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Table 3 3. An illustration of a pair-wise profile task in adaptive conjoint analysis Data Collection

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Intrapersonal category Table 2.2. Soft skills interpersonal or intrapersonal category of skills (Table 2.2).

Power (2010b) identified four key areas of competencies to make apparel graduates of interpersonal and intrapersonal skills); (c) higher order cognitive skills (analysis, synthesis

Table 2.5. Four competency frameworks

Table 3.1. Soft skills matrix with possible attributes and levels Adaptive conjoint analysis survey procedure. survey. Table 3.1 presents an example of a possible matrix for soft skills based on Table 2.2

Table 3.2. An illustration of Build Your Own task in adaptive conjoint analysis Step 2: Presentation of the choice tasks. Based on individual participant’s highest objective of Step 1 is to determine the most important set of attributes and attribute levels. An

Note: *Buying/merchandising managers were mainly involved in buying and planning responsibilities Table 4.1. Characteristics of participants included in the paper. Data Analysis

Table 4.2. Merchandising positions and responsibilities in the South African retail industry

Table 5.1. Description of participants Data Analysis

Figure 5.1. Skills and knowledge required for merchandising professionals in South Africa identified merchandising skills and knowledge in the context of the South African retail 1 Note: Only four participants discussed integrity and sustainability, which were not included in the results, but were included in Chapter 6 for prioritizing.

Figure 6.1. Apparel merchandising competency framework equally important. Merchandising Skills and Knowledge 140 individual merchandising S&K, the multitude of S&K had no priority and appeared to be

Figure 6.2. An example of the pair-wise profile task in Stage 3

Table 6.2. Priority order of merchandising skills and knowledge types

Table 6.3. Importance of individual soft skills

Note: RIS = relative importance score; AUV = average utility value; SD = standard deviation; * - ‘must-have’ soft skill types; ** - important individual soft skills. Table 6.3. (continued)

Note: RIS = relative importance score; AUV = average utility value; SD = standard deviation; * - ‘must-have’ hard skill types; ** - important individual hard skills. Table 6.4. Importance of individual hard skills In order of priority, hard skill types are presented in Table 6.4.

Table 6.5. Important explicit and tacit knowledge

Note: RIS = relative importance score; AUV = average utility value; SD = standard deviation; * - ‘must-have’ knowledge type; ** important knowledge. operations had the second highest priority ranking (RIS = 4.26%) of all 29 S&K types.

Examples/screenshots from online ACA survey.

Examples of demographic questions in ACA survey

Examples of pair-wise profile task