A Framework for Digital Competency Development in Executive Secretarial Practice

Thesis Abstract

In an era marked by rapid technological advancement and increasing digital transformation within organizational settings, executive secretaries are compelled to develop robust digital competencies to maintain their operational effectiveness and strategic relevance. Despite the critical role of digital skills in enhancing secretarial functions, there exists a notable gap in structured frameworks that systematically guide the development of these competencies tailored to executive secretarial practice. This study aims to develop a comprehensive framework for digital competency development among executive secretaries, focusing on identifying key digital skills, assessing the current competency levels, and establishing pathways for continuous development. The specific objectives include (1) to examine the prevailing digital competencies of executive secretaries; (2) to identify the competencies deemed critical for enhancing secretarial performance in the digital age; (3) to explore perceived barriers and facilitators to digital skills acquisition; (4) to formulate a developmental framework based on empirical findings and theoretical foundations; and (5) to validate the proposed framework through expert review. The research adopts a mixed-methods design, integrating quantitative surveys and qualitative interviews to achieve a comprehensive understanding of digital competency development. The target population comprises 250 executive secretaries employed across banking, corporate, and government sectors within the metropolitan area. A stratified random sampling technique is employed to select 150 respondents to ensure representativeness across sectors and years of experience. Data collection instruments include a structured questionnaire measuring digital skills, self-efficacy, and perceived barriers, alongside semi-structured interview guides designed to elicit in-depth insights on competency needs and developmental pathways. The validity and reliability of quantitative instruments are ensured through expert validation and a pilot test with 30 secretaries, yielding a Cronbach’s alpha of 0.87. Qualitative data are subjected to thematic analysis following Braun and Clarke’s framework, while quantitative data are analyzed using descriptive statistics, multiple regression analysis, and exploratory factor analysis to identify underlying competency dimensions. Expected findings indicate that current digital competencies among secretaries are moderate but uneven, with significant gaps in advanced software proficiency and cybersecurity awareness. Critical competencies identified include digital communication, data management, cybersecurity practices, and digital collaboration skills. Barriers such as limited access to training, organizational support deficits, and technophobia are prominent, whereas facilitators include professional development programs, organizational policies, and peer support. The derived framework integrates the Technology Acceptance Model (TAM) and the Adult Learning Theory, emphasizing the importance of perceived usefulness, ease of use, motivation, and experiential learning in competency acquisition. The model delineates progressive stages of digital skill development and offers strategic guidelines for educators, organizations, and policymakers. The study contributes to existing literature by providing an empirically derived, theoretically grounded framework tailored to the evolving role of executive secretaries in digital contexts. It bridges the gap between digital skills requirements and professional development strategies, facilitating targeted training initiatives and policy formulations. The findings also offer practical relevance for secretarial training institutions and organizations aiming to enhance digital literacy and competency levels among administrative staff. Concluding, the study underscores the necessity of a structured developmental framework to foster sustainable digital competency acquisition among executive secretaries. It recommends the integration of tailored digital training modules into continuing professional development programs, organizational investment in digital infrastructure, and fostering a culture of lifelong learning. Future research directions include longitudinal assessments of framework implementation efficacy and exploration of digital competence impacts on secretarial performance metrics across diverse organizational contexts.