A Framework for Enhancing Digital Competency in Executive Secretaries

Thesis Abstract

The rapid advancement of digital technologies has fundamentally transformed the roles and responsibilities of executive secretaries, necessitating an urgent assessment of their digital competencies and the development of a structured framework to enhance these skills. Despite the critical importance of digital literacy in ensuring efficiency, confidentiality, and strategic contribution within executive support functions, current training programs often lack a cohesive theoretical basis and tailored developmental pathways for secretarial professionals. This study aims to develop a comprehensive framework for enhancing digital competency among executive secretaries, thereby contributing to both practice and scholarly understanding of digital skills development in organizational support roles. The primary objectives are to identify the core digital competencies required by executive secretaries, examine the factors influencing their digital skill levels, and formulate an actionable framework for targeted digital skills enhancement. Specifically, the study seeks to answer the following research questions What digital competencies are essential for executive secretaries to perform effectively in contemporary organizational environments? Which individual, organizational, and technological factors influence secretaries’ digital skill acquisition and development? And how can a tailored framework systematically improve digital competency in this profession? The hypotheses posit that digital competence levels are significantly associated with organizational support, access to training, and self-efficacy, and that these factors collectively inform an effective developmental framework. Employing a mixed-methods research design, the study integrates quantitative surveys and qualitative interviews to ensure comprehensive data collection. The population comprises 350 executive secretaries working across diverse industries within the metropolitan region. Stratified random sampling was used to select a sample of 150 secretaries for the quantitative phase, with purposive sampling identifying 20 key informants for in-depth interviews. Data collection instruments include a validated digital competency questionnaire, developed based on prior frameworks and adapted to the secretarial context, and semi-structured interview guides. The validity of instruments was confirmed through expert review and pilot testing, while reliability was established via a Cronbach’s alpha coefficient exceeding 0.85. Data analysis involves descriptive statistics (frequencies, percentages, means, and standard deviations) to profile digital competency levels, followed by inferential analyses including regression analysis and ANOVA to test the hypotheses related to influencing factors. The qualitative data are subjected to thematic analysis aligning with Braun and Clarke’s approach, aiming to extract themes related to perceived barriers, training needs, and framework acceptance. To develop the proposed framework, the study employs a Structural Equation Modeling (SEM) approach to explore and validate the interrelationships among key factors, informed by Bandura’s Social Cognitive Theory and the Technology Acceptance Model (TAM). The anticipated findings include a comprehensive list of core digital competencies necessary for executive secretaries, an understanding of the dynamic factors influencing their digital skills, and a validated model illustrating pathways for effective skill enhancement. It is expected that the results will demonstrate organizational support and self-efficacy as significant predictors of digital competency, with identified gaps highlighting areas where targeted training can produce substantial improvements. This research’s contribution to knowledge lies in its development of a context-specific, theoretically grounded framework that integrates empirical findings with practical strategies for digital skills development among secretaries. The framework offers evidence-based guidelines for policymakers, human resource practitioners, and training institutions aiming to upgrade the digital competencies of administrative support staff. The study concludes that implementing the proposed framework can significantly improve secretaries’ digital literacy, thereby enhancing their efficiency, adaptability, and strategic contribution within organizations. Recommendations include the integration of the framework into organizational training programs, fostering a culture of continuous learning, and leveraging technological tools for personalized skill development. Future research should evaluate the longitudinal impact of the framework’s implementation and explore its applicability across different organizational contexts and support roles.