reality is that in supply chain management, so-called “soft
skills” are as important as technical know-how. In one
recent study, employers said that the most important trait
for employees in all professions is a strong work ethic.
Other desirable traits included a positive attitude, the ability to communicate verbally and in writing, and being a
good team player.
3
Additionally, some supply chain executives report that
many of the recent graduates they have hired expect flexible
work schedules, quick career advancement, and the ability
to work on projects that interest them. But the reality is
that a successful supply chain career path often requires
long hours, functional experience gained over many years,
and working at manufacturing plants and distribution
centers (which may seem unglamorous but are critically
important).
This misalignment between expectations and reality has
contributed to many young employees feeling dissatisfied
with their jobs and careers, and many employers being
unable to attract and keep top supply chain talent. The first
step toward bridging the supply chain talent gap should
be to understand these misalignments, followed by finding ways to realign the interests of all parties involved—
employees, employers, and educational institutions.
This article will look at some of the misconceptions that
are prevalent today, and what employers and educators can
do to provide students and new hires with more realistic
expectations about their career paths as well as a better
understanding of what the job of a supply chain professional involves.
TECHNICAL VERSUS SOFT SKILLS
Many recent graduates of supply chain programs enter the
workforce believing that technical skills and knowledge
are the most important attributes for professional success.
And, in fact, at conference sessions and professional-group
discussions I’ve attended, employers often are very positive about the technical skills that new employees bring to
their roles. They report that new hires typically latch on to
data-driven projects and help companies pull, analyze, and
report supply chain metrics.
Where employers say young staffers fall short is in soft
skills like communication, teamwork, and managing rela-
tionships. While being able to handle technical tasks is
indeed important in supply chain management, a primary
focus of many positions is the ability to make a case for
change in the workplace. This requires skills in analyzing
and synthesizing data, communicating technical ideas to
nontechnical leaders, and building a team to execute a
project plan. As a result, employers are looking for people
with the ability to work on and manage diverse teams,
effectively communicate verbally and in writing with peo-
ple at different levels, and receive and make constructive
use of feedback.
Our education system does a good job of providing
students in supply chain degree programs with knowledge
about inventory, transportation, and logistics processes and
analysis, but it has failed to create a body of students who
have the soft skills employers are seeking. Some programs
may touch on the development of those skills, but few
provide in-depth training. For example, students are given
many opportunities to present their projects to their peers,
but little time is spent formally teaching students how
to present ideas and arguments in a work environment.
In my undergraduate engineering and graduate logistics
programs, for instance, we gave presentations and wrote
reports on technical findings. When I tried to give similar
presentations as an entry-level analyst, however, I was told
that I needed to simplify my presentation, develop solutions to the problems found, show how the results related
to savings, and not be as “professorial” in my delivery. To
be better prepared for the workplace, then, students should
be taught not only how to give an academic presentation
but also to simplify how they present their technical analysis, present not just the results of research but also the next
steps, and explain to management the effect on the company’s bottom line.
Additionally, many university courses say they emphasize team-based learning, but students do not learn what it
means to function as part of a team in real life. For example,
students are often told to self-create their teams and determine a team leader. But teams are rarely formed this way
in the working world. A more realistic approach would be
for the professor to create the teams, select the team leaders,
and tell students what the requirements are for each position on the team. That way, students will be responsible for
specific parts of the project and will have to complete tasks
they might not enjoy but are essential for the success of
