Ph.D. recipients across disciplines pursue careers in a variety of sectors, including academia, for profit, government, not-for-profit, and other areas. Alumni also change career paths, navigating between the sectors and job types over time. While these careers require distinctive disciplinary skills and knowledge, employers also seek to hire individuals with transferrable skills that transcend career types. These transferrable skills include important attributes such as written, oral, and visual communication skills; working in teams; building interpersonal relationships; leadership; and other professional competencies. Doctoral and postdoctoral training institutions have begun to formulate professional development programming that deliver these skill sets. While evidence of academic and disciplinary knowledge is easily available to potential employers of students in the form of academic transcripts and dissertations, institutionally authorized evidence of acquisition of transferrable skills by the student is not readily available. This disadvantages students as they attempt to convince employers that they in reality do possess the requisite skills. This article presents a discussion of the use of digital micro-credentialing documentation, pros and cons as a possible pathway to document graduate student mastery of competency-based, transferrable skills.