There is a lack of shared meaning and conceptual clarity on how to define skills, knowledge, and competencies. Scholars often use these terms interchangeably, adding to blurring conceptual understanding of these concepts Bridgstock, ; Green et al.
Existing literature was analyzed to define the concepts of skills, knowledge, and competencies. Skills Definition of skills. Many scholars differentiate between soft and hard skills e. Soft skills. Soft skills are character traits or desirable qualities that are transferable from one work or industry context to another.
Scholars proposed various types of soft skills as essential for professional success. According to Javidan, Teagarden and Bowen , people working in global industries should also have intercultural awareness and diplomacy. Jackson confirmed the soft skills proposed by Robles and Javidan et al. For the purpose of the study, all soft skills were classified using a three-step process.
Based on this definition, two categories for soft skills were identified namely, interpersonal and intrapersonal. Various soft skills were then classified into the interpersonal or intrapersonal category of skills Table 2. Based on this classification, fifteen distinct types of soft skills were proposed: seven in the interpersonal category and eight in the intrapersonal category.
Finally, every soft skill identified through the analysis of extant research was categorized as a dimension of one of the fifteen types of soft skill. For example, presentation skill was classified as a dimension of the communication type skills within the interpersonal category Table 2. Soft skills in the business context. For example, communication and teamwork were common soft skills in all studies as well as leadership, maintaining high ethical standards, and organizational or management skills setting goals, project and time management.
Yorke and Knight suggested that stress tolerance was a desired competency in a business environment, but no study was found that investigated this specifically for apparel merchandising. It can be concluded that there is a consistency in the literature on soft skills that are important in business environments.
Even though the soft skills identified in extant research were not exactly the same, there is consensus that the soft skills important in business environments are about effectively and efficiently working and communicating in project teams and keeping up ethical and organizational standards in managing people and projects.
Soft skills in the apparel merchandising context. Muhammad and Ha-Brookshire also found communication and teamwork to be important skills when they analyzed job responsibilities of apparel sourcing personnel Table 2. In the global apparel industry, communication and teamwork are critical for establishing partnerships across organizational and cultural boundaries and different time-zones Karpova et al. In addition, Frazier and Cheek identified professional behavior and applying ethics and leadership as important soft skills for merchandising positions.
Analysis of extant research indicates that soft skills required for merchandising professionals are similar to those needed in the general business environment. Hard skills. Hard skills can be classified into two categories: technical skills e. Thinking or conceptual capabilities relate to higher order thinking skills such as critical thinking, problem-solving, and organizing information for decision-making Danskin et al.
As such, thinking or conceptual skills are transferable and not discipline specific. Some technical skills are also transferable, such as numeracy or use of general software e. For example, use of specialized software for patternmaking and grading, or virtual retailing. For the purpose of this study, hard skills from extant research were classified using a three-step process Table 2. Next, within each category, hard skills were classified as by certain types of skills, following Jackson , Danskin et al.
Numeracy and technology types were classified under the technical category. Individual hard skills represented dimensions of specific hard skill types.
Jackson identified the following hard skills as important for business executives: numeracy, critical thinking, problem solving, decision-making, and self- awareness Table 2. Numeracy relates to the accurate use of numbers and data Jackson, In the apparel context, Howse et al. This agrees with Chida and Brown who underscored the importance of critical thinking and innovation for merchandising positions.
In studies by Power a, b, a , self-awareness, referred to as metacognition, was identified as an important skill in the product development and merchandising field. Technical skills pertaining to technology were reported to be very important for merchandisers Fiorito et al. Especially being proficient in technologies that support merchandisers to perform their responsibilities e.
Merchandisers are relying more on technology e. Analysis of literature showed that similar hard skills are noted for business and apparel merchandising. Even though technical hard skills might be industry specific, it is possible to transfer the mastery of information and communication technologies between different contexts.
Numeracy, critical thinking, problem solving, metacognition, and innovation can be applied in different industries once the skills have been mastered. Knowledge is divided into explicit and tacit categories Nonaka et al. Explicit knowledge is formally structured through scientific work and findings, whereas tacit knowledge is gained informally from personal experiences through observations and practice Nonaka et al.
Explicit knowledge. Explicit knowledge is easy to share and teach Danskin et al. It is what graduates have formally learned in a discipline field: the structure or organization of the discipline, the truth criteria of the discipline, and the methods and application used in the discipline Donald, To explicate the types of explicit knowledge needed for merchandising professionals, the merchandising definition is employed.
In addition, merchandising is a retail function that interlinks with other business functions, therefore knowledge pertaining to retailing, marketing, finance, logistics, and trade is needed.
To clarify the types of explicit knowledge needed for merchandising professionals, a differentiation between general apparel subject matter and merchandising subject matter was made on the premises of the merchandising definition. Explicit general apparel knowledge. In addition, Howse et al. To clarify what general apparel knowledge is needed by merchandising professionals, literature pertaining to the development of apparel subject matter was analyzed.
A decade later, Fiore and Ogle , p. Their model included: a merchandising decision-making i. An analysis of the three frameworks indicated that over time scholars have proposed similar apparel subject matter areas.
These topics were used as the basis to form types of general apparel knowledge Table 2. The types of general apparel knowledge identified based on the three frameworks were: apparel product, aesthetics, consumer behavior, fashion, manufacturing, social-cultural aspects, sustainability and social responsibility, and textiles. To further clarify each type, different areas of knowledge were identified through an extensive analysis of extant research.
These areas formed dimensions of explicit knowledge pertinent to general apparel subject matter Table 2. For example, product performance, product quality, and product safety were classified as dimensions of the apparel product type of knowledge.
Given the overlap of business and merchandising functions, Muhammad and Ha-Brookshire argue that business knowledge is increasingly more important for merchandising professionals. Radipere and Scheers found that major contributing factors to the failure of micro, small, and medium enterprises in South Africa were lack of knowledge in business management organizing physical and financial resources , finance, and marketing.
To differentiate from competition, apparel companies rely on knowledge about product positioning, branding, and marketing Danskin et al. To understand global manufacturing and distribution, professionals in the apparel industry need comprehensive knowledge about international trade and regulations Hodges et al. In conclusion, the types of explicit knowledge derived for merchandising are: business, environmental awareness, marketing, assortment management, product development, retail operations, and sourcing Table 2.
Tacit knowledge. Tacit knowledge is engrained in specific actions, procedures, routines in a specific context Nonaka et al. Tacit knowledge can be informally obtained and learned through experience and practice such as an apprenticeship learning a craft form an expert , internships, or on the job training hands-on learning by doing it yourself or observing rather than through textbooks or manuals Nonaka et al.
This knowledge is more difficult to describe, define, and classify, as it entails personal experience gained from working in the industry.
For tacit knowledge, one category pertaining to professional experiences was created with related dimensions: internship, retail work, and on the job training Table 2. In conclusion, merchandising professionals must possess both explicit and tacit knowledge. Gereffi argues that sourcing, for instance, requires both explicit and tacit knowledge regarding how and where to acquire or produce the right products to maximize profits.
The research stream on general apparel and merchandising knowledge is more developed than research on tacit knowledge needed by merchandising professionals. Being competent means not only having the right knowledge and skills but also being able to apply them Gurteen, Eraut explains that competence can be described in terms of scope and quality.
What a person is competent in e. Graduates with strong disciplinary knowledge and adequate soft and hard skills might still not be competent if they are not able to apply them in the correct way. How well they can apply their skills and knowledge will reflect their level of competency quality. In this study, competencies will refer to the ability to apply relevant skills and knowledge needed for performing responsibilities in apparel merchandising positions. Competency frameworks. In other words, job description compiled from the position and responsibilities will ultimately dictate the important skills and knowledge needed to perform the job Johansson et al.
Scholars have proposed various competency frameworks Collet et al. Four frameworks are analyzed below and summarized in Table 2. Both frameworks emphasized metacognition. Frazier and Cheek surveyed mid-level retail managers to explore important competencies for entry-level merchandising positions using the International Textiles and Apparel Associations ITAA baccalaureate meta-goals as a framework. These ITAA meta- goals were re-worked into competency items and included in the survey.
The ITAA meta- goals include proposed content for curricula related to professional skills and knowledge deemed important for functioning effectively in the textile and apparel industry.
Professional skills included: a ethics; b critical and creative thinking; and c professional development communication, teamwork, intercultural awareness, leadership; and applying career planning concepts.
Understanding and knowledge covered a social responsibility and sustainability; b industry processes; c appearance and human behavior; d aesthetics and the design process; and e global interdependence.
Competencies related to personal attributes or people-related qualities were classified as skills. Competencies related to understanding obtained through experience or formal study were classified as knowledge.
The framework differentiates between three domains: interpersonal; intrapersonal, and cognitive. Together, interpersonal people-related and intrapersonal personal attributes domains cover various soft skills summarized in Table 2. Hard skills Table 2. Such a framework will help to clarify and organize all merchandising related skills and knowledge based on a theoretical framework. In addition, the classification scheme can guide analyses of skills and knowledge identified as important in the South African apparel retail context.
Lastly, the identified domains and clusters might be useful to focus curricula development and learning outcomes to prepare graduates for the apparel retail industry. The competency domain framework is, therefore, fluid and can be tailored to a specific discipline. Interpersonal competencies. Two competency clusters are included in this domain: a collaboration, and b leadership. From Table 2. If interpersonal skills are well-developed it will become interpersonal competencies that determine how well a person work with others as well as guiding and developing others.
This cluster represents interpersonal soft skills related to interaction with others. Interpersonal skills Table 2. Tymon established that communication and teamwork were the common competencies cited by many studies as desirable in terms of employability. This is consistent with Rosenberg et al. Intrapersonal competencies. The intrapersonal domain denotes self-management in terms of behavior and emotions and consists of three competency clusters: a intellectual openness; b work ethic and conscientiousness; and c positive core self-evaluation.
If intrapersonal skills are well developed it will become intrapersonal competencies. Intrapersonal skills from Table 2. Intellectual openness. Intrapersonal skills classified under intellectual openness include flexibility e.
Merchandising professionals have to be able to adapt to a constantly evolving globalized economy Power, b. This cluster represents the tendency to be responsible, hardworking, and organized. Intrapersonal skills classified under this cluster, which signify the ability apply work ethics and conscientiousness are: a responsibility i.
Positive core self-evaluation. Intrapersonal skills classified under this cluster denote positive core self-evaluation skills such as self-efficacy and realistic judgement of abilities, values, and beliefs. Watchravesringkan, et al. Cognitive competencies.
Based on Tables 2. Cognitive processes and strategies. Frazier and Cheek found critical thinking, problem solving, and decision-making to be important abilities to have by merchandising professionals. Cognitive processes also relate to metacognition and how a person puts into practice what has been learned and being aware what thinking processes are involved Power, b.
Innovation and creativity. Creativity is about using mental processes and knowledge to generate new original ideas, whereas innovation is about the implementation of new ideas Gurteen, It was found to help apparel professionals be more efficient and effective in performing their daily tasks and responsibilities Karpova et al.
This agrees with Jackson , who reiterates that knowledgeable graduates add value, feed innovation and enables global competitiveness of companies.
Explicit knowledge includes general apparel knowledge and knowledge specific to merchandising Table 2. For merchandising professionals to function successfully, they must be competent in applying both explicit and tacit knowledge about products and processes. Proposed Apparel Merchandising Competency Framework. In this study, competencies entail skills and knowledge and refer to how well a person can apply relevant skills and knowledge needed for performing critical responsibilities in apparel merchandising positions.
After all the categories of apparel skills and knowledge were classified into one of the three appropriate domains cognitive, interpersonal, and intrapersonal and respective clusters it was tabulated. The skills and knowledge are presented in no prioritized order here. Research underscores that competent merchandisers contribute to the overall performance and success of a retail firm Howse et al. Competence of merchandising professionals affects the strategical, operational, and store-level performance of an apparel retail company.
Merchandising skills and knowledge identified through the analysis of existing literature were classified into the three domains of competencies cognitive, intrapersonal, and interpersonal and their respective clusters. Each cluster represents skills or knowledge required by merchandising professionals to be competent in the respective domain. Pellegrino and Hilton believe that competencies from all three domains can be taught and obtained by students during their college studies.
In the literature, there is agreement on the types of skills and knowledge, but not on their importance or priority for merchandising professionals in the context of the South African retail industry. From a theoretical perspective, this study will develop a competency framework specifically tailored for merchandising professionals in South Africa. This framework will be useful for identifying learning outcomes and developing curricula for apparel retail and merchandising programs.
As many higher education institutions experience constraints in term of resources time, financial, and human resources , it is important to effectively and efficiently use these precious resources for strategic planning and development of apparel programs. The purpose of this study was to investigate skills and knowledge required for apparel merchandising professionals in the South African retail industry.
To investigate merchandising skills and knowledge, an exploratory sequential mixed method research design was employed. This research design suited the study, as there is a lack of up-to-date research about the merchandising function in the ever-evolving retail industry. Moreover, very few empirical studies investigated skills and knowledge required for apparel merchandising professionals, especially, in the context of a developing country like South Africa.
In the first qualitative exploratory phase Phase I , the merchandising function and skills and knowledge were explored through individual interviews. Specifically, skills and knowledge required to fulfill merchandising positions and perform associated responsibilities were identified. The successive quantitative phase Phase II employed an adaptive conjoint analysis survey to prioritize the skills and knowledge identified in Phase I.
Apparel merchandising is a complex process with variation in the scope of the function depending on the retailer type and size. To fully grasp the complexities and demands of apparel merchandising professionals in different positions necessitates a comprehensive understanding, and in-depth exploration of the skills and knowledge required to fulfil these positions and perform associated responsibilities. Through individual interviews, merchandising professionals was able to share their unique professional experiences and perspectives on what skills and knowledge they need to fulfill their positions and to perform their responsibilities.
Using a qualitative approach provided a realistic i. Social Constructivism Perspective Social constructivism is the underlying philosophy used in Phase I of this study. This philosophy acknowledges that multiple realities exist and that individuals construct them through their social interactions Greeff, It is important to acknowledge individual experiences of these professionals and their constructed perspectives on how they get their jobs done.
Phenomenological Approach Phase I, followed a phenomenological approach. This approach is especially suitable to explore research questions that aim to understand and describe the what, why, and how of experiences from multiple perspectives Creswell, Specifically, this approach helped to understand and describe what it takes to be a competent merchandising professional in the South African retail industry. In-depth descriptions were obtained from merchandising professionals about what, how, and why they use specific skills and knowledge to perform their responsibilities.
Participants and Purposive Sampling For phenomenological studies, a small purposive sample of participants with experience of the situation is recommended Creswell, In choosing participants who had at least two years of experience, the objective was to gain insight from merchandisers who already had experience with the demands and requirements of a merchandising position.
Two conditions directed the purposive sampling: sufficiency and data saturation. As outlined in Chapter 2, the apparel merchandising function is separated into different roles or industry positions: a product developer, b assortment management buyers ad planners , and c sourcing and distribution managers.
Merchandising professionals from all these roles were included to ensure that a sufficient range of different merchandising positions was included. It is important to include merchandising professionals from different locations to reflect a realistic view of the target population Greeff, To ensure the geographic sufficiency of participants, merchandising professionals from the three regions Western-Cape, KwaZulu-Natal, and Gauteng where apparel retailers are mainly located in South Africa were included.
The second condition that directed the purposive sampling is data saturation. When data saturation occurs, the data collection process can stop, but until that point the researcher keeps on recruiting new participants Greeff, Data collection was completed once data saturation occurred and no new information emerged. A list of alumni from the Clothing Retail Management program at the University of Pretoria was used to gain access to potential participants. Data were collected through semi-structured, face-to-face, individual interviews with merchandising professionals working in the South African apparel retail industry.
Individual interviews are compatible with a phenomenological approach and allowed for comparing the perspectives and experiences of professionals in various merchandising positions, giving broader insights into what, why, and how skills and knowledge are used by participants. Further, it generated rich data to identify merchandising skills and knowledge for developing the survey instrument.
To pre-test the interview protocol, a graduate of the Clothing Retail Management program at the University of Pretoria was approach. The interview protocol was condensed, and problematic questions were revised to be understandable. Potential participants, identified by graduates from the Clothing Retail Management program, were then approached by email Appendix B.
The email explained who referred them, the purpose of the study, that no personal or company details will be asked, and invited them to participate in the study. The researcher traveled to the different provinces and cities to meet the participants at a convenient place and time to conduct the interview.
Prior to the interviews, all participants were asked to complete: a a consent form Appendix C , and b a short demographic questionnaire Appendix D. The pre-tested interview protocol Appendix E , consisting of open-ended questions, ensured a systematic collection of data. Participants were asked about their previous and current merchandising position s , daily responsibilities, what skills and knowledge they use to complete them, and what they think it takes to succeed and be effective and efficient in the industry.
Participants received a rand equivalent of 15 USD gift card, as token of appreciation for their time. Interviews lasted between 30 to 70 minutes and were digitally audio recorded with the permission of the participants. Data were collected between mid- November and January It was important to acknowledge individual experiences and their constructed perspectives on how they get their jobs done. The data analysis process followed the five steps outlined in Creswell During Step 1, the data was organized and prepared for analysis.
Each participant was assigned a pseudonym. In Step 2, the researcher carefully read through the transcripts. The objective was to get a general idea of what participants said as well as form an overall impression of the data.
During Step 3, Atlas. The transcribed interviews were imported into Atlast. The coding process entailed organizing the data by bracketing chunks of text, segments of sentences or paragraphs and allocating a code to the segments of the text. Codes with definitions were developed throughout this step. Segments with the same code were then sorted together into categories. Next, categories were merged into themes, labelled with a suited description Creswell, A priori codes obtained from the literature review in Chapter 2.
During Step 4, descriptions of themes were generated to describe the research findings pertinent to merchandising positions, responsibilities, and skills and knowledge required to perform these responsibilities Creswell, Categories were merged to form themes. During Step 5, findings were presented and discussed.
The presentation of data is aimed at better understanding the different merchandising positions and responsibilities, what skills and knowledge are required and why certain skills and knowledge are important to perform merchandising responsibilities. Credibility was achieved to stop data collection when data saturation occurred. Transferability is if findings can be applied in another context by purposive sampling and providing a detailed description of the data.
A detailed description of the sampling process and outline of techniques were included in the reporting of the findings. Dependability is if repeating the study in similar circumstances would yield similar findings. Through detailed reporting of this phase the study can be replicated. An audit trail, that included reviewing raw data, field and observation notes, coders coding, and construction of categories and themes were kept. This method was developed for choice modelling in marketing and consumer research Agarwal et al.
In this study, an adaptive conjoint analysis, a hybrid conjoint analysis method was used to prioritize merchandising skills and knowledge identified by participants during Phase I. Adaptive conjoint analysis forms part of discrete choice models where the dependent variable has binary, ordinal, or categorical measures Mazzocchi, It allows the researcher to present the participant with multiple attributes to compare and select the most preferred or important attribute s.
Conjoint Analysis Terminology In adaptive conjoint analysis and conjoint analysis, factors or variables are called attributes. For example, the soft skills category included different skill types, or attributes, such as leadership, communication, and teamwork. Adaptive conjoint analysis can accommodate up to 30 attributes. The different dimensions of skills that describe or operationalize each attribute are called the attribute levels Mazzocchi, Usually, five to six levels per attribute are included Hair et al.
For example, the different levels describing the communication attribute were verbal skills, writing skills, presentation skills, listening skills, keeping open-communication line, and informing or briefing. Although, up to ten levels per attribute can be included in adaptive conjoint analysis Hair et al.
In other words, attributes and their levels should have no overlaps and described in words or phrases that are easy to understand by participants. Profiles are created by combining one level from different attributes to develop a stimulus to be evaluated by participants Hair et al. Profiles stimuli can have many attribute levels, a few or only two. Participants evaluate two profiles with five to six attribute levels each and select the most preferred profile, using a rating scale.
Pair-wise profiles are used in adaptive conjoint analysis because the initial large number of attributes can be reduced to smaller sub-sets of profiles Hair et al.
The conjoint task is the procedure or activity given to the participant to evaluate or compare the attributes in different profiles to select the most preferred profile Hair et al. This refers to the total utility of the product, which is based on the premise that the overall preference for a product is made up by combining all the utilities associated with each attribute Hair et al. The utility value also indicates the relative importance of the preference.
In other words, it ranks the attribute levels from most important to least important and measures the predicted preference level of an attribute Hair et al. Part-worth is the overall preference, worth, or derived importance associated with each level of each attribute partial value Hair et al.
Rationale for Adaptive Conjoint Analysis In Phase II of the study, an adaptive conjoint analysis survey was used to prioritize merchandising skills and knowledge identified by participants during Phase I. Adaptive conjoint analysis was appropriate for this study because it can accommodate more constructs up to 30 attributes than the traditional conjoint analysis, which can only accommodate six attributes Hair et al.
Based on the literature review in Chapter 2, there was an extensive number of merchandising skills and knowledge i. With the resource constraints in higher education institutions, knowing which skills and knowledge are more important for merchandising professionals will allow for developing more effective and efficient curriculum and programs.
Using importance scales like in previous studies e. Survey Design for Adaptive Conjoint Analysis The overall purpose of the adaptive conjoint analysis questionnaire was to prioritize the predefined list of merchandising skills and knowledge.
The adaptive conjoint analysis follows a sequential experimental design that consist of two steps. In the first step, each participant is presented with a list of attributes and their related attribute levels related dimensions. They evaluate and rate the importance of each attribute level using a metric scale. In the second step, the highest rated attribute levels are combined into pair-wise profiles based on the preferred attributes levels identified in the first step.
The pair-wise profiles are presented to the participant for rating to estimate the importance of each attribute level, which in the end are used to determine the overall importance of the attribute Huertas- Garcia et al. The two sequential steps are performed by using computer programs like Sawtooth Software Inc. To execute the survey, Sawtooth Software Inc. For this study, the researcher used a Pretoria based research company Consulta Research who owns a Sawtooth Software Inc.
Consulta Research assisted with the development and administration of the electronic self-administered, adaptive conjoint analysis survey. Initial adaptive conjoint analysis design. A predefined list of skills and knowledge types attributes with related dimensions attribute levels was generated during Phase I.
The attributes and their related attribute levels were compiled into a matrix using Sawtooth Software Inc. These attributes and attribute levels must be independent from each other and mutually exclusive Orme, Attributes and attribute levels were systematically checked for overlaps and compared to ensure it is independent from other attribute levels and that the wording will be easy to understand by participants.
In addition, both attributes and attribute levels have to be concepts that could be put into practice, or implemented in a curriculum Hair et al. For each attribute level a description can be created that explains it to participants as well.
The attribute levels per attribute are then programmed into the Sawtooth Software Inc. Table 3. Step 1: Rating of attributes and levels. This task includes a list of attributes levels similar to the example matrix Table 3. Participants have to rate each attribute level using a scale Huertas-Garcia et al. The highest rated levels will be used in Step 2.
An illustration of potential Build Your Own task is presented in Table 3. An illustration of Build Your Own task in adaptive conjoint analysis Please decide how important the following skills are for a merchandising position like yours.
In a single profile only one level of an attribute is included. Each profile consists of several levels from different attributes. Participants are then presented with two pair-wise profiles, randomly arranged by the Sawtooth Software Inc. For each pair-wise profile task, participants have to compare the two related levels of the same attribute in combination with other levels describing other attributes Huertas-Garcia et al. Participants must choose between the two profiles giving a preference to one over the other Scholl et al.
The pair-wise conjoint task of randomly arranged profiles is repeated several times to include as many combinations as possible. Although the pair-wise comparison approach allows for all possible combinations to be included it can become time-consuming and taxing for participants to select between all possible combinations. An illustration of a pair-wise profile task in adaptive conjoint analysis Please consider the two sets of skills and select one set that includes skills more important for merchandising professionals.
Data Collection The questionnaire consisted of various sections. Appendix F included sections of the survey. Apart from the adaptive conjoint analysis elements, the survey started with screening questions to ensure only merchandising professionals working in the South African retail industry, for at least two years participated.
In between the four adaptive conjoint analysis stages demographic questions i. A website was specifically created to launch the adaptive conjoint analysis survey from.
Sawtooth Software Inc. An open-participation link of the adaptive conjoint analysis survey connected to the website was sent via an invitational email to potential participants. The University of Pretoria is based in large urban metropolitan and the Department of Consumer Science originally called Department of Home Economics are one of the oldest 90 years departments at this university. An email mailing list of alumni from a clothing retail management program and industry contacts was compiled.
An invitation email was sent out to all the individuals on the email list Appendix F. It also contained the open-participation link to the survey.
Non-probability sampling method, snowballing, were employed to reach a larger sample Strydom, Participants were asked to refer colleagues or friends within and outside their companies at the end of the survey or forward the email to them. When data collection stagnated the open-participation link with a description of the study and the consent elements were shared on social media platforms e. Data were collected between May and July A total of merchandising professionals completed the online survey Appendix G.
In adaptive conjoint analysis, part-worth estimates depend on the number of conjoint choice tasks i. The important sampling consideration for adaptive conjoint analysis is that participants are representative of the target population and presented with adequate choice tasks Hair et al. The predictive capacity of the adaptive conjoint analysis has been found to be the same as the traditional conjoint analysis, and is appropriate when including larger numbers of attributes Huertas-Garcia et al.
The Ordinary Least Squared method is used to calculate the utility values of the attributes. Adaptive conjoint analysis allows that the average importance of attributes and utility values for specific attribute levels can be analyzed on an individual or aggregate level Hair et al. For this study the analysis was done on an aggregated level and averages are reported. The Sawtooth Software Inc. Part-worth utilities were reported for each attribute level.
Conjoint analysis has fewer statistical assumptions associated with the model estimation. The industry went through major changes between and a the fast-growing Black consumer market resulted in a demand for unique and luxury products PwC, ; b the influx of new international retailers e. These factors added a lot of pressure for the South African companies to create and maintain a competitive advantage. Merchandising is a strategic retail function that not only improves the competitiveness of retailers but also contributes to the success of an apparel product, consumer satisfaction, and overall retail profitability Kunz, ; Varley, Although competent merchandising professionals, who can make important business decisions, are in high demand, limited research investigating the positions they fulfill, and the responsibilities they perform has been done.
The purpose of this study was to investigate merchandising positions and responsibilities within the South African apparel retail industry. Understanding the demands of merchandising positions and responsibilities can assist retailers in organizing these roles in their merchandising departments for staff to be effective and efficient to increase the performance and profitability of the company.
Furthermore, a better understanding of the merchandising positions and responsibilities can help educators to prepare graduates and future employees for the competitive global industry. Consequently, each season, merchandising professionals are involved in risky forecasting and complex analytical activities regarding the development, sourcing, and procurement of new products from suppliers around the globe.
In a small company, a merchandising professional can cover a range of different responsibilities related to different roles. Literature outlines key merchandising positions such as buyers, planners, product developers, and sourcing personnel Goworek, ; Nobbs, et al.
Working with buyers are planners, also referred to as merchandisers in the UK, who are responsible for the financial aspects related to products Nobbs et al.
Their responsibilities include analysis of past sales and product performance, assessing product profitability for the analysis of store performance and stock levels; planning and allocating financial budgets to develop sales and purchase plans, markdowns, and controlling inventory, stock allocations, and deliveries Nobbs et al.
Product developers. Founded in , Sawtooth Technologies is an offshoot of Sawtooth Software, which has provided data collection and analysis software since Sawtooth Technologies is headquartered in Northbrook, IL, and is privately held.
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