Research indicates that developing interpersonal skills significantly increases graduates’ chances of employment (Cimatti, 2016; Klynveld, 2015). Interpersonal skills are competencies not tied to specific tasks but essential in the workplace as they involve interactions and relationships within the work environment (Cimatti, 2016). Interpersonal skills are considered strategic for organisations because their success relies on the capabilities of their people (Cimatti, 2016). Communication, as one example of such skills, allows an individual to engage with others publicly, in a sensitive manner, which enables one to understand and resolve conflicts by sensing others’ emotions as their own (Doyle, 2020).

For unemployed graduates to be suitable for any organisation, they need a broader skillset that employers value (Ndebele & Ndlovu, 2019). According to the World Economic Forum, the future workforce will prioritise skills such as complex problem-solving, critical thinking, creativity, people management (leadership) and coordination with others (Meyer, 2019). Organisations often seek a mix of technical and soft skills, including corporate fit, communication, collaboration and leadership abilities (Ndebele & Ndlovu, 2019). To compete in the South African labour market, unemployed graduates must possess value-adding specialisations (Dawi et al., 2019). Given the complexity of the 21st-century work environment, investing in human capital through strength-based training programmes is crucial (Holland, 2015; Rutigliano, 2012).

Buckingham and Clifton (2001) define strength as an individual’s consistent, almost-perfect performance in a specific activity. Strengths develop through unique patterns influenced by factors such as goals, interests and situational factors and have the potential to create better performance by increasing awareness, accessibility and effort (Biswas-Diener et al., 2011). Therefore, for an activity to be considered a strength, one must be able to perform it consistently, making it a predictable aspect of their performance (Buckingham, 2007, 2022; Louis, 2012). Understanding the challenge of building people’s strengths requires acknowledging two core assumptions (Buckingham, 2022). Firstly, each person’s talents are unique and enduring. Secondly, an individual’s greatest potential for growth lies within their strengths. This approach helps unemployed graduates identify their strengths, skills and talents, enhancing their effectiveness and efficiency in the workplace (Buckingham, 2007). To appreciate and harness these skill sets, it is essential to recognise and develop an individual’s natural talents into genuine strengths. This can be achieved by carefully managing these strengths through identification, reinforcement, practice and learning (Buckingham, 2007; Hodges & Clifton, 2004).

Talent is closely linked to strength development and is described as ‘any recurring pattern of thought, feeling, or behaviour that can be productively applied, such as having a natural special ability’ (Buckingham & Clifton, 2001, p. 28). Talents are often seen as innate physiological and psychological traits, such as being mathematically, musically or artistically-inclined and having physical strength, ambition or charisma (Ahlberg, 2020). For example, an individual with a natural aptitude for mathematics is considered a talent because it can be productively applied (Buckingham & Clifton, 2001). An individual’s talents, knowledge and skills are combined to form their natural pattern of perception, emotion or action (Buckingham, 2022). It was discovered that using strengths was linked to achieving goals and various motivational philosophies (Hiemstra & Van Yperen, 2015).

Buckingham, who pioneered the strength-based life principle, introduced the StrengthsFinder, which illuminates 34 themes or patterns aimed at discerning an individual’s core competencies (Buckingham & Clifton, 2001). The method, grounded in a comprehensive study involving over 2 million individuals from diverse professions and backgrounds, has been instrumental in identifying strategies to enhance employees’ performance by leveraging their inherent abilities in the workplace (Buckingham, 2007). Strength-based programmes have been linked to improving student outcomes in educational settings, including enhancing psychological, intellectual, social and emotional well-being (Soria et al., 2019).

In light of this, the present study employed the strengths-based framework to aid graduates in connecting with their strengths, talents and skills. Furthermore, this study explored the skillsets South African graduates need to secure employment.

The study follows a qualitative descriptive research strategy to explore the participants’ impressions regarding the skills they need to enter the job market and, consequently, to develop and present a strength-based skills training programme. The qualitative descriptive research strategy allowed the researchers to focus on understanding and developing rather than testing the programme’s effectiveness. This strategy is particularly suitable for exploring and describing the graduates’ perceptions and experiences, as it provides insights into their perspectives that can be incorporated into the strength-based skills training programme (Struwig & Stead, 2013). The paradigm employed for this study was social constructivism. Social constructivism is the conceptualisation of how people try to comprehend the society in which they live and work, developing subjective meanings of their experiences (Creswell, 2014). The ultimate goal of the paradigm is for the researcher to focus as much as possible on the participants’ views of the situation being studied (Creswell, 2014).

Before commencing the study, the researcher needed approval from both the Faculty’s Research Ethics Committee and the Scientific Research Committee. The research proposal was approved and awarded ethical clearance with reference number NWU-00988-21-A4. Throughout the research, the researcher meticulously observed key ethical principles. The researchers ensured the participants’ respectful treatment, safety and the confidentiality of their data (Creswell et al., 2016). Therefore, protocols were in place to uphold privacy and confidentiality, safeguarding participants’ personal information from unauthorised access or use that might compromise their reputation or well-being. The study also adhered to the mandates of the Protection of Personal Information Act (POPIA), South Africa’s data protection law (Protection of Personal Information Act [POPIA], 2013), highlighting the responsibilities of the organisation as the custodian of legitimate personal information processing.

The findings are provided in the order the survey questions were posed to the participants. During Phase 1, the participants were asked what their understanding of being a graduate was, what their experiences of being a graduate without formal employment were and what skills they thought they needed before they entered the workplace. Phase 1 yielded various themes, as reported next:

In her study, Lodewyk (2018) utilised the strength-based perspective to develop a training model for human resource (HR) practitioners. The elements of strengths identified by Buckingham and Clifton (2001), namely talents, knowledge and skills, combined with coaching, were incorporated into the training model and presented in a workshop series.

Table 2 shows the content and methodology of Lodewyk’s strength-based training programme for HR practitioners.

The programme of Lodewyk (2018) focussed on equipping HR practitioners with the necessary skills to function effectively in both intrapersonal and interpersonal domains. The programme was presented in a series of workshops, supplemented by group discussions. During these sessions, the participants completed practical workbook exercises that reinforced the concepts. The participants were guided to identify and understand their own character strengths. The training involved a presentation to explain the strengths, followed by workbook exercises and group discussions to help practitioners apply these ideas to their personal and professional lives.

For the current study, the model of Lodewyk (2018) seemed fit to be incorporated and adapted into a shortened version (webinar) to suit the needs of the graduates as reflected in the findings. The themes from the study of Lodewyk (2018) were consulted to compare to the themes from Phase 1 of our study. In her study, the theme, helping skills, was described by Lodewyk (2018) as intrapersonal skills that are skills inherent within individuals and interpersonal skills, those skills visible to others, encompassing an individual’s ability to comprehend and regulate their own and others’ emotions, behaviours and motivations within social settings. The identified theme emphasised the practical application of these skills, enhancing understanding and aiding HR practitioners in effectively interacting with clients and senior managers. For our study, helping skills were matched to Category 1: Theme 1 (Understanding being a graduate) and Category 1: Theme 3 (Communication skills and emotional intelligence).

Lodewyk (2018) identified Fostering a strength-based life as focussing on cultivating a strength-based life for HR practitioners. Strength-based theory within this context is instrumental in identifying and evaluating strengths, as formulated by Buckingham. In our study, this theme is linked to Category 1: Theme 2 (Lack of specific skills) and Category 1: Theme 3 (Communication skills and emotional intelligence).

In her study, Lodewyk (2018) identified the theme, Foundations of a strength based life. Training processes based on this theme would enable organisations to identify, manage and leverage discovered strengths. This theme matched our study, addressing Category 1: Theme 2 (Key role-player involvement) and Category 1: Theme 3 (Emotional intelligence, critical thinking). From this discussion, the following topics were identified to include in the training programme for the current study (as reflected in Table 3).

Phase 2 included exploring the experiences of the participants after attending the strength-based skills training programme. The phase yielded various themes, as reported next:

The findings showed that the participants recognised the importance of knowing their strengths and talents. Klynveld (2015) found that by recognising their strengths, graduates can effectively align their abilities with job requirements, enhancing their employability in a highly competitive environment. This is consistent with Buckingham’s (2005) view that individuals who choose to focus on their strengths are more likely to be engaged at work, more productive and more successful in their careers. Moreover, self-awareness and self-assessment empower graduates to confidently present themselves to prospective employers, showcasing how their unique attributes make them ideal candidates for specific positions (Majid et al., 2019). Furthermore, this knowledge contributes to career satisfaction, as graduates who work in roles that harness their strengths tend to find their work more fulfilling and rewarding (Buckingham & Clifton, 2001).

The findings revealed that the training programme led to a sense of improved confidence among the participants. The findings highlighted the insight the participants showed that these strengths influenced their self-confidence, heightened self-awareness and application of the participants’ strengths. Literature shows that individuals who recognise their distinctive competencies and how to deploy them effectively tend to feel more proficient and confident (Buckingham, 2005; Clifton & Rath, 2007).

However, while the recognition of strengths is essential, the findings suggest that this alone may not be sufficient. The gap between self-awareness and the practical application of these strengths in the workplace remains a significant barrier. Although graduates may understand their strengths, the challenge lies in effectively transferring skills and demonstrating these strengths to potential employers. The study identified a range of skills that graduates perceive as necessary for entering the workforce, including technical skills (e.g. holding a driver’s licence) and soft skills (e.g. communication, critical thinking, teamwork and emotional intelligence). While these findings are consistent with existing literature (Klynveld, 2015; Snyder & Lopez, 2001), a critical examination reveals that the emphasis on certain technical skills may be too narrow. For example, focussing on a driver’s licence as a key employability factor may overlook broader, more versatile technical skills that are increasingly important in a digital and globalised economy.

Moreover, while certain skills are undeniably valuable, the findings show that the development and application of these skills are often taken for granted. Graduates may be aware of the importance of soft skills, but without practical, context-specific training, these skills may remain underdeveloped and underutilised. This gap between skill awareness and practical competency suggests that current academic programmes may not be sufficient in preparing graduates for the complexities of the labour market.

As suggested by the SDGs, by empowering graduates to recognise and utilise their strengths, their individual employability could possibly be enhanced and create a more confident workforce. As such, Phase 2 of the study found that a strengths-based skills training programme empowered the participants to be more self-aware and confident about their strengths. The findings showed that they felt more prepared to apply their strengths in professional settings, aligning with the findings from Soria et al. (2019), that strength-based programmes contribute to psychological and social well-being.

Our study’s findings indicated a potential gap between conventional academic education and the practical skills often required in professional environments. This aligns with Vlotman and Clayford (2023), who suggest that educational institutions and science councils should act as hubs or incubators to address these challenges. By designing relevant curricula and creating job opportunities (such as internships), they can ensure graduates are more valuable to the labour market (Vlotman & Clayford, 2023). Securing employment for South African unemployed graduates is challenging because of a lack of relevant work experience, limited information on effective job searches and low social capital (Graham et al., 2019). According to a recent World Economic Forum report (2020), collaboration and inclusion are crucial for developing a more holistic and effective approach to education. This requires active involvement from various stakeholders, including governments, families, businesses and educational institutions (Vlotman & Clayford, 2023). This study highlights the fact that enhancing individual self-awareness and confidence in graduates may not be sufficient in isolation. A more integrated approach is needed combining strength-based training with practical work experience to bridge the gap between education and employability fully.

The findings of this study suggest that while strength-based training has clear benefits, it must be complemented by broader strategies that address the multifaceted nature of graduate unemployment. The findings align with SDG 8 (Decent Work and Economic Growth), emphasising the importance of equipping youth with the skills they need to obtain employment. Furthermore, future research should explore how strength-based training can be integrated with other employability initiatives, such as internships, networking opportunities and mentorship programmes. It is important to ensure that education and training are aligned with realistic labour market needs to ensure that graduates’ employability is enhanced, effectively contributing to SDG 4 (Quality education) and SDG 8 (Decent Work and Economic Growth) The strength-based skills training programme can potentially develop the strengths and skills of graduates through strength-based knowledge. Equipping graduates with much-needed interpersonal skills could reduce the skills gap in the labour market. Thus, SDG 10 (Reduced Inequalities) is supported by providing equal opportunities for graduates, regardless of their background. Future research can inform government policies on graduate employability, advocating for funding and support of strength-based training initiatives as part of national workforce development strategies. This would support economic growth and align with the broader objectives of the SDGs by promoting inclusive and equitable opportunities for all.

Certain limitations were noted in the study. Firstly, the study may have involved a relatively small number of participants, which could limit the applicability of the findings. A larger and more diverse sample might offer a more comprehensive understanding of the characteristics graduates find essential. Secondly, the self-awareness and self-reflection noted by participants are subjective in nature. While these insights are valuable, they may not always align with the objective assessments of their skills, behaviours or limitations. Future research might incorporate external evaluations to validate self-perceptions. Also, the authors recognise the possible potential use of leading interview questions, which could guide respondents to specific answers and affect data validity. Our study might have missed more authentic feedback, which is crucial for understanding the real needs and preferences of the participants.

Thirdly, the study provides a snapshot of participants’ experiences and self-awareness at a particular point in time. Longitudinal studies that track their development and progress over time would provide a more comprehensive understanding of how they grow and adapt. Fourthly, the study focusses on the perspectives of unemployed graduates but does not include the views of employers, educators or policymakers. A more comprehensive exploration might involve a multi-stakeholder approach to address graduate employability challenges. Educational institutions could explore the integration of strength-based training into their academic programmes. Incorporating such training could help graduates recognise and utilise their inherent strengths in professional environments.