Designing and evaluating workplace literacy micro-credentials for adults in the service sector

Thesis Abstract

The rapid digitization and evolving service-oriented labor market have heightened the need for targeted, portable literacy competencies that support employee performance, career progression, and organizational adaptability, yet little is known about the design, implementation, and evaluation of workplace literacy micro-credentials for adults in the service sector. This study aims to design, implement, and evaluate a portfolio of literacy micro-credentials tailored to frontline service professionals, with objectives to (a) identify essential literacy competencies aligned with service delivery outcomes, (b) develop modular micro-credentials grounded in evidence-based instructional design, (c) assess learner engagement, perceived usefulness, and skill transfer, (d) evaluate organizational impact on service quality metrics, and (e) generate a scalable framework for credential adoption across service subsectors. The research adopts a design-based research (DBR) approach, integrating iterative cycles of design, deployment, and refinement within real-world service organizations. The theoretical lens draws on sociocultural theory of learning, activity theory, and the capabilities approach to ensure that micro-credentials address social context, workplace practices, and individual agency. A mixed-methods design combines quantitative and qualitative data to triangulate findings and enhance validity. The population comprises 12 service organizations (hotels, retail chains, and call centers) within a metropolitan region, with a total potential learner pool of approximately 480 frontline employees. A purposive sampling strategy targeted employees enrolled in the literacy micro-credential pilot (n = 240) and 36 supervisors/managers for practical impact assessment. Data collection instruments include (i) a validated literacy skills assessment aligned with micro-credential outcomes, (ii) a digital portfolio system tracking micro-credential progress and completion rates, (iii) pre- and post-intervention surveys measuring perceived usefulness, self-efficacy, and transfer intentions, (iv) service quality and customer satisfaction metrics extracted from organizational records, and (v) semi-structured interviews and focus groups with learners and supervisors. Validity and reliability are established through triangulation, pilot testing of instruments, and inter-rater reliability checks for qualitative coding. Quantitative data will be analyzed using descriptive statistics, paired t-tests, and multiple regression analyses to identify predictors of credential completion and performance improvements, while ANOVA will compare outcomes across subsectors. Qualitative data will undergo thematic analysis to extract patterns related to learning experiences, contextual barriers, and enablers of micro-credential adoption. A conceptual model will be employed to map the relationships among micro-credential design features, learner engagement, skill transfer, and service outcomes. Anticipated findings include (a) evidence that modular literacy micro-credentials enhance task-specific performance, communication effectiveness, and error reduction in customer interactions, (b) higher engagement and completion rates among employees with supportive supervisory practices and accessible digital platforms, and (c) positive associations between credential attainment and improvements in customer satisfaction scores and productivity indicators. The study contributes to knowledge by operationalizing a scalable design framework for workplace literacy micro-credentials, demonstrating DBR validity in real-world service settings, and integrating sociocultural and capability-based theories to explain how micro-credentials influence practice and empowerment. Practical implications include a replicable design blueprint for developing and evaluating literacy micro-credentials, guidelines for aligning assessments with job tasks, and recommendations for organizational policies to foster uptake, scalability, and sustainable outcomes. The conclusion emphasizes that well-designed workplace literacy micro-credentials can bridge gaps between formal education and on-the-job requirements, enabling continuous learning and improved service delivery. Recommendations include extending the pilot to additional regions and subsectors, incorporating ongoing practitioner feedback loops, and exploring cost–benefit analyses to support broader organizational investment.