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Competency in a blended workforce: an evaluation study of contracted labor development challenges

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Competency in a blended workforce: an evaluation study of contracted labor development challenges

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Content Running head: BLENDED WORKFORCE COMPETENCY 1

COMPETENCY IN A BLENDED WORKFORCE:
AN EVALUATION STUDY OF CONTRACTED LABOR DEVELOPMENT
CHALLENGES

by

Mark Mathews

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

BLENDED WORKFORCE COMPETENCY 2

Table of Contents

List of Tables 5
List of Figures 6
Dedication 7
Acknowledgments 8
Abstract 9
Introduction to the Problem of Practice 10
Organizational Context and Mission 10
Importance of Addressing the Problem 11
Purpose of the Project and Questions 12
Organizational Performance Goal 13
Stakeholder Group of Focus 14
Stakeholder Performance Goal 14
Review of the Literature 15
Building Competency and Cohesion in a Blended Workforce 15
Shifting Dynamics in Global Workforce Models 16
Downside of Nonstandard Work Arrangements (NSWA) 17
Alternative Methods to NSWA 18
The Impact of Team Cohesion on Blended Workforces 19
The Social Impacts of Workforce Blending 20
The Financial Side of Blended Workforce Production 21
The Clark and Estes (2008) Problem Solving Framework 22
Stakeholder Knowledge, Motivation, and Organizational Influences 23
Knowledge and Skills 23
Development of Baseline Equipment Knowledge 25
Multi-System Understanding and Operation 26
Internal Assessment of Perceived Ability and Comfort 27
Motivation 28
Attribution for Low Levels of Initial Competency 29
BLENDED WORKFORCE COMPETENCY 3
Self-Efficacy Theory 30
Organizational Culture 31
Organizational Cultural Model: Employee Interaction 32
Continuous Improvement 33
Organizational Cultural Setting: Instruction Quality 33
Conceptual Framework: The Interaction of Stakeholders’ Knowledge, Motivation
and the Organizational Context 35
Quantitative Data Collection and Instrumentation 39
Survey Instrument 40
Survey Procedures 41
Data Analysis 42
Findings 43
Knowledge 46
Factual Knowledge 46
Procedural Knowledge 48
Metacognitive Knowledge 49
Motivation 50
Attribution 51
Self-Efficacy 51
Organizational 52
Organizational Cultural Models 52
Organizational Cultural Settings 53
Solutions and Recommendations 55
Knowledge Recommendations 56
Increasing Baseline Factual Knowledge of Oil Spill Response
Equipment (Declarative) 58
Demonstration of Multiple Systems Operation (Procedural) 59
Contractor Evaluation of Their Own Knowledge (Metacognitive) 60
Motivation Recommendations 60
Attribution 62
BLENDED WORKFORCE COMPETENCY 4
Self-Efficacy 63
Organizational Recommendations 64
Organizational Cultural Model 65
Organizational Cultural Setting 67
Conclusion 68
References 69
Appendix A: Participating Stakeholders with Sampling Criteria for Survey 75
Appendix B: Survey Protocols 79
Appendix C: Validity and Reliability 82
Appendix D: Study Limitations 83
Appendix E: Ethics 84
Appendix F: Implementation and Evaluation Plan 86
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List of Tables
Table 1. Organizational Mission, Global Goal, and Stakeholder Performance Goal 14
Table 2. Summary of Knowledge, Motivation, and Organizational Influences 34
Table 3. Demographics: Gender, Age, Ethnicity 43
Table 4. Part-Time Equipment Operators Oil Spill Response Experience 44
Table 5. Response Distribution for Declarative Knowledge Items 47
Table 6. Response Distribution for Procedural Knowledge Items 49
Table 7. Response Distribution for Metacognitive Knowledge Items 50
Table 8. Response Distribution for Motivation Attribution Items 51
Table 9. Response Distribution for Motivation Self-Efficacy Items 52
Table 10. Response Distribution for Organizational Cultural Models Items 53
Table 11. Response Distribution for Organizational Cultural Settings Items 54
Table 12. Summary of Knowledge Influences and Recommendations 57
Table 13. Summary of Motivation Influences and Recommendations 61
Table 14. Summary of Organizational Influences and Recommendations 64
Table 15. Recruitment Strategy and Timeline 78
Table 16. Outcomes, Metrics, and Methods for Internal and External Outcomes 87
Table 17. Critical Behaviors, Metrics, Methods, and Timing for Evaluations 88
Table 18. Required Drivers to Support Critical Behaviors 89
Table 19. Evaluation Components of Learning for the Program 93
Table 20. Components to Measure Reactions to the Program 94

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List of Figures
Figure 1. Conceptual Framework: Blended Workforce Competency Challenges 38
Figure 2. Age Distribution by Experience Level 45
Figure 3. Ethnicity Distribution by Experience Level 46
Figure 4. Mean Score Distribution by Experience Level 48
Figure 5. Part-Time Equipment Operators Training Day Requirements 55

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7
DEDICATION
To my wife, Leti, a tireless champion who kept me going when I doubted and to the memory of
my mom, Lynn, who taught me to value education, diversity, and equity, without whose example
and encouragement at an early age this journey never would have started.

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8
ACKNOWLEDGMENTS
Thank you to my children, Will, Kylie, and Marisa for the love, support, and continued
inspiration. To my sister, Lori, for the tireless support and encouragement.
Thank you to Frank, James, and Frankie for allowing me access to conduct this study and
for supporting a workplace with the flexibility to push boundaries and promote inquiry. To my
work colleagues, John, Rob, Tony, and so many others who helped with this study and supported
me along the way.
Thank you to my dissertation committee, Dr. Patricia Tobey, Dr. Lawrence Picus, and
Dr. Brandon Martinez for your time, guidance, and direction.
To my professors, all of you, for the push past what I thought possible.
To my classmates from Cohort 8, thank you, for endless Saturday conversations and for
setting an example I can never obtain. I feel fortunate to have been a part of such a dynamic and
inspiring group.

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Abstract

The use of part-time outsourced equipment operators used to fill gaps in nonprofit oil spill
response organizations’ staffing models during large oil spills was examined in the context of
developmental challenges. This study utilized a quantitative method design for gathering and
analyzing data to consider the impacts of time, experience, and organizational culture on
qualification rates amongst part-time contracted oil spill response equipment operators. A
sample of 65 part-time prospective operators were surveyed following a single day of hands-on
equipment training to evaluate assumed knowledge, motivation, and organizational gaps and the
impact these gaps may have on part-time contractor qualification rates. There were 58
participants that met the study criteria requiring eligibility to become a qualified equipment
operator. Collected data were analyzed for frequency of answers and to determine central
tendencies. The study findings suggest that minor factual knowledge gaps may exist in
inexperienced respondents but more importantly that the organization may not allow enough
time for part-time outsourced labor to fully integrate with full-time equipment operators into the
organizational culture to gain the necessary competency to complete the qualification process.
This study concluded that adjustments may be needed to the organizational training program
focus to allow for better integration of part-time outsourced labor into the organizational culture
to allow them to move past the role of trainee and into that of qualified equipment operator.
Keywords: blended workforce, part-time outsourced labor, organizational cultural
integration

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Introduction to the Problem of Practice

This study explored the challenges of ensuring team competency in blended workforce
models where outsourced temporary labor augment smaller full-time staffs in times of
heightened operational tempo. This practice of blending workforces, defined as mixing full-
time, part-time, temporary, and contracted personnel to create a single workforce is becoming
more popular as organizations with fluctuating periods of increased workload look to achieve
higher cost efficiency and workforce flexibility (Thompson & Mastracci, 2008; Wilkin, de Jong,
& Rubino, 2018; Davis-Blake & Broschak, 2009). Use of employees working without the
expectation of indefinite employment, also known as working under nonstandard work
arrangements (NSWA) accounts for as high as 30% – 40% in the United States labor force
(Autor & Houseman, 2010; Thompson & Mastracci, 2008). However, along with flexibility and
some initial cost savings, the use of NSWA employees in a blended workforce model can be
problematic to ensuring an organization’s labor team competency and cohesion. Evidence shows
blended workforces encounter a 30% reduction in productivity, higher oversight needs, negative
learning curve impacts, and lower employee motivation compared to traditional permanent labor
models (Fisher & Connelly, 2016; George & Chattopadhyay, 2017). To be successful,
organizations must ensure a right sized staffing plan is implemented with a sufficient training
program in place to support the development of internal and external blended workforce labor.
Organizational Context and Mission
Oil Spill Cooperative, Inc. (OSC; pseudonym) is a nonprofit oil spill response
organization formed purposefully to provide regional offshore oil spill response services to the
oil and gas exploration and production companies governed by U.S. environmental regulations.
OSC consists of state-of-the-art oil spill response equipment, alternative response technologies,
BLENDED WORKFORCE COMPETENCY

11
and a blended workforce model spill response operating team (SROT) consisting of full-time
operational level response personnel, internal contracted support personnel, and external
outsourced labor personnel trained for times of heightened operational need (OSC, 2015).
Since 2010, OSC’s response capability has increased eight-fold, a key factor to the
successful government approval of its membership’s Oil Spill Response Plans (OSRP). Despite
this massive growth in equipment and capability, full-time employee growth has been far slower,
at only about two and a half times. As growth continued in 2012, the BOD made the
determination that large-scale full-time manning of the equipment was not needed but instead the
intent of the regulation could be satisfied with qualified outsourced labor (BSEE, 30 CFR 254).
Considering the varied level of operational oil spill response need, and the low risk of WCD
events, the BOD decided instead to fund the formation of a training and compliance program
capable of training contracted personnel to be used on an as-needed basis when operational
workload requires. A presentation given to the BOD in 2015 explained that the funding of this
training program reduces annual personnel costs from $5 million for complete full-time staffing
to $200,000 for the creation and maintenance of a blended workforce model where contracted
labor augments full-time staffing (OSC, 2015).
Importance of Addressing the Problem
The problem of developing competency in a blended workforce is important to solve for
a variety of reasons. Primarily because the quality of an organization’s output, and its ability to
adequately support its stakeholders, depends directly on the competency and efficiency of its
workforce (Akingbola, 2012). In the case of this study, the ability to adequately protect the
natural resources and sensitive environments in offshore environments depends directly on
OSC’s ability to provide a fully qualified spill response operating team (SROT) compliant with
BLENDED WORKFORCE COMPETENCY

12
current U.S. environmental regulations. OSC’s blended workforce model must be fully
integrated to meet this organizational goal and regulatory requirement.
The use of blended workforce models is increasing in the US workforce. A 2007 Rand
Corporation study presented before a congressional hearing on the development of the U.S.
middle class suggested one in ten U.S. workers were currently in an alternate work arrangement,
one in four if counting part-time and self-employed workers. This is a trend that will increase
over the next few decades and be influenced by demographic trends, technological advances, and
globalization (Karoly, 2007). As workforce models change, challenges to developing a
workforce that is no longer available to an organization on a permanent basis become prevalent
(Fisher & Connelly, 2016; George & Chattopadhyay, 2017). Despite these challenges, it is
essential to develop a right-sized, fully integrated, competent, and motivated workforce capable
of meeting operational needs for an organization to stay competitive in a changing economy
(Dong & Ibrahim, 2017). Inevitably, the quality and success of an organization is a direct result
of its workforce.
Purpose of the Project and Questions

The purpose of this study was to evaluate the degree to which Oil Spill Cooperative, Inc.
(OSC) was meeting its goal to provide a fully integrated and qualified spill response operating
team (SROT) consisting of a cohesive blended workforce capable of operating 100% of OSC oil
spill response equipment by the year 2020. The analysis focused on knowledge, motivation and
organizational influences related to the meaning behind current qualification numbers, a 27%
qualification rate, that indicated contracted labor had not integrated successfully and achieved
qualification numbers at a high enough level to say that OSC has successfully created a blended
workforce in line with the organizational goals. While a complete performance evaluation would
BLENDED WORKFORCE COMPETENCY

13
have focused on all stakeholders, for practical purposes the stakeholder of focus for this
analysis was the pool of temporary part-time contracted labor.
As such, the questions that guided this study were the following:
1. To what extent has OSC created a training environment capable of qualifying the
required number of outsourced contracted labor?
2. How do the variables of time, experience, and instructor quality relate to identified
stakeholder KMO influences in impacting the qualification rates of outsourced labor?
Organizational Performance Goal
Oil Spill Cooperative, Inc.’s (OSC) primary performance goal is to provide a fully
integrated and qualified spill response operating team (SROT) capable of simultaneously
operating 100% of OSC response equipment on demand by the year 2020. In 2010, following
the largest oil spill in U.S. history, OSC received funding for tremendous growth in equipment
capability but not in full-time employee staffing. This gap between capability and manning
created the need for a high level of contracted labor available for outsourcing in times of need
and a training program to develop them. Full staffing of OSC equipment with a blended
workforce requires the development of 86 contract labor personnel in addition to 32 full-time
employees. A BOD mandate in 2012 required that a redundancy factor of 3 times be applied
raising that initial number to 258 contracted personnel. To remain in compliance with
government regulations and BOD directives, 25% of those 258, or 65 contractors, must be
trained to independent operator level standards and appropriately documented (BSEE, 30 CFR
254). The real measurement of successful completion of this goal will come with agency
approval to operate and a BOD compliance statement followed by approved funding to continue
the training program.
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14
Stakeholder Group of Focus
Oil Spill Cooperative, Inc.’s (OSC) stakeholders include member companies, a board of
directors, administration, a training and compliance division, full-time employees, contractors,
and government officials. Under the oversight of government agency officials, the OSC training
and compliance division is tasked with the development and oversight of an annual training
program capable of training a fully qualified workforce, as required by published government
regulations, to support and operate OSC response equipment (BSEE, 30 CFR 254). The totality
of that response team is a mix of full-time employees and contracted temporary labor.
Permanent employees work regular 40-hour weeks to perform equipment maintenance and
maintain proficiency in equipment operation but are not enough to provide for 100% of the
required response team. As a result, the SROT relies heavily on outsourced contractors to
augment the full-time team. The key to meeting government regulations and BOD approval is to
ensure a sufficiently motivated and cohesive relationship between the full-time staff and
contracted temporary workforce labor.

Stakeholder Performance Goals

Table 1

Organizational Mission, Global Goal, and Stakeholder Performance Goals
Organizational Mission
Oil Spill Cooperative, Inc. (OSC) is committed to maintaining a state-of-the-art continuous oil
spill response capability with equipment and highly trained and experienced personnel that are
ready to meet the on-water oil spill response needs and requirements of our membership.
Organizational Performance Goal
By 2020, OSC will establish a fully integrated and qualified spill response operating team
(SROT) capable of simultaneously operating 100% of OSC response equipment.
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Training & Compliance
Division
Full-Time Equipment
Operators
Temporary Contracted
Equipment Operators
By June of 2018, the training
and compliance division will
outline a training program
capable of qualifying SROT
members.
By January of 2019, all full-
time employees will be
qualified to operate 100% of
required equipment.

By January of 2020, the
required number of temporary
contracted labor will be
qualified to operate 100% of
required equipment.

Review of the Literature
This literature review will examine the challenges in developing competency in
outsourced labor hired to fill shortages in full-time staffing during periods of increased
operational demand at organizations utilizing blended workforce models. The review begins
with the examination of performance gaps created by the use of outsourced temporary labor.
Next is an in-depth look at how differences created by a reduction in social exchange between
part-time and full-time workers leads to exclusion, lower training efficiency, higher training
costs, and lower overall organizational performance. This section includes current research on
how the impacts of lower baseline knowledge, poor self-efficacy, and misplaced attribution of
low skill levels in adult temporary NSWA labor directly affects organizational performance.
Following the general research literature, this review will conclude with a review of the Clark
and Estes (2008) Achievement Gap Analysis Framework with an in-depth look at the knowledge,
motivation, and organizational factors that influence the competency of temporary part-time
labor, specifically oil spill response equipment operators at OSC.
Building Competency and Cohesion in a Blended Workforce
The trend of reducing full-time labor by augmenting with part-time contracted labor in
times of increased operational workload, also known as workforce blending, is becoming more
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16
common in the U.S. labor force. Pursued for its cost efficiency and short-term flexibility, this
trend is making it harder for organizations to ensure a competent and cohesive workforce capable
of meeting the inconsistent workload demands of fluctuating operational environments (Barley
& Kunda, 2006; Huwe & Kimball, 2016; Kalleberg & Marsden, 2015). The short-term nature of
outsourced temporary labor creates a reduction in the exposure of a temporary worker to an
organization and its culture that limits temporal, physical, and administrative connection between
worker and organization (Augustsson, 2014; George & Chattopadhyay, 2017). Instead of being
cost-efficient, the loss of cohesion in blended workforces increases training costs, builds barriers
to worker competency and knowledge retention, and creates impediments to social exchange and
cultural inclusion (Dong & Ibrahim, 2017; Fisher & Connelly, 2016; Kalleberg & Marsden,
2015; Russel, Ferris, Thompson, & Sikora, 2016). A study conducted by the Bureau of Labor
Statistics (BLS) reveals poor social exchange in NSWA labor which in turn contributes to
reductions in worker motivation, self-efficacy, and specifically required task competency (Davis-
Blake & Broschak, 2009; George & Chattopadhyay, 2017; Olcaysoy & Moskowitz, 2018;
Parejas, 2006; Wilkin, de Jong, & Rubino, 2018).
Shifting Dynamics in Global Workforce Models
Studies have found that the global workforce has changed over the past several decades
in an attempt to remain cost effective and efficient in a shifting labor environment (Thompson &
Mastracci, 2008). Temporary labor use is on the rise to afford organizations not only greater cost
efficiency but also flexibility (Wilkin, de Jong, & Rubino, 2018). Organizations with internal
labor pools, or those with long employment, good pay and benefits, and high job security, have
been the norm in U.S. industry for most of the post-WWII era but to be competitive, companies
more recently are opting for staffing methods with downsized full-time staffs augmented with
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17
greater volumes of part-time contingent workers, about 33% of the overall US workforce
(Thompson & Mastracci, 2008). This blending of workforce labor relies on multiple NSWA
personnel including, part-time, reserve, and contract company workers many of whom are hired
via outsourcing. External sourcing companies provide personnel to fill the gaps purposefully left
unfilled by the organization where labor needs could only be met within the organization if
additional labor was hired full-time (Davis-Blake & Broschak, 2009). Davis-Blake and Broschak
explain that outsourcing provides labor too costly for organizations to hire on a full-time basis
when operational needs do not justify those expenditures. For the purpose of this study,
outsourced labor is the key resource defined by nonstandard work arrangements. Despite the
positive benefits of a changing workforce model, NSWA labor must be integrated carefully to
ensure a positive impact on permanent employees and organizational performance. Research
shows contracted labor can negatively impact permanent employee attitudes and reduces team
effectiveness in addition to being viewed as less skilled than permanent labor if not properly
integrated (Wilkin, et al., 2018). The type of NSWA and the culture of an organization play a
key role in determining the successful use of outsourced labor.
The Downside of Nonstandard Work Arrangements (NSWA)
The use of NSWA is not a fix all, but instead comes with mixed reviews. The impacts of
blending a workforce are potentially harmful to the individual laborer as well as to the
productivity of an organization. According to Autor and Houseman (2010), using low skill
temporary labor may inhibit labor market advancement by taking the place of better suited full-
time labor because temporary employment may hinder low skilled labor from developing
advanced skills and improving self-efficacy (Autor & Houseman, 2010). In addition,
outsourcing is not as cost effective as believed when loss of productivity and indirect costs are
BLENDED WORKFORCE COMPETENCY

18
factored (Fisher & Connelly, 2016). In the spectrum of outsourced labor, independent
contractor arrangements are more cost effective than temporary hire labor but cost efficiency
claims are weakly supported by evidence (Fisher & Connelly, 2016). More research is needed to
determine the extent of cost efficiency when compared to residual costs.
From another area of focus, outsourcing models may negatively impact the social
exchange within blended workforce organizations as explained by George and Chattopadhyay
(2017). Integrating work between full-time and part-time labor does not often result in positive
production because the reduced contact between labor in a blended workforce creates a loss of
social interaction (George & Chattopadhyay, 2017). Research seems to indicate that one single
NSWA model is not productive in all situations. The organization must play a key role in
reducing the potential negative impacts and create a culture of inclusion and cohesivity.
Alternative Methods to NSWA
As popular as NSWA and outsourcing has become, models do exist where it is possible
to augment a permanent employee workforce without using for-hire temporary labor.
Human resource needs change during crisis events and the potential exists to develop
relationships with similar organizations to provide labor support in heightened operational
periods. Emergency response organizations like OSC, Inc. can access matched organizations to
provide pools of similarly qualified individuals in support operational increases (Aviso, Mayol,
Promentilla, Santos, Tan, Ubando, & Yu, 2016). Aviso, et al. (2016) points out that highly
specialized fields with multiple organizations within a reasonable vicinity can provide mutual
assistance, or support of labor in some cases without pay. Mutual assistance is one widely used
model of personnel support across several specialized sectors in times of need, such as disaster
relief or oil spill response.
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19
Not all alternatives need to be external. Qin, Nembhard, and Barnes (2015) assert that
workforce flexibility can be created by cross training between departments or organizations to
provide added labor support in times of need. In some cases, a cross-training model may be
better suited than other flexible arrangements involving complex industrial tasks because the
technical capability of the personnel is much higher than outsourcing labor for hirer. One
drawback is that if organizations are not regionally located in close proximity, mechanisms for
cross-training are complex and can be expensive (Qin, Nembhard, & Barnes II, 2015).
The Impact of Team Cohesion on Blended Workforces
Organizations need cohesion of labor to properly develop integrated teams and blending
labor types can be a difficult hurdle. Workforces that lack cohesion face many challenges
counterproductive to team development including reduced time together and differing focuses of
team members. Research shows that the blending of outsourced labor with full-time employees
can create problems with organizational workforce cohesion which impact the ability of an
organization to be effective in its mission (Barley & Kunda, 2006). These challenges ultimately
can lead to a loss of productivity as well as have a negative impact on access to development
opportunities for outsourced labor usually afforded to full-time employees (Barley & Kunda,
2006). Beyond just production being at stake for the organization, NSWA allow for reduced
benefits packages for outsourced labor resulting in income inequality within blended workforces
(Huwe & Kimball, 2016). As a result, temporary workers may intentionally limit knowledge of
overall organizational cultural models to focus specifically on an assigned task (Augustsson,
2014). Outsourced labor does not have the potential to influence conditions at an organizational
level because of reduced contact time with the organization (Augustsson, 2014; George &
Chattopadhyay, 2017). This changes the learning environment for temporary labor compared to
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20
others in blended workforces. Further, cohesion within workgroups is a source of power
dynamic that impacts how members learn within the group. Knowledge transfer from coworkers
is greatly reduced in outsourced labor because of a reduction in contact with full-time staff
(George & Chattopadhyay, 2017). Research shows outsourced labor has less power and reduced
learning capability compared to full-time employees and therefore do not get the training
opportunities afforded full-time employees (Augustsson, 2014). Greater use of temporary labor
and blending workforces can actually deteriorate the effectiveness of a workforce by eliminating
opportunity for creating continuity and cohesion (George & Chattopadhyay, 2017).
The Social Impacts of Workforce Blending
The challenges associated with blended workforces can result in inconsistent
organizational culture and create learning barriers. It is vital to the performance of an
organization’s workforce and ultimately productivity for consideration of the social impacts of
using a blended workforce. Fisher and Connelly (2016) explain that temporary hired labor
exhibit fewer organizational citizenship behaviors (OCB) than permanent employees which can
limit social exchange. Their research suggests that the performance output of temporary
assigned workers may be impacted by a desire to limit social exchange intentionally to keep
expectations low (Fisher & Connelly, 2016). Because social exchange is a key part of NSWA
labor feeling obligation, gratitude, and trust towards the organization, organizations that do use
temporary labor instead of developing internal permanent labor run the risk of damaging the
social exchange culture of the entire organization (Fisher & Connelly, 2016). Organizations need
to ensure consideration of the impacts of what type of social environment they create on the
success of their blended workforce.
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21
Opportunities exist for organizations to utilize blended workforces to create positive
returns in performance and workforce productivity. All types of employees need the ability to
build and develop social networks at work in order to feel connected to coworkers and in line
with organizational goals. The use of highly qualified individuals for lower level tasks can have
a positive social impact if an organization is aware and capable of utilizing for instruction type
opportunities, such as mentoring lower skilled level workers (Russel, Ferris, Thompson, &
Sikora, 2016). Networking is important to the success of individual worker’s career goals being
reached and proper social integration among workers gives access to organizational information
and resources that directly affect a worker’s ability to be productive (Seibert, Kraimer, & Liden,
2010). An organization’s attitude and culture toward the treatment of NSWA workers is a key
part of developing a cohesive, competent blended workforce.
The Financial Side of Blended Workforce Production
Lower initial surface costs for using temporary labor are not completely accurate when
evaluating what it costs to train a workforce. Training costs can be one area counterproductive
to blending workforces by cutting into production staffing and reducing organizational efficiency
and must be considered when factoring the value of adding NSWA labor to an existing
permanent staff (Cappelli & Keller, 2013). Outsourcing labor provides wage reductions for
overall organizational payroll costs in cases where temporary work can provide the same level of
production, however, costs for temporary labor and workforce blending may be contingent upon
the needs of the organization using it. More complex tasking will require higher training and
investment from the organization (Cappelli & Keller, 2013). Training investment and recruiting
investment are both significant sources of residual blended workforce expense to be considered
when evaluating the value of outsourcing a significant part of an organization’s staff.
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22
Cost is not the only hurdle to successful workforce blending. Higher turnover rates in
NSWA labor result in indirect labor costs and while on the surface, temporary labor is much
cheaper to train, high turnover rates make temporary labor as expensive as permanent labor to
keep trained (Fisher & Connelly, 2016). Cost effectiveness of contingent labor is directly related
to the specific staffing goal in terms of complexity, training, and learning curves. Temporary
outsourced workers receive 1 day of training a year versus 4 for regular employees (Fisher &
Connelly, 2016). Residual costs, including the loss of productivity, have to be considered when
determining the value of workforce blending.
The Clark and Estes (2008) Problem Solving Framework
Clark and Estes (2008) establish a conceptual framework for identifying and analyzing
performance gaps. The framework begins with evaluating current performance against an
established goal, followed by identifying gaps, and then investigating assumed influences along
three categories including knowledge, motivation, and organizational (Clark & Estes, 2008).
The concept is that any performance gap can be equated back to one of these categories of
influence, starting with knowledge. Knowledge and skill-based performance gaps are evaluated
across four types of knowledge: factual, conceptual, procedural, and metacognitive (Rueda,
2011; Mayer, 2011; Krathwohl, 2002). Just as knowledge defines ability to perform, motivation
explains how focus and determination drive performance across three facets: (a) active choice, or
the pursuit of a goal; (b) persistence, or the extent one will continue in the face of adversity; and
(c) mental effort, the decision of how much mental effort an employee will invest to accomplish
a goal (Clark & Estes, 2008). Finally, organizational influencers create barriers to achievement
through misaligned procedures or misallocation of needed resources (Clark & Estes, 2008).
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Once understood through evaluation, solutions can be recommended to close performance
gaps (Rueda, 2011).
The Clark and Estes’ (2008) framework will be used below to evaluate temporary
contracted labor’s qualification rates against the organizational goal of providing a fully qualified
and cohesive spill response operating team (SROT) by May of 2020. First, contractor baseline
knowledge, tactical reasoning, and equipment operation capabilities will be discussed along three
of Krathwohl’s (2002) four types of knowledge including factual, conceptual, and procedural
(Krathwohl, 2002). Then, motivation will be discussed in terms of contractor skill level
attribution and its influence on self-efficacy (Rueda, 2011). Finally, organizational influencers
will be considered as they relate to quality of instruction and the training experience.
Stakeholder Knowledge, Motivation, and Organizational Influences
Knowledge and Skills
This review focuses on the knowledge-based influences critical to the development of Oil
Spill Cooperative, Inc’s (OSC; pseudonym) temporary contracted labor workforce by qualifying
100% of the required contract workers on OSC equipment. As a key stakeholder, contracted
labor makes up a significant portion of the OSC Spill Response Operating Team (SROT)
required by government regulations for oil spill response to worst case discharges (BSEE, 30
CFR 254). However, limited access to this temporary labor force has made the stakeholder goal
of having a fully qualified pool of temporary labor readily available extremely difficult. While
full-time employees maintain and train on equipment almost daily, temporary labor sees the
equipment maybe once or twice a year. With such a limited knowledge of the equipment, it is
difficult to provide quality instruction to ensure success in temporary workforce development.
BLENDED WORKFORCE COMPETENCY

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Research suggests that employee knowledge and skill enhancement is a key
component to improving job performance in cases where "how to" knowledge is lacking, and
future problem-solving capabilities will be necessary such as in temporary labor forces that lack
the fulltime exposure to organizational knowledge and equipment (Clark & Estes, 2008). A
primary step in developing and maintaining a productive workforce is to ensure continued
training focused on ever-changing job task knowledge, skills, and ability requirements
(Grossman & Salas, 2011; Aquinis & Kraiger, 2009). To be successful, OSC needs to provide
training to a blended workforce of full and part-time labor that is equally efficient at creating
capable and competent equipment operators. Developing skilled labor requires defining and
overcoming challenges to knowledge and skill enhancement by assessing performance gaps
across four types of knowledge: factual, conceptual, procedural, and metacognitive (Rueda,
2011; Mayer, 2011; Krathwohl, 2002). The first type, factual knowledge, is baseline type
information such as terminology, specific details, and elements necessary to problem solve
(Rueda, 2011). The second type, conceptual knowledge, or analytical knowledge, is a deeper
understanding of how each component or system works interdependently including vital
processes and theories (Clarke & Estes, 2008). The third, procedural knowledge, gets to the point
of actually learning how to do something and discovery of specific techniques and methods of
operation (Krathwohl, 2002). The final type of knowledge, metacognitive knowledge, is an
interconnectedness of student and knowledge, or level of learning, as to how one feels about
their cognition (Krathwohl, 2002).
Knowledge influences must be assessed and categorized into one of these four types of
knowledge in a manner conducive to increasing the student's ability to remember, recall, and
then utilize new expertise in problem-solving (Krathwohl, 2002; Rueda, 2011). Based on the
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review of research, three knowledge influencers will be discussed here and then categorized
into one of the four types of knowledge for further analysis and assessment. The purpose is to
show a need for progression and knowledge building in response to challenges unique to short-
term contracted labor.
Development of baseline equipment knowledge. The first knowledge influencer that
OSC's temporary labor pool contractors need to achieve is a baseline understanding of the OSC
offshore oil recovery equipment and its components. To eventually perform more complex tasks
through on the job type training, temporary employees do better if they bring to the table a
baseline of factual knowledge relevant to the desired performance (Augustsson, 2014).
Temporary employees can maximize experience-based training opportunities by prepping in
advance as a means for improved knowledge retention and transfer to short notice on-demand
job tasking (Grossman & Salas, 2011). Having a foundational understanding of equipment
coming into training sessions will make it easier for students to pull knowledge from long-term
memory into working memory, build on it throughout the hands-on training, and then restore it
back into long-term memory for future assignment (Mayer, 2011). This knowledge influencer is
categorized as factual knowledge because it deals with developing an understanding of specific
details and elements of equipment components and terminology before attending a full functional
hands-on training event (Krathwohl, 2002). The primary mechanism for providing and assessing
this factual baseline will be via an online familiarization course with pre and post instructional
quizzes on each piece of OSC equipment and nomenclature. The quizzes will not affect the
outcome of the course as any completion will provide a better understanding of student
knowledge coming into an in-person training event and provide valuable insight and help set
better goals for training outcomes (Aquinis & Kraiger, 2009).
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26
Multi-system understanding and operation. The second knowledge influencer that
OSC's temporary labor employees need to achieve is the ability to come in during day-long
hands-on equipment operation training events and grasp and retain the operation of the multiple
mechanical systems that make up a piece of oil spill response equipment in a relatively short
period. OSC needs a fully functional and competent spill response operating team (SROT) that
can operate all of the OSC equipment simultaneously in order to effectively respond to worst
case discharges. Only a small portion of that team are working under full-time arrangements.
The rest are contracted on a temporary basis as needed. For temporary labor to be an active and
integral part of the SROT, it is important that opportunities provide for highly qualified
personnel to interact and provide temporary labor with intensive, hands-on instruction on
standard organizational procedures and equipment operation (Russell, Ferris, Thompson, &
Sikora, 2015). To fully integrate temporary labor into a functional response team it is essential
to build knowledge through direct instruction and then provide opportunities for students to put
the newly attained knowledge to use and have instructors evaluate the actions of the student in
realistic scenarios, hopefully to the point of acting without thinking (Augustsson, 2014).
Established training environments that define individual systems learning and then conclude with
a broader range functional evolution with hands-on walkthroughs of operational procedures that
encompass all of the systems simultaneously provides a scaffolding of learning that can create
the best chance for knowledge retention and transfer (Aquinis & Kraeger, 2009). The training
must, however, be specific and targeted to detailed information and not be broad-based and
exploratory to be useful (Clark & Estes, 2008). This knowledge influencer impacts both
procedural and conceptual knowledge because it not only involves the instruction and assessment
of temporary labor's ability to learn multiple systems alongside full-time employees and then
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apply them using OSC's organizational procedures for responding to and recovering oil but
also to understand the tactical theory behind how the systems integrate to recover oil. The
effectiveness will be assessed using direct observation and short question assessments to
determine initial competency and help set future training goals for repetitive training (Clark &
Estes, 2008).
Internal assessment of perceived ability and comfort. The fourth knowledge
influencer is metacognitive because if involves the determination of outsourced labor’s comfort
level operating OSC equipment without direct supervision and the type of instruction most
effective to produce confidence in their temporary SROT members. A crucial part to taking a
piece of offshore oil spill equipment out to an oil spill and recover oil with it is the belief that one
can do it and an understanding of one's process for staying proficient. Not only operate it, but
also troubleshoot any issues that might arise and make tactical decisions as necessary for the safe
recovery of oil. Temporary labor is at a disadvantage because of the low number of training
hours accrued compared to full-time staff members (Kalleberg, 2018). Care must be taken by
the organization to ensure that external employees feel comfortable operating under the oversight
of fulltime managers and understand their role and feel competent in their job tasking (Kalleberg,
2018). A detailed understanding of how one learns is a vital part of being a productive
temporary employee (Mayer, 2011). This knowledge influencer is classified as metacognitive
because it involves assessing the internal feelings of a team members learning capability and
proficiency. A self-assessment questionnaire can be used to determine ability and future training
goals.
Table 2 illustrates how these knowledge influencers concerning OSC’s temporary labor
personnel line up with the organization’s mission, global goal, and individual stakeholder goal as
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well as the knowledge type category for each and the means to assess associated performance
gaps.
Motivation
Clark and Estes (2008) explain that motivation is such an important factor in employee
performance and organizational success that benefit can be gained even if no gaps in goals and
current performance exist. Further, that just as knowledge allows employees the ability to
perform, motivation is what gets employees going and keeps them focused on performance
toward the attainment of stakeholder goals (Clark & Estes, 2008). The authors summarize that
most research agrees there are three facets to motivational performance. They are: active choice,
or when an employee chooses to pursue a goal; persistence, meaning to what extent one will
continue toward a goal in the face of adversity; and mental effort, the decision of how much
mental effort an employee will invest to accomplish a goal (Clark & Estes, 2008). The challenge
to motivate, or to be motivated, is very different in context between temporary labor and
permanent employees, primarily as a result of a differing relationship between the employee and
their environment. From a social cognitive theory approach, Bandura (2000) explains that if the
difference in the environment for a temporary employee causes a reduction in the belief that they
could accomplish a task they will be less likely to have the motivation to do it. Social cognitive
research asserts that people guide their activities directly on how well they think they can
accomplish a task (Bandura, 2000).
For OSC to provide a quality and equitable training program that positively impacts all
parts of their blended oil spill response team (SROT), it is necessary to identify performance
gaps that result from a differing self-efficacy between permanent and contracted personnel. An
evaluation must follow to determine how individual team members attribute the success or
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failure of performance tasks (Rueda, 2011). The following section will discuss both self-
efficacy and attribution theories as they pertain to motivational performance factors of OSC’s
training program, specifically in the development of temporary contractors.
Attribution for low levels of initial competency. When contracted labor personnel
attend a training event as part of OSC's external surge capability, it is essential for instructors to
address that the accepted level of capability will start very low. The expectation must be set that
this low level of competency is expected and can be attributed to an external factor of lack of
exposure to the equipment and its operation. If part-time labor employees attribute this to an
internal lack of ability, Rueda (2011) states it will be difficult to overcome. More importantly,
the organization must ensure that this lower level of initial competency does not isolate the
individual or inhibit inclusion into the group of qualified and more skilled equipment operators.
A failure to properly attribute this lack of ability to expected inexperience could lead to the
isolation and astigmatism of the new temporary worker and could lead to out-grouping (Wilkin,
de Jong, & Rubino, 2018).
The power of attribution theory moves along three dimensions including stability, locus,
and control. If adequately addressed at the beginning of a hands-on equipment operation
training, all three dimensions can be worked through quickly to assure the student that this lack
of knowledge is not permanent (unstable). Further, that its locus is an external variable inherent
to limiting access to practicing the desired performance goal, and that it is entirely controllable to
mitigate during the training session with the appropriate level of personal agency (Rueda, 2011;
Bandura, 2000). With proper attribution, training can be evaluated for engagement level, and
personal skill development based on individual ability without the difficulty of wading through
differing attribution causes to performance. Pre and post training surveys and interviews can be
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used to assess what student's attribute a low level of competency coming into initial hands-on
equipment operation training. More importantly, research shows that positive attribution in post-
training surveys is an essential key to predicting the retention of learned material (Olcaysoy
Okten & Moskowitz, 2018). Accurately distinguishing, through post-training surveys, if newly
qualified equipment operators attribute their qualification to personal ability to learn and retain
the necessary skills instead of just completing an organizational goal as part of a group will help
the organization assess the overall integration of temporary labor into a permanent response
team.
Self-efficacy theory. At the beginning of equipment deployment training, self-efficacy
is less important than attribution because the expectation is that all students will have low levels
of ability. As training progresses, however, it becomes important to assess how contracted
employee self-efficacy develops. According to Pajares (2006), self-efficacy develops along the
self-evaluation from four sources: mastery experience, vicarious experience, social persuasions,
and physiological reactions. Consistent with research, in the case of OSC's training and
development of contracted employees, mastery is the most critical influencer on personal self-
efficacy (Pajares, 2006). As training sessions develop and unfold, the instructor must pay
attention to student's attitudes to engage and learn or hang back and avoid direct practice. If
instructors ensure that students learn each step and have the opportunity to gain confidence
through practice, a strong self-efficacy can develop. At its core, the strength of a fully developed
spill response operating team (SROT) is the collectiveness of its team group-efficacy (Clark &
Estes, 2008; Pajares, 2006). The inherent nature of temporary contracting labor leads to the need
for continued improvement and development away from the job. Research shows that temporary
workers with a strong sense of self-efficacy are more likely to participate in self-regulated
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activities to maintain proficiency and continue developing skills necessary for performance
improvement over the time spent away (Pajares, 2006). Self-determination theory affirms that
employees with higher self-efficacy lead to a sense of higher well-being in temporary workers
that drives internal motivation to improve job performance and increase learning (Lopes &
Chambel, 2017). In temporary workers, research suggests that collective-efficacy within blended
teams creates a desire in temp workers to maintain a higher level of motivation to possible
further integrate into the permanent side of the blended workforce (Allan & Sienko, 1998).
Efficacy, whether personal or collective, is essential to foster. An evaluation of current
performance against the goal of a fully qualified team must assess the extent that temporary team
members have self-efficacy, and collective-efficacy as a group, to operate organizational
equipment to the extent required by government regulations, best work practices, and in
alignment with organizational goals. A written survey can be used to determine how prepared
team members feel to operate OSC equipment. Table 2 outlines organizational and stakeholder
goal alignment, motivational influences, and assessment techniques.
Organizational Culture
Organizational culture is the interaction and shared learning experiences that take place
within groups of people (Schein, 2017). Organizational cultural interactions occur across many
levels ranging from macro to micro individual and these interactions are dynamic based on the
construction of a particular observed group (Erez & Gati, 2004; Rueda, 2011). An
organization’s culture is formed as groups interact and accumulate shared beliefs, values, and
establish behavioral norms in the pursuit of accomplishing organizational goals (Schein, 2017).
The influence of organizational culture on the development of blended workforces occurs in both
cultural models and cultural settings within an organization (Gallimore & Goldenberg, 2001).
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Organizational cultural models are shared group views of how things work while cultural
settings are the interactions where something is accomplished (Gallimore & Goldenberg, 2001).
Complete integration of full and part-time labor is necessary to develop cohesion to qualify a full
spill response operating team (SROT). This section will discuss how cultural models and
cultural settings influence the ability of temporary contracted labor within OSC’s blended
workforce to integrate and become competent at operating oil spill response equipment. Without
the proper integration, learning cannot take place and qualification levels needed to close OSC
performance gaps cannot be reached.
Organizational cultural model: Employee interaction. Organizational cultural models
are about shared learning experience and the development of the way an organization functions
(Schein, 2017). OSC is an oil spill removal organization that operates under a minimal full-time
(FT) staff to accomplish day to day activities. In most cases, the FT staff can handle the daily oil
spill workload but in times of increased operational tempo temporary part-time labor (PT) must
be brought in to fill the gap in equipment operators (OSC BP, 2015). Annual training events are
conducted to ensure a pool of qualified PT operators exist using FT operators as instructors to
create a cohesive and competent blended workforce (OSC OTM, 2018). Research shows
contracted PT labor can have negative impacts on FT employee attitudes which can reduce group
effectiveness and negatively impact productivity in organizations with cultural models not
focused on the careful integration of PT workers (Wilkin, deJong, & Rubino, 2018). Without
open and productive interaction between all labor groups at OSC, the development of individual
workers, both FT and PT, can be negatively impacted (George & Chattopadhyay, 2017). The
overall development of PT equipment operators depends on the positive interaction from FT
equipment operator instructors during training events. Research shows that PT labor inherently
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33
lacks access to the developmental opportunities afforded FT employees which can cause social
inequities between blended workforce labor (Barley & Kunda, 2006). Workforce culture directly
impacts the identity and performance of its team members and organizational training programs
must be enhanced to correct negative social inclusion behavior and create positive social
exchange between all workforce group members (Clark & Estes, 2008; Fisher & Connelly,
2016).
Continuous improvement. Research shows that PT workers will often intentionally
limit knowledge of an organization and its culture and focus specifically on task assignment in
an attempt to limit negative interactions (Augustsson, 2014). The importance of FT employee
attitude towards positive instruction and development of PT labor is a key component to closing
the gap between varied performance in blended workforce groups (Augustsson, 2014). Reduced
contact time between an organization and its PT labor can create challenges to developing an
understanding of a culture that strives towards continuous improvement (George &
Chattopadhyay, 2017). OSC’s PT labor can feel existing pressure to perform without
understanding that failure is an acceptable part of learning at OSC when comparing themselves
to the FT employee training staff. It is therefore important the best OSC equipment operators are
solicited to become trainers and the consideration given to developing a positive mental attitude
toward the inclusion of all labor groups within OSC’s workforce.
Organizational cultural setting: Instruction quality. Everyday cultural settings, in
this case blended workforce training sessions, have a direct impact on the building of cultural
models (Gallimore & Goldenberg, 2001). The varied levels of employee interaction within labor
groups of a blended workforce highlight how important it is for the organization to prepare
efficient and quality training opportunities for all employees (Barley & Kunda, 2006). A direct
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tie exists between the Krathwohl (2002) knowledge types discussed in the “K” section and the
need to facilitate a positive training environment. For an organization like OSC that is not
involved in daily academic achievement, it is important to identify, develop, and facilitate FT
employees into good training instructors and provide access to the proper tools needed to create
and ensure competency in the OSC blended workforce response team.
Table 2

Summary of Knowledge, Motivation, and Organizational Influences
Organizational Mission
Oil Spill Cooperative, Inc. (OSC) is committed to maintaining a state-of-the-art continuous oil
spill response capability with equipment and highly trained and experienced personnel that are
ready to meet the on-water oil spill response needs and requirements of our membership.

Organizational Global Goal
By 2020, OSC will establish a fully integrated and qualified spill response operating team
(SROT) capable of simultaneously running 100% of OSC response equipment.

Stakeholder Goal
By January of 2020, the required number of temporary contracted labor will be qualified to
operate 100% of necessary equipment.

KNOWLEDGE
Influence Assessment
Factual - Contractors need to establish a
baseline understanding of the OSC response
equipment and components.
Quantitative survey administered following
equipment deployment training: Questions 8
& 9
Procedural - Contractors need to demonstrate
how to operate the multiple systems onboard
each piece of equipment including hydraulics,
valve manifolds, pumps, skimmers, and
vessel handling.
Quantitative survey administered following
equipment deployment training: Questions
10, 11, 12, & 13
Metacognitive - Contractors need to evaluate
their level of comfort to operate the
equipment without OSC oversight during an
actual oil spill response.
Quantitative survey administered following
equipment deployment training: Questions 5,
14, 15
MOTIVATION
Influence Assessment
Attribution - Contractors should feel that
initial low level of competency operating
Quantitative survey administered following
equipment deployment training: Questions 17
& 18
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equipment is from lack of training rather than
lack of ability.
Self-efficacy - Contractors need to believe
they are capable of operating equipment
without direct oversight.
Quantitative survey administered following
equipment deployment training: Questions
16, 19, 27, & 28
ORGANIZATIONAL
Influence Assessment
Organizational Cultural Model - The
organization must provide a training
environment supportive of positive social
exchange between full-time employee
instructors and part-time contracted learners
that encourages proper learning principles and
assessment
Quantitative survey administered following
equipment deployment training: Questions
20, 21, 23, 24
Organizational Cultural Setting - The
organization must provide opportunities for
equipment operators to receive instructional
guidance on becoming better instructors.
Quantitative survey administered following
equipment deployment training: Question 6,
7, 22, 25, 26

Conceptual Framework: The Interaction of Stakeholders’ Knowledge and Motivation and
the Organizational Context
The purpose of this conceptual framework is to explain the reasoning behind the key
concepts and ideas chosen for this evaluation study and consider the interactions that present
challenges to the learning ability of temporarily hired contract labor working within a blended
workforce (Maxwell, 2013). The potential influencers presented independently above will be
considered here in a relational context combining experiential adult training observations, taken
from a business perspective and post-positivist point of view, with current research on behavioral
and social cognitive theories to present the idea that organizational influencers create barriers for
key stakeholders, in this case the external temporarily hired contract worker, from gaining the
required competency needed to operate industrial marine equipment (Merriam & Tisdell, 2016;
Maxwell, 2013).
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OSC has created a blended workforce model to fill the need for large pools of labor, in
this case oil spill response equipment operators, by temporarily contracting outside labor in times
of heightened operational need. This integration of part-time contracted labor into a smaller full-
time employee base can create several challenges to conventional learning models. Mayer
(2011) explains that, from a social cognitive perspective, individuals learn from interaction with
other employees by observing, rehearsing, and then applying observed behaviors. OSC’s blended
workforce model limits these interactions and reduces the opportunities for contracted labor to
interact with full-time employees. Organizational training sessions conducted by OSC several
times a year attempt to bring all groups of their blended workforce together to create a positive
social exchange between employees while educating the part-time contractors on how to run
equipment. For these interactions to be successful, attitudes must exist within the full-time
employees to foster a mindset of inclusion and a positive training environment capable of
providing the necessary setting for behaviors to be learned and reinforced during single day
training sessions (Dembo & Eaton, 2000). These training sessions must be formatted in a way to
allow short-term contracted labor the opportunity to build self-efficacy towards operating
equipment without oversight during large scale oil spills where full-time labor will not be
available to oversee contracted equipment operators (Parajes, 2006).
Research has shown these positive interactions are hard to accomplish within a blended
workforce because of the reduced time spent together and the lack of trust this limited social
interaction may produce within the organization (Fisher & Connelly, 2016). A reliance on
contracted labor can deteriorate the effectiveness and productivity of an organization by creating
a non-cohesive labor team unable to accurately transfer knowledge to less experienced members
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unless the organization can create a culture capable of integrating all team members and
adequately develop the entire team (George & Chattopadhyay, 2017).
Figure 1 below represents how blended workforce models create challenges for
temporary part-time workers to feel comfortable enough to fully integrate into the culture of full-
time employees and develop the self-efficacy to step in and learn through hands-on training
qualification and operation of OSC oil spill response equipment. This is important to the
accomplishment of OSC’s organizational goal of a fully integrated and qualified response team
by 2020. Experience shows that without the full integration of contracted labor into the blended
workforce alongside permanent employees, a fully qualified spill response operating team
(SROT) as required by government regulations cannot be achieved.

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Figure 1. Conceptual Framework of blended workforce competency and cohesion challenges.
The dark blue circle represents an organization (OSC) operating with a blended
workforce, represented by the red circle, consisting of full-time internal employees and external
temporary contracted labor hired as needed. The two black lines represent the barriers to
meeting the organizational goal of a 100% qualified spill response operating team (SROT)
without full integration and true blending of the organization’s workforce. The red circle is the
Organization
Cultural Model (full-time instructor
interaction; continuous improvement)
Cultural Setting (detailed training
agendas; opportunities for continued
instruction)
Outsourced
Contracted Labor
Knowledge (baseline
knowledge(factual), tactical
proficiency (conceptual),
equipment operation
(procedural), comfort
(metacognitive)); Motivation
(inexperience (not attribute to
inability), desire to operate
(self-efficacy)
Full-time
employees
qualified
equipment
operators and
instructors
100 % qualified Spill
Response Operating
Team (SROT)
Blended
Workforce

BLENDED WORKFORCE COMPETENCY

39
blended workforce consisting of qualified equipment operators (purple circle) and the external
labor in the orange circle. The red arrow shows how only if the external labor stakeholder group,
represented by the orange circle, can overcome the knowledge, motivational, and organizational
influencers to become part of a successful blended workforce can the organizational goal be met.
Quantitative Data Collection and Instrumentation
A quantitative research survey was used in this descriptive study to gather and analyze
ordinal data focusing on the frequency of survey answers and the determination of central
tendencies (Salkind, 2017). Creswell (2018) explains that quantitative research methods are best
used if a problem calls for the identification of factors that influence an outcome (p. 19). In this
case, a nonexperimental correlational design was used to explore the relationship between three
variables hypothesized to impact qualification rates among outsourced labor including: (1)
contact time between full-time instructors and contracted outsourced labor (independent); (2)
contracted labor existing oil spill response experience (dependent); and (3) instruction quality
(dependent) as they relate to outsourced labor’s ability to integrate into the blended workforce
and overcome previous defined KMO influencers (Creswell, 2016; Clark & Estes, 2008). The
intent was to determine if these relational interactions between variables impact qualification
rates and the obtainment of the organizational goal of a fully qualified oil spill response team by
2020. A post-positivist worldview was used to construct this study and provide a baseline idea
that a single absolute outcome is not expected but instead that the data will test and refine the
hypothesis perhaps paving the way for future experimental based research (Creswell, 2018).
Said hypothesis being that more contact time is needed with outsourced contracted labor to
administer the type of quality instruction needed in order to develop operational experience and
overcome defined KMO influencers in the pursuit of a fully qualified oil spill response team.
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Survey Instrument. The customized survey form consisted of 31 questions formatted
to gather specific subject responses as they pertain to all of the influencers listed concerning
knowledge, motivation, and organizational factors. Survey question breakdown included: 4
qualifying questions (to determine research subjects meet the minimum criteria to reach
qualification) including employment company (an approved contract company in OSC’s
network) and proper baseline prerequisites; 19 closed-ended ordinal four point Likert scale
response questions (highly disagree, disagree, agree, and highly agree) with neutral removed as
an option to force a slant toward a positive or negative impression of training experiences; 5
open-ended probing questions (optional) to determine individual impact of variables; and 3
optional open-ended demographical questions. Across the KMO influencers, the question
breakdown was as follows: 10 specific to knowledge, 5 to motivation, and 9 to organizational
influencers (Salkind, 2017; Creswell, 2018). Here are 3 survey question examples to illustrate
how the questions were tailored to variables and KMO influencers:
Example question 1. How many years of oil spill response experience do you have? This
question grouped subjects into experience categories (<5 years, 6-10 years, and > 10 years) in
order to apply the variable of experience to KMO influencers.
Example question 2. The instructor watched me perform each task in the equipment deployment
process and provided feedback on my performance. (strongly disagree, disagree, agree, strongly
agree). This related the variable of instructor quality to the knowledge influencer of operating
each component of the equipment. The intent was to show the need for instructors to utilize
cognitive load theory principles to strengthen stakeholder knowledge and compare responses
against experience level and contact time during training.
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41
Example question 3. I felt capable at each task I was asked to perform. (strongly disagree,
disagree, agree, strongly agree). This question provided data of stakeholder attribution of ability
as it relates to qualification and the noted motivational influencer of attributing performance with
experience and not ability. See Appendix B for a list of all survey questions.
Survey Procedures. The survey instrument was a custom designed hard copy survey
administered to a census selected group post-training. The normal process for post-training
events is to conduct a group debriefing to determine and discuss possible lessons learned from
the days training. For the purpose of this research study, that informal group discussion was
replaced with an administered guided survey completion period. Immediately following hands-
on training, the research subjects were advised of the research project and read an informed
consent statement. Once agreeing to participate, the surveys was handed out and discussed in
person as a group with any questions answered about the completion procedure. Each research
subject completed the survey by answering closed-ended questions about that day’s training and
their experiences during the training period as the survey related variables to all of the KMO
influencers identified. Conducting the surveys immediately post-training, in the normal time slot
for course evaluation activities, gave the study the best opportunity to gather accurate data while
still fresh in the research subjects’ minds. No names were requested and the surveys were
collected and placed in a folder that was secured in a locked environment until returned to the
home site and permanently locked in a file cabinet until the research data collection period had
ended and the data analyzed.

Data Analysis
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Once survey items were collected, the data were cleaned and coded to remove any
surveys where the respondent would not have been eligible for qualification as an equipment
operator. Questions 1 – 4 determined that the participant worked for a contracted company of
OSC and met the prerequisites for consideration as a part-time contracted equipment operator.
Seven out of the sample population of 65 were removed leaving 58 valid surveys for analysis. A
Likert 4-point scale of 1=strongly disagree, 2=disagree, 3=agree, and 4=strongly agree was used
to determine frequency of answers and central tendencies of part-time contracted equipment
operators (independent variable) pertaining to influences along the KMO framework to evaluate
the impact of moderating variables including age, gender, ethnicity, and experience. All
questions were positively worded toward the obtainment of qualification. Several additional
open-ended questions were asked to determine years of experience in general oil spill response,
number of times trainee had trained on OSC equipment over the 6 -year period of the program,
and the number of times trained with in the last 12 months. In addition, two open-ended
questions were asked to consider how much time would be needed in an organizational training
setting to complete an initial qualification and then how many times per year would training be
required to maintain a qualification. Cronbach’s alpha calculations were computed using Stata
SE/16.0 with a value of 0.7 considered the minimum value needed to prove study internal
consistency reliability. Cases where calculations were below 0.7 are noted in each findings
section with further study limitations explained in Appendix D.
Microsoft Excel (Version 16.16.12) was used to analyze the data for the mean, median,
and mode as well as the range, standard deviation, and variance.

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Findings
This purpose of this quantitative research study was to evaluate factors contributing to
low qualification rates (dependent variable) among part-time oil spill response equipment
operators (independent variable) assigned to the Oil Spill Cooperative, Inc. (OSC, pseudonym)
spill response operating team (SROT). Data collected was analyzed to identify frequency of
answers and central tendencies in responses focused on assumed knowledge, motivation, and
organizational influences. Additional data were collected for consideration of demographic
categories (moderating variables) to explore the affect age, gender, ethnicity, and experience
may have on qualification rates amongst part-time equipment operators (Creswell, 2016). Table
3 shows a breakdown of study demographics by age, gender and ethnicity. A majority of
participants were male (94.8%) and older than 35 years of age (60.3%). Ethnicity was split
primarily between two categories; Black, African American (36.2%) and Non-Hispanic White
(43.1%) with Hispanic (3.4%), Native American (1.7%) and eight Declined to answer (13.8%).
Table 3

Demographics: Gender, Age, Ethnicity
Characteristics n % N = 58
Gender
Male 55 94.8%
Female 1 1.7%
Identified as both 1 1.7%
Did not answer 1 1.7%
Age
18 – 25 10 17.3%
26 – 35 13 22.4%
>35 35 60.3%
Ethnicity
Black, African American 21 36.2%
Non-Hispanic White 25 43.1%
Hispanic 2 3.4%
Multiple or Mixed 1 1.7%
Native American 1 1.7%
Did not answer 8 13.8%
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The consideration of experience was that of general oil spill response experience that
could provide a baseline understanding of equipment and deployment concepts as well as
influence the ability to qualify on specific OSC equipment. Nominal breakdowns of experience
are 0 to 5 years (53%), 6 to 10 years (21%), and greater than 10 years (26%). Table 4 shows a
breakdown of participants by years of experience.
Table 4

Part-Time Equipment Operator Oil Spill Response Experience (w/Age by Range)
Characteristics n % N = 58
Years of Experience
Mean 8.16
Median 5
Mode 1
Max 40
Min <1
Range 40
Standard Dev 9.09
Variance 3.01
0 – 5 years 31 53%
Age (mean)
32
Age (range)
37 (18 to 55)
6 – 10 years 12 21%
Age (mean)
42
Age (range)
31 (29 to 60)
> 10 years 15 26%
Age (mean)
47
Age (range)
30 (32 to 62)

Variations in responses by age and ethnicity categories could be accounted for when considered
along with experience. See Figure 2 for a look at age distribution across experience ranges.
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45

Figure 2. Age distribution by experience level.
The data did show a majority of study participants with over 10 years of experience were white
(78%). See Figure 3 for a breakdown on ethnicity distribution by experience.

10 10
4
11
8
15
0 5 10 15 20 25 30 35
0 - 5 Years Exp
6 - 10 Years Exp
> 10 Years Exp
Age Distribution by Experience
Age (18-25) Age (26-35) Age (>35)
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46

Figure 3. Ethnicity distribution by experience level.
Knowledge
This study evaluated three knowledge influences including factual, procedural, and
metacognitive. Factual knowledge is the baseline equipment knowledge part-time equipment
operators have coming into hands-on qualification training, procedural knowledge is the level
participants understood the process of operating all of the required systems included in a single
piece of equipment, and metacognitive was to what level did part-time equipment operators
believe they could learn, or had learned, the necessary knowledge and skills to be able to qualify
as an equipment operator.
Factual knowledge. The data suggested factual knowledge scores were split coming into
the day’s training session. Just over half of the participants felt they had enough familiarity with
the OSC equipment to operate it prior to the day’s training (53.5%) while a higher percentage
(74.1%) felt they had enough factual knowledge about hydraulics to run the primary power
system common on all OSC equipment. Table 5 shows a breakdown of declarative knowledge
13
6
2
10
4
11
1
1
1 1
0 5 10 15 20 25 30
0 - 5 Years Exp
6 - 10 Years Exp
> 10 Years Exp
Ethnicity Distribution by Experience
African American Non-Hispanic White Hispanic Mixed Race Native American
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47
responses. The Cronbach’s alpha score for factual knowledge was below the required
minimum value of 0.7 to prove internal consistency reliability (a=0.62).
Table 5

Response Distribution for Declarative Knowledge Items
Survey Items Response n %N = 58

Q.8. Coming into today’s training, I
could operate the equipment without
oversight.
Strongly Disagree
Disagree
Agree
Strongly Agree
9
18
20
11
15.5%
31.0%
34.5%
19.0%

Q.9. I have a working knowledge of
hydraulic power units.
Strongly Disagree
Disagree
Agree
Strongly Agree
6
9
30
13
10.3%
15.5%
51.7%
22.4%

When considering experience levels, those with 0 – 5 years of experience had slightly
lower scores with less than half of the participants (42%) agreeing or strongly agreeing that they
initially had enough knowledge to run the equipment. The data showed higher levels of factual
knowledge for participants with 6 – 10 years of experience (67%) and those with over 10 years
of experience (67%). Figure 4 shows a distribution of mean scores by experience level.
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Figure 4. Mean score distribution by experience level.
Procedural knowledge. Procedural knowledge is the level to which the part-time trainees
understand the procedures to operate OSC equipment. Each piece of equipment has several
systems that must be mastered and worked in specific sequences to deploy equipment to recover
oil. The ability to understand these procedures and follow them is a key step to qualification.
The data suggests that the part-time equipment operator trainees have a good understanding of
the key systems associated with OSC equipment and the steps needed to successfully deploy the
equipment. Responses were generally positive that respondents strongly agreed or agreed that
they understood and could work the hydraulic systems (72.4%), understood and could follow
OSC safety procedures and standard documentation procedures (91.4%), know the individual
systems associated with the equipment (82.7%), and know the required steps to deploy the
equipment (89.7%). Table 6 shows the response distribution of procedural knowledge. The
Cronbach’s alpha score for procedural knowledge was above the required minimum value of 0.7
to prove internal consistency reliability (a=0.84).
2.39
2.83
2.73
2.1
2.2
2.3
2.4
2.5
2.6
2.7
2.8
2.9
0 - 5 Years Experience 6 - 10 Years Experience > 10 Years Experience
Q8 Factual Knowledge Mean Score by Experience
Mean Score
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49
Table 6

Response Distribution for Procedural Knowledge Items
Survey Items Response n %N = 58

Q.10. I can explain the role
hydraulics play in operating OSC
equipment.
Strongly Disagree
Disagree
Agree
Strongly Agree
2
14
33
9

3.4%
24.1%
56.9%
15.5%

Q.11. I understand the OSC safety
standards and documentation
procedures.
Strongly Disagree
Disagree
Agree
Strongly Agree

0
5
33
20

0%
8.6%
56.9%
34.5%
Q.12. I know the individual systems
involved in deploying this equipment.
Strongly Disagree
Disagree
Agree
Strongly Agree

1
8
35
13
1.7%
13.8%
60.3%
22.4%
Q.13. I know the required steps to
deploy the equipment.
Strongly Disagree
Disagree
Agree
Strongly Agree
0
6
40
12
0%
10.3%
69.0%
20.7%

Metacognitive knowledge. Metacognitive knowledge was evaluated to determine if part-time
trainees felt they understood what was needed to qualify and believed they would have the
opportunity to learn what was needed during the training process. It also considered it the
trainees felt after a day of training if they had gained enough knowledge and skill to operate the
equipment without supervision. The data suggested that the part-time operators were confident
they could conduct a pre-deployment safety meeting with a majority selecting either strongly
agree or agree (74.1%), would be comfortable explaining to others how the equipment works
(72.4%), and could deploy the equipment immediately following training without supervision
(63.8%). Table 7 presents a distribution of responses for metacognitive knowledge. Age and
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50
experience had no impact on the numbers here, but ethnicity did. When ethnicity was
considered, the data suggested only half of Black, African American trainees (50%) answered
strongly agree or agree to being comfortable explaining how the equipment works to others and
slightly less (45.4%) felt they learned what was necessary to deploy the equipment without
supervision after a single day of training. Further consideration of these numbers must be given
to the fact that a majority of the African American participants (60%) had less than 5 years of
experience. The Cronbach’s alpha score for metacognitive knowledge was above the required
minimum value of 0.7 to prove internal consistency reliability (a=0.76).
Table 7

Response Distribution for Metacognitive Knowledge Items
Survey Items Response n %N = 58

Q.14. I am confident I can conduct a
proper pre-deployment safety
briefing.
Strongly Disagree
Disagree
Agree
Strongly Agree
1
14
31
12
1.7%
24.1%
53.4%
20.7%

Q.15. I am comfortable explaining to
others how the equipment works.
Strongly Disagree
Disagree
Agree
Strongly Agree

0
16
33
9
0%
27.6%
56.9%
15.5%
Q.16. I could deploy the equipment
today without supervision.
Strongly Disagree
Disagree
Agree
Strongly Agree
Declined to Answer

1
18
29
8
2
1.7%
31.0%
50.0%
13.8%
3.5%

Motivation
This study evaluated two types of motivation including attribution and self-efficacy,
however, the trainings evaluated for this study did not contain qualification level exercises
sufficiently enough to evaluate self-efficacy. A single ordinal Likert scale item was included on
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51
the survey for motivation self-efficacy but further research is needed with a more developed
survey to provide an acceptable level of reliability.
Attribution. For this study, it was important to consider how an expected initial low
level of competency on OSC equipment would be attributed by part-time equipment operators.
This was needed to determine if this initial lack of capability was attributed by PT labor to a lack
of experience or to a lack of ability. Data revealed that over 90% (91.3%) of PT operators in
training believed in their ability to operate OSC equipment with proper levels of training. In
addition, a majority of PT trainees (96.5%) felt they were capable at each task given throughout a
hands-on training event. Table 8 shows a breakdown on part-time trainee responses to survey
items directed at motivation attribution. The Cronbach’s alpha score for motivation attribution
was below the required minimum value of 0.7 to prove internal consistency reliability (0.67).

Table 8

Response Distribution for Attribution Motivation Items
Survey Items Response n %N = 58

Q.17. With the proper amount of
training I could operate this
equipment without direct supervision.
Strongly Disagree
Disagree
Agree
Strongly Agree
Declined to Answer
1
3
29
24
1
1.7%
5.3%
50.0%
41.3%
1.7%

Q.18. I felt capable at each task I was
asked to perform.
Strongly Disagree
Disagree
Agree
Strongly Agree

0
2
35
21
0%
3.5%
60.3%
36.2%

Self-Efficacy. In addition to how ability was attributed, this study evaluated to what
level PT trainees would be comfortable representing the organization during an oil spill clean-up
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52
operation. The data suggested that a majority of respondents would be comfortable (86.2%).
Table 9 shows a breakdown of response distribution for self-efficacy motivation survey items.
See Appendix D for further discussion as to study limitations as they relate to motivation self-
efficacy influence evaluation.
Table 9

Response Distribution for Self-Efficacy Motivation Items
Survey Items Response n %N = 58

Q.19. Once qualified, I would be
comfortable representing OSC as an
equipment operator during an oil
spill.
Strongly Disagree
Disagree
Agree
Strongly Agree
0
8
31
19
0%
13.8%
53.4%
32.8%

Organizational
Organizational influences in this study were explored across two areas of organizational
culture including models and settings as they interconnect to form overall organizational culture.
Organizational cultural models were considered as the shared mental schema of OSC’s spill
response operating team (SROT) as far as normative behaviors, shared environmental
interpretations, and the cognitive learning process while settings were the location or event
where two or people were brought together with the goal of accomplishing a task, in this case the
OSC hands-on training events (Gallimore & Goldenberg, 2001).
Organizational Cultural Models. Cultural models played a key role in this study as a
primary area of focus. A major idea from the study’s conceptual framework was that proper
integration into the OSC culture was needed for part-time operators to qualify as equipment
operators. The study evaluated to what level part-time operators interacted with full-time
employee instructors as well as the encouragement for part-time operators to ask questions. The
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53
data suggests that PT trainee participants were satisfied with the level of interaction with FT
instructors with a large majority answering that they agreed or strongly agreed (98.3%) that the
level of interaction was helpful. Along the same lines, most participants (93.1%) felt they were
encouraged to ask questions. Table 10 provides a breakdown of responses for organizational
cultural model responses. The Cronbach’s alpha score for factual knowledge was above the
required minimum value of 0.7 to prove internal consistency reliability (a=0.84).
Table 10

Response Distribution for Organizational Cultural Model Items
Survey Items Response n %N = 58

Q.20. Interaction today with full-time
instructors was helpful in learning the
equipment.
Strongly Disagree
Disagree
Agree
Strongly Agree
0
1
21
36
0%
1.7%
36.2%
62.1%

Q.24. I was encouraged to ask
questions during deployment
training.
Strongly Disagree
Disagree
Agree
Strongly Agree

1
3
24
30
1.7%
5.2%
41.4%
51.7%

Organizational Cultural Settings. The importance of evaluating cultural settings in the
study was to determine to what extent the OSC training environment provided opportunities for
collaboration, task accomplishment, and development of integrated PT and FT groups.
Gallimore and Goldenberg (2001) explain that people benefit from settings focused on bringing
two or more people together over to allow for collaboration and better task accomplishment. The
setting evaluated for this study was single day OSC hands-on equipment deployment trainings
with part-time contracted equipment operators in the role of trainee under full-time OSC
employee instructors. While a majority of participants (86.2%) felt they were put in a setting that
allowed them to perform each task they were given, only slightly over half (55.2%) felt the
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54
setting gave them a chance to go beyond individual accomplishment and actually lead a team
in the deployment of equipment. Table 11 shows the response distribution for organizational
cultural settings. The Cronbach’s alpha score for the Likert scale organizational cultural settings
survey items was below the required minimum value of 0.7 to prove internal consistency
reliability (a=0.57).
More telling, perhaps, is the consideration of time (moderating variable) as it relates to
the development of organizational culture. The open ended survey items (#6, #7, #27, & #28)
produced data suggested a gap between the amount of time the average PT trainee spent training
on OSC equipment in the past, with an average total times training with OSC over a 6 year
period being slightly over 2 days total (2.19 mean score) and just under one day average (.97 day
mean score) in the past 12 months, and the amount of time PT trainees felt they would need to
actually qualify to operate equipment on their own which was just under 4 days (3.88 days mean)
for initial qualification and then once a quarter (4.11 days/year mean score) in following years to
maintain those qualifications. Figure 5 shows a graphical representation of this organizational
culture gap.
Table 11

Response Distribution for Organizational Cultural Setting Items
Survey Items Response n %N = 58

Q.22. I was given a chance to
perform each deployment task.
Strongly Disagree
Disagree
Agree
Strongly Agree
Declined to Answer
0
7
26
24
1
0%
12.1%
44.8%
41.4%
1.7%

Q.25. I was given the chance to lead
a team deployment of the equipment
with instructor oversight.
Strongly Disagree
Disagree
Agree
Strongly Agree

4
22
23
9
6.9%
37.9%
39.7%
15.5%

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Figure 5. Part-time equipment operators training days requirement – qualification.
Solutions and Recommendations
The purpose of this section is to introduce recommendations to close performance gaps
that were explored in the general literature review and validated, or that have a high probability
of being validated, in this study. Current performance was outlined and studied to identify gaps
along the Clark and Estes KMO framework categories defined as Knowledge, Motivation, and
Organizational (Clark & Eastes, 2008). Influencers are identified and explained in the sections
below to establish the need for improved declarative knowledge, procedural, and metacognitive
understanding as well as proper attribution and improved self-efficacy from a motivational
standpoint. These K and M influencers align with the need for an organizational culture of
inclusion that creates the needed interaction between part-time and full-time employees and
allows for a positive training environment. This exploration was conducted with the intent of
3.88
4.11
2.19
0.97
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
Days to Qualify Annual Days to Maintain Qual
PT Equipment Operator Training Needs in Days
Needed Current
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56
recommending a tiered training program and implementation strategy to overcome low
qualification rates among part-time equipment operators.
Kirkpatrick and Kirkaptrick (2016) emphasize in the New World Kirkpatrick Model the
need to begin any new program with evaluation in mind. With data collected and influences
identified, the first step is to set expectations of desired results at Level 4. In this case,
improvement of part-time contracted equipment operator qualification rates is the desired
result. Working backwards, at Level 3, the program must provide for the evaluation of
knowledge transfer resulting from Level 2 training to on-the-job performance evident by clearly
defined and measurable critical behaviors. The critical behaviors are influenced by aligned
required drivers set in place to move improvement toward the desired outcome. Finally, at Level
1, reaction to the training must be evaluated to ensure it is relevant and well received by part-
time operators. The intended result of the recommended program will be visible and measurable
outputs that are aligned with the organizational output of a fully qualified response team.
Knowledge Recommendations
It was highly probable that data from this study would validate that part-time equipment
operator qualification rates are influenced by; (1) a lack of factual equipment knowledge, (2)
limited understanding of procedural knowledge as it relates to oil spill equipment operation, and
(3) an inability to properly self-evaluate ability. The conceptual framework considered how
these knowledge gaps impact part-time equipment operators as they attempt to integrate into the
organizational culture and overcome motivational pitfalls as well as breakdown organizational
barriers. The following section will discuss how developing a program to close these knowledge
gaps should improve part-time labor qualification rates by providing the skills needed to improve
performance and employee integration (Merriam & Tisdell, 2016; Maxwell, 2013). Table 5
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57
provides a summary of expected knowledge-based influences and context specific
recommendations.
Table 12

Summary of Knowledge Influences and Recommendations
Assumed Knowledge
Influence
Validated
as a Gap?
Yes, High
Probability
or No
(V, HP, N)
Priority
Yes, No
(Y, N)
Principle and
Citation
Context-Specific
Recommendation
Contracted part-time
laborers need to have
an established
familiarization level
knowledge of response
equipment prior to
attending more detailed
hands-on equipment
deployment
qualification
training. Factual (D)
V
Y
Managing intrinsic
load by
segmenting
complex material
into simpler parts
and pre-training,
among other
strategies, enables
learning to be
enhanced
(Kirshner, et al.,
2006; Mayer,
2011).
Provide contractors a
pre-training online
familiarization course
to build broad-based
general equipment
knowledge prior to
attending hands-on
deployment training.
Contractors need to
demonstrate how to
operate the multiple
systems onboard each
piece of equipment
including hydraulics,
valve manifolds,
pumps, skimmers, and
vessel handling. (P)
N N Increasing
germane cognitive
load by engaging
the learner in
meaningful
learning and
schema
construction
facilitates effective
learning (Kirshner
et al., 2006).
Provide Contractors job
aids that outline work
methods for
each individual system
of oil spill response
equipment with
inclusion of both
written guidance and
example pictures.
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58
Contractors need to
evaluate their level of
capability to operate the
equipment without
OSC oversight during
an actual oil spill
response. (M)
V Y Provide
opportunities for
learners to debrief
the thinking
process upon
completion of
learning task
(Baker, 2006).
Provide post-training
debriefing sessions for
learners to discuss and
evaluate what things
they retained and what
areas need further
training and
improvement.

Increasing baseline factual knowledge of oil spill response equipment
(Declarative). The results and findings of this study found 42% of participants entering hands-
on equipment deployment training with 0 – 5 years of experience did not feel they had enough
knowledge of the equipment to operate it. A recommendation rooted in cognitive load theory
has been selected to close this factual knowledge gap. Research suggests that learning can be
enhanced by segmenting complex material into simpler parts and providing pre-training
opportunities (Kirshner, Kirshner, & Paas, 2006; Mayer, 2011). This would suggest that
providing learners with baseline knowledge of equipment before being asked to operate it during
hands-on training would be helpful to manage intrinsic load. The recommendation then is to
provide, and require completion of, an online computer-based familiarization course for all
contracted part-time equipment operators prior to attending in-person hands-on training.
Augustsson (2014) theorized that performance of on-the-job task training could be
improved if part-time employees obtained a baseline of relevant factual knowledge prior to being
instructed during hands-on activities. This increased knowledge could allow students to pull
necessary knowledge from long-term memory into working memory, build on it during hands-on
training, and then return it to long term memory for future assignment (Mayer,
2011). Krathwohl (2002) established the importance of building this foundational knowledge as
a baseline to closing performance gaps. Training environments that define individual systems
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59
learning and then expand to broader range functional hands-on execution of procedures
encompassing all systems simultaneously provides a scaffolding of learning that can create the
best chance for knowledge retention and transfer (Aquinis & Kraeger, 2009).
Demonstration of multiple systems operation (Procedural). The results and findings
of this study indicated that over 89.7% of participants understood the required number of
systems it took, and in what order, to fully operate a piece of oil spill response equipment after a
single day of training. While not a priority, a recommendation rooted in cognitive load theory
has been selected to continue facilitation of this level of performance. Lesser experienced
equipment operators need adequate guidance and scaffolding provided during interaction with
full-time employees who can properly modeling equipment operation procedures (Kirshner, et
al., 2006). This would suggest that providing part-time equipment operators with job-aids
containing printed words and pictures to use while interacting with full-time equipment operators
could support their learning (Kirshner et al., 2006; Mayer, 2011). The recommendation then is
to provide a work method job aid that contains pictures of equipment and written checklists of
step-by-step procedures for use under the direction of qualified equipment operators during
hands-on training.
Providing newer trainees with job-aids that can strengthen the interactions with qualified
instructors may provide better opportunities for part-time labor to deepen their understanding of
equipment operation procedures (Russell, Ferris, Thompson, & Sikora, 2015). This assisted
interaction is essential to building knowledge through direct instruction that can help build upon
newly obtained knowledge (Augustsson, 2014). A job aid that standardizes equipment operation
procedures into specific and targeted steps can help narrow focus onto the appropriate actions of
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60
more experienced operators and help newer operators determine what is relevant and what is
too broad and exploratory (Clark & Estes, 2008).
Contractor evaluation of their own knowledge (Metacognitive). The results of this
study show 50% of African American respondents doubt their ability to show others how the
equipment works and only 45% felt they could deploy the equipment without supervision. These
participants do not understand what is needed in their own development to be able to operate oil
spill response equipment without direct oversight. A recommendation rooted in information
processing theory has been selected to close this metacognitive knowledge gap. Baker (2006)
found that providing opportunities for learners to debrief on the thinking process upon
completion of tasks can help facilitate learning. This would suggest that providing a post-
training debriefing session to allow new equipment operators to discuss their learning process
throughout the training day would help support learning. The recommendation then is to provide
post-training debriefing sessions to assist learners to capture and document the areas they were
successful and where they need improvement.
Temporary part-time labor may be at a disadvantage because of the low number of
training hours available and care must be taken to ensure they can become comfortable operating
equipment to the extent of feeling competent in their job tasking (Kalleberg, 2018). A detailed
understanding of how one learns is a vital part of being a productive temporary employee
(Mayer, 2011). Getting to this level of comfort involves assessing the internal feelings of a team
member’s learning capability and proficiency.
Motivation Recommendations
Two motivational influences were identified to be important influences on part-time labor
qualification rates. The data from this study suggested that a majority of part-time equipment
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61
operators initially attributed lack of ability to the expected lack of experience. Further, that
inexperience could presents challenges in the second identified motivational influence of self-
efficacy if current levels of performance are not maintained. Bandera (2000) suggested that
people’s activities, that is the level of effort and approach to learning new things, is directly
related to how they feel about being able to accomplish them. While the data in this study leans
toward overcoming organizational barriers, attribution and self-efficacy are key gaps that must
be overcome in the process. Table 13 is a summary of motivational influences and associated
recommendations.
Table 13

Summary of Motivation Influences and Recommendations
Assumed Motivation
Influence

Validated
as a Gap
Yes, High
Probability,
No
(V, HP, N)
Priority
Yes, No
(Y, N)
Principle and Citation Context-Specific
Recommendation
Attribution -
Contractors need to
feel that an initial
low level of
competency
operating equipment
is from lack of
training rather than
lack of ability.
(Controllability)
N N Provide accurate
feedback that
identifies the skills or
knowledge the
individual lacks, along
with communication
that skills and
knowledge can be
learned, followed with
the teaching of these
skills and knowledge
(Anderman &
Anderman, 2009).
Provide positive input
up front, prior to
training, explaining
that areas where
ability is lacking will
be taught and can be
learned throughout the
hands-on training
sessions.
Self-efficacy -
Contractors need to
believe they are
capable of operating
equipment without
direct oversight.
V Y Make it clear that
individuals are capable
of learning what is
being taught or are
capable of performing
a task (Parajes, 2006)
Provide classroom and
hands-on instruction,
model proper
techniques, allow for
guided practice by
trainees, and provide
timely feedback on
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62
trainee performance
during hands-on
evolutions to reinforce
positive actions and
ability.

Attribution. Contractors should attribute initial low level of competency to lack of
training and not lack of ability. The results and findings of this study found that 91.3% of first-
time trainees believed they were capable of learning the required knowledge to operate the
equipment without supervision. A recommendation rooted in attribution theory, while not a
priority, has selected to maintain this level of performance. Providing accurate feedback to
trainees concerning which skills are lacking, along with communicating that skills and
knowledge can be learned, followed by the actual teaching of these skills and knowledge will
facilitate the proper attribution of inexperienced trainees (Anderman & Anderman, 2009). This
would suggest that providing accurate assessment of ability followed by proper instruction would
help to ensure proper attribution of short-comings. The recommendation would have been then
to provide positive and constructive feedback upfront explaining where areas of ability may be
lacking and point out that those areas will be covered through hands-on instruction throughout
the training session.
Improperly attributing lack of competency to lack of ability and not just a lack of training
will be difficult to overcome for new equipment operators in training (Rueda, 2011). Failure to
properly attribute this deficiency could lead to isolation within the blended group and lead to
outgrouping that could limit training efficiency (Wilkin, de Jong, & Rubino, 2018). Bandura
(2000) and Rueda (2011) both indicate the importance of working through all three levels of
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63
attribution theory quickly (stability, locus, and control) in order to create the understanding
that lack of competency is an external, unstable, attribute that can be overcome with proper
training.
Self-efficacy. Contractors need to believe they are capable of operating oil spill response
equipment without supervision. The results and findings of this study indicated 64% of part-time
contractors believed they could operate oil spill response equipment without supervision
following a single training event. A recommendation rooted in self-efficacy theory has been
selected to close this self-efficacy gap. Parajes (2006) found that it must be made clear to
individuals that they are capable of learning what is being taught and performing a task. This
would suggest that providing proper instruction and practice of skills could lead to improved
self-efficacy. The recommendation then is to provide classroom training and hands-on
instruction which models proper techniques and provides guided practice opportunities followed
by immediate feedback to reinforce positive actions.
According to Pajares (2006), self-efficacy develops along the self-evaluation from four
sources: mastery experience, vicarious experience, social persuasions, and physiological
reactions. In the training and development of contracted (part-time) employees, mastery is the
most critical influencer on personal self-efficacy (Pajares, 2006). As training sessions develop
and unfold, the instructor must pay attention to student's attitudes to engage and learn or hang
back and avoid direct practice. If instructors ensure that students learn each step and have the
opportunity to gain confidence through practice, a strong self-efficacy can develop. As
employees improve self-efficacy, it can lead to a sense of higher well-being in temporary
workers that in turn drives internal motivation to improve job performance and increase learning
(Lopes & Chambel, 2017). From a theoretical perspective, then, it would appear that by
BLENDED WORKFORCE COMPETENCY

64
providing a scaffolded training environment where outsourced contracted laborers could fully
integrate and be given opportunities to gain confidence in their ability to perform the needed
tasks, individual self-efficacy could be increased throughout all team members.
Organizational Recommendations
It was stated in the knowledge and motivation sections that the data from this study
suggests overcoming organizational barriers will be the key to improving part-time labor
qualification rates. The conceptual framework of this study focused on the importance of
inclusion and the integration of part-time employees into the organizational culture to promote
qualification across all categories of employees. Schein (2017) points out that people learn by
watching and interacting with each other suggesting that the first highly probable organizational
gap, a cultural model supporting a positive social exchange between full and part-time
employees, may directly impact qualification rates if social exchange is poor. The second
organizational influence is to ensure full-time equipment operators have the ability to provide
quality instruction and understand the principles needed to help with qualification. Table 14
provides a summary of organizational influences and recommendations.
Table 14

Summary of Organization Influences and Recommendations
Assumed Organization
Influence

Validated
as a Gap
Yes, High
Probability,
No
(V, HP, N)
Priority
Yes, No
(Y, N)
Principle and Citation

Context-Specific
Recommendation
Cultural Model - The
organization must
provide a training
environment supportive
of positive social
exchange between full-
time employee
V Y
Effective leaders
demonstrate a
commitment to
valuing diversity
through inclusive
action. They promote
an organizational
Provide
opportunities
throughout training
sessions for part-
time contractors to
interact with full-
time instructors in
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65
instructors and part-time
contracted learners that
encourages proper
learning principles and
assessment
culture that promotes
equity and inclusion
and cultivate an
atmosphere where
diversity is viewed
as an asset to the
organization and its
stakeholders
(Angeline, 2011;
Prieto, Phipps &
Osiri, 2009).

non-capability
focused activities
that build equity and
inclusion within the
blended team.
Cultural Setting - The
organization must
provide enough time for
part-time equipment
operators to integrate
fully with full-time
employee instructors to
accomplish equipment
operating qualification.
V Y
Effective change
efforts ensure that
everyone has the
resources
(equipment,
personnel, time, etc)
needed to do their
job, and that if there
are resource
shortages, then
resources are aligned
with organizational
priorities (Clark and
Estes, 2008).

Provide instructor
training for full-time
equipment operators
and develop job aids
to assist in providing
productive
contractor training.

Organizational Cultural Model. The organization needs to provide an environment that
promotes positive social exchange. Gallimore and Goldenberg (2001) asserted that
organizational culture is something that develops gradually over time as two or more people
come together to accomplish something, in this case qualification. The results and findings of
this study indicated that the organization does not allow for enough time to ensure PT contractors
full integration into the OSC culture. A principle rooted in organizational change theory has
been selected to close this cultural model gap. Effective leaders demonstrate a commitment to
valuing diversity through inclusive action. They promote an organizational culture that promotes
equity and inclusion and cultivate an atmosphere where diversity is viewed as an asset to the
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66
organization and its stakeholders (Angeline, 2011;Prieto, Phipps & Osiri, 2009). This would
suggest that creating a positive organizational cultural exchange between part-time and full-time
equipment operators could result in a better training environment and increased qualification
rates. The recommendation then is to provide opportunities throughout training sessions for part-
time contractors to interact with full-time instructors on a more regular basis through non-
capability based activities that build equity and inclusion within the blended team. As an
example, the organization may use informal social events to promote inclusion and diversity
before conducting equipment training.
Research suggests that without open and productive interaction between all labor groups
within an organization, the development of individual workers can be negatively impacted
(George & Chattopadhyay, 2017). The overall development of part-time equipment operators
depends on the positive interaction with full-time equipment operators during training events.
Part-time labor inherently lacks access to the developmental opportunities afforded full-time
employees which can cause social inequities between blended workforce labor (Barley & Kunda,
2006). Organizational culture directly impacts the identity and performance of its team members
and training programs must create positive social exchange between all workforce group
members (Clark & Estes, 2008; Fisher & Connelly, 2016). In addition, Augustsson (2014)
suggests that part-time workers will often intentionally limit knowledge of an organization and
its culture and focus specifically on task assignment in an attempt to avoid negative
interactions. Reduced contact time between an organization and its part-time labor has been
theorized to create challenges in developing an understanding of organizational culture and its
view on inclusion and diversity (George & Chattopadhyay, 2017). It is therefore important to
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67
ensure positive interactions amongst all types of labor sources within the organization to
ensure an inclusive training environment.
Organizational Cultural Setting. The organization must provide enough time for full
PT cultural integration. The results and findings of this study indicated that a 3-day gap exists
between the amount of time given and the amount of time needed for PT equipment operators to
fully integrate into the OSC work culture. A principle rooted in organizational change theory has
been selected to close this gap. Effective change efforts ensure that everyone has the resources
(equipment, personnel, time, etc) needed to do their job, including time, and that if there are
resource shortages, then resources are aligned with organizational priorities (Clark and Estes,
2008). This would suggest that providing enough time for part-time operators to fully integrate
with full-time equipment operators the improved culture setting could improve the level of
training provided to part-time trainees. The recommendation then is to increase the number of
initial training days to 4 for qualification and 1 per quarter for maintaining once qualified.
Current levels are much lower (2 for initial, and 1 per year for follow up). In addition, increasing
the instructor capability by setting up week long train-the-trainer (T3) courses for full-time
employees could help make the time spent more productive and speed cultural integration.
Research suggests that everyday cultural settings, in this case blended workforce training
sessions, have a direct impact on the building of cultural models (Gallimore & Goldenberg,
2001). The varied levels of employee interaction within labor groups of a blended workforce
highlight how important it is for an organization to prepare efficient and quality training
opportunities for all employees (Barley & Kunda, 2006). A direct tie exists between the
Krathwohl (2002) knowledge types and the need to facilitate a positive training environment.
For an organization that is not involved in daily academic achievement, it is important to
BLENDED WORKFORCE COMPETENCY

68
identify, develop, and facilitate full-time employees into good training instructors and provide
access to the proper tools needed to create and ensure competency in the organization’s blended
workforce model.
Conclusion
OSC, Inc. is one of many nonprofit organizations in the United States using contracted
labor to support a reduced full-time staff in an attempt to be more cost efficient on labor. This
practice of blending a workforce can provide cost effectiveness but can also create barriers to
reaching productivity and performance goals if not properly managed. The purpose of this study
was to evaluate OSC’s ability to create a culture of inclusion that allows for the full integration
of part-time contracted personnel, a robust social exchange between all employees, and a
cohesive and competent workforce. In addition to these organizational challenges, the literature
in this chapter presented the knowledge and motivation influencers created if the organization
failed to create the proper culture. The contractor’s knowledge of equipment operation protocols
is limited by minimal access which can make it difficult to gain the knowledge needed to be a
competent employee. This reduced knowledge can create motivational challenges as self-
efficacy may be impacted and attributed to lack of contractor ability if not careful.
The study was designed to evaluate the interactions between full-time employee
instructors and part-time contracted learners in an attempt to determine if OSC’s culture is one
that can facilitate inclusion, positive interaction, and a path to competency. Further qualitative
research is needed to determine why some of these performance gaps may exist.

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69
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Appendix A: Participating Stakeholders with Sampling Criteria for Surveys
Participating Stakeholders
The primary stakeholder group for this study was Oil Spill Cooperative, Inc.’s (OSC)
external outsourced labor. The recommendations generated by this study are focused on the
temporary labor because it is the largest part of OSC’s blended workforce and has the least
amount of access to organizational training and resources. As a non-profit cooperative, OSC
operates with a blended workforce made up of a small group of full-time employees augmented
in times of increased operational demand with temporarily contracted outside labor. The
requirement exists, however, for both groups to be equally qualified to operate OSC’s oil spill
response equipment. Without fully qualified part-time employees, OSC’s operational
performance would drop below the Federal Government’s regulatory standards (BSEE, 30 CFR
254). To fail at an exercise, or an actual spill, would be detrimental to the future funding of
OSC.
This study was a nonexperimental, correlational designed descriptive study using close-
ended survey questions to capture quantitative data for analysis that looked at stakeholder
opportunities to integrate and qualify through post training surveys (Creswell, 2018).
Participation was solicited through a census selection of randomly hired outsourced labor
attending OSC hands-on equipment training. The research population was a convenience
population because even though the researcher had no say in who participates, all of the training
attendees met the minimum qualifying criteria and were available to participate. The surveys
were administered during normal training data gathering activities usually conducted in a group
setting. The participants were available and expecting to have follow up interaction post
training. Instead of the group discussions, the research project was explained and those wishing
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to stay and participate did so. This census selection of criterion-based stakeholders was the
best representative population of the attributes across the entire stakeholder population (Merriam
& Tisdell, 2016). The surveys were constructed, and participant criterion selected, to evaluate
the knowledge, motivation, and organizational influencers as they related to the part-time
employees’ ability to integrate, interact, and qualify as part of the OSC spill response operating
team (SROT).
Survey Sampling Criteria and Rationale
Criterion 1. Contracted external part-time labor working for an OSC preferred Oil Spill
Removal Organization (OSRO). These OSRO companies provide similar oil spill removal
services as OSC, however they are primarily in an inland environment as opposed to OSC’s
offshore oil spill focus. These preferred organizations are those that have completed the required
contract and supplied the required supporting documentation needed to work for OSC. OSC
cannot hire part-time labor outside of this network during oil spills for insurance liability and
contractual agreement limitations.
Criterion 2. Entry level personnel with any level of experience. The study specifically
evaluated all levels of trained personnel to eliminate any bias created by limiting this criterion.
One of the key variables considered was experience and its correlation to qualification. It was
expected that the contracted personnel will had some level of inland oil spill response experience
on smaller equipment but limited exposure to larger offshore equipment operation.
Criterion 3. Personnel must had obtained all regulatory required pre-training
certification including HAZWOPER, drug and alcohol screening, and respirator fit testing. This
ensured that any personnel attending a training event could actually qualify to operate OSC
equipment.
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Survey Sampling (Recruitment) Strategy and Rationale
OSC trains with 258 part-time contractors each year accomplished through anywhere
between 50 and 100 annual training events. Normal training group size is 4-8 contractors on one
or two pieces of equipment for each training event. The study research period of 3 months made
up one quarter of the annual training period and therefore consisted of 12 deployments and
approximately 65 study participants. This 25% representation of the annual participation (258)
was the targeted goal to ensure it was representative of what the annual contractor population
looked like. The selection process mirrored how the remaining training events would be
scheduled during the remaining 9 months of the year. Of the 258 technician level contractors, 48
required full qualification. The current operator level qualification rate remained below 30%
(OSC Report, 2018). The data collected was analyzed to compare responses against the
performance goal of 100% qualification to determine if the hypothesized variable relationships
played a role in the 70% performance gap. For the remaining 210 contractors outside of needing
qualification, a single day of training would provide enough familiarization with OSC equipment
to be acceptable for future labor tasking under OSC supervision. This statement was reliant on
most of the contracted labor pool originating from preferred organizations providing similar oil
spill services on a smaller scale in the inland environment.
The sample was considered convenient because the researcher had no input on who was
selected and solicited the entire population present at each targeted training event. The study
involved the stratification of the sample population by eliminating unqualified participants from
attending training, therefore ensuring all supplied potential research subjects met the criteria for
qualification (Creswell, 2018). The contractors were hired using an independent OSC
administrator not associated with the study and pulled randomly from a pool of 18 contract
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companies. The request was for 4-8 personnel to attend each targeted event without individual
subjects requested. The administrator had no input on the subjects selected by each company
beyond that they meet the basic hiring guideline requirements listed previously. This convenient
census style selection ensured the participants represented a specific subject type to determine if
stakeholder performance related directly to organizational qualification goals (Creswell, 2018;
Maxwell, 2013). Table 15 lists the recruitment strategy and timeline.
Table 15

Recruitment Strategy and Timeline
Sampling
Strategy
Number in
Stakeholder
Group
Number of
Proposed
Participants
Start/End Dates
for Data
Collection
Interviews N/A N/A N/A N/A
Observations N/A N/A N/A N/A
Documents N/A N/A N/A N/A
Surveys Census 258 65 Contracted
Laborers (25%)
Conducted over
12 training
events Apr 1 –
June 30

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Appendix B: Protocols

Survey Questions

The following survey is applicable to the event, location, and specific equipment deployed on the
day it is administered. While several different locations and pieces of equipment may be
applicable, the requirement of qualification and the survey questions are interchangeable.

1. What company do you work for? (open)
2. Are you HAZWOPER trained? (Y/N)
3. Are you enrolled in a random drug screening program? (Y/N)
4. Have you been medically cleared to wear an air purifying respirator? (Y/N)
5. How many years of oil spill response experience do you have? (KF) (open)
6. How many times have you trained on OSC equipment? (KF) (open)
7. How many times in the past 12 months have you trained on OSC equipment? (KF)
(open)
8. Coming into today’s training, I could operate the equipment without oversight. (KF)
(Strongly agree, agree, disagree, strongly disagree)
9. I have a working knowledge of hydraulic power units (HPU). (KF)
(Strongly agree, agree, disagree, strongly disagree)
10. I can explain the role hydraulics play in operating OSC equipment. (KP)
(Strongly agree, agree, disagree, strongly disagree)
11. I understand the OSC safety standards and documentation procedures. (KP)
(Strongly agree, agree, disagree, strongly disagree)
12. I know the individual systems involved in deploying this equipment. (KP)
(Strongly agree, agree, disagree, strongly disagree)
13. I know the required steps to deploy the equipment. (KP)
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(Strongly agree, agree, disagree, strongly disagree)
14. I am confident I can conduct a proper pre-deployment safety briefing. (KM)
(Strongly agree, agree, disagree, strongly disagree)
15. I am comfortable explaining to others how the equipment works. (KM)
(Strongly agree, agree, disagree, strongly disagree)
16. I could deploy the equipment today without supervision. (KM)
(Strongly agree, agree, disagree, strongly disagree)
17. With the proper amount of training I could operate this equipment without direct
supervision. (MA)
(Strongly agree, agree, disagree, strongly disagree)
18. I felt capable at each task I was asked to perform. (MA)
(Strongly agree, agree, disagree, strongly disagree)
19. Once qualified, I would be comfortable representing OSC as an equipment operator during
an oil spill. (MS)
(Strongly agree, agree, disagree, strongly disagree)
20. Interaction today with full-time instructors was helpful in learning the equipment. (OCM)
(Strongly agree, agree, disagree, strongly disagree)
21. Each step in the deployment process was explained and demonstrated. (OCM)
(Strongly agree, agree, disagree, strongly disagree)
22. I was given a chance to perform each deployment task. (OCM)
(Strongly agree, agree, disagree, strongly disagree)
23. The instructor provided feedback about my performance after each step. (OCM)
(Strongly agree, agree, disagree, strongly disagree)
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24. I was encouraged to ask questions during deployment training. (OCM)
(Strongly agree, agree, disagree, strongly disagree)
25. I was given the chance to lead a team deployment of the equipment with instructor
oversight. (OCM)
(Strongly agree, agree, disagree, strongly disagree)
26. The instructor(s) was/were knowledgeable in the equipment deployment process. (OCS)
(Strongly agree, agree, disagree, strongly disagree)
27. How many days of training do you feel it would take to fully qualify to operate the
equipment without assistance? (open) (OCS)
28. Once qualified, how many training days a year do you feel are needed to remain qualified to
deploy this equipment without help. (open) (OCS)
29. What is your age? (open)
30. What is your gender? M/F
31. What is your ethnicity? (open)

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Appendix C: Validity and Reliability

To maintain validity in this study it was important to ensure the data collected was a true
measurement of the impact identified variables and KMO influencers have on temporary labor
qualification rates, or in other words, what I collected accurately measured what I intend it to
measure (Salkind, 2017). The survey was custom generated to fit identified KMO influencers
and correlational relationships between identified variables. Because a previously validated
survey could not be identified specific enough to measure the desired variables, a custom survey
design was necessary. Once completed, the survey was piloted by administering to a group of
four full-time equipment operators prior to conducting the study with contracted part-time labor.
Pretesting was conducted outside of the stakeholder group on a convenience sample of qualified
equipment operators to ensure the survey questions were clear as framed, conveyed the intended
inquiry, and appropriate as they related to the oil spill response training evolutions that preceded
the study (Creswell, 2018). As a result, a few small changes were made to the survey. The study
sample size was monitored to ensure it was consistent with qualified subjects with a 25%
population surveyed to ensure data obtained was reliable to accurately measure the relationship
between variables and qualification (Salkind, 2017; Creswell, 2018). The survey was
administered in person to a highly reliable population with a 100% participation rate. Subjects
were already receiving compensation for attending the training and the survey time period took
place within the normal working day period and this helped to ensure a high percentage rate of
the representative research population participation. Cronbach’s alpha calculations were used to
determine survey internal consistency reliability and reported in the findings of each influence
subcategory.

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Appendix D: Study Limitations
Several factors contributed to the limitations of this study and should be considered when
reviewing the study data and findings. The primary limitations are as follows:
1. There were no qualification level trainings evaluated for this study. Participants
were surveyed after initial or familiarization level training events.
2. Available time and resources limited the number of survey items that could be
asked in each subcategory. For future studies, a more robust survey item including
at least 5 or 6 Likert scale items should be administered for each potential influence
subcategory.
3. Time limitations required a guided group survey format to ensure everyone
understood the survey items and completed surveys were collected. Individual
interviews would have been a good tool to dig deeper into the meaning behind
several answers and would prove valuable for future studies.
4. Cronbach’s alpha scores were calculated and listed in each findings subcategory and
noted where survey items failed to provide a suitable level (>0.7) needed to prove
internal consistency reliability.

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84
Appendix E: Ethics

In this study, I conducted quantitative research focused on evaluating the interaction
between Oil Spill Cooperative, Inc.’s (OSC) full-time employees and external part-time
contracted labor to gain insight into the variable relationships associated with organizational
culture and the influence it has on blended workforce learning as described in the survey
questions (Merriam & Tisdell, 2016). This type of quantitative research, in the form of surveys,
required strict adherence to ethical research principles in order to ensure the proper protection for
research subjects. To do that, participants were fully informed about the study and its intent and
provided an informed consent briefing prior to participating in the personally administered
survey (Krueger & Casey, 2009). Beyond informed consent, participants were provided with the
knowledge that the study was voluntary and that they could quit at any time. In addition,
participants were informed that the data would be used anonymously (Glesne, 2011).
The research subjects in this study were census selected as supplied by a third-party
company supplying them for training. My position in the nonprofit organization hiring them to
train was one of coordination and not a role that could have provided influence or bias over
subject input. While I am directly responsible for the program that is being evaluated, none of
the subjects worked for me, even indirectly, nor would they should they be brought back
contractually to work on an oil spill. As such, their responses had no impact on their
employment status or standing within their own company. I ensured the subjects understood that
the data provided would appear as anonymous responses in a larger study without names or
companies being used. The nonprofit had 18 companies that could provide labor for this study
yet only 10 or 12 did so. It was common for these subjects to train at several different companies
as part of their regular work day. The risk to the subjects in this study was very low as the results
BLENDED WORKFORCE COMPETENCY

85
of their performance or responses during data collection had no bearing on future employment
outcomes (Rubin & Rubin, 2012).
The goal of the research questions was to evaluate the ability of the organization’s
training program to provide a quality training experience that allows part-time labor a quality
training experience capable of preparing them for qualification and a role as part of the overall
response team. The meaning being sought was as much about the organization’s attempt to fix
its own issues as opposed to evaluating the ability of the research subjects. Positioning my role
as the researcher outside of the training instruction, which would be provided by the operations
personnel not assigned under me, removed any bias I might have had concerning performance
outcomes of either group.
There was no monetary incentive for people who participated in this study other than they
were being paid as normal by their parent organizations. It was important to note that they
stayed to conduct an informal lessons-learned style debriefing following training as part of
normal protocol so these focus groups were simply a slightly more formal version of what was
normally conducted and eliminated participants feeling coerced (Glesne, 2011).

BLENDED WORKFORCE COMPETENCY

86
Appendix F: Integrated Implementation and Evaluation Plan
Implementation and Evaluation Framework
This implementation plan was designed using Kirkpatrick’s Four Level of Training
Evaluation new world model developed by James and Wendy Kirkpatrick (2016) based on the
foundational work of Donald Kirkpatrick (2006). The four critical steps identified in the
Kirkpatrick model are: 1) reaction, 2) learning, 3) behavior, and 4) results. The idea being that
training must be evaluated in level one to ensure a positive reaction to it by attendees and in level
two to determine if the intended material is being learned. Evaluation at level three being the
critical point where the transfer of knowledge into the day-to-day work of the individual
becomes evident and then finally at level four to ensure the desired results are materializing at an
organizational level (Kirkpatrick & Kirkpatrick, 2006). The New World model places emphasis
on the reverse order of these levels and suggests that starting the design of evaluation at level
four with results is the key to establishing a process capable of producing desired outcomes
throughout the 4-level process. More specifically, that by working backwards from desired
outcomes, evaluation can better provide alignment of required drivers that promote necessary
critical behaviors as the process advances towards desired organizational goal achievement
(Kirkpatrick & Kirkpatrick, 2016).
Organizational Purpose, Need and Expectations
Oil Spill Cooperative, Inc.’s (OSC) primary mission is to provide oil spill response
services to its members in the most efficient manner possible while meeting regulatory
expectations and maintaining the approval to explore and produce oil resources in a United
States regional offshore environment. To do so, OSC must provide a scalable, fully integrated,
and qualified spill response operating team (SROT) capable of simultaneously operating 100%
BLENDED WORKFORCE COMPETENCY

87
of OSC response equipment. In 2010, an increase in equipment created a gap in qualified
equipment operators. The Board of Directors (BOD) decided to develop a blended workforce to
meet this need by contracted part-time labor in times of heightened operational periods. To
remain compliant with government regulations and BOD directives, current qualification rates
amongst part-time equipment operators must be raised from 25% to 100%. The implementation
of this plan should lead to the 100% qualification rate of equipment operators across the entire
blended workforce and raise part-time levels equal to full-time rates.
Level 4: Results and Leading Indicators
Table 16 shows the proposed Level 4 results and leading indicators in the form of
outcomes, metrics, and methods for both external and internal outcomes for developing a fully
integrated and scalable SROT. If the internal outcomes are met as a result of the blended
workforce training and qualification program, then the external outcomes should also be
achieved.
Table 16

Outcomes, Metrics, and Methods for External and Internal Outcomes
Outcome Metric(s) Method(s)
External Outcomes
1. No government restrictions on
operators based on SROT
qualification and capability.
The number of restricted operations
based on government interventions and
incidents of noncompliance for
member companies.
Maintain and review
regulatory inspection and
evaluation performance
records.

Internal Outcomes
2. Provide a fully integrated,
scalable, and qualified SROT.
Enough equipment operators to operate
100% of the OSC equipment during all
possible scenarios of needed oil spill
response capability
Review data of participation in
unannounced exercises and
drills to evaluate performance
and SROT capability levels.
3. Improve qualification rates of
part-time equipment operators to
100% of the needed level to operate
all OSC equipment in heightened
times of operations.
The number of qualified part-time
contracted equipment operators is
sufficient to close the gap after all full-
time equipment operators are assigned
to equipment.

Review data from check ride
qualification performance of
part-time equipment operators.
BLENDED WORKFORCE COMPETENCY

88

Level 3: Behavior
Critical behaviors. The stakeholders of focus are the part-time oil spill equipment
operators contracted to operate OSC equipment in times of need. The first critical behavior is
that part-time equipment operators attend on-the-job training with a baseline knowledge of OSC
and its equipment. The second critical behavior is that they must exhibit a working knowledge
of the individual systems needed to operate OSC equipment. The third critical behavior is that
they feel capable of learning and developing into qualified equipment operators. Table 17 shows
the Level 3 critical behaviors, metrics, methods, and timing for evaluation.

Table 17

Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metric(s)
Method(s)
Timing
1. Exhibit a baseline
knowledge of OSC
and its equipment.
Evaluation of PT
capability in Pre hands-
on qualification
training
1a. Full-time equipment operator
instructors will determine level of
baseline knowledge prior to hands-
on via surveys and classroom
activities evaluation.

1a. Initial pre-training
(hands-on) and prior to
each subsequent OJT
session.

Thereafter - annual
review of qualification
records and evaluation
of individual progress.

1b. Continuous evaluation by full-
time equipment operators during
hands-on activities.
1b. Each OJT training
event.
2. Exhibit working
knowledge of
individual systems
associated with full
equipment operation.
Completion of
Personnel Qualification
Standards (PQS)
individual checklisted
activities.
2. Training and operations
managers to review records and
ensure progress towards
qualification.
2. Quarterly and before
each hands-on event.
3. Exhibit the
confidence to learn the
process of operating
OSC equipment
Completion of PQS
check-ride and final
qualification
3. T&O manager evaluation of
checkride and qualification letter
as an equipment operator.
Upon completion of
qualification process.

Required drivers. New part-time equipment operators in training require the support of
the organization to ensure reinforcement of learned knowledge and skills as they relate to
progress towards developing competency and qualification. Rewards should be established for
BLENDED WORKFORCE COMPETENCY

89
achievement of performance goals to enhance organizational support of part-time equipment
operators and the pursuit of qualification. Table 18 shows the recommended drivers to support
critical behaviors of part-time equipment operators.
Table 18

Required Drivers to Support Critical Behaviors
Method(s) Timing
Critical
Behaviors
Supported
1, 2, 3 Etc.
Reinforcing

Online course training program completion Prior to attending
hands-on training
event
1
Job aid including work methods for needed
system recognition and deployment procedures.
Ongoing 1, 2, 3
Timely feedback on trainee performance during
hands-on evolutions to reinforce positive actions
and ability.
Ongoing 1, 2, 3
Encouraging

Coaching that material will be taught leading to
qualification.
Ongoing 1, 2, 3
Mentoring and modeling of proper techniques
through OJT activities.
Ongoing 1, 2, 3
Rewarding

Certificate of completion issued after online
course completion.
Following initial
course completion
1
PQS checklist sign offs as tasks are completed. Ongoing 1, 2, 3
Equipment operator certification letter. Completion of PQS
program
1, 2, 3
Monitoring

Post training group interviews. Post training 1, 2, 3
Individual trainee surveys Pre and post hands-on
training
1, 2, 3

Organizational support. The critical behaviors discussed in this implementation plan
and monitored for performance improvement at the part-time equipment operator level are
predicated on recommendations made at the organizational level to provide necessary support
and create a culture capable of fully integrated the SROT. In this case, for part-time labor
BLENDED WORKFORCE COMPETENCY

90
stakeholders to achieve their goals the organization would need to provide opportunities
throughout training sessions for part-time contractors to interact with full-time instructors in non-
capability focused activities that build equity and inclusion within the blended team. In addition,
the organization must provide instructor training for full-time equipment operators and develop
job aids to assist in providing productive contractor training.
Level 2: Learning
Learning goals. Following completion of the recommended solution, including the
online training course and hands-on OJT type training, the stakeholders will be able to:
1. Recall pertinent facts and characteristics about the organization and equipment from the
online course. (D)
2. Correctly summarize and explain relevant safety concepts and procedures during pre OJT
briefings. (P)
3. Execute a proper group pre OJT equipment walk through and deployment using
appropriate work method review. (M)
4. Organize operation of individual systems into proper order and carry out startup of
equipment in preparation for deployment. (P)
5. Recognize the proper operation of all systems associated with a specific piece of oil spill
response equipment. (D)
6. Coordinate team and direct the safe execution of equipment deployment procedures. (M)
7. Monitor team actions to ensure adherence to deployment procedures. (M)
8. Generate watch schedule and plan team rotation to cover operational period. (M)
9. Show confidence in making scenario driven adjustments to equipment application. (Self
efficacy)
BLENDED WORKFORCE COMPETENCY

91
10. Demonstrate trouble-shooting techniques for basic potential equipment failures. (M)

Program. Achievement of the previously listed learning goals will be accomplished
with a preferred contractor training and qualification program focused on a scaffolded learning
experience. Step one will be completion of an online training course that provides a detailed
factual knowledge base for part-time equipment operators. Step two will be a familiarization
level classroom and equipment walk through hands-on training to develop a more detailed
knowledge of equipment capabilities, tactical considerations for use, and procedures for the
actual deployment of the equipment. Step three will be a hands-on functional guided
deployment followed by, when proficiency is shown and lead instructor feels the appropriate
time, a step four fully evaluated trainee led deployment and qualification designation. The final
piece is annual follow-up training to maintain qualification competency and equipment operation
proficiency. Initial qualification phase of the program is 40 hours, or one week.
Step one of the program is an asynchronous online training module which provides an
overview of the non-profit organization, its membership, and individual equipment modules to
provide a baseline of equipment knowledge prior to attending in person OJT style equipment
deployments. Spec sheets, equipment animations, and video clips of proper equipment operation
will be viewed by the trainee and followed by short multiple-choice questions to test for
equipment knowledge learning. Log in codes will be sent to selected preferred contractors for
completion of the course prior to training events. Upon completion, a certificate will be issued
and a copy sent to the parent organization.
Step two will be a guided classroom session taught by multiple full-time qualified
equipment operators to review much of the online course to evaluate retention and to expand into
discussions of concepts and procedures used to successfully deploy equipment. These classroom
BLENDED WORKFORCE COMPETENCY

92
sessions are interactive to promote formative assessment of student capability and to
determine how in-depth the second portion of the session, hands-on OJT style replication, walk
through should be to ensure proper retention. Each system on the equipment will be reviewed
and demonstrated in order with opportunities for students to replicate what they observe.
Step three will be hands-on equipment deployment and operation repetitive training to
allow students (part-time equipment operators) to deploy and operate equipment under the
direction of qualified equipment operators. By this time in the program, part-time contractors
have demonstrated the ability to perform each individual system task. Step three allows for them
to recall this information and apply it to the successful deployment of the equipment. Students
will be assigned team lead roles at this point to begin coordinating and directing other
contractors as a team to follow deployment procedures. Students will lead multiple evolutions of
a single piece of equipment deployments to gain proficiency and begin to develop self-efficacy.
In step four, students who have shown proficiency and completed a personnel
qualification standard (PQS) checklist will be allowed to assemble a team of technicians and
guide a deployment evolution from start to finish under the evaluation of a qualified instructor,
but without assistance. This “check ride” will consist of the demonstration of a proper safety
meeting and group sign in, a walkthrough explanation of the concepts and procedures (or work
methods) that will be followed for the deployment, and the successful execution of deploying the
equipment. A successful deployment includes navigating it to a specified location and operating
the oil spill skimming equipment to simulate the recovery of an actual oil spill. This check ride
is an evaluation of equipment operator capability and confidence. Once successful, the instructor
will recommend qualification and a letter will be issued and placed in the employee’s electronic
record.
BLENDED WORKFORCE COMPETENCY

93
The final step is to ensure the proper amount of follow up training opportunities be
given for the retention of qualification knowledge and skills. The recommended interval being
either monthly or quarterly on an annual basis depending on the individual equipment operator.
Evaluation of the components of learning. A baseline understanding of factual and
conceptual information concerning the deployment of oil spill response equipment. This
declarative knowledge foundation makes it possible to then learn and apply procedural
knowledge to OJT style hands-on training. The remaining key part is for participants to believe
that they are learning the necessary training needed to effectively accomplish the stakeholder
goal of qualification. Table 19 lists the evaluation methods and timing for these steps to
qualification.

Table 19

Evaluation of the Components of Learning for the Program.
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it.”

Online knowledge checks using short multiple-choice
quizzes
Throughout the online course,
following each equipment module
Classroom group discussions During classroom sessions of OJT
sessions
Procedural Skills “I can do it right now.”

Group discussions and short answer questions from
instructors
During initial familiarization
equipment walk-throughs
Instructor guidance and feedback of hands-on
performance
During OJT style hands-on
deployment activities
Demonstrated use of job aids and work methods to
identify key systems and deployment procedures.
During final practical exercise and
check ride
Practical exercise of individual equipment deployment
and review of completed PQS qualification checklist
Post training and at completion of
qualification check ride
Attitude “I believe this is worthwhile.”

Instructor observation of trainee interaction and group
activities
During hands-on deployment
trainings
Post training group discussions At the end of each training session
Confidence “I think I can do it on the job.”

BLENDED WORKFORCE COMPETENCY

94
Practical check ride review by qualified operator After the completion of PQS
checklist
Government review during unannounced equipment
deployment exercises
Unannounced practical exercises
throughout the year
Commitment “I will do it on the job.”

Successful operation of equipment OJT During oil spill responses

Level 1: Reaction
Reaction to training. Table 20 lists methods and timing for the evaluation of trainee
reaction to training.

Table 20

Components to Measure Reactions to the Program.
Method(s) or Tool(s) Timing
Engagement

Data analysis from online course hosting site Ongoing during online course modules
Instructor observation and interaction During hands-on training
Observation of group interaction and effort During hands-on training
Relevance

Guided group discussion capture of lessons learned Post training
Rating scale survey items and open-ended questions Post training
Customer Satisfaction

Hard copy survey using rating scale items Post qualification
Informal discussion with open ended questions Post training

Evaluation Tools
Immediately following the program implementation. Data capture from the
asynchronous online course will allow for evaluation of participant engagement by capturing
total participants, time to complete, test scores from quizzes embedded in each module, and
overall completion rates. These data will be made available to instructors at the next level
classroom and hands-on training in order to evaluate participation and knowledge retention in
group pre-training discussions. Instructors will quiz participants in the completed asynchronous
material and based on the answers adjust classroom sessions to fit the needs of the group in
preparation for OJT style hands-on equipment operation.
BLENDED WORKFORCE COMPETENCY

95
For level 1, instructors will observe each student during initial hands-on
training and interact to evaluate the level of engagement and discuss the relevance of online
course material in preparation for hands-on training session. As students advance through the
practical application portions of hands-on equipment operation exercises, Level 2 evaluations
will include instructor interactions and discussions using short questions to determine
knowledge checks. Post training group discussion will use checklisted questions to evaluate if
the desired knowledge was learned and retained. See Appendix A for sample items.
Delayed for a period after the program implementation. Twice following completion
of the training program and post qualification, at 6 to 8 week intervals, a scaled and open ended
survey will be used to determine training program participant satisfaction with the training
(Level 1), retention of knowledge at the factual, conceptual, and procedural level (Level 2), and
the extent that part-time equipment operators have been comfortable in their use of the
qualification to operate equipment (Level 3).
Evaluation of the training record data for part-time equipment operators will be used to
determine if the qualification rate performance gap is closing as a result of the program (Level
4). The weekly report will be used to collect and administer results to operations managers and
supervisors to better inform on the success of the program and to hold instructors accountable for
the success of their part-time trainees. See Appendix B for sample items.
Data Analysis and Reporting
The implementation of the OSC (pseudonym) training qualification program for part-time
oil spill equipment operators is intended to meet the stakeholder goal of improving qualification
rates for contracted equipment operators and ultimately to create a fully qualified spill response
operating team (SROT) within the organization. Success results at the Kirkpatrick and
BLENDED WORKFORCE COMPETENCY

96
Kirkpatrick (2016) Level 4 will be evident in a quarterly qualification rate review. These
findings will be represented in dashboard form through the use of an electronic training system
database. The dashboard will present data from the end of each quarter throughout the year
showing the number of part-time operators in categories including; (1) total enrollment in the
qualification program, (2) completion of asynchronous training material, (3) attendance in hands-
on qualification training, (4) total completion of qualification program. See Appendix C for
example of dashboard.
Summary
The New World Kirkpatrick Model was used to develop a plan and implementation
strategy to close identified performance gaps and remove barriers impacting the qualification
rates of part-time oil spill response equipment operators (Kirkpatrick & Kirkpatrick, 2016). The
planning process began with the intended result of improving qualification rates as the desired
Level 4 outcome. To proceed through the identified gaps and ensure implementation, a set of
required drivers was identified to push performance and encourage identified critical behaviors at
Level 3 to evaluate progress throughout the process and to optimize achieving the stakeholder
goal of improved qualification rates.
The plan continued with Level 2 evaluation tools to capture and evaluate that the
intended knowledge and skills were acquired through recommended training
solutions. Successful implementation evaluation would indicate improvement at Level 2 in
overall equipment knowledge, equipment procedural knowledge, and the comfort level to
operate equipment without supervision. The last step in the process is to ensure evaluation at
Level 1 reaction. A positive reaction to training is necessary to promote engagement and the
proper attitude for full integration into the organizational culture. The final step is to ensure the
BLENDED WORKFORCE COMPETENCY

97
identification of specific outputs that will promote and support desired outcomes and
alignment across the plan for the achievement of proper return on expectations (ROE).

Abstract (if available)

Abstract The use of part-time outsourced equipment operators to fill gaps in nonprofit oil spill response organizations’ staffing models during large oil spill events was examined in the context of developmental challenges. This study utilized a quantitative method design for gathering and analyzing data to consider the impacts of time, experience, and organizational culture on qualification rates amongst part-time contracted oil spill response equipment operators. A sample of 65 part-time prospective operators were surveyed following a single day of hands-on equipment training to evaluate assumed knowledge, motivation, and organizational gaps and the impact these gaps may have on part-time contractor qualification rates. There were 58 participants that met the study criteria requiring eligibility to become a qualified equipment operator. Collected data were analyzed for frequency of answers and to determine central tendencies. The study findings suggest that minor factual knowledge gaps may exist in inexperienced respondents but more importantly that the organization may not allow enough time for part-time outsourced labor to fully integrate with full-time equipment operators into the organizational culture to gain the necessary competency to complete the qualification process. This study concluded that adjustments may be needed to the organizational training program focus in order to allow better integration of part-time outsourced labor into the organizational culture and assist the move from trainee to qualified equipment operator.

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Asset Metadata

Creator Mathews, Mark (author)

Core Title Competency in a blended workforce: an evaluation study of contracted labor development challenges

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Publication Date 12/02/2019

Defense Date 08/26/2019

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

Tag blended workforce,OAI-PMH Harvest,organizational cultural integration,part-time outsourced labor

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Tobey, Patricia (committee chair), Martinez, Brandon (committee member), Picus, Lawrence (committee member)

Creator Email mrmathew@usc.edu,mrmathews@ymail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-242412

Unique identifier UC11673739

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Legacy Identifier etd-MathewsMar-7969.pdf

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Document Type Dissertation

Rights Mathews, Mark

Type texts

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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