasks (e.g., presentations, simulations).

• Triangulated data—from students, instructors, and employers—offers more reliable insights.

• Emerging tools like AI-driven simulations are expanding how soft skills are measured.

• Local context and employer input are vital to making soft-skill training relevant and impactful.

Research Questions

1. Do students show statistically significant improvement in soft skills after program participation?

2. How do employers evaluate the workplace readiness of participants vs. non-participants?

3. Which assessment methods best capture soft-skill development in this collaborative model?

Methodology

A quasi-experimental, mixed-methods design was used:

• Participants: 120 final-year students (70 in intervention, 50 as control).

• Program: An 8-week blended module covering communication, interviews, resumes, and workplace behavior.

• Assessment tools:

  • CCR (Communication Competence Rubric)

  • IPS (Interview Performance Score)

  • Employer Survey

  • Student Reflection Logs

• Data Collection: Pre- and post-tests, mock interviews, employer feedback, and student reflections.

Key Findings

1. Quantitative Improvements

• CCR: Increased from 2.8 to 4.0 (on 5-point scale).

• IPS: Rose from 54.2% to 72.8%.

• Intervention group outperformed non-participants significantly (p < .001).

2. Employer Validation

• Employers rated participants highly (4.3/5) in communication and professionalism.

• Improved clarity in resumes and interview performance was attributed to realistic practice.

3. Student Reflections

• Students reported increased confidence, better understanding of employer expectations, and requested domain-specific case practice and micro-credentials for certification.

Conclusion

This study demonstrates that an Outcome-Based Assessment (OBA) framework is highly effective for evaluating and enhancing the impact of soft-skill programs delivered through a strategic collaboration between the English Department and the Placement Cell. The empirical evidence confirms that this structured approach leads to statistically significant and practically meaningful improvements in students\' core competencies. The documented gains in communication competence and interview performance, validated through robust pre-post testing and superior outcomes compared to a peer group, provide compelling quantitative evidence of the program\'s efficacy. Crucially, the success of this model hinged on several key factors: the explicit mapping of learning outcomes to industry-informed competencies, the implementation of authentic assessment tasks such as mock interviews and professional presentations, and the direct involvement of employers in the feedback loop. The positive employer perceptions and higher hire ability ratings for participants offer critical external validation, directly linking the program to enhanced workplace readiness. The findings underscore the English Department\'s vital, evolving role in the contemporary employability landscape, moving from a sole focus on literary analysis to a proactive developer of market-relevant communication skills. For institutional leaders, the implications are clear. Scaling this collaborative model by embedding it more deeply into the curriculum, supported by standardized rubrics and digital micro-credentials, presents a powerful strategy. This not only transparently evidences graduate quality to employers but also directly strengthens institutional placement metrics, thereby closing the loop between academic instruction, measurable skill development, and successful career launch. Future work should focus on longitudinal tracking of career progression and the adaptation of the framework to diverse disciplinary contexts.

References

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Copyright

Copyright © 2025 V. Kanimozhi, P. Poonkodi, K. Kavipriya, S. Dhivyabharathy, N. T. Sowmiya. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.