Entry‐level management skills: A retailer's perspective Available to Purchase

College graduates need to have effective management skills in order to be successful in the competitive retail environment. Educators in Clothing and Textile programmes develop and continually update curricula to prepare students. Input from retailers concerning curriculum development is necessary for educators to stay current with industry needs. The purpose of this study was to identify management skill strengths and deficiencies of new managers from a retailer's perspective. The questionnaire consisted of three sections: (a) management skill competencies of individuals entering a management training programme, (b) components of management skills identified in Section A, and (c) demographic information. The sample consisted of three management levels: store managers, division managers and vice‐presidents (upper management) of a men's wear apparel retailer. Upper management reported that new managers have the following management skill competencies: ability to take on responsibilities, ability to work as team, communication skills, goal‐setting abilities, leadership skills, decision‐making skills, problem‐solving abilities, handling job‐related stress/pressure, ability to evaluate job performance, delegating skills and time‐management skills. When asked to identify the most important management skill competencies, upper management rated leadership skills (29 per cent), problem‐solving (11 per cent) and teamwork (10 per cent) as being the most important. Results of ANOVA indicated that three demographic variables had a significant effect on management skill competencies. Management level had a significant effect on delegating and time‐management. Store managers rated new managers' delegating skills and time‐management skills higher than did division managers. Education had a significant effect on employee performance evaluation although no significant differences were found between groups. The number of years as a manager had a significant effect on time‐management with no differences between groups. Educators should consider retailers' assessments of new managers in preparing students for retailing careers. Special attention should be given to strengthening those skills found to be most deficient such as time‐management, delegating and evaluating another's job performance.