Universities increasingly recognize that operational excellence depends not only on technical proficiency but also on the soft skills of non-academic (administrative/support) staff who interface daily with students, faculty, and external stakeholders. This qualitative, desk-based study synthesizes recent literature and sector documents—drawing on Sri Lankan and international sources to examine how soft skills are prioritized, taught, and embedded within university training and development (T&D) programs. The review identifies core competencies (communication, teamwork, adaptability, problem-solving, customer-service orientation, and emotional intelligence) as decisive for service quality, workplace climate, and institutional agility. While Staff Development Centers and isolated initiatives exist, training provision remains uneven and largely oriented toward technical or compliance topics. Common barriers include limited leadership prioritization and budgets, absence of structured career pathways and incentives, high workloads that constrain participation, and cultural resistance to “soft” training. Evidence from case studies indicates that when soft skills programs are intentional, interactive, and sustained, they improve staff confidence, inter-departmental collaboration, and student-facing service outcomes, though measurement is often indirect. The paper recommends sector-level commitment (e.g., UGC-led standards), routine training-needs analyses, a modular soft-skills curriculum aligned to competency frameworks, linkage of training to appraisal and promotion, and a supportive learning culture reinforced by mentoring and on-the-job practice. Embedding these measures can help Sri Lankan universities modernize administrative services, elevate stakeholder satisfaction, and better achieve strategic goals.
Thilakarathna et al. (2025) studied this question.