Essential skills learning in the workplace: Fit for purpose? Worker perspectives of essential skills learning in four organisational case studies across southeast Wales

Reardon-James, Anne 2026. Essential skills learning in the workplace: Fit for purpose? Worker perspectives of essential skills learning in four organisational case studies across southeast Wales. EdD Thesis, Cardiff University. Item availability restricted.

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Abstract

Purpose The central question of this dissertation is “how do frontline workers learn and apply communication, numeracy and digital literacy skills in the workplace?”. The aim of this research study was to challenge and look beyond the widely accepted functional skill deficit policy approach to adult literacies used by successive Welsh and UK Governments. Design/methodology/approach The research focused on the perspectives and experiences of frontline workers in the service sector, through the use of semi-structured interviews and multiple periods of observation. These took place in four workplaces in South-east Wales: a hotel, a café, a care home and supported housing. Job roles of participants included café baristas, hotel receptionists, healthcare assistants, support workers and cleaners – everyday worker voices we often do not hear from directly. Findings Key themes identified in this research study were the importance of situated, informal and non-formal peer learning, as well as adaptability in the flow of work. There was significant mismatch between the relevance and level of formal ‘essential’ or ‘functional’ skills programmes delivered by educational providers, compared to the work context and skills requirements for the jobs studied. Research limitations/implications These findings have important implications for policy and practice as the current marketized model of training provision remains focused on funding external educational providers to deliver standardised, formal top-down programmes; a questionable approach for engendering active and empowered workplace learning communities. Originality/value This study helps to bridge the gap between essential skills policy literature on the one hand and workplace learning literature on the other, which traditionally are treated as distinct and separate entities. Important questions were raised over whether there was indeed a policy ‘problem’ of inadequate literacy, numeracy and digital skills (the so called ‘essential’ or ‘functional’ skills) which has been generally accepted as the status quo amongst the adult workforce population. Also, whether large-scale UK and Welsh funding of standardised formal essential skill qualifications offered to workers was the ‘solution’. The research focused on how frontline workers, rather than policymakers, HR managers and employers learnt and applied essential skills in their job roles. This helped to broaden understanding of current ‘top-down’ essential skills provision and provide new insights regarding learning methods, priorities and qualifications.

Item Type:	Thesis (EdD)
Date Type:	Completion
Status:	Unpublished
Schools:	Schools > School of Social and Spatial Sciences
Subjects:	H Social Sciences > H Social Sciences (General)
Date of First Compliant Deposit:	17 August 2026
Last Modified:	17 Aug 2026 16:39
URI:	https://orca.cardiff.ac.uk/id/eprint/189028

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