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Adaptability characteristics: an evaluation study of a regional mortgage lender

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Adaptability characteristics: an evaluation study of a regional mortgage lender

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Content Running head: ADAPTABILITY CHARACTERISTICS

ADAPTABILITY CHARACTERISTICS:
AN EVALUATION STUDY OF A REGIONAL MORTGAGE LENDER

by

Melissa B Lawler

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

December 2019

Copyright 2019 Melissa B Lawler

ii

Dedication

For my girls—Brittany, Courtney, and Sydney. It’s never too late to chase your dreams,
try again, and keep at it until it’s done. May you always look at the obstacles in your path as an
opportunity to explore another route, find another passion, or pull up your sleeves and climb a
little harder. You never know what treasures await until you get at it.
iii

Acknowledgements
I wish to thank my chair, Dr. Kimberly Hirabayashi, for her unwavering patience, and
dedication to bringing out the best in me and my work. I would not be here without my peers in
USC- OCL Cohort 7, who helped me Fight On! when all I really wanted to do was quit. To Erik,
for keeping me grounded and never letting me take myself too seriously. To my family, for
pushing me along to finally finish. And, a special thanks to my sister, Michelle, who cheered me
on from the beginning and has been my ardent supporter.

iv

Table of Contents

Dedication ii
Acknowledgements iii
List of Tables vii
List of Figures viii
Abstract ix
Introduction to Problem of Practice 1
Organizational Context and Mission 1

Importance of the Evaluation 2

Purpose of the Project and Questions 3

Organizational Performance Goal 4

Stakeholder Group of Focus and Stakeholder Goal 4

Review of the Literature 6
Organizational Adaptability 6
Definition 6
Characteristics 7
Approaches to Adaptability 7
Importance of Adaptability 8
Individual Adaptability 8
Adaptability Definition and Characteristics 8
Approaches to Adaptability 8
Organizational Learning Theory 9
Definition and Overview 9
v

Importance of Organizational Learning Theory 10
Knowledge, Motivation, and Organizational Influences 10
Knowledge Influences 11
Motivation Influences 14
Organizational Influences 18
Interactive Conceptual Framework 21

Data Collection 24
Surveys 24
Documents 25
Data Analysis 25
Findings 27
Knowledge 32
Motivation 34
Organizational 39
Solutions and Recommendations 54
Knowledge 55
Motivation 58
Organizational 60
Limitations and Delimitations 63
Recommendations for Future Research 64
Conclusion 64
References 66
Appendix A: Participating Stakeholders with Sampling Criteria 74
vi

Survey 74
Documents 75
Appendix B: Survey Protocol 76
Appendix C: Document Analysis Protocol 79
Appendix D: Research Matrix 80
Appendix E: Factor Analysis and Alphas 83
Appendix F: Validity and Reliability 85
Appendix G: Ethics 87
Appendix H: Implementation and Evaluation Plan 88
Appendix I: Initial Blended Evaluation Instrument 98
Appendix J: Subsequent Blended Evaluation Instrument 99
Appendix K: Sample Dashboard 100

vii

List of Tables

Table 1: Knowledge influences, types, and assessments for knowledge gap analysis 14
Table 2: Motivation influences, types, and assessments for motivation gap analysis 18
Table 3: Organizational influences, types, and assessments 20
Table 4: Summary reliability analysis for each construct 28
Table 5: Pearson’s correlation coefficients 29
Table 6: Percentages of agree responses by department to knowledge scale questions 30
Table 7: Percentages of agree responses by department to motivation-self-efficacy 35
scale questions
Table 8: Categories of communication responses to survey and document review 42
Table 9: Responses to question seven open response 43
Table 10: Question 46- Additional resources 47
Table 11: Organizational model- Value 49
Table 12: Question 49- Difficulties 52
Table 13: Summary knowledge influences and recommendations 55
Table 14: Summary motivation influences and recommendations 58
Table 15: Summary organization needs and recommendations 60
Table 16: Outcomes, metrics, and methods for external and internal outcomes 90
Table 17: Critical behaviors, metrics, methods, and timing for evaluation 91

Table 18: Required drivers to support critical behaviors 92

Table 19: Five components of learning, methods and timing for evaluation 95
Table 20: Evaluation methods and timing 96

viii

List of Figures
Figure A: Conceptual framework 23
Figure B: Percentage of agree responses by department to knowledge scale questions 33
Figure C: Percentage of agree responses by department to motivation-value scale questions 35
Figure D: Percentage of agree responses by department to I-ADAPT creativity 37
scale questions
Figure E: Percentage of agree responses by department to I-ADAPT uncertainty 38
scale questions
Figure F: Percentage of agree responses by department to I-ADAPT learning 39
scale questions
Figure G: Percentage of agree responses by department to organization-communication 40
scale questions
Figure H: Percentage of agree responses by department to organization-training 44
scale question
Figure I: Training frequencies by department over a 3-month timeframe 45
Figure J: Percentage of agree responses by department to organization-models scale questions 48
Figure K: New World Kirkpatrick Model 88

ix

Abstract

Adaptability is required for long-term success, especially in financial institutions which
experience regular environmental change. Previous research has shown characteristics of
adaptable organizations include a robust knowledge management system, and a focus on people
resources. Individual employee adaptability is also important and requires creativity, the ability
to deal with uncertainty, and learn quickly. This study uses the Clark and Estes (2008) Gap
Analytical Framework to look at the knowledge, motivation, and organizational influences that
impact a regional mortgage lender’s ability to improve adaptability through training and
learning. The research findings indicate the organization has needs in all three areas- knowledge,
motivation, and organizational resources. These needs are addressed with recommendations
based on the New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016).
ADAPTABILITY CHARACTERISTICS 1
Introduction to Problem of Practice

Financial institutions in the United States must adapt to ever-changing federal and state
regulations in addition to cyclical, often extreme, environmental changes. In the last 50 years,
there has been at least one major financial crash or crisis each decade (International Financing
Review, n.d.). After each event, significant regulatory change was implemented to prevent
recurrence. Because change is innate to the industry, financial institutions should have
appropriate strategies in place to manage regular as well as extreme changes; however, the global
financial crisis of 2008 blatantly exposed that financial institutions are not adequately prepared
to adapt to extreme environmental change. Of the 549 banks that failed in the United States since
2000, 85% failed between 2008 and 2013 (Federal Deposit Insurance Corporation. n.d.).
Organizational adaptability is defined as “the degree to which an organization can adjust its
structure and business processes and successfully achieve its goals, in accordance with the
peculiar characteristics of dynamic environments” (International Publisher of Progressive
Academic Research Books and Journals. n.d.). Lack of organizational adaptability is a strong
indicator of long-term performance and failure (Santos-Vijande, Lopez-Sanchez, & Trespalacios,
2011; Suarez & Olivia, 2005). Additionally, individuals within an organization must be able to
alter their tasks or processes to achieve goals in changing environments. Research shows that
learning organizations have improved organizational performance and adaptability as well as
employee satisfaction and retention (Ellinger, Ellinger, Yang, & Howton, 2002; Owens, 2006;
Park & Choi, 2016; Rowden, 2002; Rowden & Conine, 2005).

Organizational Context and Mission

ABC Mortgage (a pseudonym) is a regional mortgage lender that provides various
residential and small commercial products including agency, government, first-time homebuyer,
ADAPTABILITY CHARACTERISTICS 2
rural housing, and construction. ABC Mortgage strives to simplify the mortgage process for its
customers to build trust and serve its communities. ABC Mortgage hires employees with
considerable experience, which ensures that they possess the necessary knowledge and skills to
perform to the highest standards and build long-term relationships with each borrower. It has
been in business over 15 years, weathered the financial crisis of 2008, and is now highly ranked
in the industry, earning a spot on a prominent list of the fastest growing privately held companies
in the United States for multiple, consecutive years.
Currently, the company includes approximately 300 employees with 45% in sales and
55% in operations or support, which includes management. The company operates in the Eastern
region of the United States. Operations employees are located at branch offices and the corporate
office, in addition to a large group of remote employees who work from their homes. The
operations team includes five main departments: processing, underwriting, closing, post-closing,
and construction lending. A support team is located exclusively at the corporate office, which
includes seven departments: human resources, compliance, marketing, quality control, secondary
marketing, IT, and finance. The primary role of each staff member is consistent with its
department name; however, a few staff members do cross-functional work.
Importance of the Evaluation
It is important to evaluate the organization’s learning and training to improve
adaptability, for a variety of reasons. If the organization is not meeting the training needs of its
employees, it risks higher turnover rates (Owens, 2006). High turnover rates would impact the
company’s ability to provide adequate service levels to its customers as well as negatively affect
efficiency due to lost knowledge (Owens, 2006). Evaluating the organization’s current programs
enables stakeholders to gather formative data that can be used to develop extensive learning,
ADAPTABILITY CHARACTERISTICS 3
training, and career development programs that positively impact employee performance and
motivation.
Additionally, augmenting current training for regulation changes, with programs to
improve adaptability, will enhance the company’s ability to successfully weather extreme
environmental changes long term. Through appropriate learning programs, the organization can
make its core focus learning “how to do new things,” rather than just honing the skills it already
possesses (Reeves & Deimler, 2011). This is consistent with the evolutionary model, which is
based on small, complementary but constant change within the organization, and would give the
organization experience in managing change internally before extreme changes occur in the
external environment (Ionescu, Cornescu, & Druica, 2012). If the organization does not adopt
measures to become more flexible and adaptable, its ability to successfully weather the next
financial crisis will be limited.
Purpose of the Project and Questions
The purpose of this project was to evaluate the degree to which ABC Mortgage was
meeting its goal of adaptability through organizational learning and training. The analysis
focused on knowledge, motivation, and organizational influences related to achieving the
organizational goal. While a complete performance evaluation would focus on all ABC
Mortgage stakeholders, for practical purposes the stakeholders of focus in this analysis were all
ABC Mortgage employees who had completed the 3-month probationary period for new hires.
The following questions guided the evaluation study that addressed knowledge and skills,
motivation and organization influences for the stakeholder.
1. What are the stakeholder knowledge and motivation related to organizational learning
and training?
ADAPTABILITY CHARACTERISTICS 4
2. What is the interaction between organizational culture and context and stakeholder
knowledge and motivation?
3. What are the recommendations for organizational practice in the areas of knowledge,
motivation, and organizational resources?
Organizational Performance Goal
ABC Mortgage’s goal was to conduct a comprehensive evaluation of organizational
learning and training and include recommendations to improve organizational adaptability by
December 2019. The owners established this goal as part of the strategic growth plan developed
in May 2017. The achievement of ABC Mortgage’s goal in this matter was measured by
production and audit reports as well as quarterly employee surveys and project reports.
Stakeholder Group of Focus and Stakeholder Goal
This organization had several stakeholder groups in relation to the goal of learning and
training to improve organizational adaptability. External stakeholders include banking regulators
and investors. Federal and state banking regulators provide legal guidelines that must be
followed to maintain licensing, while investors provide guidelines for individual loans that must
be followed to maintain loan quality and salability. The timing and clarity of regulation and
guideline changes impact the organization’s ability to adjust training to support new process
requirements. When changes occur without adequate process revisions, training, and
communication, employee motivation and performance suffer.
At the internal level, stakeholders include the owners, management, and staff. The
owners’ support of learning and training within the organization, including resource allocation,
and communicating the importance of training, have a significant impact. Likewise, management
support, including providing schedule flexibility to complete training, being accessible for
ADAPTABILITY CHARACTERISTICS 5
questions and coaching, and conveying the value of training and learning, is also required to
meet the organization’s goal. The staff members are the most important stakeholder for this goal
because their performance is the measure of the goal’s success.
Though all stakeholders contribute to the organization’s adaptability, it is important to
evaluate both the depth of current training and learning and the initial level of employee
performance regarding this goal. The study evaluated learning and training; therefore, the
stakeholder of focus for this study was staff members who had completed the initial training and
3-month probationary period for new hires. The stakeholder goal was that employees would
exhibit skills of adaptive performance including creative problem-solving, dealing with
uncertainty, and learning new work tasks.

ADAPTABILITY CHARACTERISTICS 6
Review of the Literature

Examined in this literature review are the possible root causes of a lack of organizational
adaptability in financial institutions in the United States. The review begins with general research
on the importance of organizational adaptability. This section is followed by an overview of
research on individual adaptability within organizations. Next, research on organizational
learning, including its characteristics and impacts on adaptability. Finally, the review discusses
the knowledge, motivation, and organizational influences used in this study based upon the Clark
and Estes (2008) Gap Analysis conceptual framework.
Organizational Adaptability
The idea of organizational adaptability has been studied and debated for over 50 years,
with emphasis on whether adaptation is constant or punctuated, and how much management can
influence or control adaptability. This first section covers a definition and characteristics of
adaptability as it relates to this study, then assesses various approaches to adaptability and the
importance of studying organizational adaptability.
Definition. Because adaptability is used in many contexts, the discussion begins with a
definition specific to organizational adaptability and this study. Cameron (1982) indicated that
adaptation consists of the modifications required to restore balance or equilibrium, which occur
continually in response to changes in the environment. However, adaptability may be not only
reactive but also proactive. Kezar (2001) further expanded this idea by indicating that
organizational adaptability is a system of interrelated structures and dependencies, which
includes internal and external factors. To fully understand the idea of adaptability, we will
discuss its characteristics.

ADAPTABILITY CHARACTERISTICS 7
Characteristics. Adaptable organizations have specific characteristics that allow them to
cope with complex, dynamic environments. Adaptation requires constant information gathering
about internal systems and structures as well as about the external environment and patterns of
change (Stoica & Schindehutte, 1999). This information gathering and processing is required to
prepare for and respond to change in an appropriate and timely fashion. The speed at which an
organization responds depends on its culture, resource allocation, and ability to change the
structure from mechanistic to organic, as applicable (Chakravarthy, 1982; Oktemgil, & Greenley,
1996; Tse, Lee, & Vertinsjy 1988). Adaptable organizations value change and are people-centric;
empowered employees, collaboration, and customer focus are top priorities (Boylan & Turner,
2017; Cross, 2013). Therefore, adaptability requires flexible structure, ability to experiment and
deal with uncertainty, and efficient communication (Chatman, Caldwell, O'Reilly, & Doerr,
2014; Falkowski & Krebs, 2004; Korbangyang, & Ussahawanitchakit, 2010).
Approaches to adaptability. Adaptability can be viewed through multiple lenses, which
impacts the role of management and dictates the appropriate organizational response to change.
Three possible approaches are considered here: natural selection, evolutionary, and life cycle
(Cameron, 1982; Kezar, 2001). With natural selection. the individuals and managerial factors are
irrelevant; the most important aspect is the organization’s structure. The organization adjusts
based on changes in its niche in the market (Cameron, 1982). Conversely, evolutionary models
view change as a constant with emphasis on solutions within the system and responding
organically to the environment (Kezar, 2001). Strategic choice, a type of evolutionary model,
focuses on resource allocation, which depends on management influence. The life cycle model
considers management influence and individuals as critical to growth with training and adaptive
learning as core components (Kezar, 2001). For this research, evolutionary and life cycle models
ADAPTABILITY CHARACTERISTICS 8
were used to not only take into consideration the multiple aspects of the organization but also to
encompass the timing of changes which may be incremental or extreme (Cameron, 1982).
Importance of adaptability. Organizational adaptability is the cornerstone of a
successful business in dynamic or turbulent environments. Research shows a clear, positive
association between adaptability and financial performance (Chatman et al., 2014). An alignment
of vision, learning culture, process, people, and understanding of the environment enhances
organizational adaptability, which is the most important factor in long-term survival (Cross,
2013; Korbangyang, & Ussahawanitchakit, 2010). Adaptability requires clear expectations and
preparation at both the organizational and individual levels to successfully adjust in dynamic
environments (Boylan & Turner, 2017).
Individual Adaptability
Adaptability definition and characteristics. Adaptability in individuals is similar to
adaptability in organizations. These individuals easily change their behaviors and methods to fit
new circumstances (Pulakos, Arad, Donovan, & Plamondon, 2000). They are self-aware, exhibit
critical problem-solving skills, seek out and accept new ideas, thrive on ambiguity, and take
measured risks (Boylan, & Turner, 2017). They are flexible and resilient, able to respond
effectively in unpredictable circumstances (National Research Council, 2015; Pulakos et al.,
2000). As with organizational adaptability, there are several ways to view individual
adaptability.
Approaches to adaptability. There are many perspectives of individual adaptability
from task completion to strategy choice to behavioral reaction to change. The I-ADAPT model
considers adaptability an individual trait that encompasses knowledge, skills, and abilities
(Ployhart & Bliese, 2015). It builds upon the eight dimensions of the adaptive performance
ADAPTABILITY CHARACTERISTICS 9
model: (a) handling crisis situations, (b) handling work stress, (c) solving problems creatively,
(d) dealing with uncertain and unpredictable situations, (e) learning new work tasks, (f)
demonstrating interpersonal adaptability, (g) demonstrating cultural adaptability, and (h)
demonstrating physically oriented adaptability (Pulakos et al., 2015). While the adaptive
performance model focuses on task performance, the I-ADAPT model considers adaptability an
innate individual trait, separate from the organization or environmental circumstances. Both
differ from adaptive expertise, which is using different strategies for different tasks depending on
the circumstances. For purposes of this study, a combination of the I-ADAPT and adaptive
performance models was used. The combination determined not only individual potential for
adaptability but also measured actual performance.
Adaptability on both individual and organizational levels is required to achieve financial
and long-term success. Adaptable individuals provide the pivotability organizations need to
quickly adjust to unpredictable circumstances. However, those individuals also require
appropriate support from the organization including learning and training programs to develop
their skills (De Meuse, Dai, & Hallenbeck, 2010).
Organizational Learning Theory
Definition and overview. Organizational learning incorporates knowledge gathering and
management to improve business processes and results. This learning is a product of inquiry and
interaction and has two main types: single loop and double loop. With a single feedback loop, the
strategy is modified when unexpected results are encountered; but with a double loop, the
underlying assumptions are changed, resulting in more efficient processes (Argryis, & Schon,
1978). Peter Senge (1990b) defined a learning organization as one “where people continually
expand their capacity to create the results they truly desire, where new and expansive patterns of
ADAPTABILITY CHARACTERISTICS 10
thinking are nurtured, where collective aspiration is set free, and where people are continually
learning how to learn together” (p. 3). Many of the characteristics match those of adaptable
organizations—robust knowledge gathering and sharing, collaboration, innovation, and
flexibility (Senge, 1990b; Sugarman, 2000).
Importance of Organizational Learning Theory. Organizational learning and training
improve and increase productivity, flexibility, employee satisfaction, and organizational
performance. Training increases organizational commitment and employee satisfaction and
reduces turnover intent (Aguinis & Kraiger, 2009; Egan, Yang, Bartlett, 2004; Owens, 2006;
Rowden & Conine, 2005; Tejpal, 2016). Organizational learning and training are strategic
activities, so employees can anticipate rather than just respond to problems (Glaveli &
Karassavidou, 2011). Organizations with increased training and development tend to be more
competitive and have higher profits (Ellinger et al., 2002; Glaveli, & Karassavidou, 2011;
Owens, 2006). Through appropriate learning and training programs, organizations improve
employees’ individual adaptability, which enhances organizational adaptability and long-term
survival. This study evaluated learning and training to develop recommendations for improved
adaptability. The evaluation focuses on the knowledge, motivation, and organizational influences
of the problem of practice.
Knowledge, Motivation, and Organizational Influences
The Clark and Estes (2008) gap analysis framework for improving organizational
performance was used as a model for evaluating the problem of practice. It includes three main
components: knowledge and skills, motivation, organizational factors (KMO). Assumed
knowledge and motivation influences were evaluated at an employee level in relation to the goal
of adaptability. The role of the organization and its resources and support focused on the goal
ADAPTABILITY CHARACTERISTICS 11
were also analyzed. This method specifically looks for gaps between current performance and
the performance required to achieve the goal of adaptability.
Knowledge Influences

Goal achievement is dependent upon understanding where you are, where you want to
go, and the required steps to bridge the gap between the two. The appropriate steps to address
performance problems and close the gap are based on knowledge, motivation, and organizational
factors. Clark and Estes (2008) have indicated that an employee’s knowledge is not only
understanding how to do the job but also understanding the what, when, how, why, where, and
who are involved with successful performance. Therefore, knowledge is important as a means
for the employee and organization to communicate goals, expectations, methods, and
consequences (Krathwohl, 2002).
In a dynamic environment, like the mortgage industry, an organization must be adaptable
to constant change, which requires not only gathering information about the internal and external
environments but also analyzing it within the parameters of the organization’s goals to create
“actionable knowledge” (Marsh, Pane, & Hamilton, 2006, p. 3), and modifying behavior to
appropriately reflect the new direction (Garvin, 1993). This knowledge management is an
integral component of maintaining organizational capacity and competitive advantage (Omotayo,
2015). Despite the importance of knowledge management, employees are often unaware of their
own lack of knowledge and skills, especially when new knowledge and skills are required due to
rapid changes (Clark, & Estes, 2008). To fully understand the knowledge component of a
performance problem, we must first discuss the types of knowledge.
Rueda (2011) discussed four main types of knowledge—factual, conceptual, procedural,
and metacognitive. Factual focuses on specific facts and details; conceptual on generalizations
ADAPTABILITY CHARACTERISTICS 12
and models; procedural on techniques; and metacognitive on self-knowledge (Krathwohl, 2002).
Evaluating not only what employees know, but also the types of knowledge involved is
important in designing effective solutions to performance problems. For example, an employee
needs to know how policies and procedures have changed (procedural) to know what changes are
required for their daily tasks (conceptual). Therefore, to accurately understand the implications
and potential solutions, each knowledge factor was labeled based on the knowledge type. To
address the current goal, two main knowledge factors were discussed, including (a) knowledge
of policies and procedures, and (b) knowing what task changes are required to align with new
policies and procedures, as summarized in Table 1.
Knowledge of policies and procedures. Once the gap between current and desired
competencies is determined, specific objectives for learning can be developed and linked to the
goals and performance management program to support the desired behaviors (Daly, 2009). A
thorough understanding of the current knowledge is crucial. Research shows that learning
programs should help employees link their current knowledge to new knowledge to develop a
lasting understanding (Mayer, 2011; Schraw & McCrudden, 2006). In addition to identifying key
components and goals, the organization needs a system to capture and transfer knowledge if it
hopes to remain competitive through environmental fluctuations.
Knowledge of tasks and processes. Organizational knowledge encompasses not only the
people and their individual knowledge and experiences but also the processes, best practices, and
technology. In the mortgage industry, where most companies have the same products and
available pricing, knowledge provides the strongest competitive advantage. As a strategic asset,
knowledge must be maintained and shared within the organization (Omotayo, 2015), which
requires a knowledge management system to effectively gather, interpret, and transform
ADAPTABILITY CHARACTERISTICS 13
knowledge to modify employee behaviors (Garvin, 1993; Senge, 1995). This knowledge
supports the organization by providing models that are convincing, complementary, and practical
to improve learning, performance, and self-efficacy (Denler, Wolters, & Benzon, 2006).
Knowledge of models, as well as principles and generalizations, are important conceptual
knowledge factors that will impact an employee’s ability to adapt their tasks to changes
(Krathwohl, 2010).

ADAPTABILITY CHARACTERISTICS 14
Table 1

Knowledge Influences, Types, and Assessments for Knowledge Gap Analysis
Organizational Mission
The mission of ABC Mortgage is to simplify the mortgage process and build trust in the
community and with each borrower.
Organizational Global Goal
ABC Mortgage’s goal is to conduct a comprehensive evaluation of organizational learning and
training and include recommendations to improve organizational adaptability by December
2019.
Stakeholder Goal
Employees will exhibit skills of adaptive performance including creative problem-solving,
dealing with uncertainty, and learning new work tasks.
Knowledge Influence Type Knowledge Influence
Assessment
Employees need to know how
policies and procedures have
changed.
Procedural Survey
Document Analysis

Employees need to know what task
changes are required to align with
new policies and procedures.
Conceptual

Survey
Document Analysis

Motivation Influences
In addition to knowledge, motivation is an integral component of goal attainment and
must be taken into consideration when determining appropriate solutions for performance
problems. Research has shown that increased employee motivation results in improved
productivity, quality, commitment, and organizational effectiveness, which gives organizations a
competitive edge (Grossman & Salas, 2011; Khan, 2012; Manzoor, 2011). However, motivation
problems cannot be solved with knowledge solutions (Clark & Estes, 2008; Rueda, 2011). To
fully understand the motivation component of a performance problem, we must first discuss the
components of motivation.
ADAPTABILITY CHARACTERISTICS 15
Motivation is an internal drive that spurs activity and tenacity, and improves goal
attainment (Mayer, 2011). It has three components—active choice, mental effort, and
persistence—and is impacted by an individual’s experiences, beliefs, the surrounding
environment, and culture (Clark & Estes, 2008). Two specific types of motivation are
encompassed in expectancy-value theory—value and self-efficacy—which are described below
in relation to the organization’s current goal (Eccles, 2006), as summarized in Table 2.
Value. Value is the importance employees place on each task and is composed of four
constructs: intrinsic, utility, attainment, and cost (Eccles, 2006). Intrinsic value is related to
personal satisfaction, while utility refers to how useful the employee believes the learned skill
will be in fulfilling goals. Attainment relates to the individual’s self-image and whether the task
supports that image; cost relates to the effort required to complete the task.
Employees are more motivated to learn and apply a new skill when they determine that
the skills are useful (Beier & Kanfer, 2009; Grossman & Salas, 2010). Therefore, including
information about the usefulness of training as well as examples that directly link to actual tasks
improve motivation to learn and transfer knowledge to daily performance (Eccles, 2006;
Pintrich, 2003). Autonomy is also an important factor in value. When employees have some
choice in training method or materials, they are more likely to value and transfer the skills they
have learned (Gegenfurtner, 2013). Cultivating interest in training increases knowledge retention
and employee effectiveness more than external rewards.
The cost value is especially important for long-term training results. When an employee’s
expectations are met in one course, the motivation to complete additional training increases, even
if the subsequent training requires more effort (Beier & Kenfer, 2009). In dynamic environments,
it is important for training to develop both creative problem-solving skills and the capacity to
ADAPTABILITY CHARACTERISTICS 16
deal with uncertainty rather than just focusing on learning one specific task. Using pre-training
surveys to determine participants’ interests, motivations, and values will support the creation of
relevant and effective materials (Pintrich, 2003).
Self-efficacy theory. Self-efficacy is one’s belief in his or her abilities to complete a task
(Mayer, 2011) and is influenced by prior knowledge and feedback (Rueda, 2011). It may also be
expanded to include one’s belief in a team’s abilities to complete a task, an effect known as
collective self-efficacy (Bandura, 2000). Employees with higher self-efficacy are more motivated
(Rueda, 2011). Using this principle to address employee learning and training is essential to
achieving the organization’s goal.
Organization influences are interwoven with employee motivation as discussed further in
a later section; therefore, organizational actions are used to address motivation gaps. In a
turbulent environment, finding enough time to learn new tasks before they must be implemented
in employees’ daily functions can be challenging, leaving employees overwhelmed and
confused, which negatively impacts their self-efficacy and motivation. This issue can be
addressed by the organization providing opportunities to practice new skills through guided
discovery and frequent feedback that serves to overcome mental struggle and persistence issues
(Pajares, 2006). While mentoring and providing positive feedback on task performance facilitate
active choice and persistence (Pajares, 2006). Additionally, associating performance
management programs with progress in learning and mastery facilitates increased choice and
persistence (Pintrich, 2003). Research has also shown that self-efficacy and effectiveness
increase with autonomy (Manzoor, 2011); therefore, providing opportunities for individual
choice and control will increase motivation and performance. Motivation is the most crucial
factor for transfer of learning to work situations (Gegenfurtner, 2013). Self-efficacy, specifically,
ADAPTABILITY CHARACTERISTICS 17
is positively related to effective training (Grossman & Salas, 2011), with the achievement of
more complex tasks yielding higher gains in self-efficacy and motivation (Beier & Kanfer,
2009).
Self-efficacy can also impact team dynamics and motivation depending on the
interconnectedness of tasks and rewards (Bandura, 2000). The collective self-efficacy of the
group is an emergent property that depends on individuals’ skills, knowledge, and coordination
(Bandura, 2000). It is important to consider team structures, which can be synergistic in nature
and have disproportionate impact on performance and productivity. Expectations and goals must
be appropriately designed to support increased collective self-efficacy rather than focusing
exclusively on individual metrics, which may negatively impact team performance. For both
teams and individuals, positive outcomes from training depend upon both the employee’s
expectation of success and whether the employee wants to do the task (Eccles, 2006).

ADAPTABILITY CHARACTERISTICS 18
Table 2

Motivation Influences, Types, and Assessments for Motivation Gap Analysis
Mission
The mission of ABC Mortgage is to simplify the mortgage process and build trust in the
community and with each borrower.
Organizational Global Goal
ABC Mortgage’s goal is to conduct a comprehensive evaluation of organizational learning and
training and include recommendations to improve organizational adaptability by December
2019.
Stakeholder Goal
Employees will exhibit skills of adaptive performance including creative problem-solving,
dealing with uncertainty, and learning new work tasks.
Motivation Influence Type Motivation Influence Assessment
Employees need to value the
changes to policies and procedures.
Value Survey
Employees need to feel they can
implement changes to their daily
tasks to align with new policies
and procedures.
Self-efficacy

Survey

Organizational Influences

The third component of performance is organizational factors, which include processes,
cultural models, and resources (Clark & Estes, 2008). Work processes must be efficient,
supported with adequate policies, and aligned with organizational goals to produce desired
performance (Clark & Estes, 2008). Additionally, employees require appropriate supplies and
tools to accomplish their tasks effectively (Clark & Estes, 2008). However, cultural models, is
equally important and often overlooked. Culture can be subdivided into models and settings.
Cultural settings are the locations where activity occurs, easily defined by who, what, when,
where, how, and why (Gallimore & Goldenberg, 2001), and includes both communication and
training, supplies and processes. A cultural model is intangible, making it harder to detect and
ADAPTABILITY CHARACTERISTICS 19
understand, as with values and beliefs, which are usually revealed through unstated rules of
interaction or behavior patterns (Gallimore & Goldenberg, 2001). Culture is dynamic—impacted
by the people involved and their shared experiences as a group (Schein, 2017). The interaction of
cultural models and settings creates processes and organizational structures; therefore, culture
dictates how work is assigned and completed (Rueda, 2011). If the following sections, I will
discuss two main organization factors in relation to the current goal including (a) support and
training for changes in policies and procedures (P&P), and (b) culture where employees are
valued, as summarized in Table 3.
Support and training. In volatile environments, maintaining organizational alignment
requires continually adjusting of processes and resources. Research shows that this effort
includes having a formal system for gathering and utilizing both internal and external knowledge
to inform learning, decisions, and processes (Argryis & Schon, 1978; Chakravarthy, 1982;
Senge, 1990; Stoica & Schindehutte, 1999), including efficient internal communication for
adjusting processes based on environmental factors (Chakravarthy, 1982; Egan et al., 2004;
Korbangyang & Ussahawanitchakit, 2010; Zahara & George, 2002). Support and training for
new P&P must blend learning programs with the organization’s vision and external perception to
cultivate abilities to anticipate and proactively solve problems (Glaveli & Karassavisou, 2011;
Hung et al., 2010; Korbangyang & Ussahawanitchakit, 2010; Rowden & Conine, 2005; Rowden,
2002).
Culture of value. Adaptable organizations are people-centric. They focus on providing
employees the resources and support required to succeed (Estes & Clark, 2008). To develop
appropriate training and development materials, the organization must provide opportunities for
and expect employee collaboration and reflection to create innovative solutions (Aguinis &
ADAPTABILITY CHARACTERISTICS 20
Karassavidou, 2011; Calantone et al., 2002; Egan et al., 2004; Sugarman, 2001). The
organization should also have a learning culture that embraces change by promoting flexibility,
risk-taking, experimentation, and the freedom to explore multiple solutions (Calantone et al.,
2002; Chatman et al., 2014; Felipe et al., 2017; Korhangyang & Ussahawanitchakit, 2010; Tse et
al., 1988). Organizational learning and training programs that include formal, informal, and
incidental training, and mentoring increase employee satisfaction and performance (Owens,
2006; Rowden, 2002; Rowden & Conine, 2005). While all of these occur within specific settings
of the organization, it is the cultural expectation of the organization and employees, the belief in
collaboration, risk-taking, exploration, and reflection that make the aspect of valuing employees
a cultural model.
Table 3

Organizational Influences, Types, and Assessments
Organizational Mission
The mission of ABC Mortgage is to simplify the mortgage process and build trust in the
community and with each borrower.
Organizational Global Goal
ABC Mortgage’s goal is to conduct a comprehensive evaluation of organizational learning and
training and include recommendations to improve organizational adaptability by December
2019.
Stakeholder Goal
Employees will exhibit skills of adaptive performance including creative problem-solving,
dealing with uncertainty, and learning new work tasks.
Organizational Influence Type Organizational Influence
Assessment
The organization needs to provide
support and training on how to
implement new policies and
procedures.
Cultural Setting Survey
Document Analysis
The organization needs to show it
values the employees.
Cultural Model Survey
Document Analysis

ADAPTABILITY CHARACTERISTICS 21
Summary
Performance problems can be analyzed based on knowledge, motivation, and
organizational factors. Each factor is important to the functioning and success of the
organization. By focusing on each aspect individually to determine root causes for issues,
appropriate solutions can be tailored. For the purposes of the current goal to improve
organizational adaptability through learning and training, each factor, K, M, and O, is reviewed
and analyzed.
Interactive Conceptual Framework
A conceptual framework is a presentation of the important variables and their
relationships, which guided the study parameters—including methodology, development of data
collection instruments, and analysis (Maxwell, 2013). Though the framework is influenced by
previous research on the topic and may be based on theories specific to the discipline, the
researcher’s personal views and experiential knowledge also shape the construct (Merriam &
Tisdale, 2016). Therefore, it is important to explain the foundation upon which the study is
based.
This study was based on previous research in adaptability and organizational learning
with a focus on financial institutions in the United States. It also drew on the researcher’s 27
years of experience in the financial sector with the last six being at the subject company. The
combination of current research and personal experience provides a pragmatic view discerning
details of the problem specific to the industry and company being studied (Creswell, 2014).
Various aspects of the company were analyzed to determine if the organization was meeting its
goals (McEwan & McEwan, 2003).
ADAPTABILITY CHARACTERISTICS 22
While the three organizational components—knowledge and skills, motivation, and
organizational resources—were previously discussed separately, it is their interactions that result
in the organization’s performance. To achieve organizational goals, all three components must be
present and aligned (Clark & Estes, 2008). The conceptual framework presented here addresses
these interactions in relation to the organizational goal of organizational adaptability through
learning and training. Figure A illustrates the conceptual framework.
The green box shows the knowledge and motivation influences from an employee
stakeholder level, which are encompassed by the broader, organizational influences in the blue
box. The employees’ knowledge and motivation are just as important as the cultural models and
settings of ABC Mortgage. While the three work collectively to influence goal attainment, any
one of the three could prevent the realization of organizational and stakeholder goals.
ADAPTABILITY CHARACTERISTICS 23
Figure A. Conceptual framework. Showing the interaction of knowledge, motivation, and
organizational culture models and settings influencing the organizational goal.

ADAPTABILITY CHARACTERISTICS 24
Data Collection

A mixed-methods approach was used, including a quantitative survey and qualitative
document analysis. The first stage of data collection included a survey of all employees of the
organization based on the criteria in Appendix A. The survey was administered through an email
invitation using the organization’s corporate email distribution list, comprised of 284 individuals,
to ensure the highest response rate. Due to the business’s email security policy, the marketing
department sent the email which included a link to the survey and cover document. Follow-up
emails at four and seven days were sent; to improve response rate, personal requests for
participation at the company-wide weekly meetings were also made. Overall, 141 individuals
responded, with 107 persisting past the initial five demographic questions. The document
analysis targeted broad areas of knowledge and organizational components of the research
questions, including information about communication, policies and procedures, and training.
This method provided additional details on organizational context and culture (Merriam &
Tisdell, 2016).
Surveys
Survey instrument. The survey included researcher developed questions as well as those
in the Individual Adaptability (I-ADAPT) survey created by Ployhart and Bliese (2006). The I-
ADAPT survey includes 55 items in a self-report format and scored on a 5-point Likert scale
(strongly disagree to strongly agree), which covers the eight subdimensions of adaptability
developed by Pulakos et al. (2000). Of the eight, three were considered important to the current
research questions: creativity, uncertainty, and learning. The corresponding questions for those
subdimensions were included in the survey instrument for this study with scoring reduced to a 4-
point Likert scale to eliminate the neutral option. Additional questions were added by the
ADAPTABILITY CHARACTERISTICS 25
researcher to align with the knowledge, motivation, and organization influences as well as to
cover demographic data. The complete survey protocol is found in Appendix B.
Survey protocol. The survey was distributed to all employees meeting the criteria via the
corporate email distribution list. The email included a link to the cover, which explained the
purpose of the study, and the actual online survey. The survey was administered the first through
third weeks of January 2019. The organization’s executive team provided approval for the survey
distribution.
Documents
Document analysis followed the survey as a means of developing a deeper understanding
of the organizational context and employees’ perspectives. Document review included materials
the employees had access to and used on a regular basis, including the corporate intranet,
training modules and materials, department manuals, internal video, blog and email
communications, and team meeting minutes (see Appendix A). These documents were analyzed
to determine employee knowledge of policies and procedures, and organizational changes;
however, these materials were not available to the general public. For each document type,
executive management provided access to the researcher for this study. Documents were
reviewed using the protocol in Appendix C. These documents provided insights into the
espoused culture and values of the organization (Schein, 2017) as well as the employees’
knowledge base, both of which are integral aspects of the conceptual framework relating to the
evaluation of organizational adaptability.
Data Analysis
Reliability analysis was used to confirm each construct’s validity. This step was followed
with mean, standard deviation, and a correlation matrix for each construct. Additional analysis
ADAPTABILITY CHARACTERISTICS 26
was completed by segregating the data by department. For discussion of frequencies, data were
aggregated into Accurate, which included both very accurate and accurate, and Inaccurate,
which included both very inaccurate and inaccurate. Documents were analyzed for evidence of
the concepts covered in the research questions and coded accordingly. Initial coding was based
on organizational categories developed from the research questions with additional open coding
based on the categories that emerged from the data.

ADAPTABILITY CHARACTERISTICS 27
Findings
This study evaluated the knowledge, motivation, and organizational (KMO) influences
that impact adaptability among employees of a regional mortgage lender. The following
questions guided this study:
1. What are the stakeholder knowledge and motivation related to organizational learning
and training?
2. What is the interaction between organizational culture and context and stakeholder
knowledge and motivation?
The assumed influences impacting adaptability were developed from related literature
reviewed earlier in this study. This section covers the key findings from both survey analysis and
document review of knowledge, motivation, and organizational factors, as discussed previously.
SPSS Version 25 and Excel 2016 provided analysis of the data collected from the survey
including means, standard deviation, and reliability analysis. Response rates and the resulting
sample were consistent with the overall population; the overall population and resulting sample
were comprised of 40% males and 60% females, 30% from operations, 55% from sales, and 15%
from support departments. Demographic categories including gender, race, age, time in career,
and time with the subject company were analyzed and showed no statistical differences between
groups; however, there were differences in responses between departments.
Constructs based on study questions and associated influences reported high Cronbach’s
alphas (α>0.65), as shown in Table 4 along with the mean, standard deviation and number of
overall responses for each construct. The mean for each construct is discussed within the
findings for each influence. Appendices D and E show the survey questions included for each
ADAPTABILITY CHARACTERISTICS 28
scale along with correlations and Cronbach alpha. The Organization-Training scale consisted of
one survey question, so frequency analysis was used.
Table 4

Summary Reliability Analysis for Each Construct

Factor and Item
M SD
n
Cronbach's
alpha
Knowledge
3.14 0.79
104
0.88
Motivation- Value
3.06 0.46
107
0.65
Motivation- Self efficacy
2.84 0.46
106
0.73
Organization- Setting- Communication
2.48 0.047
107
0.73
Organization- Setting- Training *(frequency analysis)
3.05 NA
107
NA
Organization- Setting- Resources
NA NA
107
NA
Organization- Models
2.62 0.67
106
0.77
I-ADAPT- Creativity
3.14 0.59
105
0.90
I-ADAPT- Uncertainty
2.82 0.38
103
0.72
I-ADAPT- Learning
3.13 0.45
106
0.92

29

Tables 5 highlights the Pearson’s correlation coefficients for the influences. Motivation-
value and Motivation-Self efficacy are highly correlated with the Organizational communication
construct. While Motivation-Self efficacy is highly correlated with the I-ADAPT constructs.

Table 5

Pearson's Correlation
Coefficients
Measure 1 2 3 4 5 6 7 8
1. Knowledge ~
0.25*
* 0.33**
0.30*
* -0.02
0.46*
* 0.33**
0.47*
*
2. Motivation- Value ~ 0.481**
0.64*
*
0.48*
*
0.31*
* 0.36**
0.48*
*
3. Motivation- Self-efficacy ~
0.56*
* -0.04
0.52*
* 0.64**
0.81*
*
4. Organization- Setting-
Communication ~ 0.23*
0.34*
* 0.43**
0.55*
*
5. Organization- Models ~ -0.03 0.14 0.00
6. I-ADAPT- Creativity ~ 0.59**
0.73*
*
7. I-ADAPT- Uncertainty ~
0.75*
*
8. I-ADAPT- Learning ~
Note: *p<0.05.**p<0.01.

Because the distribution of responses was not equal between departments, percentages
were used for accurate comparisons in Table 6 which shows the percentage of Accurate
responses by department. Both Accurate and Very Accurate responses were combined due to
sample size.
ADAPTABILITY CHARACTERISTICS 30
Table 6

Percentages of Accurate Responses by Department (includes
both Very Accurate and Accurate)

Factor and Item Ops Sales Support
Knowledge
(8) I know where to find the current P&P for my job. 87 90 69
(9) I understand the organization's policies and
procedures.
91 90 54
Motivation- Value
(20) I feel the policies and procedures required for my
job are useful.
94 92 75
(21) The policy and procedure changes over the past 3
months have been beneficial for me, i.e. helped me
complete my tasks more easily.
94 84 50
(22) I feel the time and effort required to complete
training is appropriate for the benefit(s) I receive.
88 80 58
Motivation- Self-efficacy
(33) I am confident that I can adjust to the changes in
work requirements.
100 98 100
(35) I am confident in my ability to complete the
training required in relation to changes in policies and
procedures.
100 98 92
Organization- Setting- Communication
(38) When policies and procedures change at my
organization, I understand the need for the changes.
100 92 92
(39) I feel changes in policies and procedures are
effectively communicated.
75 90 31
(47) The organization changes policies and procedures
to improve workflow as circumstances change.
94 97 100
Organization- Setting- Training *
(frequency analysis)

(42) I receive adequate training to support policies and
procedure changes
88 95 75
Organization- Models
(48) The organization asks for my input on policies and
procedure changes.
31 51 69
(50) I feel the organization considers my perspective
on how changes are implemented and communicated.
59 72 69
I-ADAPT- Creativity
(13) I see connections between seemingly unrelated
information.
91 86 100
(14) I am good at developing unique analyses for
complex problems.
84 92 92
(15) I am an innovative person. 81 80 85
ADAPTABILITY CHARACTERISTICS 31
(16) When resources are insufficient, I thrive on
developing innovative solutions.
81 74 77
(17) I am able to look at problems from a multitude of
angles.
94 95 100
I-ADAPT- Uncertainty
(6) I can adjust my plans to changing conditions. 97 92 92
(10) I tend to perform best in stable situations and
environments.
97 94 100
(11) When something unexpected happens, I readily
change gears in response.
91 89 92
(26) I can adapt to changing situations. 100 97 100
(27) I easily respond to changing circumstances. 97 85 92
(28) I am able to make effective decisions without all
relevant information.
69 69 69
(29) I need for things to be "black and white". 22 28 15
(30) I become frustrated when things are unpredictable. 25 33 42
(31) I perform well in uncertain situations when there
is no guidance/policies and procedures.
47 53 67
I-ADAPT- Learning
(12) I know how to reorganize my work/tasks to adapt
to new circumstances/policies and procedures.
97 90 100
(18) I enjoy learning new approaches for tasks or
problems.
94 90 100
(19) I take action to improve work performance
deficiencies.
97 94 100
(23) I often learn new information and skills to stay at
the forefront of my profession.
84 87 83
(24) I take responsibility for staying current in my
profession.
100 97 92
(25) I try to learn new skills for my job before they are
needed.
72 80 92
(32) I quickly learn new methods to solve problems. 94 97 92
(34) No matter the different kinds of skills required in
work situations, I know I can master them.
97 90 92
(36) I can continually learn new skills for my job. 97 98 100
(37) I take responsibility for acquiring new skills. 100 98 100
(41) I undergo training on a regular basis at or outside
of work to keep my competencies up to date.
75 84 46

ADAPTABILITY CHARACTERISTICS 32
RQ1: What are the stakeholder knowledge and motivation related to organizational
learning and training?
Knowledge. Knowledge is understanding how to complete a task. This study focused on
employees’ knowledge of current policies and procedures and how changes to policies and
procedures impacted their daily tasks. The study design used employee self-reporting through
quantitative survey results that measured the employees’ perceptions of their knowledge. The
document review was used to analyze the employees’ actual knowledge in relation to policy and
procedure changes. The distinction between perceived knowledge and actual knowledge is
important; when employees perceive they understand a concept, they are less likely to seek out
opportunities for additional training or performance input.
Finding 1: Employees’ perception of their knowledge is inconsistent with their actual
knowledge. The knowledge scale mean of 3.14 indicates that, overall, the organization’s
employees perceived that they understood the policies and procedures for their positions (Table
4). Approximately 90% of all respondents answered questions eight (I know where to find the
current policies and procedures for my job) and nine (I understand the organization’s policies
and procedures) with a response of either accurate or very accurate. However, when sorted by
department, the data show 31% of the support staff indicating they did not know where to find
the appropriate policies and procedures (Figure B).
ADAPTABILITY CHARACTERISTICS 33

Figure B. Percentages of agree responses by department (includes Very Accurate and Accurate)
to knowledge scale questions.

Additionally, document review of the corporate intranet showed that multiple policy
sections were out of date, including the manuals housing the policies and procedures for the
processing and closing departments, which had last been updated in 2017, as well as sections of
the underwriting manual, which had last been updated in 2018, prior to the changes found in
review of the underwriting meeting minutes from June to December 2019. In the underwriting
meeting minutes, of the nine changes that occurred during the review period, six did not have
supporting documentation for the change. This finding raised the question of whether the
employees had the correct knowledge about current policies and procedures, and whether they
were following the old policies and procedures or had adjusted their processes based on oral
instruction. A request for audits of performance against policies and procedures uncovered that
the audit department did not perform audits against current policies and procedures when
completing reviews. Therefore, though the knowledge score is acceptable, it is not supported by
ADAPTABILITY CHARACTERISTICS 34
the documents reviewed, leading to uncertainty as to the actual knowledge levels within the
organization.
Motivation. Motivation is the desire and drive to complete a task. This study focused on
the organization’s policies and procedures and how employees’ respond to changes in those
policies and procedures. Specifically, the survey questions were designed to determine if
employees valued the changes to policies and procedures and determine if they felt they had the
ability to change their tasks to accommodate changes in policies and procedures.
Finding 2: The value employees place on policies and procedures is inconsistent. The
Motivation-Value construct is acceptable with an overall mean of 3.06 and range of 2.97 to 3.22
(Table 4). This finding indicates that most employees consistently responded very accurate or
accurate to the survey questions focused on the value employees placed on the policy and
procedure changes. However, the results by department told a different story. In the support
department, 25% of respondents did not feel that the policies and procedures are useful, 50% did
not think the recent policy and procedure changes had been beneficial, and 42% did not think the
time and effort required to complete training about the new policies and procedures was
appropriate for the benefits received (Figure C). It is important to note that the executive and
management groups were included in the support department (Appendix B). The differences in
value between departments will be addressed in the recommendations section.

ADAPTABILITY CHARACTERISTICS 35

Figure C. Percentages of agree responses by department (includes Very Accurate and Accurate)
to motivation-value scale questions

Finding 3: Self-efficacy. Though the percentages of strongly accurate or accurate
responses by department exceeded 90% on the Motivation-Self-Efficacy construct, the overall
mean was only 2.84, with a range of 2.29 to 3.38 (Table 4). Apart from one, the dissenting
responses were very inaccurate rather than inaccurate. Table 7 shows the motivation-self
efficacy segment of Table 6 and percentage of agree responses by Operations, Sales and Support.
Table 7
Percentages of Accuratee Responses by Department (includes both Very Accurate and Accurate)
to Motivation- Self Efficacy Scale Questions
Ops Sales Support

This finding is especially significant due to self-efficacy being strongly correlated to all
three I-ADAPT constructs (Table 5). In addition to being highly correlated with learning,
creativity, and uncertainty, self-efficacy is highly correlated to communication (Pearson
ADAPTABILITY CHARACTERISTICS 36
correlation = 0.56 p<0.1). These are discussed further in the I-ADAPT finding below and
considered as part of the recommendations.
I-ADAPT. Individual adaptability traits are the focus of the I-ADAPT model, as
discussed previously. This study focused on changes in the organization’s policies and
procedures and employees’ potential to appropriately respond to those changes. The survey
questions for the Creativity, Uncertainty, and Learning constructs were used directly from the I-
ADAPT model developed by Ployhart and Bleise (2015). Because the I-ADAPT constructs focus
on individual adaptability characteristics, they are included under research question 1, which also
focuses on the individual stakeholders.
Finding 4: There is room for improvement in Creativity. The I-ADAPT-Creativity score
of 3.12, with range of 2.96 to 3.32, indicated that overall employees felt they had adequate skills
to solve unique, complex problems (Table 4). Across departments, over 85% of employees
responded very accurate or accurate to questions 13 (I see connections between seemingly
unrelated information) and 17 (I am able to look at problems from a multitude of angles).
However, across departments, 19 to 26% indicated they were not adept at developing innovative
solutions when they did not have adequate resources (Figure D). Additionally, the operations
department, which includes underwriting, was the least confident (84%) in its abilities to develop
unique analyses for complex problems, which is a core component of the underwriter job
description. It is possible, the 16% were respondents from other areas of the department where
problem-solving skills were not as important.
ADAPTABILITY CHARACTERISTICS 37

Figure D. Percentages of agree responses by department (includes Very Accurate and Accurate)
to I-ADAPT creativity scale questions.

Finding 5: Immediate action is required to develop individual abilities in Uncertainty.
The I-ADAPT- Uncertainty score of 2.82, with range of 2.34 to 3.23, indicated that the
employees were not adequately prepared to deal with unpredictable situations that require a shift
in focus and taking responsible action (Table 4). Across departments 25 to 42% of employees
indicated that they became frustrated when things are unpredictable (question 30), and 33 to 47%
did not perform well in uncertain situations where there was no guidance/policies and procedures
(Question 31). In both cases, the highest negative responses were from the operations
department. (Figure E).
ADAPTABILITY CHARACTERISTICS 38

Figure E. Percentages of agree responses by department (includes both Very Accurate and
Accurate) to I-ADAPT uncertainty scale questions.

Finding 6: There is room for improvement in Learning. The I-ADAPT- Learning score
of 3.13, with range of 2.96 to 3.32, indicated that the employees could learn new skills as
required to adapt (Table 4). However, the results also indicate 20 to 28% of respondents in the
operations and sales departments were not proactive in acquiring new skills (Question 25) and 16
to 54% did not undergo regular training to keep competencies up to date with the higher end of
the range in the operations and support departments (Figure F).
ADAPTABILITY CHARACTERISTICS 39

Figure F. Percentages of agree responses by department (includes both Very Accurate and
Accurate) to I-ADAPT learning scale questions.

RQ2: What is the interaction between organizational culture and context and stakeholder
knowledge and motivation?
Organization. The effectiveness of an organization is dependent upon its processes,
resources, and culture (Clark & Estes, 2008). This study focused on the support and training the
organization provided employees on implementing changes, including how the organization
communicated the value of changes. The study design utilized both quantitative survey questions
as well as document review to analyze these components.
Finding 7: Organization lacks an adequate communication plan. The communication
construct included three Likert scale questions on the survey (38, 39, 47) and one open-ended
question (#40- What, if anything, would you change about the communication process for
P&P?). The quantitative analysis showed the communication plan was inadequate, with a mean
of 2.48 and range of 2.23 to 2.98 (Table 4). Though overall employees felt changes were made to
improve workflow and ultimately understand the need for the change, the formal change
ADAPTABILITY CHARACTERISTICS 40
communication was insufficient as indicated by a negative response of 25% in operations and
69% in the support department (Figure G).

Figure G. Percentages of agree responses by department (includes Very Accurate and Accurate)
to organization-communication scale questions.

The document analysis and open-ended responses to question 40 support that result. The
document analysis indicated that five out of eight times in the period reviewed, the
communication of changes to policies and procedures occurred after implementation and, in
some cases, was not communicated until an employee noticed a change (such as a new hard stop
within the system, which prevented him from completing his tasks) and requested information
from management on how to handle it (Table 8).
Open-ended responses to question 40 focused on priority and consistency. Respondents
requested that the organization “make communication a priority,” provide “more and better
communication,” “quicker communication on changes,” and “advanced notification is better than
making a change and then by accident we discover the change.” One respondent summed it up
with “more communication when new policy implemented. Email to all with clear context of
what is expected, what change will impact and how it relates . . . information to research
ADAPTABILITY CHARACTERISTICS 41
further . . . available training notated in the communication of the change.” Another respondent
stressed consistency between departments and gathering employee input by stating:
There have been times when one department was informed but not another. If changes
are going to affect multiple areas, I think it would be helpful to include the individuals of
each group, not just the leaders, as we are the ones doing the job every day, and may be
able to better provide insight on changes that are being proposed/implemented.
A third respondent indicated that communication should be universal with “more emails as to
procedural & processing changes throughout the footprint and not just to the ones directly
effected [sic], as it ultimately filters to us all.” Providing communication of changes in advance
was mentioned: “there needs to be a more detailed planned approach,” and “I would like to see
clear concise info that crossed multiple areas shared before things happen vs after it happens.”
Multiple respondents also requested a method to easily find the information in the future:
“ensuring that they are easy to find (they aren't) and that old information is removed from all
places to limit confusion,” “Chronological changes on it [intranet],” and “create a searchable
database/internal-site for policies and procedures; perhaps list common topics & recent changes
on the front-page of the interface.”
Overall, the main open-ended responses were better, searchable intranet (9), make
[communication] a priority (6), use a planned, detailed approach (6), inform all departments
(6), and utilize multiple formats with follow up after (6). These examples supported the
quantitative findings and show the organization’s communication was inadequate. Because
communication is strongly correlated with motivation (Pearson correlation = 0.64 and 0.56,
p<0.1) as well as the I-ADAPT learning construct (Pearson correlation = 0.55, p<0.1) (Table 5),
it is a main aspect of the recommendations.
ADAPTABILITY CHARACTERISTICS 42
Table 8
Categories of Communication Responses to Survey and Document Review
Category
Doc
review*
Q40*
ACCOUNTABILITY AND
ALIGNMENT- link rewards with
progress and vision, consistency
1 1
COHESION- no silos, distribute
recognition
7
COMMUNICATION- upward info flow,
share K to allow understanding of
performance and impact
3 (11) 10
EMPOWERMENT- concrete,
collaborative, challenging goals, peer
collaboration
0
PROCESS- ease of work, systems
thinking, focus on interrelated areas of
high leverage
6
RESOURCES- tech, up to date
materials, ease of finding materials
10
SUPPORT- coach/mentor, scaffolding,
modeling, frequent targeted feedback,
self-evaluation, opportunities for
practice, informal training, choice of
relevant materials
20(13) 6
TRANSPARENCY- validate employee
contributions, share org performance
1

* Q40 column indicates the number of times the item was requested in the response. Doc review
column indicates times item was found (or, if in parentheses, number of times should have been
found but was not).

Finding 8: Organizational training is insufficient. Though employees felt they received
sufficient training for changes based on the mean score of 3.08 (Table 4) to question 42 of the
survey (I receive adequate training to support policy and procedure changes), that result was not
consistent with the results from the open-ended responses to question 7 of the survey, which
asked about a recent large change that impacted the entire organization (Tell me about the
challenges of implementing the new policies and procedures for BLEND and DAY ONE
CERTAINTY). Of the 97 respondents, there were 53 positive and 42 negative responses (Table
ADAPTABILITY CHARACTERISTICS 43
9). While most of the positive responses were in the area of process and included, “allows the
files to move forward quickly,” “simplifies the process,” “more streamlined,” “improved
productivity,” and “increased efficiency,” the negative responses focused on lack of
accountability and support. Specific issues mentioned under the support category included lack
of training and time: “in rural areas more hassle than value due to the limited number of
employers that use automated payroll systems,” “lack of training to show direct benefit to
branches and not just corporate,” “communication of the program was shared after program
implemented,” “customers are not up to date on technology,” “change to routine,” and “requires
re-programming.”
Accountability issues included “challenging when changes are not mandatory when lots
of time, money and resources are put in,” “borrower receives numerous emails requesting items
that may not be needed,” “we are told to not ask for anything up front, which doesn’t sit well to
then go back and ask again while BLEND continues to send emails asking them for more,” and
“getting all departments involved together to discuss implementation.”
Table 9

Responses to Question Seven Open Response
Q7: Tell me about the challenges of implementing the new policies and procedures for BLEND and D1C
THEMES/CATEGORIES positive negative mixed total
ACCOUNTABILITY AND ALIGNMENT-link rewards with
progress and vision, consistency
0(10) -10
COHESION- no silos, distribute recognition

COMMUNICATION- upward info flow, share K to allow
understanding of performance and impact
-2 0(2) -4
EMPOWERMENT- Concrete, collaborative, challenging goals,
peer collaboration

PROCESS- ease of work, systems thinking, focus on interrelated
areas of high leverage
35 -4 16(6) 41
RESOURCES- tech, up to date materials, ease of finding
materials
1(2) -1
SUPPORT- coach/mentor, scaffolding, modeling, frequent
targeted feedback, self-evaluation, opportunities for practice,
informal training, choice of relevant materials -3 1(13) -15
35 -9 -15 11
ADAPTABILITY CHARACTERISTICS 44
As with the knowledge construct, the responses varied by department. The positive
responses for question 7 were heavily weighted to the sales department, which accounted for 41
out of 53 positive responses and only five negative responses. For question 42, 25% of the
support department indicated that they did not receive adequate training to support policy and
procedure changes (Figure H).

Figure H. Percentages of Agree Responses by Department (includes both Very Accurate and
Accurate) to Organization-Training scale question

With this lack of consistency, it is important to determine what aspect of training was
insufficient. Open response question 43 (Suppose you are having difficulty with a task or
concept, what support and training are available) provided some insights into what tools were
available. The responses fell into three main areas: support (87), resources (33), and peers (17).
Support included the training team for video/webex/one-on-one training, help desk, branch
support team, manager, or other corporate department, while resources included written policies
and procedures, team meeting notes, the intranet, allregs (an industry guidelines resource), and
other outside resources.
ADAPTABILITY CHARACTERISTICS 45
Question 44 (In the last 3 months, how often did the organization provide training
courses for your position either in house or through an external source?) further broke down the
support response from question 43 (Figure I). Support for the sales department exceeded the
other two departments in part due to regular, weekly sales training sessions provided by the
company.

Figure I. Training frequency by department over a 3-month timeframe.
Finding 9: The organization has insufficient resources. The survey asked respondents
to provide insights into available resources as well as what additional resources were needed to
effectively adjust their tasks to policy and procedure changes. The top three responses accounted
for over 80% of the 89 responses to question 45 (What resources are available to help you
effectively implement changes to policies and procedures?). Responses were: Intranet (27),
Training/AU (24), and Management, which included team leads and peers (21). The responses to
question 46 (What additional resources would be helpful, or would you need to effectively
implement changes to policies and procedures?) were similar to question 45. The categories
ADAPTABILITY CHARACTERISTICS 46
provided by respondents in question 45 above (current resources) were used to categorize the
responses to question 46 (needed resources) (Table 10).
Operations responses focused on improved training and intranet. One respondent
indicated, “If changes require a new way to calculate or interpret data, I find having examples of
the changes as it would apply to each role, is helpful.” This insight seemed to further “put into
play” the changes and at least, in my scenario, corrected any misunderstandings derived from the
“reading the changes alone,” while another suggested that “webex may be helpful,” and a third
remarked: “more consistent training and a better resource tool to look up guidelines.” Additional
requests included “quarterly meetings,” “weekly or biweekly emails or videos to update us on
major changes,” “comparative findings to support what we are doing is correct. i.e., examples of
what to do and what not to do,” and “follow up/review. Plus the LP page [intranet] staying up to
date with procedures or some other procedure manual”.
Sales responses focused almost exclusively on the intranet. Several respondents indicated
that it was difficult to find information: “the training data on LP [intranet] could be better
organized. I've never been very successful using the search feature on the site. It typically brings
up very outdated information,” “a lot of information seems hard to find,” “keeping LP [intranet]
up to date would be helpful”; another requested “a centralized location for all policies and
procedures.” In addition to citing the intranet, one sales respondent requested information to
improve understanding of his impact on the process: “how to’s and a better list of how
loans/other things are done operationally (from beginning to end),” and several people requested
additional training classes, especially online options.
Support responses indicated a lack of basic resources; interviewees hoped for “courses
related to my specific department,” “better AU (organization’s university) courses specific to my
ADAPTABILITY CHARACTERISTICS 47
role,” “formal policies and procedures for our department,” “updated handbook,” “effective
communication and accountability to understand information.”
Table 10
Question 6- Additional Resources

Finding 10: The organization’s espoused values are not consistent with actions. The
organization’s values included collaboration, communication, and the active involvement of all
employees; however, the organizational models construct mean of 2.62, with range of 2.46 to
2.78, shows that these efforts were not consistently carried out (Table 4). The construct was
created from questions 48 (The organization asks for my input on policies and procedure
changes) and 50 (I feel the organization considers my perspective on how changes are
ADAPTABILITY CHARACTERISTICS 48
implemented and communicated). Across departments, 30 to 40% of employees did not feel the
organization considered their perspectives when making changes (Figure J).

Figure J. Percentages of agree responses by department (includes both Very Accurate and
Accurate) to organization-models scale questions

The document analysis also supported these results with examples of management asking
for feedback after changes but not before. The extent to which the organization showed that it
valued the employees appeared to be praising for good work, which was a common theme in
team meeting minutes and monthly company updates. The monthly company updates also
showed that the focus of the company was solely production. Except for the monthly service
award, which was given to two employees each month, the main purpose of the monthly updates
appeared to be recognizing the top sales producers. Table 11 shows the main categories and
number of times evidence of each was found of cultural models during the document review.

ADAPTABILITY CHARACTERISTICS 49
Table 11
Organizational Model- Value
Category Doc Review
COHESION- no silos, distribute
recognition

2(3)
COMMUNICATION- upward info
flow, share K to allow understanding
of performance and impact

0
EMPOWERMENT- concrete,
collaborative, challenging goals, peer
collaboration

11
PROCESS- ease of work, systems
thinking, focus on interrelated areas
of high leverage

1
RESOURCES- tech, up to date
materials, ease of finding materials

0
SUPPORT- coach/mentor,
scaffolding, modeling, frequent
targeted feedback, self-evaluation,
opportunities for practice, informal
training, choice of relevant materials

2

TRANSPARENCY- validate
employee contributions, share org
performance

0
Total documents 13

The disconnect between espoused values and actions was further supported by the open-
ended responses to question 49 (Tell me about the difficulties you experience as you complete
your daily tasks). Across departments systems, process, communication, and lack of information
were top issues. One operations respondent covered the main points with the following remark:
The constant interruptions, which prohibits my role from completing the required daily
task in a timely manner. The constant issues with the operating system, that can easily
ADAPTABILITY CHARACTERISTICS 50
create hours of delays on any given day, and somedays, multiple days in a row. One
recommendation is to implement an auto save that the system can perform behind the
scenes to ensure data is not lost. I don't feel our process flow is most efficient. Time
blocks to allow task to be completed may be helpful, or designation of an individual to
perform the task that seem to bogg [sic] down my role , requiring us to immediately stop
what we are doing, exit, enter another loan to click a button, or perform a simple task.
this is a repeative [sic] need daily and could be performed by a designated individual who
has knowledge (ie. [sic]clicking a document "RTS" correcting an exp. date, etc.).
The response also showed that employees have suggestions for improvements but in operations
70%+ of respondents indicated that the organization never asked for their input or opinion.
Another operations respondent indicated that keeping up with the constant change was difficult:
Policies and procedures are in place however are in need of constant development as we
go. Creating reports, tracking, developing what needs to be tracked, interpretation of
agency requirements, how to communicate findings and level of importance to the team
to keep within agency guides.
Dealing with constant change was a common issue across departments; one sales respondent
indicated that he ran into problems at every turn: “encompass (computer software) is painfully
slow, sometimes things are missed in processing, difficult to locate the guidelines for
underwriting, IT issues and trying to figure out how to submit a problem ‘ticket,’” while another
stated, “the biggest issue is maintaining a consistent process.” The support department also stated
that process was a main difficulty, “Our company allows for many ‘special’ situations, so
implementing a process or procedure is very difficult,’ and:
ADAPTABILITY CHARACTERISTICS 51
Managing different branches differently based on how they set up their office and how
they choose to run it. Managing an endless amount of “ways they choose to do things” is
a constant problem to give consistency, scoring on performance, and growth.
A lack of unity or the existence of silos was also a common theme. A sales respondent
remarked: “Changes are often made to help the same offices that make mistakes and then the
more efficient offices have to do more work,” while another participant offered a hope also
related to issues in operations:
would love to have a one stop shop to get all my info needed when I have questions.
Sometimes I ask questions and am just forwarded an e-mail instead of taking time to
explain the process. Sometimes the atmosphere feels more like I am just waiting on my
hand to get slapped. Instead of understanding and teaching, it can be condescending and
harsh at times”
This sentiment was echoed by another participant, who simply cited that there was “not a sense
of unity.” Additional responses with count and category are provided in Table 12.

ADAPTABILITY CHARACTERISTICS 52
Table 12
Question 49- Difficulties
Total Ops Sales Support Response (82 total, some > 1) Question
1 1 0 0
atmosphere “just waiting on hand to
get slapped . . . can be
condescending & harsh”
Tell me about
difficulties you
experience as
you complete
your daily tasks
(management,
process,
resources, etc.).
3 1 0 2
heavy workload/expectations not
enough employees, lack of time
10 1 6 3 inefficient communication
6 1 4 1 lack of planning, organization
10 5 3 2
not enough info, lack of knowledge,
no formal pp, need one stop shop for
info, LP not updated or user-
friendly, lack of reporting
16 7 7 2
process; too many ppl involved in
process, work- arounds increase
time and reduce production, trying
to manage chgs to loans with
constant interruptions, if can't find
reaching out to tl/mgr takes more
time
6 3 1 2
silos; disconnection between depts,
lack of responsiveness some depts,
lack of unity/consistency; lack of
accountability "some ofc that make
mistakes get help and then more
efficient offices do more work";
high number of "special situations"
10 2 7 1
systems are limiting, LP not
updated/user-friendly

Summary of Findings
The framework for this study focused on the alignment of knowledge, motivation, and
organizational influences to achieve the organization’s goals. Additionally, adaptive performance
skills at an individual level were analyzed to determine the organization’s ability to adapt to
constant change. The findings addressed two specific research questions. First: “What are the
stakeholder knowledge and motivation related to organizational learning and training?” The
ADAPTABILITY CHARACTERISTICS 53
study found existing knowledge needs. Employees reported that they understood the policies and
procedures, but many also indicated that they did not know where to find the policies and
procedures. The document analysis uncovered the available policies and procedures were out of
date and the audit department did not include compliance with internal policies and procedures
as part of their review. There were also motivation needs. The survey results indicated that some
employees valued the policies and procedures and were confident that they could align their
daily tasks with changes. However, the inconsistencies between departments, coupled with the
lack of validation on the knowledge influences, support that improvements focused on
motivation are required. The data on individual adaptability traits of creativity, uncertainty, and
learning showed that employees had inadequate preparation to adjust to rapid change.
The second research question focused on operational influences by asking, “What are the
interactions between organizational culture and context and stakeholder knowledge and
motivation?” The findings indicated current organizational needs. Organizational support
including communication and training as well as resources were inconsistent across departments.
The culture model of valuing employees was also inconsistent, with evidence of significant
variance between sales, operations, and support functions. Each of the influences and
adaptability traits are addressed in the solutions and recommendations.

ADAPTABILITY CHARACTERISTICS 54
Solutions and Recommendations
This evaluation study analyzed employee knowledge, motivation, and organizational
influences affecting adaptability at ABC Mortgage. Previous sections detailed the problem of
practice and current literature relevant to the problem which resulted in six assumed influences-
two each in Knowledge, Motivation, and Organization. Additionally, three individual
adaptability constructs were included focused on creativity, uncertainty, and learning. A mixed-
methods approach was used in data collection including a quantitative survey and qualitative
document review. This resulted in the 10 findings previously discussed and now used as the basis
for the recommendations which follow. The knowledge components focus on increasing
conceptual and procedural knowledge; motivation components include employee value and self-
efficacy; and organizational components address support and the culture of value. Though some
influences were within an acceptable range for some departments, all constructs showed some
deficiency in at least one department. Due to these gaps, the recommendations should be applied
across the organization. The New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016)
provides the framework for the recommendations in this chapter. A full implementation plan is
included in Appendix H.

ADAPTABILITY CHARACTERISTICS 55
Knowledge
Table 13
Summary of Knowledge Needs and Recommendations
Assumed
Knowledge
Influence
Principle and
Citation
Context-Specific
Recommendation
How and Who
(D)Employees need
to know what task
changes are required
to align with new
policies and
procedures.
1- (IPT) Conceptual
knowledge increases
when new
information is
meaningfully
connected with prior
knowledge
(Krathwohl, 2002;
Schraw, &
McCrudden, 2006).
Provide training
which incorporates a
foundation of
employees' prior
knowledge based on
pre-training surveys.
Collaborative effort:
1- Employees
provide input on
what is needed and
current knowledge
2- (CLT) Integrate
auditory and visual
information to
maximize working
memory capacity
(Mayer, 2011).
Prepare job aids that
include process maps
and other visual
components.
2- Team leads
develop process
maps and job aid
requests
(P) Employees need
to know how policies
and procedures have
changed.
1- Procedural
knowledge allows
one to describe how
to do something and
can be general or
subject-specific
(Krathwohl, 2002;
Rueda, 2011).
Develop training that
includes activities
where employees
create process before
and after matrices to
understand what
changes have
occurred.
3- Training
department improves
current materials and
develops new
materials for
management
approval; implements
approved materials
2- Learning increases
when employees
frequently practice a
skill until
automaticity takes
place (Mayer, 2011).
Provide training that
includes various
opportunities for
employees to work
through real-world
examples with the
support of the trainer.
4- Management
approves materials
and incorporates into
communication and
accountability plans

Increase knowledge of required task changes. The data indicated a high probability
that some employees lacked conceptual knowledge about what tasks must be changed to align
ADAPTABILITY CHARACTERISTICS 56
with new policies and procedures. Several learning theories provide the basis for practical
recommendations to address this knowledge gap including information processing theory and
cognitive load theory. For the purposes of this study, the most important is information
processing theory because it addresses how knowledge is layered. Conceptual knowledge
mastery depends on how information is gathered and connected to previous knowledge
(Krathwohl, 2002; Shraw & McCrudden, 2006). The recommendation is to provide targeted
training to each group, which incorporates a foundation of employees’ previous knowledge
based on pre-training surveys and performance reports.
Organizational adaptability depends on the adaptability of individual employees (Boylan
& Tuner, 2017). Learning new work tasks is one of the eight dimensions of individual adaptive
performance, as defined by Pulakos et al. (2015). Specifically, the ability to adapt tasks to
changes depends on conceptual knowledge of models as well as principles and generalizations
(Krathwohl, 2002). The first step to building new knowledge is understanding the foundational
knowledge and using scaffolding to facilitate new growth (Mayer, 2011).
Increase procedural knowledge of policy and procedure changes. The data showed
that 15 to 30% of employees lack knowledge about how policies and procedures have changed,
depending on department. Information processing theory was used to address this gap. Clark and
Estes (2008) indicated that training is used in situations requiring procedural or “how to”
knowledge. Training includes both providing information along with any job aids as well as
practice and feedback. Using various training methods including how information is organized
and multiple learning strategies improves learning impact (Rueda, 2011). Therefore, the
ADAPTABILITY CHARACTERISTICS 57
recommendation is to provide training that includes activities in which employees create process
matrices and work through real-world examples with the support of a trainer.

ADAPTABILITY CHARACTERISTICS 58
Motivation
Table 14
Summary of Motivation Needs and Recommendations
Assumed
Motivational
Influence
Principle and
Citation
Context-Specific
Recommendation
How and Who
(V) Employees need
to value the changes
to the policies and
procedures.
Expectancy Value
Theory (EVT)
indicates learning
and motivation
improve when the
learner values the
task(s) (Eccles, 2006;
Pintrich, 2003).
Develop training that
addresses the
importance and value
of the tasks. Provide
a choice of
challenging training
materials which are
relevant to the
learners based on
their interests and
real-world tasks.
Collaborative effort:
1- Employees
provide input on
what is needed and
current motivations
2- Training
department improves
current materials and
develops new
materials for
management
approval; implements
approved materials
(SE) Employees need
to feel confident in
their abilities to
implement changes
to their daily tasks to
align with new
policies and
procedures.
Feedback and
modeling increase
self-efficacy (Pajares,
2006).
Provide training that
links rewards with
progress and includes
concrete and
challenging goals.
Develop training
which includes
scaffolding, multiple
opportunities for
practice, and frequent
feedback points.
3- Management
approves materials
and incorporates into
communication,
goals, and
accountability plans

Value. The results of the survey for this evaluation indicated that almost 20% of the staff
overall did not think the changes to policies and procedures were beneficial. Expectancy Value
Theory (EVT) posits that learning and motivation improve when the learner values the task(s)
(Eccles, 2006; Pintrich, 2003). This supposition would suggest that changes to policies and
procedures that address the importance and value of the tasks will increase motivation.
Therefore, the recommendation is to provide communication and training, which emphasize the
ADAPTABILITY CHARACTERISTICS 59
importance and value of the changes. Also, when possible, provide a choice of challenging
training materials relevant to the learners based on their interests and real-world tasks.
Self-Efficacy. Though over 90% of the organization's employees indicated that they had
the ability to adapt to change, 48% indicated that they were unable to perform well in uncertain
situations when there is no guidance or policies and procedures. This situation led to frustration
and confusion, which negatively impacted their self-efficacy and motivation. Pajares (2006)
maintained that feedback and modeling can be used to increase self-efficacy. This insight could
be applied to the task changes required to align with changes in policies and procedures.
Therefore, the recommendation is to develop training that includes scaffolding, multiple
opportunities to practice new skills through guided discovery, and frequent feedback points.

ADAPTABILITY CHARACTERISTICS 60
Organizational
Table 15
Summary of Organizational Needs and Recommendations
Assumed
Organizational
Influence
Principle and
Citation
Context-Specific
Recommendation
How and Who
(S) The
organization needs
to provide support
and training on
how to implement
new policies and
procedures.
Create an
environment that
fosters desirable
behaviors
(Tuckman, 2009).
Behavior that is
reinforced is
strengthened
(Daly, 2009).
Provide timely
feedback that
links use of
learning strategies
with improved
performance
(Schute, 2008).
Implement informal
training program for
every employee
including mentoring,
peer collaboration and
coaching. Promote
upward information
flow. Create a
monitoring process with
regular check ins and
feedback to make
corrections to
policies/support/training
as needed.
Collaborative effort:
1- Employees
provide input on
what is needed and
current perspectives
2- Training
department
improves current
materials and
develops new
materials for
management
approval;
implements
approved materials
(M) The
organization needs
to show it values
the employees.
Organizational
performance
increases when
(1) processes and
goals are aligned
and established
collaboratively,
and (2) the
organization
provides
employees the
resources needed
to do their jobs
(Clark & Estes,
2008).
Develop clear,
challenging goals that
are interconnected with
other employees and the
organization’s goals to
engage employees and
validate their
contributions. Work
with each department/
team to establish
priorities and required
resources. Establish a
reward and recognition
system.
3- Management
approves materials
and incorporates
into
communication,
goals, and
accountability plans

ADAPTABILITY CHARACTERISTICS 61
Cultural settings. The results of a company-wide survey revealed that up to 25% of the
organization’s staff did not feel it had adequate training and support for policy changes.
Additionally, 25 to 69%, depending on department, did not feel the changes were effectively
communicated. A multifaceted recommendation from communication theory has been chosen to
address this gap. The organization’s culture, knowledge, and performance management systems
determine the overall organization’s performance. Creating a collaborative environment with
knowledge and ideas pulled from all levels reinforces the desired behaviors. Frequent
communication on direction, upcoming changes, and measurement of results on previous
changes linked to interconnected goals will improve performance (Daly, 2009; Schute, 2008;
Tuckman, 2009).
Cultural models. Based on the results of a company-wide survey 30 to 69% of
employees, depending on department, did not feel valued by the organization. Clark and Estes
(2008) indicated that organizational performance increases when an organization provides
employees the resources needed to do their jobs along with processes aligned with goals that are
established in collaboration with the employees. Therefore, the recommendation is to
collaboratively develop clear, challenging goals to engage employees and validate their
contributions. Additionally, because of the variance between departments, each department and
team should establish specific priorities and required resources, an effort which is linked to an
interconnected reward and recognition system to ensure consistency and cohesion among the
ADAPTABILITY CHARACTERISTICS 62
groups (Appendix H). As noted previously, it is the cultural expectation for collaboration and
valuing employees that brings this to the level of a cultural model.
For all three categories, a collaborative effort is recommended. The employees will
provide input on their perspectives, knowledge, and motivations currently, as well as through
continued communication and needs analysis. Team leads and management will assist in the
development of job aids and communication of needs to the training department. The training
department will update current materials and create new ones based on the requirements from the
production and support staff groups. Management will approve new materials and adjust the
communication, goals, and accountability plans to support the new materials and continued
monitoring and adaptation for change. The executive team and management will ensure cross
department communication and collaboration with adjustments as needed.

ADAPTABILITY CHARACTERISTICS 63
Limitations and Delimitations
This study evaluated the training and adaptability of ABC Mortgage. The study design
and parameters resulted in several limitations and delimitations. The researcher was a member of
the evaluated organization. Therefore, one limitation of the study may be the personal
relationship with study participants and any influence that may have had on their responses. The
researcher was not in a management role and had no authority over hiring, firing, pay or
incentives for the participant population. Additionally, the survey and all data materials were
anonymous. Categorical data with broader ranges were used to mask the potential identifiers for
questions in the survey—such as age and tenure at the company. An additional limitation is the
small population size. The results of this study may provide insights into similar populations but
will not be generalizable to the larger industry. The researcher had over 25 years’ experience in
the finance industry, which may have introduced bias and influenced the analysis.
There are also several delimitations. The research was conducted as part of a doctoral
program with a short data-collection window. As such, the use of one aspect of adaptability
(training) at one organization was required instead of including multiple aspects of adaptability
(alignment of incentives, external focus, marketability, customer voice, etc.) across multiple
similar organizations in the industry. The volume of research on organizational adaptability,
flexibility, and organizational learning is immense. In the interest of time, the researcher focused
the literature review on only those most relevant to the study.

ADAPTABILITY CHARACTERISTICS 64
Recommendations for Future Research
The data from the study show variances between departments across knowledge,
motivation, and organizational influences. This provides two critical areas for future research:
department and employee location. Additional data collection through interviews would yield
depth into the variances between departments to allow more focused recommendations.
Likewise, in the interest of time and sample size, the departments within the organization were
grouped into three categories- operations, sales, support- for the survey response options. The
specific department and the location an employee works- remotely, in a branch office, or in the
corporate office- were not gathered for this study. As these may have an impact on responses,
additional research should include these categories.
Conclusion
Constant change is innate to the financial services industry. In its first five years of
business, ABC Mortgage experienced the most significant financial crisis the United States has
suffered in the last 50 years. Because of this, as the organization moved into a high growth
phase, it made organizational and individual adaptability a focus of its strategic plan. This
dissertation evaluated the knowledge, motivation, and organizational influences related to the
organizational training and learning focused on changes in policies and procedures. Results of a
self-reporting survey coupled with document analysis showed needs in all three categories-
knowledge, motivation, and organizational resources. The employees perceive they understand
the current policies and procedures, but many indicate they do not know where to find the
current policies and procedures. This may limit their requests for additional training and support,
and negatively impact their compliance with the current policies. Motivation and perceptions of
organizational support and value differ between departments. These “silos” negatively impact the
ADAPTABILITY CHARACTERISTICS 65
organization’s ability to respond to environmental changes quickly and efficiently. An
inadequate communication strategy is one of the main causes of these silos and strongly
correlated with employees’ self-efficacy and individual adaptability characteristics.
Recommendations to address the gaps were provided and will result in the successful completion
of the organization’s goal to increase adaptability through training and learning provided the
recommendations are implemented as indicated.

ADAPTABILITY CHARACTERISTICS 66
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ADAPTABILITY CHARACTERISTICS 74
Appendix A
Participating Stakeholders with Sampling Criteria for Survey and Document Analysis

Participating Stakeholders
The study evaluated training and learning, and adaptability within ABC Mortgage. The
organization did not have baseline data; therefore, the stakeholder population of focus included
all employees of the organization. Specific criteria for each sampling method are further detailed
below.
Survey
Criterion 1. Employee of the organization with at least 3 months’ tenure.
A minimum 3-month tenure was chosen to ensure the employees had completed their
initial training and probation period and met expectations for continued employment. At the time
the survey was open, all employees met the 3-month tenure requirement. An online survey
instrument was emailed to all employees using the company email database. The participants had
two weeks to respond with follow-up emails being sent after four and seven business days. The
survey and its purpose were also discussed in the weekly company-wide meetings during the
time period the survey was open to ensure maximum participation. The lack of historical data
supported the use of a quantitative survey for the first step of the data collection process. These
quantitative data provided the baseline for employee perceptions about policies and procedures,
communication and training at the organization. They also provided initial confirmation of the
assumed K, M, and O influences. Analysis of data for average scores and gaps within teams
provided information on which areas required additional research in the remaining, qualitative,
portion of the study (Creswell, 2014).

ADAPTABILITY CHARACTERISTICS 75
Documents
1. Current training materials.
2. Current policies and procedures manuals for Processing, Underwriting, and Closing
departments.
3. Most recent 6 months of training videos, communications on policy and procedure
changes and team meeting minutes.
The documents were reviewed for evidence of changes in policies and procedures at the
organization including communication, training, and employee knowledge. A 6-month period
was chosen because the organization uses monthly and quarterly communication and financial
planning cycles. The last quarter of the year is slower than the second and third quarters so
materials from both the third and fourth quarters were used for an accurate assessment.

ADAPTABILITY CHARACTERISTICS 76
Appendix B
Survey Protocol

Thank you for your participation in this research effort.

This information sheet provides important information about the study being conducted.
Please take a moment to review it.

University of Southern California
Information Sheet for Research

Study Title: Adaptability in US Financial Institutions

You are invited to participate in a research study conducted by Melissa Lawler at the
University of Southern California.

PURPOSE OF THE STUDY
This research study aims to evaluate adaptability potential through learning and training.

PARTICIPANT INVOLVEMENT
Should you agree to take part in this study, this online survey will take approximately 10
minutes to finish. You do not have to answer any questions you do not want to.

PAYMENT/COMPENSATION FOR PARTICIPATION
You will receive an entry in the raffle drawing for one of 5 $10 Starbucks gift cards.

CONFIDENTIALITY
This survey collects no identifiable data. Should any identifiable data be collected, it will be
destroyed at the completion of the study.

Only members of the research team will have access to the study. Your employer and peers
will have no access to the data. Only summary data and analysis will be communicated in the
study findings.

INVESTIGATOR CONTACT INFORMATION
If you have any questions or concerns about the research, please feel free to contact Melissa
Lawler at mblawler@usc.edu or 919-441-9721

INSTITUTIONAL REVIEW BOARD (IRB) CONTACT INFORMATION
If you have questions, concerns, or complaints about your rights as a research participant or
the research in general and are unable to contact the research team, or if you want to talk to
someone independent of the research team, please contact the University Park Institutional
Review Board (UPIRB), 3720 South Flower Street #301, Los Angeles, CA, 90089-0702,
(213) 821-5272 or upirb@usc.edu

ADAPTABILITY CHARACTERISTICS 77
Demographic questions
1. What department do you work in: Sales (LO, Branch Partner, LO Asst, Sales
Asst)/Operations (Processing, UW, QC/CD, Closing, Funding, Post-closing)/Support
(HR, Compliance, Marketing, Executive, Management, Training, QC/Audit, IT, BST)
2. I am: Male/Female
3. How many years have you worked in the mortgage industry (in any capacity): enter
number of years
4. How many years have you worked at this company: 0-2 / 3-4 / 4-6 / 6-8 / > 8 years
5. I am ___years old: <20-29 / 30-39 / 40-49 / 50-59 / 60+

Knowledge (4-point Likert scale)
1. I know where to find the current policies and procedures for my job
2. I understand the organization’s policies and procedures

Motivation- Value (4-point Likert scale)
1. I feel the policies and procedures required for my job are useful
2. The policy and procedure changes over the past 3 months have been beneficial for me,
i.e. helped me complete my tasks more easily
3. I feel the time and effort required to complete training is appropriate for the benefit(s) I
receive

Motivation- Self-efficacy (4-point Likert scale)
1. I am confident that I can adjust to the changes in work requirements
2. I am confident in my ability to complete the training required in relation to the changes in
policies and procedures

Organization- Setting- Communication (4-point Likert scale)
1. When policies and procedures change at my organization, I understand the need for the
changes
2. I feel changes in policies and procedures are effectively communicated
3. The organization changes policies and procedures to improve workflow as circumstances
change
4. Open-ended question: What, if anything, would you change about the communication
process for P&P?

Organization- Setting- Training (4-point Likert scale)
1. I receive adequate training to support policies and procedure changes
2. Open-ended question: Tell me about the challenges of implementing the new P&P for
BLEND and Day One Certainty, i.e. how have the P&P changes impacted your work?
3. Open-ended question: Suppose you are having difficulty with a task or concept, what
support and training are available?
4. Open-ended question: In the last 3 months, how often did the organization provide
training courses for your position either in house or through an external source?

Organization- Resources (open-ended questions)
1. What resources are available to help you effectively implement changes to P&P?
ADAPTABILITY CHARACTERISTICS 78
2. What additional resources would be helpful or would you need to effectively implement
changes to P&P?

Organization- Model (4-point Likert scale)
1. The organization asks for my input on policies and procedure changes
2. I feel the organization considers my perspective on how changes are implemented and
communicated
3. Open-ended question: Tell me about the difficulties you experience as you complete your
daily tasks (management, process, resources)

I-ADAPT- Creativity (4-point Likert scale)
1. I see connections between seemingly unrelated information
2. I am good at developing unique analyses for complex problems
3. I am an innovative person
4. When resources are insufficient, I thrive on developing innovative solutions
5. I am able to look at problems from a multitude of angles

I-ADAPT- Uncertainty (4-point Likert scale)
1. I can adjust my plans to changing conditions
2. I tend to perform best in stable situations and environments
3. When something unexpected happens, I readily change gears in response
4. I can adapt to changing situations
5. I easily respond to changing circumstances
6. I am able to make effective decisions without all relevant information
7. I need for things to be “black and white”
8. I become frustrated when things are unpredictable
9. I perform well in uncertain situations when there is no guidance/policies and procedures

I-ADAPT- Learning (4-point Likert scale)
1. I know how to re-organize my work/tasks to adapt to new circumstances/policies and
procedures
2. I enjoy learning new approaches for tasks or problems
3. I take action to improve work performance deficiencies
4. I often learn new information and skills to stay at the forefront of my profession
5. I take responsibility for staying current in my profession
6. I try to learn new skills for my job before they are needed
7. I quickly learn new methods to solve problems
8. No matter the different kinds of skills required in work situations, I know I can master
them
9. I can continually learn new skills for my job
10. I take responsibility for acquiring new skills
11. I undergo training on a regular basis at or outside of work to keep my competencies up to
date

ADAPTABILITY CHARACTERISTICS 79
Appendix C
Document Analysis Protocol

Date:

Start time of analysis:

End time of analysis:

Location:

Reviewer:

Document Reviewed:

Conceptual Framework/KMO

- Evidence of procedural knowledge:

- Evidence of conceptual knowledge:

- Evidence of Robust training in cultural setting:

- Evidence of effective communication of P&P and why important:

- Other influences:

ADAPTABILITY CHARACTERISTICS 80
Appendix D
Research Matrix

Knowledge

Research Question 1
Construct
Sub
-construct
Survey
item
Type Document
K (8) I know where to
find the current P&P
for my job.
QUAN Intranet,
Department
Manuals,
Department policies
and procedures,
Meeting minutes,
Audit reports
K (9) I understand the
organization's policies
and procedures.
QUAN Intranet,
Department
Manuals,
Department policies
and procedures,
Meeting minutes,
Audit reports
K I-ADAPT
(uncertainty)
(10) I tend to perform
best in stable situations
and environments.
QUAN
NA
K I-ADAPT
(uncertainty)
(11) When something
unexpected happens, I
readily change gears in
response.
QUAN
K I-ADAPT
(learning)
(12) I know how to
reorganize my
work/tasks to adapt to
new
circumstances/policies
and procedures.
QUAN
K I-ADAPT
(creativity)
(13) I see connections
between seemingly
unrelated information.
QUAN
K I-ADAPT
(creativity)
(14) I am good at
developing unique
analyses for complex
problems.
QUAN
K I-ADAPT
(creativity)
(15) I am an innovative
person.
QUAN
K I-ADAPT
(creativity)
(16) When resources
are insufficient, I thrive
on developing
innovative solutions.
QUAN
K I-ADAPT
(creativity)
(17) I am able to look
at problems from a
multitude of angles.
QUAN

ADAPTABILITY CHARACTERISTICS 81
Motivation

Construct Sub-construct Survey item Type Document
M-V I-ADAPT
(learning)
(18) I enjoy learning new approaches for tasks or problems. QUAN

NA
M-V I-ADAPT
(learning)
(19) I take action to improve work performance deficiencies. QUAN
M-V (20) I feel the policies and procedures required for my job
are useful.
QUAN
M-V (21) The policy and procedure changes over the past 3
months have been beneficial for me, i.e. helped me complete
my tasks more easily.
QUAN
M-V (22) I feel the time and effort required to complete training
is appropriate for the benefit(s) I receive.
QUAN
M-V I-ADAPT
(learning)
(23) I often learn new information and skills to stay at the
forefront of my profession.
QUAN
M-V I-ADAPT
(learning)
(24) I take responsibility for staying current in my
profession.
QUAN
M-V I-ADAPT
(learning)
(25) I try to learn new skills for my job before they are
needed.
QUAN
M- SE I-ADAPT
(uncertainty)
(6) I can adjust my plans to changing conditions. QUAN
NA
M-SE I-ADAPT
(uncertainty)
(26) I can adapt to changing situations. QUAN
M-SE I-ADAPT
(uncertainty)
(27) I easily respond to changing circumstances. QUAN
M-SE I-ADAPT
(uncertainty)
(28) I am able to make effective decisions without all
relevant information.
QUAN
M-SE I-ADAPT
(uncertainty)
(29) I need for things to be "black and white". QUAN
M-SE I-ADAPT
(uncertainty)
(30) I become frustrated when things are unpredictable. QUAN
M-SE I-ADAPT
(uncertainty)
(31) I perform well in uncertain situations when there is no
guidance/policies and procedures.
QUAN
M-SE I-ADAPT
(learning)
(32) I quickly learn new methods to solve problems. QUAN
M-SE (33) I am confident that I can adjust to the changes in work
requirements.
QUAN
M-SE I-ADAPT
(learning)
(34) No matter the different kinds of skills required in work
situations, I know I can master them.
QUAN
M-SE (35) I am confident in my ability to complete the
training required in relation to changes in policies and
procedures.
QUAN
M- SE I-ADAPT
(learning)
(36) I can continually learn new skills for my job. QUAN
M-SE I-ADAPT
(learning)
(37) I take responsibility for acquiring new skills. QUAN
ADAPTABILITY CHARACTERISTICS 82
Organization

Research Question 2

Construct
Sub-
construct
Survey item
Type Document
O-S Communication (38) When policies and procedures
change at my organization, I
understand the need for the changes.
QUAN
Intranet, Meeting
minutes
O-S Communication (39) I feel changes in policies and
procedures are effectively
communicated.
QUAN
O-S Communication (40) What, if anything, would you
change about the communication
process for policies and procedures?
QUAL
O-S Communication (47) The organization changes
policies and procedures to improve
workflow as circumstances change.
QUAN
O-S I-ADAPT
(learning)
(41) I undergo training on a regular
basis at or outside of work to keep my
competencies up to date.
QUAN
NA
O-S Training (42) I receive adequate training to
support policies and procedure
changes
QUAN
Intranet,
Training
materials
O-S Training (7) Tell me about the challenges of
implementing the new P&P for
BLEND an Day One Certainty, i.e.
how have the P&P changes impacted
your work?
QUAL
O-S Training (43) Suppose you are having difficulty
with a task or concept, what support
and training are available?
QUAL
O-S Training (44) In the last 3 months, how often
did the organization provide training
courses for your position either in-
house or through an external source?
QUAL
O-S (45) What resources are available to
help you effectively implement
changes to policies and procedures?
QUAL
Intranet,
Department
Manuals,
Department
policies and
procedures,
Meeting
minutes, Audit
reports
O-S (46) What additional resources would
be helpful, or would you need to
effectively implement changes to
policies and procedures?
QUAL
O-M (48) The organization asks for my
input on policies and procedure
changes.
QUAN
O-M (49) Tell me about difficulties you
experience as you complete your daily
tasks (management, process,
resources, etc.).
QUAL
O-M (50) I feel the organization considers my
perspective on how changes are implemented
and communicated.
QUAN

ADAPTABILITY CHARACTERISTICS 83
Appendix E
Factor Correlations and Alphas

Factor and Item
M SD
Cronbach's
alpha
Knowledge
3.14 0.79 0.88 (8) I know where to find the current P&P for my job.
(9) I understand the organization's policies and procedures.
Motivation- Self efficacy
2.84 0.46 0.73
(33) I am confident that I can adjust to the changes in work
requirements.
(35) I am confident in my ability to complete the training
required in relation to changes in policies and procedures.
Motivation- Value
3.06 0.46 0.65
(20) I feel the policies and procedures required for my job
are useful.
(21) The policy and procedure changes over the past 3
months have been beneficial for me, i.e. helped me complete
my tasks more easily.
(22) I feel the time and effort required to complete training
is appropriate for the benefit(s) I receive.
Organization- Setting- Communication
2.48 0.05 0.73
(38) When policies and procedures change at my
organization, I understand the need for the changes.
(39) I feel changes in policies and procedures are effectively
communicated.
(47) The organization changes policies and procedures to
improve workflow as circumstances change.
Organization- Setting- Training
NA NA NA (42) I receive adequate training to support policies and
procedure changes
Organization- Setting- Resources
NA NA NA
NA- Open-ended questions only
Organization- Models
2.62 0.67 0.77
(48) The organization asks for my input on policies and
procedure changes.
(50) I feel the organization considers my perspective on how
changes are implemented and communicated.
I-ADAPT- Creativity
3.14 0.59 0.90
(13) I see connections between seemingly unrelated
information.
(14) I am good at developing unique analyses for complex
problems.
(15) I am an innovative person.
ADAPTABILITY CHARACTERISTICS 84
(16) When resources are insufficient, I thrive on developing
innovative solutions.
(17) I am able to look at problems from a multitude of
angles.
I-ADAPT- Uncertainty
2.82 0.38 0.72
(6) I can adjust my plans to changing conditions.
(10) I tend to perform best in stable situations and
environments.
(11) When something unexpected happens, I readily change
gears in response.
(26) I can adapt to changing situations.
(27) I easily respond to changing circumstances.
(28) I am able to make effective decisions without all
relevant information.
(29) I need for things to be "black and white".
(30) I become frustrated when things are unpredictable.
(31) I perform well in uncertain situations when there is no
guidance/policies and procedures.
I-ADAPT- Learning
3.13 0.45 0.92
(12) I know how to reorganize my work/tasks to adapt to
new circumstances/policies and procedures.
(18) I enjoy learning new approaches for tasks or problems.
(19) I take action to improve work performance
deficiencies.
(23) I often learn new information and skills to stay at the
forefront of my profession.
(24) I take responsibility for staying current in my
profession.
(25) I try to learn new skills for my job before they are
needed.
(32) I quickly learn new methods to solve problems.
(34) No matter the different kinds of skills required in work
situations, I know I can master them.
(36) I can continually learn new skills for my job.
(37) I take responsibility for acquiring new skills.
(41) I undergo training on a regular basis at or outside of
work to keep my competencies up to date.

ADAPTABILITY CHARACTERISTICS 85
Appendix F
Validity and Reliability

The research design supported the validity and reliability of the study. Though method
alone could not ensure reliability, multiple strategies were used to enhance the validity of the
study (Maxwell, 2013). The 25 I-ADAPT questions were tested for construct validity, which
showed strong support for convergent and discriminant validity (Ployhart & Bliese, 2006). The
three adaptability dimensions studied—creativity, uncertainty, and learning—were supported by
exploratory and confirmatory factor analyses (Pulakos et al., 2000). For the remaining 25
questions developed by the researcher, including five demographic questions, validity was
supported by multiple reviews of the questions with the dissertation committee, peers, and
industry professionals not working at the study organization (Salkind, 2017). This arrangement
ensured that the questions would link back to the intended knowledge, motivation, and
organizational factors indicated on the survey matrix. Additionally, reliability analysis was
completed on each of the scales listed in Appendix B.
The organization did not have baseline data on training and adaptability. Therefore,
construct validity was supported by asking multiple questions per influence and triangulation by
using multiple sources of data and collection strategies (Merriam & Tisdell, 2016). Cross-
referencing data collected from document analysis with data gathered from survey responses as
well as within survey data between participants increased validity (Patton, 2002) by providing
rich, detailed data from multiple perspectives (Maxwell, 2013).
Response rates were monitored, and reminder emails sent at three, six, and nine days in
an effort to increase response rates (Johnson & Christensen, 2014). Of the 284 employees who
received the survey, 141 responded but only 107 stayed past the demographic questions (#1–5).
ADAPTABILITY CHARACTERISTICS 86
The researcher assumed the lack of response was due to survey disinterest. Data were analyzed
as a representative sample of the survey participants.

ADAPTABILITY CHARACTERISTICS 87
Appendix G
Ethics

My research measures employed adaptability and organizational training, which requires
a full understanding of the participants’ perspectives and perceptions (Maxwell, 2013). This
depended upon a degree of trust between myself and the participants, which was based largely on
the ethical choices I made during the design and data collection phases (Creswell, 2014). Each
participant was provided an informed consent form describing the study and its purposes, stating
that their participation was voluntary and that they may opt to withdraw at any time, and
confirming that all information obtained would be kept confidential (Glesne, 2011). The project
plan was reviewed and approved by the University of Southern California Institutional Review
Board (IRB) with no required adjustments (Creswell, 2014).
As an employee of the organization where the study took place, the survey was
anonymous. The cover sheet reminded participants that their identities were confidential, and no
information obtained was used for purposes other than what the consent form disclosed. I was
not in a management role within the organization and had no other interest in the information
other than as data to inform the research project. The information provided to the organization
was general trends and analysis without linkage to specific individuals.
As a current employee with 25 years in the field, I was aware of my own biases during
the document analysis. Through reflection and memoing, I put aside my own understanding of
the organizational activities and how they should proceed to understand the environment from
the perspective of each participant.

ADAPTABILITY CHARACTERISTICS 88
Appendix H
Integrated Implementation and Evaluation Plan

Implementation and Evaluation Framework

The New World Kirkpatrick Model, Figure K, was used as the framework for the
implementation and evaluation plan (Kirkpatrick & Kirkpatrick, 2016). It was used to address
the validated KMO influences and provide appropriate recommendations. The four levels were
used in reverse order starting with Level 4, Results. This ensured that the recommendations for
Levels 1–3: Behavior, Learning, and Reaction, maintained focus on the organization goal to
improve adaptability.

Figure K. The New World Kirkpatrick Model. Reprinted from Kirkpatrick’s Four Levels
of Training Evaluation, by J. D. Kirkpatrick and W. K. Kirkpatrick.

ADAPTABILITY CHARACTERISTICS 89
Organizational Purpose, Need, and Expectations
Change is innate to the financial services industry; as such, organizations must have
strategies to adapt to constant changes to internal and external environments. The organization’s
goal was to evaluate its learning and training and to implement recommendations to improve
overall adaptability.
Though all internal and external stakeholders contributed to the organization’s
adaptability, it was important to evaluate both the depth of current training and learning and the
initial level of employee performance regarding this goal. The study evaluated learning and
training; therefore, the stakeholder of focus for this study are staff members. The stakeholder
goal was that employees would exhibit skills of adaptive performance including creative
problem-solving, dealing with uncertainty, and learning new work tasks.
Effective implementation will require tracking characteristics of adaptability on both
individual and organizational levels. At the individual level, these include: (a) critical problem-
solving skills, (b) taking measured risks, (c) ability to respond effectively in unpredictable
circumstances, and (d) seeking out and acquiring new ideas and skills. At the organizational
level, these include: (a) robust knowledge management system, (b) collaboration, (c) effective
communication, and (d) alignment of processes and resources. The achievement of the
stakeholder’s goal positively impacted the organization’s ability to achieve the goal of improving
overall organizational adaptability by December 2019.
Level 4: Results and Leading Indicators
The table below shows the internal and external outcomes associated with implementing
the study recommendations to improve organizational adaptability. These outcomes include
achieving organizational strategic goals and training materials that support transfer of training
ADAPTABILITY CHARACTERISTICS 90
and employee needs. Metrics include customer and employee satisfaction, along with improved
volume, quality, and service levels (Table 16).
Table 16

Outcomes, Metrics, and Methods for External and Internal Outcomes
Outcome Metrics Methods
External
Organization achieves
its strategic goals as
shown in the 5-year plan
created in 2017.
Improved customer
satisfaction ratings
Quarterly marketing analysis
including survey and social
media data
Increased sales volume Quarterly sales report with year
over year comparison
Internal
Training materials and
modules support long-
term transfer of learning
Increased quality/reduced
error on audits
Monthly and quarterly internal
and external audit reports
Improved
efficiency/reduced
application to Approval
time
Monthly and quarterly Fast
Track reports
Increased employee
satisfaction and engagement
ratings
Quarterly and annual employee
survey results
Training materials and
modules meet employee
needs.
Increased employee
satisfaction and engagement
ratings; increased
quality/reduced error on
audits
Quarterly and annual employee
survey results; monthly and
quarterly audit results

Level 3: Behavior
Critical behaviors. Critical behaviors are key behaviors that must be consistently
performed to produce the required result (Kirkpatrick & Kirkpatrick, 2016). This evaluation
study focused on adaptability and improving adaptability at ABC Mortgage by December 2019.
To achieve this goal, the following three critical behaviors are required. The first critical
behavior focuses on collaboration between employees and management on the development and
revision of policies and procedures. The second critical behavior focuses on the utilization of job
aids to implement new policies and procedures in daily tasks. Finally, the third critical behavior
ADAPTABILITY CHARACTERISTICS 91
focuses on the employee confidence in completing all procedures to policy standard. The specific
requirements including metrics, methods and timing are shown in Table 17.
Table 17

Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metric(s) Method(s) Timing
1. Employees and
management
collaborate on
development and
revision of policies
and procedures
The number of
policies and
procedures created
from collaborative
cross-functional
teams
Employees discuss
strategies for
improving policies
and procedures
Employees meet weekly in
teams.
2. Employees utilize
job aids to implement
new policies and
procedures in daily
tasks
The number of audits
showing deficiencies
in performing new
tasks.
Team meetings review
audit results
Monthly audit reports
3. Employees show
confidence in
completing all
procedures to policy
standard
The number of
employees that share
best practices on
what worked to
implement changes.
Team leads or
management will meet
with each employee to
discuss performance
and confidence levels.
Monthly one-on-one
meetings.

Required drivers. Because the behaviors in level 3 are critical to achieving the level 4
results, they are given additional attention with the use of required drivers. Kirkpatrick and
Kirkpatrick (2016) indicated that required drivers are processes and systems that support
performance and accountability beyond just observing behaviors. These drivers are grouped into
four sections: reinforcing, encouraging, rewarding, and monitoring. The drivers required to
support the behaviors critical to improving organizational adaptability are listed in Table 18.

ADAPTABILITY CHARACTERISTICS 92
Table 18
Required Drivers to Support Critical Behaviors
Method(s) Timing
Critical Behaviors Supported
1, 2, 3, etc.
Reinforcing
Provide employees job aids on
policies and procedures.
daily 2, 3
Provide regular refreshers in
formats conducive to
participation such as jeopardy
or quiz shows.
weekly 2, 3
Encouraging
Provide individual coaching as
needed for new policies and
procedures
weekly 1, 2, 3
Rewarding
Recognize performance or
service on collaborative teams
for policies and procedures
review/implementation
monthly 1, 2, 3
Provide opportunities for team
members to serve as peer
mentors
monthly 1, 2, 3
Monitoring
Provide weekly feedback to
each employee on performance
in implementing new policies
and procedures.
weekly 2, 3
Conduct monthly meetings in
each department to
communicate implemented
changes and upcoming change
proposals
monthly 1, 2, 3

Organizational support. To support implementation of new policies and procedures,
the organization will develop an informal training program for every employee that includes
mentoring, peer collaboration, and coaching. Additionally, the organization will strengthen
communication and accountability by promoting upward information flow and creating a
ADAPTABILITY CHARACTERISTICS 93
monitoring process with regular check-ins and feedback to make corrections to
policies/support/training, as needed. To support the accountability changes, the organization will
develop clear, challenging goals that are interconnected with other employees and the
organization’s goals to engage employees and validate their contributions. Each employee and
department will be involved in the goal creation by establishing priorities and required resources.
Goals will be linked to a reward and recognition system.
Level 2: Learning
Learning goals. The learning goals are based on Kirkpatrick and Kirkpatrick (2016)
evaluation, which includes skills, knowledge, attitude, confidence, and commitment. These goals
align with the gaps in knowledge and motivation found through this evaluation study and the
recommendations presented to address those gaps. Upon completion of the training program
focused on addressing the gaps found in this evaluation study, ABC Mortgage employees will be
able to:
1. Integrate knowledge from training activities to new policies and procedures (Knowledge-
Declarative)
2. Determine and apply task changes required as a result of new policies and procedures
(Knowledge- Conceptual).
3. Share best practices with team (Attitude- Value).
4. Believe they can effectively implement new policies and procedures (Confidence- Self-
Efficacy).
5. Implement policies and procedures in their daily tasks (Commitment).
Program. The learning goals listed above can be incorporated into a training program
facilitated by training professionals. ABC Mortgage had its own internal training department and
ADAPTABILITY CHARACTERISTICS 94
corporate university, which developed and presented the training modules required by external
stakeholders for regulatory compliance and maintaining agency and investor approvals. The
training department can create a 1-day intensive training course tailored to develop the skills
required for individual and organizational adaptability. The training course will be required for
all employees within the first year of employment with the company. Methods will include peer
modeling, real-world scenario exercises, formative evaluations, and extensive feedback. The
program materials will also include job aids to assist the employees in applying what they
learned.
Evaluation of the components of learning. The training plan will include both
formative evaluations during the training as well as summative evaluations after training to
assess learning and effectively develop the desired behaviors. Table 19 details the methods and
timing for the five components of learning based on the Kirkpatrick evaluation model
(Kirkpatrick & Kirkpatrick, 2016).

ADAPTABILITY CHARACTERISTICS 95
Table 19

Five Components of Learning- Methods and Timing
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it.”
Explain task changes required due to
new policies and procedures.
Knowledge check or discussion
during training (formative) and at
each subsequent policy and
procedure update (summative)
Procedural Skills “I can do it right
now.”

Apply knowledge from training to
new policies and procedures.
Simulations during training
(formative).
Performance as peer modeler at
subsequent sessions (summative)
Attitude “I believe this is
worthwhile.”

Report what worked and what did
not work
End of training survey and best
practice discussions during monthly
department meeting
Confidence “I think I can do it on the
job.”

Feedback from peers and coaching
sessions
During one-on-one and team
meetings
Commitment “I will do it on the
job.”

Employees performance on audits
improves
During one-on-one and monthly
department meetings

Level 1: Reaction
Though level 1 reaction is the most commonly used evaluation method,
Kirkpatrick and Kirkpatrick (2016) indicated that it is not always used effectively. Level 1
includes three components—engagement, relevance, and customer satisfaction. Table 20 shows
how each component will be evaluated and the appropriate timing.

ADAPTABILITY CHARACTERISTICS 96
Table 20
Evaluation Methods and Timing
Method(s) or Tool(s) Timing
Engagement

Use pre-testing to determine knowledge
levels and interests prior to training.
prior to training
Relevance

Incorporate problem-based, real-world
learning activities
during training
Customer Satisfaction

Request feedback during and after
training on success of activities
during and after training

Evaluation Tools
Immediately following the program implementation. At the conclusion of the training
program, an initially blended evaluation of levels 1 and 2 will be completed to determine
reaction as well as initial commitment and confidence in participants’ ability to apply what they
learned on the job. The survey (Appendix I) uses both open-ended questions as well as Likert
scale items. To ensure open, honest feedback, the questions are phrased to gather the learners’
perspectives (Kirkpatrick & Kirkpatrick, 2016).
Delayed for a period after the program implementation. A second, blended evaluation
(Appendix J) will be delivered between 60- and 90-days after the training program to evaluate
how the trainees have applied what they learned and to assess results. Therefore, the evaluation
will focus on levels 3 and 4 using similar open-ended and Likert-based responses.
Data Analysis and Reporting
The evaluation instruments will be used to create an ongoing training effectiveness
dashboard, which will be available 90 days after the first group of employees finishes the
training program. The dashboard will show initial results as well as improvements over time by
ADAPTABILITY CHARACTERISTICS 97
department and have the ability to show specific feedback on suggested improvements and
additional required resources. This method will allow the training staff to adjust the materials to
achieve the desired outcomes. The communication of the results company-wide will also show
that the organization is committed to providing the required supports and resources for the
training and values the employees and results. The results could be also included in the branch
and operations scorecards to further support their importance. Quarterly executive reports will
show the impact the training has on mission and department level goals. Appendix K shows a
sample of the dashboard.

ADAPTABILITY CHARACTERISTICS 98
Appendix I
Initial Blended Evaluation Instrument

Please indicate your level of agreement with each statement regarding the Adaptability training
program

1 2 3 4
Strongly
Agree
Agree

Disagree

Strongly
Disagree
(1) The training program was interesting.
(2) What I learned from this course will help me on
the job.

(3) I will recommend this program to my co‐workers.
(4) I believe it will be worthwhile for me to apply
what I learned.

(5) I am confident I can apply what I learned to my
job.

(6) What are the major concepts learned during this
training?

(7) What additional support will you need to
implement what you learned?

(8) What barriers do you anticipate that could limit
your success at applying what you learned?

(9) What is the first thing that you plan to apply from
what you have learned today?

(10) How could the training program be improved?

ADAPTABILITY CHARACTERISTICS 99
Appendix J
Subsequent Blended Evaluation Instrument

Please indicate your level of agreement with each statement regarding the Adaptability training
program

1 2 3 4
Strongly
Agree Agree Disagree
Strongly
Disagree
(1) I have successfully applied what I learned in
training.

(2) The job aids from training are helping me apply
what I learned.

(3) Since the training, I am more confident in my
ability to adapt to changes in policies and
procedures.

(4) I remain committed to applying what I learned in
the training program.

(5) The training program was worth my time.
(6) At work, I have the support I need to apply what I
learned.

(7) I have the necessary resources to apply what I
learned in training.

(8) Please provide an example of a positive outcome
you have experienced since attending this training.

(9) How has your participation in this program
benefited the company?

(10) Additional Comments:

ADAPTABILITY CHARACTERISTICS 100
Appendix K
Sample Dashboard

Abstract (if available)

Abstract Adaptability is required for long-term success, especially in financial institutions which experience regular environmental change. Previous research has shown characteristics of adaptable organizations include a robust knowledge management system, and a focus on people resources. Individual employee adaptability is also important and requires creativity, the ability to deal with uncertainty, and learn quickly. This study uses the Clark and Estes (2008) Gap Analytical Framework to look at the knowledge, motivation, and organizational influences that impact a regional mortgage lender’s ability to improve adaptability through training and learning. The research findings indicate the organization has needs in all three areas—knowledge, motivation, and organizational resources. These needs are addressed with recommendations based on the New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016).

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Asset Metadata

Creator Lawler, Melissa B. (author)

Core Title Adaptability characteristics: an evaluation study of a regional mortgage lender

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Publication Date 11/12/2019

Defense Date 08/20/2019

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag adaptability,adaptable organizations,OAI-PMH Harvest,organizational learning,Training

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Hirabayashi, Kimberly (committee chair), Bewley, William (committee member), Ferarrio, Kim (committee member)

Creator Email mblawler@usc.edu,mlblawler@yahoo.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-232462

Unique identifier UC11674879

Identifier etd-LawlerMeli-7917.pdf (filename),usctheses-c89-232462 (legacy record id)

Legacy Identifier etd-LawlerMeli-7917.pdf

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Document Type Dissertation

Rights Lawler, Melissa B.

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Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

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