Design–implementation–evaluation of workplace literacy interventions for adult learners

Thesis Abstract

This study investigates the design, implementation, and evaluation of workplace literacy interventions for adult learners to address persistent skill gaps that constrain job performance, career progression, and organizational productivity in mid-market manufacturing and service sectors. The problem stems from a mismatch between workers’ literacy demands and the literacies provided by standard adult education offerings, resulting in limited transfer of literacy gains to workplace tasks and insufficient return on employer investment. The aim is to develop a scalable, evidence-based intervention framework that enhances functional workplace literacy, supports lifelong learning, and demonstrates measurable impacts on job performance and learner engagement. Specific objectives are to (i) identify core literacy demands across selected job clusters, (ii) design a modular workplace literacy program aligned with organizational processes and competency frameworks, (iii) implement the intervention in three organisations with complementary profiles (manufacturing M, logistics L, and healthcare H), (iv) evaluate learning outcomes using a mixed-methods approach, (v) examine mediating factors such as learner motivation, supervisor support, and training transfer, and (vi) formulate guidelines for policy and practice. The methodology adopts a pragmatic mixed-methods design combining a quasi-experimental intervention with a sequential explanatory phase. The population comprises adult learners enrolled in workplace literacy programs within three medium-sized enterprises a manufacturing firm with 420 employees, a logistics company with 310 employees, and a tertiary hospital with 560 employees. A sample of 180 learners (60 per site) will be selected through stratified random sampling to ensure representation by age, language background, and baseline literacy level. Data collection instruments include (i) standardized literacy assessments (operationalized by the Pearson Proficiency Scale, focusing on reading for content, document literacy, and numeracy relevant to workplace tasks), (ii) job performance indicators derived from organizational metrics (quality error rate, productivity units, and first-pass yield), (iii) a workplace transfer survey capturing self-refficacy, motivation, and perceived supervisor support, (iv) semi-structured interviews with learners and supervisors, and (v) focus groups with training facilitators to explore implementation fidelity. Validity and reliability will be established through pilot testing, triangulation, and Cronbach’s alpha for internal consistency (target ? ? 0.80). Data analysis will proceed in two phases aQUASI-experimental analysis using difference-in-differences (DiD) with three time points (pre-test, immediate post-test, and 6-month follow-up) to assess causal effects on literacy outcomes and performance metrics; and a qualitative thematic analysis of interview and focus group transcripts, guided by Braun and Clarke’s method to identify themes related to transfer, motivation, and contextual barriers. Additionally, a structural equation modeling (SEM) approach will test a theoretical model positing literacy gains as mediating improvements in on-the-job performance, with organizational climate and supervisor support as moderators. Key expected findings include statistically significant improvements in workplace literacy scores in the intervention groups compared with control groups, accompanied by reductions in defect rates and increases in productivity, particularly in document-intensive tasks. It is anticipated that higher degrees of training transfer will be observed where supervisor engagement is persistent and where alignment with daily workflows is maintained. The study also expects to reveal contextual factors—such as shift patterns, time constraints, and language diversity—that influence fidelity and outcomes, and to identify differential effects across sectors. The study contributes to knowledge by integrating design, implementation, and evaluation within a unified framework that connects literacy development to concrete workplace outcomes through a rigorously evaluated, modular intervention. It advances theoretical understanding by testing a model that links literacy gains to performance via transfer processes, with empirical substantiation of mediators and moderators. Practical contributions include a scalable intervention blueprint, implementation guidelines, and policy recommendations for aligning adult education providers with employer needs, including considerations for funding, scheduling, and ongoing assessment. The main conclusion is that well-designed, sector-sensitive workplace literacy interventions, underpinned by strong supervisor support and aligned with operational workflows, can produce meaningful literacy improvements and demonstrable gains in performance, thereby justifying sustained investment in adult literacy within organizations. Recommendations emphasize co-design with frontline staff, iterative fidelity monitoring, and mechanisms for integrating literacy development with continuous professional development programs.