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Achieving high levels of employee engagement: A promising practice study

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Achieving high levels of employee engagement: A promising practice study

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Content Running head: ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 1

Achieving High Levels of Employee Engagement: A Promising Practice Study

by

Leslie Wheaton

A Dissertation Study 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

May 2018

Copyright 2018 Leslie Wheaton
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 2
DEDICATION
This dissertation is dedicated to all of the individuals and systems that have directly and
indirectly been part of this journey. It is also dedicated to those individuals and organizations
that desire to authentically create structures and environments that support high levels of
engagement resulting in a healthier, happier, more productive and aligned workforce.

ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 3
ACKNOWLEDGEMENTS
To my friends and family, your love, support, encouragement, and humor have made it
possible for me to attain this life goal with greater levels of appreciation, ease, and grace. A
special thank you to my mother and father who have encouraged and challenged me for as long
as I can remember to step into exactly who I am. And to my husband, words cannot capture the
profound level of gratitude I have for you. I am in awe of the unapologetic way you are in life
that is rooted and stands firm in authentic alignment. What a gift you are to me in so many
countless ways. Thank you for being you.
I also want to thank my dissertation committee that included Dr. Melora Sundt (chair),
Dr. Kenneth Yates, and Dr. Kathy Hanson. I am honored and humbled to have each of you on
my committee. I have learned so much from each one of you; your knowledge is invaluable.
Your willingness to share your expertise has enriched my paper and experience significantly.
Dr. Sundt, you have been a gift beyond measure. My dissertation and experience would not have
been the same outcome without your support and guidance. I am forever grateful.
Lastly, I want to thank the organization, and specifically the Training and Leadership
Department at Aligned Ways, who opened their doors to me in order for me to conduct the
research for this study. It was an absolute pleasure working with each member of this team. The
leader of this department could not have been more transparent, approachable, and available to
an outsider wanting to understand more about how to create and sustain high levels of employee
engagement such as Aligned Ways has done over the years. The information I learned and the
conversations I had with this department were invaluable.

ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 4
TABLE OF CONTENTS
Dedication 2
Acknowledgements 3
List of Tables 8
List of Tables in Appendices 9
List of Figures 10
Abstract 11
Chapter One: Overview of the Study 12
Introduction of the Problem of Practice 12
Background of the Problem 14
Importance of a Promising Practice Study 15
Organizational Context and Mission 17
Organizational Performance Goal and Current Status 18
Description of Stakeholder Groups 21
Stakeholder Group for This Project 22
Purpose of the Project and Questions 23
Methodological Framework 23
Definitions 24
Organization of the Study 24
Chapter Two: Literature Review 26
The Clark and Estes (2008) Gap Analysis Conceptual Framework 26
Stakeholder Performance Influences 27
Knowledge and Skills 27
Knowledge Influences 29
Motivation 35
Self-Efficacy Theory 36
Expectancy Value Theory 37
Emotions 40
Organization 43
Cultural Models and Cultural Settings 45
Conclusion 51
Chapter Three: Methodology 53
Purpose of the Study and Questions 53
Conceptual Framework: The Interaction of Stakeholders’ Knowledge and
Motivation and the Organizational Context
54
Methodological Approach 60
Employee Engagement in Context 61
Assessment of Performance Influences 62
Knowledge Assessment 62
Motivation Assessment 64
Organization/Context/Culture Assessment 66
Participating Stakeholders 68
Data Collection 69
Survey Sampling Criteria 70
Survey Sampling (Recruitment) Strategy and Rationale 70
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 5
Survey Instrumentation and Fielding 71
Interview Sampling Criteria 72
Interview Sampling (Recruitment) Strategy and Rationale 72
Interview Protocol Design and Data Collection 73
Document Analysis 74
Data Analysis Plan 74
Survey 74
Interviews 75
Reliability and Validity 75
Credibility and Trustworthiness of Data 76
Role of Investigator 76
Ethics 77
Summary 78
Chapter Four: Results and Findings 79
Participating Stakeholders 79
Validation 81
Results and Findings 82
Knowledge Results and Findings 83
Assumed Knowledge Influence #1: Knowing the organizational goal and
how jobs contribute to achieving the organization’s global goal
promotes employee engagement (Declarative)
83
Assumed Knowledge Influence #2: Engagement levels increase when
employees know how their performance measures up to the
supervisor’s expectations (Declarative)
85
Assumed Knowledge Influence #3: Having clearly defined job roles
increases employee engagement (Declarative)
87
Assumed Knowledge Influence #4: Employees who know what they need
to do to meet performance expectations are more likely to be engaged
(Procedural)
87
Assumed Knowledge Influence #5: Engaged employees know what their
strengths and areas of improvement are (Metacognitive)
89
Assumed Knowledge Influence #6: When employees know how the
learning and development opportunities provided by their organization
are related to their growth and development, their levels of employee
engagement increases (Metacognitive)
89
Motivation Results and Findings 92
Assumed Motivational Influence #1: Employees are confident in their
ability to complete their job responsibilities and achieve goals (Self-
efficacy)
92
Assumed Motivational Influence #2: Employees feel that the work they do
is important to their department and/or organization (Value)
93
Assumed Motivational Influence #3: Employees believe that they
matter, as a person, to others at work (Value)
94
Assumed Motivational Influence #4: Value: Employees believe that the
performance assessment and recognition processes are fair (Value)
94
Assumed Motivational Influence #5: Employees believe that their 95
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 6
feedback matters (Value)
Assumed Motivational Influence #6: Employees attribute their
engagement in their work to the nature of the work, the environment,
and their own initiative (Value)
96
Assumed Motivational Influence #7: Employees feel positive or epistemic
emotions in the work environment (Emotions)
97
Organizational Results and Findings 98
Assumed Organizational Influence #1: There is a culture of support and
collaboration among the employees (Cultural Model)
99
Assumed Organizational Influence #2: The organization demonstrates
their trustworthiness by modeling transparency and inclusion (Cultural
Model)
100
Assumed Organizational Influence #3: Employees receive timely,
consistent, specific feedback, which contributes to their ability to
succeed in their roles (Cultural Setting)
101
Assumed Organizational Influence #4: Employees have resources to
complete their jobs including transparency of organizational goals and
job descriptions that explicitly align with professional development
(Cultural Setting)
103
Synthesis 105
Summary 107
Chapter Five: Recommendations and Solutions 109
Purpose of the Project and Questions 109
Framework of the Implementation and Evaluation Plan 110
Solutions and Recommendations to Address Knowledge, Motivational, and
Organizational Influences
111
Knowledge Solutions and Recommendations 111
Declarative Knowledge Solutions and Recommendations for the
Influence: Employees know their organization’s goal and how their
job contributes to achieving the organization’s global goal
115
Procedural Knowledge Solutions and Recommendations for the Influence:
Employees know what they need to do to meet performance
expectations
117
Metacognitive Knowledge Solutions and Recommendations for the
Influence: Employees know what their strengths and areas of
improvement are
118
Motivational Solutions and Recommendations 119
Self-Efficacy Motivational Solutions and Recommendations for the
Influence: Employees are confident in their ability to complete their
job responsibilities and achieve goals
122
Value Motivational Solutions and Recommendations for the Influence:
Employees attribute their engagement in their work to the nature of the
work (e.g. ebbs and flows as to the intensity of the work), the
environment, and their own initiative
123
Emotions Motivational Solutions and Recommendations for the
Influence: Employees feel positive or epistemic emotions in the work
124
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 7
environment
Organizational Solutions and Recommendations 125
Cultural Model Organizational Solutions and Recommendations for the
Influence: There is a culture of support and collaboration among the
employees
127
Cultural Setting Organizational Solutions and Recommendations for the
Influence: Employees have resources to complete their jobs including
transparency of organizational goals and job descriptions that
explicitly align with professional development
128
Integrated Implementation and Evaluation Plan 129
Organizational Purpose, Need, and Expectations 129
Implementation and Evaluation Framework 130
Level 4: Results and Leading Indicators 132
Level 3: Behavior 133
Critical Behaviors 133
Required Drivers 134
Organizational Support 136
Level 2: Learning 139
Program 140
Components of Learning 141
Level 1: Reaction 143
Evaluation Tools 144
Data Analysis and Reporting 145
Limitations and Delimitations 145
Recommendations for Future Research 147
Conclusion 148
References 149
APPENDIX A: Informational Protocol 159
APPENDIX B: Survey 163
APPENDIX C: Survey Invitation 166
APPENDIX D: Interview Protocol 167
APPENDIX E: Interview Invitation 169
APPENDIX F: Crosswalk Comparing the IBM Survey with the Researched
Knowledge, Motivational, and Organizational Influences
170
APPENDIX G: Recommendations for the Training and Leadership Department at
Aligned Ways
176

ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 8
LIST OF TABLES

Table 1: Organizational Mission and Global Goal 22
Table 2: Summary of Assumed Influences and Their Accompanying Literature
and Theory on Employee Engagement
34
Table 3: Summary of Assumed Motivational Influences and Their
Accompanying Literature and Theory on Employee Engagement
42
Table 4: Summary of Assumed Organizational Influences and Their
Accompanying Literature and Theory on Employee Engagement
50
Table 5: Summary of Strategies for Assessing the Assumed Knowledge
Influences
63
Table 6: Summary of Strategies for Assessing the Assumed Motivation
Influences
64
Table 7: Summary of Strategies for Assessing the Assumed Organization
Influences
66
Table 8: Validity of Knowledge Influences 91
Table 9: Validity of Motivational Influences 97
Table 10: Validity of Organizational Influences 105
Table 11: Knowledge, Motivational, and Organizational Influences Validated 105
Table 12: Summary of Knowledge Influences and Recommendations 112
Table 13: Summary of Motivational Influences and Recommendations 119
Table 14: Summary of Organizational Influences and Recommendations 125
Table 15: Outcomes, Metrics, and Methods for External and Internal Outcomes 132
Table 16: Critical Behaviors, Metrics, Methods, and Timing for New Reviewers 134
Table 17: Required Drivers to Support New Reviewers’ Critical Behaviors 135
Table 18: Components of Learning for the Program 142
Table 19: Components to Measure Reactions to the Program 143

ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 9
LIST OF TABLES IN APPENDICES

Table G1: Summary of Knowledge Influences and Recommendations for the Training
and Leadership Department
177
Table G2: Summary of Motivational Influences and Recommendations for the Training
and Leadership Department
179
Table G3: Summary of Organizational Influences and Recommendations for the
Training and Leadership Department
181

ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 10
LIST OF FIGURES

Figure 1: Conceptual Framework for This Study: The Interaction of Knowledge,
Motivational, and Organizational Influences
56
Figure 2: Gap Analysis Process. Adapted from Clark and Estes (2008) 60
Figure 3: Clark and Estes (2008) with the Kirkpatrick New World Model (2016) 138

ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 11
ABSTRACT
The purpose of this project was to examine how to create and sustain a structure and an
environment that supports high levels of employee engagement, even during periods of
organizational change. Research literature was examined and a gap analysis was conducted in
order to expose what knowledge, motivational, and organizational factors contributed to high
levels of employee engagement. This promising practices study used an explanatory mixed
methods approach to first collect quantitative data through surveys before qualitative data was
collected via interviews. The survey and interview data were triangulated with past employee
engagement surveys and internal documents where possible. The data were conducted in one of
the departments, the Training and Leadership Department, at Aligned Ways. Aligned Ways is an
international transportation company who has received numerous accolades for their high levels
of employee engagement throughout the years. The results revealed the Training and Leadership
Department possessed the factors identified in the research literature as those that create a
structure and an environment that supported high levels of employee engagement. Organizations
and organizational leadership who desire to create and sustain high levels of employee
engagement will benefit from examining the knowledge, motivational, and organizational factors
found here within at their respective places of work. A comprehensive change initiative plan
incorporating evaluation and implementation components is included to provide an aligned
approach to authentically creating desired outcomes for improving current levels of employee
engagement.
Keywords: employee engagement, increased levels of engagement, organizational
change, organizational structure, organizational environment, comprehensive
change, and gap analysis
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 12
CHAPTER ONE
OVERVIEW OF THE STUDY
Introduction of the Problem of Practice
Employee engagement is a fundamental contributor to an organization’s success
(Hayward, 2010; Jensen, 2012; Woodruffe, 2006). The extent employees are able to engage
and/or are supported to engage is often correlated with the degree to which individuals commit
themselves personally and professionally to an organization (Anitha, 2014; Kahn, 1990; Simon,
2011; Tomlinson, 2010). Employee engagement, as defined by Kahn (1990), is “the harnessing
of organization members’ selves to their work roles” (p. 694). More specifically, Anitha (2014)
defined employee engagement as, “the level of commitment and involvement an employee has
towards their organization and its values” (p. 308). When employees are engaged, they are more
satisfied with their jobs, are more willing to make contributions to the organization, and tend to
be more productive (Kahn, 1990; Simon, 2011; Tomlinson, 2010). Employees’ abilities to fully
engage can be attributed to the connections they make mentally, physically, psychologically, and
emotionally to their work role(s) (Kahn, 1990).
Providing support and resources for employee engagement are some of an organization’s
greatest challenges (Bhuvanaiah & Raya, 2014). The ability to support employees effectively
entails understanding employees’ needs and what technical and adaptive organizational changes
can be made to increase their engagement (Greene, Crumbleholme, & Myerson, 2014).
Organizations who are unable or unwilling to address such needs or allocate resources to make
appropriate changes can find themselves at a disadvantage (Anitha, 2014). This disadvantage
can manifest in a negative reciprocal influence between employees and an organization, leading
to attrition, decreased productivity, and, ultimately, decreased profitability (Simon, 2011). The
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 13
manifestation of these negative reciprocal influences can directly and indirectly affect the overall
success and sustainability of both the employee and the organization (Bhuvanaiah & Raya, 2014;
Simon, 2011).
The reciprocal relationship employees and organizations have with one another
contributes to the ability of the employee to engage and of an organization to achieve goals and
succeed (Bhuvanaiah & Raya, 2014; Cullen, Edwards, Casper, & Gue, 2014; Simon, 2011). A
change (situational event) such as in a mission, leadership, or goals creates a period of
uncertainty for employees and can destabilize this relationship if the transition (psychological
process) is not managed appropriately (Bridges, 2009). The period of uncertainty employees
experience during organizational transition is a challenge to navigate for organizations that are
already struggling and/or are undergoing change (Bridges, 2009; Bordia, Hunt, Paulsen, Tourish,
& DiFonzo, 2004). The level of uncertainty employees feel during times of change and
transition can affect their ability to be satisfied in their jobs and fully engage (Elias, 2009).
Transitions can influence the level of employee engagement due to employee attitudes, their
inability to adapt, and/or the employee’s perception of organizational support (Bridges, 2009;
Bordia et al., 2004; Cullen et al., 2014; Elias, 2009). Research has indicated that addressing and
understanding employees’ perceptions and uncertainty about the change they are asked to endure
and implement is paramount to the success of the engagement level of the employees during
transition (Bridges, 2009; Cullen et al., 2014).
Examining employees’ perceptions were part of creating high levels of employee
engagement in their organization is valuable. The information learned from such an examination
sheds light on the necessary factors that contributed to high levels of employee engagement. The
factors identified afford other departments and/or organizations the opportunity to replicate such
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 14
promising practices. This study examined the promising practices of an organization in which
one of their departments managed to create a structure and an environment where high levels of
employee engagement have been sustained, which is shared in more detail below.
Background of the Problem

Employee engagement affects employees and organizations alike. Organizations
continue to acknowledge the importance of focusing their attention on the needs of the internal
stakeholder group(s) first before attempting to meet the demands of those stakeholders external
to the organization (“Increasing employee engagement,” 2015). A primary focus for those
internal to the organization is the engagement level of the employees (Bhuvanaiah & Raya,
2014). The level of engagement is one of the biggest determinants of the effectiveness,
productivity, and success of an employee and ultimately the organization (Anitha, 2014). The
following section provides a brief history of employee engagement followed by information
pertaining to the evolving focus organizations place on employee engagement.
Understanding engagement and the problems associated with low employee engagement
has increasingly become more popular in the last 60 years and now appears to be a priority
among organizations (Radda, Majidadi, & Akanno, 2015; Welch, 2011). As early as the 1960s,
Kahn and Katz’s work focused on the need to examine employee satisfaction, followed in the
1970s by the work of Csikszentmihalyi on employee flow as a way to increase employee
productivity (Radda et al., 2015). Personal engagement was seen primarily as a way to benefit
organizations until Kahn’s work brought to light how employee engagement benefits both
organizations and employees (Welch, 2011). Professor Kahn’s (1990) research examined the
relationship between individuals and the tasks in which they were asked to perform. Kahn
identified three areas that when attended to an individual is more apt to perform at their highest
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 15
level (Kahn, 1990; Welch, 2011). These three areas include when individuals find
meaningfulness in their work, when they feel safe, and when distractions are limited in nature
(“Increasing Employee Engagement, 2015; Kahn, 1990; Welch, 2011).
As Kahn’s work became more widespread in the ‘90s, so did the number of services
organizations sought to increase engagement (Welch, 2011). According to Welch (2011), in
1999, the consultancy firm, Gallup, coined the phrase “employee engagement” and, coupled with
Kahn’s work, ushered in a heightened awareness for the need to examine how employees interact
and commit to their work roles. Research from the onset indicates that when employees feel
more connected to their work they are more likely to engage with their roles by interacting with
tasks mentally, physically, psychologically, and emotionally (Kahn, 1990; Radda et al., 2015).
This level of engagement increases the likelihood that employees are not only more willing to
fully commit and/or fully contribute to their work roles, but also that employees exercise greater
loyalty to their organization decreasing job dissatisfaction and attrition rates (Jensen, 2012).
Importance of a Promising Practice Study
The promising practices of an organization that successfully sustained high levels of
employee engagement during periods of organizational change was important to examine in the
context of this problem of practice for a variety of reasons. Employee engagement is an essential
component to the success of an organization and its employees (Hayward, 2010; Jensen, 2012).
When organizations fail to accurately support employees to succeed, they are harming not only
the employees, but also their organization (Ladany, Mori, & Mehr, 2013; Toor & Ogunlana,
2009). This is especially true during periods of change (Bridges, 2009).
Low levels of employee engagement during periods of change could be the result of
various issues including but not limited to poorly implemented transitions. Poorly implemented
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 16
transitions could be the result of either having allowed previous ineffective practices to continue
during a period of change and/or from not encouraging new behaviors and practices that support
high levels of employee engagement during a period of change (Bridges, 2009). These types of
transitions leave an organization struggling to effectively support individuals ultimately leading
to unhealthy employees, poor job performance, and/or the inability to reach organizational goals,
all of which is detrimental as the failure(s) costs employees and the organization time, energy,
and resources (Aboyassin & Abood, 2013; Kaptein, 2011; Resick, Hargis, Shao, & Dust, 2013;
Tannenbaum, 1997; Zineldin and Hytter, 2012).
Organizations who struggle to support their employees often turn to outside resources
such as professional development and support services to increase employee engagement.
Collectively, organizations spend billions of dollars a year on professional development and
support services in order to positively change employees’ ability and capability to effectively and
efficiently engage and produce outcomes (Tannenbaum, 1997). However, Jensen (2012) found
that upwards of “65% of respondents are disengaged from work and 21% are toxically
disengaged, meaning they actually have a negative effect on their company and its results” (p.
45). Due to the chronic levels of low employee engagement and the amount of money spent to
reverse these levels, it was important to study the promising practices of organizations that have
high levels of employee engagement and have sustained these levels during change.
In order to increase the understanding for how to sustain high levels of employee
engagement during change it was necessary to study the promising practices of an organization
that has been consistently recognized as having high levels of employee engagement. An
organization that is recognized for having high levels of employee engagement understands that
employees who are engaged have higher self-efficacy, are more satisfied with their roles and
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 17
responsibilities, have better overall health, and exhibit more positive attitudes toward the
organization and their colleagues (Bhuvanaiah & Raya, 2014). An organization with high levels
of employee engagement also knows when their employees are engaged with their work, as the
organization acknowledges the employees are more willing to use discretionary effort to
complete tasks and assignments (Radda et al., 2015). Engaged employees contribute to the
organization’s ability to transition effectively, achieve goals, to serve end users, and to maintain
a productive work environment, as they work to increase the organization’s bottom line as well
(Bridges, 2009; Jensen, 2012). Personal and professional growth and maintaining well-being are
areas that engaged employees seek to sustain for the benefit of themselves and of the
organization so they can perform at their pinnacle (Gruman & Saks, 2011).
Studying the promising practices of an organization who had a proven record for creating
and sustaining high levels of employee engagement aided in deepening the understanding for
how employee engagement can positively affect a) how organizations increased or sustained
employee engagement even during periods of change; b) how organizations supported employee
wellbeing and professional growth; and c) how organizations benefited from increased employee
engagement and job performance (Eddy, D'Abate, Tannenbaum, Givens-Skeaton, & Robinson,
2006).
Organizational Context and Mission
Aligned Ways (a pseudonym in order to protect the organization’s anonymity) is a
transportation company located in the United States. Since its inception in the early 1900s,
Aligned Ways has grown from a small transport carrier to a large corporation now employing
over 20,000 individuals spread across 22 departments (Aligned Ways, 2016). The company
serves over 40 million customers per year throughout the United States, Canada, Costa Rico, and
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 18
Mexico (Aligned Ways, 2016). According to Aligned Way’s website, their mission statement is,
“To be the best we can be each day by providing the safest, most valuable, cost effective service
customers will appreciate” and their statement of purpose is to, “Go beyond what is required in
order to positively affect someone else.”
For almost 100 years, Aligned Ways has worked to create and sustain a positive
organizational culture of integrity, high accountability, resourcefulness, caring, and
professionalism (Aligned Ways, 2016). One of the primary stewards of the organizational
culture of Aligned Ways is their Training and Leadership Department. This department’s
primary goal is to enhance professional learning opportunities by a) sustaining a positive climate
and culture internally and b) improving overall customer experience through their professional
services offered externally. The Training and Leadership Department is part of the Operations
and Customer Service Division. This department is comprised of 33 individuals including one
director, three managers, and a team of 29 union and non-union employees ranging in age and
years of experience. Over 50% of the employees in this department have been employed with
Aligned Ways for a minimum of 10 years. The ages of the individuals working in this
department ranges from 25-75 years old. The team is comprised of over 60% women and
includes less than 10% of individuals from racially and ethnically diverse backgrounds.
Organizational Performance Goal and Current Status
This promising practice study focused on the incumbent employees in the Training and
Leadership Department at Aligned Ways. The incumbent employees were those employees who
were part of the Training and Leadership Department at Aligned Ways before the company
acquired another national transportation company similar to themselves in April of 2016. Of the
33 employees in this department, 19 are considered incumbent. Externally the employees in
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 19
the Training and Leadership Department aided the company in achieving national and
international awards for the past seven years. Internally, since 2012, the Training and
Leadership Department collected the highest scores on an IBM created employee engagement
survey administered in each of the 22 departments at Aligned Ways. The Employee Engagement
Surveys (EESs) assessed such areas as engagement, communication, growth and development,
trust and values, and supervisor effectiveness. The EESs were used to determine ways the
organization could increase the support it offered to its employees. Aligned Ways believes that
in order to have happy customers, it will need to first ensure its employees are satisfied (Aligned
Ways, 2016).
Aligned Ways’ organizational goal is to obtain an overall employee engagement score of
80% or above (with no score being less than 75%) in each of the 22 departments by 2020. As
noted in a conversation with a director, the impetus for change came ten years ago. The new
Chief Executive Officer at Aligned Ways made significant strides to address the negative
organizational climate and culture and the declining reputation of the company. The director
explained that several evaluative tools were used to a) measure how employees felt about the
company’s climate and culture, b) determine what kind of employee support was needed, c)
better understand how jobs were being performed and by whom, and d) identify gaps between
the mission, the organizational goal, and how the company was performing. Aligned Ways
studied the data gathered from these evaluative tools for several years. Upper level management
determined from the data that employee engagement was a key component to the company’s
success and would become the focus of each department and division. As a result of this
process, Aligned Ways has conducted yearly EESs to determine which departments are
sustaining their current score of 80%, which departments are incrementally increasing their score
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 20
each year above the 80% mark, and which divisions are in need of more support in order to reach
the goal of 80% or higher.
Aligned Ways as an organization has made improvements in each of the 16 categories on
the EESs; incrementally scoring higher and higher each year closing in on reaching the
organizational goal. However, out of 22 departments, the Training and Leadership Department
consistently outscored the other 21 departments on the IBM created Employee Engagement
Surveys, as evidenced by the overall scores on the EESs for the past five years. According to the
survey results, the Training and Leadership Department surpassed the expectations set forth by
Aligned Ways and is consistently scoring above 80% in almost every one of the 16 categories on
the EESs. The EESs will continue to be used for the foreseeable future in order to track
progress.
In short, the Training and Leadership Department at Aligned Ways consistently scored
higher on the Employee Engagement Surveys than either the organization as a whole or as
compared to each of the other 21 respective departments. This department is a steward for the
rest of the organization due to its ability to create and sustain high levels of employee
engagement. As such, the Training and Leadership Department’s promising practices are relied
upon for the next several years to be a model for and champion the status of the current high
levels of employee engagement as Aligned Ways acquires a smaller transportation company.
The information gathered from the Training and Leadership Department from this study will be
used to a) increase the employee engagement in the other 21 departments who were not doing as
well to begin with and b) calibrate the influx of the new employees acquired during the
acquisition.

ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 21
Description of Stakeholder Groups
There were numerous stakeholders affiliated with the Training and Leadership
Department at Aligned Ways. Three stakeholder groups affiliated with this department were the
customers, the employees (including the leaders) internal to the department, and the service
representatives who were employees external to the department whose job entails applying
various trainings and materials developed by the Training and Leadership Department. Each of
these individual groups of stakeholders worked in collaboration with one another to deliver
quality service to the customers and supported the overall organizational goal of increasing
employee engagement. The customer stakeholder group was comprised of individuals who paid
for the service Aligned Ways provides. Customers are regularly asked for their feedback
regarding their experience using Aligned Ways. This feedback informed the employees in the
Training and Leadership Department as to which areas the employees’ job performance was
meeting the needs of the customers and in which areas there was room for improvement. The
feedback determined what type of personal and/or professional development was needed for the
employee(s) to perform their job(s) more satisfactorily.
The service representatives were the second stakeholder group. Service representatives
were those employees on the front lines who lived and worked throughout the country and were
“the face” of Aligned Ways. Service representatives were employees external to headquarters.
Their primary responsibility was to ensure the proper delivery of services from the internal
employees at headquarters to Aligned Ways’ customers. The ability of the service
representatives to perform their job well was largely dependent on the effectiveness of the
materials and trainings developed and provided by the internal employees in the Training and
Leadership Department. The more information and feedback the service representatives
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 22
provided to the employees in the Training and Leadership Department, the greater the chances
the service representatives would effectively meet the needs of the customers.
The third stakeholder group was the employees internal to Aligned Ways including the
employees in the Training and Leadership Department. The employees who were internal to
Aligned Ways worked behind the scenes at headquarters and were the conduits for ensuring that
the services the organization provided met or exceeded the customer’s needs. The employees in
the Training and Leadership Department were charged with creating, developing, and innovating
products that supported those employees internal to the company in other departments and those
employees external of headquarters on the front lines who were delivering services to the
customers. Employees who voiced their thoughts, advocated for their needs, engaged with and
applied professional growth opportunities, and achieved sub goals were examples of how the
employee stakeholder group contributed to accomplishing the organizational goal.
Stakeholder Group for This Project
While a complete study would focus on all stakeholders, for practical purposes the
stakeholder group of focus in this analysis was the incumbent employees in the Training and
Leadership Department at Aligned Ways. Table 1 provides the organizational mission and
global goal directing the incumbent employees efforts as they achieve high levels of employee
engagement.
Table 1

Organizational Mission and Global Goal

Organizational Mission
To be the best we can be each day by providing the safest, most valuable,
cost effective service customers will appreciate.

Organizational Global Goal
By 2020, Aligned Ways will obtain an overall employee engagement score of 80% or above
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 23
with no score being less than 75% in each of the 22 divisions.

Purpose of the Project and Questions
The purpose of this project was to understand the knowledge and skills, motivational
factors, and organizational factors that contributed to Aligned Ways reaching the organizational
goal regarding employee engagement. This promising practice study specifically analyzed the
knowledge, motivational, and organizational assets validated by incumbent employees in the
Training and Leadership Department as contributing to what the organization did to create a
structure and environment that supports high levels of employee engagement.
As such, the questions that will guide this promising practice study are the following:
1. What knowledge, motivational, and organizational assets do the incumbent employees in
the Training and Leadership Department have that contributed to their employee
engagement score of 80% or above?
2. What solutions and recommendations in the areas of knowledge, motivational, and
organizational resources may be appropriate for increasing employee engagement in the
remaining 21 departments and for calibrating the new employees from the organization
being acquired?
Methodological Framework
The gap analysis problem-solving methodology by Clark and Estes (2008) developed to
analyze stakeholder performance against performance goals was adapted for this promising
practice research study. The adapted version of the Clark and Estes (2008) gap analysis
methodology was used to examine assets rather than causes for improvement and implemented
as the conceptual framework for this study. The methodological framework for this promising
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 24
practices study included a mixed methods approach using an explanatory sequential model. The
data collection process entailed document analysis and gathering quantitative data about the
assumed knowledge, motivational, and organizational assets through surveys before collecting
qualitative data through interviews.
Definitions
Acquisition: the purchase of one business enterprise by another
Employee engagement: the harnessing of organization members’ selves to their work roles
(Kahn, 1990)
Incumbent employees: employees who were part of the Training and Leadership Department at
Aligned Ways before the organizational acquisition of another national transportation company
began in April of 2016
Organization of the Study
This study includes five chapters organized to present a problem of practice, literature
about the problem of practice, information about the data collection process, results and findings,
and solutions and recommendations. Chapter One presented information about the organization,
the stakeholder groups affiliated with the organization, and the goals and mission of the
organization of study. The importance of the problem, the purpose of the study, and key
terminology were also provided in chapter one. Chapter Two provides a literature review on the
topic of employee engagement and includes research and theory on the knowledge, motivational,
and organizational factors that influence high levels of employee engagement. Chapter Three
provides the assumed causes and assessment of knowledge, motivational, and organizational
performance influences. The methodology including the recruitment of participants and the data
collection process are also included in Chapter Three. Chapter Four provides results and
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 25
findings for each of the respective knowledge, motivational, and organizational influences.
Lastly, Chapter Five provides recommendations and solutions including an implementation and
evaluation plan with support and accountability measures to ensure change is authentic and
institutionalized.

ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 26
CHAPTER TWO
LITERATURE REVIEW
Chapter Two includes a review of literature examining various influences that created
and sustained high levels of employee engagement during periods of organizational change. This
chapter will introduce the conceptual framework, using Clark and Estes’ (2008) gap analysis
approach. It will then frame the literature outlining identified influences that contributed to
employee engagement. The identified influences will be intentionally divided into three areas:
knowledge, motivational, and organizational factors.
The Clark and Estes (2008) Gap Analysis Conceptual Framework
The Clark and Estes (2008) gap analysis approach offers a frame to organize how to
increase performance by learning to identify gaps and apply results from performance research to
performance issues (Clark & Estes, 2008). This systematic, comprehensive problem-solving
approach affords organizations the ability to examine their current level of stakeholder
performance against their performance goal(s). The difference between the current level of
performance and the performance goal(s) is known as a performance issue or performance
gap(s). According to Clark and Estes (2008), “three critical ingredients influence all work
performance- our knowledge, our motivation, and the organizational environment where we
work” (p. xii). Clark and Estes (2008) encourage organizations to analyze performance by using
research to better understand which knowledge, motivational, and organizational factors
contribute negatively or positively to performance. Once knowledge, motivational, and
organizational factors are identified and researched, organizations could then measure the impact
of each factor’s status and progress in relation to the performance goal(s). Simultaneously
examining knowledge, motivational, and organizational factors independently and in conjunction
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 27
with one another optimizes aligned goal achievement, increased stakeholder performance, and
improved organizational outcomes (Clark & Estes, 2008).
For the purposes of this study, the Clark and Estes (2008) gap analysis problem-solving
methodology was adapted for a promising practice research study. The adapted version of the
Clark and Estes (2008) gap analysis problem-solving methodology was used to examine assets
rather than causes for improvement. Instead of determining gaps in performance, this study
included the examination of assumed knowledge, motivational, and organizational assets that led
to high levels of employee engagement.
Stakeholder Performance Influences
The following sections address the knowledge, motivational, and organizational
influences that contributed to the high levels of employee engagement. Each of the sections
below includes: a) general research specific to the respective knowledge, motivational, and
organizational factors associated with employee engagement; b) information specific to the
identified knowledge, motivational, and organizational influences known to contribute to high
levels of employee engagement; and c) a table to serve as a visual organizer for the various
knowledge, motivational, and organizational influences and the research. The respective work of
Buckingham and Coffman (1999) and Drexler and Sibbet (2016) supplemented the Clark and
Estes (2008) gap analysis conceptual framework. Drexler and Sibbet (2016) affords the reader
the opportunity to further examine the knowledge influences using four stages of a team
performance model known to increase employee engagement. Buckingham and Coffman (1999)
further define employee engagement as it related to organizational influences.
Knowledge and Skills
According to research, employees benefited from knowledge that afforded them the
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 28
ability to successfully engage with their jobs (Aguinis & Kraiger, 2009; Grossman & Salas,
2011; Kuvaas & Dysvik, 2010; Lancaster & Milia, 2014). It is an assumed expectation that for
employees to be successful, they needed to acquire and apply knowledge and skills about their
abilities, their jobs, and the organization in which they work effectively (Lancaster & Milia,
2014). Part of analyzing performance problems in an organization included examining what
knowledge and skills employees currently possessed and comparing this information to the
amount of knowledge they needed to possess in order to perform at their optimal level (Rueda,
2011). Determining whether or not employees possessed the knowledge and skills that enabled
them to perform their job and achieve goals is essential (Clark & Estes, 2008). Identifying the
breadth and depth of an employee’s knowledge and skill sets provided information for how
successful the employee was likely to be at performing their job responsibilities and to achieving
goals (Clark & Estes, 2008).
The ability to possess and accurately apply knowledge and skills successfully contributed
to the overall engagement level of the employee benefitting both teams and the individual
personally and professionally (Grossman & Salas, 2011). Research found employee engagement
increased when employees possessed knowledge and skills that allowed them to appropriately
transfer their skill sets to problem solve and/or perform their job responsibilities (Alexander,
Schallert, & Reynolds, 2009; Aguinis & Kraiger, 2009; Carpenter, 2012; Clark & Estes, 2008;
“How to generate,” 2008; Grossman & Salas, 2011; Mayer, 2011; Simon, 2011). The possession
of knowledge necessary for employees to engage with their job(s) included “how to” information
such as how to problem solve and how to meet performance expectations (Clark & Estes, 2008).
Employees also needed to possess “what” knowledge, which is knowledge needed to engage
with their job responsibilities. Knowledge such as this included the ability to articulate facts
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 29
about their job and/or the organization such as what the mission and goals were as well as
describing personal job role(s) and terms associated with those roles (Aguinis & Kraiger, 2009).
The ability of employees to possess and apply knowledge about their jobs at will increased their
ability to perform, contribute, and to achieve goals (Drexler & Sibbet, 2009).
Knowledge influences. The types of knowledge employees possessed could be
categorized into four types: factual knowledge, conceptual knowledge, procedural knowledge,
and metacognitive knowledge (Krathwohl, 2002; Rueda, 2011). Each of the four types of
knowledge dimensions contributed to the overall understanding of the type of knowledge
employees needed to achieve the organizational goal of employee engagement. It was important
to note that declarative knowledge was comprised of factual and conceptual knowledge. Factual
knowledge, the first type of knowledge dimension under the umbrella of declarative knowledge,
was considered to be “right there” or basic information, meaning it is easily accessible through
modes such as cognitive recall or a quick search (Krathwohl, 2002). The second type of
knowledge dimension under the umbrella of declarative knowledge was conceptual knowledge.
Conceptual knowledge was the understanding of how to “read between the lines” to make
meaning. In other words, conceptual knowledge was about the relationship between two or more
pieces of information through using prior knowledge, or previously learned information
(Krathwohl, 2002; Rueda, 2011). The combination of both factual knowledge and conceptual
knowledge, also known as declarative knowledge, aided in helping individuals to process input
and produce output.
Employees know their organization’s goal and how their job contributes to achieving
the organization’s global goal (Declarative). To be successful, employees needed to have the
necessary knowledge to perform their job while knowing how their job contributed to the
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 30
organization and the organizational goal(s) (Anitha, 2014; Drexler & Sibbet, 2009; Krathwohl,
2002; Rueda, 2011). When employees possessed knowledge about their organization’s goals and
how their specific job contributed to achieving organizational goals they developed a clearer
understanding of what they were doing and why they were doing it (Grossman & Salas, 2011).
Understanding how a job contributed to goals was like having a road paving the way to a
destination. Without this knowledge, employees could become uncertain as to how to contribute
to achieving goal(s) and possibly lose their direction (Bolman & Deal, 1994; Clark & Estes,
2008).
Employees know how their performance measures up to supervisor’s expectations
(Declarative). For employees to acquire this type of knowledge, they needed to understand how
the leadership’s expectations were measured against their performance. Knowing how they
would be measured and in what areas was important to employees and teams striving to
contribute to and achieve organizational goals (Drexler & Sibbet, 2009). Understanding how
performance measurement tools and expectations would be used prior to evaluation aided in
increasing overall employee effectiveness. Additionally, having the knowledge of whether
employees were being measured against their own progress or if they were being measured
against their colleagues’ contributed to performance outcomes (Corts, 2007).
Employees know their job role(s) (Declarative). The knowledge an employee possessed
about their job role translated into their ability to be an effective performer and contributor
(Aguinis & Kraiger, 2009). Execution of job responsibilities was more likely to be accomplished
when job roles were established and clearly defined. Defining job role(s) equipped employees
with knowledge about what their job entailed ensuring they were better able to successfully
engage with and complete their job responsibilities contributing to the success of the
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 31
organization (Gruman & Saks, 2011). Having defined job roles also increased the employee’s
understanding about their colleagues’ responsibilities, how assignments were prioritized to
accomplish work, and how bandwidth for projects was determined so that goals could be
achieved (Drexler & Sibbet, 2009). When employees possessed knowledge about their job role,
their level of engagement increased due to their ability to focus effort and cognition (Lancaster &
Milia, 2014).
Procedural knowledge was the third knowledge type. Procedural knowledge pertained to
the knowledge an employee possessed about how to perform a skill or a task (Krathwohl, 2002;
Rueda, 2011).
Employees know what they need to do to meet performance expectations (Procedural).
According to Drexler and Sibbet (2009), it was essential for employees to comprehend how well
they were performing and meeting expectations. Understanding current levels of performance
contributed to an employees’ ability to discern the productivity and effectiveness of their
knowledge and skills in relation to expectations. According to Anitha (2014), having the
knowledge for what behaviors and/or actions needed to change in order to increase performance
provided the employee with the necessary information for being able to meet expectations. The
awareness an employee had for what they needed to do to meet expectations was largely
dependent on their ability to acquire and apply knowledge about the organization and their job
effectively (Eddy et al., 2006).
Lastly, metacognitive knowledge referred to an individual’s ability to reflect on the
process he or she used to learn and on his or her own level of cognition (Krathwohl, 2002;
Mayer, 2011; Rueda, 2011). This type of knowledge led individuals to reflect upon and become
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 32
aware of what they knew and how they knew it as well as what they did not know and the
process they took to acquire this information (Mayer, 2011; Rueda, 2011).
Employees know what their strengths and areas of improvement are (Metacognitive).
Having the ability as an employee to reflect on the knowledge, skills, and learning processes he
or she possessed that helps him or her to achieve was an important aspect to the employee
engaging with their work and in reaching goals (Baker, 2006; Simon, 2011). Using
metacognition helped employees reflect upon their abilities in order to gain personal insight
about their level of engagement and about their knowledge and skills related to their job(s).
Reflecting upon a) themselves as an employee; b) the strengths they possessed which helps them
to engage in their job responsibilities; and c) the knowledge and skills they lack that hindered
them from being able to engage with their work led to a greater understanding of their abilities
(Baker, 2006; Rueda, 2011). Understanding what one’s strengths were in order to capitalize on
them allowed employees the freedom to make connections between work and life as they sought
ways to deepen their understanding of self (Anitha, 2014). Anitha (2014) noted that this type of
knowledge led to increased cognitive awareness, job satisfaction, and increased overall
engagement at work (Anitha, 2014).
Identifying one’s own areas of improvement by using metacognition provided the
employee with the ability to take responsibility and monitor his or her own learning and behavior
as it related to personal performance gaps (“How to generate,” 2008). The more the employee
was able to distinguish for themselves their areas of improvement, the more apt they were to
determine ways of problem solving for how to overcome their gaps (Simon, 2011). Employees
who were able to monitor their own skill levels were more engaged with their jobs, as they had a
better understanding for how they contributed to the work, were able to transfer learning, and
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 33
implemented their knowledge and/or sought new opportunities to acquire knowledge to apply to
their respective jobs (Anitha, 2014; Grossman & Salas, 2011).
Employees know how the learning and development opportunities provided by their
organization are related to their growth and development (Metacognitive). Engaged employees
used metacognitive processes to deepen the understanding of the relationship between how the
learning and development opportunities they attended were linked to their personal growth and
development (Simon, 2011). The content of a professional learning opportunity needed to
provide the employee with a chance to make connections to their job by layering their
understanding for how they would interact with their job and achieve goals (Drexler & Sibbet,
2009). Employees benefited from making meaningful connections between the work they did
and their personal growth and development (Anitha, 2014). This is especially true when
employees were able to use metacognitive skills to determine their own needs and advocate for
their own growth and development (Anitha, 2014). Using metacognitive knowledge strategies
before, during, and after learning and development opportunities to commit information into
long-term storage increased the level of employee engagement (Grossman & Salas, 2011).
Research indicated the ability of an employee to fill performance gaps by aligning the knowledge
they had about themselves and their needs with the learning and development opportunities
provided by the organization increased productivity, personal satisfaction, job satisfaction, and
employee engagement (Anitha, 2014; Tomlinson, 2010). The notion of the employee becoming
an expert on how their personal growth and development could be fulfilled through the learning
and development opportunities provided by the organization was not only plausible, but also
necessary (Aguinis & Kraiger, 2009; Clark & Estes, 2008).
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 34
Table 2 below provides a summary of assumed knowledge and skill influences that were
known to create high levels of employee engagement. The influences were used to gain insight
about the knowledge the employees in the Training and Leadership Department at Aligned Ways
possessed.
Table 2

Summary of Assumed Knowledge Influences and Their Accompanying Literature and
Theory on Employee Engagement

Assumed Assets of
Successful Employee Engagement

General Literature Learning and
Motivation Theory
Knowledge
(Declarative)

Employees know their
organization’s goal and
how their job contributes
to achieving the
organization’s global
goal.

(Anitha, 2014;
Drexler & Sibbet,
2009; Grossman &
Salas, 2011)
(Bolman & Deal,
1994; Clark &
Estes, 2008;
Krathwohl, 2002)
Knowledge
(Declarative)

Employees know how
their performance
measures up to
supervisor’s expectations.

(Corts, 2007; Drexler
& Sibbet, 2009)
(Bolman & Deal,
1994; Clark &
Estes, 2008;
Krathwohl, 2002)

Knowledge
(Declarative)

Employees know their job
role(s).

(Drexler & Sibbet,
2009; Gruman &
Saks, 2011;
Lancaster & Milia,
2014)
(Aguinis &
Kraiger, 2009;
Bolman & Deal,
1994; Clark &
Estes, 2008;
Krathwohl, 2002)

Knowledge
(Procedural)
Employees know what
they need to do to meet
performance expectations.

(Anitha, 2014;
Drexler & Sibbet,
2009; Eddy,
D’Abate,
Tannenbaum,
Givens-Skeaton &
Robinson, 2006)
(Bolman & Deal,
1994; Clark &
Estes, 2008;
Krathwohl, 2002)

Knowledge
(Metacognitive)

Employees know what
their strengths and areas
of improvement are.
(Anitha, 2014;
Grossman & Salas,
2011; “How to
(Aguinis & Kraiger,
2009; Baker, 2006;
Bolman & Deal,
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 35

generate,” 2008;
Simon, 2011)
1994; Clark & Estes,
2008; Rueda, 2011)

Knowledge
(Metacognitive)

Employees know how the
learning and development
opportunities provided by
their organization are
related to their growth and
development.

(Anitha, 2014;
Drexler & Sibbet,
2009; Grossman &
Salas, 2011; Simon,
2011; Tomlinson,
2010)
(Aguinis & Kraiger,
2009; Bolman &
Deal, 1994; Clark &
Estes, 2008;
Krathwohl, 2002)

Motivation
Motivation was what drives individuals to engage from the onset of a task through when
the desired outcome is reached (Mayer, 2011). Research suggested that engaged employees
were motivated to perform at high levels to achieve personal and organizational goals by actively
choosing to involve themselves, persisting throughout, and expending the necessary mental
effort to succeed (Anitha, 2014; Clark & Estes, 2008; Grossman & Salas, 2011; Mayer, 2011;
Rueda, 2011). Understanding how motivational influences and constructs contributed to a
performance problem was essential when determining what needs or issues the organization
should be addressing to increase performance outcomes, productivity, and employee engagement
(Rueda, 2011). Motivation was the second component of the three-pronged knowledge,
motivation, and organizational approach used when evaluating performance problems and their
solutions (Clark & Estes, 2008).
Choice, persistence, and mental effort were observable motivational factors independent
of one another and intertwined with one another combining as various psychological constructs
(Pintrich, 2003). While there were numerous motivational theories and constructs, this study
will focus on three specific motivational theories (self-efficacy theory, expectancy value theory,
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 36
and emotions and affect) and the various assumed influences associated with each of these
respective theories.
Self-efficacy theory. The self-efficacy theory was at the core of the social cognitive
theory, which focused on the belief that individuals play an active role in creating their lives
(Bandura, 2000; Pajares, 2006). Self-efficacy, what one perceives about their capabilities of
accomplishing a desired outcome, was rooted in both a personal and social construct (Pajares,
2006). Both the personal and social constructs contributed to the individual’s belief about what
they believed their own capabilities were and what they believed others thought of their abilities
(Pintrich, 2003). Individuals developed their own self-efficacy and were therefore motivated
primarily through the evaluation of their own experiences (in addition to observing others
performance on the same task), through social persuasions, and through emotional and
psychological personal reactions (Pajares, 2006). Each of the aforementioned affects an
individual’s perception of their ability in a positive or negative way, which in turn either
inhibited or prohibited their motivation to take action (Bandura, 2000).
Research indicated that self-efficacy aided in motivating employees to believe their
capabilities effectively contributed to successfully achieving goals (Clark & Estes, 2008; Rueda,
2011). When employees were not efficacious about their capabilities, they were more inclined to
become demotivated and disengaged with their work (Rueda, 2011).
Employees are confident in their ability to complete their job responsibilities and
achieve goals (Self-Efficacy). Personal and collective efficacious beliefs contributed largely to
whether an individual or group would become motivated to engage with and persist with a task
or project at work in order to reach a goal (Pajares, 2006). Engagement related to self-efficacy
referred to the extent employees believe they were capable and/or able to contribute, which
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 37
affected their level of involvement (Hayward, 2010; Jensen, 2012; Pajares, 2006). Employees
became more confident to engage with and persist in their job responsibilities collaboratively
and/or autonomously when they believed they had the necessary abilities to perform the job and
reach the goal(s) (Bandura, 2000; Hayward, 2010; Singh, 2016; Ünal & Turgut, 2015;
Woodruffe, 2016). Employees struggled to develop self-efficacy when they did not believe they
possessed the capabilities and abilities to engage with or persist. Often low self-efficacy was as
a result of having perceived or preconceived pessimistic or negative thoughts about one’s
abilities or capabilities (Pajares, 2006; Pintrich, 2008).
Expectancy value theory. Individuals increased their performance when they valued
themselves, the work they did, and the organization in which they worked (Eccles, 2006). Two
key elements associated with this motivational theory were whether individuals believed they
would successfully be able to engage with and accomplish anticipated outcomes, which was
expectancy, and whether they wanted to do the task, which related to value (Eccles, 2006).
Expectancy could be measured by the amount of confidence an individual exuded about his or
her own ability and capability to achieve the desired goal (Clark & Estes, 2008). Value spoke to
the amount of importance an individual associated with any given task (Rueda, 2011).
There were four dimensions, or constructs, of value including attainment, intrinsic,
utility, and cost (Eccles, 2006; Rueda, 2011). Attainment value was associated with the extent a
task was correlated with how one sees him- or herself, while intrinsic value referred to the
pleasure one believed they would experience while engaging with a task (Eccles, 2006; Rueda,
2011). Utility value was how well the task aligned with an individual’s goals or fulfillment of
desires such as rewards, and cost value pertained to the amount he or she would need to expend
to be associated with the task (Eccles, 2006; Rueda, 2011). When an employee expects his or
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 38
her contribution would increase the success rate of achieving a goal, the attainment value would
rise which increased the intrinsic value motivating an employee to expend the necessary energy
and time it took to achieve a positive outcome.
Employees feel that the work they do is important to their department and/or
organization (Value). An individual’s level of engagement was dependent upon the value they
assign and/or they believed their colleagues placed on them being associated with the task at
hand and/or the department (Eccles, 2006). An employee’s belief about how they were seen,
whether it be as an asset or a hindrance to a task, a project, the department and/or the
organization, affected their performance. An employee’s level of engagement could increase or
decrease depending on the degree they felt their department and/or the organization valued their
work and/or their job (Buckingham & Coffman, 1999; Jensen, 2012). Employees were
motivated by the belief that others were relying on them to successfully fulfill their job role(s) in
order to contribute to the common greater good for the department and/or organization (Singh,
2016; Welch, 2011).
Employees believe that they matter, as a person, to others at work (Value). An
employee was more inclined to engage with and persist with tasks until completion when they
felt their department and/or the organization valued them not only as an employee, but also as a
person (Buckingham & Coffman, 1999; Jensen, 2012). When individuals felt personally valued
they were more likely to contribute their entire self to invest in their work, in their colleagues,
and in the organization (Arnold & Dupré, 2012; Kahn, 1990). Employees came to believe that
they were relied upon in more meaningful ways other than simply completing their job
responsibilities. This belief led to employees feeling as though they were a good fit personally
for the organization and as a result they became more committed to the organization and its
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 39
success (Ünal & Turgut, 2015). If this investment does not occur, employees were more likely
to feel ineffective in their jobs, feel less connected, and were less likely to remain at the
organization (Clark & Estes, 2008).
Employees believe that the performance assessment and recognition processes are fair
(Value). Employees were intrinsically motivated to engage while at work when they believed
the processes implored by the organization were just (Anitha, 2014). Performance assessments
were considered fair when they were aligned with goals and expectations and were made
available to the employee (Rueda, 2011). To increase the employees’ perceptions of the fairness
of the assessments, the assessments would be used on a consistent basis and performed equally
among the employees (Maertz, Griffeth, Campbell, & Allen, 2007; Zhong, Wayne, & Liden,
2016). Similarly, how the employee felt about how they were acknowledged for their efforts
contributed heavily to the ability of the employee to succeed and for the organization to benefit
from the employee’s performance (Jensen, 2012). Employees who recognized or perceived
discrepancies among themselves and their colleagues for how they were recognized for their
work came to devalue the recognition or dismiss it altogether (Maertz et al., 2007; Zhong et al.,
2016).
Employees believe that their feedback matters (Value). The perception employee’s held
about their ability to influence their organization determined the level in which an employee
engaged with their organization (Zhong et al., 2016). Engaged employees were more likely to
share feedback than their disengaged colleagues, as they believed that their opinion mattered
(Jensen, 2012; Ünal & Turgut, 2015). Not only did employees want to believe that they were
able to share their thoughts and opinions, but they also wanted to feel that their feedback had
been heard and valued (Maertz et al., 2007). When an employee believed that they were not able
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 40
to contribute their perspectives and had evidence of how their feedback might have led to
change, the employee refrained from sharing and slowly began to cut him or herself off from
investing further in the company.
Employees attribute their engagement in their work to the nature of the work, the
environment, and their own initiative (Value). Research shows that employees who were fully
engaged showed higher levels of interest in making contributions for personal and organizational
gain (Radda et al., 2015; Ünal & Turgut, 2015). On a personal level, engaged employees were
intrinsically motivated, as they valued the inherent satisfaction they found while taking the
initiative to engage with their work (Singh, 2016). Professionally, individuals who valued the
working environment and culture were more inclined to engage positively with tasks and their
colleagues toward achieving organizational goals (Ünal & Turgut, 2015). Engaged employees
also exhibited feelings of loyalty toward their company when the working environment and
nature of the work reflected the values that aligned with his or her individual values (Bhuvanaiah
& Raya, 2014; Welch, 2011).
Emotions. The ability of individuals to maintain a positive affect (how one feels overall)
as they experienced a gamut of positive and negative emotions (situational feelings) throughout
their workday was imperative to maximizing their effectiveness and productivity (Clark & Estes,
2008). Emotions could increase or decrease how effective an individual was at interacting with
and navigating his or her environment and workload (Pekrun, 2011). Emotions could also affect
the ability of an individual from learning new material or recalling and transferring previously
learned material decreasing productivity (Pekrun, 2011). The response an emotion triggered in
the body could provide the brain with information that would either motivate or demotivate the
individual to respond (Lord, Klimoski, & Kanfer, 2002). Likewise, the brain could also send
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 41
perceived responses of stimuli to the body that produce emotions that could either prohibit or
inhibit an individual to act (Lord et al., 2002). For example, a response an individual felt in
relation to the dissonance between tasks he or she understood cognitively and the emotions the
task provoked is known as an epistemic emotion (Pekrun, 2011). Epistemic emotions were
associated with emotions such as anxiety, frustration, and confusion and could be demotivating
preventing or delaying an individual from engaging with a task due to the emotions the task
brought up for them (Pekrun, 2011). When emotions positively affected an individual, he or she
would become more motivated to respond by engaging, while emotions that had a negative
impact elicited a form of withdrawal and resulted in retrieval-induced forgetting and/or the
ability to problem solve and engage (Pekrun, 2011).
Employees feel positive or epistemic emotions in the work environment (Emotions).
The research indicated engaged employees consistently felt self-motivated and positive about
their jobs due to the emotional connection they made with their work (Lord et al., 2002; Radda et
al., 2015). Engagement in this sense specifically referred to how employees felt as they worked
to complete their job responsibilities throughout the day and how they felt overall as they
interacted with their workplace environment and those around them (Bhuvanaiah & Raya, 2014;
Radda et al., 2015). The overall affect and epistemic emotions employees’ verbally and
nonverbally expressed about tasks, assignments, and job responsibilities were a strong indicator
of an employee’s overall level of engagement (Lord et al., 2002). The motivation to perform and
complete tasks was often influenced by the type of emotion the employee felt about work and
their leader (Zineldin & Hytter, 2012). When employees felt generally positive and experienced
minimal negative emotions toward their job and/or their organization they were more willing to
engage personally and professionally with their job roles and showed loyalty toward the
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 42
organization (Bhuvanaiah & Raya, 2014; Radda et al., 2015; Ünal & Turgut, 2015). In this type
of environment, employees felt motivated and empowered to take risks and challenge themselves
(Ünal & Turgut, 2015).
Table 3 below provides a summary of assumed motivational influences focused on self-
efficacy, value, and emotions that were known to create high levels of employee engagement.
These influences were used to gain insight about motivation the employees in the Training and
Leadership Department at Aligned Ways possessed.
Table 3

Summary of Assumed Motivational Influences and Their Accompanying Literature and Theory
on Employee Engagement

Assumed Assets of
Successful Employee Engagement

General Literature

Learning and
Motivation Theory

Motivational
(Self-efficacy)

Employees are
confident in their
ability to complete
their job
responsibilities and
achieve goals.
(Hayward, 2010;
Jensen, 2012;
Pintrich, 2003; Singh,
2016; Ünal & Turgut,
2015; Woodruffe,
2016)

(Bandura, 2000; Clark
& Estes, 2008; Kahn,
1990; Pajares, 2006;
Rueda, 2011)
Motivational
(Value)

Employees feel that
the work they do is
important to their
department and/or
organization.

(Buckingham &
Coffman, 1999;
Eccles, 2006; Jensen,
2012; Singh, 2016;
Welch, 2011)
(Clark & Estes, 2008;
Kahn, 1990; Rueda,
2011)
Motivational
(Value)

Employees believe
that they matter, as a
person, to others at
work.

(Arnold & Dupré,
2012; Buckingham &
Coffman, 1999;
Jensen, 2012; Ünal &
Turgut, 2015)

(Clark & Estes, 2008;
Kahn, 1990; Rueda,
2011)
Motivational
(Value)

Employees believe
that the performance
assessment and
recognition processes
(Anitha, 2014;
Jensen, 2012; Maertz,
Griffeth, Campbell,
& Allen, 2007;
(Clark & Estes, 2008;
Kahn, 1990; Rueda,
2011)
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 43
are fair.

Zhong, Wayne, &
Liden, 2016)

Motivational
(Value)

Employees believe
that their feedback
matters.

(Jensen, 2012; Ünal
& Turgut, 2015;
Maertz, Griffeth,
Campbell, & Allen,
2007; Zhong, Wayne,
& Liden, 2016)

(Clark & Estes, 2008;
Kahn, 1990; Rueda,
2011)
Motivational
(Value)

Employees attribute
their engagement in
their work to the
nature of the work, the
environment, and their
own initiative.

(Bhuvanaiah & Raya,
2014; Radda,
Majidadi, & Akanno,
2015; Singh, 2016;
Ünal & Turgut, 2015;
Welch, 2011)
(Clark & Estes, 2008;
Kahn, 1990; Rueda,
2011)
Motivational
(Emotions)

Employees feel
positive or epistemic
emotions in the work
environment.
(Bhuvanaiah & Raya,
2014; Lord,
Klimoski, & Kanfer,
2002; Pekrun, 2011;
Radda, Majidadi, &
Akanno, 2015; Ünal
& Turgut, 2015;
Zineldin & Hytter,
2012)

(Clark & Estes, 2008;
Kahn, 1990; Rueda,
2011)

Organization
Research informed us that it was the ability of the organization to support employees
through aligned climate, culture, resources, and work processes, that contributed to the
sustainability and success of an organization (Clark & Estes, 2008). Employees acquired
information directly and indirectly while at work through their peers, supervisors, and the types
of training opportunities they were encouraged and/or expected to attend (Vanthournout,
Noyens, Gijbels, & Van den Bossche, 2014). Examining the social and organizational systems
as they applied to employees individually and collectively was imperative to understanding the
climate and culture at a company (Denison, 1996). How well the leader personified verbally and
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 44
nonverbally the culture was as important to the organization’s success as how well the employee
internalized and applied the information received from the organization (Kuvaas & Dysvik,
2010). The degree, to which the work processes and resources were aligned helping to create the
climate and culture, were dictated by how effectively the organization and its leaders understood,
conveyed, and adhered to the established organizational norms (Bolman & Deal, 1997).
To heighten alignment between messages conveyed and messages received regarding
work processes and material resources, organizations and leaders used the culture to
communicate expectations to employees (Clark & Estes, 2008; Piersol, 2007). The leader had
the ability to impart through modeling and by regulating the settings where behavior was
displayed what was or was not tolerated by the organization (Resick et al., 2013). Eddy et al.
(2006) indicated employees’ learned how to perform their job responsibilities and about the
organization primarily through various informal, on-going learning opportunities on the job as
they interacted throughout their day with colleagues and supervisors. Through these interactions,
employees learned to orient themselves and newly acquired information with their job, the
organization, and their colleagues (Drexler & Sibbet, 2009). The orientation of information from
formal and informal learning opportunities afforded employees the ability to gain knowledge
increasing individual and team performance (Aguinis & Kraiger, 2009; Drexler & Sibbet, 2009).
Supporting the employees with aligned processes and resources empowered employees to
successfully engage with and complete their jobs increasing empowerment and productivity
(Clark & Estes, 2008; Gruman & Saks, 2011). When the organization was no longer internally
aligned, performance problems ensued that needed to be examined using organizational factors
to decrease or alleviate performance gaps (Clark & Estes, 2008).
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 45
The organizational factors accompanied by the knowledge and motivational factors, are
the third and final prong of the Clark and Estes three-pronged gap analysis approach (Clark &
Estes, 2008). The factors associated with the organizational component were centered on work
processes and material resources that helped create and define culture. The values organizations
placed on work processes and material resources the employees were exposed to consistently
were what was learned and ultimately became normalized, which created the culture of an
organization (Erez & Gati, 2004). These organizational influences associated with culture would
enhance or inhibit the ability of the employee(s) from performing at their optimal level. This
would be true even when the employee possessed the necessary knowledge, skills, and
motivation to succeed at their job in order benefit the organization by reaching the organizational
goal (Clark & Estes, 2008). Examining barriers that led to performance gaps through the lens of
organizational influences enabled organizations to better determine the necessary work processes
and material resources needed for their employees to successfully engage with and complete
their job (Clark & Estes, 2008). Identifying the needs of the employees allowed organizations to
gain a better understanding as to how the barriers were affecting the company in terms of
productivity, profitability, retention or customer satisfaction outcomes (Buckingham & Coffman,
1999).
Cultural models and cultural settings. According to Schein (2010), culture was
defined as a “pattern of shared basic assumptions learned by a group as it solved its problems of
external adaptation and internal integration” (p. 18). The culture of an organization was,
therefore, the product of the intangible and tangible environment and behavior that leaders and
organizations modeled and allowed to exist (Erez & Gati, 2004). Culture included both the
patterning and integration of a) cultural models and b) cultural settings (Schein, 2010). The
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 46
cultural models were the overt and subliminal expression of understandings (that came to be
norms) about the organization leaders exuded and directly and indirectly encouraged employees
to emulate (Gallimore & Goldenberg, 2001). Cultural models were learned through the
processing of overt and subtle encouragement leaders and organizations reinforced through
messages employees were exposed to and experienced that was beyond simple imitation
(Bandura, 2005). The repertoire of information was what built schema for how employees
thought and felt about the organization in which they worked (Kuvaas & Dysvik, 2010).
Cultural settings, on the other hand, were the way in which the organization operated when
individuals came together to accomplish normative tasks (Gallimore & Goldenberg, 2001).
Cultural settings included a range of resources such as the context where employees interacted
with the policies, procedures, and processes leaders and organizations established for how
employees were to accomplish achieving organizational goals (Gallimore & Goldenberg, 2001).
According to Buckingham and Coffman (1999), the links between productivity and business
outcomes increased when employees had limited if any organizational barriers preventing them
from performing.
Cultural model: support. The support leadership and organizations provided increased
or decreased the extent to which employees contributed individually to their job and ultimately
the organization (Buckingham & Coffman, 1999). The leader’s ability to model inclusivity and
collaboration provided the perception of how willing they were to support their employees
(Simon, 2011). Organizations and leaders benefited from an inclusive, supportive environment
that encouraged collaboration (Radda et al., 2015). Individuals prospered in an environment that
supported employees’ desires to work together and encouraged employees to request help when
needed (Woodruffe, 2006). Providing opportunities for employees to be supported individually
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 47
and collectively afforded employees the ability to determine what they were able and willing to
give to their jobs and the organization (Buckingham & Coffman, 1999).
There is a culture of support and collaboration among the employees (Cultural Model).
Employees who were encouraged in a workplace environment to support one another through
collaboration and inclusivity were more engaged and productive (Radda et al., 2015). The
perception individuals such as leaders held about the ability and/or impact of an employee
affected the performance of the individual and of the team (Singh, 2016). Radda et al. (2015)
noted, “Cooperative and supportive co-workers will drive up the level of engagement of an
employee” (p.19). Organizations could increase employee engagement by supporting their
leaders to effectively and consistently support the employees (Hayward, 2010). Therefore, it was
imperative organizations and leaders provided an environment for employees in which they were
able to interact consistently and were given time and space to serve as a point of support for one
another. Aligning resources and processes that supported desired outcomes in this area was one
of the most effective ways to increase employee engagement (Sarros, Cooper, & Santora, 2008).
Cultural model: trust. For employees to exceed it was essential the organization make
them feel as though they were valued and could be trusted to do their jobs and do their jobs well
(Buckingham & Coffman, 1999; Woodruffe, 2006). Trust was not something that was simply
earned, as great leaders understood that employees thrived in conditions where the organization
expected and believed they would get the best from the employee as opposed to assuming the
worst of them (Buckingham & Coffman, 1999). According to Hayward (2010), leaders
benefited from being transparent and telling the truth, even when it was difficult to do, as
employees came to rely on the consistency in which they were informed about their jobs and/or
organization.
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 48
The organization demonstrates its trustworthiness by modeling transparency and
inclusion (Cultural Model). Employees became more engaged when the organization was
viewed as trustworthy. Research showed that trust increased when employees were exposed to
and experienced positive modeling from their leaders (Radda et al., 2015). When information
from organizations and leaders was aligned, calibrated, and communicated effectively, they
created an atmosphere of transparency and believability (Simon, 2011). Organizations conveyed
the degree in which they could be trusted and trusted their employees by communicating
consistent, relevant, transparent messaging (Hayward, 2010). If an organization was skeptical of
their employee(s), the organization struggled to provide an environment that was transparent and
inclusive, as energy and time would be spent gathering evidence to prove their suspicions about
the employee(s) (Buckingham & Coffman, 1999). Organizations who trusted their employees
were more likely to have higher levels of employee engagement and autonomy, as employees
were more apt to interact consistently with their jobs and the organization showing loyalty over
longer periods of time (Woodruffe, 2006).
Cultural setting: feedback. Providing consistent, specific, individual feedback affords
employees the opportunity to enhance their job performance (Woodruffe, 2006). The feedback
provided by the leader either informally or formally afforded the opportunity for the employee to
learn and grow becoming a contributor to the team and the organization (Shute, 2008). Feedback
was a valuable resource for understanding how to perform job tasks better on a transactional
level and for deepening skill sets for how to perform job responsibilities on a transformational
level (Schaufeli & Bakker, 2004). Providing specific, timely feedback contributed to employees
understanding what was expected from them at work (Buckingham & Coffman, 1999).
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 49
Employees receive timely, consistent, specific feedback, which contributes to their ability
to succeed in their roles (Cultural Setting). Authentic feedback informing the employee of areas
of improvement increased engagement (Radda et al., 2015). When employees were provided
opportunities to understand how they were performing and the ways in which they were meeting
organizational expectations, it increased their performance, as they knew what was expected of
them (Shute, 2008). The organization and leader who aided the employee with understanding his
or her own best preferred self increased the ability of the employee to perform his or her current
skill set while seeking to enhance how to deepen their skills leading to overall higher
discretionary efforts to engage (Shuck, Rocco, & Albornoz, 2011). Once employees understood
how to move beyond their current skill set they naturally engaged on a deeper level and were
more likely to achieve goals (Piersol, 2007). Feedback aided in bridging what employees were
to receive from the organization with what they were to be giving to the organization
(Buckingham & Coffman, 1999).
Cultural setting: resources. Organizations that were able to invest resources in their
employees’ needs have higher productivity and profitability (Simon, 2011). Understanding how
various resources benefited the employee aided in providing a foundation for teaching the
employees what they would receive from being part of the organization (Buckingham &
Coffman, 1999). Providing an environment where resources were allocated justly maximized
employee performance and the resources themselves (Simon, 2011). Resources allocated for
areas such as individual employee development aided in ultimately growing the individuals
themselves and the team, department, and/or organization (Buckingham & Coffman, 1999).
Allocating resources for trainings that enhanced professional growth reaffirmed the investment
organizations were willing to make to in their employees (Radda et al., 2015).
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 50
Employees have resources to complete their jobs including transparency of
organizational goals and job descriptions that explicitly align with professional development
(Cultural Setting). Organizations and leaders that ensured employees had the resources they
needed to effectively engage in their jobs had higher rates of engagement, empowerment, and
productivity (Radda et al., 2015). Providing resources for employees to perform at their highest
level gave employees the opportunity to get what they needed in order for the organization to get
what it needed (Buckingham & Coffman, 1999). Enabling employees with the material
resources needed to engage with and complete their jobs empowered them to perform at higher
levels (Buckingham & Coffman, 1999; Simon, 2011). The overall success of the employee was
dependent on providing the employee with resources such as organizational goals and well-
developed, explicit job descriptions. It was the connections between resources such as job
descriptions, work processes, goals, and professional development that needed to be provided
and aligned to produce desired results (Clark & Estes, 2008). The absence of adequate resources
that supported optimal performance led to burnout decreasing employee engagement (Schaufeli
& Bakker, 2004).
Table 4 below provides a summary of assumed organizational influences focused on
cultural models and cultural settings that were known to create high levels of employee
engagement. These influences were used to gain insight about organization factors in the
Training and Leadership Department at Aligned Ways possessed.
Table 4

Summary of Organizational Influences on Employee Engagement and Their Accompanying
Literature and Theory on Employee Engagement

Assumed Assets of
Successful Employee Engagement

General Literature
Learning and
Motivation Theory
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 51

Organizational
(Cultural Models)
There is a culture of
support and
collaboration among
the employees.

(Buckingham &
Coffman, 1999;
Hayward, 2010; Radda,
Majidadi, & Akanno,
2015; Sarros, Cooper, &
Santora, 2008; Simon,
2010; Singh, 2016;
Woodruffe, 2006)

(Clark & Estes,
2008; Schein, 2010)
Organizational
(Cultural Models)
The organization
demonstrates their
trustworthiness by
modeling
transparency and
inclusion.

(Buckingham &
Coffman, 1999;
Hayward, 2010; Radda,
Majidadi, & Akanno,
2015; Simon, 2010;
Woodruffe, 2006)

(Clark & Estes,
2008; Schein, 2010)
Organizational
(Cultural Settings)
Employees receive
timely, consistent,
specific feedback,
which contributes to
their ability to
succeed in their
roles.

(Buckingham &
Coffman, 1999; Piersol,
2007; Radda, Majidadi,
& Akanno, 2015;
Schaufeli & Bakker,
2004; Shuck, Rocco, &
Albornoz, 2011; Shute,
2008; Piersol, 2007;
Woodruffe, 2006)
(Clark & Estes,
2008; Schein, 2010)
Organizational
(Cultural Settings)
Employees have
resources to
complete their jobs
including
transparency of
organizational goals
and job descriptions
that explicitly align
with professional
development.

(Buckingham &
Coffman, 1999; Radda,
Majidadi, & Akanno,
2015; Schaufeli &
Bakker, 2004; Simon,
2011)
(Clark & Estes,
2008; Schein, 2010)

Conclusion
The purpose of this Chapter was to examine the business and psychology literature to
reveal the knowledge, motivation, and organizational factors that influences high levels of
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 52
employee engagement in the workplace. Numerous factors were identified in each of the three
categories. Notably, a crosswalk of the IBM created employee engagement survey indicators
(Appendix F) used to measure past employee engagement levels with the knowledge,
organizational, and motivational influences identified in the research revealed that the vast
majority of factors being assessed in that survey focus on organizational factors, not knowledge
or motivation. Chapter Three will present the organizational influences identified by the
research literature, which happened to correspond with the organizational factors identified by
the IBM survey, and the additional knowledge and motivational factors identified by the research
literature to reveal the extent to which they exist and were validated in the Training and
Leadership Department of Aligned Ways.

ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 53
CHAPTER THREE
METHODOLOGY
Purpose of the Study and Questions
The purpose of this study was to determine the knowledge and skills, motivational
factors, and organizational assets that contributed to the employees in the Training and
Leadership Department at Aligned Ways achieving the organizational goal for employee
engagement. Aligned Ways was experiencing a period of significant organizational change, as
the organization was in the process of acquiring a smaller but similar national transportation
company. Prior to the onset of this acquisition, the Training and Leadership Department scored
higher than the rest of the company in most areas on the employee engagement survey for the
last four years. While a complete study would focus on all stakeholders, for practical purposes
the stakeholder group of focus in this analysis was the incumbent employees in the Training and
Leadership Department at Aligned Ways.
The questions that guided this promising practice were the following:
1. What knowledge, motivational, and organizational assets do the incumbent employees in
the Training and Leadership Department have that contributed to their employee
engagement score of 80% or above?
2. What solutions and recommendations in the areas of knowledge, motivational, and
organizational resources may be appropriate for increasing employee engagement in the
remaining 21 departments and for calibrating the new employees from the organization
being acquired?

ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 54
Conceptual Framework: The Interaction of Stakeholders’ Knowledge and Motivation and
the Organizational Context
A conceptual framework was provided in this section to explain visually and in narrative
form the focus of this study (Maxwell, 2013). A conceptual framework consisted of notions or
concepts, or in the case of this study the knowledge, motivational, and organizational influences
about employee engagement, that became the focus for the study and ultimately framed the
study-- hence, conceptual framework. The conceptual framework below was constructed by the
researcher and was based upon various concepts, theories, experiences, beliefs, and experiments
(Maxwell, 2013; Merriam & Tisdell, 2016). The purpose for providing a conceptual framework
for this study was to propose the researcher’s constructed theory for how employee knowledge,
employee motivation, and organizational influences interacted and/or related to one another to
promote high levels of employee engagement. While each of the knowledge, motivational, and
organizational influences were presented and discussed above in Chapters One and Two, they
were done so in isolation of one another. This section would further examine the interaction of
the identified knowledge, motivational, and organizational influences that were necessary to
achieve high levels of employee engagement.
Figure 1, below, provides a visual for how the knowledge, motivational, and
organizational influences interacted with one another to create high levels of employee
engagement. The smaller blue circle included the knowledge and motivational influences, which
were closely connected to one another, impacting the engagement level of the employee. The
knowledge influences included what the employees knew and this interacted directly with the
motivational influences for what the employees believed to be true. The knowledge and
motivational influences were also impacted by the organizational influences, which was the
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 55
larger of the two circles in grey. The organizational influences spoke to the environment in
which the employees were asked to work. In short, the conceptual framework below provides
the reader with an understanding of how input (knowledge and motivation) plus the environment
(organization) could impact the output (employee engagement). It is the combination of
employee knowledge and motivational influences with the organizational influences that
promoted high levels of employee engagement. Figure 1 also includes a map key listing the
specific areas of focus related to knowledge, motivation, and organization factors examined in
this study. Each area was discussed further throughout the conceptual framework’s narrative to
provide the reader with more information about each of the identified knowledge, motivational,
and organizational influences associated with each of the respective areas outlined in Figure 1.
This space was intentionally left blank.
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 56
Figure 1
Conceptual framework for this study: The interaction of knowledge, motivational, and
organizational influences

There are many influences that contributed to the ability of an organization and its
employees to reach high levels of employee engagement especially during periods of
organizational change (Anitha, 2014; Bhuvanaiah & Raya, 2014; Cullen et al., 2014; Simon,
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 57
2011). This is true of Aligned Ways, a transportation company that was striving to retain high
levels of employee engagement during a period of organizational change as they acquired
another national transportation company. The stakeholder group at the center of this study was
specifically the incumbent employees in the Training and Leadership Department at Aligned
Ways. The employees in the Training and Leadership Department were traditionally the highest
scoring stakeholders on the employee engagement surveys at Aligned Ways. Since the
acquisition began, this department became comprised of incumbent employees and employees
new to the department as a result of the acquisition. This study examined only the incumbent
employees, those individuals who were part of this department before April of 2016 when the
acquisition began, to better understand a) different knowledge, motivational, and organizational
influences and b) how these influences interacted with one another to contribute to the ability of
this department to achieve and sustain high levels of employee engagement.
Research indicated employees who possessed and successfully implemented knowledge
and motivational components in their job were more inclined to exude high levels of employee
engagement (Aguinis & Kraiger, 2009; Grossman & Salas, 2011; Krathwohl, 2002; Kuvaas &
Dysvik, 2010; Lancaster & Milia, 2014; Rueda, 2011). The map key above in Figure 1 listed
three areas for knowledge including declarative, procedural, and metacognitive. Declarative
knowledge included information employees knew about: a) their organization’s global goal and
how their job contributed to achieving the organization’s global goal, b) how their performance
measured up to supervisor’s expectations, and c) their job role(s) (Anitha, 2014; Corts, 2007;
Drexler & Sibbet, 2009). Procedural knowledge included the notion that employees knew what
they needed to do to meet performance expectations (Anitha, 2014; Drexler & Sibbet, 2009;
Eddy et al., 2006). Metacognitive knowledge included that the employees knew: a) what their
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 58
strengths and areas of improvement were and b) how the learning and development opportunities
provided by their organization were related to their growth and development (Anitha, 2014;
Drexler & Sibbet, 2009; Simon, 2011).
The knowledge influences associated with high levels of employee engagement directly
interacted with motivational influences. When individuals felt equipped with the knowledge for
how to perform their job, their motivation to perform increased as did their engagement
(Hayward, 2010; Jensen, 2012; Ünal & Turgut, 2015). Employees who were motivated were
also more interested and, therefore, more likely to acquire additional knowledge about how to do
their job, which increased their level of employee engagement (Clark & Estes, 2008).
Areas of motivation provided in Figure 1 above included self-efficacy, value, and
emotions; each of which were critical areas to tend to ensure high levels of employee
engagement. Motivated employees possessed self-efficacy and were confident in their ability to
complete their job responsibilities and achieve goals (Bandura, 2000; Pajares, 2006). Employees
were also motivated when they felt valued. Feeling valued included believing that the work they
did was important to their department and/or organization (Kuvaas & Dysvik, 2010; Singh,
2016; Welch, 2011). Valued employees also felt they mattered as a person to others at work
(Arnold & Dupré, 2012; Buckingham & Coffman, 1999; Jensen, 2012; Ünal & Turgut, 2015).
Employees were more motivated to engage when they felt as though the performance assessment
and evaluation were fair (Anitha, 2014; Jensen, 2012; Maertz et al., 2007). In this vein,
motivated employees believed their feedback mattered, which in turn contributed to how valued
they felt (Maertz et al., 2007; Zhong et al., 2016). Employees attributed their engagement in
their work to the nature of work, the environment, and their own initiative (Bhuvanaiah & Raya,
2014; Radda et al., 2015; Singh, 2016). Lastly, motivated employees felt positive emotions in
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 59
their work environment, which made it easier to engage with their work or learn information
pertinent to their jobs (Arnold & Dupré, 2012; Zineldin & Hytter, 2012).
The knowledge and motivational influences not only interacted directly with each other,
but they were directly impacted by organizational influences, as the employee is situated directly
in the organizational environment in which they work. The organizational influences directly
impacted and could even trump the effectiveness of the employee in spite of the employee’s
knowledge and motivation levels. Figure 1 above identified the areas associated with
organizational influences- cultural models and cultural settings (Clark & Estes, 2008). Cultural
models included the employee’s need to be in a culture of support and collaboration
(Buckingham & Coffman, 1999; Radda et al., 2015). Additionally, in organizations with high
levels of employee engagement, the organization demonstrated their trustworthiness by modeling
transparency and inclusion (Buckingham & Coffman, 1999; Hayward, 2010; Radda et al., 2015;
Simon, 2011; Woodruffe, 2006). During times of change, it is imperative that leadership was
transparent and conveyed clear messages regularly about the status of the change to support
employees’ well-being to lesson negative perceptions (Arnold & Dupré, 2012; Cullen et al.,
2014; Kuvaas & Dysvik, 2010; Maertz et al., 2007). In terms of cultural settings, employees
received timely, consistent, specific feedback, which contributed to their ability to succeed in
their roles (Buckingham & Coffman, 1999; Schaufeli & Bakker, 2004; Shute, 2008). Finally,
employees had resources to complete their jobs including transparency of organizational goals
and job descriptions that explicitly aligned with trainings (Buckingham & Coffman, 1999;
Schaufeli & Bakker, 2004; Simon, 2011).

ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 60
Methodological Approach
The Clark and Estes (2008) gap analysis framework was utilized for this study. Clark
and Estes (2008) provided a comprehensive gap-analysis approach affording organizations a
framework for systematically examining their current level of stakeholder performance against
their performance goals. The difference between the current level of performance and the
performance goals were known as performance gaps. Clark and Estes (2008) encouraged
organizations to analyze performance gaps using knowledge, motivational, and organizational
factors and their respective assumed influences in order to better identify appropriate solutions
for overcoming identified gaps. Simultaneously examining knowledge, motivational, and
organizational factors independently and in conjunction with one another optimized aligned goal
achievement increasing stakeholder performance and organizational outcomes (Clark & Estes,
2008). The process for the Clark and Estes (2008) gap analysis approach was divided into six
respective components, which are found below in Figure 2.
Figure 2
Gap analysis process. Adapted from Clark and Estes (2008)

ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 61
The gap analysis problem-solving methodology by Clark and Estes (2008) developed to
analyze stakeholder performance against performance goals was adapted for this promising
practice research study. The adapted version of the Clark and Estes (2008) gap analysis
methodology was used to examine assets rather than causes for improvement. The
methodological framework for this promising practices study included a mixed methods
approach using an explanatory sequential model.
An explanatory sequential mixed methods design was used during this study to answer
the correlational (quantitative) and meaning (qualitative) components of the respective research
questions. For this explanatory sequential mixed methods design, data was gathered
quantitatively first using a researcher-developed survey. Document analysis was also used
during the first phase of data collection to examine past EESs and any internally published
written material used for communication. The quantitative data gathered from the researcher-
developed surveys aided in creating the qualitative components of the study. Qualitative data
from interviews was used to help explain quantitative data gathered from the EESs and the
researcher-developed surveys.
Employee Engagement in Context
Aligned Ways was a transportation company that over the past decade turned the
organizational climate and culture from one of decline into one that was nationally and
internationally recognized for their high levels of employee engagement (Aligned Ways, 2016).
Understanding how to identify assets, needs, and causes related to performance issues
contributed to high levels of employee engagement (Buckingham & Coffman, 1999). Aligned
Ways has successfully sustained a high level of employee engagement throughout the
organization for the past five years. The alignment and support created by an organization
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 62
between its employees, leaders, and human resources was key to individual and organizational
success (Cullen et al., 2014; Kuvaas & Dysvik, 2010; Lancaster & Di Milia, 2014; Maertz et al.,
2007; Welch, 2011). The Training and Leadership Department at Aligned Ways outperformed
each of the other 21 departments during each of the last five years while receiving the same
amount of support as each of the other respective departments. This department’s ability to
successfully implement and sustain employee engagement over the years led to this department
being assigned the oversight of both the internal and external transition processes for the changes
occurring due to the recent acquisition. Examining the promising practices of the Training and
Leadership Department would lead to a greater understanding of and application of the
influences.
Assessment of Performance Influences
In the following section, the assessment approaches for the respective knowledge,
motivational, and organizational influences were explained. For the purposes of this study,
surveys and/or interviews were administered for each of the areas of the knowledge (three
declarative, one procedural, and two metacognitive), motivational (one self-efficacy, five value,
and one emotions), and organizational (two cultural models and two cultural settings) influences.
The surveys and interviews aided in determining which knowledge, motivational, and
organizational influences proposed in Tables 5, 6, and 7 below were contributing to high levels
of employee engagement in the Training and Leadership Department at Aligned Ways.
Knowledge Assessment
Table 5 lists six assumed knowledge influences related to high levels of employee
engagement including three declarative, one procedural, and two metacognitive. The table
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 63
includes a description of how each of the assumed influences was assessed through the use of
surveys and interviews.
Table 5

Summary of Strategies for Assessing the Assumed Knowledge Influences

Assumed Knowledge Influences
What knowledge or skills do
employees know that helps them
to achieve the organizational goal

Knowledge Influence Assessment
Declarative:
Employees know their
organization’s goal and how
their job contributes to
achieving the organization’s
global goal.

Survey:
What is your organization’s goal?
(choose from the following)
By 2020, we will increase our customer satisfaction rating
by 7 points.
By 2020, we will obtain an overall employee engagement
score of 80% with no score being less than 75% in each of
the 22 divisions.
By 2020, we will increase our sales in the domestic
market by 15%.

Interview:
What is the organization’s goal?
How was your organization’s goal presented to you?
How does your job contribute to achieving the
organization’s goal?
Tell me what it means to be engaged with your job.

Declarative:
Employees know how their
performance measures up to
supervisor’s expectations.
Interview:
Tell me about your supervisor’s expectations for your
performance – how often do you discuss this? What are
the expectations?

Declarative:
Employees know their job
role(s).

Interview:
Tell me what your role is in the organization.
Tell me how your job responsibilities are different than
those of your colleague’s in your same department with
the same title.
Tell me how you know the role of your job.

Procedural:
Employees know what they
need to do to meet performance
Interview:
Has your supervisor spoken with you about improving
your performance? (when – how long ago, how often)
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 64
expectations. Tell me about that conversation (looking for goals,
concrete examples, specific next steps and a time table).
What did you need to do to improve?
Were the standards for performance something that you
were familiar with prior to the performance review?

Metacognitive:
Employees know what their
strengths and areas of
improvement are.

Interview:
What would you say are your areas of strength? Areas for
improvement?
How do you determine your areas of strength? How do
you determine your areas of improvement?

Metacognitive:
Employees know how the
learning and development
opportunities provided by their
organization are related to their
growth and development.

Interview:
Tell me the area you would like to develop in your own
skills.
What opportunities are there for developing those skills?
What opportunities are there for developing your job
skills?

Motivation Assessment
Table 6 lists seven motivational influences related to high levels of employee engagement
including one self-efficacy influence, five value influences, and one emotions influence. The
table includes a description of how each of the assumed influences was assessed through the use
of surveys and interviews.
Table 6
Summary of Strategies for Assessing the Assumed Motivation Influences
Assumed Motivation Influences
What do employees believe, value,
and/or feel that helps them to
achieve the organizational goal

Motivational Influence Assessment

Self Efficacy:
Employees are confident in
their ability to complete their
job responsibilities and achieve
goals.
Survey:
As of now, I am confident in my ability to achieve goals by
completing my job responsibilities.
(0-10: 0-I am not confident at all, 5- I am moderately
confident, 10-I am highly confident)
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 65

Interview:
How confident are you in your ability to complete your job
responsibilities?

Value:
Employees feel that that the
work they do is important to
their department and/or
organization.

Employees believe that they
matter, as a person, to others at
work.

Employees believe that the
performance assessment and
recognition processes are fair.

Employees believe that their
feedback matters.

Employees attribute their
engagement in their work to the
nature of the work, to the
environment in which they
work, and to their own
initiative.

Survey:
I believe the organization values my work.
(0-10: 0- I do not believe at all, 5- I moderately believe, 10-
I completely believe)
The work I do is important.
(0-10: 0- It is not important, 5- It is moderately important,
10- It is very important)
Someone at work seems to care about me as a person?
(0-10: 0- This is not true at all, 5- This is moderately true,
10- This is completely true)
The performance appraisal system at my organization is
fair.
(0-10: 0- It is not fair at all, 5- It is moderately fair, 10- It is
completely fair)
The ways employee performance is recognized are
meaningful.
(0-10: 0- It is not meaningful at all, 5- It is moderately
meaningful, 10- It is very meaningful).
I believe my feedback is taken seriously by the
organization.
(0-10: 0- I do not believe this at all, 5- I moderately believe
this, 10- I completely believe this)
I am willing to go the extra mile for my department.
(0-10: 0- This is not true at all, 5- This is moderately true,
10- This is completely true)

Interview:
Your department regularly scores high on the employee
engagement surveys. Are the scores an accurate measure
of your department?
What do you think contributes to these high scores?

Extra questions:
What do you value about your work?
How valuable is the work you do to the department and the
organization?
Tell me about someone you regularly converse with at
work.

Emotions:
Employees feel positive or
Survey:
The emotion I generally feel while engaging with my work
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 66
epistemic emotions in the work
environment.

is: (0-10: 0- I feel angry at work, 5- I feel content at work,
10- I feel joyful at work)

Interview:
How do you feel throughout the day in your working
environment?
The most common answer on the survey was “x”.
Considering your experiences, why do you think that is?

Organization/Culture/Context Assessment
Table 7 lists six knowledge influences related to high levels of employee engagement
including three declarative, one procedural, and two metacognitive. The table includes a
description of how each of the assumed influences was assessed through the use of surveys and
interviews.
Table 7
Summary of Strategies for Assessing the Assumed Organizational Influences
Assumed Organizational Influences
What organizational policies,
procedures, and characteristics of the
environment do employees know that
helps them to achieve the
organizational goal

Organization Influence Assessment
Cultural Model Influence 1:
There is a culture of support and
collaboration among the
employees.

Survey:
How frequently do you receive encouragement from the
department?
(0-10: 0- I never receive encouragement at all, 5- I
sometimes receive encouragement, 10- I always receive
encouragement)
How often do you collaborate with your colleagues?
(0-10: 0- I never collaborate at all, 5- I collaborate in
moderation, 10- I always collaborate)

Interview:
What types of support do you receive?
To what extent do you think this organization supports
or values collaboration? What makes you say this?
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 67
What is an example?
What does a collaborative process look like?

Cultural Model Influence 2:
The organization demonstrates its
trustworthiness by modeling
transparency and inclusion.

Survey:
The organization has my best interests in mind.
(0-10: 0- This is not true at all, 5- This is moderately
true, 10- This is completely true)
I feel the organization trusts me to do my job.
(0-10: 0- This is not true at all, 5- This is moderately
true, 10- This is completely true)
The leadership’s behaviors are consistent with their
words.
(0-10: 0- This is not true at all, 5- This is moderately
true, 10- This is completely true)

Interview:
Tell me how the organization shows it trusts their
employees.
Do you trust the organization?
What are ways you trust the organization?
How do you know if the organization has your best
interests in mind?

Cultural Setting Influence 1:
Employees receive timely,
consistent, specific feedback,
which contributes to their ability
to succeed in their roles.

Survey:
I receive timely, consistent, specific feedback.
(0-10: 0- I never receive timely, consistent, specific
feedback at all, 5- I receive timely, consistent, specific
feedback in moderation, 10- I always receive timely,
consistent, specific feedback)
The feedback I receive contributes to my ability to
succeed in my job.
(0-10: 0- I never receive feedback that contributes to
my success at all, 5- I receive feedback that contributes
to my success moderately, 10- I always receive
feedback that contributes to my success)
How frequently do you receive feedback you can use
from your supervisor about your performance?
(0-10: 0- I never receive useful feedback at all, 5- I
receive useful feedback in moderation, 10- I always
receive useful feedback)

Interview:
What type of feedback do you receive?
Is the feedback helpful? How do you use the feedback
they provide?

ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 68
Cultural Setting Influence 2:
Employees have resources to
complete their jobs including
transparency of organizational
goals and job descriptions that
explicitly align with professional
development.

Survey:
I have the resources I need to successfully engage with
my job.
(0-10: 0- I never have resources at all, 5- I moderately
have resources, 10- I always have resources)
I understand how the professional development offered
by the organization aligns with my job and achieving
the organizational goal.
(0-10: 0- I never understand at all, 5- I sometimes
understand, 10- I always understand)

Interview:
Describe to me how your job responsibilities align with
the organizational goal and the professional
development your company offers.

Participating Stakeholders
The stakeholder group of focus for this study was the incumbent employees in the
Training and Leadership Department at Aligned Ways. Aligned Ways was acquiring another
company and while there were employees new to this department from the other company and
from within other departments in Aligned Ways, the emphasis was only on the incumbent
employees who were part of this department before the acquisition began in April of 2016. The
incumbent employees were the chosen stakeholder group, as they were most likely to provide
insight about knowledge, motivational, and organizational factors that influenced high levels of
employee engagement in their department before the acquisition and during this period of
change. As a result of their high scores, the incumbent employees a) were recognized for
outperforming the organization’s other 21 departments consistently surpassing the organizational
goal for employee engagement, b) became a model for high levels of employee engagement for
the rest of the organization, and c) were asked to help calibrate the organization as part of the
acquisition transition plan. The Training and Leadership Department consisted of 33 employees,
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 69
19 of which were incumbent employees including four employees in leadership positions and 15
union and nonunion subordinates. Determining the knowledge, motivational, and organizational
factors that contributed to or prevented the employees from continuing to achieve the
organizational goal of employee engagement during this period of change were examined more
closely throughout this study.
Data Collection
To answer the research questions for this study, a mixed methods design was used to
examine the assumed knowledge, motivational, and organizational factors that influenced high
levels of employee engagement. More specifically, an explanatory sequential mixed methods
design was used to answer the correlational (quantitative) and meaning (qualitative) components
of this study. The research questions provided a focus for what the researcher desired to
understand (Maxwell, 2013). The data collection methods aided the researcher in acquiring the
understanding for what the research questions were asking (Maxwell, 2013). The pragmatic
worldview of a mixed methods design afforded the researcher the ability to use “diverse types of
data, [which] best provides a more complete understanding of a research problem than either
quantitative or qualitative data alone” (Creswell, 2014, p. 19).
The quantitative research approach for this study consisted of a researcher-developed
survey. The qualitative research approach for this study was used to gather data through
interviews. The surveys were administered first to gain a broad understanding of the assumed
knowledge, motivational, and organizational factors that influenced high levels of employee
engagement in the Training and Leadership Department. The survey was followed by
interviews, which aimed to provide a deeper understanding of how the knowledge, motivational,
and organizational influences contributed to high levels of employee engagement. Document
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 70
analysis of past EESs and internally published written material were relied upon to provide
further information regarding content, patterns, and language of the department. A copy of the
information protocol was sent to the incumbent employees in the Training and Leadership
Department informing them of the study and can be found in Appendix A.
Survey Sampling Criteria
Criterion 1. Participant must have been an existing employee in the Training and
Leadership Department.
Criterion 2. Participant must have been considered an incumbent employee in the
Training and Leadership Department. To be considered an incumbent employee from this
department the participant needed to have worked in the Training and Leadership Department at
Aligned Ways before the acquisition began in April of 2016.
Survey Sampling (Recruitment) Strategy and Rationale
The first phase in this explanatory sequential mixed methods study entailed gathering
quantitative data from all of the incumbent employees within the targeted population, which was
the Training and Leadership Department at Aligned Ways. The quantitative data included using
a consensus approach, as opposed to a sampling, to survey each of the 19 incumbent employees
(4 managers and 15 union and nonunion subordinates) regardless of title in the Training and
Leadership Department. Using a consensus approach with a single stage sampling maximized
the response rate, as each individual in this targeted population was surveyed directly (Creswell,
2014). Maximizing the number of participants through the use of a census approach increased
the confidence intervals, reduced the variability, and reflected the truest representation of the
employees in this department (Christensen, Johnson, & Turner, 2014). Stratification was not
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 71
necessary for this survey and was therefore not used (Creswell, 2014). A sample size of 18 for a
population of 19 is desirable (Christensen et al., 2014; Fowler, 2009).
Survey Instrumentation and Fielding
The researcher-developed survey for this study was created from themes that emerged
throughout the research literature regarding high levels of employee engagement. Appendix B
provided a copy of the survey instrument that was used to collect the quantitative data for this
study. The survey was fielded by using a survey link circulated by the managers to their own
respective team members. A consensus approach to gathering this quantitative data was used so
each incumbent employee in Training and Leadership Department was sent the survey. The
survey was provided in English only, as English is the only language in which the organization
conducted its business. The participants had two weeks to complete this survey, which took
approximately 15 minutes to complete. Appendix C provided a copy of the invitation to
participate in the survey, which was sent via email from the researcher to the managers who
circulated it to their respective team members. Two reminder emails were sent to all prospective
participants from the researcher through the respective managers during the two-week survey
window. One reminder email was sent one week before the survey window closed and the
second reminder email was sent 24 hours before the close of the study informing participants that
they had 24 hours remaining if they wished to participate in the study. If more participants were
needed, the incumbent employees in the Training and the Leadership Department would be
contacted one additional time by leadership after the survey concluded and the window for
completing the survey would be extended for these individuals.
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 72
Interview Sampling Criteria
Criterion 1. Participant must have been an existing employee in the Training and
Leadership Department.
Criterion 2. Participant must have been considered an incumbent employee in the
Training and Leadership Department. To be considered an incumbent employee from this
department the participant needed to have worked in the Training and Leadership Department at
Aligned Ways before the acquisition began in April of 2016.
Criterion 3. Participant must have completed the survey during phase one. The same
group who were surveyed would be eligible to participate in the interview process. If they did
not complete the survey, they would not be eligible to participate in the interview.
Criterion 4. Participant must have been located at the headquarters of Aligned Ways.
Interview Sampling (Recruitment) Strategy and Rationale
The second phase entailed gathering qualitative data from incumbent employees who
previously filled out the survey during phase one. “The key idea is that the qualitative data
collection builds directly on the quantitative results” (Creswell, 2014, p. 224). The researcher
employed a nonprobable, convenience purposeful sampling. A nonprobable, convenience
purposeful sample allowed data to be gathered from a sample in which the most can be learned
from those that were available (Merriam & Tisdell, 2016).
The interviews were conducted with individuals who self-identified as willing to be an
interviewee through the last question on the survey. The last question of the survey provided a
link where participants could volunteer to participate in the interview portion of the study. The
link enabled the participants to enter their name and email address. A sample of this question of
the survey was provided in Appendix B.
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 73
Interviews with prospective participants transpired face-to-face in a natural setting for the
incumbent employees, which included the offices at Aligned Ways’ headquarters. The
interviews afforded the researcher the ability to hear from the employees and gain in-depth
information about what they knew about the goal, how motivated they were to achieve the goal,
and how they felt the organization was supporting them in reaching the goal during a period of
organizational change (Christensen et al., 2014). An emergent design rooted in grounded theory
allowed for flexibility in altering the semi structured interview protocol developed by the
researcher when collecting data (Creswell, 2014). Grounded theory allowed the researcher to
gather emergent data that was “grounded”, in this case, in the incumbent employee’s perceptions
about employee engagement (Creswell, 2014). Interviewing approximately 5 participants,
approximately a third of the incumbent employees, is ideal although the interviews would
continue until a point of saturation or redundancy was reached (Merriam & Tisdell, 2016).
Interview Protocol Design and Data Collection
The interviews for this study consisted of several in-depth questions and prompts that
aided in gaining a deeper understanding of high levels of employee engagement. The interview
protocol was provided in Appendix D. The hour-long interview acted as an extension of the
survey. The incumbent employees who self-identified on the last question of the survey as one
who was willing to be an interviewee were contacted via email regarding setting up a mutually
agreed upon date and time in which the interview would transpire. If more incumbent employees
were needed, they would be continually contacted via email until 5 agreed to participate in the
interviews or until saturation occurred. Appendix E included the email that was sent to the
incumbent employees who self-identified on the survey as a willing interviewee.

ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 74
Document Analysis
The third data collection source included a document analysis. The documents
encompassed EESs from the past five years as well as any internally published written materials.
These documents served two purposes: 1) to provide further insight as to the patterns or themes
of the content shared and 2) to provide further context for the quantitative and qualitative data
collected.
Data Analysis Plan
A data analysis plan provided a systematic way of ensuring the research questions posed
for the study had the greatest chance of being answered through the types of data collection
methods implored. The analysis results of this study aided in discovering the promising
practices associated with high levels of employee engagement. The following sections outlined
how the data collection sources were triangulated once the samples were collected.
Survey
Once on-line survey results were collected from the sample population, which included
the incumbent employees in the Training and Leadership Department, the analyzation of the data
ensued with the researcher-developed survey. The numbers of participants who did and did not
participate were counted. A wave analysis was considered to determine if those participants
who did not respond could have influenced the results resulting in response bias. A descriptive
analysis was then conducted once the survey window closed and the results were aggregated to
provide calculations of the mean, medium, mode, and standard deviations for each survey item.
Lastly, an interpretation of the quantitative research is provided in Chapter Five.

ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 75
Interviews
Interviews were administered to those individuals who completed their surveys and
volunteered to be interviewed. The researcher developed interview questions were used to
gather more in depth information about the survey results. The face-to-face, hour long
interviews took place at the participant’s place of work. The analyzation of the interview
answers transpired immediately preceding the interview. The data collected during the interview
process was coded to protect confidentiality and for the purposes of aggregating the data to
determine patterns and/or themes. The information was also stored on a password-protected
computer.
Reliability and Validity
Rigorous data collection entailed the use of reliable and valid instruments. Reliability
referred to the consistency or the ability to replicate the research findings (Creswell, 2014;
Merriam & Tisdell, 2016). Validity referred to credibility or the ability of the research to
measure what the research was intending to measure in order to draw relevant information from
the data collected (Creswell, 2014; Merriam & Tisdell, 2016). For the purposes of this study, a
researcher developed survey and interview protocol was used. To reestablish reliability and
validity, the survey and interview questions were provided above in Tables 5, 6, and 7. The
actual survey instrument was provided in Appendix B. Additionally, a sample of the survey
invitation (Appendix C) and the interview invitation (Appendix E) could be found at the end of
this paper in the appendices. A pilot test of the survey items was conducted with ten individuals
outside of this organization. Lastly, the researcher conducted a consensus survey for each of the
incumbent employees in the Training and Leadership Department to increase sample size.

ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 76
Credibility and Trustworthiness of Data
The researcher used various ways to ensure the data were credible and trustworthy. A
triangulation of the surveys, interviews, and document analysis increased trustworthiness and
credibility. To begin, the researcher ensured the organization’s identity, each participant’s
identity, and the data remained anonymous and confidential. The researcher noted this
understanding throughout every communication effort with the organization and the participants.
The surveys remained anonymous, as the survey link was sent through the managers to their
respective team members. The interviews remained confidential, as a coding system was used to
ensure the participants’ identities and the information they shared could not be traced back to
them. The documents used throughout the document analysis were also coded to ensure
confidentiality. Secondly, the data was triangulated using the data collected from the surveys,
interviews, and document analysis during the analyzation of the organizational factors. Member
checking was the third way the researcher ensured the data was credible and trustworthy.
Member checking transpired throughout the interview process when participants were queried
about the findings from the survey results. The final and fourth way this study ensured
credibility and trustworthiness was through using variations of survey items based on existing
valid and reliable instruments.
Role of Investigator
The researcher was not affiliated with this company during this study nor has ever been
affiliated with this organization in any capacity. The role of the researcher was to conduct an
analysis in order to determine the ways in which the employees in the Training and Leadership
Department possessed high levels of employee engagement.

ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 77
Ethics
This study focused on gathering qualitative and quantitative data through surveys and
interviews with people. To ensure the data collected were both reliable and valid, and that each
of the participants was protected from harm, the researcher adhered to the code of ethics
observed by the Internal Review Board (IRB) in the Office for the Protection of Research
Subjects (OPRS) at the University of Southern California. According to Rubin and Rubin (2012)
the researcher had an obligation to each of the participants that no harm would come to them as a
result of participating in the research. Before the study began, the researcher provided
information that informed the prospective participants about the purpose of the study and the
expected commitment (Glesne, 2011). This information could be referred to in Appendix A.
The data collected throughout the study was stored in a database under a password on a computer
and was locked in a drawer in which the researcher was the only individual that had the key.
Additionally, all data were further coded to protect the anonymity of each of the participants and
their answers so that no individual could be identified by their answer. Each of the participants
was provided the opportunity to consent to being recorded during the interviews prior to
partaking in the interview portion of the data collection. The participants were informed in
writing and verbally that their participation was voluntary and they had the right to refrain from
participating in the study at any time. Lastly, the participants’ participation was incentivized
with a $10.00 Starbuck’s gift card if they agreed to be interviewed. Participants were made
aware of the incentive verbally and in written form. While an incentive was offered, it was not
mentioned repeatedly nor was it varied from one participant to the next to minimize the notion
that participants would feel as though they were being forced or coerced into participating.

ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 78
Summary
This chapter described the methods this study would implore to examine the knowledge,
motivational, and organizational factors and their assumed influences that have contributed to
high levels of employee engagement in the Training and Leadership Department. An explanatory
sequential mixed methods design was used to gather data quantitatively and qualitatively. The
data collected was used in conjunction with various literature reviews, theories, and research for
the intention of furthering the understanding of employee engagement. The results of this study
will appear in Chapter Four.

ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 79
CHAPTER FOUR
RESULTS AND FINDINGS
The purpose of this project was to understand the knowledge and skills, motivational
factors, and organizational factors that contributed to Aligned Ways reaching its goal regarding
employee engagement. This promising practice study analyzed the knowledge, motivational,
and organizational assets validated by incumbent employees in the Training and Leadership
Department as contributing to what the organization does to create a structure and environment
that supports high levels of employee engagement.
The questions that guided this promising practice study are the following:
1. What knowledge, motivational, and organizational assets do the incumbent employees in
the Training and Leadership Department have that contributed to their employee
engagement score of 80% or above?
2. What solutions and recommendations in the areas of knowledge, motivational, and
organizational resources may be appropriate for increasing employee engagement in the
remaining 21 departments and for calibrating the new employees from the organization
being acquired?
The above questions were answered using a sequential mixed methods approach in which
a survey was administered followed by interviews. To triangulate the quantitative and
qualitative data results, previous employee engagement surveys were analyzed as well.
Participating Stakeholders
The incumbent employees in the Training and Leadership Department at Aligned Ways
were surveyed and interviewed for this study. The specific demographic information about the
participants who agreed to partake in the data collection process was not gathered due to the
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 80
commitment to keep the survey data anonymous and the interview data confidential. The
general population of potential participants, who were considered incumbent employees, as they
had been employed by the Training and Leadership Department since April of 2016, included a
total of nineteen individuals of whom 63%, or twelve individuals, were female and 37%, or
seven individuals, were male. The ages of the nineteen incumbent employees ranged from 25 to
75. A total of fifteen out of the nineteen incumbent employees, equal to 79%, took the online
survey.
Those who took the online survey were presented with the option to participate in the
interview process. Seven of the fifteen incumbent employees or 47% agreed to be interviewed.
The hour long, face-to-face interviews transpired at the employees’ place of work during work
hours. The incumbent employees who agreed to be interviewed included 29% males and 42%
females ranging in age from 25 years old to 75 years old. During the interview process, the
interviewees volunteered the number of years they had been employed by Aligned Ways, but did
not specify the number of years they had been employed by the Training and Leadership
Department. This demographic information shared by the interviewees was redacted as the
number of years an interviewee was employed is considered an identifier and could ultimately be
correlated to a specific incumbent employee’s participation and possibly their interview answers.
The survey and interview data for this study were combined with the past five years of
employee engagement surveys administered by Aligned Ways to reveal which knowledge,
motivational, and organizational influences were validated. It is important to note the past
employee engagement surveys were triangulated with the survey and interview data when
identifying which organizational influences were validated or not. The past employee
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 81
engagement surveys were not used during the analysis of the knowledge and motivational data,
as the past employee engagement surveys measured primarily organizational factors.
The knowledge, motivational, and organizational influences for this study were based upon
empirical data from the research literature, which identified the various factors, or themes, that
contributed to creating and sustaining high levels of employee engagement. The data collected
for the identified influences, or themes, were then analyzed to determine patterns. The patterns
revealed a) the consistency with which the participants noted the presence of the identified
influence and b) the extent to which the participants spoke of the identified influences. The
results for each survey item revealed above average means (with the average of all the means
resulting in an 8.02), indicating a moderate to complete presence of each of the influences.
Validation
“Validation” in this promising practices study refers to the extent to which a knowledge,
motivational, or organizational influence was present, as evidenced by the data collected from
the surveys, the interviews, and the past employee engagement surveys. The survey and
interview data were crosschecked and triangulated with past employee engagement surveys to
the extent the content found in the patterns and themes allowed. Crosschecking every survey
item’s result with the interviews was necessary as the interviews provided a better understanding
of the participants’ perspectives about the influence and the extent to which each influence was
truly present. The interview data revealed the degree of presence and determined validation,
ultimately. For example, an influence was validated if that influence had a mean of 7 or above
on the survey and three-fourths (5 interviewees or more) of the participants’ messaging during
the interviews was consistent with one another about the knowledge, motivational, or
organizational influence. If the survey and interview data conflicted, the interview data were
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 82
weighted more heavily as the participants had the opportunity to explain their thoughts regarding
their understanding of the influence and the presence or lack of presence of a particular
influence. Additionally, while the standard deviation scores for each of the survey results did not
reveal tightly clustered scores indicating high agreement, the scores were loosely clustered
representing a wide range of agreement ranging from moderately agreed to completely agreed.
This specific range indicated agreement for the presence of each of the influences. The specific
criteria for validation of the knowledge, motivational, and organizational influences were
explained in each of the respective knowledge, motivational, and organizational sections below.
Results and Findings
The following sections will discuss the results and findings for each of the respective
knowledge, motivational, and organizational influences based on the data that emerged during
the analysis portion of this study. The data for each of the findings is codified from the survey
data, the interviews, and from past employee engagement surveys. The findings for each of the
respective knowledge, motivational, and organizational influences answered the following
research question:
1. What knowledge, motivational, and organizational assets do the incumbent
employees in the Training and Leadership Department have that contributed to
their employee engagement score of 80% or above?
The second research question, below, will be answered in Chapter Five:
2. What solutions and recommendations in the areas of knowledge, motivational,
and organizational resources may be appropriate for increasing employee
engagement in the remaining 21 departments and for calibrating the new
employees from the organization being acquired?
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 83
Knowledge Results and Findings
The following section identifies the results and findings for each of the six knowledge
influences including three declarative influences, one procedural influence, and two
metacognitive influences. Of all of the six knowledge influences, only one of the declarative
knowledge influences was included in the survey, which was around the organizational goal.
The analysis for this declarative influence was the only influence that combined both survey and
interview data to validate or not validate the results. The additional five declarative, procedural,
and metacognitive knowledge influences used only interview data to determine whether an
influence was validated or not. The area of knowledge was primarily assessed using only one
source of data, the interviews, because knowledge is difficult to assess using survey items. The
interviews afforded the participants the ability to share to a deeper extent their knowledge around
what they knew (declarative), how they engaged (procedural), and what their thoughts were
about their engagement (metacognitive). The findings and results that emerged from the data
collected are presented below, identifying the knowledge assets the incumbent employees in the
Training and Leadership Department possess that created and have sustained high levels of
employee engagement.
Assumed knowledge influence #1: Knowing the organizational goal and how jobs
contribute to achieving the organization’s global goal promotes employee engagement
(Declarative). An employee benefits from having explicit knowledge about their organization’s
goal and about their job(s) (Anitha, 2014). Employees who know how to perform their job in
order to successfully achieve the organizational goal are more likely to be engaged (Anitha,
2014; Drexler & Sibbet, 2009; Krathwohl, 2002; Rueda, 2011). The results from the survey
revealed that 60% of the participants knew the organizational goal, which is that Aligned Ways
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 84
is working to increase levels of employee engagement to 80% or above in each area of the
employee engagement survey in each of the 22 departments by 2020. While the surveys did not
indicate that 100% of employees knew the organizational goal, the interviews revealed
something different. During the interviews, each of the seven participants stated that the
organizational goal is centered on increasing levels of employee engagement throughout the
organization. The difference between the results of the survey data and the interview data was
the wording of the survey item, as the survey item’s answers were not as clear as they could have
been as they were too similar to other goals throughout the organization. The interviews allowed
the participants to clarify their knowledge of the organizational goal.
Interviewees noted the company speaks about employee engagement consistently and
ensures all employees have been made aware of the organizational goal during annual company-
wide meetings, quarterly division meetings, meetings with their direct supervisors, in the online
newsletter, and throughout the employee porthole on the Aligned Ways’ website. “Everything
we do and talk about seems to be about employee engagement and how to increase employee
engagement levels and scores,” interviewee #1 noted. “Engagement is where I fit in to the whole
organization…and how I am connected to [the goal], how I believe in it, and how I do my job as
a result,” noted interviewee #2. Each of the seven interviewees spoke to how their respective job
contributes to achieving the organizational goal. Interviewee #2 added, being engaged includes
“doing your job and doing it well to meet the goal.” For organizations to succeed, there must be
a connection made between the organizational goal and each individual’s job role(s) (Clark &
Estes, 2008).
From these data, we can conclude that while the survey captured a broader sample, the
survey question did not represent the participants’ depth of knowledge about the employee
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 85
engagement goal. The interviewees were consistent in that each of the interviewees spoke in
depth about the organizational goal. Therefore, this influence was validated as a promising
practice.
Assumed knowledge influence #2: Engagement levels increase when employees
know how their performance measures up to the supervisor’s expectations (Declarative).
Desired outcomes are likely to increase when employees understand what is expected of them
and how their performance is being measured (Corts, 2007; Drexler & Sibbet 2009). Five of the
seven participants noted that expectations for what the department is to accomplish come from
the executive team, the divisional leader, and the employee’s direct supervisor. “The
expectations for what we are to do as a department and division are made clear in meetings when
we receive our engagement survey results,” noted interviewee #4. Annual employee engagement
surveys, which each employee is made aware of throughout the year, provide a reference as to
what is expected from the departments and divisions and serve as a measure for performance for
Aligned Ways as an organization.
Participants were clear as to what was expected for the department to reach the
organizational goal, but they were less clear at times as to how they measured up to their
supervisor’s expectations. Six of the seven participants noted that having individual employee
stakeholder goals would aid in understanding more clearly how to meet expectations. “The goals
we have are decided by the division and the department heads for what our department is
supposed to accomplish. I know based on this what I am supposed to do because I understand
my job. They are not really personal to me though,” stated Interviewee #7. “Having
conversations with our direct supervisor helps us know as a department how well we are doing
and what they would like to see from us,” stated interviewee #6. Supervisor’s expectations of
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 86
performance, according to the participants, are measured by what the employees accomplish as a
team or individually on projects and how efficiently they are in completing their work.
“Completing my work is the biggest expectation of me,” interviewee #5 offered. Annual work
plans accompanied by yearly performance reviews are discussed, and the participants felt that
while they occurred there is room for improvement, as the employee reviews are not as effective
as they could be, as they are “not always specific,” they “don’t usually include ways to increase
[an individual’s] performance,” and are “not always adhered to.” Instead, annual plans relate
more specifically to the team and department.
Ensuring individual and company expectations are made transparent increases the success
rate for achieving desired high levels of employee engagement (Clark & Estes, 2008; Corts,
2007). While each of the seven interviewed incumbent employees spoke to varying degrees of
the importance of knowing what is expected of them as a department, six of the seven employees
noted that it is rare for leadership to specifically identify the gap between how they are
performing, what is specifically expected of them individually, and how each employee’s
performance is specifically being measured. “I don’t really know where I stand with my work in
relation to what my supervisor thinks of me,” articulated Interviewee #1. “I know if we don’t
hear from our [leadership] then we can assume we are doing well,” interviewee #5 stated.
“Conversations specifically about our performance don’t usually happen. If we have a question
about our work, for instance, we can go to [leadership] who make themselves available;
[leadership] rarely comes to us,” noted interviewee #3. While employees knew how to do their
job and what was expected of them to be successful in their job, they were not always clear as to
their current performance status in relation specifically to their supervisor’s expectations.
Therefore, while this influence was validated as a promising practice because employees noted
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 87
they knew, generally, what was expected of them from the organization, they were not always
clear on the specifics of their supervisor’s personal expectations. The results from this influence
were some of the weaker results in the study.
Assumed knowledge influence #3: Having clearly defined job roles increases
employee engagement (Declarative). Organizations that provide employees with necessary
knowledge about their responsibilities and make available those of their colleagues increase
performance, effort, and cognition and ultimately employee engagement (Aguinis & Kraiger,
2009; Drexler & Sibbet, 2009; Lancaster & Milia, 2014). “We each have a very different role
with similar foundational aspects,” stated interviewee #7. Each of the seven participants
articulated how their specific role comes with responsibilities specific to their job. 100% of the
interviewees itemized the duties of their specific individual role and specified that what they
were hired to accomplish is based on the needs of the company. Interviewee #6 explained the
importance of each individual doing their job but that “we all [need to] go in the same
direction…[if not] it ultimately affects the organization.” Job roles provide an avenue for
aligning individuals to others in the company and to the success of the organization and the
desired outcomes (Gruman & Saks, 2011). This influence was validated as a promising practice
as evidenced by the interviewees’ ability to articulate how their roles were different from and
similar to those of their colleagues.
Assumed knowledge influence #4: Employees who know what they need to do to
meet performance expectations are more likely to be engaged (Procedural). According to
research, employees must have knowledge pertaining to how they are to perform to meet
expectations (Anitha, 2014; Drexler & Sibbet, 2009). Each of the seven interviewees identified
they knew how to engage with their job and how to complete tasks and projects, for the most
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 88
part. “We know we are to finish something in order to move on to the next. We work very fast
around here,” stated Interviewee #7. The participants spoke to the fact they are expected to
collaborate, show teamwork, be open and inclusive to varying opinions, possess a positive
attitude, and support struggling colleagues in order to successfully achieve outcomes. The
information the team needs to perform their job in relation to a project is discussed during team
meetings or during informal check-ins. Interviewee #5 continued, “If I don’t know how to do
something the expectation is that I ask.” When support is needed, the interviewees noted they
were able to turn to their direct supervisor. “I have an open relationship with my direct
supervisor,” noted four of the seven interviewees. Each of the seven interviewees noted that they
received support from their supervisor when they needed guidance or to “run something past”
their supervisor for how to do their job. “If we get stuck, we ask for help to keep the project
moving. We work very fast…sometimes too fast…but the expectation is that we do the best we
can to finish a project so we can move on to the next,” Interviewee #3 shared.
Each of the seven interviewees also noted in their own terms that their direct supervisor
allowed them to do their job without micromanaging how the job should be completed. If there
was a problem, the supervisor let them know. Employees who are highly engaged spend a fair
amount of time mired in the work and understand how to ask for help when they begin to
struggle so as to not impede the progress of performance while meeting expectations (Eddy et
al., 2006). Participants knew what was expected of them for how to complete their job
responsibilities and knew how to ask for help when they struggled. This influence was validated
as a promising practice based on the consistency of the responses the participants provided
during the interviews about this influence.
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 89
Assumed knowledge influence #5: Engaged employees know what their strengths
and areas of improvement are (Metacognitive). Employees must possess the ability to use
metacognition to reflect upon their knowledge and skills and reflect upon their ability to
successfully apply their knowledge and skills (Krathwohl, 2002; Rueda, 2011). Metacognitive
thinking aids employees in evaluating their current level of performance versus their desired
level of performance (Clark & Estes, 2008). A common response for each of the incumbent
employees was that they were aware of their strengths and areas of improvement based on the
result of work experiences. Interviewee #1 noted they know they have found an area for
improvement when, “[my work] becomes a point of frustration for me.” The Interviewee #4
stated, “When something goes well, I can feel it and see the result. Then, I think, ‘What made
that happen so I can do it again?’” Interviewee #6 spoke about using reflective thinking when
his supervisor gave him feedback about a project. Interviewee #6 stated, “I think of other
examples where I have done a job similarly or differently so I can relate the feedback to what I
am being asked to do.”
The interviewees spoke about pursuing two kinds of learning opportunities: those
addressing areas in which they had little knowledge, and those that could further enhance their
expertise. According to researchers, an employee’s engagement level increases when they are
the ones who discern the ways they are achieving a goal or falling short (Anitha, 2014; Baker,
2006; “How to generate,” 2008; Rueda, 2011; Simon, 2011). This influence was validated as a
promising practice based on the fact each of the seven interviewees was able to articulate their
areas of strength and their areas of improvement.
Assumed knowledge influence #6: When employees know how the learning and
development opportunities provided by their organization are related to their growth and
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 90
development, their levels of employee engagement increases (Metacognitive). Employees
who possess the knowledge for how learning opportunities at their organization improves their
skill set personally and professionally are more likely to have higher levels of employee
engagement. Metacognitive processes deepen the relationship between cognition and
applications layering the schema employees create about their job. Understanding how
professional development will add to their ability to perform at a higher level personally and
professionally increases employee buy in and engagement as a result (Simon, 2011).
The interviewees shared they have access to a third party, online training module system
that allows them to increase their skill set by acquiring new knowledge at their own pace in their
area of choosing promoting areas of strength and overcoming areas for improvement. “Being
able to decide what I want to work on makes the learning less stressful,” noted interviewee #1.
“I have the ability to attend different trainings [my organization] approves of for me to attend,”
noted interviewee #2. According to interviewees #3, #5, and #7 the organization “prides itself”
on providing the best employee training based on the needs of the employees and of the
organization. “My direct supervisor encourages me to pursue developing my skills and lets me
know about opportunities I might want to look into,” interview #5 shared. Learning
opportunities at Aligned Ways were often requested internally, which the organization honored
and provided so employees were aware of what the trainings were for and how they would
benefit from attending. The opportunity to involve the employees in their own development
encourages the use of metacognitive skills as employees learn take responsibility for what they
are being offered to learn and how that learning applies to their personal and professional life
(Aguinis & Kraiger, 2009; Anitha, 2014; Clark & Estes, 2008; Drexler & Sibbet, 2009;
Tomlinson, 2010). The connection the participants made between learning opportunities and the
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 91
benefits they gain personally and professionally were articulated during the interviews. This
influence was validated as a promising practice.
Table 8 below provides a visual as to the assumed knowledge influences and whether the
influence were validated or not validated. Validation was determined by whether the participants
provided evidence in support of the influence being present. The evidence the participants
provided was as a result of the survey and the interview data. Based on the combination of the
surveys and the interviews, it was determined that all six of the knowledge influences in this
promising practices study were validated. Table 8 below provides a visual representation of the
validated knowledge influences.
Table 8

Validity of Knowledge Influences

Assumed Knowledge Influences for Employee
Engagement
Validated or
Not Validated
(V or N)
Declarative:
Employees know their organization’s goal and how their
job contributes to achieving the organization’s global goal.

V
Declarative:
Employees know how their performance measures up to
supervisor’s expectations.

V
Declarative:
Employees know their job role(s).

V
Procedural:
Employees know what they need to do to meet
performance expectations.

V
Metacognitive:
Employees know what their strengths and areas of
improvement are.

V
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 92
Metacognitive:
Employees know how the learning and development
opportunities provided by their organization are related to
their growth and development.
V

Motivation Results and Findings
The following section identifies the results and findings for each of the seven
motivational influences including one self-efficacy influence, five value influences, and one
emotion related influence. The survey included nine motivational questions including one
question regarding self-efficacy, seven questions regarding value, and one question regarding
emotion. The analysis for each of the motivational influences examined survey and interview
data to determine whether an influence was validated or not. The findings and results that
emerged from the data collected are presented below identifying the motivational assets the
incumbent employees in the Training and Leadership Department possess that creates and
sustains high levels of employee engagement.
Assumed motivational influence #1: Employees are confident in their ability to
complete their job responsibilities and achieve goals (Self-efficacy). Employees who feel
capable of successfully engaging with their jobs to contribute to reaching goals are more
involved, persisting longer with their roles and the organization (Hayward, 2010; Jensen, 2012;
Pajares, 2006). The findings from the survey and interview results are consistent with empirical
research. The participants in this study possessed high levels of self-efficacy, which have
contributed to their ability to complete their job responsibilities and achieve goals. The surveys
for this study revealed that 87% of the 15 participants who completed the survey felt above
average in their ability to confidently complete their job responsibilities to achieve goals. The
mean for this survey item was 8.6 with the standard deviation of 1.2.
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 93
Interview results supported the high survey mean. “I feel highly confident that I can do
my job and that I can continue to learn everything I need to do my job even better,” noted
Interviewee #1. 100% of the seven interview participants noted that they felt “highly confident”
in their ability to do their job. “I know I will continue learning better ways to do my job, but I
feel very confident with how to do it now,” stated Interviewee #6. High levels of self-efficacy
lead to positive feelings employees perceive about their abilities to engage and persist (Pintrich,
2008). Based on the survey results and the responses during the interviews, this influence was
validated as a promising practice.
Assumed motivational influence #2: Employees feel that the work they do is
important to their department and/or organization (Value). Employees are more effective in
their roles when they value the work they are expected to complete and believe their colleagues
value them being engaged with completing the work (Eccles, 2006; Jensen, 2012). The
participants believed the work they do is important, as evidenced by 93% of the participants who
indicated on the survey they strongly believe this to be true. The interview results supported the
survey findings.
During the interview portion, 71% of the interviewees voluntarily acknowledged the
importance of each individual in the department doing their job because without everyone
pulling their weight no one would be successful. The findings of the survey and interview
results are consistent with Buckingham & Coffman’s (1999) findings that the degree to which an
employee feels their work is valued affects their level of engagement. “We all understand how
important our roles are…if one person does not do their job well, it could affect the entire
system, resulting in less than desirable outcomes,” stated Interviewee #2. This item was
validated as a promising practice as a result of the survey and interview data.
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 94
Assumed motivational influence #3: Employees believe that they matter, as a
person, to others at work (Value). Employees are more likely to engage when they feel they
matter to the organization as a person and are not just seen as someone who is employed to
complete work (Kahn, 1990). The survey results indicated that 87% of the participants felt they
matter as a person to others at work. Of the 87% of incumbent employees who indicated this,
over half of the participants noted that 100% of the time, they felt as though they were valued as
a person and not just as an employee.
The interview data confirmed the survey results. Each of the seven interviewees noted
that they felt they have made personal connections with others on the team, in their department,
and/or the organization who they felt cared about them as a person and don’t just see them as an
employee. Five of the seven interviewees noted they felt their supervisor cared about them, as
evidenced by the fact the supervisor touches base personally with them often. “My supervisor
cares about me as a person and definitely wants to see me personally succeed,” noted
Interviewee #3. The interview results included 88% of people feeling as though they had at least
one person they can confide in or get support from at work. The analysis of the survey and
interview results validated this item as a promising practice.
Assumed motivational influence #4: Employees believe that the performance
assessment and recognition processes are fair (Value). When employees feel as though
systems for assessment and recognition are just, they exude higher levels of engagement (Anitha,
2014). However, when employees feel as though there are varying perceptions or discrepancies
in assessments and recognition systems, the employees begin to devalue the systems altogether
(Anitha, 2014; Jensen, 2012; Maertz et al., 2007). The results from the survey indicated 50% of
the 15 participants felt that the performance assessments were only moderately fair and 50% felt
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 95
the recognition process was moderately meaningful. The interview results indicated similar
findings as the survey results.
The interview results found, while incumbent employees felt as though they were
occasionally acknowledged for their efforts and their work, they felt overall as though it was
inconsistent (they received recognition for one project over another or employees were perceived
to be chosen randomly for who is recognized). Participants shared that recognition seemed to be
based primarily on leadership perception. Two participants, or 25% of those interviewed, spoke
to the fact that they were given public recognition during a meeting for their part in completing a
project. Four incumbent employees, or 50%, noted that they received feedback via email from
leadership thanking them for their efforts in helping the organization to accomplish an outcome.
While this influence was validated as a promising practice, the data gathered during the survey
and interviews indicated the presence of fair performance assessments and the presence of
meaningful recognition processes met minimal criteria. This influence’s results were some of
the weaker in the study.
Assumed motivational influence #5: Employees believe that their feedback matters
(Value). Ünal & Turgut’s (2015) research concluded that employees have to feel as though their
thoughts and opinions matter to the organization in order for employees to fully engage and fully
invest in the organization. Ünal & Turgut’s (2015) findings were consistent with the
participant’s survey findings that 73% agreed that their feedback matters. Of the 73%, over 50%
of the survey participants strongly - to completely agree that the feedback they provided
mattered.
The data collected during the interviews concurred with the survey results. “It is
beneficial to be engaged as it gives you a voice here,” stated Interviewee #3. “We are
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 96
encouraged a lot to share our thoughts by giving feedback. I feel the organization really takes
into consideration what employees and the customers have to say. [Aligned Ways] constantly
strives to make improvements so feedback is helpful,” Interviewee #6 shared. Employees need
to feel that their feedback matters in order to increase levels of employee engagement. The
findings and the results from the surveys and interviews validated this influence as a promising
practice.
Assumed motivational influence #6: Employees attribute their engagement in their
work to the nature of the work, the environment, and their own initiative (Value).
Employees who are intrinsically motivated to successfully complete their job responsibilities
have higher levels of employee engagement (Singh, 2016). Fourteen out of fifteen incumbent
employees, or 93%, strongly to completely agreed that they are willing to go the extra mile for
the Training and Leadership Department. The participants confirmed the survey results during
the interviews.
Each of the seven interview participants noted they strongly believed in the organization
and that they took pride in doing a good job and believed in doing what it takes to get the job
done. “I think [the incumbent employees] are very engaged in their work and they care about
doing the right thing and doing things better…even when they have tough days,” shared
Interviewee #1. Interviewee #6 noted, “I really value our purpose as a department and as an
organization.” Interviewee #5 stated, “Even though the work is hard and never ending, we are
encouraged to find creative ways, either on our own or with our colleagues, to do the job. We
have the ability to innovate. This continually challenges me to do a better job.” This influence
was validated as a promising practice by the survey and interview data.
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 97
Assumed motivational influence #7: Employees feel positive or epistemic emotions
in the work environment (Emotions). Engaged employees on average feel activating emotions
such as joy and happiness the majority of their day (Pekrun, 2011; Radda et al., 2015). Pekrun’s
(2011) research was consistent with what the participants expressed they experienced on a daily
basis. All fifteen incumbent employees, or 100%, indicated during the survey portion of the data
collection they felt happy to joyful emotions in their work environment.
Interview results supported the survey results. “People feel happy to be here in large part
because they love the organization and they feel stimulated by the work,” noted Interviewee #7.
Interviewee #6 shared, “The office environment is positive and the people are positive. I try
each and every day to put my best foot forward because I don’t want someone to have a bad day
because of me.” The data collected from the survey and interview portions validated this
influence as a promising practice.
Table 9 below provides a visual as to the assumed motivational influences and whether
the influences were validated or not validated. Validation was determined by whether the
participants provided evidence in support of the influence being present. The evidence the
incumbent employees provided was as a result of the survey data and the interview data. Based
on the surveys and the interviews it was determined that all seven of the assumed motivational
influences were validated.
Table 9
Validity of Motivational Influences
Assumed Motivational Influences for Employee
Engagement
Validated or
Not Validated
(V or N)
Self-efficacy:
Employees are confident in their ability to complete their
job responsibilities and achieve goals.
V
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 98

Value:
Employees feel that the work they do is important to their
department and/or organization.

V
Value:
Employees believe that they matter, as a person, to others
at work.

V
Value:
Employees believe that the performance assessment and
recognition processes are fair.

V
Value:
Employees believe that their feedback matters.

V
Value:
Employees attribute their engagement in their work to the
nature of the work, the environment, and their own
initiative.

V
Emotions:
Employees feel positive or epistemic emotions in the
work environment.

V

Organizational Results and Findings
The following section identifies the results and findings for each of the four
organizational influences, including two cultural model and two cultural setting influences. The
survey included ten organizational questions, including five questions regarding cultural models
and five questions regarding cultural settings. The analysis for each of the organizational
influences examined survey data, interview data, and the past five years worth of employee
engagement surveys administered internally by Aligned Ways to determine whether an influence
was validated or not. The findings and results that emerged from the data collected are presented
below identifying the organizational assets the incumbent employees in the Training and
Leadership Department possess that create and sustain high levels of employee engagement.
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 99
Assumed organizational influence #1: There is a culture of support and
collaboration among the employees (Cultural Model). Organizations whose leaders provide
support and opportunities for collaboration have increased levels of employee engagement
(Buckingham & Coffman, 1999; Radda et al., 2015; Woodruffe, 2006). Survey results indicated
participants agreed, with a mean of 7.47 and a standard deviation of 1.93, they received support
from the company and from the department in the form of the dissemination of information
and/or feedback about the company and department progress.
The participants noted during the interviews that leadership primarily offered global
support during annual company meetings, quarterly department meetings, and team meetings.
During these meetings, employees were informed as to the direction the company is going and
the expectations everyone had for ensuring the company goes in that direction. “Having
information about what is affecting our company internally and externally helps me stay
connected,” noted Interviewee #1. Participants #3 and #4 noted having the alignment of support
from leadership throughout the company makes employees really “feel they want to be part of
the company.” Interviewee #5 stated, “I feel like I have support in helping assess priorities…to
be creative to try new things for the job…to build my skill set in order to try different jobs within
the company.”
The survey also indicated the participants almost unanimously agreed that there is a
culture that heavily supported collaboration, as evidenced by the mean score of 9.07 with a
standard deviation of 1.44. The past employee engagement surveys also revealed the high levels
of collaboration in that the scores rose from 82% in 2012 to 96% in 2017. During the interviews,
six of the seven interviewees noted they believed it was an expectation to have the types of
relationships that allow them to effectively collaborate. “Collaboration happens daily- it is not
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 100
necessarily structured like if we work on projects together. Instead it happens organically when
people ask for help or when people ask each other to be part of a project,” noted Interviewee #6.
Six of the interviewees mentioned that while they each had their own roles and workstations in
which to engage with their roles, the organization provided “open concept offices,” which were
seen throughout the organization and were intended to provide fluidity and ease for interacting
with colleagues to complete job responsibilities. Interviewee #4 noted, “Having the standing
desks in open cubicles invites the conversation or that openness to be able to walk up to people
and get their help or bounce ideas off of them. So, [everyone] is quite approachable so it makes
it easy to collaborate,” Interviewee #4 stated. “Collaboration is essential. It signifies we are all
in this together as a team and these are the things we’re working on as a team,” stated
Interviewee #5. This organizational influence was validated as a promising practice based on the
survey, interview, and past employee engagement survey data.
Assumed organizational influence #2: The organization demonstrates their
trustworthiness by modeling transparency and inclusion (Cultural Model). For the levels of
engagement to be high, the organization must believe in and trust their employees; this message
must be translated to the employees through leadership’s actions and words (Buckingham &
Coffman, 1999; Hayward, 2010; Woodruffe, 2006). The survey results indicated that the
participants were aligned with Buckingham and Coffman’s (1999), Hayward’s (2010), and
Woodruffe’s (2006) respective research in that participants felt the organization trusted them to
complete their job responsibilities (mean=8.33 with a standard deviation of 1.7). Participants
also indicated on the survey they felt the leadership’s behaviors were consistent with their words
(mean=7.4 with a standard deviation of 2.15).
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 101
The past employee engagement survey results revealed that 90% of employees felt they could
trust their leadership (up from 70% in 2014). Additionally, 88% of the employees in this
department believed leadership followed through on their commitments according to the past
employee engagement scores, which is up from 78% in 2013. In the past two years, the
internally administered employee engagement surveys measured the consistency in which
leadership’s words matched their behaviors. The results indicated that 92% of employees felt
their leader’s words matched their behaviors. Employees are more willing to fully engage with
their roles and their organization when they have evidence of their leadership being transparent,
open, and honest (Simon, 2011).
During the interviews, each of the seven participants noted they believed not only that
they as employees could trust the organization, but they also felt as though the organization
trusted them to do their jobs. Interviewee #7 stated, “I wholeheartedly trust the organization.”
Interviewee #6 shared, “I feel empowered to do my job and to make decisions. [I] also believe
the organization gives people the freedom to be empowered.” Three employees noted specific
incidences where they felt they took a chance in bringing a negative experience to their
supervisor’s attention. Each of these three respective participants spoke to how the supervisor
was transparent in their thoughts about the issue, followed through with what the remedy for the
situation should be, and followed up with the participant to ensure they knew the outcome and
next steps. Based on the survey results, past employee engagement results, and the interview
data, this organizational influence was validated as a promising practice.
Assumed organizational influence #3: Employees receive timely, consistent, specific
feedback, which contributes to their ability to succeed in their roles (Cultural Setting).
Engaged employees are provided feedback that is specific and relevant to their personal and
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 102
professional ability to succeed in their job roles (Buckingham & Coffman, 1999; Shute, 2008;
Woodruffe, 2006). The survey results indicated that participants felt that the timing and the
amount of feedback from their supervisors were adequate, as this influence had a mean score of
7 with a standard deviation of 1.55. Participants also felt that the feedback received contributed
to their ability to complete their job responsibilities (mean=7.43 with a standard score of 1.72).
The past employee engagement survey results indicated that the amount of growth in the past
five years regarding employees being provided timely and helpful feedback rose from 74% in
2012 to 86% in 2016. While both the survey results for this study and the past employee
engagement scores indicated above average results in their experience of receiving feedback, the
participants indicated they desired more feedback regarding how to increase their overall
personal performance (mean=6.67 with a standard deviation of 1.74, which was the lowest mean
on the survey).
The participants shed light on the survey results in the interview portion of the data
collection process. The common thread among the participants was that feedback was more
often than not based on how to successfully accomplish a task or project rather than catered
additionally to personal growth. The majority of the interviewees, or 71%, felt they would
benefit from more specific, relevant feedback to help their overall performance, as opposed to
simply receiving feedback for completing a task or project. Four of the seven interviewees
specifically stated they also didn’t always agree with the feedback. “I pick and chose [how to
use the feedback] based on whether I agree with the feedback or not. I often times just go with
my gut and hope for the best,” Interviewee #6 stated. “Feedback is not a formal process,” noted
Interviewee #3. “Feedback happens, but it is more like if you have a problem with work and you
go get help. You will be given an opinion or feedback about that problem and are expected to do
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 103
it,” stated Interviewee #2. “I don’t always learn how to do my job better based on the feedback.
Don’t get me wrong…I get my job done, but I can’t say I walk away feeling like I learned
something other than how to finish my job,” Interviewee #6.
The survey, interviews, and past employee engagement surveys indicated the presence of
this influence, which resulted in this influence being validated as a promising practice.
However, while this influence was validated, it proved to have the weakest results from the
study. The participants reinforced the importance of the influence and affirmed they were
receiving feedback. Yet, the participants had suggestions for improving the quality of the
feedback received, which is worthy of further consideration and examination. This finding is
reminiscent of knowledge influence #2 above regarding employees knowing how their
performance measures up to supervisor’s expectations.
Assumed organizational influence #4: Employees have resources to complete their
jobs including transparency of organizational goals and job descriptions that explicitly
align with professional development (Cultural Setting). Employees who possess the
necessary resources to fully engage with and successfully complete their job responsibilities are
more likely to benefit the organization (Buckingham & Coffman, 1999; Radda et al., 2015;
Simon, 2011). The results from the survey indicated that participants have the resources
necessary to complete their jobs. Twelve out of fifteen participants, or 80%, indicated that they
strongly to completely agree that they have the resources they need to engage with and complete
their job responsibilities. Participants also indicated on the survey (mean=7.87) that they
understood how the professional development opportunities provided by the organization aligned
with their job and in achieving the organizational goal.
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 104
The past employee engagement surveys supported the survey results. The past surveys
indicated that 87% of employees felt they had both the resources they needed to complete their
job responsibilities and that the professional development was aligned. The interviews
confirmed the results from the survey and past employee engagement surveys. The interviews
revealed 100% of participants felt their job, the understanding of what they were to do to
successfully complete their job responsibilities, the resources they were given, and the
professional development opportunities all aligned and contributed to achieving the
organizational goal. “[Aligned Ways] has spent a lot of time, energy, and money over the years
to align resources and goals with professional development,” noted Interviewee #1. “Everyone
must have what they need, within reason, to be successful at their jobs because we are all in this
together and everyone is an integral part of the success of this company,” noted Interviewee #2.
Interviewee #6 stated, “There is always a lot of professional development happening internally
for us. It relates to getting better at your job so you can do the work easier and ultimately be
better for the company.” This influence was validated based on the evidence from the survey
and interview data as well as the past employee engagement surveys.
Table 10 below provides a visual as to the assumed organizational influences and
whether the influences were validated or not validated. Validation was determined by whether
the incumbent employees in the Training and Leadership Department at Aligned Ways provided
evidence in support of the influence being present. The evidence the incumbent employees
provided was as a result of the survey data, the interview data, and the document analysis of the
past employee engagement surveys administered internally at Aligned Ways. Based on the
surveys, the interviews, and the past employee engagement surveys it was determined that all
four of the organizational influences were validated.
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 105
Table 10
Validity of Organizational Influences

Assumed Organizational Influences for Employee
Engagement
Validated or
Not Validated
(V or N)
Cultural Model:
There is a culture of support and collaboration among the
employees.

V
Cultural Model:
The organization demonstrates their trustworthiness by
modeling transparency and inclusion.

V
Cultural Setting: Employees receive timely, consistent,
specific feedback, which contributes to their ability to
succeed in their roles.

V
Cultural Setting: Employees have resources to complete
their jobs including transparency of organizational goals
and job descriptions that explicitly align with
professional development.

V

Synthesis
Table 11 below presents the findings for the assumed assets for knowledge, motivational,
and organizational influences that were validated in this study. The findings and results
validated 17 of the 17 knowledge, motivational, and organizational influences including six
knowledge influences, seven motivational influences, and four organizational influences.
Table 11

Knowledge, Motivational, and Organizational Influences Validated

Assumed Assets of Employee Engagement Knowledge,
Motivational, and Organizational Influences
Validated
Knowledge:
Declarative: V
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 106
Employees know their organization’s goal and how
their job contributes to achieving the organization’s
global goal.

Declarative:
Employees know how their performance measures up
to supervisor’s expectations.

V
Declarative:
Employees know their job role(s).

V
Procedural:
Employees know what they need to do to meet
performance expectations.

V
Metacognitive:
Employees know what their strengths and areas of
improvement are.

V
Metacognitive:
Employees know how the learning and development
opportunities provided by their organization are related
to their growth and development.
V
Motivational:
Self-efficacy:
Employees are confident in their ability to complete
their job responsibilities and achieve goals.

V
Value:
Employees feel that the work they do is important to
their department and/or organization.
V
Value:
Employees believe that they matter, as a person, to
others at work.

V
Value:
Employees believe that the performance assessment
and recognition processes are fair.

V
Value:
Employees believe that their feedback matters.

V
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 107
Value:
Employees attribute their engagement in their work to
the nature of the work, the environment, and their own
initiative.

V
Emotions:
Employees feel positive or epistemic emotions in the
work environment.

V
Organizational:
Cultural Model:
There is a culture of support and collaboration among
the employees.

V
Cultural Model:
The organization demonstrates their trustworthiness by
modeling transparency and inclusion.

V
Cultural Setting:
Employees receive timely, consistent, specific
feedback, which contributes to their ability to succeed
in their roles.

V
Cultural Setting:
Employees have resources to complete their jobs
including transparency of organizational goals and job
descriptions that explicitly align with professional
development.

V

Summary
This chapter described the findings and results from the combination of the survey and
interview data from this study as well as past employee engagement surveys. The data were
used to examine the assumed knowledge, motivational, and organizational influences that have
contributed to creating a structure and an environment that supported high levels of employee
engagement in the Training and Leadership Department at Aligned Ways. The data collected
from the Training and Leadership Department confirmed via survey, interviews, and through
past employee engagement surveys that each of the 17 knowledge, motivational, and
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 108
organizational influences were present and therefore validated. In conclusion, the Training and
Leadership Department at Aligned Ways has created a structure and an environment where high
levels of employee engagement were created and supported.
Recommendations and solutions as well as a comprehensive implementation and
evaluation plan for the validated influences from this study will appear in Chapter Five. The
recommendations and solutions as well as the comprehensive implementation and evaluation
plan provided in Chapter Five are for those individuals desiring to create or enhance their current
levels of employee engagement based on identified gaps determined by the lack of specific
knowledge, motivational, and organizational influences.

ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 109
CHAPTER FIVE
RECOMMENDATIONS AND SOLUTIONS
Purpose of the Project and Questions
The purpose of this project was to understand the knowledge and skills, motivational
factors, and organizational factors that contributed to Aligned Ways reaching the organizational
goal regarding employee engagement. This promising practice study specifically analyzed the
knowledge, motivational, and organizational assets validated by incumbent employees in the
Training and Leadership Department as contributing to what the organization did to create a
structure and environment that supported high levels of employee engagement.
This study focused on one department, The Training and Leadership Department, within
the international transportation company Aligned Ways. The Training and Leadership
Department specifically became the focus of this study due to the traditionally high scores this
department received on the internally administered IBM Employee Engagement Surveys for the
past five years.
As such, the questions that will guide this promising practice study are the following:
Question 1 was answered in Chapter Four:
1. What knowledge, motivational, and organizational assets do the incumbent employees in
the Training and Leadership Department have that contributed to their employee
engagement score of 80% or above?
Question 2 will be answered below throughout Chapter Five:
2. What solutions and recommendations in the areas of knowledge, motivational, and
organizational resources may be appropriate for increasing employee engagement in the
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 110
remaining 21 departments and for calibrating the new employees from the organization
being acquired?
The chapter will then provide solutions and recommendations to address the respective
knowledge, motivational, and organizational influences before presenting the implementation
and evaluation plan.
Framework of the Implementation and Evaluation Plan
The following sections include a change initiative plan for how to create and/or sustain
high levels of employee engagement using the respective knowledge, motivational, and
organizational influences identified in this promising practices study. The change initiative plan
includes recommendations and solutions for each of the validated influences found in Chapter
Four. The recommendations and solutions for the validated influences were integrated into a
comprehensive implementation and evaluation plan to effect accurate, authentic change in order
to achieve the organizational goal. The implementation and evaluation plan used to frame the
change initiative was based on Donald L. Kirkpatrick’s (1994) original work, which has since
been modified by his son and daughter-in-law, James D. Kirkpatrick and Wendy Kayser
Kirkpatrick (2016). James D. and Wendy Kayser Kirkpatrick’s modified version entitled the
New World Kirkpatrick Model (2016) includes administering the four levels of implementation
and evaluation in reverse order: Level 4- Results, Level 3- Behaviors, Level 2-Learning, and
Level 1- Reaction. Each level includes support and accountability measures to ensure the
employees internalized change and in turn the company institutionalized the change.
Additionally, specific recommendations and solutions for enhancing current already high levels
of employee engagement for the Training and Leadership Department at Aligned Ways are
included as Appendix G.
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 111
Solutions and Recommendations to Address Knowledge, Motivational, and Organizational
Influences
The following section is broken into three subsections with each subsection containing an
introduction with a table including the respective validated knowledge, motivational, or
organizational influences. The table is then followed by recommendations and solutions for
identified validated influences. Each of the validated knowledge, motivational, or organizational
influences is considered a priority to include when looking to create and/or sustain high levels of
employee engagement. While each of the validated influences was a priority, one influence was
chosen per area to provide an entry point in which to focus so change could begin. Below are
recommendations and solutions for three knowledge influences (one declarative, one procedural,
and one metacognitive), three motivational influences (one self-efficacy, one value, and one in
the area of emotions), and two organizational influences (one for cultural models and one for
cultural settings).
The tables below include a) the knowledge, motivational, and organizational influences,
b) whether each influence was validated or not based on the results of the data from this study, c)
the principles or citations that supported the recommendations for each influence, and d) the
recommendations and solutions for each of the validated influences. Following the tables are the
explanations for the recommendations and supporting details for the validated influences that
serve as the entry point to making change.
Knowledge Solutions and Recommendations
Introduction. The data for the knowledge influences for this study was collected and
analyzed. This study examined data from surveys and interviews in order to analyze six
knowledge influences including three declarative, one procedural, and two metacognitive. Table
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 112
12 below includes the six validated knowledge influences regarded as assets needed to ensure
high levels of employee engagement as well as the probability of validation for each of the
influences. Each influence’s validity was based on survey results, the frequency in which the
interviewees noted the influence during the interviews, the meaning the interviewees associated
with the influence as well as the importance research placed on each of the respective influences.
Each of the six knowledge influences listed below in Table 12 were validated during this study
and need to be considered by organizations that desire to create and sustain high levels of
employee engagement.
Clark and Estes (2008) noted, “knowledge and skill enhancement are required for job
performance…when people do not know how to accomplish their performance goals” (p. 58).
The conceptual framework for this study was based off of Clark and Estes’s (2008) work, which
provided researched context specific recommendations for each of the knowledge influences
listed in Table 12 below. The subsections following Table 12 identified three knowledge
influences, one for each of the respective declarative, procedural, and metacognitive areas, as
those that were validated during this study and were the highest priority for organizations
desiring to create and sustain high levels of employee engagement.
Table 12
Summary of Knowledge Influences and Recommendations
Assets of Successful
Employee
Engagement
Knowledge Influences

Validated
Yes, High
Probability,
or No
(V, HP, N)
Priority
Yes, No
(Y, N)
Principle and
Citation
Context-Specific
Recommendation
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 113
Declarative:
Employees know
their organization’s
goal and how their
job contributes to
achieving the
organization’s global
goal.
V Y
Goals motivate and
direct individuals
toward achieving
outcomes
(Pintrich, 2003).

Explicitly conveying
the “what”
individuals are
aiming to accomplish
such as a goal with
the “how” to
accomplish the goal
through job
responsibilities
contributes to ability
of the individual to
reach the goal
(Rueda, 2011).
Provide
information about
the specific
organizational
goal.

Provide a job aid
to demonstrate
how job roles help
to achieve the
organizational
goal.
Declarative:
Employees know
how their
performance
measures up to
supervisor’s
expectations.

V Y
Providing scaffolding
and assisted
performance
in a person’s ZPD
promotes
developmentally
appropriate
instruction (Scott &
Palincsar, 2010).

Aiding employees in
identifying their
performance level is
essential to their
personal success and
their ability to
contribute to the
organization (Clark &
Estes, 2008).
Provide
information that
specifically
identifies the
performance
level/performance
gap of an
employee on any
given task.
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 114
Declarative:
Employees know
their job role(s).

V Y
Targeting training
and instruction
between the
individual’s
independent
performance level
and their level of
assisted performance
promotes optimal
learning (Scott &
Palincsar, 2010).

Increasing germane
cognitive load by
engaging
the learner in
meaningful
learning and schema
construction
facilitates
effective learning
(Kirshner et al.,
2006).
Provide a job aid
to increase
employee
knowledge of job
roles to ensure
responsibilities are
clearly understood
and employees
know how to
perform their job.
Procedural:
Employees know
what they need to do
to meet performance
expectations.

V Y
To develop mastery,
individuals
must acquire
component skills,
practice integrating
them, and
know when to apply
what they
have learned
(Schraw &
McCrudden, 2006).

Continued practice
promotes
automaticity and
takes less
capacity in working
memory
(Schraw &
McCrudden, 2006).
Provide a job aid
such as a checklist
to employees
before, during, and
after a task for how
to approach and
engage with
respective job
responsibilities
that lead to
meeting
expectations.
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 115
Metacognitive:
Employees know
what their strengths
and areas of
improvement are.

V Y
The use of
metacognitive
strategies facilitates
learning
(Baker, 2006).

Metacognition
provides individuals
with the “when” and
“why” about a task
(Rueda, 2011).
Provide a job aid
that includes
sentence frames
and question
prompts that
promote self-
reflection and
critical thinking
during and after
tasks to develop
self-awareness of
one’s job.
Metacognitive:
Employees know
how the learning and
development
opportunities
provided by their
organization are
related to their
growth and
development.
V Y
Learning tasks that
are similar to those
that are common to
the individual’s
familiar cultural
settings will promote
learning and transfer
(Gallimore &
Goldenberg, 2001).

Making the
connection between
personal and
professional growth
sets a clear path for
individuals to follow
as they set priorities
and tend to their job
responsibilities
(Clark & Estes,
2008).
Provide
information that
increases
employees’
understanding for
how personal and
professional
development
opportunities
enhances overall
performance.

Provide training
opportunities that
are relevant the to
needs and desires
of the employees.

Declarative knowledge solutions and recommendations for the influence: Employees
know their organization’s goal and how their job contributes to achieving the
organization’s global goal. Pintrich (2003) found that goals motivated and directed individuals
toward achieving outcomes. Explicitly conveying the “what” individuals were aiming to
accomplish such as a goal with the “how” to accomplish the goal contributed to the ability of the
individual to reach the goal (Rueda, 2011). Through survey and interviews, the incumbent
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 116
employees in the Training and Leadership Department at Aligned Ways validated that they knew
the organizational goal and how their job roles contributed to achieving their organizational goal.
The recommendation pertaining to the validated knowledge factors associated with creating and
sustaining high levels of employee engagement was two fold: 1) provide information about the
specific organizational goal (e.g. through the employee porthole on the organization’s website,
during meetings, etc.) and 2) provide a job aid to demonstrate how each job role helps to achieve
the organizational goal.
Research indicated that individuals are more apt to succeed when both the job roles and
the organizational goal were made transparent and connections were made between the two
(Clark & Estes, 2008; Pintrich 2003). Knowledge provided through the use of job aids about the
symbiotic relationship between jobs and goals was key to achieving goals (Clark & Estes, 2008).
Clark and Estes (2008) found that providing information through job aids was a necessary
requirement to increase current levels of knowledge when there was uncertainty about a goal
and/or how to achieve the goal. Drexler and Sibbet (2009) found employee engagement
increased when information was provided to clarify goals by conveying what was expected of an
employee and how they were expected to achieve the goal. Knowledge about how employees’
jobs individually and collectively contributed to achieving an organizational goal was necessary
for not only the success of the individual but for the success of the organization (Grossman &
Salas, 2011). The Training and Leadership Department created and sustained high levels of
employee engagement by making the organizational goal and job responsibilities transparent
through the use of internal and external messaging, during meetings, and through the importance
the organization places on the annual employee engagement surveys.
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 117
Procedural knowledge solutions and recommendations for the influence: Employees
know what they need to do to meet performance expectations. To develop mastery,
individuals must have acquired component skills, practiced integrating them, and known when to
apply what they learned (Schraw & McCrudden, 2006). Continued practice promotes
automaticity and took less capacity in working memory (Schraw & McCrudden, 2006). Aligned
Ways’ incumbent employees in the Training and Leadership Department expressed the
importance of knowing what they did to meet performance expectations. The recommendation
for increasing and sustaining procedural knowledge to obtain high levels of employee
engagement includes providing a job aid such as a checklist to employees before, during, and
after a task for how to approach and engage with respective job responsibilities that lead to
meeting expectations.
Researchers noted individuals who possessed knowledge about their own performance
gaps, meaning they possessed the knowledge for how to close the gap between their current level
of performance versus the level where they were expected to perform had increased levels of
employee engagement (Anitha, 2014; Clark & Estes, 2008; Drexler & Sibbet, 2009). Providing
job aids that clearly identified how an employee was to approach and engage with their job
enabled them to successfully meet expectations. Job aids such as checklists would include
knowledge employees used independently as they were asked to perform a task (Clark & Estes,
2008). Having a job aid that provided knowledge about how an employee could better perform
their job based on expectations increased the likelihood that individual would engage and
succeed (Eddy et al., 2006). The incumbent employees in the Training and Leadership
Department each articulated what was expected of them in order to engage with their jobs to
achieve goals by performing at a high level.
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 118
Metacognitive knowledge solutions and recommendations for the influence:
Employees know what their strengths and areas of improvement are. The use of
metacognitive strategies facilitated learning (Baker, 2006). Metacognition provided individuals
with the “when” and “why” about a task (Rueda, 2011). Employees who were able to effectively
use metacognition to improve their knowledge and skills increased their ability to engage
personally and professionally. The incumbent employees in the Training and Leadership
Department identified personal and professional areas of improvement and strengths, as
evidenced by their responses in the interviews. Providing a job aid that promoted self-reflection
and critical thinking before and after a task to develop self-awareness of one’s job benefited
individuals looking to increase their current levels of employee engagement.
Without the knowledge and skills for how to reflect upon one’s own skill set, an
individual was likely to struggle with understanding how to improve his or her engagement and
ultimately performance (Anitha, 2014; Baker, 2006). Job aids could serve as a reminder
encouraging employees to independently and collectively consider what was going well and
what areas needed to be strengthened (Clark & Estes, 2008). Job aids could also serve as a
reflection tool in which employees evaluated their own performance in order to identify the type
of support they needed to deepen their knowledge base and/or skill set (Baker, 2006). According
to Anitha (2014), exercising metacognitive knowledge strategies increased an employee’s ability
to fully engage with their work and the organizations ability to achieve desired outcomes. The
incumbent employees in the Training and Leadership Department at Aligned Ways were aware
of their respective strengths and areas of improvement based on patterns they found within
feedback shared with them, through information shared during meetings, and through self-
evaluation regarding how they felt before, during, and after engaging with a task and/or project.
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 119
Motivational Solutions and Recommendations
Introduction. The data for the motivational influences for this study was collected and
analyzed. This study used data from surveys and interviews in order to analyze seven
motivational influences including one self-efficacy influence, five value influences, and one
emotion influence. Table 13 below includes the seven validated motivational influences
regarded as assets needed to ensure high levels of employee engagement as well as the
probability of validation for each of the influences. Each influence’s validity was based on
survey results, the frequency in which the interviewees noted the influence during the interviews,
the meaning the interviewees associated with the influence as well as the importance research
placed on each of the respective influences. All seven of the motivational influences listed
below in Table 13 were validated during this study and need to be considered by organizations
that desire to create and sustain high levels of employee engagement.
The subsections following Table 13 identifies three motivational influences, one for each
of the respective self-efficacy, value, and emotion areas, as those that were validated during this
study and are the highest priority for organizations desiring to create and sustain high levels of
employee engagement.
Table 13
Summary of Motivational Influences and Recommendations
Assets of Successful
Employee
Engagement
Motivational
Influences

Validated
Yes, High
Probability,
or No
(V, HP, N)
Priority
Yes, No
(Y, N)
Principle and
Citation
Context-Specific
Recommendation
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 120
Self-efficacy:
Employees are
confident in their
ability to complete their
job responsibilities and
achieve goals.

V Y
High self-efficacy
can positively
influence motivation
(Pajares, 2006).

Higher expectations
for success and
perceptions of
confidence can
positively influence
learning and
motivation (Eccles,
2006).
Provide formative,
relevant, accurate
feedback regarding
competence and
self-efficacy as
employees apply
their expertise to
complete
challenging but
achievable tasks
and goals.
Value:
Employees feel that the
work they do is
important to their
department and/or
organization.

V Y
Learning and
motivation are
enhanced if the
learner values the
task (Eccles, 2006).

An individual’s
ability to successfully
engage with a task is
predicated on the
value they assign to
the task (Eccles,
2006).
Assign relevant,
meaningful tasks
and projects in
which the
employee’s
effectiveness
contributes to
achieving the goals
of their department
and/or
organization.
Value:
Employees believe that
they matter, as a
person, to others at
work.

V Y
Individuals are more
connected when they
feel supported and
cared for as a person
in their community
(Rueda, 2011).

How an individual
feels about
himself/herself is
connected to their
beliefs about their
own effectiveness
(Clark & Estes,
2008).
Provide
opportunities
during the
workday and at
work functions to
connect with and
honor employees
as individuals as
opposed to
honoring them
only for the work
they accomplish.
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 121
Value:
Employees believe that
their feedback matters.

V Y
Feedback as well as
actual success on
challenging tasks
positively influences
people’s perceptions
of competence
(Borgogni, Russo, &
Latham, 2011).

The ability to fully
engage is influenced
by an employee’s
experiences and
perceptions of how
their feedback was
received and utilized
(Zhong, Wayne, &
Liden, 2016).
Provide specific
evidence of the
ways in which
employees’
feedback was
considered and/or
correlated with
implementation
outcomes.
Value:
Employees attribute
their engagement in
their work to the nature
of the work, the
environment, and their
own initiative.
V Y
Adaptive attributions
and control beliefs
motivate
[individuals]
(Pintrich, 2003).

Stress the process of
learning, including
the importance of
effort, strategies, and
potential self-control
of learning
(Anderman &
Anderman, 2010).
Provide various
tasks and projects
to employees that
are of interest to
them and/or
stimulate their
learning.
Emotions:
Employees feel positive
or epistemic emotions
in the work
environment.
V Y
Positive emotional
environments support
motivation
(Clark & Estes,
2008).

The types of emotion
individuals feel about
their work and their
work environment is
an indication of their
level of engagement
(Radda, Majidadi, &
Akanno, 2015).
Increase
“activating
emotions” (e.g.
joy) by supporting
employees to
autonomously
make choices
regarding their
learning and their
working
environment.
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 122

Self-efficacy motivational solutions and recommendations for the influence:
Employees are confident in their ability to complete their job responsibilities and achieve
goals. High self-efficacy positively influenced motivation (Pajares, 2006). According to Eccles
(2006), higher expectations for success and perceptions of confidence positively influenced
learning and motivation. The interviewed incumbent employees in the Training and Leadership
Department each individually noted they felt confident in their abilities to engage with and
accomplish their job responsibilities in order to contribute to achieving high levels of employee
engagement. The recommendation for creating and sustaining high levels of employee
engagement is to support employee confidence by providing formative, relevant, accurate
feedback regarding competence and self-efficacy on their respective roles as employees apply
their expertise to complete challenging but achievable tasks and goals.
When employees felt as though they had the ability or expertise to achieve goals, their
motivation for engaging with the tasks to accomplish those goals was much higher (Clark &
Estes, 2008). “Unless people believe that they can produce desired effects and forestall
undesired ones by their actions, they have little incentive to act,” found renowned psychologist
Albert Bandura (2000). Formative feedback about employees’ competence and self-efficacy
informed individuals about their areas of focus to develop (Rueda, 2011). Engaged employees
had a high confidence level in their abilities and continually found ways their expertise could be
used in their job and with the organization in which they work (Ünal & Turgut, 2015). High
levels of self-efficacy afforded employees the ability to choose to engage with and persist
throughout tasks and projects until completion even if challenges arose (Rueda, 2011).
Participants exhibited confidence in their ability to fully engage with tasks and projects
overcoming challenges to ensure their job responsibilities were met and goals were achieved.
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 123
The participants noted they were provided formative public and private feedback specific to the
task or project at hand, which aided in having the support necessary to complete their job
responsibilities.
Value motivational solutions and recommendations for the influence: Employees
attribute their engagement in their work to the nature of the work (e.g. ebbs and flows as to
the intensity of the work), the environment, and their own initiative. Pintrich (2003) found
adaptive attributions and control beliefs motivated [individuals]. Anderman and Anderman
(2010) stressed it was the process of learning, including the importance of effort, strategies, and
potential self-control of learning that contributed to increased levels of feeling valued. The
incumbent employees in the Training and Leadership Department attributed their high levels of
employee engagement to the value they placed on their own initiative to accomplish goals as
they navigated variables that arose throughout the project/workday. To obtain and sustain high
levels of employee engagement, it was recommended to provide various tasks and projects that
were of interest to employees and stimulated their learning (e.g. projects that were within an
employee’s wheel well but that expanded their learning, as they were novel or cross functional
work).
Researchers found that engaged employees were more motivated to complete job tasks
and responsibilities when their values were aligned with the nature of the work and the
organization (Bhuvanaiah & Raya, 2014; Ünal & Turgut, 2015; Welch, 2011). Employees
engage with and completed tasks and projects when they found the work personally meaningful
(Rueda, 2011). When employees were interested and stimulated by work, they exhibited high
levels of discretionary effort toward accomplishing tasks and projects (Bhuvanaiah & Raya,
2014). Intrinsically motivated individuals who took initiative in their work were more likely to
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 124
exhibit higher levels of employee engagement (Ünal & Turgut, 2015). Aligned Ways benefited
from the outcomes created by the incumbent employees in the Training and Leadership
Department who took initiative, advocated for, and were interested in their work, even during
challenging periods.
Emotions motivational solutions and recommendations for the influence: Employees
feel positive or epistemic emotions in the work environment. Positive emotional
environments supported motivation (Clark & Estes, 2008). The types of emotion individuals felt
about their work and their work environment was an indication of their level of engagement
(Radda et al., 2015). The participants indicated they generally felt anywhere from contentment
to joy while at work. It was recommended to increase “activating emotions” (e.g. joy) by
supporting employees to autonomously make choices regarding their learning and their working
environment in order to increase levels of employee engagement.
Emotions could positively or negatively impact an employee’s effectiveness (Clark &
Estes, 2008). Research found that while individuals may experience a range of emotions while
at work on a given day, the disparity resulting from too wide of a range of emotions over an
extended period of time impacted the motivational level of an individual negatively (Pekrun,
2011). Engaged employees personally expressed feelings on the scale of happiness, which were
activating emotions that encouraged motivation levels to rise (Pekrun, 2011). Encouraging
individuals to make choices that allow for personal and professional alignment was key to
activating emotions such as happiness and joy leading to engagement (Bhuvanaiah & Raya,
2014). Providing support for the incumbent employees to make autonomous choices about their
job responsibilities contributed to feelings associated with positive emotions and lead to more
overall effectiveness, employee engagement, and ultimately higher levels of productivity.
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 125
Organizational Solutions and Recommendations
Introduction. The data for the organizational influences for this study was collected and
analyzed. This study triangulated data from survey, interview, and previous employee
engagement surveys in order to analyze four organizational influences including two cultural
model influences and two cultural setting influences. Table 14 below includes the four validated
organizational influences regarded as assets needed to ensure high levels of employee
engagement as well as the probability of validation for each of the influences. Each influence’s
validity was based on survey results, the frequency in which the interviewees noted the influence
during the interviews, the meaning the interviewees associated with the influence as well as the
importance research placed on each of the respective influences, and the data results from the
past employee engagement surveys. Each of the four organizational influences listed below in
Table 14 were validated during this study and need to be considered by organizations that desire
to create and sustain high levels of employee engagement.
The subsections following Table 14 identified two influences, one for each of the
respective cultural model and cultural setting areas, as those that were validated during this study
and are the highest priority for organizations desiring to create and sustain high levels of
employee engagement.
Table 14
Summary of Organizational Influences and Recommendations
Assets of Successful
Employee
Engagement
Knowledge Influences

Validated
Yes, High
Probabilit
y, or No
(V, HP, N)
Priority
Yes, No
(Y, N)
Principle and
Citation
Context-Specific
Recommendation
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 126
Cultural Model:
There is a culture of
support and
collaboration among
the employees.

V Y
Organizational
culture is created
through shared
experience, shared
learning and stability
of membership.
It is something that
has been learned. It
cannot be imposed
(Schein, 2004).

“The two greatest
yearnings in the
human experience are
to be included and to
have a sense of
agency, (Kegan’s
1994 research as
cited by Mezirow,
2000, p. 11).
Create an
environment where
employees are
encouraged to
work together
sharing resources
and information
either
collaboratively to
complete
tasks/projects or to
act as a support
system for fellow
colleagues
working
autonomously.
Cultural Model:
The organization
demonstrates their
trustworthiness by
modeling transparency
and inclusion.
V Y
The more a leader
acts in a way that
followers feel is
appropriate ethical
leader behavior, the
more a leader will be
trusted (Van den
Akker, Heres,
Lasthulzen, & Six,
2009).

“Organizations with
high levels of cultural
trust…are more likely
to enjoy their work,
take the time to do
their jobs correctly;
make their own
decisions; take risks;
innovate; embrace the
organization’s vision,
mission, and values;
and display
organizational
citizenship behavior
(Colquitt, Scott, &
Ensure leaders
behave with
integrity by
bringing diverse
opinions to the
table before
authentically
following through
on commitments.
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 127
LePine, 2007 as cited
in Starnes, Truhon &
McCarthy, 2010, p.
6).
Cultural Setting:
Employees have
resources to complete
their jobs including
transparency of
organizational goals
and job descriptions
that explicitly align
with professional
development.

V Y
Ensuring staff’s
resource needs are
being met is
correlated with
increased outcomes
(Waters, Marzano, &
McNulty, 2003).

Effective
organizations ensure
that organizational
messages, rewards,
policies and
procedures that
govern the work of
the organization are
aligned with or are
supportive of
organizational goals
and values
(Clark and Estes,
2008).
Ensure employees
have resources
necessary (e.g. job
description,
professional
development, etc.)
to engage with and
complete their job
responsibilities
that are aligned
with organizational
goals.

Cultural model organizational solutions and recommendations for the influence:
There is a culture of support and collaboration among the employees. Schein (2004) found
organizations created culture through shared experience, shared learning, and stability of
membership. Schein (20004) further noted that culture was something was learned, as it was not
something that could be imposed. “The two greatest yearnings in the human experience are to be
included and to have a sense of agency,” (Kegan’s 1994 research as cited by Mezirow, 2000, p.
11). Participants in this study felt as though they were highly encouraged to work
collaboratively on projects. Participants also felt they were encourage to support and were
supported by colleagues who needed the benefit of collaboration as they worked autonomously.
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 128
It is recommended to create an environment where employees are encouraged to work together
sharing resources and information either collaboratively to complete tasks/projects or to act as a
support system for fellow colleagues working autonomously. Examples included, but are not
limited to, organizations creating collaborative workspaces, holding time in the daily/weekly
schedule for employees to work on projects in groups, and using an open-space concept model
where office walls and cubicle half walls have been removed in order to utilize the room as one
large workspace.
Buckingham & Coffman (1999) found levels of employee engagement increased when
organizations created a culture that a) supported the employees’ choice to work autonomously
while simultaneously supporting others or receiving support from others and/or b) encouraged
individuals to work collaboratively to achieve goals. Providing support to individuals
independently and collectively created the ability of employees to balance their needs for how to
accomplish goals and for when to work autonomously and collaboratively (Clark & Estes, 2008).
Collaborative opportunities led to a deeper understanding and better more effective solutions for
projects due to the multiple intelligences used during collaborative groupthink (Schein, 2010).
Employees benefited from a cultural model that includes cultural practices that supported the
employees’ decision(s) to choose how to accomplish goals when considering whether it was in
their best interest to work autonomously or collaboratively as they completed tasks and projects.
Cultural setting organizational solutions and recommendations for the influence:
Employees have resources to complete their jobs including transparency of organizational
goals and job descriptions that explicitly align with professional development. Ensuring
staff’s resource needs were met is correlated with increased outcomes (Waters, Marzano, &
McNulty, 2003). Clark and Estes (2008) found that effective organizations ensured
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 129
organizational messaging, rewards, policies, and procedures that govern the work of the
organization were aligned with and were supportive of organizational goals and values.
Participants felt as though they had the necessary resources to engage with and complete their
job responsibilities. The recommendation for those organizations desiring to create and sustain
high levels of employee engagement includes ensuring employees have the resources necessary
(e.g. job description, professional development, etc.) to engage with and complete their job
responsibilities that are aligned with organizational goals.
Employees were more inclined to fully engage with their jobs and their organizations
when they felt as though they had the necessary resources that afforded them the opportunity to
successfully complete their job responsibilities (Schein, 2010). Lewis (2011) found that aligned
resources ensured employees had the availability to calibrated information that contributed to the
legitimacy for how and why their jobs were important. Aligned resources also contributed to
employees’ abilities to make connections between their specific job and what the organization
was attempting to achieve (Clark & Estes, 2008). Employees were more likely to be fully
engaged when they had resources that aligned with their job responsibilities, goals, and
professional development.
Integrated Implementation and Evaluation Plan
Organizational Purpose, Need, and Expectations
The purpose of this promising practices study was to examine how Aligned Ways
effectively fulfilled their statement of purpose to, “Go beyond what is required in order to
positively affect someone else” while adhering to their mission statement, “To be the best we can
be each day by providing the safest, most valuable, cost effective service customers will
appreciate” (Aligned Ways, 2016). The stakeholder group of focus for this study was the
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 130
incumbent employees in the Training and Leadership Department. Incumbent employees were
those employees who worked in the Training and Leadership Department before Aligned Ways
acquired a national transportation company similar to themselves in April of 2016. The
incumbent employees were chosen as they had the most insight into what historically contributed
to the Training and Leadership Department’s ability to consistently have the highest employee
engagement scores in the company based on internal surveys administered by IBM. The IBM
survey primarily measured only whether the organizational factors were present. The knowledge
and motivational factors were minimally measured if at all.
Aligned Ways’ organizational goal was to obtain an overall employee engagement score
of 80% or above (with no score being less than 75%) in each of the 22 departments by 2020.
This goal was directly correlated to the ideals of Aligned Ways’ leadership in that if employees
were happy and felt successful the company was better able to serve their customers. The
proposed solutions or recommendations for how to accomplish high levels of employee
engagement were based off this study’s examination of various knowledge, motivational, and
organizational influences. The proposed solutions were incorporated into a comprehensive,
programmatic plan that included four levels of implementation and evaluation addressing
organizational factors, listed job aids to increase knowledge factors, and identified the types of
support necessary to increase motivational factors; all of which contributed to increasing levels
of employee engagement.
Implementation and Evaluation Framework
The design of this study’s integrated implementation and evaluation plan was based on
the life work (circa 1954) of Don L. Kirkpatrick. The New World Kirkpatrick Model (2016)
includes four levels- Reaction, Learning, Behavior, and Results, which serve as the foundation
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 131
for training implementation and evaluation plans. The New World Kirkpatrick Model (2016)
was applied to this study to examine the integrated implementation and evaluation plan for this
promising practices study. The unique approach to administering this plan per the
recommendation of the New World Kirkpatrick Model (2016) was to administer the plan in
reverse starting with Level 4- Results as opposed to Level 1- Reactions. Administering the plan
in reverse order ensures the “focus [is] on what is most important, the program outcome that is
accomplished through improved on-the-job performance of training” (Kirkpatrick & Kirkpatrick,
2016, p. 11).
The implementation and evaluation plan for this study is discussed in subsequent sections
below. The plan outlines necessary factors to consider at each of the four levels for successful
support to occur while implementing and for accountability to occur while evaluating. The
individual and programmatic components included throughout the respective levels align with
one another to safeguard proper support for implementation and proper accountability for
evaluation for each of the four levels. The levels were not to be viewed as linear steps, as they
could happen simultaneously. The levels should cohesively be seen as the connection between
training and the ability to effectively implement what was learned during training back on the job
to the point of individual internalization and organizational institutionalization (Kirkpatrick &
Kirkpatrick, 2016). In short, Levels 1 and 2 were about exposure to information that will aid in
creating change. Levels 3 and 4 were about experiencing the information to the point of
internalization and institutionalization to solidify the change. To address the effectiveness of the
support and accountability of the implementation and evaluation, the plan below will begin with:
1) Level 4- Results that include leading indicators or sub goals for employees to achieve that aid
in accomplishing the primary or organizational goal 2) Level 3- Behavior, which includes critical
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 132
behaviors and the drivers of those behaviors employees need to exhibit that aid in accomplishing
the primary or organizational goal, 3) Level 2- Learning that includes the acquisition of needed
knowledge and motivational influences during professional development opportunities, and 4)
Level 1- Reaction that includes the measurement of satisfaction and engagement with the
professional development. The following sections for each of the four levels are included below.
Level 4: Results and Leading Indicators
Table 15 below provides the outcomes, metrics, and methods that aid in achieving
expected effects of the proposed implementation and evaluation plan for Level 4- Results. The
results were divided into external and internal outcomes that include respective external leading
indicators (e.g. indicators specific to customers, market, clients) and internal leading indicators
(e.g. indicators specific to individuals, teams, departmental, or organizational outcomes)
(Kirkpatrick & Kirkpatrick, 2016). The leading indicators provide checkpoints that allow the
implementation to be monitored as employees work to achieve the organizational goal. Level 4-
Results will be accomplished when the targeted external and internal outcomes (sub goals)
identified by leading indicators (short term observations and measurements) achieve the pinnacle
performance for the organizational goal.
Table 15

Outcomes, Metrics, and Methods for External and Internal Outcomes

Outcome(s) Metric(s) Method(s)
External Outcomes
1. Increase customer
satisfaction ratings.
The amount of positive feedback
regarding service.
Gather survey and interview
data quarterly regarding overall
customer experience and
satisfaction levels including
customer testimonials.
2. Increase volume of
sales.
2a. The number of repeat
customers.
Solicit quarterly survey data to
track sales specifically for
returning customers.
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 133
2b. The number of new
customers.
Solicit quarterly survey data to
track sales specifically for new
customers.
3. Increase brand
perception.
The number of awards and
recognition.
Yearly comparison of quantity
and type of awards and
recognition obtained before
implementation and evaluation
plan versus after.
Internal Outcomes
4. Increase levels of
employee knowledge.
The number of declarative,
procedural, and metacognitive
factors that aided in
accomplishing tasks and goals.
Gather survey and interview
data per project and monthly per
individual regarding which
knowledge factors contributed
to completing job
responsibilities and the degree
to which those factors helped.
5. Increase levels of
motivation.
The number of self-efficacy,
value, and emotion factors that
aided in accomplishing tasks and
goals.
Gather survey and interview
data per project and monthly per
individual regarding which
motivational factors contributed
to completing job
responsibilities and the degree
to which those factors helped.
6. Increase levels of
employee satisfaction.
The decline in overall attrition
rates and absenteeism.

Data from the internal employee
engagement survey. *
Gather survey and interview
data quarterly related to
departmental and organizational
attrition, absenteeism, and
employee perception feedback.
* The IBM Employee Engagement Survey focused primarily on the organizational factors.
Level 3: Behavior
Critical behaviors. Table 16 below provides critical behaviors, metrics, methods, and
timing that aid in achieving expected effects of the proposed implementation and evaluation plan
for Level 3- Behaviors. The critical behaviors included below in Table 16 include observable
behaviors that are measurable and specific to bringing about desired outcomes in Level 3 that the
employees will exhibit (Kirkpatrick & Kirkpatrick, 2016). Success accomplished in Level 3
would ideally include 100% compliance. However, this may not be possible initially so striving
to meet the 100% mark would need to be monitored, as Level 3 behaviors are critical to not only
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 134
achieving Level 3 success, but according to Kirkpatrick and Kirkpatrick (2016) to also creating a
“comprehensive, continuous performance monitoring and performance system” for the rest of the
implementation and evaluation plan (p.49).
Table 16

Critical Behaviors, Metrics, Methods, and Timing for New Reviewers

Critical Behavior Metric(s)
Method(s)
Timing
1. Employees
offering and receiving
support.
The number of times
an employee requests
or receives help.
Leadership collects data
through interview,
survey, and observation.
Per project or
monthly depending
on the employees’
responsibilities.
2. Employees
collaborating with one
another.
The number of tasks
or projects in which
employees
collaborate.
Leadership collects data
through interview,
survey, and observation.
Per project or
monthly depending
on the employees’
responsibilities.
3. Employees
performing job
responsibilities by
applying the
necessary knowledge
and motivation
factors.
The percentage of
responsibilities
employees feel they
are able to complete
independently based
on the knowledge and
motivational factors
they possess.
Leadership collects data
through interview,
survey, and observation.
Per project or
monthly depending
on the employees’
responsibilities.
4. Employees
advocating
individually or
collectively for
resources and/or
needs.
The percentage of
times resources or
needs were requested.
Leadership collects data
through interview,
survey, and observation.
Per project or
monthly depending
on the employees’
responsibilities.
5. Employees
applying feedback.
The number of times
an employee is
provided feedback
and it is applied.
Leadership tracks
number of times
employees apply
feedback.
Per project, monthly
depending on the
employees’
responsibilities, or
per number of times
feedback is offered.

Required drivers. Table 17 below provides methods, timing, and lists which critical
behavior was supported by the respective required driver aiding in achieving expected effects of
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 135
the proposed implementation and evaluation plan. The critical behaviors listed above in Table
16 require drivers that guide the type of behavior necessary to achieve Level 3 results and effect
change. The required drivers for the identified behaviors are listed below in Table 17. The
required drivers below in Table 17 will be administered by leadership, as they are accountable
for ensuring support is provided in order for the stakeholder group of focus to succeed. The
required drivers below indicate the type of support (reinforce, encourage, reward, and monitor)
necessary to achieve desired Level 3 behaviors (Kirkpatrick & Kirkpatrick, 2016). The required
drivers below are not mutually exclusive and can be used simultaneously based on need.
Required drivers identified for Level 3 behaviors aim to ensure “processes and systems [are in
place] that reinforce, monitor, encourage, and reward performance of critical behaviors on the
job,” (Kirkpatrick & Kirkpatrick, 2016, p.53).
Table 17
Required Drivers to Support New Reviewers’ Critical Behaviors
Method(s) Timing
Critical Behaviors Supported
1, 2, 3, 4, and/or 5
Support:
Reinforcing:
Job aid with information
about specific job roles and
goals within organization.
Ongoing 1, 2, 3, 4, 5
Job aid for how to fulfill
expectations of job
responsibilities before,
during, and after task.
Ongoing 1, 2, 3, 4, 5
Job aid with sentence
frames to promote self-
reflection.
Ongoing 1, 2, 3, 4, 5
Training that enhances
knowledge and skills
relevant to employee
responsibilities.
Ongoing 1, 2, 3, 4, 5
Encouraging:
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 136
Modeling alignment of
actions to words by
leadership.
Ongoing 1, 2, 3, 4, 5
Feedback and coaching
from leadership.
Ongoing 1, 2, 3, 5
Mentoring through
collaborative and
supportive opportunities.
Ongoing 1, 2, 3, 5
Rewarding:
Acknowledging privately
appropriate personal
attributes and
accomplishments.
Ongoing 2, 3, 5
Acknowledging privately
appropriate professional
attributes and
accomplishments.
Ongoing 1, 2, 3, 4, 5
Monitoring:
Leadership observes
employees applying new
information to job
responsibilities.
Ongoing 1, 2, 3, 5
Leadership reviews
employee work before,
during, and after
completion.
Ongoing 1, 2, 3, 4, 5
Leadership observes action
learning in collaborative
and support environments
and offers feedback
throughout.
Ongoing 1, 2, 3, 4, 5

Organizational support. To begin, organizations would first need to identify their goal
with respect to employee engagement and then identify specific barriers prohibiting successful
achievement of that goal. Clark and Estes (2008) found identifying barriers exposed gaps, which
led to more accurately addressing root causes stemming from performance improvement issues
in three respective areas-- knowledge, motivation, and/or organization. The Clark and Estes’
(2008) gap analysis approach affords organizations the opportunity to create the initial plan for
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 137
how to address gaps by identifying where there are existing gaps and in what specific ways the
knowledge, motivational, and/or organizational gaps are presenting issues. This initial plan
created by the organization then becomes a checks and balances process which organizations
continue to refer to as they loop through the process again to reevaluate goals, reexamine gaps or
identify new gaps, and determine causes affiliated with the new gaps.
Once the gaps and their causes have been identified, it will then be imperative to create a
comprehensive implementation and evaluation plan using Kirkpatrick’s New World Model
(2016) to effectively address and overcome gaps leading to authentic institutionalized change.
More information is provided about the organization’s role in creating change immediately
following Figure 3 below. Figure 3 provides a visual for how the Kirkpatrick New World Model
(2016) implementation and evaluation plan intersects the Clark and Estes (2008) gap analysis
approach working in conjunction with one another to effect effective, comprehensive,
institutionalized change.
This space has been left intentionally blank.

ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 138
Figure 3
Clark and Estes Gap Analysis (2008) with the Kirkpatrick New World Model (2016)

Additionally, once the gaps and causes have been identified, the organization will need to
hold leadership and employees accountable throughout the implementation and evaluation of
Kirkpatrick’s New World Model (2016). The organization accomplishes this by identifying
ways the leadership should support the stakeholder group of focus by a) supporting the
employees with opportunities to practice the necessary required drivers; b) holding employees
accountable for implementing the drivers in order to achieve desired behaviors that support
attaining the organizational goal; c) modeling implementing the drivers that lead to identified
behaviors; and d) holding themselves as leaders accountable for ensuring required drivers are
consistently part of the workplace culture that promote the appropriate identified behaviors. The
commitment the organization makes to provide adequate levels of support and accountability
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 139
will create an environment where cultural models and cultural settings align with the importance
of achieving the organizational goal. The organizational commitment will build employee
commitment as well. Organizations desiring to achieve high levels of employee engagement will
need to ensure that there is a culture of support and collaboration, of trust and transparency, of
receiving timely, relevant feedback, and where employees have the resources necessary to
complete their jobs.
Level 2: Learning
Learning goals. The employee stakeholder group will be able to do the following items
once the necessary recommendations or solutions have been completed:
Knowledge:
1. State their organization’s goal and state how their job contributes to achieving the
organization’s global goal. (Declarative)
2. Define their job role(s). (Declarative)
3. List what they need to do to meet performance expectations. (Procedural)
4. Describe what their strengths and areas of improvement are. (Metacognitive)
5. Describe how the learning and development opportunities provided by their organization
are related to their growth and development. (Metacognitive)
Motivation:
6. Develop confidence in their ability to complete their job responsibilities and achieve
goals. (Self-Efficacy)
7. Value the work they do and the importance of their work to their department and/or
organization. (Value)
8. Value that they matter, as a person, to others at work. (Value)
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 140
9. Value that their feedback matters. (Value)
10. Understand how to attribute their engagement in their work to the nature of the work, the
environment, and their own initiative. (Value)
11. Feel positive or epistemic emotions in the work environment. (Emotions)
Program. The implementation and evaluation plans to increase levels of employee
engagement include addressing the knowledge and motivational needs that have prohibited
organizations from creating a structure and an environment that support high levels of employee
engagement. The 11 learning outcomes are essentially the knowledge and motivational
influences identified through the literature and examined throughout this study. The 11 learning
goals listed above signify the objectives employees will learn as a result from participating in the
organization’s plan to increase levels of engagement. The learning goals will be outcomes of the
professional learning opportunities in which the employees will experience in two different
ways. For new employees, they will be exposed to and experience the learning goals through the
on-boarding process as a new hire and then, like existing employees, experience the learning
outcomes on an on-going basis during on-the-job training and throughout each professional
learning opportunity including one-on-one meetings, during small group and organizational
meetings, and during the various trainings provided by the organization.
The learning goals will be delivered to all employees face-to-face during synchronistic
professional learning opportunities and on an on-going basis during on-the-job training. During
synchronistic learning opportunities, employees will be provided job aids to refer throughout the
implementation phase as they work to internalize learning after they have been exposed to new
material. The job aids will reinforce the learning, will identify the organizational goal, and will
focus on information about specific job roles. Job aides will also provide information for how an
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 141
employee can engage with their job, meeting expectations before, during, and after a project.
Lastly, job aids will include sentence frames and prompts that promote self-reflection so
employees learn to metacognitively evaluate their performance and needs.
On-the-job training will need to be administered face-to-face on an on-going basis to
ensure consistency and to demonstrate the value of applying the new information. The goal is
for the employees to positively experience the learned information consistently and repeatedly in
order to internalize the information and ultimately aid in institutionalize of the information as an
organization making effective change. On-the-job training includes encouraging and rewarding
employees by modeling how to implement newly learned information, providing feedback and
coaching in relevant, timely ways, and providing collaborative and supportive environments
where personal and professional accomplishments are acknowledged.
Components of learning. For employees to successfully internalize and apply newly
learned information, they must have enough exposure and experience with the information so
that the new information not only becomes more familiar to them, but also becomes part of the
newer way in which they approach and interact with the work. Employees would learn to take
responsibility for their learning through the support and accountability measures leadership
provided and modeled (Millar, 2012). Self- awareness empowers employees with the knowledge
and motivation to determine next steps along the path toward achieving outcomes and goals
(Galindo, 2010). Similarly, employees who are provided support by the organization to enhance
their own performance are more apt to take responsibility for their level of contribution and
engagement (Galindo, 2010; Millar, 2012).
Level 2 affords individuals the ability to first understand “what” they are learning, which
is also known as declarative knowledge. Ensuring individuals understand “why” they are
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 142
learning the new information is part of the metacognitive process. Procedurally, it is necessary
that employees learn “how” to apply new information as well. This type of information is
known as procedural knowledge. Employees who are motivated to learn the “what,” “why,” and
“how” see the value both personally and professionally of the implementation and evaluation
plan and how the plan contributes to individually and organizational success. Table 18 below
lists the components of learning for the plan including the methods and timing used to evaluate
the learning goals.
Table 18
Components of Learning for the Program
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it.”
Knowledge checks through interviews and
pair sharing.
Conduct before, during, and after
implementation and evaluation plan.
Procedural Skills “I can do it right now.”
Conduct observations and write SMART
goals that incorporate information from
observation(s) that will close the gap
between current performance level and
expectations.
Conduct during and after implementation and
evaluation plan.
Attitude “I believe this is worthwhile.”
Through observation and pair sharing
during the implementation and evaluation
plan.
Conduct during and after implementation and
evaluation plan.
Through discussions with participants
individually and/or in groups.
Conduct during and after implementation and
evaluation plan.
Confidence “I think I can do it on the job.”
Through survey items and observation. Conduct before, during, and after
implementation and evaluation plan.
Ability to apply feedback and through
discussions.
Conduct before, during, and after
implementation and evaluation plan.
Commitment “I will do it on the job.”
Through action plan that includes SMART
goals.
Conduct during and after implementation and
evaluation plan.
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 143
Through metacognitive evaluation of self
and performance.
Conduct before, during, and after
implementation and evaluation plan.

Level 1: Reaction
Table 19 below includes the methods or tools used to determine how the participants felt
about being exposed to the implementation and evaluation plan. Table 19 also includes the
timing for when the methods or tools should be administered to gather formative feedback about
the participants’ reactions.
Table 19
Components to Measure Reactions to the Program
Method(s) or Tool(s) Timing
Engagement
Instructor observation On-going during the learning opportunity
Think-pair-share During the learning opportunity before and
after learning concepts that were taught
Quick writes During the learning opportunity before and
after learning concepts that were taught
Attendance During the learning opportunity
Built in time to ask questions During the learning opportunity after learning
concepts were taught or every 45 minutes
Participant triad and small group sharing During the learning opportunity before and
after learning concepts
Survey evaluation Before learning opportunity begins and within
24 hours after learning opportunity commences
Relevance
Quick writes – what and why (what did you
learn and why was it important to learn it)
During the learning opportunity after each
learning concept
Participant sharing opportunities using
predetermined questions
During the learning opportunity
Survey evaluation Before learning opportunity begins and within
24 hours after learning opportunity commences
Customer Satisfaction
Observation During the learning opportunity
Participant check-ins During the learning opportunity
Survey evaluation Before learning opportunity begins and within
24 hours after learning opportunity commences
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 144
Evaluation Tools
Immediately following the program implementation. Level 1 and Level 2 will need to
have evaluations administered at the conclusion of various learning opportunities. Participants
should be asked to use a quick write tool to capture their understanding of the content in which
they have just been exposed to and asked to learn. The participants will need to hold themselves
accountable for their learning by also creating at least two SMART goals indicating how the
participants plan to use what they have just learned back on-the-job. Time would be allotted at
the end of the learning opportunity for participants to complete their quick write and the SMART
goals. Once the participants have had time to complete their quick writes and SMART goals,
they will then share in pairs before sharing in small group/whole group reiterating what their part
will be in accomplishing goals.
Delayed for a period after the program implementation. Upon completion of the
learning opportunity, participants will begin implementing the newly acquired information. To
ensure consistency and integrity of the implementation, further evaluation will be necessary.
After two weeks of being back on-the-job, participants will be asked what their level of
satisfaction is with the learning and how implementation is occurring. The Level 1 evaluation
for participant satisfaction using the technological survey will be used again after one month and
then again at the six week mark.
Level 2 evaluations will include conducting a survey using technology in which the
participants will need to state the progress of their original SMART goals and possibly create
more goals depending on current status. The Level 2 evaluations will occur at the one-month
mark and continue every month for two months. After the two-month period, the SMART goals
will begin to include the required drivers that support new behaviors participants will need to be
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 145
mindful of exhibiting on-the-job. Leadership will need to ensure they are able to confirm these
new behaviors through observation and feedback. These behaviors will lead to successfully
accomplishing identified lead indicators in Level 4 that lead to achieving organizational goals.
Discussing confidence levels, initial implementation, application, internalization, and degree of
institutionalization during team or one-on-one meetings will aid in reinforcing the learning and
provide extra support and encouragement for individuals who are struggling or thriving.
Data Analysis and Reporting
Each six weeks, the participants will reflect upon and share their SMART goals for how
they are applying information from learning opportunities. The employee’s reflections will
include evidence for what information they are applying and how they are applying this
information to their jobs. The SMART goals will therefore be a road map, describing and
measuring how employees and leaders are contributing to achieving high levels of engagement.
The execution of the SMART goals will be the responsibility of the employees and of leadership.
SMART goals will be employee initiated and leadership guided. Leadership will oversee these
goals and ensure Kirkpatrick’s four levels of implementation and evaluation are being adhered to
in order to achieve the organizational goal. The patterns and themes of the SMART goals will be
reported monthly by leadership as a way to ensure alignment and that collective efforts are
moving together in a forward direction.
Limitations and Delimitations
Limitations and delimitations were present throughout this study. The analysis of this
study included the examination of data collected via survey, interview, and past employee
engagement surveys. Potential limitations regarding data collection included the possibility that
participants were unable to exercise full transparency, answering openly and honestly, while
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 146
disclosing their answers to questions on the surveys and during the interviews. Additionally,
while the department of focus began with over 30 employees at the beginning of this study, the
study ultimately was able to include only 19 participants. Fifteen participants partook in the
survey and 7 participants agreed to be interviewed. The change in numbers was attributed to the
change in personnel due to an acquisition in which employees left this department to join other
departments and employees from other departments within the company or from the acquired
company joined this department. The new employees were precluded from participating in this
study due to the cut off date of needing to have been employed in this department since April of
2016. A third limitation regarded the fact that a third party company administered the internal
employee engagement surveys for the last five years. While the data from these surveys were
used to analyze patterns related to organizational factors, the past employee engagement surveys
had limited to no data on knowledge and motivational factors in which to compare to truly
determine the degree of employee engagement as it pertains to knowledge and motivation. The
sample size analyzed in this department was sufficient and accurately represented the larger
population of both the department and of the rest of the other 21 departments in the company.
Delimitations related to this study included refraining from studying additional
departments in order to increase the sample size. This department was intentionally chosen as
they consistently had the highest scores on the internal employee engagement surveys as
compared to the company as a whole or the remaining 21 other departments. The decision to not
include new employees who joined this department after April of 2016 was to ensure the
research focused solely on those employees who had the most history with this department and
therefore the highest chance of articulating how this department created structures and an
environment that supports high levels of employee engagement.
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 147
Recommendations for Future Research
Future research will need to be conducted with organizations that desire to create high
levels of employee engagement in their respective places of work by implementing a plan such
as the one included here within. The field of research will greatly benefit from having more
information and data on organizations that have created and sustained high levels of employee
engagement using the combination of Clark and Estes gap analysis approach (2008) and
Kirkpatrick’s New World Model (2016).
With respect to Aligned Ways and the Training and Leadership Department, the company
will greatly benefit by reexamining the indicators included on the internally administered
employee engagement surveys. To date, the majority of indicators on the internal employee
engagement survey measures organizational factors. While the organizational data collected
potentially provide information that creates change, a comprehensive data collection and analysis
process that includes knowledge and motivational factors as well would be more effective, as
this type of information is what drives systematic change by identifying gaps and addressing
those gaps authentically. Without including knowledge and motivational factors in the analysis,
the data become lopsided and the potential exists that root causes will not accurately be
identified nor addressed. The lack of data over time creates the risk of defining an environment
of perceived change in which only employee satisfaction is measured as opposed to authentic
change in which both employee engagement and satisfaction are measured. This is especially
true when an organization has undergone significant change such as a merger or acquisition such
as Aligned Ways has over the past year.

ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 148
Conclusion
In conclusion, this promising practices study found each one of the seventeen respective
knowledge, motivational, and organizational influences was validated. These influences were
validated by the survey and interview data as well as triangulated with past employee
engagement surveys. The validation serves as further confirmation that each of these respective
knowledge, motivational, and organizational influences contributed to creating and sustaining
high levels of employee engagement. For those seeking to create and sustain high levels of
employee engagement, a comprehensive implementation and evaluation plan for change was
included above and is supported by the research as to the effectiveness of following the
recommendations.

ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 149
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ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 159
Appendix A
Information Protocol
You are invited to participate in a research study conducted by Leslie Wheaton, Principal
Investigator, and Dr. Melora Sundt, Faculty Advisor, from the University of Southern California.
You have been selected to participate in this study because you are an incumbent employee of
the Training and Leadership Department. An incumbent employee is any employee who was
part of the Training and Leadership Department before the organizational acquisition began in
April of 2016. Your participation in this study is voluntary. Kindly read the information
contained herewith to ensure you are informed about the study are your rights. Should you find
that you have questions or concerns, please feel free to contact Leslie Wheaton or Dr. Melora
Sundt. Feel free to also discuss your participation in this study with anyone you like prior to
agreeing to participate in this study. If you decide to participate, you will be asked to sign this
form. Please allow this form to serve as your copy.
Purpose of the Study
The purpose of this study is to understand the knowledge and skills, motivation, and
organizational influences that contribute to your organization reaching its organizational goal for
employee engagement. This study will specifically analyze the knowledge, motivational, and
organizational assets identified by incumbent employees in the Training and Leadership
Department as contributing to what the department does to create a structure and an environment
that supports high levels of employee engagement. The data gleaned from this study will
provide further information that will help inform your organization about The Training and
Leadership Department and employee engagement. In turn, we hope that the information could
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 160
further inform the organization as to how to support other departments and employees who are
new to your organization.
As such, the questions that will guide this study are the following:
1. What knowledge, motivational, and organizational assets do the incumbent employees in
the Training and Leadership Department have that contributed to their employee
engagement score of 80% or above?
2. What recommendations in the areas of knowledge, motivational, and organizational
resources for creating employee engagement may be appropriate to convey to the
organization and the employees of other departments within the organization wishing to
achieve similar results?
Study Procedures
If you agree to take part in this study, you will be asked to complete an online survey.
The survey is anticipated to take approximately 15 minutes. You will also be asked to
participate in an interview. The interview will be scheduled for one hour (1 hour) and will take
place in person during work hours in a designed closed door office space at your place of work
on a mutually agreed upon date and time. You will be asked to be audiotaped during the
interview for the purposes of referring back to the questions and answers. You may choose to
decline being audiotaped. You may also choose to not answer a question by simply stating that
you wish to skip that question to move to the next question.
Potential Benefits to Participants and/or Society
The potential benefits associated with this research study for employees include the
potential to contribute information that deepens the understanding of creating and sustaining high
levels of employee engagement at your organization. Additionally, the research will further
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 161
inform your organization as to the specific knowledge, motivational, and organizational
influences that contribute to high levels of employee engagement in order to support other
departments in their ability to reach the organizational goal. Lastly, this study will add to the
generalized knowledge in the field about the assets that contribute to high levels of employee
engagement.
Confidentiality
If you choose to participate in the study, no identifiable information will be collected on
the surveys so all participants remain anonymous. If you choose to participate in the interview,
you will provide your name and contact information in a separate survey. Your responses during
the interview and your name will be coded using a pseudonym (false name) so any identifiable
information will remain confidential. Any identifiable information obtained in connection with
this study will remain confidential for the duration of the study and then destroyed at the
conclusion of the study. The researcher is the only individual who will have access to the survey
and interview results in their raw format. At no time will the researcher share the raw data from
the surveys, interview recordings, or interview notes with a third party, including the company
administration.
The members of the research team and the University of Southern California’s Human
Subjects Protection Program (HSPP) are the only individuals and groups who may access the
data collected from this research study. The HSPP is a third party organization affiliated with the
University of Southern California that reviews and monitors research studies to protect the rights
and welfare of research subjects. Should the results of the research be published no identifiable
information will be used.

ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 162
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 as a result of your participation in this research study.
Potential Risks and Discomfort
There are no known risks or discomforts related to this study.
Payment/Compensation for Participation
Participants will receive a $10.00 Starbucks gift card for their participation in the
interview. Participants will not receive any compensation for participating in the survey, as the
survey data will be collected anonymously.
Investigator’s Contact Information
You may contact Leslie Wheaton, Principal Investigator, via email at lwheaton@usc.edu
or via phone at 415.350.2827 or Dr. Melora Sundt, Faculty Advisor, at sundt@usc.edu or phone
at 310.403.6671.
Rights of Research Participants- IRB Contact Information
If you have questions, concerns, or complaints about this research study or about your
rights as a research participant and are unable to contact the research team, or if you would like
to talk to someone independent of the research team, please contact the University Park
Institutional Review Board (UPIRB), 3720 South Flower Street #301, Los Angeles, CA 90089-
0702, (213) 821-5272 or upirb@usc.edu.
Reference IRB number: UPIRB#: 17-00311

ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 163
Appendix B

Survey

Declarative Knowledge: What knowledge or skills do employees know that helps them to
achieve the organizational goal
1) What is your organization’s goal?
• By 2020, we will increase our customer satisfaction rating by 7 points.
• By 2020, we will obtain an overall employee engagement score of 80% with no score
being less than 75% in each of the 22 divisions.
• By 2020, we will increase our sales in the domestic market by 15%.
Motivational Knowledge: What do employees believe, value, and/or feel helps them to
achieve the organizational goal
2) As of now, I am confident in my ability to achieve goals by completing my job
responsibilities.
0 1 2 3 4 5 6 7 8 9 10
I am not
confident at all
I am
moderately
confident
I am highly confident
3) I believe the organization values my work.
0 1 2 3 4 5 6 7 8 9 10
It is not
important at
all
It is
moderately
important
It is very important
4) Someone at work seems to care about me as a person.
0 1 2 3 4 5 6 7 8 9 10
This is not true
at all
This is
moderately
true
This is completely
true
5) The performance appraisal system at my organization is fair.
0 1 2 3 4 5 6 7 8 9 10
It is not fair at
all
It is
moderately
fair
It is completely fair
6) The ways employee performance is recognized are meaningful.
0 1 2 3 4 5 6 7 8 9 10
It is not
meaningful at
all
It is
moderately
meaningful
It is completely
meaningful
7) I believe my feedback is taken seriously by the organization.
0 1 2 3 4 5 6 7 8 9 10
I do not
believe this at
all
I moderately
believe this
I completely believe
this
8) I am willing to go the extra mile for my department.
0 1 2 3 4 5 6 7 8 9 10
This is not true This is This is completely
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 164
at all moderately
true
true
9) The emotion I generally feel while engaging with my work is
0 1 2 3 4 5 6 7 8 9 10
Anger Contentment Joy
Organizational Knowledge: What organizational policies, procedures, and characteristics of
the environment helps employees to achieve the organizational goal
10) How frequently do you receive encouragement from the department?
0 1 2 3 4 5 6 7 8 9 10
I never receive
encouragement
at all
I receive
encouragement
in moderation
I always receive
encouragement
11) How often do you collaborate with your colleagues?
0 1 2 3 4 5 6 7 8 9 10
I never
collaborate at
all
I collaborate in
moderation
I always collaborate
12) The organization has my best interests in mind.
0 1 2 3 4 5 6 7 8 9 10
This is not true
at all
This is
moderately
true
This is completely
true
13) I feel the organization trusts me to do my job.
0 1 2 3 4 5 6 7 8 9 10
This is not true
at all
This is
moderately
true
This is completely
true
14) The leadership’s behaviors are consistent with their words.
0 1 2 3 4 5 6 7 8 9 10
This is not true
at all
This is
moderately
true
This is completely
true
15) I receive timely, consistent, specific feedback.
0 1 2 3 4 5 6 7 8 9 10
I never receive
timely,
consistent,
specific
feedback at all
I receive
timely,
consistent,
specific
feedback in
moderation
I always receive
timely, consistent,
specific feedback
16) The feedback I receive contributes to my ability to succeed in my job.
0 1 2 3 4 5 6 7 8 9 10
I never receive
feedback that
contributes to
my success at
all
I receive
feedback that
contributes to
my success in
moderation
I always receive
feedback that
contributes to my
success
17) How frequently do you receive feedback you can use from your supervisor about your
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 165
performance?
0 1 2 3 4 5 6 7 8 9 10
I never receive
useful
feedback at all
I receive
useful
feedback in
moderation
I always receive
useful feedback
18) I have the resources I need to successfully engage with my job.
0 1 2 3 4 5 6 7 8 9 10
I never have
resources at all
I moderately
have resources
I always have
resources
19) I understand how the professional development offered by the organization aligns with my
job and achieving the organizational goal.
0 1 2 3 4 5 6 7 8 9 10
I never
understand at
all
I moderately
understand
I always understand
20) I would like to participate in the one (1) hour interview. Please click on the following link
to provide your name and email address:

ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 166
Appendix C
Survey Invitation
Good day!

You are being asked to participate in a survey for a student-led doctoral research study
through the University of Southern California. You have been selected to participate in this
study because you are an incumbent employee of the Training and Leadership Department. An
incumbent employee is any employee who was part of the Training and Leadership Department
before the organizational acquisition began in April of 2016. The purpose of this study is to
understand the knowledge and skills, motivational, and organizational influences that contribute
to your department’s ability to reach the organizational goal for employee engagement. This
study will specifically analyze the knowledge, motivational, and organizational assets identified
by incumbent employees in the Training and Leadership Department as contributing to what the
department does to create a structure and an environment that supports high levels of employee
engagement.
Your participation is voluntary. The survey is anticipated to take approximately 15
minutes. You may skip questions if necessary. If you choose to not answer a question, simply
leave the answer blank and move to the next question. No identifiable information will be
collected on the surveys so all participants will remain anonymous. If you choose to participate
in the interview, you will provide your name and contact information in a separate link on the
survey so your survey will still remain anonymous.
If you agree to take part in this voluntary study, please click the following link below to begin:

ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 167
Appendix D

Interview Protocol

Introduction:
• Thank the participant for being there and for their time.
• Remind them of the purpose of the project.
• Remind them that they can stop the interview at any time and that they can skip any
question by stating they would like to move to the next question.
• Iterate that their responses will remain confidential during the study, as any identifiable
information including their name will be coded using a pseudonym (false name) and will
be kept secure with the researcher. The data from the interview will be destroyed after
the study concludes.
• Request their permission to audiotape the interview.

Questions:
Knowledge:
Declarative Knowledge:
• What is the organization’s goal?
• How was your organization’s goal presented to you?
• How does your job contribute to achieving the organization’s goal?
• Tell me what it means to be engaged with your job.
• Tell me about your supervisor’s expectations for your performance – how often do you
discuss this? What are the expectations?
• Tell me what your role is in the organization.
• Tell me how your job responsibilities are different than those of your colleague’s in your
same department with the same title.
• Tell me how you know the role of your job.

Procedural Knowledge:
• Has your supervisor spoken with you about improving your performance? (when – how
long ago, how often)
• Tell me about that conversation (looking for goals, concrete examples, specific next steps
and a time table)
• What did you need to do to improve?
• Were the standards for performance something that you were familiar with prior to the
performance review?

Metacognitive Knowledge:
• What would you say are your areas of strength? Areas for improvement?
• How do you determine your areas of strength? How do you determine your areas of
improvement?
• Tell me the area you would like to develop in your own skills.
• What opportunities are there for developing those skills?
• What opportunities are there for developing your job skills?
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 168

Motivational Knowledge:
Self-efficacy:
• How confident are you in your ability to complete your job responsibilities?
Value:
• Your department regularly scores high on the employee engagement surveys. Are the
scores an accurate measure of your department?
• What do you think contributes to these high scores?
Extra questions:
• What do you value about your work?
• How valuable is the work you do to the department and the organization?
• Tell me about someone you regularly converse with at work.
Emotions:
• How do you feel throughout the day in your working environment?
• The most common answer on the survey was “x”. Considering your experiences, why do
you think that is?

Organizational Knowledge:
Cultural Model:
• What types of support do you receive?
• To what extent do you think this organization supports or values collaboration? What
makes you say this? What is an example?
• What does a collaborative process look like?
• Tell me how the organization shows it trusts their employees.
• Do you trust the organization?
• What are ways you trust the organization?
• How do you know if the organization has your best interests in mind?
Cultural Setting:
• What type of feedback do you receive?
• Is the feedback helpful? How do you use the feedback they provide?
• Describe to me how your job responsibilities align with the organizational goal and the
professional development your company offers.
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 169
Appendix E

Interview Invitation

Good day!

You are being asked to participate in an interview for a student-led doctoral research
study through the University of Southern California. You have been selected to participate in
this study because you are an incumbent employee of the Training and Leadership Department.
An incumbent employee is any employee who was part of the Training and Leadership
Department before the organizational acquisition began in April of 2016. The purpose of this
study is to understand the knowledge and skills, motivational, and organizational influences that
contribute to your department’s ability to reach the organizational goal for employee
engagement. This study will specifically analyze the knowledge, motivational, and
organizational assets identified by incumbent employees in the Training and Leadership
Department as contributing to what the department does to create a structure and an environment
that supports high levels of employee engagement.
Your participation is voluntary. The interview is anticipated to take approximately one
(1) hour. You may skip questions if necessary and stop the interview at any time. If you choose
to not answer a question, simply state that you would like to move to the next question. Your
responses during the interview and your name will be coded using a pseudonym (false name) so
any identifiable information will remain confidential.
If you agree to take part in this voluntary study, please click the following link below to
begin:

ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 170
Appendix F

Crosswalk Comparing the IBM Survey with the Researched Knowledge, Motivational, and
Organizational Influences
Empirical research was reviewed and a crosswalk was created comparing the factors on the
IBM surveys that contributed to these high scores to what the research literature revealed
created high levels of employee engagement. The crosswalk revealed that when the IBM
Employee Engagement Surveys were compared to the research literature, the IBM surveys
primarily focused on organizational factors. The IBM surveys did not adequately measure the
knowledge and motivational factors the literature identified as those that contributed to high
levels of employee engagement. The IBM surveys therefore were not an extensive measure of
the comprehensive factors that contributed to high levels of employee engagement. Not
having substantial data that measured the knowledge or motivational factors created an
opportunity to determine how the Training and Leadership Department a) faired in these two
areas and b) what the department did to support these two areas. This study revealed that
while the knowledge and motivational factors were not extensively measured by the IBM
survey, the Training and Leadership Department validated that each of the factors identified by
the research literature were present and validated.
Aligned Ways IBM Employee Engagement
Survey Indicators
Empirically Researched Knowledge,
Motivational, and Organizational
Influences
Knowledge Indicators: Assumed Knowledge Influences:
What knowledge or skills do employees know
that helps them to achieve the organizational
goal?
Declarative: Declarative:
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 171
27. I can see a clear link between my work
and Aligned Ways objectives.

Employees know their organization’s goal
and how their job contributes to achieving
the organization’s global goal.

Employees know how their performance
measures up to supervisor’s expectations.

Employees know their job role(s).

Procedural: Procedural:
Employees know what they need to do to
meet performance expectations.

Metacognitive: Metacognitive:
Employees know what their strengths and
areas of improvement are.

Employees know how the learning and
development opportunities provided by
their organization are related to their
growth and development.

Motivational Indicators: Assumed Motivational Influences:
What do employees believe, value, and/or feel
that helps them to achieve the organizational
goal?
Self-Efficacy: Self- Efficacy:
Employees are confident in their ability to
complete their job responsibilities and
achieve goals.
Value: Value:
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 172
36. I feel as if I belong here.
42. I am able to manage my work
responsibilities in a way that allows me to
balance work and personal responsibilities.
43. I regularly receive appropriate recognition
when I do a good job.
49. I feel that I am part of a team.
Employees feel that the work they do is
important to their department and/or
organization.

Employees believe that they matter, as a
person, to others at work.

Employees believe that the performance
assessment and recognition processes are
fair.

Employees believe that their feedback
matters.

Employees attribute their engagement in
their work to the nature of the work, the
environment, and their own initiative.

Emotions:
1. I am proud to work for Aligned Ways.

Employees feel positive or epistemic
emotions in the work environment.
Organizational Indicators: Assumed Organizational Influences:
What organizational policies, procedures, and
characteristics of the environment do
employees know that helps them to achieve
the organizational goal?
Cultural Model Indicators: Cultural Model Influences:
3. I rarely think about looking for a new job
with another company.
6. My direct/local supervisor keeps his/her
commitments.
7. My direct/local supervisor is a good
listener.
9. I trust my direct/local supervisor.
11. My direct/local supervisor really cares
about my well-being.
12. My direct/local supervisor's actions are
consistent with his/her words.
14. I can ask my direct/local supervisor any
reasonable question and get a straight answer.
16. There is open, honest two-way
communication in this company.
17. This company seeks and responds to
suggestions of employees.
19. This organization has developed the
There is a culture of support and
collaboration among the employees.

The organization demonstrates their
trustworthiness by modeling transparency
and inclusion.

ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 173
systems and performance standards necessary
to provide excellent service and quality.
24. The leadership of Aligned Ways has
communicated a vision of the future that
motivates me.
28. I believe Aligned Ways has an outstanding
future.
30. Overall, I would say this is a great place to
build my career.
32. My direct/local supervisor treats me with
respect.
33. My direct/local supervisor gives everyone
a fair chance to succeed.
34. Diverse perspectives are valued and
encouraged by my direct/local supervisor. 35.
My workgroup demonstrates a clear
commitment to creating a diverse and
inclusive workplace regardless of age, race,
gender, sexual orientation, physical
capabilities, etc.
38. I am appropriately involved in decisions
that affect my work.
44. Aligned Ways recognizes productive
people.
45. I believe positive changes will happen as a
result of this survey.
46. I have seen positive changes taking place
as a result of last year’s survey.
47. Overall, this is a great place to work (as a
workgroup).
48.The people I work with cooperate to get
the job done.
51. I trust the executive leadership (officers
and managing directors) of Aligned Ways.
52. I trust the leadership of my division
(managers and above).
53. From the top down, Aligned Ways is run
with honesty, integrity, and a strong
commitment to "doing the right thing."
54. I can report unethical practices without
fear of reprisal.
56. I can report safety and compliance
concerns without fear of reprisal.
57. I feel informed about the integration with
the new transportation company due to the
acquisition.
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 174
Cultural Setting Indicators: Cultural Setting Influences:
2. I would gladly refer a good friend or family
member to Aligned Ways for employment.
5. My direct/supervisor does a good job of
scheduling and managing the work.
8. My direct/local supervisor provides me
with timely and helpful feedback.
10. My direct/local supervisor empowers me
to make the choices and decisions necessary
to do my job effectively.
13. My direct/local supervisor clearly
communicates what is expected of me.
15. I receive the information and
communication I need to do my job
effectively.
18. The leadership of Aligned Ways is
committed to providing high quality products
and services to external customers.
20. Customer problems are dealt with quickly.
21. We regularly use customer feedback to
improve our processes.
22. I am encouraged to develop new and
better ways of serving our external and/or
internal customers.
23. My direct/local supervisor effectively
communicates Aligned Way's goals and
objectives.
25. The leadership of Aligned Ways is taking
the right action to compete effectively in the
future.
26. Aligned Ways successfully balances the
needs of employees, customers, and investors.
29. My direct/local supervisor has made a
personal investment in my growth and
development.
31. This company provides me with the
opportunity for learning and development.
37. I have the authority I need to get my job
done.
39. My department looks for ways to change
processes to improve productivity.
40. I have the training I need to do my job
effectively.
41. I have access to the resources (e.g.
materials, equipment, technology, etc.) I need
to do my job effectively.
Employees receive timely, consistent,
specific feedback, which contributes to
their ability to succeed in their roles.

Employees have resources to complete
their jobs including transparency of
organizational goals and job descriptions
that explicitly align with professional
development.

ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 175
50. I feel my total rewards compensation
package is competitive.
55. Safety and compliance are top priorities in
my company.

ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 176
Appendix G
Recommendations for the Training and Leadership Department at Aligned Ways
The results from Chapter Four revealed three areas where there was an opportunity for growth to
further enhance the existing high levels of employee engagement in the Training and Leadership
Department. The three areas of improvement included one declarative knowledge influence, one
motivational value influence, and one organizational cultural setting influence.
Included below are custom recommendations and solutions for these specific influences.
While each of these influences was validated, the results revealed these three influences had the
weakest results based on the data from the surveys, interviews, and past employee engagement
surveys. Each of these respective influences was considered a priority to be included when
creating a structure and environment to support high levels of employee engagement. The
recommendations and solutions below can be administered simultaneously to enhance the
current levels of engagement in these areas. An implementation and evaluation plan will need to
be created for these three influences in order to successfully include support and accountability
measures. Using Kirkpatrick’s (2016) New World Model will aid in creating an appropriate
change initiative plan.
Influence #1: Employees know how their performance measure’s up to their supervisor’s
expectations
Analysis
The data for the knowledge influences for this study were collected and analyzed. This
study examined data from surveys and interviews in order to analyze six knowledge influences
including three declarative, one procedural, and two metacognitive. The first influence with the
weakest results, “Employees know how their performance measures up to supervisor’s
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 177
expectations,” is presented in Table 22 below. Through survey and interviews, the participants
validated that they knew generally what was expected of them in their jobs. However, they were
not always clear on the specifics of their supervisor’s expectations.
Table G1
Summary of Knowledge Influences and Recommendations for the Training and Leadership
Department
Assets of Successful
Employee
Engagement

Validated
Yes, High
Probability,
or No
(V, HP, N)
Priority
Yes, No
(Y, N)
Principle and
Citation
Context-Specific
Recommendation
Knowledge:
Declarative:
Employees know
how their
performance
measures up to
supervisor’s
expectations.

V Y
Providing scaffolding
and assisted
performance
in a person’s ZPD
promotes
developmentally
appropriate
instruction (Scott &
Palincsar, 2006).

Aiding employees in
identifying their
performance level is
essential to their
personal success and
their ability to
contribute to the
organization (Clark &
Estes, 2008).
Provide employees
with performance
criteria at the time
of hiring and
annually thereafter.

Provide timely
information to the
employee that
specifically
identifies the
performance
level/performance
gap on any given
task.

Recommendation
Research indicated that employees benefit from understanding how their performance
was being measured (Drexler & Sibbet, 2009). Corts (2007) found employees increased their
ability to meet expectations when they not only understood the expectations, but also understood
how they would be evaluated to meet the expectations. The first step in this recommendation,
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 178
then, is to ensure each employee knows the criteria against which their performance will be
assessed. Aiding employees in identifying the level in which they are to perform is essential to
their personal success and their ability to contribute to the organization (Clark & Estes, 2008).
Making connections between tasks and goals increases an individual’s understanding for how
they will be evaluated (Clark & Estes, 2008). The recommendation is to provide performance
criteria at the time of hiring and annually thereafter to increase employee understanding for how
their performance will be measured and what the expectations are for their performance.
The second step in this recommendation is to provide information to employees regarding
how effective their performance is at any given time during completion of the task helps
individuals to course correct by identifying strategies or procedures they could apply to more
successfully meet expectations (Clark & Estes, 2008). Authentic course correction occurs as
leadership teaches their expectations by using information from past employee performance
experiences as a baseline to teach employees both the “what” and the “how” for applying skills
to increase performance with new tasks as well as the “why” and the “when” (Rueda, 2011).
Opportunities to provide scaffolding and assisted performance in a person’s ZPD (zone of
proximal development) throughout their time engaging in the task or project promoted
developmentally appropriate instruction for increasing performance (Scott & Palincsar, 2006).
The Training and Leadership Department would benefit from more specific information
regarding how individuals’ performance specifically measures up to the supervisors’
expectations. Providing this type of information will not only aid the employees in successfully
completing their responsibility and deepen their understanding of what their supervisors’
expectations are, but will also increase the cognitive processing ability of employees enriching
the support the employees provide one another leading to an overall more productive work
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 179
environment. The recommendation is to provide timely information to the employee that
specifically identifies their performance level/performance gap(s) on any given task.
Influence #2: Employees believe that the performance assessment and recognition
processes are fair.
Analysis
The second performance influence with the weakest result was a motivational influence
around value, specifically, the degree to which employees believed that the performance
assessment and recognition processes were fair presented below in Table 23. Through surveys
and interviews, this influence was validated although participants indicated they don’t believe
the performance assessment and recognition processes are clearly understood.
Table G2
Summary of Motivational Influences and Recommendations for the Training and Leadership
Department
Assets of Successful
Employee
Engagement

Validated
Yes, High
Probability,
or No
(V, HP, N)
Priority
Yes, No
(Y, N)
Principle and
Citation
Context-Specific
Recommendation
Motivational:
Value:
Employees believe
that the
performance
assessment and
recognition
processes are fair.
V Y
Employee
performance
increased when
employees felt the
work they did was
assessed fairly and
acknowledged
authentically (Eccles,
2006).

Employees are more
likely to engage with
and persist with their
work when they feel
they will be
appropriately
acknowledged for
Provide consistent,
relevant,
assessments (e.g.
annually or
biannually) and
specific, authentic
acknowledgements
(e.g. daily, weekly,
or monthly based
on relevance)
aligned with
department and
organizational
goals for all
employees.
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 180
their efforts and their
ability to contribute
(Jensen, 2012).

Recommendation
The result for this influence was validated, but only met minimal criteria for being
validated. The participants felt that while acknowledgments and accolades were provided to
employees, the frequency and the process by which employees were recognized for their
performance was not as transparent. Eccles (2006) found employee performance increased when
employees felt the work they did was assessed fairly and acknowledged authentically.
Employees are more likely to fully engage with their work when they feel as though as though
their performance will be justly assessed (Anitha, 2014). Similarly, employees are more likely to
engage with and persist with their work when they feel they will be appropriately acknowledged
for their efforts and their ability to contribute (Jensen, 2012). The recommendation for this
influence is to provide consistent, relevant, assessments (e.g. annually or biannually) and
specific, authentic acknowledgements (e.g. daily, weekly, or monthly based on relevance)
aligned with department and organizational goals for all employees. Additionally, participants in
this study felt as though they would benefit from having individual goals and/or more specific
individual accolades that aligned with department and organizational goals so they better
understood what they were individually being assessed on so their part in achieving goals and
contributing to the department was more apparent.
Influence #3: Employees receive timely, consistent, specific feedback, which contributes to
their ability to succeed in their roles.
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 181
Analysis
The third performance influence with the weakest result was an organizational cultural
setting influence. This influence measured the degree employees receive timely, consistent,
specific feedback, which contributes to their ability to succeed in their roles. Table 24, below,
includes the results based on the triangulation of data from survey, interview, and previous
employee engagement surveys. The participants would benefit from more specific, timely
feedback that speaks to both their performance on a given task as well as their effectiveness in
implementing the feedback on a given task.
Table G3
Summary of Organizational Influences and Recommendations for the Training and Leadership
Department
Assets of Successful
Employee
Engagement

Validated
Yes, High
Probability,
or No
(V, HP, N)
Priority
Yes, No
(Y, N)
Principle and
Citation
Context-Specific
Recommendation
Organizational:
Cultural Setting:
Employees receive
timely, consistent,
specific feedback,
which contributes to
their ability to
succeed in their
roles.

V Y
For feedback to be
effective, it should be
timely, concrete (task
focused) and goal-
focused (Kluger &
DeNisi, 1996).

Feedback that is
private, specific, and
timely enhances
performance (Shute,
2008).
Provide private,
specific, timely
feedback to
employees before,
during, and after a
task or project
regarding their
performance and
effectiveness.

Recommendation
While the participants indicated they received timely, consistent, specific feedback they
indicated the feedback was primarily for how to complete a task or an assignment. The
participants indicated during the interviews they would benefit from more feedback specifically
ACHIEVING HIGH LEVELS OF EMPLOYEE ENGAGEMENT 182
regarding how they could increase their levels of personal performance. Providing feedback
specific to the individual employee regarding their job performance throughout a task or project
increases the likelihood the employee will deepen their cognitive processing skills making
learning from one task or project applicable to another task or project (Buckingham & Coffman,
1999; Rueda, 2011). Radda et al. (2015) found employees who received authentic feedback
about their specific performance were likely to be more effective performing at a higher level as
they became more invested in increasing their performance. Discretionary effort increases when
employees feel as though they have necessary information for how to be effective, increasing
their job performance to successfully accomplishing their job responsibilities (Piersol, 2007).
Research indicates for feedback to be effective, it should be timely, private, concrete (task
focused) and goal-focused (Kluger & DeNisi, 1996; Shute, 2008). The recommendation for this
influence is to provide private, specific, timely feedback to employees before, during, and after a
task or project regarding their performance and effectiveness.

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Asset Metadata

Creator Wheaton, Leslie (author)

Core Title Achieving high levels of employee engagement: A promising practice study

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Publication Date 01/18/2020

Defense Date 12/07/2017

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

Tag Change,comprehensive,employee engagement,gap analysis,increased levels of engagement,mindfulness,OAI-PMH Harvest,organizational,organizational environment,organizational structure,well-being

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Sundt, Melora (committee chair), Hanson, Kathy (committee member), Yates, Kenneth (committee member)

Creator Email lwheaton@usc.edu,wheatonlp@yahoo.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c40-463164

Unique identifier UC11268283

Identifier etd-WheatonLes-5959.pdf (filename),usctheses-c40-463164 (legacy record id)

Legacy Identifier etd-WheatonLes-5959.pdf

Dmrecord 463164

Document Type Dissertation

Rights Wheaton, Leslie

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

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