University of Southern California Dissertations and Theses

Supporting foster youth: the social and emotional support needed to successfully transition to adulthood

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Supporting foster youth: the social and emotional support needed to successfully transition to adulthood

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Content Running head: SUPPORTING FOSTER YOUTH 1

Supporting Foster Youth:
The Social and Emotional Support Needed to Successfully Transition to Adulthood
by
Lynn Yvette Calbert

A Dissertation Proposal 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

August 2017

Copyright 2017 Lynn Yvette Calbert
SUPPORTING FOSTER YOUTH

2
ACKNOWLEDGMENTS
I would like to thank my Dissertation Chair, Dr. Eugenia Mora-Flores for the time and
support she gave me during the dissertation process. I believe the feedback she provided helped
me develop a comprehensive product. I also thank her for her patience and encouragement at
times when I felt stuck.
I would also like to thank my Dissertation Committee members, Dr. Reynaldo Baca and
Dr. Susanne Foulk for their time and support. Their recommendations helped me discover
things I otherwise would not have seen.
Next, I would like to thank my study group, Ayanna E. Davis, Crystal A. Campbell-
Shirley, Michael R. Davis and Maleta Wilson. Our study sessions helped me stay awake when I
really wanted to sleep! I will cherish our time together forever.
A big thank you goes to my son Daryl R. Lundy who kept my computer working
properly and came to my rescue when I needed help. I also thank my granddaughter Jordan K.
Stephens, my grandson Jimmie D. Stephens V, my daughter Kandie L. Stephens, my sister
Michelle R. Calbert-Wilcox and my sister Juanita Calbert-Allen, who assisted me with class
assignments, sometimes without even knowing it!
Finally, I would like to thank my study participants for sharing their experiences with me.
In spite of the challenges, they are doing a tremendous work in the foster care field and I believe
their organization and support of foster youth will continue to grow.

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DEDICATION
I would like to dedicate this dissertation to my family as an inspiration to all of them to
pursue their dreams and live life with no regrets.

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TABLE OF CONTENTS
Acknowledgments 2
Dedication 3
List of Tables 5
Abstract 6
Chapter 1: Introduction of the Problem of Practice 7
Chapter 2: Review of the Literature 17
Chapter 3: Methodology 38
Chapter 4: Findings 45
Chapter 5: Recommendations and Conclusion 69
References 104
Appendices 114
Appendix A: Research Design Matrix 114
Appendix B: Interview Protocol 116
Appendix C: Observation Protocol 119
Appendix D: Recruitment Letter 121
Appendix E: Informed Consent for Non-Medical Research 122

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LISTS OF TABLES
Table 1: Organizational Mission, Global Goal and Stakeholder Performance Goals 15
Table 2: Knowledge Worksheet 31
Table 3: Motivation Worksheet 34
Table 4: Organization Worksheet 36
Table 5: Summary of Assumed Causes, Assets and Needs 37
Table 6: Participant Demographics 48
Table 7: Summary of Knowledge Influences and Recommendations 73
Table 8: Summary of Motivation Influences and Recommendations 82
Table 9: Summary of Organization Influences and Recommendations 84
Table 10: Stakeholder Performance Goals 88
Table 11: Outcomes, Metrics and Methods for External and Internal Outcomes 89
Table 12: Critical Behaviors, Metrics, Methods and Timing for Evaluation 90
Table 13: Required Drivers to Support Critical Behaviors 91
Table 14: Components of Learning for the Program 92
Table 15: Components to Measure Reactions to the Program 93
Table 16: Data Collection Implementation Progress 95

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ABSTRACT
Foster youth need social and emotional support to transition successfully to independent
adulthood. Unlike non-foster youth, these young people have been separated from their families
and rarely have the support of parents, siblings and extended family to guide them through this
transition. This is a problem because when youth transition out of the foster care system and
experience limited social and emotional support, they may not know how to navigate the health
care system, the higher education system, the job market, the housing market or have basic
knowledge of life skills such as budgeting, paying bills or grocery shopping. This study
investigated the causes for enrollment barriers at the Marbella Youth Development Center, a
community-based organization that was established to help mitigate the social and emotional
limitations of foster care youth who are transitioning to adulthood (Morrissey & Werner-Wilson,
2005). Study participants were four female staff members and one former staff member ages 21
to over 40 years of age. Interviews, observations and document analyses were used to collect
qualitative data. The findings pointed to three themes that Marbella staff members see as
barriers to increasing foster youth participation—inadequate funding for personnel and
resources, trust issues and the stigma associated with foster youth. The findings also revealed
three strategies that Marbella staff members believe will increase foster youth participation—
increase funding for personnel and resources, earn foster youth trust and address the stigma
associated with foster youth. Recommendations for practice include (1) train Marbella staff
members on data collection procedures and best practices so they can use the results in their fund
raising materials, (2) influence foster youth participation decisions by assessing and serving
foster youth interests, and (3) create an environment where staff members feel their input is
valued and cultivate positive communication with foster youth that make them feel valued.
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CHAPTER 1: INTRODUCTION
Introduction of the Problem of Practice
Foster youth need social and emotional support to transition successfully to independent
adulthood. Unlike non-foster youth, these young people have been separated from their families
and rarely have the support of parents, siblings and extended family to guide them through this
transition. This is a problem because when youth transition out of the foster care system and
experience limited social and emotional support, they may not know how to navigate the health
care system, the higher education system, the job market, the housing market or have basic
knowledge of life skills such as budgeting, paying bills or grocery shopping. This study
investigated the reason for enrollment barriers at the Marbella Youth Development Center, a
community-based organization that was established to help mitigate the social and emotional
limitations of foster care youth who are transitioning to adulthood (Morrissey & Werner-Wilson,
2005).
According to kidsdata.org (2015) California has the largest number of foster care youth in
the United States (60, 097) and Los Angeles County has the largest number of foster care youth
in California (20,651). About 10% of California foster care youth transition out of foster care
each year. Assistance available to California transition-age foster youth through the state, county
and other organizations includes help to obtain GEDs, high school diplomas and post-secondary
education; housing assistance; job training and placement; budgeting and financial management
training; and health care services such as substance abuse and pregnancy prevention, nutrition
education and mental health counseling. Until the approval of the California Fostering
Connections to Success Act in 2010, which took effect January 1, 2012, services for many
California transition-age foster youth terminated at age 18. This left these young people with no
SUPPORTING FOSTER YOUTH

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housing, no employment, no post-secondary education or training, no life skills training and no
health care services after they transitioned from the foster care system. Now, even though
current California legislation extends service eligibility to age 21, some youth do not participate,
either because they do not meet the eligibility or participation requirements or they choose to
leave care. Additionally, foster youth who exited the foster care system between the ages of 18
and 21 must reinstate their foster care status to receive extended services and sometimes they do
not (California Department of Social Services, 2011).
This problem is important to address so that emancipated foster youth can access the
social and emotional support that they need. For example, although California former foster
youth are now eligible for health coverage until age 26, if a newly emancipated woman becomes
pregnant, and does not know how or where to seek and secure pre-natal care for herself and the
baby, she cannot take advantage of the health benefits she is entitled to (California Department
of Social Services, 2011). Additionally, emancipated youth who do not know how to navigate
the educational system may not be able to apply to colleges, secure funding, enroll in courses or
develop study habits that will lead to academic success. This lack of educational support can
have a negative impact on academic performance, which impacts future employment
opportunities in a negative way (Elias & Haynes, 2008). Future employment opportunities can
make the difference in whether or not these young people are housed or homeless, law-abiding
citizens or criminals or drug free or drug addicts.

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Organizational Context and Mission
The proposed project site for my dissertation study is the Marbella Youth Development
Center, which is located in a large urban city in the state of California. The mission of the
organization is to build and employ social networking and innovative technology to eliminate the
gap between the needs and challenges of emancipated foster youth and vital services to reduce
unemployment, homelessness and incarceration. The organization partners with the County
Probation Department, the Turning Point Academy Foster Care Program (TPA) and other
community service agencies to improve the quality of life for foster youth before and after they
age out of the foster care system.
To accomplish this goal, the Marbella Youth Development Center offers services through
its Virtual Assisted Living and Education (VALE) program, which provides tutors, mentors, life
skills workshops and referral services to foster youth to improve academic achievement levels
and foster self sufficiency. The program also physically stores foster youths’ vital life
documents, such as California identification cards, birth certificates and social security cards, to
provide them with on-demand access to those documents when they are needed for school
enrollment, employment, housing or to access medical services. The organization is also
developing an electronic storage platform, the “NiqKey LockBox,” to electronically store foster
youths’ vital records (Marbella Youth Development Center, 2016), which will provide better
protection for these documents.
The organization’s staff currently includes a full-time executive director, a full-time
program director, a part-time senior case manager and several University of Southern California
(USC) and Cal State University (CSU) student workers who serve as information technology
administrators, marketing managers, and tutors. The population served includes foster youth
SUPPORTING FOSTER YOUTH

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primarily from TPA schools and the County Juvenile Court system. This population
predominantly consists of male and female Latinos and African Americans, but also includes
Whites, Asians, Pacific Islanders, Native Americans, Alaskan Natives and a small percentage of
others.
Organizational Goal
Performance goals are key to accomplishing an organization’s mission. The Marbella
Youth Development Center has established a performance goal to increase the number of
program participants by 10% (from 300 to 330) by December 2017. To accomplish this goal, the
organization will follow up on referrals received from TPA, the County Probation Department
and other state, county and community service agencies to offer support services to foster youth
who are preparing to leave the foster care system.
Related Literature
Studies show that foster youth who exit the foster care system at 18 years of age are still
in need of support services to transition successfully to adulthood. A qualitative study conducted
by Henrika McCoy, J. Curtis McMillen, and Edward L. Spitznagel (2007) revealed that youth
who remain in foster care until age 21 adjust better to independent living than those who leave
earlier. Findings from a study conducted by Mark E. Courtney, Pajarita Charles, Nathanael J.
Okpych, Laura Napolitano and Katherine Halsted (2014) showed that transition-age youth need
ongoing support beyond age 18 in the areas of education, employment, health, and basic life
skills. Most transition-age youth interviewed during the study recognized the benefit of
remaining in foster care longer and spoke of positive relationships with the adults who assisted
them during that time. However, the study also revealed that those who work in the foster care
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system must put forth more effort to engage transition-age youth in planning their exit from
foster care.
In 2016, Mark E. Courtney conducted another study along with Nathaniel J. Okpych,
Pajarita Charles, Dominique Mikell, Brooke Steenson, Keunhye Park, Brittani Kindle, Justin
Harty and Huiling Feng. This study showed that transition-age foster youth are not doing as well
in their pursuit of education, employment and health as their non-foster youth peers and they
continue to need support to transition successfully to adulthood. Study participants conveyed
that employment assistance and life skills training in financial management are among the top
resources that transitioning foster youth need to sustain themselves (Courtney, Okpych, et. al,
2016). Marbella’s goals include providing services in both of those areas. The study also re-
affirmed that transition-age youth who remain in care to age 21 do not experience some of the
challenges as those who leave early such as financial and food shortages, homelessness, mental
issues and adverse involvement with the law. The majority of youth interviewed who left foster
care before age 21 did so because they wanted more freedom, wanted to live with someone else
or wanted to terminate their relationship with their foster parent(s), group home, case worker or
the court system. Marbella Youth Development Center supports the goals of these young people
and endeavors to increase its program enrollment by 10% to assist more emancipated foster
youth in their pursuit of independent adulthood.
Importance of the Evaluation
Foster youth need structured social and emotional support to successfully transition to
independent adulthood. This support is critical in helping them navigate various life-enhancing
systems such as the health care system, the educational system, the job market and the housing
market. Without this structural support, many of these youth could end up unemployed,
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homeless, incarcerated or addicted to drugs. Additionally, Marbella Youth Development
Center has entered into a director-provider relationship with TPA and the County Probation
Department to provide support services to students in their respective foster care programs
(Hentschke & Wohlstetter, 2004). It is important to evaluate Marbella’s performance to ensure
that it meets the needs of transition-age foster youth as well as funding source requirements.
Description of Stakeholder Groups
Organizational stakeholder groups play a vital part in the organization’s success and
impacts the organization in different ways depending on the relationship between them. Five
Marbella stakeholder groups will be described, including Marbella Board Members, TPA, the
County Probation Department, the foster youth that Marbella serves and Marbella staff members.
A thorough evaluation of Marbella would include all stakeholder groups. However, to stay
within the time constraints of this study, only the staff member group will be included in the
evaluation.
The Marbella Board of Directors is the first stakeholder group to be described. Board
members support the organization financially and with volunteer hours and is comprised of
community advocates, leaders and business professionals who work in occupations from banking
to entrepreneurship. Their primary objective is to monitor Marbella’s operations on behalf of the
public it serves. Their focus is on achieving the vision, mission and organizational goals and
their collaborative approach to decision making and capacity building has resulted in the
organization becoming more fiscally sound. This stakeholder group was selected to highlight
because they are the governing body responsible for stewardship of the organization.
TPA is the next stakeholder group to be described. Their mission is to “provide
comprehensive services to improve attendance and maximize educational achievement and
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social-emotional well-being for all youth in foster care” (TPA, n.d.). They are committed to
enhancing educational outcomes and academic achievement by implementing programs to
improve attendance, state test scores and graduation rates for students living in foster care.
Services provided to foster youth include counseling, efficient school enrollment, expedited
student records transfer, and identifying other community resources that are available to this
student population. TPA also conducts research and collects data to improve educational
policies and best practices for foster youth. This stakeholder was selected because their mission
is aligned with Marbella’s goal of supporting foster youth socially and emotionally and this
stakeholder pays Marbella to provide transition planning services to foster youth in their
program.
The third stakeholder group to be described is the County Probation Department. Their
mission is to develop and implement ongoing public safety programs for juvenile and adult
probation services in the county. One of their community objectives is to foster a positive
county environment where residents and county representatives work together to restore and
support healthy families (County Probation Department, n.d.). This stakeholder group was
selected because their objective aligns with Marbella’s goal of supporting youth and preparing
them for independent adulthood and they refer foster youth who are in their care to Marbella for
assistance.
The transition-age foster youth who utilize Marbella’s services are the next stakeholder
group for review.
These youth range in age from 17 to 20 years of age and reside in a large urban area of
the state of California. They are referred by TPA, the County Probation Department, the
Department of Social Services and other community-based organizations. This population
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predominantly consists of male and female Latinos and African Americans, but also includes
Whites, Asians, Pacific Islanders, Native Americans, Alaskan Natives and a small percentage of
others. These youth benefit from transition planning services provided by Marbella including
workshops, programs and resources on basic life skills and how to navigate the educational and
health care systems as well as the employment and housing markets. Document storage is also
provided to these young people so they will have easy access to their birth certificates, social
security cards or other identification documents they may need to navigate these systems and
markets.
Stakeholder Group for the Study
Marbella’s staff members will be the stakeholder group of focus in the dissertation study.
This group is responsible for the day-to-day operations of the organization, which includes foster
youth case management, referral services, document storage, fundraising and program design
and implementation, which includes mentoring, tutoring, life skills workshops, educational
events and holiday events. These are vital support services foster youth need as they prepare for
independent adulthood after their foster care services terminate. These services will help them to
successfully navigate the health care system, the educational system, the job market and the
housing market as well as provide them with life skills such as budgeting, paying bills or grocery
shopping.
Stakeholders’ Performance Goals
Table 1 below shows the performance goals for four stakeholder groups described in this
paper. It also includes Marbella’s mission and global goal.
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Table 1
Organizational Mission, Global Goal and Stakeholder Performance Goals
_

Organizational Mission
_

Marbella’s mission is to build and employ social networking and innovative technology to
eliminate the gap between the needs and challenges of foster youth and the vital services they
need to reduce unemployment, homelessness, and incarceration.

Organizational Global Goal

By December 2017, Marbella will increase the number of foster youth participants who utilize
Marbella’s services by 10%.

Stakeholder Performance Goals

Marbella
Board Members
By December 2017,
Marbella Board
Members will
increase their
volunteer service to a
minimum of four (4)
hours per month to
help the organization
increase participant
participation by 10%
by December 2017.
TPA

By March 2016, TPA
will execute a
contract to pay
Marbella to provide
support services to
students in TPA
foster youth
programs.
County Probation
Department
By March 2016, the
County Probation
Department will
execute a contract to
pay Marbella to
provide support
services to foster
youth in their care.
Marbella
Staff Members
By December 2017,
Marbella Staff
Members will provide
services to at least
330 participants to
increase their
knowledge on how to
navigate education,
health care, job and
housing markets, and
improve life skills
such as budgeting.

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Purpose of the Project and Questions
The purpose of the project is to evaluate the effectiveness of the Marbella Youth
Development Center in meeting its goal of providing support services to foster youth that will
help them to successfully transition to independent adulthood. The research questions to guide
the study include: (1) What knowledge, motivation and organizational barriers prevent foster
youth from participating in Marbella Youth Development Center (Marbella) programs.” (2)
What knowledge, motivation or organizational strategies can Marbella staff members use to
motivate foster youth to participate in Marbella’s programs? A qualitative approach will be used
to answer the research questions.
Conceptual and Methodological Framework
Clark and Estes’ (2008) gap analysis inquiry framework will be used to identify
performance gaps in knowledge, motivation and organizational elements that prevent Marbella
from achieving its enrollment goal. Potential barriers identified through related literature and
personal experience will be evaluated. These barriers will be analyzed through qualitative
methodology, including observations, interviews and document review. Recommendations
based on research will be employed to evaluate and implement solutions.
Organization of the Project
This project will be organized into five chapters. Chapter one is the introduction and
includes the problem of practice, the organizational context and mission, the organizational goal,
the importance of the problem, description of stakeholder groups, stakeholders’ performance
goals, stakeholder group for the study, purpose of the project and guiding questions, and
conceptual and methodological framework. Chapter two is the review of the literature and
includes an introduction and an historical overview of challenges that influence emancipated
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foster youths’ transition to adulthood, which include educational attainment issues,
employment issues, housing issues, health care issues, and family support issues. Chapter three
will examine the assumed knowledge, motivation and organizational barriers that need to be
addressed and the methodology that will be used to collect and analyze the data. Chapter four
will outline the results of the data collected and analyzed in chapter three and chapter five will
present recommendations based on the findings presented in chapter four.
CHAPTER 2: REVIEW OF THE LITERATURE
To gain an understanding of foster youth needs, the review of literature will first provide
a historical overview of the factors that influence foster youth challenges or success. The second
section reviews the construct of identity and how it relates to foster youth challenges or success.
The chapter ends with an analysis of the role social and emotional support plays in meeting the
needs of foster youth using the gap analysis concepts of knowledge, motivation and organization.
Historical Overview of the Factors Influencing Emancipated Foster Youth Challenges
For many foster youth, their 18
th
birthday marks the beginning of their transition to
adulthood. Historically, 18 was the age that they “aged” out of the foster care system. However,
recent changes to federal, state and local policies now gives them the option to remain in foster
care until age 21 if they meet specific requirements. Their most significant challenges when they
leave foster care are in the areas of housing, health care, employment and education. Navigating
these challenges without adequate preparation may result in periods of homelessness,
unemployment, incarceration, loneliness and hopelessness. Below are more specific details on
some of the issues that face this population as they transition to adulthood.

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Housing
Appropriate housing is a vital part of transition-age foster youth’s well being. Some
emancipated youth return to their birth families or manage to get into transitional housing
programs. However, some of these conditions are problematic and cause hardship on
emancipated youth, emotionally or financially. In their relatives’ home, youth are sometimes
exposed to drugs, abuse or other problems (Human Rights Watch, 2010; Curry & Abrams,
2015). If they get their own place, some cannot handle the responsibility of having their own
place and end up making poor choices that threaten their ability to continue their housing
placement (Human Rights Watch, 2010).
Placement Instability. According to Rubin, O’Reilly, Luan, & Localio, A.R. (2007),
moving from foster care home to foster care home has a negative impact on foster youth’s well
being and their future as independent adults. Consequently, if these young people do not have a
stable home when they exit foster care, the cycle continues. One study revealed that about 24%
of emancipated youth who left foster care stay with relatives or friends on a temporary basis until
it was time to move to the next location. This study also show that some emancipated youth
moved at least five times after exiting the foster care system (Curry & Abrams, 2015).
Additionally, youth who experience placement instability have 63% more behavior problems that
are associated with instability alone (Rubin, et. al, 2007). These behavior problems can make it
even more difficult to attain and maintain housing.
Homelessness. M.A. Krinsky (2010) noted that homelessness is an on-going problem for
foster youth who age out of the foster care system. Many emancipated foster youth leave foster
care with no place to go, not even on a temporary basis. They struggle daily to find shelter
because they cannot afford to rent a place or do not have the knowledge on how to attain
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housing. As a result, they end up homeless. Studies show that up to 30% of emancipated
foster youth have been homeless at least once since leaving foster care (Curry & Abrams, 2015).
In a study conducted by the Human Rights Watch (2010) one emancipated foster youth shared
her experience regarding emancipation. She stated, “the day I graduated from high school my
foster mom told me, ‘You’ve been emancipated. You can’t live here anymore’ (Human Rights
Watch, 2010, p. 1). She was taken to a shelter, which is the norm for many emancipated youth.
Other emancipated foster youth may end up living in parks, cars, garages, or abandoned
buildings. Homelessness subjects these youth to health-threatening situations such as crime,
prostitution, sex trafficking, drugs, violence and incarceration (Human Rights Watch, 2010).
Without a stable home environment, these young people continue to experience negative
outcomes that prevent them from moving forward with their personal goals.
Health Care
Physical or mental health issues associated with abuse or neglect result in the ongoing
need for emancipated foster youth to utilize health care services. Therefore, access to health care
is essential for these young people as they establish themselves as adults. Obstacles to care
prevent these young people from getting the help they need (Kerker & Dore, 2006). Kruszka,
Lindell, Killion, & Criss (2012) indicated that some emancipated foster care youth experienced
untreated health challenges because they were no longer eligible for health care services and
could not afford to pay. Additionally, some emancipated youth chose not to continue health care
participation after leaving the foster care system because they were frustrated with the foster care
system and no longer wanted to deal with it (McMillen & Raghavan, 2009). Some of the health
conditions emancipated youth experience that need to be addressed include, but are not limited
to, pregnancy, mental health issues, depression, post-traumatic stress disorder, anxiety, behavior
SUPPORTING FOSTER YOUTH

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disorder and substance abuse (Courtney et al., 2014). On January 1, 2014, the Affordable
Care Act extended Medicaid to age 26 for all foster youth who were receiving Medicaid at age
18 and were still in foster care (Child Welfare Policy Primer, 2014).
Employment
Studies reveal that emancipated foster youth experience low employment outcomes and a
high rate of unemployment compared to youth who were not in foster care (Naccarato, Brophy,
& Courtney, 2010). According to the study, less than 50% of emancipated foster youth
interviewed were employed at age 24. Of those employed, approximately 22% were still in
poverty although they were working. Thirty (30%) percent were looking for work but had not
been successful. In a study conducted by Courtney et al. (2014), 15% of emancipated youth
indicated that they were employed. Only 1.7% were employed full time; all others were
employed part time. In a similar study by Courtney et al. (2016), about 51.5% of participants
were employed, with about 13.4% employed full time and the others part time. Almost twenty-
six (26%) percent were looking for work. Factors that influence low employment outcomes
include, but are not limited to, housing issues, transportation issues, government identification,
job listings, a computer and low educational attainment (Courtney et al., 2016). These outcomes
reduce their opportunities to survive independently. In addition, their lack of sufficient income
to pay for basic needs also makes them more susceptible to committing hardship-driven crimes
as they try to survive (Barn, & Tan, 2012).
Education
Academic education, vocational training, and life skills training are important pieces of
emancipated foster youths’ journey to success.
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Academic/Vocational Training. According to a former foster youth study conducted
by Mitchell, Jones and Renema (2014) 91% of study participants were enrolled in some type of
educational or vocational training program at the time of the study. In a 2016 former foster
youth study conducted by Courtney et al. over 50% of study participants were enrolled in an
educational or vocational program. Because the study participants were still enrolled at the time
of the study, no data was available as to whether or not they completed their respective
programs. However, according to Mitchell et al. (2014) a study showed that only 54% of youth
who leave foster care prior to completing high school or a GED actually finish. Additionally,
less than 11% complete a bachelor’s degree program. It was noted that many emancipated youth
want to obtain post-secondary training and degrees, but drop out of educational programs
because of housing instability, transportation issues or foster care related issues such as ongoing
appointments that cause them to miss class (Mitchell et al. 2014; Courtney et al., 2014).
Life Skills Training. Emancipated foster youth training programs must include
information, guidance and resources on how to function as an independent adult (McMillen,
Auslander, Elze, White, & Thompson, 2003). This transition planning should start while they
are still in foster care so that when they leave, they are prepared to live on their own (Human
Rights Watch, 2010). This study revealed that most of the emancipated foster youth in the study
did not receive such training and as a result, they left care not knowing how to live
independently. In a study conducted by Courtney et al. (2016) former foster youth indicated that
they believe life skills training would have been the most beneficial to them as they approach
adulthood. They further indicated that they had little to no knowledge about these programs
when they left care. They perceived that their lack of basic life skills knowledge contributed to
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22
the challenges they experienced after leaving care such as the inability to make informed
decisions, secure affordable and safe housing, manage their finances or simply grocery shopping.
Supportive Relationships
Emancipated foster youth need the support of their families, friends and other adults to
successfully integrate into adulthood. According to Curry & Abrams (2015), Courtney, et al.
(2016) and Human Rights Watch (2010) positive relations are an important part of transitioning
to adulthood because they provide a source of knowledge, motivation and support that helps
these young people move forward and become productive citizens. Additionally, supportive
relationships help build trust that was damaged prior to or during foster care (Mitchell et al.
2014).
Supportive relationships also build resilience, which helps foster youth focus on their
strengths rather than their deficits. However, building resilience is a development process that
foster youth must embrace by participating in supportive interventions (Yates & Grey, 2012;
Annie E. Casey Foundation, 2012). Interventions could include attending life skills workshops,
participating in tutoring or mentoring programs or engaging in other appropriate youth activities.
Interventions could also include a wellness-related intervention, starting a new job, taking a
college course, leaving a challenging placement for a better one or any other life event
(Vandervort, Henry, & Sloane, 2012; Strolin-Goltzman, Woodhouse, Suter, & Werrbach, 2016).
These interventions may lead to “turning points” in foster youth’s lives where they make the
decision to pursue the positive opportunities of their present or future and leave the negative
circumstances of their past behind (Haas, Allen & Amoah, 2014). Research shows that
regardless of the trauma or negative circumstances that they endured, supportive relationships
can build resilience to bounce back (Annie E. Casey Foundation, 2012).
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Family Relations. Some foster youth are estranged from their families while in the
foster care system, but reunite with their families after they transition from foster care (Collins,
Paris, & Ward, R., 2008). According to the Collins et al. study, participants felt an emotional
connection with their birth family even though contact may have been limited while they were in
foster care. For this reason, they pursue emotional support from family relationships after
leaving care. In Mitchell et al.’s 2014 study, participants also perceived family connections with
birth parents and siblings as a source of emotional support as well as advice. However, negative
family relationships can lead to unintended consequences such as conflict or physical, mental or
verbal abuse. Additionally, if the family members are drug users, there is the potential for these
young people to become users themselves. Some former foster youth end up homeless when
their family relationships are strained (Human Rights Watch, 2010).
Surrogate Parenting. In 2008, the federal government passed the Fostering
Connections to Success and Increasing Adoptions Act, which gave states the option to extend
foster care to age 21. According to Courtney (2009) government agencies should take on the
role of parents to emancipated foster youth to help them get established outside of the foster care
system. In 2010, one year after Courtney’s writing, California passed the Fostering Connections
to Success Act, which extended California foster care until age 21. As a result of that policy
change, California extends foster care services until age 21. This change allows emancipated
youth the option to stay in foster care and continue their financial, housing and health care
benefits. However, in some situations, age limitations force some foster youth to make different
housing arrangements. For example, California foster youth can only remain in a group home
past age 19 if they have a medical or mental health condition or it is a short-term placement until
they complete high school or their GED. Additionally, foster parents have the option of
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terminating placement for foster youth who are over 18 years old. In these situations,
alternative housing must be secured (Alliance for Children’s Rights, 2016).
Emancipated foster youth need special assistance to secure appropriate housing and
health care access. Health care access should be continued for emancipated foster youth until
they are financially able to purchase their own health care. Education and training positively
impacts emancipated foster youth employability and employment reduces emancipated foster
youth incarceration (Curry & Abrams, 2015). Further research is necessary to determine the
extent to which foster youth reconnect with their families.
Identity
As a result of being separated from their families, some emancipated foster youth do not
have family role models or mentors to nurture their identities. Therefore, they lack a sense of
identity and connection to the world around them (Kools, 1997). Additionally, growing up in
foster care can result in emancipated foster youth having low self-identities due to negative
stereotyping (Kools, 1997). In their desperation to fit in or feel loved, they sometimes get
involved in unhealthy relationships that leave them worst off than before. Some of these
relationships lead to physical abuse, drug abuse, pregnancy, incarceration or a combination of
those results.
Another identity issue experienced by many emancipated foster youth is that they may
not have their vital records because they were lost in transition while they were in foster care.
No access to vital records such as birth certificates and social security cards make it difficult for
emancipated foster youth to apply to college, get jobs or qualify for housing on their own (Gray,
2010). To address this issue, in 2013 the Uninterrupted Scholars Act (Act., Public Law 112-278)
was enacted at the federal level to amend the Family Educational Rights and Privacy Act of 1974
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(FERPA) to authorize educational institutions to share foster children’s education records with
child welfare representatives without parental consent. California law was also amended in 2013
to align with federal law. This change was made to increase the timeliness of information
sharing with agencies that are then caring for the foster youth.
Social and Emotional Support
The child welfare field, made up of child welfare policy reform advocates, policymakers
and other individuals and groups, is committed to helping foster children and youth flourish in
foster care and afterwards. At the federal level, the Administration on Children, Youth and
Families (ACYF) manages programs that support youth in foster care such as protective services.
Funds are provided to states to provide services that assist these children and youth.
Additionally, the Congressional Caucus on Foster Youth develops bipartisan initiatives to
improve the quality of life for foster children and youth (Child Welfare Policy Primer, 2014).
Research conducted by Courtney, et al. (2016), Courtney, et al. (2014) and Henrika, et
al. (2007) reveal that at age 18, transition-age foster youth still need assistance as they embark
on adulthood. Foster youth advocates throughout the U.S. also saw the need to further assist
these young people so they pushed for policy changes that would provide funding to continue
support. These policy changes brought about a paradigm shift from self sufficiency at age 18 to
transition planning at age 18. Three major areas of continued support were financial assistance,
housing and health care.
Financial Assistance. In 2008 the Fostering Connections to Success and Increasing
Adoptions Act assisted states in providing financial assistance to emancipated youth up to age 21
through guardianship, foster care or reimbursable adoption. Eligibility requirements included
enrollment in high school, college or vocational training, or working at least 80 hours per month
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(Curry & Abrams, 2015). According to the Child Welfare Policy Primer (2014), the Title IV-
E Chafee Foster Care Independence Program provides states with funding for foster youth
transition assistance as they leave or after they leave the foster care system. Included in this
program is a post-secondary education voucher for up to $5,000 per youth per year.
Housing. The Independent Living Program (ILP) was introduced in the 1980s to address
emancipated youth challenges. Part of the program funds were used to provide emancipated
youth up to age 21 with transitional housing. In 1999, ILP was replaced by The Chafee Foster
Care Independence Program. Up to 30% of those funds could be used for housing.
California emancipated foster youth now have several housing options including (1)
approved relatives’ or non-relative extended family members’ homes, (2) non-related legal
guardians’ homes, (3) county certified foster care homes, (4) foster family agency (FFA)
certified homes that include treatment or therapeutic care, and (5) group homes, which are
restricted environments to house foster youth with behavioral or emotional issues. Housing
available only to foster youth over 18 years old include (1) transitional housing placements and
foster care (THP + FC) for youth participating in an independent living program (ILP) that
simulates a real-world living experience that prepares them to live on their own and (2)
supervised independent living (SILP), which is a rented room, a college dorm room or an
apartment. These options became available with the 2012 implementation of the California
Fostering Connections to Success Act (Alliance for Children’s Rights, 2016; Courtney, 2016).
Health Care. Prior to 2012 health services terminated when foster youth left foster care.
However, because of their experiences prior to and during foster care, such as physical or sexual
abuse, neglect, separation anxiety and depression, foster youth continue to need health services
after care. In an effort to meet the physical and mental health needs of emancipated foster youth,
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in 2012 the Medi-Cal extended health services to this population until age 26. Former
California foster youth who want to enroll in the medical plan can call the Foster Care
Ombudsman Office for information. The Clark and Estes’ Gap Analysis Framework will be
used to determine if Marbella is supporting transition-age foster youth with resources that
connect them to these vital services.
Clark and Estes’ Gap Analysis Framework
The Clark and Estes’ Gap Analysis Framework (2008) is an inquiry approach that guides
a research study on organizational performance. This framework focuses on performance
problems related to knowledge, motivation and organizational elements and how to solve them.
This framework is also referred to as the “KMO” model.
The knowledge factor centers on whether or not the organization’s leaders and staff
members have sufficient knowledge to meet performance goals. The motivation factor focuses
on whether or not leaders and staff members believe they can or want to meet performance goals.
And finally, the organizational factor looks at whether or not the organization provides the
resources and opportunities for leaders and staff members to meet performance goals. All three
areas are evaluated to ensure that problems are correctly identified so the appropriate solutions
can be applied to the problems (Clark & Estes, 2008).
Stakeholder Knowledge and Motivation Influences
Knowledge and Skills
Appropriate knowledge and skills are imperative to performance and goal achievement in
any organization. Knowledge, or lack of knowledge, influences decisions and actions that are
made regarding the organization. Leaders and staff members who do not have sufficient
knowledge to operate their organizations increase their risk of failing to meet their goals.
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According to Krathwohl (2002), three knowledge types are needed to run organizations—
declarative knowledge, which includes factual knowledge (facts, details or information) and
conceptual knowledge (organized categories, researched ideas or bodies of work), procedural
knowledge (how to carry out a task) and metacognitive knowledge (self-awareness and self
regulation). It is important to differentiate between the three types of knowledge because they
influence organizational operations in different ways.
Knowledge Types.
Stakeholder Knowledge Influences
Declarative knowledge influences. Declarative knowledge (factual and conceptual)
addresses the “what” as it relates to learning or organizational operations. For example, what
does the leader know about how people learn? What does the leader know about the
organization’s culture? What does the leader know about the organization’s target market?
Declarative knowledge answers these questions. The following section will review factual and
conceptual knowledge in more detail.
Factual Knowledge. Factual knowledge is the knowledge of facts. Leaders must have
certain facts to be able to run their organizations efficiently and effectively. For example, it
would be helpful if leaders knew that up to 50% of learning is the result of appropriate
motivation rather than knowledge (Rueda, 2015). With this factual knowledge, they can focus
just as much attention on motivating their employees as they do providing information to their
employees. Another example of factual knowledge is that social cognitive theory includes goal
setting to enhance performance (Dembo & Eaton, 2000; Denler, Wolters, & Benzon, 2009).
Setting relevant and timely goals that are aligned with the organization’s mission is essential to
the organization’s success.
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In order to achieve the organization’s goals, Marbella staff members must have
declarative knowledge of the needs of foster youth and how they can support that population.
These needs include, but are not limited to, social, and educational needs, as well as their need to
develop into self-sufficient adults. They must also understand their need to establish their
identities, and their need to express themselves, their need for independence and their need for
healthy and supportive relationships with others. Staff members should also have declarative
knowledge of state and federal child welfare laws, adolescent development, the impact of trauma
of foster youth, and the cultural needs of this population (National Association of Social Workers
(NASW) Standards for Social Work Case Management, 2013; NASW Standards for Social
Work Practice in Child Welfare, 2013; California Community Colleges Student Mental Health
Program, 2016).
Marbella staff members use this knowledge to evaluate their programs and determine
how to increase the current number of participants who utilize Marbella services. This
knowledge is crucial during the goal-setting process, which is necessary to align decisions and
actions with the organization’s mission to improve the social and emotional support provided to
foster youth before they age out of the foster care system.
Conceptual Knowledge. Conceptual knowledge refers to concepts, principles, processes
and different approaches to learning and performance. It also includes how knowledge is
organized and communicated (Krathwohl, 2002). This type of knowledge helps leaders and staff
members know when and how to use factual knowledge and the consequences of using that
knowledge. It helps them to know when to offer workshops or programs, when to evaluate
workshops or programs, when to change program options, and when to change priorities. An
example of using factual and conceptual knowledge together is knowing that an organization’s
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staffing model needs to be updated (factual knowledge), when to change it (conceptual
knowledge) and how the change will impact the organization’s employees (conceptual
knowledge). Marbella staff members will also use conceptual knowledge to determine how it
will organize and analyze the information it collects and draw conclusions from the data.
Procedural knowledge influences. Procedural knowledge addresses the “how” to
perform a task such as developing a standard operating procedure on how to make decisions. An
example of problem-solving procedural knowledge would be to (1) identify a problem, (2)
identify possible solutions to the problem, (3) analyze the solutions to the problem, (4) choose
the best solution based on the analysis results and then to (5) implement the solution to the
problem. This procedure could be put into a graphic organizer, flow chart, table or chart to
reduce cognitive load (Kirschner, Kirschner & Paas, 2006). Additionally, informational
processing theory suggests using auditory and visual aids to preserve available cognitive capacity
(Mayer, 2011), which would help organizational leaders and staff members to consistently and
efficiently move through the problem-solving process.
Marbella should have written procedures in place so that staff members can easily access
the steps to (1) keep current on new foster youth laws and regulations, (2) secure client
information to protect their privacy and rights, (3) organize and conduct workshops, (4) use
technology such as social media to improve service delivery, and (5) solicit donor support.
Marbella staff members should have procedures on how to capture and analyze data to determine
its participants’ primary interests. The study will seek to discover whether or not these
procedures are in place. Using resources such as, Turning Research Into Results: A Guide to
Selecting the Right Performance Solutions (Clark & Estes, 2008) and Action Research:
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Improving Schools and Empowering Educators (Mertler, 2012), which includes information
on data collection and analysis, could be helpful in that endeavor.
Metacognitive knowledge influences. Metacognitive knowledge is knowledge about
one’s self and how one thinks and learns. It includes thinking about thinking, evaluating,
planning, strategizing and making adjustments to plans based on continual reflection on whether
or not plans are producing the expected outcomes (Mayer, 2011). It can also include self-talk
and being aware of and controlling one’s thought and learning process (Mayer, 2011). An
important part of metacognition is that it leads to self-regulation (Baker, 2006).
As Marbella staff members consider the task of determining current participation
numbers, they must reflect on what they know and collaborate among themselves (and possibly
others) to ensure they have the declarative and procedural knowledge needed to accomplish their
goal. Marbella staff members must also take time to reflect on their current practices to
determine what adjustments need to be made.
Knowledge Worksheet
Table 2 below shows the knowledge types and how Marbella Board members use those
knowledge types.
Table 2
Knowledge Worksheet

Organizational Mission

Marbella’s mission is to build and employ social networking and innovative technology to
eliminate the gap between the needs and challenges of foster youth and the vital services they
need to reduce unemployment, homelessness, and incarceration.

Organizational Global Goal

By December 2017, Marbella will increase the number of foster youth participants who utilize
Marbella’s support services by 10%.

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Stakeholder Goal
By December 2017, Marbella Staff Members will develop new strategies to help the
organization increase participant participation by 10% by December 2017.

Assumed Knowledge Influence Knowledge Influence Assessment
Declarative Knowledge

Factual Knowledge: Staff members should be
able to determine enrollment barriers for
participants who utilize Marbella services.

Conceptual Knowledge: Staff members
should be able to determine the method they
will use to collect, analyze and draw
conclusions from their data.
Declarative Knowledge

Factual Knowledge: Staff members will be
asked to determine enrollment barriers for
participants who utilize Marbella services.

Conceptual Knowledge: Staff members will
be asked to identify various ways to collect,
analyze and draw conclusions from the data
they collect on Marbella participation.

Procedural Knowledge
Staff members should have step-by-step
procedures on how to collect, analyze and
draw conclusions from their data.

Procedural Knowledge
Staff members will be asked to create
guidelines on how they will assess program
participation levels.

Metacognitive Knowledge
Staff members are aware of their limitations
(self-awareness) so they collaborate among
themselves (and possibly others) to
continuously build their knowledge base and
ensure they have the declarative and
procedural knowledge required to accomplish
their goal. This increases their social capital,
which enables them to engage in richer
discussions about their work.

Metacognitive Knowledge
Staff members will be asked to evaluate their
declarative and procedural knowledge as a
group to ensure they have the knowledge to
determine participation levels.

Motivation

Motivation is an internal process that causes people to engage and persist in goal-directed
behavior or performance (Mayer, 2011). Motivation can be based on interest (Mayer, 2011;
Shraw & Lehman, 2009; Eccles, 2006) or belief (Mayer, 2011; Pajares, 2006), both of which
help people to persist in their efforts during challenging times. Motivation also determines the
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level of effort people put forth in their activities. However, when motivation is lacking, self-
regulation skills help people continue to persist (Toshalis & Nakkula, 2012).
Motivation and engagement increase learning as well as stimulate interest. Interest
influences motivation, which in turn influences learning (Shraw & Lehman, 2009). Meeting a
person’s individual needs motivates him or her to learn. When people understand that they are
capable of learning, they are motivated to do so. People are more motivated and engaged in
activities they help develop (Toshalis & Nakkula, 2012).
Staff members will create marketing materials to motivate foster youth to participate in
Marbella programs that support their social and emotional skills. Their motivation to participate
and learn could include interest in specific programs, such as budgeting, and transportation to
and from program events. The skills they learn during training programs could become
automatic and transfer to other contexts when the need arises (Mayer, 2011; Grossman & Salas,
2011).
Marbella has developed an organizational goal to increase the number of participants who
utilize Marbella services. They are motivated to meet the goal because it is aligned with their
mission to support the social and emotional skills of program participants. Staff members will
more motivated to meet the goal because they are included in the process to improve services.
According to a study by Courtney et al. (2016) foster youth recognize the need for life skill
training so staff members believe that program participants are interested in learning and
benefiting from the training they receive.
Stakeholder motivation construct 1. Attribution - Learning and motivation are
enhanced when individuals attribute success or failures to effort rather than ability. (Anderman &
Anderman, 2006). Marbella staff members will be trained to implement strategies that will
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include ongoing encouragement to participants to engage in various Marbella programs.
Marbella staff members attribute the success of their goal of increasing participant involvement
to their own motivation as well as knowledge. Their participant programs will also focus on
motivation as well as knowledge.
Stakeholder motivational construct 2. Self-efficacy - Self-efficacy can positively
influence motivation. Self-efficacy can also be improved by training, feedback and modeling.
When learners expect success, learning and motivation is improved (Pajares, 2006). Marbella
staff members will encourage program participants to make ongoing participation decisions
before, during and after program participation. Staff member training in this area could include
modeling, role-playing and feedback on how to help program participants learn life skills such as
completing job applications, writing cover letters and resumes, and how to job interviewing.
Staff member practice will increase their self efficacy to help participants learn job search
strategies and other life skills (Kirschner, Kirschner & Paas, (2006).
Motivation Worksheet
Table 3 below shows the motivation influences and how Marbella staff members use
those motivation influences.
Table 3
Motivation Worksheet

Organizational Mission

Marbella’s mission is to build and employ social networking and innovative technology to
eliminate the gap between the needs and challenges of foster youth and the vital services they
need to reduce unemployment, homelessness, and incarceration.

Organizational Global Goal

By December 2017, Marbella will increase the number of foster youth participants who utilize
Marbella’s support services by 10%.

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Stakeholder Goal

By December 2017, Marbella staff members will develop new strategies to help the
organization increase participant participation by 10% by December 2017.

Assumed Motivation Influences Motivation Influence Assessment
Attribution – Staff members will assume that
foster youth do not participate in Marbella
programs because they are not motivated to
do so.

Written questionnaire item: Foster youth
participate in Marbella programs because they
are motivated to do so (strongly disagree to
strongly agree).
Self-Efficacy – Staff members feel they are
capable of influencing Marbella participants’
decisions to participate in its programs by
building their self-efficacy.
Written questionnaire item: Staff members
are confident that their own self-efficacy
influences participants’ decisions to
participate in Marbella’s programs (strongly
disagree to strongly agree).

Stakeholder Organizational Influences
Organizational influences such as work processes and material resources play an
important role in organizational performance. Additionally, the organization’s culture (what
people value and believe) is part of the process that influences organizational performance (Clark
& Estes, 2008). Invisible influences, also known as cultural models, are related to values, beliefs
and attitudes. Organizational cultural models include, but are not limited to, trust or lack of trust,
honesty or dishonesty, fairness or unfairness, healthy or unhealthy competition, or silence.
Visible influences, found in cultural or activity settings, represent cultural models in the form of
aligned or misaligned performance goals, rules and policies, adequate or insufficient
organizational resources, and healthy or vague communication to name a few (Clark & Estes,
2006). These influences can positively or negatively influence the climate of the organization,
which can perpetuate or change the organizational culture and vice versa (Schneider, Brief &
Guzzo,1996).
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In an organization where trust, honesty and fairness are embedded in the culture, the
climate will be one where stakeholders feel valued. To the contrary, in an organization where
unhealthy competition or silence is part of the culture, the climate is one where stakeholders may
feel unappreciated or devalued. Additionally, in an organization where performance goals, rules,
policies and communication are aligned with the organization’s vision, stakeholders see where
they fit in the organization. However, when organizational resources such as staffing and
funding are insufficient, the organizational climate promotes stakeholder dissatisfaction. Leaders
must use their influence to create cultures and climates that are conducive to effective and
efficient organizational performance (Schein, 2004; Schneider, Brief & Guzzo, 1996).
Organization Worksheet
Table 4 below shows two Marbella Development Center organizational influences,
culture and climate.
Table 4
Organization Worksheet

Organizational Mission
Marbella’s mission is to build and employ social networking and innovative technology to
eliminate the gap between the needs and challenges of foster youth and the vital services they
need to reduce unemployment, homelessness, and incarceration.

Organizational Global Goal
By December 2017, Marbella will increase the number of foster youth participants who utilize
Marbella’s support services by 10%.

Stakeholder Goal
By December 2017, Marbella Staff Members will develop new training materials to help the
organization increase participant participation by 10% by December 2017.

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Assumed Organizational Influence Organizational Influence Assessment
Culture (values, beliefs, attitudes) –
Marbella’s executive director will create a
culture of trust, honesty and fairness where
staff members believe their input is valued.
Staff member focus groups will be created to
determine what program participants feel are
barriers to program participation. Trust and
honesty will be encouraged and fairness will
be part of the data collection and analysis
process.

Climate (goals, programs, communication) –
Marbella staff members will create a climate
to motivate program participants to enroll in
its programs. Staff members will express to
participants that their input into these
programs is valued.

Marbella will design questionnaires and
interview protocols to solicit program
participant recommendations for program
changes that will attract and engage additional
program participants.

Table 5 below shows the summary of assumed causes, assets, and needs of Marbella
Youth Development Center programs and why foster youth enrollment is low.
Table 5
Summary of Assumed Causes, Assets and Needs of Low Program Enrollment.

Knowledge and Skills Motivation Organization

Limited knowledge of See meeting Train staff on
basic needs of foster foster youth basic procedures to
youth such as transportation needs as a way to increase provide bus, train or
assistance. participation. Uber/Lyft transportation
assistance to Marbella
programs.

Limited knowledge on See interest as a key Train staff on how to
how to market to foster element in foster market to foster youth.
youth to pique their youth participation.
interest.

Limited knowledge on Build relationships Train staff on cultural
how to communicate with with foster youth to communication with foster
foster youth. improve communication. youth.

Limited knowledge on how See foster youth feedback Train staff to value foster
foster youth assimilate as a way to tailor youth feedback and to
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information. information to foster develop questionnaires and
youth’s assimilation interview protocols to obtain
style. foster youth feedback.

Conclusion
The literature sources on emancipated foster youth include industry reports, journal
articles and dissertations and cover the time period from 2006 to 2016. The literature reveals
that approximately 4,000 California foster youth transition to adulthood each year (California
Community Colleges Student Mental Health Program, 2016). Foster care youth who transition
to adulthood continue to need social and emotional support to navigate the health care system,
the education system, the job market and the housing market. Additionally, the literature
confirms that their basic knowledge of life skills such as budgeting and resume writing need to
be enhanced. Federal, state and local government policies have been enacted within the last
eight years to continue support to transition-age foster youth until age 21, and health care until
age 26. This represents a paradigm shift from helping transition-age foster youth become self
sufficient at age 18 to continuing support past age 18, similar to non-foster youth (Courtney et al.
2016; California Community Colleges Student Mental Health Program, 2016). The literature
also recognizes the importance of critical documents such as birth certificates, state identification
cards and social security cards in the transition process.
CHAPTER 3: METHODOLOGY
This study will evaluate the Marbella Youth Development Center to determine if the
number of transition-age foster youth that utilize its programs and services as they transition to
adulthood is increasing. The research questions for the study are: (1) What knowledge,
motivation and organizational barriers prevent foster youth from participating in Marbella Youth
Development Center (Marbella) programs? (2) What knowledge, motivation or organizational
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strategies can Marbella staff members use to motivate foster youth to participate in Marbella’s
programs? A review of the stakeholder population, the sampling strategy and rationale, the
research design and the data collection and data analysis methods will be presented in this
chapter. The chapter also includes the plan to increase the credibility, trustworthiness, validity,
and reliability of the study as well as review the ethical responsibilities and limitations of the
study.
Participating Stakeholders
The stakeholder population was four Marbella Youth Development Center staff members
and one volunteer who worked for the organization for 12 years. The staff members of choice
included the executive director, the program director, the senior case manager, a marketing
intern, and a volunteer. This group was selected because they know the programs and resources
that are currently used to attract foster youth to their programs. They also know the culture of
the organization and would be able to provide the most information about what they believe the
knowledge, motivation and organizational influences are within the organization.
Interview Sampling Strategy, Recruitment and Rationale

Interviews are a good way to assess whether or not people perceive that a program is
delivering the outcomes that were intended or promised (Fink, 2013). Interviews can also be
used to gain a deeper understanding of the way someone feels or to clarify information (Fink,
2013). In this study interviews were used to solicit information on Marbella programs and what
Marbella staff members and volunteers believed to be barriers to Marbella program enrollment
and solutions to address those barriers. They were also being used as a discussion forum to
explore answers and assess the perceived importance or benefit of Marbella programs and to
clarify organizational procedures and practices.
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The sampling strategy was non-probability, purposeful sampling (Merriam & Tisdell,
2009). I chose this sampling strategy because I believe a select group of staff members would be
better able to provide the data needed to answer the research questions. Only five participants
were asked to participate in the interviews because of time limitations. One-hour interviews
were scheduled with each participant.
A recruitment letter (see Appendix D) was used to solicit study participation. In the letter
I introduced myself, explained the purpose of the study and why I wanted them to participate. I
also conveyed the participation requirements and informed them that they could decline
participation or withdraw from participation at any time without penalty. I also informed them
that the study results would be confidential (if they wish) and would not be used to evaluate their
performance.
Interview Sampling Strategy Criterion
Criterion 1. Prospective participants must have at least six months’ experience working
for the organization.
Criterion 2. Prospective participants must have knowledge of foster youth issues.
Criterion 3. Prospective participants must have knowledge of Marbella’s program
offerings.
Observation Sampling Strategy, Access and Rationale
During observations I focused on study participants as they worked in their natural
setting (Creswell, 2014). This was helpful to see how participants functioned during their work
period. For example, were they engaged with their work, were they persistent, and did they put
forth mental effort to accomplish their goals? I also observed their body language (Creswell,
2014). This was helpful to formulate questions regarding their passion for or struggles with daily
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tasks or special projects. And finally, I observed participant interactions with each other and
with the students they served (Creswell, 2014). It was important to determine if study
participants were supporting and utilizing each other’s knowledge and skills in their quest to
complete daily tasks or special projects or serve their students. Access to the site was pre-
arranged with Marbella’s executive director. This was the appropriate approach in view of my
ongoing working relationship with the executive director and the organization’s staff members.
Data Collection and Instrumentation
The data collection methods used in the study were interviews, observations and
document analysis. Preset protocols were used to collect data during the interviews and
observations. The interviews, observations and document analysis were conducted at different
times to provide reflection time between each session.
Interviews

Interviews are great for getting in depth information from participants that may include
body language that signifies how they feel about the topic. It also gives participants an
opportunity to share their feelings and perspectives on the subject (Patton, 2002). These
interviews uncovered participant knowledge about Marbella programs and students, feelings
about their knowledge, experience or needed support such as equipment, software programs and
training, that may help increase foster youth participation in Marbella programs.
I conducted one one-hour standardized open-ended interview with each participant. I
used a structured interview protocol to ensure that each participant answered the same questions
(Patton, 2002). I believe this was the best approach so I could compare participant perspectives
on the same questions. Three interviews took place at the Marbella site where the participants
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work. The other two interviews were conducted on the Rossier Learning Management System
platform.
Observations
I chose to use observations in my study because it would be helpful to see how
participants engage with their natural work space, other staff members and Marbella’s students.
I would also be able to see things that I may not notice if I am engaging someone in
conversation. Through observations, I was able to identify potential knowledge, motivation and
organizational barriers that influence youth participation in Marbella programs. I conducted
thirteen one-hour observations between February 1, 2017 and May 15, 2017. The focus of the
observations was to capture the setting and interactions between the executive director, program
director, senior case manager, marketing intern, volunteers, tutors and students. Specific items
of interest included the regular work day, workshop preparation and facilitation, resource
preparation and information dissemination. Other items of interest were posters that signified
concern and value for youth and their well being.
Document Analysis

Documents can represent what the organization values or believes to be important
(Merriam, S. B., & Tisdell, E. J., 2009). Therefore, program materials were used as another data
source to inform the research questions as to knowledge, motivation or organizational influences
or barriers to student participation in Marbella programs. Materials such the organization’s
website, executive summary, employee handbook, a grant application and two event surveys.
Data Analysis
Data analysis was conducted in four stages. First, for the interviews, observations and
data analysis started during data collection. This was accomplished by writing observer
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comments during each session and reviewing the transcripts after each session. Secondly,
after the data collection in the field was complete, the data was coded using the open coding
process. This process was used because it identifies and labels the themes that emerge from
participant responses. Next, the open codes were merged with axial codes that had been
identified in conceptual framework, the research questions or the literature review. And finally,
all the codes were analyzed to identify the patterns and themes that were consistent with the
research questions and conceptual framework. I also analyzed the documents collected to
determine if they were consistent with the patterns and themes previously identified.
Credibility and Trustworthiness
Qualitative methodology and the knowledge, motivation and organization (KMO) gap
analysis inquiry framework was used to identify and resolve Marbella organizational problems.
The gap analysis identified knowledge, motivation and organizational factors that influence the
problem and solutions (Clark & Estes, 2008; Duke & Martin, 2011). The following techniques
were used to achieve credibility and trustworthiness (accuracy) of the study findings: (1)
triangulation--using at least three methods to collect data, such as observations, interviews and
document review; (2) reflexivity-- clarifying researcher biases, thoughts and beliefs that could
misinform the study; and (3) close to verbatim, non-judgmental field notes (Creswell, 2014).
Validity and Reliability
In addition to taking steps to ensure the credibility and trustworthiness of the data
collected, it was also important to have a sufficient sample size, administer data collection
methods properly and receive adequate responses. The strategies I used to accomplish this were
as follows: (1) For interviews, observations or document review, purposeful sampling to have the
best possible chance of answering the research question. (2) Preset protocols to administer the
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data collection methods, adequate time and a predetermined location where data collection
would take place. To increase response rates, the questions were simple, understandable and
non-threatening (Fink, 2013).
Ethics
The Marbella Youth Development Center in a large urban area in the state of California
was the data collection site for my study. I am one of the organization’s Board Members and I
have a good working relationship with the executive director and the staff. I am interested in
learning more about the organization and endeavor to help improve foster youth program
participation and outcomes. I made sure that each study participant was aware of my position as
a Board member of the organization as well as a researcher. I also made sure each participant
knew that the research results would not be used to evaluate their position performance.
Ethical behavior is an integral part of my research study. Therefore, I disclosed the
purpose of the study and what would be involved to individuals who were asked to participate in
the study (Glesne, 2011; Rubin & Rubin, 2012). I also informed potential participants in
advance that their participation was voluntary and they could decline participation or stop
participation at any time without penalty (Glesne, 2011). Individuals who chose to participate
were asked to sign a written participation consent form and to provide additional consent if they
agreed to be recorded. I also informed participants that their identities and the recording would
be kept confidential (if they wished) and not violate their trust by divulging information that was
agreed would not be shared (Rubin & Rubin, 2012). They were also informed that the data
collected would be stored at a secure location off site and would not be accessible to anyone
other than myself.
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At the end of the study, I distributed gift cards as a token of appreciation. To avoid the
appearance of coercion, participants were not told in advance that gift cards would be given
(Glesne, 2011; Rubin & Rubin, 2012).
To ensure that my research proposal was grounded in ethical behavior, I received
Institutional Review Board (IRB) approval for the study prior to collecting data (Rubin & Rubin,
2012). The main focus of the IRB was to ensure that participants knew and understood what was
being asked of them along with any risks involved and that they were not coerced into
participating (Rubin & Rubin, 2012). The IRB has standardized rules and protocols to regulate
researcher and participant interactions. These rules and protocols were designed to protect
participants from harm, which is also of utmost importance to me.
Limitations and Delimitations
Limitations of the study could include, but are not limited to, the following: (1)
Participants providing the answers they believe the researcher wanted to hear rather than their
true perspective, (2) participants misunderstanding questions, (3) participant cultural differences
including age, ethnic background or socioeconomic status and (4) researcher data
misinterpretations. The implications of these limitations were addressed by asking questions on
several different practices, procedures or programs and ensuring the credibility and
trustworthiness of the data collected using the techniques outlined above.
CHAPTER 4: FINDINGS

The purpose of the project is to evaluate the effectiveness of the Marbella Youth
Development Center in meeting its goal of increasing support services to foster youth that will
help them to successfully transition to independent adulthood. The research questions to guide
the study include: (1) What knowledge, motivation and organizational barriers prevent foster
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youth from participating in Marbella Youth Development Center (Marbella) programs? (2)
What knowledge, motivation or organizational strategies can Marbella staff members use to
motivate foster youth to participate in Marbella’s programs? A qualitative approach was used to
answer the research questions.
Clark and Estes’ (2008) gap analysis inquiry framework was used to identify
performance gaps in knowledge, motivation and organizational elements that prevent Marbella
from achieving its enrollment goal. Potential barriers identified through related literature and
personal experience were evaluated. These barriers were analyzed through qualitative
methodology, including interviews, observations and document review.
Participating Stakeholders
The stakeholder population included five Marbella Youth Development Center
representatives including the executive director (SM1), the program director (SM2), a senior case
manager (SM3), a marketing intern (SM4) and a former employee who worked for the
organization for several years and is now a committed volunteer (SM5). SM1 is an African-
American female over 40 years old. She is executive director and co-founder of the organization
and has worked for the organization for 21 years. She spends half of her time writing grants and
networking to raise funds to support the organization’s programs. She spends the remaining time
training and collaborating with staff on grant submissions, program and event coordination,
tutoring and teaching life skills workshops. She endeavors to spend at least 90% of her time
raising funds and is training her staff to run the operation on a day-to-day basis. To grow
professionally she reads, participates in webinars, attends executive workshops and networks
with other non-profit executives, business owners, and government agency representatives.
What she likes most about working with the organization is using her skills to serve foster
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youth—a low education/low income population that requires social and emotional support to
access health care, education, employment and housing services. She enjoys providing
unconditional support to foster youth regardless of their status in life.
SM2 is also an African-American female over 40 years old. She is the organization’s
program director and has also worked with the organization for 21 years. Her job is to meet with
public officials, school officials and judges to build relationships that lead to foster youth
program collaborations. She expands her professional knowledge by attending training
seminars, serving on various foster youth-related boards, and collaborating with other
organizations that work with foster youth. What she likes most about working at Marbella is
providing a unique service to foster youth by storing their vital life documents, which provides
them with identification to enroll in school, get jobs, and access health care services and housing.
SM3 is a 23 year-old Latina female. SM3 has worked with the organization for 17
months--seven months as a case management intern and 10 months as a full-time senior case
manager. SM3’s responsibilities include staffing, supervising interns, and preparing staff
schedules and work deliverables. To build her skills SM3 submits to the mentorship of the
executive director and program director and studies the organization’s policies and procedures.
SM3 likes working for the organization because she is exposed to other organizational
departments and her professional opinion is valued by her coworkers.
SM4 is a 21-year-old Asian female. She has worked with the organization for six months
as a marketing intern. Her responsibilities are to make cold contacts to potential donors by email
or telephone and to make existing donor follow-up calls. To grow professionally SM4 takes
marketing and business courses at a local college. SM4 likes working for the organization
because of the energy and positive attitude of the other staff members, especially the executive
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director, program director and senior case manager. She also feels like she learns something
new each time she comes to work, which motivates her to keep coming back.
SM5 is an African-American female 27 years old. She started working with the
organization as teenager and worked for the organization for 12 years. As an employee she
published the eNewsletter, maintained the website and assisted with events and workshops. She
is now a volunteer who assists with events. The thing she likes most about working with the
organization is the executive director’s leadership and energy, the team dynamics and the
positive atmosphere. SM5 owns and operates a real estate development organization and attends
conferences and workshops and participates in online webinars to gain knowledge in real estate
and entrepreneurship.
Table six below is a graphic view of the participant demographics.
Table 6
Participant Demographics

Participant

SM1

SM2

SM3

SM4

SM5
Role Executive
Director /
Co-Founder
Program
Director
Sr. Case
Manager
Marketing
Intern
Former
Employee /
Volunteer
Ethnicity African
American
African
American
Latina Asian African
American
Gender Female Female Female Female Female
Age
Education Level
Over 40 years
Completed
two years of
college and a
post
secondary
vocational
education
program
Over 40 years
Bachelor’s
Degree
23 years
Bachelor’s
Degree
21 years
Bachelor’s
Degree
27 years
Completed
three years
of college
and a post
secondary
vocational
education
program
Years of Experience Over 21 years Over 21 years 17 months 6 months 12 years

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Findings

This section will present the data collection findings. It is organized by themes and
includes interview, observation and document analysis data for each theme. All five participants
were interviewed one-on-one for one hour each. Thirteen hours of observations were conducted
on thirteen different days between February 1, 2017 and May 15, 2017. Observations were one
hour each and were conducted as part of a range of regular work day experiences, special
Saturday morning meetings and one fundraising event. Documents used for the analysis
included the organization’s website, executive summary, employee handbook, a grant
application and two event surveys.
The data collected pointed to three themes that Marbella staff members see as barriers to
increasing foster youth participation—inadequate funding, trust issues and the stigma associated
with foster youth. These barriers validate some of the assumed causes of low enrollment noted
in chapter two. The data collected also revealed three strategies that Marbella staff members
believe will increase foster youth participation—increase funding, earn foster youth trust and
address the stigma associated with foster youth.
Research Question 1: What knowledge, motivation and organizational barriers prevent
foster youth from participating in Marbella Youth Development Center (Marbella)
programs?
Inadequate Funding for Needed Personnel and Resources
The first barrier, inadequate funding is defined as not having sufficient funds to pay for
needed personnel and resources the organization needs to effectively support the social and
emotional needs of 3,000 foster youth, which is their long-term participation goal. Martinez
(2015) and Blery, Katseli & Tsara (2010) agree that non-profit organizations have challenges
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hiring staff due to budget constraints. Francis & Talansky (2012) agrees that lack of funding
makes it difficult for nonprofit organizations to fund their normal operations as well as grow
their programs.
Interviews
All five interviewees agree that Marbella does not have sufficient funds to support an
increase in Marbella program enrollment. The majority of the organization’s employees are
college students who serve as tutors, interns, and part-time employees. According to SM1, “The
students do an awesome job helping the organization serve our foster youth, but the lack of full-
time staff and the high turnover rate of students each semester (60%) creates gaps in knowledge,
skill and experience. It also increases the need for repeat training. We also have to turn foster
youth away because we do not have the manpower to service their needs.” SM5 agreed, “Lack
of funds is overwhelming and stressful at times because we do not have enough help.” SM3
added, “We need paid positions to do follow-up.” SM3 further added, “It is hard to provide
transportation when our service contracts do not provide for transportation to appointments.”
SM2 shared,” I believe I would be more effective in my position if the organization increases its
staffing level because I could invest more time on my primary responsibilities.” SM4 shared,
“Limited marketing influence and limited resources are barriers that prevent foster youth from
participating in Marbella programs.”
Inadequate funding prevents Marbella from expanding its permanent staff to include
additional full-time knowledgeable and experienced employees. Martinez (2015) and Blery,
Katseli & Tsara (2010) both confirm that non-profit organizations have challenges hiring staff
due to budget constraints. Inadequate funding also limits marketing outreach, which limits donor
and program participant recruitment. Blery, Katseli & Tsara (2010) also indicated that
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marketing efforts are inhibited due to budget constraints. Additionally, inadequate funding
perpetuates inadequate transportation services, which prevents some foster youth from program
participation because they do not always have transportation to programs, events or
appointments. Francis & Talansky (2012) confirmed that lack of funding makes it difficult for
nonprofit organizations to fund their normal operations as well as grow their programs.
Observations
Lack of funding has a negative impact on staffing, marketing and transportation. During
a one-hour observation at Marbella at the end of a regular workday, I observed SM1, SM2 and
SM3 performing their regular duties. However, because there was a new employee in training,
they were frequently involved in training responsibilities because the organization does not have
a full-time human resource professional. Additionally, all staff members were assigned partial
responsibility for evaluating potential funding sources and reviewing grant applications, tasks
that would normally reside with a full-time fund developer. These extra responsibilities resulted
in SM1, SM2 and SM3 working overtime to catch up or complete their primary tasks.
During a different one-hour observation of SM1, SM2 and SM3 at Marbella after work
hours, I also noticed marketing shortfalls because the organization does not have a full-time
marketing professional. In one instance, SM1, SM2 and SM3 had to prepare brochures to use at
an event. Although they were working with an outside company, SM1 had to print the programs
at the office because the program draft was not completed in time for the company to print and
deliver the brochures. Not only did this take time away from their primary responsibilities, but
the quality of the brochures was not as professional as they would have liked it to be.
The organization arranges transportation to its events and programs as much as possible.
Current methods of providing transportation include assistance from the mayor’s office and
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providing bus fare to participants through bus passes and TAP cards (cards that are loaded
with funds to ride public buses and trains in the area). However, I witnessed a transportation
issue in which a group of students who attended an event had to leave early to walk back to their
school site before school ended because Marbella could not offer them transportation services to
or from the event. The students missed an important part of the program where they would have
been able to experience new technology innovations. They also missed the opportunity to
participate in raffles to win prizes such as back packs and other student-friendly items.
Document Analysis
My document analysis included review of a grant application to be submitted to a funding
source for a tutoring program. The program budget revealed that 14 of the 16 Marbella
employees to be assigned to the program are part-time students. Additionally, SM1 would be
volunteering her services as a way of “matching funds” because the organization does not have
the budgeted dollars to comply with the matching requirement.
Additionally, my review of Marbella’s executive summary revealed that marketing
communications are not updated often enough to remain relevant, which could have a negative
impact on the organization’s donor and program participant recruitment efforts. The executive
summary also indicated that transportation services are currently provided to 150 VALE program
participants, but that their long-term goal is to support 3000 VALE program participants. To
achieve that goal, the organization needs more funding to expand its operations.
Foster Youth Trust Issues
The second barrier to program growth is a motivational influence -- trust issues. Trust
issues are defined as the inability of foster youth to believe in and rely on adults. This lack of
trust is due to their past experiences with previous adults not following through on their promises
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or showing genuine concern for foster youth and their well-being. Foulk (2015), Wendroff
(2015), DeGarmo (2015) and Mabrey (2016) all confirm that foster youth have attachment and
trust issues with adults because of their past experiences.
Interviews
Three of the five interviewees agree that some foster youth do not want to participate in
Marbella programs because they do not trust that adults really care about them. SM3 shared, “No
rapport and broken promises from past experiences drives foster youth away.” SM2 agreed,
“One foster youth told me that people only work with us because they make money off us.”
SM2 further added, “Based on past experience, adults do not follow through on their promises so
foster youth do not get excited when adults tell them what they can and will do to help them until
they see a pattern of consistency.” SM1 shared, “Learning how to be able to trust someone or to
be able to trust Marbella” is one of the benefits of foster youth participation in Marbella
programs.
Observations

During a one-hour observation at Marbella on a Saturday morning, I witnessed SM1 and
SM2 discussing foster youth and their distrust of adults. SM1 shared, “Foster youth know when
people are not genuinely concerned about their well being and as a result, they do not always
cooperate with them.” One example of this is with their teachers. According to SM2, “Some
foster youth do not believe their teachers really care about them or their grades. So they do not
ask questions about things they don’t understand, nor do they put forth a concerted effort to do
well in class or turn in assignments. But they work well with our tutors who they believe
genuinely care about them. They complete their assignments after the tutors show them how to
do the work.” Another example is when Marbella offered a workshop on Social Security.
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According to SM1, “One foster youth who attended was very resistant when he arrived. But
when he saw the energy and compassion of the Marbella team members, he began to listen, take
notes and ask questions.”
Document Analysis
I reviewed the Foster Youth Issues-The Problem tab of Marbella’s website, which
included, “The pre-existing emotional and behavioral problems from abandonment, abuse,
neglect and lack of support within the foster population compound the difficulties for any helpful
services.” This reveals that because of foster youth’s past experiences with people they should be
able to trust, their emotional and behavioral issues work against them when they need to interact
with adults to access services. Foulk (2015), Wendroff (2015), DeGarmo (2015) and Mabrey
(2016) all confirm that foster youth have attachment and trust issues with adults because of their
past experiences.
Stigma Associated with Foster Youth
The third barrier, the stigma associated with foster youth, is also a motivational influence.
Stigma is defined as negative connotations associated with foster youth and foster youth
programs. Some professionals in the foster youth field lead the public to believe that foster
youth are a lost cause so there is no point in investing in them (Zimet, 2014).
Interviews
Three of five interviewees agree that the stigma associated with foster youth prevents
some foster youth from participating in Marbella programs. SM1, SM2 and SM3 indicate that
the stigma is frequently negative. SM1 shared, “Some foster youth do not want to participate in
Marbella programs, or any other foster youth programs, because they feel ashamed.” SM3
added, “the stereotype and stigma drive youth away.” SM2 further agreed, “Youth don’t come
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because they have never been before and they think it’s more of the same.” SM1 felt that “they
don’t want to be identified with foster kids.” She also shared that “a lot of kids don’t want to be
identified because they are ashamed or they’re embarrassed and they feel miserable because
people don’t want to talk to you. They’re hurt so deeply that they don’t want to admit that they
don’t have a mom and dad and they think it’s their fault. Some foster youth hear that they’re a
problem child or they’re delinquent or they’re bad kids.”
Observations
I observed SM1 and SM2 for one hour at their office during preparation for a foster youth
fundraising event. SM1 and SM2 discussed the background of one of the event speakers and
SM1 shared, “The speaker grew up in foster care and did not disclose for years that she had been
in foster care. She said that she was ashamed and afraid of how she would be treated if people
knew she had been in foster care.” I observed during the actual 6-hour event and the speaker
shared during her presentation, “I was in foster care and I felt ashamed and feared the way I
might be treated if I told people I was in foster care or had been in foster care.”
Document Analysis
The Foster Youth Issues-The Problem section of Marbella’s website indicates that
“without an entity providing constructive activities and continuing education, these children get
involved in drugs and gangs; they drop out of school, have no formal education, and ultimately
end up in jail or on the streets.” These outcomes fuel the perpetuation of the stigma associated
with foster youth. Additionally, The Foster Youth Issues-Our Challenge tab of Marbella’s
website shows the following statistics for foster youth:
High School Education or Equivalency: Less than half (49.5%) of foster youth
leave care with a high school diploma or equivalency. Only 40% of youth actually
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have a diploma – the remaining 9.5% have high school equivalency or proficiency
certificates.
Employment: Only 29% of youth report having obtained either part-time or full-
time employment. Of those youth, nearly 80% are employed part-time. Almost
10% of youth have no means of financial support at all.
Housing: More than 84% of youth report having plans for housing at the time of
emancipation. Anecdotal reports indicate that many plans are only temporary.
Only 15% of youth live in some kind of supportive transitional housing, including
the Transitional Housing Program.
Incarceration: 40% of former foster youth are a cost to the community. The cost
to the community occurs within 2-4 years of emancipation because 40% of
emancipated youth have been on public assistance or incarcerated by that time.
The State must bear the following significant economic and other costs of youth
who end up incarcerated: Criminal justice costs (i.e., operation of criminal justice
system in terms of police, prosecution, courts, probation, incarceration, parole
etc.) Property damage, Loss of productivity to society, Loss of work time by
victims, their families and the offender, Loss of property values in areas of high
crime, Pain and suffering of crime victims and society. (Marbella website, 2017)
These statistics also perpetuate the stigma associated with foster youth. “Foster youth do not
want to be identified as foster youth because of the associated stigma. Zimet (2014) confirms
that some foster youth are ashamed of being associated with foster care because of the negative
stigma.
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Research Question 2: What knowledge, motivation or organizational strategies can
Marbella staff members use to motivate foster youth to participate in Marbella’s
programs?
Marbella staff members identified three strategies to increase foster youth participation.
Strategies include organizational influences of increase funding, earn foster youth trust and
address the foster youth stigma.
Increase Funding for Needed Personnel and Resources
The first strategy to increase program participation is to increase funding. Increase
funding means to raise sufficient funds to pay for the personnel and program expenses that
would accommodate their long-term goal of 3000 foster youth. Marbella’s executive summary
includes three-year goals to “Expand our services to 3000 Transition-Aged Youth in Southern
California per year” and “Increase our Organizational Capacity Budget to $3 million dollars.”
Interviews
All five staff members agree that if they increase funding, they can increase staffing,
marketing outreach, transportation services and ultimately program participation. The lack of
key full-time staff members is a barrier that prevents the organization from meeting its
enrollment goals. SM1 shared, “That “the organization needs experienced staff members to
build capacity within the organization.” SM5 added, “With more funding the organization can
build bigger teams, which in turn could accommodate more youth.” SM3 shared, “Additional
full-time staff would improve agency workflow and service delivery.” SM2 agreed, “We need to
figure out how to get the funding sustainable so that we can get the staffing that we need.”
The lack of an effective marketing plan also hinders program enrollment. SM5 shared,
“Marketing, constant advertising and finances could improve foster youth participation.” SM2
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added, “Marketing communication needs to be more appealing to foster youth. For example,
life skills workshops could be renamed to pique the interest of foster youth.” According to SM4,
“working with other agencies’ customer bases, internet and mobile device marketing to
Millennials and increased use of social media would help the organization to recruit influential
donors and foster youth participation.”
Transportation services also need to be improved. SM1 shared, “If we had a sufficient
transportation budget, we could invite more foster youth to events because we would not need to
rely on other organizations to provide transportation.” According to SM2, “More transportation
services is a way to get more foster youth to attend events and take advantage of our services.”
SM1 shared, “To increase transportation services, grants will include a transportation component
for each program and event. That way transportation is covered in advance to ensure that foster
youth can attend events and appointments that are scheduled for them. Partnerships with
organizations like Uber and Lyft will also be sought to increase the transportation services for
program participants.”
Observations
During a one-hour observation of SM1 and SM2 at Marbella on a Saturday morning, I
observed a collaboration meeting between SM1 and SM2 where they discussed future plans to
increase funding. SM1 shared, “Our immediate plan is to make a list of potential donors and
updating their executive summary to present to those potential donors. She added, “We met with
one of our current donors to brainstorm ways the donor can increase its support of the
organization. During a one-hour observation at Marbella the following week, SM1, shared, “the
result of that meeting is that the donor scheduled an employee meeting to give us an opportunity
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to share what we do for foster youth with the donor’s employees in hopes to raise additional
funds for Marbella.”
Document Analysis
The organization’s executive summary is used to provide a snapshot of the organization to
current and potential donors. The document includes information on the the organization’s
programs as well as a section on funding. Funding requirements include support for marketing,
transportation services and full-time personnel. The organization is currently updating the
document with changes to make it relevant to today’s needs. For example, in the “Problem”
section, they will add statistics on sex trafficking. That information has not been added yet.
They rewrote their mission to the following:

The mission of Marbella Youth Development Center is to enrich the lives
of every child in the foster care system by decreasing their risk of unemployment,
homelessness, mothers on welfare, sex trafficking, drug abuse and
incarceration. We offer continuous support for their education, career, housing,
and wellness needs by utilizing innovative technology, mass media and
collaboration. We also provide the financial and independent living skills
necessary so they emerge self-sufficient, financially independent and productive
members of society. (Marbella Executive Summary, 2017)
They are also adding the positions they want to hire to the “How You Can Help” section
of the document. The positions include two full-time fund developers, six full-time senior case
managers, two full-time public relations/marketing professionals and one full-time human
resource professional.

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Earn Foster Youth Trust
Another strategy to increase program participation is to earn foster youth trust. To earn
foster youth trust is defined as helping foster youth see that Marbella staff members care about
their wellbeing and feel like they can rely on Marbella staff members to follow through on
promises they make and do everything within their power to provide the support foster youth
need. In Storera, Barkanb, Stenhousea, Eichenlaubb, Mallillinb, & Haggertyc study (2014),
foster youth indicated that adults need to earn their trust and they can do so by listening to them,
being consistent, engaging in meaningful interactions, showing genuine concern and preparing
them for the future.
Interviews
Three of the five interviewees agree that Marbella programs would increase if they build
trusting relationships with the foster youth they come in contact with. SM3 shared, “We want
participants to know that they’re not alone and that they can get these services.” SM2 added that
“staff members will continue to follow through on promises we make to foster youth such as
making referrals that foster youth need, providing transportation to programs, events and
appointments whenever possible, and working with foster youth to access services they are
eligible for. This would show foster youth that we are truly concerned about their well being and
their futures.” SM1 shared, “One of the organization’s goals is to become the nation’s Mom and
Dad of foster youth. This will build trust with foster youth and show them that they always have
a place to turn for help.” SM1 also shared, “We will also continue to use surveys to collect
foster youth feedback on their interests and implement program changes based on the results
whenever possible.”
Observations
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During a fundraising event, SM1 decorated the banquet area and invited all the youth
participants to the banquet. I heard several youth make positive comments and one youth said,
“Everything looks so nice. I really feel special being able to attend such a nice event.” SM2
received giveaways from donors to make the youth feel even more special. From the moment
the youth arrived at the event, they were treated with respect and dignity. Whenever they were
asked to do something, staff members said please and thank you and no one yelled at them when
they needed to lower their voices or took longer than they should to line up to enter the banquet
area. Staff members also escorted the youth to their banquet tables and made sure they were
satisfied with their seating arrangements. Also, everything they were promised from hands-on
Science, Technology, Engineering and Mathematics (STEM) experiences (such as space
simulations, building robots, computerized assessments) to popcorn and cotton candy, which
they appeared really excited about, was available to them.
Document Analysis
The Marbella employee handbook includes policies, procedures and practices that govern
staff member behavior as well as their interactions with foster youth. The document indicates
that the organization is committed to supporting foster youth and that foster youth should be
treated with dignity and respect, regardless of their background. I also reviewed the
organization’s mission, which promises foster youth support that will lead to self-sufficiency and
productive adulthood.
Address the Stigma Associated with Foster Youth
The third strategy to increase Marbella program participation is to address the stigma
associated with foster youth. This is defined as changing the perception of foster youth. Zimet
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(2014) indicates that one way to change the foster youth stigma is by changing foster youth’s
view of themselves and making them feel valued.
Interviews
Two of five interviewees (the two full-time employees with over 20 years of experience)
agree that changing the perception of foster youth will increase donor funding and foster youth
participation in Marbella programs. SM2 shared, “Foster youth are learning that foster care is
where they are, not who they are.” SM1 added, “The organization can change the stigma by
regularly collecting data on foster youth progress and sharing success stories on the website, in
marketing tools and during programs and events so that foster youth and the public at large can
see the good that can result from Marbella programs. Staff members will be trained to increase
their knowledge in data collection procedures and practices.”
Observations
During a one-hour observation at Marbella at the end of the workday, I observed three
separate discussions between SM1 and staff members regarding the importance of collecting
program participant data on a consistent basis. During one of the discussions, SM1 shared, “We
need to consistently collect and analyze the data so we can use the results in our grant
applications.” She further added, “The data collection tools will be changed to help streamline
the process to make it easier to collect the data.”
Document Analysis
I examined two data collection surveys that were updated by SM2 in preparation for an
event. The first survey was designed to assess program participant formative knowledge and
experience with STEM activities. The second survey was designed for them to provide an
example of what they experienced during the STEM event. It also asked what they liked about
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the event and what they thought would make the event more interesting. The results of those
surveys have not yet been released.
Synthesis
Motivation Influences
Foster youth trust issues. Trust issues is a motivation influence because it impacts
foster youths’ decisions to participate in Marbella programs. Three of five interviewees agree
that some foster youth do not want to participate in Marbella programs because they do not trust
that adults really care about them. Additionally, foster youth do not believe that adults follow
through on their promises. My observations of staff member conversations about foster youth
trust issues agree with the interview findings. Additionally, the example regarding foster youth’s
belief that teachers do not care about them also aligns with this finding. Additionally, the change
in the attitude and behavior of the foster youth who attended the social security workshop
validates that foster youth do not engage with adults unless they trust them and feel that adults
care. Statistics shared on Marbella’s website further reveal that because of foster youth’s past
experiences with people they should be able to trust, their emotional and behavioral issues
interfere with their relationships with adults. Foulk (2015), Wendroff (2015), DeGarmo (2015)
and Mabrey (2016) all confirm that foster youth have attachment and trust issues with adults
because of their past experiences.
Stigma associated with foster youth. The stigma associated with foster youth is also a
motivation influence because it also impacts foster youths’ decisions to participate in Marbella
programs as well as adult support in the form of donor giving. Three of the five interviewees
agree that the stigma prevents some foster youth from participating in Marbella programs
because they feel ashamed and do not want to be identified with foster youth. Zimet (2014)
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confirms that some foster youth are ashamed of being associated with foster care because of
the negative stigma. Additionally, SM1 indicated that foster youth frequently try to hide the fact
that they are or were in foster care so adults will not form negative opinions of them. This
behavior aligns with my observations, which revealed a former foster youth stating that she felt
ashamed of her foster care status and did not disclose it to people who did not already know of
her circumstances. Foster youth’s emotional and behavioral issues and foster youth statistics
shown on Marbella’s website, which include low employment rates, low educational outcomes,
homelessness and incarceration, also perpetuate the negative stigma associated with foster youth.
These statistics as well as professionals in the foster youth field lead the public to believe that
foster youth are a lost cause so there is no point in investing in them (Zimet, 2014).
Organization Influence
Earn foster youth trust. Trust issues is a motivation influence, but addressing the
problem is an organization influence because the organization is responsible for correcting the
problem. Three of five interviewees agree that Marbella programs would increase if they build
trusting relationships with foster youth. Therefore, staff members will continue to follow
through on promises they make to foster youth such as making referrals that foster youth need,
providing transportation to programs, events and appointments whenever possible, and working
with foster youth to access services they are eligible for. They will also continue to use surveys
to learn foster youth interests and implement program changes based on the data collected
whenever possible. This aligns with SM1’s belief that the organization can build trust with
foster youth if they can show them that they always have a place to turn for help. In a study done
by Storera, Barkanb, Stenhousea, Eichenlaubb, Mallillinb, & Haggertyc (2014), foster youth
indicated that adults need to earn their trust and they can do so by listening to them, being
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consistent, engaging in meaningful interactions, showing genuine concern and preparing them
for the future. These findings align with what Marbella staff members believe is necessary to
earn foster youth trust.
Knowledge and Organization Influences
Address the stigma associated with foster youth. The stigma associated with foster
youth is a motivation influence. However, addressing the issue is a knowledge and organization
influence because the organization is responsible for increasing Marbella staff members’
knowledge to effectively mitigate the problem. Zimet (2014) indicates that we can change the
foster youth stigma by changing foster youth’s view of themselves and making them feel valued.
Two of five interviewees (the two full-time staff with over 20 years of experience with foster
youth) agree that changing the perception of foster youth will increase program participation.
Marbella staff members will do that by regularly collecting data on foster youth needs,
knowledge and progress and then making decisions based on their findings. This will entail
discovering and tracking what foster youth need and know as well as the progress they make
during Marbella programs so they can share success stories about the progress foster youth are
making. Data collection tools will be changed to help streamline the process and make it less
labor intensive and time consuming for staff members to collect the data. Staff members will
then be trained to increase their knowledge and effectiveness in data collection procedures and
practices.
Inadequate funding for needed personnel and resources. Inadequate funding is a
knowledge and organizational influence. It is a knowledge influence because Marbella does not
have funds to hire a sufficient number of full-time staff members in key positions that have the
knowledge and experience to help run the operation. Inadequate funding is also an organization
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influence because the organization is responsible for raising sufficient funds to operate the
organization. Four of the five interviewees agree that additional funding is needed to increase
foster youth participation. This assessment aligns with my observation that revealed a need for a
full-time human resource professional, a marketing professional and a fund developer. Pynes
(2008) indicates that a human resource professional is very important to the success of nonprofit
organizations and according to Blery, Katseli & Tsara (2010) and Dolnicar & Lazarevski (2009),
a marketing professional is needed to execute marketing strategies to help raise funds to hire
staff. Additionally, my review of a grant application confirmed that more full-time employees
are needed. SM1 expressed concern regarding knowledge and experience gaps associated with
the high turnover rates of part-time student employees, which also increases the need for repeat
training. Denise Martinez (2015) validated SM1’s concerns indicating that non-profit
organizations have high employee turnover rates and find it difficult to hire and retain
employees.
Marketing outreach is also limited by inadequate funding and needs to be improved to
increase foster youth participation. SM3 identified limited staffing as the reason for the shortfall.
My observations agree with that assessment revealing that marketing shortfalls exist when
organizations do not have a full-time dedicated marketing professional. This assessment aligns
with Blery, Katseli & Tsara (2010) and Dolnicar & Lazarevski (2009), who indicate that a
marketing professional is needed to implement an effective marketing strategy. Additionally, my
review of the executive summary revealed that marketing communications are not updated often
enough to remain relevant, which further validates the need for a full-time marketing
professional.
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Insufficient funds also influence insufficient transportation services, which prevent
foster youth attending events and taking advantage of the services offered. My observations
confirmed that lack of sufficient transportation services prevents foster youth from being able to
fully participate in Marbella’s programs. The executive summary also confirmed that the current
level of transportation services would not meet the growing needs of the organization if they
increase foster youth participation. SM1 identified budget constraints as the major cause of
insufficient transportation services. Francis & Talansky (2012) affirm that budget constraints
limit service delivery and has a negative impact on the effectiveness of the organization.
Increase funding for needed personnel and resources. Marbella staff members
identified three strategies to increase foster youth participation. All three strategies are
organizational influences—increase funding, earn foster youth trust and address the foster youth
stigma.
All five staff members agree that if they increase funding, they can increase staffing,
marketing outreach, transportation services and ultimately program participation. The literature
agrees that sufficient funding fosters organizational success. Martinez (2015) and Blery, Katseli
& Tsara (2010) both confirm that non-profit organizations have challenges hiring staff due to
budget constraints. Blery, Katseli & Tsara (2010) indicated that marketing efforts are inhibited
by budget constraints. And Francis & Talansky (2012) confirmed that lack of funding makes it
difficult for nonprofit organizations to fund their normal operations as well as grow their
programs. To remedy the problem, Marbella staff members are mobilizing to increase funding.
They have already started making a list of potential donors and updating their executive
summary with their funding needs to present to those potential donors. They also met with one
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of their current donors and the donor’s employees to share their support for foster youth in
hopes to raise additional funds for Marbella.
Hiring more full-time staff members would help Marbella expand its programs. A human
resource manager is key because that position is needed to coordinate the hiring and training of
new staff members. Those responsibilities are currently being shared by the program director
and part-time senior case manager. As a result, those staff members are not meeting the goals
related to their primary jobs, which limits capacity building. Additionally, because these staff
members are not human resource professionals, they do not have the education, skills, or
experience necessary to adequately manage the human resource function.
A full-time senior case manager position is needed to coordinate, supervise and evaluate
the activities of the case management staff. This component is necessary to ensure adequate
services are provided to foster youth enrolled in Marbella’s programs, including record keeping,
referrals and follow up. The follow up component of the program is overwhelmingly difficult to
manage by the part-time senior case manager who is also performing human resource
responsibilities.
The fund developer position is also a key position in that it would help SM1 to streamline
the fund development process and bring in more big dollar donations. According to SM1, there
are thousands of grants offered on an annual basis. A full-time fund developer would review the
guidelines of the grants related to their services to determine which grant submissions would
have the greatest potential to receive an award. The result would be more dollars to service more
foster youth.
Hiring a full-time marketing/public relations coordinator is a position that would help the
organization increase donor income and foster youth program participation. This is because a
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dedicated effort by a full-time permanent employee would provide consistent improvements to
their marketing communications and outreach. According to Pynes (2008), Blery, Katseli &
Tsara (2010) and Dolnicar & Lazarevski (2009), a human resource professional and a marketing
professional are key positions that could help the organization meet its organizational goals.
The organization’s marketing outreach also needs to improve. A full-time marketing
professional would be able to address current shortfalls and develop a strategy for growth. SM4
hopes to see an increased use of social media and marketing directed at the Millennials. She
would also like to see more partnerships to help the organization to recruit influential donors
who could improve foster youth participation. Stelzner (2016) agrees that social media usage
can be beneficial to an organization to expose their brand. Additionally, Chung (2017) confirms
that partnerships with other organizations are a good way to improve marketing efforts such as
branding as well as administrative efficiencies.
Transportation services could be improved and expanded with additional funds coming
into the organization. Plans would include identifying ways to raise money and forming
partnerships with organizations like Uber and Lyft to increase the transportation services for
program participants at a preset cost. Strategic partnerships like these can also reduce
administrative costs and realize efficiencies for non-profit organizations (Chung, 2017).
CHAPTER 5: RECOMMENDATIONS AND CONCLUSION
The purpose of the project is to evaluate the effectiveness of the Marbella Youth
Development Center in meeting its goal of increasing support services to foster youth that will
help them to successfully transition to independent adulthood. The research questions to guide
the study include: (1) What knowledge, motivation and organizational barriers prevent foster
youth from participating in Marbella Youth Development Center (Marbella) programs.” (2)
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What knowledge, motivation or organizational strategies can Marbella staff members use to
motivate foster youth to participate in Marbella’s programs? A qualitative approach was used to
answer the research questions.
In this chapter I will present a brief discussion of my key findings, including unexpected
findings, and the recommendations for practice based on those findings. I will also share what I
learned about foster youth and Marbella’s approach to supporting foster youth.
Discussion
Inadequate funding, foster youth trust issues and the stigma associated with foster youth
are three barriers to increasing program enrollment at the Marbella Youth Development Center.
Limited funding is common to many nonprofit organizations and it has a negative impact on
their ability to hire and retain staff, develop effective marketing plans and fund operations such
as transportation services. Francis & Talansky (2012) confirmed that lack of funds makes it
difficult for nonprofit organizations to fund their normal operations as well as grow their
programs. Inadequate funding, their biggest barrier, prevents Marbella from expanding its
permanent staff to include additional full-time knowledgeable and experienced employees, such
as a human resource professional, a fund developer, a senior case manager and a marketing
professional. The absence of a fund developer inhibits donor and program participant
recruitment. The absence of a marketing professional perpetuates limited marketing outreach,
which also inhibits donor and program participant recruitment. Martinez (2015) and Blery,
Katseli & Tsara (2010) both confirm that nonprofit organizations have challenges hiring staff
due to budget constraints. Additionally, Blery, Katseli & Tsara (2010) and Dolnicar &
Lazarevski (2009) indicated that marketing efforts are also inhibited due to budget constraints.
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Inadequate funding also perpetuates inadequate transportation services, which also inhibits
program participant recruitment.
Marbella’s current strategy to address limited funding is focused on updating their
marketing tools that will be used to raise funds to hire a human resource professional, a fund
developer, a marketing professional and a senior case manager. These new staff members will
play important roles in building the organization’s capacity to increase program participant
enrollment. According to Pynes (2008), Blery, Katseli & Tsara (2010) and Dolnicar &
Lazarevski (2009), a human resource professional and a marketing professional are key positions
that could help the organization meet its organizational goals. Therefore, these two positions
will improve the organization’s efficiency and effectiveness.
Alternatives to increasing funding could include partnering with local universities to seek
assistance in areas such as grant writing training and research. The training would show them
how to determine the right information needed to apply for grants and help them to use the
feedback from previous grants to improve future grant applications. The research would help
them get the needed data to include in their grants as well as show the public what the
organization is doing and how well it is working.
Partnering with other community-based organizations to share costs for like services such
as administrative support or foster youth transportation services could also be considered.
Human resources and marketing professionals could be candidates for sharing. Additionally,
organizations could work together to provide foster youth transportation services such as TAP
cards, which would be preferred over Uber or Lyft in light of the recent safety issues associated
with those types of services for both children and adults.
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Foster youth trust issues is another barrier that hinders Marbella enrollment growth.
This is because some foster youth do not believe adults really care about them so they do not
participate in foster youth programs. Foulk (2015), Wendroff (2015), DeGarmo (2015) and
Mabrey (2016) all confirm that foster youth have attachment and trust issues with adults because
of their past experiences. To address this issue, Marbella staff members will continue to follow
through on promises they make to foster youth such as making referrals that foster youth need,
providing transportation to programs, events and appointments whenever possible, and working
with foster youth to access services they are eligible for. They will also collect data on foster
youth interests and implement program changes based on the data collected whenever possible.
According to Storera, Barkanb, Stenhousea, Eichenlaubb, Mallillinb, & Haggertyc (2014), foster
youth indicated that adults can earn their trust by listening to them, being consistent, engaging in
meaningful interactions, showing genuine concern and preparing them for the future. These
findings are aligned with what Marbella staff members are doing to earn foster youth trust.
The third barrier to enrollment growth is the stigma associated with foster youth. Some
foster youth do not want to participate in Marbella programs, or any other foster youth programs,
because they are ashamed of being a foster youth. Zimet (2014) confirms that some foster youth
are ashamed of being associated with foster care because of the negative stigma. This finding
surprised me because I was not aware that there was so much shame associated with being a
foster youth that some youth would voluntarily forfeit much needed services to keep others from
finding out that they are or were in foster care. To reduce the shame foster youth experience, the
public needs to see and treat foster youth the same way they see and treat non-foster youth. The
public also needs to be educated to the fact that being in foster care does not make foster youth
bad people, but instead people who need their support (Anonymous, 2016).
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To eradicate the stigma among foster youth in their programs, Marbella staff members
treat foster youth with dignity and respect in hopes of helping them to feel valued. To abolish
the stigma in the minds of the public at large, Marbella will share more success stories that focus
on the positive progress foster youth are making as a result of Marbella programs. Staff
members will be trained in data collection procedures and practices to ensure that they are
consistently collecting data on foster youth progress to be included in the success stories. Data
collection tools such as surveys are currently being updated to make them easier for foster youth
to complete and less labor intensive and time consuming for staff members to administer.
In addition to the barriers to prevent program enrollment and the strategies to improve it,
I also learned that most of Marbella’s staff members are part-time students at local universities.
However, the two full-time staff members, the executive director and the program director, have
worked with foster youth for over 20 years and are passionate about supporting foster youth.
Additionally, Marbella staff members feel that the executive director’s knowledge and leadership
abilities are top notch and that she is doing an amazing job keeping the organization running in
spite of their financial challenges.
Recommendations for Practice to Address KMO Influences
The Clark and Estes’ Gap Analysis Framework (2008) is an inquiry approach that guides a
research study on organizational performance. This framework focuses on performance
problems related to knowledge, motivation and organizational elements and how to solve them.
This framework is also referred to as the “KMO” model.
The knowledge factor centers on whether or not the organization’s leaders and staff
members have sufficient knowledge to meet performance goals. The motivation factor focuses
on whether or not leaders and staff members believe they can or want to meet performance goals.
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And finally, the organizational factor looks at whether or not the organization provides the
resources and opportunities for leaders and staff members to meet performance goals. All three
areas are evaluated to ensure that problems are correctly identified so the appropriate solutions
can be applied to the problems (Clark & Estes, 2008).
Knowledge Recommendations
Introduction. Appropriate knowledge and skills are imperative to performance and goal
achievement in any organization. Knowledge, or lack of knowledge, influences decisions and
actions that are made regarding the organization. Leaders and staff members who do not have
sufficient knowledge to operate their organizations increase their risk of failing to meet their
goals. According to Krathwohl (2002), three knowledge types are needed to run organizations—
declarative knowledge, which includes factual knowledge (facts, details or information) and
conceptual knowledge (organized categories, researched ideas or bodies of work), procedural
knowledge (how to carry out a task) and metacognitive knowledge (self-awareness and self
regulation). It is important to differentiate between the three types of knowledge because they
influence organizational operations in different ways.
Table 7
Summary of Knowledge Influences and Recommendations

Assumed
Knowledge
Influence: Cause,
Need, or Asset*

Validated
Yes, High
Probability,
or No
(V, HP, N)
Priority
Yes, No
(Y, N)
Principle and
Citation
Context-Specific
Recommendation
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Staff members
should be able to
determine
enrollment barriers
for participants who
utilize Marbella
services. (D)
HP Yes It is appropriate to
provide information
in situations where
past experience can
be applied to new
tasks (Clark & Estes,
2008).

Information learned
during meaningful
experiences that is
connected to prior
knowledge is
remembered more
accurately because it
is associated with
prior knowledge
individuals already
have (Schraw &
McCrudden, 2006).

Learning is
enhanced when
individuals are
involved in
meaningful learning
(Kirshner, Kirshner,
& Paas. 2006).

The learning setting
can affect
individuals’ ability
to learn (Daly, 2009;
Tuckman, 2009).
Provide resource
information such as
data collection
methods and
guidelines to staff
members in an
employee-focused
setting to help them
determine
enrollment patterns
and barriers.
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Staff members
should be able to
determine the
method they will
use to collect,
analyze and draw
conclusions from
their data. (D)
HP Yes Training should be
used when staff
members need
modeling, direct
instruction, practice
and feedback to
learn a procedure or
skill (Clark & Estes,
2008).

Working memory
capacity is
maximized when
auditory and visual
information is
presented
simultaneously
(Mayer, 2011).

Effective instruction
decreases extraneous
cognitive overload
and helps individuals
to learn more
quickly (Kirshner et
al, 2006).

Modeling during
training enhances
individuals’ ability
to learn (Denler,
Wolters, & Benzon,
2009).
Staff should be
trained on the use of
document analysis,
observations,
interviews, focus
groups and other
collaborative
methods to collect,
analyze and draw
conclusions from
their data. Training
should include
modeling on how to
use these methods.
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Staff members
should have step-
by-step procedures
on how to collect,
analyze and draw
conclusions from
their data. (D)
HP Yes Job aids should be
used when
information alone is
not enough, but step-
by-step instructions
would help get the
job done. This
works well when
new procedures are
developed for past or
current processes
that are not regularly
engaged in (Clark &
Estes, 2008).

Information
presented in an
organized manner
helps individuals to
assimilate that
information (Schraw
et al, 2006).

Individuals learn
more quickly when
complex information
is segmented into
parts (Kirshner et al,
2006).

Providing learning
tools enhances
learning (Scott &
Palincsar, 2006.
Staff members
should be provided
with job aids that
include step-by-step
instructions on how
to collect, analyze
and draw
conclusions from
their data.
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Staff members
collaborate among
themselves (and
possibly others) to
ensure they have the
declarative and
procedural
knowledge required
to accomplish their
goal. (M)
HP Yes Knowledge becomes
automated with
repeated use
resulting in self
regulation (Clark &
Estes, 2008).

The use of
metacognitive
strategies helps
individuals become
self-regulated
(Baker, 2006).

Learning and
performance are
increased through
self-regulatory
strategies (APA,
2015; Dembo &
Eaton, 2000; Denler
et al, 2009).

Learning in a
collaborative setting
helps individuals to
acquire knowledge
(Scott & Palincsar,
2006).
Staff members need
ongoing education
to develop their
knowledge. In
educational settings
they hear and share
their experiences,
strengths and
weaknesses with
others to gain
additional
knowledge and
develop the self
efficacy required to
accomplish their
goal.

*Indicate knowledge type for each influence listed using these abbreviations: (D)eclarative;
(P)rocedural; (M)etacognitive
Declarative knowledge solutions. Declarative knowledge (factual knowledge and
conceptual knowledge) is important because it addresses the “what” as it relates to learning or
organizational operations. Staff members should be able to determine enrollment barriers for
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participants who utilize Marbella services. To assist them in this effort, staff members should
be provided with factual knowledge, also known as resource information, on how to collect and
analyze data and books or other written material on how to identify enrollment barriers. This
information can be used in concert with their previous knowledge on how to identify barriers in
other areas such as education or employment. These resources should be shared in an employee-
focused setting (setting designed to develop employee skills, self-efficacy and autonomy). The
learning setting is important because it can affect staff members’ ability to learn (Daly, 2009;
Tuckman, 2009). Additionally, learning is enhanced when staff members are involved in
meaningful learning (Kirshner, Kirshner, & Paas. 2006). Information learned during meaningful
experiences that is connected to prior knowledge is also remembered more accurately because it
is associated with prior knowledge staff members already have (Schraw & McCrudden, 2006). It
is appropriate to provide information in situations where past experience can be applied to new
tasks (Clark & Estes, 2008). Marbella staff members will learn to use organizational information
from past experience in new situations to accomplish their performance goals.
According to Wada (2016) effective accumulation of information was responsible for
Japanese competitiveness until the 1980s. Since then, information and its analysis has become a
major part of organizational management. Effective information management includes gathering
information that impacts the organization, such as customer information, using information to
make decisions, and distributing information about the company in the form of branding. Clark
& Estes (2008) indicates that information can assist employees to accomplish their performance
goals by processing current or future information the way they processed it in the past. The
appropriate information will help Marbella staff members meet their performance goal.
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Staff members should be able to determine the method they will use to collect, analyze and
draw conclusions from their data. Staff members should be trained on the use of document
analysis, observations, interviews, focus groups and other collaborative methods to collect,
analyze and draw conclusions from their data. Training should include modeling on how to use
these methods. Modeling should be used because it will enhance staff members’ ability to learn
(Denler, Wolters, & Benzon, 2009). Also, including an auditory and visual component in the
training will maximize working memory capacity, which will help staff members to retain and
retrieve what they learn (Mayer, 2011). This type of effective instruction will decrease
extraneous cognitive overload and help staff members to learn more quickly (Kirshner et al,
2006). Training should be used when staff members need modeling, direct instruction, practice
and feedback to learn a procedure or skill (Clark & Estes, 2008). Training will help Marbella
staff members in situations where information alone is not enough for them to be successful in
meeting their performance goals.
Training can improve employee competency and productivity. In order for this to happen,
trainees must consistently use what they learned during training in their daily work activities
(practice). Consistent practice and continual use can lead to skill enhancement over time (Yelon,
Ford, & Bhatia, 2014). After Marbella staff members have been trained on how to use data
collection methods such as document analysis, interviews and focus groups, they must be
provided sufficient time to practice these methods to develop competency in data collection.
Procedural knowledge solutions. Staff members should have step-by-step procedures
on how to collect, analyze and draw conclusions from their data. Therefore, staff members
should be provided with job aids that include step-by-step instructions on how to collect, analyze
and draw conclusions from their data. This is because providing learning tools enhances
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learning (Scott & Palincsar, 2006) and information presented in an organized manner will help
staff members to assimilate that information (Schraw et al, 2006). Additionally, staff members
will learn more quickly because complex information would be segmented into parts (Kirshner et
al, 2006). Job aids should be used when information alone is not enough, but step-by-step
instructions would help get the job done. This works well when new procedures are developed
for past or current processes that are not regularly engaged in. Job aids will help Marbella staff
members to complete tasks without assistance even if those tasks are not regularly engaged in.
Spaulding and Dwyer (2001) studied the effectiveness of job aids in student achievement
and the amount of time it takes students to complete assignments. The study revealed that job
aids are helpful learning tools and help students to work on their own without teacher or peer
intervention. Clark & Estes (2008) agree that job aids are helpful because they provide step-by-
step instructions on how to complete a task rendering guided practice unnecessary. Job aids will
help Marbella staff members to standardize their data collection methods and be able to apply
what they learned to the various services they provide.
Metacognitive knowledge solutions. Staff members collaborate among themselves (and
possibly others) to ensure they have the declarative and procedural knowledge required to
accomplish their goal. Staff members should continuously share their knowledge, experiences,
strengths and weaknesses with each other to gain additional knowledge and develop the self
efficacy required to accomplish their goal. According to Scott & Palincsar (2006) learning in a
collaborative setting will help staff members to acquire knowledge. This is because when staff
members recognize their limitations (self-awareness), they can continuously build their
knowledge by actively seeking knowledge and ideas from others during collaborative
discussions. This increases their social capital, which enables them to engage in richer
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discussions about their work. The use of this metacognitive strategy will help staff members
become self-regulated (Baker, 2006). And, their learning and performance will be increased
through these self-regulatory strategies (APA, 2015; Dembo & Eaton, 2000; Denler et al, 2009).
Knowledge becomes automated with repeated use resulting in self regulation (Clark & Estes,
2008). Self-regulation will help Marbella staff members work independently when necessary,
but also to collaborate with others when necessary.
Janssen, Erkens, Kirschner and Kanselaar (2012) conducted a study on student
collaboration and how that collaboration impacted the group’s performance. Four types of
collaboration were investigated--information discussions, regulation of task-related and social
activities, and social activities themselves. Regulation of social activities was the only
collaboration category that positively affected group performance. Clark and Estes (2008) assert
that learning can occur in any setting where people acquire theoretical, conceptual or strategic
knowledge. Therefore, collaboration can be a vital means to educating Marbella employees in
the workplace.
Motivation Recommendations
Introduction. Highly motivated staff members help the organization to improve its
services and service delivery. This is because motivation causes employees to choose, persist
and put forth the effort to apply the knowledge they have to the best of their ability. Motivation
causes employees to choose to act on, persist at and expend mental effort to meet performance
goals. Marbella has developed an organizational goal to increase the number of participants who
utilize Marbella services. They are motivated to meet the goal because it supports foster youth
social and emotional skills.

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Table 8
Summary of Motivation Influences and Recommendations

Assumed
Motivation
Influence: Cause,
Need, or Asset*

Validated
Yes, High
Probability,
No
(V, HP, N)
Priority
Yes, No
(Y, N)
Principle and
Citation
Context-Specific
Recommendation
Attribution - Staff
members assume
that foster youth do
not participate in
Marbella programs
because they are not
motivated to do so.
HP Y Attributions
motivate staff
members’ beliefs
(Pintrich, 2003).

Feedback motivates
staff members’ to
learn (Anderman &
Anderman, 2009).
Staff members
should ask foster
youth what
motivates them to
participate and what
prevents them from
participating in
Marbella programs.
Self-Efficacy - Staff
members should feel
they are capable of
influencing
Marbella
participants’
decisions to
participate in its
programs because
they have high self-
efficacy.
HP Y Goal-directed
practice along with
feedback will
enhance self-
efficacy (Pajares,
2006.)

Opportunities to
observe credible
role models engage
in the desired
behavior enhance
self-efficacy
(Pajares, 2006).
Staff members
should practice
ways to influence
Marbella participant
decisions to
participate in its
programs. Peers
and supervisors will
provide immediate
feedback on their
progress.

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Attribution. Staff members assume that foster youth do not participate in Marbella
programs because they are not motivated to do so. Pintrich (2003) asserts that attributions
motivate staff members’ beliefs. However, constructive feedback motivates staff members to
learn (Anderman & Anderman, 2009). Therefore, staff members should ask foster youth what
motivates them to participate and what prevents them from participating in Marbella programs.
Foster youth responses would help staff members to understand the real reason foster youth do
not participate in Marbella programs.
Kennett, Reed and Lam (2011) studied the importance of asking students their reasons for
attending higher education institutions rather than attributing their decisions to preconceived
notions. The study noted that attributing reasons why students attend college may not capture
the real reasons why they attend. Determining the real reasons why students attend college may
give institutions insight on how to reach those students and assist them in their academic journey.
According to Clark & Estes (2008), our perspective of the past establishes our current beliefs,
even though our view may not be accurate. These views may cause Marbella staff members to
be overconfident and prevent us from actively choosing, persisting or engaging mental effort into
problems we think we already have the answer to.
Self-Efficacy. If staff members have high self-efficacy, they would feel they are capable
of influencing Marbella participants’ decisions to participate in its programs. Goal-directed
practice along with feedback will enhance self-efficacy (Pajares, 2006.) Additionally,
opportunities to observe credible role models engage in the desired behavior enhance self-
efficacy (Pajares, 2006). Staff members should practice ways to influence Marbella participant
decisions to participate in its programs. Peers and supervisors will provide immediate feedback
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on the techniques they use to influence foster youth decisions, which will increase their self
efficacy.
Holladay and Quinones (2003) studied the effect of practice variability on performance
variability and self efficacy. The study revealed that low practice variability leads to higher self
efficacy because the task appears to be less difficult as a result of consistent practice. Consistent
practice results in low performance variability, which also increases self efficacy. Clark & Estes
noted that low self efficacy results in choice, persistence and mental effort issues because
employees may not feel they have the knowledge or can be effective on a particular task.
However, employees with high self efficacy believe they are capable of completing tasks and
accomplish more. Therefore, when Marbella staff members’ self efficacy is increased, they will
believe they can accomplish more, which will help them meet their performance goals.
Organization Recommendations
Introduction. Organizational influences such as work processes and material resources
play an important role in organizational performance. Clark & Estes (2008) asserts that
organizational culture is a work process that influences how employees interact to meet common
goals. The organization’s culture (what people value and believe) influences organizational
performance.
Table 9
Summary of Organization Influences and Recommendations

Assumed
Organization
Influence: Cause,
Need, or Asset*

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

Context-Specific
Recommendation
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Culture (values,
beliefs, attitudes) -
Marbella’s staff
members need a
culture of trust,
honesty and fairness
where staff members
believe their input is
valued.
HP Y Changing the work
environment can
change cultural
patterns (Clark &
Estes, 2008).

Developing and
changing an
organization’s
environmental
culture can change
performance (Clark
& Estes, 2008).
Marbella’s
executive director
will model trust,
honesty and
fairness to create an
environment where
staff members
believe their input
is valued.
Climate (policies and
procedures,
programs, goals,
communication) -
Marbella’s staff
members need an
organizational
climate that supports
their efforts to
communicate to
program participants
that their input is
valued.
HP Y Organizational
climate is related to
policies and
procedures.
Therefore,
changing policies
and procedures can
change the
organizational
climate (Schneider,
Brief & Guzzo,
1996).

Policies that are
supported by
effective
procedures help
staff members meet
performance goals
(Clark & Estes,
2000).
Marbella’s
executive director
will develop and
implement
communication
policies and
procedures to guide
staff member
communication
with foster youth.

Culture. Marbella’s staff members need a culture of trust, honesty and fairness where
they believe their input is valued. Changing the work environment can change cultural patterns
(Clark & Estes, 2008). Additionally, changing an organization’s environmental culture can
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change performance (Clark & Estes, 2008). Therefore, to improve staff member performance,
Marbella’s executive director will model trust, honesty and fairness to create an environment
where staff members believe their input is valued.
Larson (2002) asserts that strong leadership is essential in changing organizational
culture. The leader sets the example for other employees to follow and is a major factor in
whether or not staff member performance improves. The leader has the power to create a culture
of value and meaningful work for employees to engage in as a unified team. Clark and Estes
(2008) agrees that leaders have the ability to positively impact performance by their beliefs,
decisions and actions. Marbella’s executive director will exercise her power to change the
organizational culture.
Climate. Marbella’s staff members need an organizational climate that supports their
efforts to communicate to program participants that their input is valued. Organizational climate
is related to policies and procedures. Therefore, changing policies and procedures can change the
organizational climate (Schneider, Brief & Guzzo, 1996). Additionally, policies that are
supported by effective procedures help staff members meet performance goals (Clark & Estes,
2000). Marbella’s executive director will develop and implement communication policies and
procedures to guide staff member communication with foster youth.
Green, Albanese, Cafri, and Aarons (2014) studied the relationship between leadership,
organizational climate and work performance. The study concluded that effective leadership can
improve organizational climate, which in turn improves work performance (outcomes and
service delivery). Clark & Estes (2008) supports this theory indicating that organizational goals,
policies and procedures must be aligned to improve work performance. Marbella’s executive
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director will develop policies and procedures that align with the organization’s goals, which
will improve the organization’s climate.
Integrated Implementation and Evaluation Plan
Implementation and Evaluation Framework
The New World Kirkpatrick Model is an updated version of the original Kirkpatrick
Model developed by Dr. Donald Kirkpatrick in 1954 (Kirkpatrick & Kirkpatrick, 2016). This
model outlines the four levels of training that should be included when evaluating training
programs. These levels include level 1 trainee reaction to the training, level 2 learning that
occurred during the training, level 3 behavior--application of what was learned after the training
and level 4 results--whether or not goals were met. The new version of the guidelines added
engagement and relevance to level 1, self efficacy and commitment to level 2, required drivers,
which are processes and procedures that encourage and reward application of what was learned,
and level 4 evaluating progress toward the goal performance as well as the final results.
Organizational Purpose, Need and Expectations
Marbella’s mission is to build and employ social networking and innovative technology
to eliminate the gap between the needs and challenges of foster youth and the vital services they
need to reduce unemployment, homelessness, and incarceration. The organizational global goal
is to increase the number of foster youth participants who utilize Marbella’s services by 10% by
June 30, 2017.
Below are the stakeholder group goals. These goals were selected because they help the
organization to reach its organizational goal of increasing foster youth participation in Marbella
programs. For example, the organization is held more accountable when board member
participation and oversight increases. Additionally, TPA and the County Probation Department
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provide referrals that increase program participation. And finally, setting program
participation goals will help staff members to focus their efforts toward meeting those goals.
Table 10
Stakeholder Performance Goals

Stakeholder Performance Goals

Marbella
Board Members
By December 2017,
Marbella Board
Members will increase
their volunteer service
to a minimum of four
(4) hours per month to
help the organization
increase participant
participation by 10%
by December 2017.
TPA

By March 2016, TPA
will execute a contract
to pay Marbella to
provide support
services to students in
TPA foster youth
programs.
County Probation
Department
By March 2016, the
County Probation
Department will
execute a contract to
pay Marbella to
provide support
services to foster youth
in their care.
Marbella
Staff Members
By December 2017,
Marbella Staff
Members will provide
services to at least 330
participants to increase
their knowledge on
how to navigate
education, healthcare,
job and housing
markets, and improve
life skills such as
budgeting.

The outcomes listed in table 11, increase foster youth program interest and implement
foster youth program suggestions, are two processes that could increase foster youth
participation in Marbella program offerings. Therefore, reaching these targets is critical.
Level 4: Results and Leading Indicators
Marbella staff members endeavor to increase foster youth interest in their programs.
Therefore, they will review foster youth face-to-face comments, call logs, emails, text messages
and social media pages on program offerings to measure the number of foster youth inquiries
that they receive.

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Table 11
Outcomes, Metrics, and Methods for External and Internal Outcomes

Outcome Metric(s) Method(s)
External Outcomes
Improve Board Member
perceptions of quality
service delivery to foster
youth by showing them
what the organization is
doing and what is working.
The type of satisfactory
comments.
Annual reports
Internal Outcomes
Ensure that foster youth
suggestions and requests
are used to develop
Marbella programs.
The number of foster youth
suggestions that are used to
develop programs.
Review surveys of suggestions
from previous foster youth
programs to collect data on
foster youth suggestions and
requests.
Increase foster youth
interest in Marbella
program offerings.
The number of foster youth who
request information about
Marbella programs.
Review foster youth face-to-face
comments, call logs, emails, text
messages and social media
pages on program offerings.

Level 3: Behavior
Critical behaviors. Critical behaviors are post-training behaviors that have the greatest
influence on specific program outcomes and they must be specific, visible and quantifiable
(Kirkpatrick & Kirkpatrick, 2016). The critical behaviors that staff members must perform are
developing and using data collection tools and increasing the number of foster youth participants
in Marbella’s programs.

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Table 12
Critical Behaviors, Metrics, Methods, and Timing for Evaluation

Critical Behavior Metric(s) Method(s) Timing
Help staff members
implement the
knowledge they
acquired during
training to conduct
data collection.
The number of data
collection tools
developed such as
surveys, interview
protocols, observation
protocols, etc.
Supervisors will track
the number of data
collection tools used
by staff members.

During the first two
weeks after training -
daily.

During the next two
weeks after training -
weekly.

Ongoing on a monthly
basis.
Help staff members
use data analysis to
improve services and
service delivery to
increase program
participation.
The number of foster
youth who participate
in programs.
Supervisors will track
the number of sign in
sheets from foster
youth programs that
staff members analyze
to determine if there
has been an increase
in participation.
Monthly.

Required drivers. Required drivers are processes that encourage, reinforce, monitor and
reward critical behavior performance. They fall into two categories -- support (such as job aids)
and accountability (such as observations). Supervisors will track the number of data collection
tools used by staff members. They will also review program sign-in sheets to determine if foster
youth participation in Marbella’s programs are increasing.
The use of data collection job aids is critical to Marbella staff members’ data collection
process and to the overall achievement of their organizational goal, which is to increase foster
youth participation in their programs. Monitoring and providing constructive feedback and
recognition are ways to help increase the daily use of job aids.

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Table 13
Required Drivers to Support Critical Behaviors

Method(s) Timing Critical Behaviors Supported
1, 2, 3, etc.
Reinforcing
Use job aids to implement
training knowledge acquired
to conduct data collection.
Reinforcement occurs during
and after training and is
ongoing.

Encouraging
Supervisors provide feedback
as they observe staff
members using the job aids.
Encouragement occurs during
and after training and is
ongoing.

Rewarding
Supervisors give accolades to
those employees who
consistently refer to the job
aids.
Rewards such as movie
tickets and Starbucks gift
cards are given during and
after training and is ongoing.

Monitoring. Monitoring is observing critical behaviors on a regular basis to determine if
they are being performed. Supervisor will observe staff members on a daily basis to ensure that
they are performing the critical behaviors needed to meet their performance goals. Supervisors
will also provide feedback and rewards based on staff member engagement in critical behaviors
and their progress toward their goals.
Level 2: Learning
Learning goals. The stakeholders will be able to do the following after the
recommended training is complete: (1) Identify various types of data collection methods (D). (2)
Determine which data collection methods are appropriate for specific projects (D). (3) Develop
data collection protocols such as survey questions, interview questions, things to focus on during
observations and things to focus on during document analysis (P). (4) Develop data collection
timelines that are congruent with their goal attainment dates (P). (5) Conduct data collection
using the job aids learned about during the program. (6) Conduct data analysis using the job aids
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learned about during the program. (7) Present research findings using the skills learned during
the program.
Program. The learning goals will be accomplished by providing a two-hour data
collection training program. The program will cover various types of data collection, how to
determine which data collection methods are appropriate for specific projects, data collection
protocols and completion timeline development, data analysis and how to present findings. The
program will also include how to develop and use data collection job aids.
Components of learning. Table 8 will show how to measure staff member learning
during the training. Five components declarative knowledge, procedural skills, attitude,
confidence and commitment will be used to assess staff member learning during the training.
Table 14
Components of Learning for the Program.

Methods or Activities Timing
Declarative Knowledge “I know it.”
Assess knowledge using observations and
interviews.
During training and ongoing on the job.
Procedural Skills “I can do it right now.”
Observe application of skills learned to
develop data collection protocols.
During training and ongoing on the job.
Observe application of skills learned to
develop data collection timelines.
During training and ongoing on the job.
Observe individual use of the job aids to
accurately collect data.
During training and ongoing on the job.
Observe individual use of the job aids to
accurately analyze data.
During training and ongoing on the job.
Observe application of skills learned to present
research findings.
During training and ongoing on the job.
Attitude “I believe this is worthwhile.”
Staff member informal statements regarding
whether or not they see the connection between
the training and their jobs.
During training and ongoing on the job.

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Confidence “I think I can do it on the job.”
Staff member statements regarding whether or
not they will be able to apply the skills
learned on the job.
During training and ongoing on the job.
Surveys regarding whether or not staff
members will be able to apply the skills
learned on the job.
During training and ongoing on the job.
Commitment “I will do it on the job.”
Staff member informal statements in small
groups regarding their plans to apply the
skills and use job aids as learned during the
training.
During training and ongoing on the job.

Level 1: Reaction
Table 15 shows how to measure staff member reactions to the training. Three
components including engagement, relevance and customer satisfaction will be used to assess
staff member reactions to the training.
Table 15
Components to Measure Reactions to the Program.

Methods or Tools Timing
Engagement
Completion of training exercises. During training.
Training facilitator observations of trainee
body language.
During training.
Polls to assess interest. During training.
Staff members collaborating with each other to
complete the training exercise(s).
During training.
Relevance
Polls to assess if information will improve job
performance.
During training and ongoing on the job.
Staff member discussions. During training and ongoing on the job.
Customer Satisfaction
Polls to determine if the training program was
worth recommending to others.
During training and ongoing on the job.
Staff member discussions about the program’s
benefits and usefulness to their job
performance.
During training and ongoing on the job.
Staff member discussions about the program’s
benefits and usefulness to their job
performance.
During training and ongoing on the job.
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Evaluation Tools
Immediately following the program implementation. Appendix A is an evaluation
tool that assesses level 1 reaction and level 2 learning data as it relates to the data collection
training. Participants are asked to rate the training session on a scale of 1 to 10, one being
strongly disagree and 10 being strongly agree. The training was developed to improve the
performance of Marbella staff members who collect data. The evaluation will reveal whether or
not Marbella staff members believe the training was valuable and if they will use what they
learned on the job.
Delayed for a period after the program implementation. Appendix B is an evaluation
tool that assesses level 1 reaction, level 2 learning, level 3 behavior change and level 4 results
data as it relates to data collection training. Participants are asked to rate the training session on
a scale of 1 to 10, one being strongly disagree and 10 being strongly agree. The training was
developed to improve the performance of staff members who collect data. The evaluation will
reveal whether or not Marbella staff members were able to apply the data collection procedures
and practices they learned during training and if the results were favorable.
Data Analysis and Reporting
Data analysis and reporting will be conducted during and after program implementation. An
overview of stakeholder expectations, critical behaviors, evaluation methods and key findings
and results will be presented below. Unexpected benefits, success stories, success factors,
barriers to success and recommendations will also be presented to provide credibility to the
findings.
I am confident that the training program will work because the organization solicited and
obtained buy-in from the staff members. They accomplished this by hosting pre-training
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meetings where the managers explained the purpose of the training and how it could improve
their performance and the organization’s program outcomes. The managers also gave staff
members an opportunity to ask questions and share their thoughts and recommendations about
the training. As a result, the staff members saw the benefit in the training beforehand and were
excited about learning something that could help them service their clients better.
Table 16
Data Collection Implementation Progress

Monthly Action/Result Month #1 Month #2 Month #3 Rating
Survey Questions Developed 15 20 N/A Good
Interview Questions
Developed
10 15 N/A Fair
Job Aids Used 7 7 N/A Excellent
Job Aids Developed 2 5 N/A Good

Stakeholder Expectations
There are three targeted goals for the program. The first is to improve Board Member
perceptions of quality service delivery. The second is to ensure that foster youth suggestions and
requests are used to develop Marbella programs. The third is to increase foster youth interest in
Marbella program offerings.
Critical Behaviors
To achieve their goals, two critical behaviors must be demonstrated by Marbella staff
members. They must implement the data collection knowledge they acquire during training.
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They must also analyze the data collected. To ensure implementation and consistency
supervisors will track the number of data collection tools staff members use daily for the first
two weeks, weekly for the next to weeks and monthly thereafter. Supervisors will also track the
number of sign in sheets that staff members analyze on a monthly basis.
Evaluation Methods
During training, the program facilitators used several methods to assess engagement,
relevance and customer satisfaction. To assess engagement, they focused on completion of
training exercises, trainee body language, polls to assess trainee interest in the training and
collaboration to complete the training exercises. To assess relevance, they used polls to assess if
information will improve job performance and staff member discussions. To assess customer
satisfaction, they used polls to determine if the training program was worth recommending to
others and staff member discussions about the program’s benefits and usefulness to their job
performance.
Immediately following the training, the facilitators distributed a survey to assess trainee
reaction to the training. The survey sought to determine if the training session was important to
the trainees and if so, how important. It also asked if the information provided was something
trainees felt they need to increase their data collection knowledge. A third question centered on
the facilitator’s knowledge and presentation and whether or not trainees felt it was adequate to
help them understand the information received. And finally, the last question was to assess
whether or not they planned to use the information they received.
Two months after the training was complete, the facilitators distributed a second survey
to assess if the trainees felt the training was relevant to their job performance and if they were
using the knowledge and skills they learned in training on the job. They also wanted to know if
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trainees were experiencing positive outcomes from applying what they learned during training
and if they attributed their data collection success to the training they received.
Key Findings and Results
Five of the six Marbella staff members who attended the training returned both surveys.
The first survey indicated that trainees felt the training was important to their job performance
and planned to use what they learned during training. The second survey indicated that trainees
were consistently using what they learned during training and were experiencing positive
outcomes. The facilitators then reached out to all five staff members and asked if they would
provide an example of the positive outcomes they experienced. Four of the five trainees agreed
and provided the following success stories.
Success Stories
Jane is an employee in her early 20s and she was not involved in the data collection
process prior to the training. Therefore, she chose to provide an example related to the data
collection job aids that help her on the job. Jane indicated that she found the job aids to be most
helpful because she was able to refer back to them as she engaged in data collection and data
analysis. Her consistent use of the job aids helped her to apply what she learned in the training
and not overlook critical steps in the process. As a result, she is becoming proficient at
collecting and analyzing foster youth face-to-face comments, call logs, emails, text messages and
social media pages, which she believes will provide ideas to help increase foster youth interest in
program offerings.
Karen is an employee also in her early 20s who was already involved in the data
collection process prior to training. Her success story related to developing her own job aids that
were more specific to the data she needed to collect and analyze. She indicated that the
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facilitator’s knowledge and presentation style motivated me to develop her own job aids by
using the ones she received during training as the foundation and then adding to them. As a
result, she is now proficient in analyzing annual report data to critically review and compare
previous annual reports to develop statistics on how service delivery has improved or is
improving.
Calvin is an employee in his early 30s who was already collecting data, but did not fully
understand how to analyze data. Therefore, he was not getting consistent results from his efforts.
Now he is consistently using the job aids to collect and analyze data and he sees consistent
results when he analyzes surveys from previous foster youth programs to determine what
program changes or enhancements foster youth are requesting.
Karl is an employee in his early 40s and is new to data collection and data analysis
altogether. He attributes all of his data collection and analysis success to what he learned in the
training and he is seeing positive results. Because he was not familiar with data collection and
analysis prior to the training, he was assigned as a floater to assist the other three employees with
their work. What he learned during training, especially how to use job aids, has helped him
become comfortable with the coding process and is helping each employee develop their
codebooks, which has proven to be very beneficial to them.
Unexpected Benefits
Team members are collaborating more the during data analysis stage to generate even
more useful data. Additionally, to achieve the Level four goal of changing Board members’
perspectives of service delivery to foster youth, trainees developed a dashboard to track their
data collection activities and progress over a three=month period. They believe this process will
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improve data collection and analysis and reporting, which will improve Board Member
perspectives.
Success Factors
Success factors that aid the data collection and analysis process are both training related
and performance management related and include high expectations, consistent supervisor
support, high self efficacy, a positive working environment and consistent use of the job aids
received during training.
Barriers to Success
Initially, some trainees did not understand why they needed to participate in the training
since they were not involved in data collection. This was resolved by explaining to all
participants that due to the employee cross training program that was implemented one month
ago, all employees should know how to collect and analyze data even if it is not part of their
regular job duties. This way, when others are out of the office, data collection and analysis can
continue.
Recommendations
The data collection training assisted in creating new energy at the Marbella headquarters.
Therefore, the following findings and recommendations are offered to keep the momentum
directed at goal attainment. First, leadership support is critical to the success of the training
initiative and we believe that support is partially responsible for the outcomes they have
experienced to date. Secondly, leadership must continue its support on the job at a maximum
level. Thirdly, leadership must put policies in place that align with the practices they are
implementing. Leadership must continue to monitor behavior and make the appropriate
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adjustments when necessary. Finally, appropriate incentives should be offered to leverage
the energy of the staff.
Summary
The New World Kirkpatrick Model was used to design a data collection training program
for Marbella staff members. The program included four components that focused on trainee
reaction to the training (level one), trainee learning (level two), trainee behavior (level three) and
outcomes (level four). Levels one, two and three were means to achieve the level four outcomes.
Level three was the most important step in that it is the phase in which what was learned is
applied in the workplace.
Program assessments were designed and administered before program completion so that
adjustments to program layout could be made as the program progressed. Leadership and
supervisor support are important parts of program implementation and sustainability. My
expectations for using this model is that Marbella staff members will apply what they learned
during training and become proficient at data collection, data analysis and presenting findings.
This will lead to the targeted outcomes of improving Board Member perspectives of foster youth
service delivery, using foster youth suggestions to develop program offerings and building foster
youth interest in Marbella program offerings.
Reflection
After reviewing the literature and collecting the data for my research, I believe that
supportive relationships are what benefit foster youth most while they are in foster care, as they
transition out of care and after they are living on their own. I believe this because when foster
youth know that the people in their lives really care about them and want to see them succeed,
they are more receptive to moving in the direction that leads to a better quality of life. Those
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relationships also give them the strength to continue moving forward when they face
challenges and setbacks along the way. Also, whether they are 18 or 21, they are still just kids
who need people in their lives that they can depend on to provide guidance and help them
acquire the information they need to make the right choices. I was not in foster care, but I was
considered an at-risk youth and supportive relationships with family members, teachers and
community-based organization staff members helped me to stay on the right track. I believe they
can have the same positive impact on foster youth.
Dissertation Conclusion
My data collection experience leads me to believe that Marbella’s executive director is
very passionate about supporting foster youth. She has created a culture of passion and trust
among her staff members, which helped them to feel comfortable sharing their knowledge and
experiences with me. I also believe that each staff member enjoys working at Marbella and
genuinely supports the organization’s work. In spite of the challenges the organization faces,
Marbella staff members strive to provide foster youth with the social and emotional support they
need to help prepare them for a good life after foster care.
I am hopeful that staff members will quickly improve their data collection efforts on
foster youth interests and progress and begin to update their program initiatives based on their
findings. I am also hopeful that as a result, they will experience a closeness with foster youth
similar to the closeness I now feel with the organization’s staff members. Knowing what I know
now, if I were a foster youth, I would attend as many Marbella programs as I could and
encourage all of the foster youth that I know and meet to do the same.
In view of the findings, future research could include the impact of community-based
foster youth support on biological parents, mentors and foster parents. It could also include more
SUPPORTING FOSTER YOUTH

103
research on the construct of foster youth resilience and whether or not it comes from within
or can be taught to foster youth. And finally, researching the impact of gender bias and unethical
practices on nonprofit organizations that assist foster youth would be a good thing.

SUPPORTING FOSTER YOUTH

104

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APPENDIX A

Research Design Matrix

Research
Questions
Overall
Approach
Sampling Data Collection Methods
What are the
research
questions? What
do I need/want to
know? (Use one
row per RQ)
What overall
methodological
approach is
appropriate and
why?
Quantitative,
Qualitative, or
Mixed?

For the
quantitative
question, what
specific design is
appropriate?

What sampling
technique is
appropriate and
why? Probability
or non-
probability?

Who (what kind
of person) and
where (what
site(s)/setting(s))
specifically will I
sample for my
study?
Who has the
answer to my
question? How
will I select
participants?
Where will I find
them?

What specific methods will I use
to collect data? What
instruments/protocols will I use to
collect data? How will I get the
answer to my research question?
What barriers are
preventing foster
youth from
participating in
the Marbella
Youth
Development
Center programs?
The overall
methodological
approach I will
use is a
qualitative
approach, more
specifically
interviews,
observations and
data analysis.
This way I can
learn what
participants think
and feel about
their job and the
Non-probability,
purposeful
sampling will be
used because the
organization’s
staff members
have the most
knowledge about
their daily
operations and the
organization really
wants to know
how to attract
consistent
participation in it
All participants will be invited to
an interview where they will be
asked to share their beliefs and
thoughts on what prevents foster
youth from participating in the
organization’s programs.

The assumed influences are:
Factual:

Only 300 foster youth have taken
advantage of the programs offered
to them.

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programs that are
offered. I will
also observe body
language and
behavior as the
group interacts
with each other.
The population
size is five staff
members.
foster youth
programs.
Conceptual:

Foster youth may not know the
value of the programs being
offered to them.
What strategies
can be used to
motivate foster
youth to
participate in
Marbella Youth
Development
Center programs?

The overall
methodological
approach I will
use is a
qualitative
approach, more
specifically
interviews,
observations and
data analysis.
This way I can
learn what
participants think
and feel about
their job and the
programs that are
offered. I will
also observe body
language and
behavior as the
group interacts
with each other.
The population
size is five staff
members.
Non-probability,
purposeful
sampling will be
used because the
organization’s
staff members
have the most
knowledge about
their daily
operations and the
organization really
wants to know
how to attract
consistent
participation in it
foster youth
programs.
All participants will be invited to
an interview where they will be
asked to share their beliefs and
thoughts on what would motivate
foster youth to consistently
participate in the organization’s
programs. Topics would include
improving study habits,
budgeting, completing college
and job applications, and resume
writing.

The assumed influences are:
Factual:

Strategies the organization has
used to increase the number of
foster youth to consistently
participate in the program have
not been successful.

Conceptual:

The organization needs help to
determine the strategies to use to
increase foster youth program
participation.
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APPENDIX B
Interview Protocol
Interviews will be conducted to assess why foster youth program participation is not
increasing as fast as the organization would like.
Ice breaker statement: Although I am a Living Advantage Board Member, I am conducting the
study as a doctoral student researcher. I may ask questions that you feel I should already know
the answer, but I’m looking for your perspective, so bear with me.
Knowledge
1. What is the purpose of this organization?
2. What do you think foster youth are learning?
3. What information is provided to foster youth here?
a. Educational
b. Job Related
c. Housing Related
d. Health-care Related
e. How is it provided?
4. How important do you think it is for foster youth to attend the life skills workshops you
offer?
5. How important do foster youth think it is to attend these workshops?
6. How often do the same foster youth attend workshops?
7. What questions or comments do foster youth voluntarily share about the workshops?
8. What happens when foster youth suggest workshop topics?
9. What are they supposed to take away from that topic?
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Motivation

1. Tell me what do you like most about working here?
2. Tell me what do you like least about working here?
3. What makes foster youth come to this organization?
4. What strategies do you think would increase foster youth participation in the
organization’s programs?
5. What do foster youth like about the workshops?
6. What topics do foster youth want to learn about?
7. Which topic do you think foster youth like most?
8. What do foster youth like about that topic?
9. What topics do foster youth say have helped them?
a. What did they say about it?
10. If you could change something, what would it be?
11. Is there anything else you think would be helpful for me to know?
Organization
1. How long have you worked here?
2. Tell me what you do here.
3. What resources or tools help you to be effective in your job?
4. What additional resources or tools could help you to be more effective in your job?
5. What things in the organization’s environment are appealing to foster youth?
6. What barriers prevent foster youth from participating in the organization’s programs?
7. What from the program has helped foster youth find success?
8. Tell me about a foster youth success story that resulted from the organization’s programs.
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9. What transportation assistance does the organization provide to foster youth to
participate in its programs?
10. In your opinion, what drives foster youth away from the organization?

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APPENDIX C
Observation Protocol
The research questions for the study are: (1) What knowledge, motivation and organizational
barriers prevent foster youth (students) from participating in Marbella Youth Development
Center (Marbella) programs.” (2) What knowledge, motivation or organizational strategies can
Marbella staff and volunteers use to motivate foster youth (students) to participate in Marbella’s
programs?
Category Notes Observer Comments
Setting
Participants
Activities
Interactions
Conversations
Unplanned activities
Symbolic representations
Nonverbal Clues
Verbal descriptions
Direct quotes
Access
Recording
Recording Consent form

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Observation Protocol Questions
How many times did a staff member ask a question?
What was the question about?
How many times did a staff member start a conversation?
What was the conversation about?
Did the staff member appear to be knowledgeable about their job?
Did the staff member appear to have the tools needed to perform their job?
What steps are taken to prepare for a workshop?
Do staff members appear to struggle with workshop preparation?
What steps are taken to prepare resource materials?
Do staff members appear to struggle with resource preparation?

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APPENDIX D

Recruitment Letter

Date

Hello!

My name is Lynn Calbert and I am a USC Rossier School of Education doctoral candidate. I am
conducting research to determine the knowledge, motivation and organizational factors that
influence foster youth participation in Living Advantage, Inc. programs. I am inviting you to
participate in the study because as a staff member of the organization, you are familiar with the
programs offered to foster youth. The data collected during the study will not be used to
evaluate your job performance.

Your participation would include a one to two-hour interview session as well as a separate
observation session. Your participation is voluntary and you can decline participation or stop
participation at any time without penalty.

If would like to participate in the study, please review, sign and return the attached Informed
Consent for Non-Medical Research form.

Thank you for your consideration.

Lynn Y. Calbert

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APPENDIX E

University of Southern California
Rossier School of Education
Waite Phillips Hall
3470 Trousdale Parkway
Los Angeles, CA 90089

INFORMED CONSENT FOR NON-MEDICAL RESEARCH

Supporting Foster Youth:
The Social and Emotional Support Needed to Successfully Transition to Adulthood

You are invited to participate in a research study conducted by Lynn Y. Calbert, Doctoral
Candidate and Eugenia Mora-Flores, Ed.D. at the University of Southern California. You were
selected to participate because you are a staff member of Living Advantage, Inc. and you are
familiar with the organization’s programs that are offered to foster youth. You should read the
information below, and ask questions about anything you do not understand, before deciding
whether to participate. Please take as much time as you need to read the consent form. You may
also decide to discuss participation with your family or friends. If you decide to participate, you
will be asked to sign this form. You will also be given a copy of this form.

PURPOSE OF THE STUDY
The purpose of the study is to determine the knowledge, motivation and organizational factors
that influence foster youth participation in Living Advantage, Inc. programs.

STUDY PROCEDURES
If you volunteer to participate in this study, you will be asked to participate in a one to two-hour
interview session as well as a separate observation session. Your identity and any recordings
will be kept confidential (if you wish) and your trust will not be violated by divulging
information that we agreed would not be shared.

POTENTIAL RISKS AND DISCOMFORTS
There are no anticipated risks in participating in this study.

POTENTIAL BENEFITS TO PARTICIPANTS AND/OR TO SOCIETY
The expected benefit associated with your participation in this study is the information received
regarding the knowledge, motivation and organizational factors that influence foster youth
participation in support programs.

PAYMENT/COMPENSATION FOR PARTICIPATION
You will receive monetary compensation for your time. A $15 gift card will be given to you
once you complete the interview and observation. You do not have to answer all of the questions
in order to receive a monetary gift card.

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ALTERNATIVES TO PARTICIPANTS
Your alternative is to not participate. Your relationship with your employer will not be affected
whether you participate or not in this study.

POTENTIAL CONFLICTS OF INTEREST OF THE INVESTIGATOR
Lynn Y. Calbert is a Board member of Living Advantage, Inc. However, the research study will
be conducted from a research perspective, not a Board Member perspective. The data collected
during the study will not be used to evaluate your job performance.

CONFIDENTIALITY
We will keep your records for this study confidential as far as permitted by law. However, if we
are required to do so by law, we will disclose confidential information about you. The members
of the research team and the University of Southern California’s Human Subjects Protection
Program (HSPP) may access the data. The HSPP reviews and monitors research studies to
protect the rights and welfare of research subjects.

Responses will be shared with the site in aggregate form with no personal identifiers or direct
quotes. However, in some instances, the site may be able to identify you based on your
response. The data collected will be stored at a secure location off site and will not be accessible
to anyone other than those identified above. After the study is completed, the data will be
destroyed.

PARTICIPATION AND WITHDRAWAL
Your participation is voluntary. Your refusal to participate will involve no penalty or loss of
benefits to which you are otherwise entitled. You may withdraw your consent at any time and
discontinue participation without penalty. You are not waiving any legal claims, rights or
remedies because of your participation in this research study.

INVESTIGATOR’S CONTACT INFORMATION
If you have any questions or concerns about the research, please feel free to contact:

Lynn Y. Calbert, Principal Investigator
P.O. Box 196
Hawthorne, CA 90250
Tel: 424-207-9142
Email: corner@usc.edu

Dr. Eugenia Mora-Flores, Faculty Sponsor
Rossier School of Education
1150 S. Olive Street, Suite 2100-2113
Tel: 213-821-2727
Email: moraflor@rossier.usc.edu

RIGHTS OF RESEARCH PARTICIPANT – IRB CONTACT INFORMATION
If you have questions, concerns, or complaints about your rights as a research participant or the
research in general and are unable to contact the research team, or if you want to talk to someone
SUPPORTING FOSTER YOUTH

124
independent of the research team, please contact the University Park Institutional Review
Board (UPIRB), 3720 South Flower Street #301, Los Angeles, CA 90089-0702, (213) 821-5272
or upirb@usc.edu.

SIGNATURE OF RESEARCH PARTICIPANT

I have read the information provided above. I have been given a chance to ask questions. My
questions have been answered to my satisfaction, and I agree to participate in this study. I have
been given a copy of this form.

AUDIO/VIDEO/PHOTOGRAPHS

□ I agree to be audio/video-recorded /photographed.

□ I do not want to be audio/video-recorded /photographed.

Name of Participant

Signature of Participant Date

SIGNATURE OF INVESTIGATOR

I have explained the research to the participant and answered all of his/her questions. I believe
that he/she understands the information described in this document and freely consents to
participate.

Name of Person Obtaining Consent

Signature of Person Obtaining Consent Date

Abstract (if available)

Abstract Foster youth need social and emotional support to transition successfully to independent adulthood. Unlike non-foster youth, these young people have been separated from their families and rarely have the support of parents, siblings and extended family to guide them through this transition. This is a problem because when youth transition out of the foster care system and experience limited social and emotional support, they may not know how to navigate the health care system, the higher education system, the job market, the housing market or have basic knowledge of life skills such as budgeting, paying bills or grocery shopping. This study investigated the causes for enrollment barriers at the Marbella Youth Development Center, a community-based organization that was established to help mitigate the social and emotional limitations of foster care youth who are transitioning to adulthood (Morrissey & Werner-Wilson, 2005). Study participants were four female staff members and one former staff member ages 21 to over 40 years of age. Interviews, observations and document analyses were used to collect qualitative data. The findings pointed to three themes that Marbella staff members see as barriers to increasing foster youth participation—inadequate funding for personnel and resources, trust issues and the stigma associated with foster youth. The findings also revealed three strategies that Marbella staff members believe will increase foster youth participation—increase funding for personnel and resources, earn foster youth trust and address the stigma associated with foster youth. Recommendations for practice include (1) train Marbella staff members on data collection procedures and best practices so they can use the results in their fund raising materials, (2) influence foster youth participation decisions by assessing and serving foster youth interests, and (3) create an environment where staff members feel their input is valued and cultivate positive communication with foster youth that make them feel valued.

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Asset Metadata

Creator Calbert, Lynn Yvette (author)

Core Title Supporting foster youth: the social and emotional support needed to successfully transition to adulthood

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Publication Date 07/14/2017

Defense Date 06/23/2017

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

Tag Collection,Education,emotional,employment,foster youth,Health,Housing,knowledge,Motivation,OAI-PMH Harvest,organization,recommendation,resilience,social,stigma,support,Transportation,Trust

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Mora-Flores, Eugenia (committee chair), Baca, Reynaldo (committee member), Foulk, Susanne (committee member)

Creator Email corner@usc.edu,lynnht@msn.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c40-399786

Unique identifier UC11264203

Identifier etd-CalbertLyn-5515.pdf (filename),usctheses-c40-399786 (legacy record id)

Legacy Identifier etd-CalbertLyn-5515.pdf

Dmrecord 399786

Document Type Dissertation

Rights Calbert, Lynn Yvette

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...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA