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Underutilization of employer-funded higher education: a gap analysis
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Underutilization of Employer-Funded Higher Education: A Gap Analysis
John Ryan Davis
Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education
December 2024
© Copyright by John Ryan Davis 2024
All Rights Reserved
The Committee for John Ryan Davis certifies the approval of this Dissertation
Susanne Foulk
Maria Ott
Darline Robles, Committee Chair
Rossier School of Education
University of Southern California
2024
iv
Abstract
The purpose of this mixed-methods study was to evaluate the degree of employee utilization of
company-funded higher education in a U.S.-based automotive group and how that company was
meeting its goal of extending the educational program’s reach among employees. The
stakeholders for this study were the general managers of the automotive group at each of its
dealership locations. Clark and Estes’s (2008) gap analysis framework guided the study to assess
the knowledge, motivation, and organizational influences related to achieving the organizational
goal. Literature helped to define the assumed knowledge, motivation, and organizational
influences assessed. Extensive data were collected through a Qualtrics survey distributed to all
general managers, individual interviews, and document analysis. The study found that a number
of the KMO influences were assets, specifically motivation among general managers, that could
be leveraged to better utilize the educational programs. Additionally, the study uncovered needs
of the organization among knowledge and organizational barriers to be addressed in order to
close the performance gap. The study offers recommendations through an implementation and
evaluation plan aligned with the New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick,
2016).
Keywords: educational program, employee benefits, employer-funded higher education,
tuition reimbursement, educational motivation, automotive dealership
v
Acknowledgments
I begin by acknowledging my esteemed dissertation committee. The support,
encouragement, and leadership provided to me by Dr. Robles, Dr. Foulk, and Dr. Ott has truly
been a masterclass of leadership in action. You continued to inspire and motivate me throughout
this educational journey, and I am forever grateful for your patience and guidance.
To all my inspiring colleagues and cohort at USC, I thank you for your example and
support along this path. Learning and growing with you has been remarkable. I wish for your
continued growth and lifelong commitment to learning and sharing our knowledge.
Special acknowledgment to my parents and siblings. Your collective impact on my
growth and educational pursuits has helped guide my goals and desire for educational excellence.
Your love and support have kept me focused and blessed throughout my life.
To my heaven-sent children, I love you and thank the Lord every day I get to be your
dad. You have given me a greater purpose. You have driven me to want to pursue more. Your
excitement about life, your eagerness to learn, and your curiosity have kept me driving to excel
and want to be a better example for you.
At the pinnacle of acknowledgment is my beautiful sweetheart bride, the light of my life.
My steady and wise companion, filled with spiritual and intellectual intuition, goodwill, good
humor, and charity. You are a perfect blend of optimism, and practicality, of pragmatism and
love. I love you beyond expression and am grateful for your constant inspiration, support, and
love, which have helped guide me through this educational journey. I simply could never have
done any of this without you.
vi
Table of Contents
Abstract.......................................................................................................................................... iv
Acknowledgments............................................................................................................................v
List of Tables ................................................................................................................................. ix
List of Figures................................................................................................................................ xi
Chapter One: Overview of the Study...............................................................................................1
Organizational Context and Mission ...................................................................................2
Organizational Performance Status......................................................................................3
Related Literature.................................................................................................................3
Importance of Addressing the Problem ...............................................................................4
Organizational Performance SMART Goal.........................................................................5
Description of Stakeholder Groups......................................................................................5
Stakeholder Group of Focus and Performance Goal for the Study .....................................6
Purpose of the Project and Questions ..................................................................................8
Overview of the Conceptual and Methodological Framework............................................9
Organization of the Project ................................................................................................10
Chapter Two: Review of the Literature .........................................................................................11
History of Education Programs and Offerings...................................................................11
Best Practices Across Industries........................................................................................13
Challenges and Barriers to Success ...................................................................................15
Clark and Estes’s Knowledge, Motivation, and Organizational Influences
Framework .........................................................................................................................16
Stakeholder Knowledge, Motivation, and Organizational Influences...............................17
Summary............................................................................................................................36
Chapter Three: Methods ................................................................................................................38
vii
Conceptual and Methodological Framework.....................................................................38
Overview of Design ...........................................................................................................40
Participating Stakeholders .................................................................................................42
Data Collection and Instrumentation .................................................................................46
Data Analysis.....................................................................................................................48
Credibility and Trustworthiness.........................................................................................50
Validity and Reliability......................................................................................................51
Ethics..................................................................................................................................52
Role of Investigator............................................................................................................53
Chapter Four: Results and Findings...............................................................................................55
Participating Stakeholders .................................................................................................55
Determination of Assets and Needs...................................................................................56
Results and Findings for Knowledge Causes.....................................................................56
Results and Finding for Motivation Causes.......................................................................67
Results and Findings for Organization Causes..................................................................72
Summary of Validated Influences .....................................................................................81
Chapter Five: Recommendations and Evaluation..........................................................................84
Organizational Context and Mission .................................................................................84
Organizational Performance Status....................................................................................85
Organizational Performance SMART Goal.......................................................................85
Description of Stakeholder Groups....................................................................................85
Stakeholder Group of Focus and Performance Goal for the Study ...................................86
Purpose of the Project and Questions ................................................................................87
Level 4: Results and Leading Indicators............................................................................87
Level 3: Critical Behaviors................................................................................................89
viii
Level 2: Learning...............................................................................................................93
Level 1: Reaction ...............................................................................................................98
Strengths and Weaknesses of the Approach ....................................................................100
Limitations and Delimitations..........................................................................................101
Future Research ...............................................................................................................102
Conclusion .......................................................................................................................102
References....................................................................................................................................105
Appendix A: Pre-Interview Recruiting Communications............................................................115
Appendix B: Information Sheet for Exempt Research ................................................................118
Appendix C: KMO Survey Crosswalk ........................................................................................120
Appendix D: KMO Survey Protocol............................................................................................124
Appendix E: KMO Interview Crosswalk.....................................................................................130
Appendix F: KMO Interview Protocol ........................................................................................132
Introduction......................................................................................................................132
Opening Questions...........................................................................................................132
Appendix G: KMO Document Analysis Protocol, KMO Observation Protocol........................135
ix
List of Tables
Table 1: Organizational Goals 8
Table 2: Summary of Assumed Knowledge Influences on Stakeholder’s Ability to Achieve
the Performance Goal 24
Table 3: Summary of Assumed Motivation Influences on Stakeholder’s Ability to Achieve
the Performance Goal 29
Table 4: Summary of Assumed Organization Influences on Stakeholder’s Ability to Achieve
the Performance Goal 36
Table 5: Data Sources 41
Table 6: Survey Results for Factual Knowledge of Educational Program Requirements 57
Table 7: Metacognitive Knowledge Influence 1 Survey Results 62
Table 8: Metacognitive Knowledge Influence 2 Survey Results 65
Table 9: Value Influence Survey Results 67
Table 10: Self-Efficacy Influence 1 Survey Results 69
Table 11: Expectancy-Value Influence 1 Survey Results 1 71
Table 12: Expectancy-Value Influence 1 Survey Results 2 72
Table 13: Cultural Models Influence Survey Results 74
Table 14: Cultural Settings Influence 1 Survey Results 75
Table 15: Cultural Settings Influence 2Survey Results 1 77
Table 16: Cultural Settings Influence 2 Survey Results 2 78
Table 17: Cultural Settings Influence 3 Survey Results 79
Table 18: Knowledge Assets or Needs as Determined by the Data 81
Table 19: Motivation Assets or Needs as Determined by the Data 82
Table 20: Organization Assets or Needs as Determined by the Data 82
Table 21: Proposed Results and Leading Indicators 88
Table 22: Critical Behaviors 90
x
Table 23: Recommended Drivers 92
Table 24: Methods or Activities and Timing 96
Table 25: Reaction 99
Appendix C: KMO Survey Crosswalk 120
Appendix E: KMO Interview Crosswalk 130
Appendix G: KMO Document Analysis Protocol, KMO Observation Protocol 135
xi
List of Figures
Figure 1: Gap Analysis Framework 40
1
Chapter One: Overview of the Study
The central focus of the study is employees taking advantage of a program providing
continued educational opportunities at little or no cost to the employees. The structure of the
organization examined herein is set to provide, promote, and encourage the utilization of
educational opportunities for its employees, with marketing material and leadership engagement
readily available. However, the availability and promotion of company-funded educational
opportunities alone have not yielded the desired benefit for the firm and its employees. Thus,
further analysis, research, and investigation may offer additional variables for the program’s
advancement. As the leader within my organization, my relationship with my employees is that
of employer/employee. I have a strong desire for each employee in my organization, as well as
their families, to take advantage of furthering their education at no cost to them and provide
additional earning power along with educational attainment and achievement for their careers
and lifestyle.
The large domestic automotive brand of focus in this study offers dealerships the
opportunity to sign up for a partnership with Innovative University (a pseudonym) through the
Educational Advancement for Employees Program (EAE Program, a pseudonym), with a
marginal monthly fee paid by the dealership. Every employee in the dealership can take as many
courses and earn as many degrees as they choose for no money out of pocket. The program
covers all tuition, fees, books, and necessary travel. This partnership between the university and
the automotive dealership is exclusive to the manufacturer and online university. Additionally,
all fees associated with the program are funded by the dealership for a marginal monthly fee,
allowing all associates to attend classes and earn degrees.
2
The study of employer-funded higher education and marketable skill attainment through
continuing education indicates that a significantly large share of organizations offer some form
of incentive or reimbursement of tuition, university fees, books, and travel expenses for
employees. A nationally representative survey found that 75% of organizations within the United
States with more than 20 employees offered tuition and fee reimbursement toward higher
education (Benson et al., 2004). Recent data suggest that while 80% of working adults express
interest in attending school, only 40% are aware of their current employer’s tuition assistance
benefits, and only 2% of employees use these benefits (InStride, 2021). Thus, tuitionreimbursement programs are not achieving the desired results of educating the workforce.
According to Pulkkinen (2021), most employer-sponsored education benefits are an
afterthought for companies and serve as primarily a recruiting tool that has less to do with
delivering education and more with the optics and relative trade-off of paying frontline workers
less (Pulkkinen, 2021). This argument suggests that the promotion and engagement with
educational benefits dwindle after the recruitment of an employee is complete. Therefore, to
achieve the desired outcome of funding employees’ educational pursuits and creating equitable
opportunities for all employees, organizations must increase communication and engagement
with educational opportunities.
Organizational Context and Mission
The Customer First Automotive Group (a pseudonym) is a large, nationwide automotive
group headquartered in the western region of the United States with dealerships across the West
Coast, Southern, and Midwest regions of the country. It is a growing dealer group with over 50
dealerships spanning the manufacturing gamut, including domestic, foreign, and high-line
automotive brands. The organization’s mission is to become the most esteemed automotive
3
group through employee engagement, customer satisfaction, and organizational growth. The
corporate office includes over 100 employees, and dealership personnel across the country total
just under 4,500. Employees’ demographics overall are varied and diverse. However, gender
disparity manifests in the percentage of employees who identify as male, 79%, compared to
those who identify as female, 21%. Additional demographic data representing ethnic identities
shows that 56.9% of employees are White, 30.6% are Hispanic/Latino, 8.2% are Black/African
American, 2.6% are Asian, and 1.7% declined to identify.
Organizational Performance Status
The rate at which the automotive group’s employees take part in the EAE Program is
unknown. However, among all eligible domestic dealerships across the country involved in the
partnership, utilization is below 8%. My dealership has achieved the highest utilization in the
nation, with 28% of employees and eight of their family members enrolled in higher education.
Related Literature
In 2001, a nationally representative survey found that 75% of U.S. organizations with
more than 20 employees offered various forms of tuition and fee reimbursement toward higher
education (Benson et al., 2004). Overall, while 80% of working adults express interest in
attending school, only 40% know of their employer’s tuition assistance benefits, and only 2% of
employees participate (InStride, 2021). Additionally, the International Foundation of Employee
Benefit Plans (IFEBP) found, via a 2019 survey, that 92% of U.S. organizations offer an
educational benefit, such as tuition assistance/reimbursement (63%), in-house training seminars
(61%), attendance at educational conferences (51%), continuing educational courses (50%),
reimbursement for licensing courses and exams (44%), personal development courses (35%),
and 529 college savings plans (10%; Patterson, 2019). The same study found that between 1%
4
and 5% of employees take advantage of tuition reimbursement from their employer (Patterson,
2019). Thus, an organization’s tuition-reimbursement program alone is not enough to achieve the
desired results of educating the workforce.
Importance of Addressing the Problem
This is an important problem to address in ongoing efforts to advance educational
opportunities for employees and promote personal growth and fulfillment. A discussion with the
vice president of the EAE Program, essentially the head of the partnership with the manufacturer
and Innovative University and a key individual in developing the all-inclusive program, revealed
that the industry-wide employee utilization of company-funded higher education programs is
2.5%. For this domestic brand’s stores across the country enrolled in and paying a monthly fee,
participation is still only 6% to 8%. Of the top 50 automotive groups across the country,
according to National Automotive Dealers Association (NADA) and Automotive News reports,
Customer First Automotive Group is the only group with every domestic brand eligible store
enrolled in the program. Currently, less than 10% of all eligible domestic brand stores in the U.S.
are enrolled in the EAE Program, thereby leaving a substantial potential benefit on the table.
A secondary aim of the EAE Program is to reduce turnover by providing a strong longterm incentive for employees to remain with the organization. Automotive dealerships’ average
turnover remains at 58%, and in high turnover positions, such as sales personnel, exceeds 82%
year over year. However, since enrolling in the program, my dealership has reduced total
employee turnover from 120% year-over-year turnover to under 30% within 4 years. With
potential turnover reduction at this level extrapolated across the industry, a large amount of the
dogma surrounding the industry could fade as retention increases and managers and leaders
grow, develop, and succeed.
5
Many employees who took early advantage of the program are those who could
otherwise not afford higher education altogether. A key aspect of the EAE Program is the focus
on and direct recruitment of underserved, disadvantaged, and oppressed populations whose
income limitations and inability to repay potential student loans limit their options for higher
education. This program serves to enhance equity by targeting low-income, underserved, and
minority populations, as well as individuals beyond traditional college age. Every employee will
have the same opportunity for a fully funded certificate, associate, bachelor’s, or master’s degree
with no limitations or fees. The EAE program covers all tuition, fees, and books. At no point
does the employee or enrolled family member pay out of pocket and wait for reimbursement.
Organizational Performance SMART Goal
The organizational performance goal is that by 2024, the Customer First Automotive
Group will offer every employee a fully funded opportunity for higher education attainment and
advancement. To sufficiently promote the program across the organization, first, full acceptance
and funding of the program must occur from each dealership’s leaders. The current organizationwide program offering rate is unknown, but discussions with other organization leaders revealed
that many stores offer no educational program for employees. Advertising and recruiting efforts
and the program’s overall scalability could be significant if every store offered all employees a
fully funded and promoted education program. The engagement from leaders in the organization
and tracking through existing software in the organization would lead to large-scale follow-up
and encouragement through marketing material.
Description of Stakeholder Groups
The first key stakeholder of focus is the general managers of the individual stores in
terms of their continued focus on the utilization of the program. The general manager is
6
responsible for the overall success of the stores and effectively maintaining and growing key
performance indicators, including operating income, net profitability, market share, service
growth, long-term retention of customers and employees, and diversity initiatives. A secondary
group of stakeholders related to the effectiveness of this employee benefit is the human resources
(HR) manager in the store. They are the first managers the employee interacts with and becomes
acquainted with through onboarding and 1
st
-day orientation. This moment of introduction is a
key component of the employee’s engagement with the higher education program. The final
stakeholder group with important involvement with this program is the department leaders,
including the general sales manager, who leads all sales and finance efforts; the service manager,
who is responsible for fixed operations; and the controller, who is responsible for accounting and
office staff. Daily involvement and engagement with the employees are the role of the frontline
department heads, and their promotion of the higher education program is vital for its success
and continuance.
Stakeholder Group of Focus and Performance Goal for the Study
While the joint efforts of all stakeholders will contribute to the achievement of the overall
organizational goal of increasing employees’ utilization of the employer-funded higher education
benefit, the key stakeholder group of focus in this study is the general managers. As the primary
driver of dealership initiatives and most senior leaders with whom many of the employees
routinely interact and visit, the general manager is properly positioned as the most important
champion of employer-sponsored benefits. This is especially true when engagement with the
benefit will provide both immediate and long-term benefits for the business. Each dealership
franchise ultimately reports to the executive team for monthly, quarterly, and annual gross,
volume, and net profitability, but a host of other key performance indicators are analyzed and
7
reviewed to ensure stability, growth, and compliance. Turnover, retention, and employee
engagement are a few such indicators. General managers have responsibility for the success of
the dealerships and the employees under their stewardship, and the successful launch, activity,
and success of a good research educational benefit could promote and advance each of the key
performance indicators mentioned above.
The stakeholder performance goal is that by 2024, the Customer First Automotive
Group’s general managers will achieve 30% employee utilization of a fully funded higher
education program (Table 1). The goal and metric were determined through the results of a case
study of a single dealership piloting the education program, from beginning with no program at
all to achieving 30% enrollment within 1 year. This dealership recognized a decrease in total
employee turnover from 82% to 39% and an increase in net profitability, as well as substantial
employee engagement results in a yearly survey. Without this educational benefit for the
dealership’s employees, it is difficult to determine whether significant results would have
occurred but equally difficult to determine if others could not benefit from a similar employee
benefit. Given the potential to significantly reduce turnover, boost profitability, and enhance
employee experience for a marginal fee, EAE Program utilization merits examination. The gap
in performance is currently unknown for the dealer group of focus but was explored through
survey and quantitative analysis in this study.
8
Table 1
Organizational Goals
Aim Description
Organizational mission The mission of the Customer First
Automotive Group is to become the most
esteemed automotive group through
employee engagement, customer
satisfaction, and organizational growth.
Organizational SMART performance goa By 2024, the Customer First Automotive
Group will offer every employee a fully
funded opportunity for higher educational
advancement and attainment.
Customer First Automotive Group general
manager SMART goal
By 2024, the Customer First Automotive
Group’s general managers will achieve
30% utilization among all employees in a
fully funded higher education program.
Purpose of the Project and Questions
The purpose of this project was to evaluate the degree to which the Customer First
Automotive Group is achieving the goal of 30% employee utilization of a fully funded higher
education program. The analysis focused on knowledge, motivation and organizational elements
related to achieving that goal. While a complete evaluation project would focus on all
stakeholders, for practical purposes, the stakeholders of focus in this analysis are all Customer
First Automotive Group general managers. As such, the following questions guided this study:
1. To what degree are employees of Customer First Automotive currently utilizing their
higher education opportunities?
2. What are the general managers’ knowledge and skills, motivation, and organizational
influences related to the Customer First Automotive Group general managers
9
achieving 30% employee utilization of higher education opportunities across all 61
dealerships and corporate offices?
3. What are the recommended knowledge and skills, motivation, and organizational
solutions?
Overview of the Conceptual and Methodological Framework
The theoretical framework providing the most appropriate lens from which to study this
problem of practice is Clark and Estes’s (2008) gap analysis framework. Within this framework,
a performance gap is identified and analyzed through a process model to review business goals,
identify future performance goals, determine performance gaps, identify
knowledge/motivation/organizational deficiencies and solutions, and properly implement those
solutions to achieve desired results (Clark & Estes, 2008, p. 22). Clark and Estes’s gap analysis
framework is most suitable to address the problem of practice as it allows for viewing and
analyzing multiple areas pertaining to the performance gap before recommending the most
appropriate solution to close it.
Through Clark and Estes’s (2008) framework, the researcher can more readily analyze
the problem through a systematized theory of change. Theory of change can be described as a
theory of how and why an initiative works and which can be empirically tested by measuring
indicators for each expected step along the pathway to impact or results (De Silva et al., 2014).
According to the gap analysis framework, the theory of change is justified and appropriate for
measuring knowledge, motivation, and organizational barriers to desired results (Clark & Estes,
2008). A mixed-methods approach was most appropriate and included a quantitative survey of
all the auto group’s dealerships, plus corporate office personnel, for approximately 4,500
10
potential participants in total. After the survey, the study involved qualitative interviews with
those currently involved in the educational program through the dealerships.
Organization of the Project
Five chapters are used to organize this study. This chapter provided the key concepts and
terminology commonly found in a discussion about the topic of focus. The organization’s
mission, goals, and stakeholders, as well as the initial concepts of gap analysis, were introduced.
Chapter Two provides a review of the literature surrounding the scope of the study as well as
details of the assumed influences. Chapter Three describes the study’s methodology in terms of
participant selection and data collection and analysis. In Chapter Four, the data and results are
assessed and analyzed. Chapter Five provides solutions, based on data and literature, for closing
the perceived gaps as well as the formulation of an integrated implementation and evaluation
plan for the solutions.
11
Chapter Two: Review of the Literature
The low employee utilization of higher education benefits within organizations across the
country calls for further research to fully understand and accurately address the problem. As
previously noted, not promoting the EAE Program appropriately leaves many employees without
knowledge or a full understanding of how they may profit from or find greater value in taking
advantage of it. This chapter will first review the assumed influences on how a lack of
knowledge or motivation and potential organizational barriers block employees from initial or
ongoing engagement with the educational opportunities at their organizations. Then, I will
review the role of the general manager of the automotive dealership and their level of
commitment and responsibility toward the success of the organization and its employees. The
general manager serves as the key stakeholder in this study and acts as the highest level of
authority in a dealership, thereby affecting the employees’ decisions greatly. Through an
exhaustive survey and interview, the knowledge, motivation, and organizational influences on
the employees and general managers provided additional insight and awareness through Clark
and Estes’s (2008) gap analysis framework. This framework provides the most appropriate lens
through which to analyze and understand the perceived and actual performance gap between the
organization’s current rate of program utilization and its goal.
History of Education Programs and Offerings
Employee benefits packages have long included education benefit programs, although
these programs are becoming more robust and increasingly targeted to a wider audience. Instead
of focusing only on employees interested in pursuing advanced degrees, many programs now
target workers who never went to college (Pearson Accelerated Pathways, 2021). For frontline or
disadvantaged workers, such programs mean not choosing between earning a living and earning
12
a degree (Pearson Accelerated Pathways, 2021). The offerings to employees have grown from
historical tuition-assistance programs alone to tuition reimbursement, employer-sponsored
scholarships, full or partially funded tuition and fee programs, job-specific training and education
programs, in-house training, educational conferences, continuing education courses, personal
development courses, and tuition loan repayment programs (IFEBP, 2019).
According to a report from the IFEBP (2019), more than 92% of responding U.S.
organizations offer an educational benefit, and 57% have had tuition-reimbursement programs
for between 6 and 20 years, while another 27% have had such programs for at least 21 years. As
Becker (1964) noted, the benefits of such general skills flow to the employees who possess them
and not to the employers who provide them. Per Cappello (2004), post-secondary education
represents an investment in employees that employers would not be expected to make because
the skills and knowledge it produces are useful to other employers. Benson et al. (2004)
indicated a positive effect on a firm’s ability to attract, motivate, and retain knowledge workers
when offered educational benefits through the organization.
The central question for many firms remains: Does investing in employees’ marketable
skills make them more likely to stay? Many organizations in the United States appear to be
assuming that it does, investing in developing employees’ knowledge and skills. Estimates of
company spending on employee development in the United States range from $16 billion to $55
billion, and the level of investment appears to be growing (American Society for Training and
Development, 2001; Frazis et al., 1995). The large corporate investment in tuition reimbursement
and assistance fits with the prevailing assumption in the business press that employee
development leads to positive employee attitudes and retention (Cappelli, 2004; Craig et al.,
2002).
13
Of all the forms of company-sponsored development, college courses covered by tuition
reimbursement are the most likely to be seen by employees as providing marketable skills
because of the broad content and qualifications they offer (Loewenstein & Speltzer, 1998;
Lynch, 1992). Some organizations have seen the potential for turnover after completing a degree
or program and instituted policies that require individuals to stay a certain length of time with the
organizations or repay the cost of the classes (Benson et al., 2004). Organizations use different
techniques for reimbursing student employees. Almost 87% of firms reimburse after the end of
study if employees meet certain requirements and maintain grades. The most popular
reimbursement amount to employees is $5,000 to $5,999 per year. If an employee leaves the
organization within a year after obtaining their reimbursed education, 54% of employers require
employees to repay the amount (IFEBP, 2019).
Best Practices Across Industries
Across various industries, relatively few employees take advantage of tuition aid and
actively engage with their organization’s educational benefits. Fewer than 6% of workers at
companies that offer tuition reimbursement use the benefit annually (Merrick, 2019). Given the
low usage rate, why do companies continue to offer this benefit? Tuition-assistance programs
reduce employee turnover and help businesses identify their most productive workers, according
to Cappelli (2004). Those who work and attend school are a self-selecting, motivated group, and
learning more about these employees may help businesses with their talent management efforts
(Merrick, 2019).
A study of Cigna’s tuition-reimbursement program, conducted by the Lumina
Foundation, found that employees who used the benefit received more promotions and were less
likely to leave than those who did not. About 5.8% of Cigna’s employees, or 2,200 people,
14
received tuition reimbursement between 2012 and 2014. Those workers had, on average, a 43%
incremental wage increase over 3 years. Cigna’s return on investment was 129%, based on lower
turnover and cost savings from internal promotions (Lumina Foundation, 2015).
In low-wage industries that struggle to attract and keep workers, companies such as
Walmart, Taco Bell, Kroger, and McDonald’s launched programs to help employees with tuition
or expanded employee eligibility. McDonald’s allows employees to attend any accredited school;
managers qualify for $3,000 in assistance per year, and nonmanagers can receive up to $2,500.
Walmart will pay only for degrees in business or supply-chain management through one of three
online university programs (Merrick, 2019).
Online courses provide flexibility for employees who are trying to work full-time, take
classes, and care for families. Nearly one-third of U.S. undergraduate students took long-distance
courses, which include online learning, in the fall of 2016 (Merrick, 2019). In 2022, Uber
announced a partnership launching in eight cities that will allow drivers who have completed
more than 3,000 rides and have high customer ratings to take free classes through Arizona State
University’s online programs (Uber, 2022). The company asks drivers to fill out financial aid
forms and apply for federal grants, and ASU will provide scholarships. Uber covers the
remaining costs. Drivers—who are considered contractors rather than employees—are
responsible for taxes on the benefit. The program extends to drivers’ family members, such as
spouses and siblings. Starbucks has had a similar partnership with ASU since 2014, through
which about 2,000 employees have received degrees (Uber, 2022).
Guild Education has emerged as a major player as an acting intermediary between firms
and universities since 2015, perhaps because it offers several benefits to all parties involved.
Guild is the negotiator for both the Wal-Mart and Discover programs, as well as those at
15
Chipotle, Lyft, and Taco Bell (O’Donnell, 2018). It provides advising services to employees,
coaching them on where and what they should study to meet their career goals, as well as how to
balance their work and study schedules (O’Donnell, 2018). It also helps colleges increase their
enrollment without investing in large marketing campaigns and aids employers who need the
help of a third party to offer tuition assistance but who cannot afford to pay expensive fees to do
so. Guild then shares in the tuition revenue from the universities with which it partners.
Challenges and Barriers to Success
Recent data reveals that while close to 80% of working adults are interested in going to
school, only 40% know their employer offers a tuition assistance program, and a smaller fraction
of only 2% of employees actually participate in these programs (Alvarez, 2022). These numbers
suggest a need for a different approach that offers a flexible tuition reimbursement strategy that
is accessible and aligns with both corporate and employee needs (Alvarez, 2022). Implementing
these programs involves challenges and barriers.
Tuition repayment assistance is growing in popularity as an employee benefit, but
currently, only 4% of organizations offer student loan repayment assistance (IFEBP, 2019). Two
percent are in the process of implementing a program, and 23% are considering implementing a
program in the future (IFEBP, 2019). The top five barriers causing organizations to hold back on
offering these benefits include the high cost, uncertainty, and complexity of implementation;
resentment among employees who have already paid off their student loans; resentment among
employees who have ineligible loan debt; and employee turnover after they have met
requirements for repayment (IFEBP, 2019).
A key issue with tuition reimbursement is that employees typically must pay the upfront
fees and then wait to be reimbursed, which can mean that only more-affluent workers can
16
participate. That is especially true given the growing gap between the assistance employers
provide and the rising cost of higher education. Companies can offer $5,250 of educational
assistance tax-free each year. According to the College Board, average tuition and fees for instate students at a 4-year public university for the 2018–2019 school year ranged from $5,400 in
Wyoming to $16,610 in Vermont. For private universities, the average cost for 2018-19 was
$35,830, up more than $7,000 in the past decade (Merrick, 2019).
Employees across industries who are reluctant to take advantage of educational benefits
include potential first-generation college students and are overrepresented by students from
marginalized ethnic/racial groups or low-income backgrounds (Engle & Tinto, 2008). In a study
conducted with prospective first-generation college students, seventh-graders whose parents did
not attend college, Gibbons and Borders (2010) found these students identified issues such as
family, finances, racial/ethnic discrimination, lack of college-educated role models, and lack of
preparation and desire as perceived barriers to higher education. Prior research has established
that perceptions of barriers can contribute to negative outcome expectations (Bandura, 1982,
1994). First-generation college students also tend to believe that college may lead to fewer
positive results for them compared with other students (Gibbons & Borders, 2010). Furthermore,
when the barrier to success seems too difficult to overcome, potential students may eliminate
certain choices or goals regarding their education and future careers.
Clark and Estes’s Knowledge, Motivation, and Organizational Influences Framework
Clark and Estes (2008) established and advanced a thorough framework for investigating
performance gaps in organizations and among individual stakeholders, called a gap analysis.
This framework investigates the organization, key stakeholders, and current performance toward
organizational goals to determine the disparities, or gaps, in performance. Once current
17
operational goal performance is determined and a future goal provided, a gap, or quantifiable
measurement, is established. This systematic problem-solving framework is based on
understanding stakeholder goals with respect to the greater organizational goal and identifying
assumed influences within the areas of knowledge, motivation, and organizational factors. After
a review of context-specific literature and a complete understanding of the organization and
stakeholder goals, the assumed influences allow for greater research focus and detailed
exploration. Three further dimensions of the gap analysis allow for sub-types within knowledge,
motivation, and organizational barriers, such as factual, conceptual, and metacognitive. The
following sections explore each of these dimensions within Clark and Estes’s (2008) framework.
The most appropriate theoretical and conceptual framework to analyze and prescribe
solutions to the problem of underutilized employer-sponsored educational programs is Clark and
Estes’s (2008) knowledge, motivation, and organizational (KMO) influences framework for gap
analysis. Through this lens, the researcher may measure existing performance indicators to
determine current performance versus the goals established by organizations and their key
stakeholders to identify disparities. Once a gap in performance is found, the assumed KMO
influences are established and articulated. Further analysis through survey and interview data, as
well as internal measurements, will clarify findings for prescriptive solutions. The following
sections explore the individual key stakeholder knowledge, motivation, and organizational
influences through a detailed literature review.
Stakeholder Knowledge, Motivation, and Organizational Influences
The following sections will investigate the assumed knowledge, motivation, and
organizational influences using Clark and Estes’s (2008) framework. This literature review
primarily concentrates on the possible influences related to the Customer First Automotive
18
Group stakeholder performance goal of increasing employee engagement in higher education
pursuits. The first section will explore the assumed knowledge and skill influences, including
factual, conceptual, and metacognitive factors. Second, the chapter will discuss the assumed
motivational influences with respect to the performance gap of the key stakeholders. Finally, the
organizational influences will be addressed and discussed as they pertain to the performance gap.
Knowledge and Skills
To properly examine the various sections or influences surrounding the knowledge and
skill gap within this framework, a brief introduction to the influences and types of knowledge is
necessary. Declarative knowledge is one type of knowledge that deals primarily with facts and
concepts that can be stated (Ambrose et al., 2010). Declarative knowledge can also be described
as knowing what (Ambrose et al., 2010).
Factual Knowledge Influence: General Managers Need to Know All Educational Program
Requirements and Details of Program Initiatives
A primary driver of higher employee utilization and program success is the general
managers’ declarative knowledge of the educational program requirements for graduation, key
benefits for the employees, and all outstanding prerequisites for program admission. Without
basic knowledge, there is little chance of success. Any large-scale organizational strategic
program requires management understanding and knowledge or will be bound to the 70% failure
rate of strategic programs (Franken et al., 2009). Many strategic execution failures occur from
the increasing complexity of programs with little support from experts, the difficulty of
management to balance the demands of new programs with daily demands of operations, and
low levels of involvement of a large number of managers across all functions at an early stage of
execution of a new program (Franken et al., 2009). Without a thorough understanding and
19
appreciation for the higher education benefit offered through the organization, management
would be unable to fully elaborate on and further extol the benefits of the program, specifically
to those underrepresented and marginalized groups most in need of support. Astin and Oseguera
(2004) noted a growing enrollment gap between high- and low-income students, where the
proportion of high-income students trends upward from 46% to 55%, while that of low-income
students has remained low, from nine to 13%. To affect these low-income potential students,
general managers need to become more involved more fully and positively in and understand the
educational program details to implement cultural change and act more effectively. Johnson
(2008) argued that management with limited knowledge would fall into strategic drift, become
increasingly resistant to change, and allow initiatives to fail.
Conceptual Knowledge Influence: General Managers Must Compare and Evaluate the
Relative Merit and Significance of Employees With College Education Versus Those Without
Conceptual knowledge influences are related to the interrelatedness and shared
relationships between concepts and ideas, and the knowledge of how things work together
(Ambrose et al., 2010).
Through detailed analysis and comparison of the data, the relative merits of college-level
academic attainment and educational achievement assist the general manager in realizing the
benefits of implementing a higher educational program and contributing to its success. Based on
findings from a 5-year study within a firm or participants of a tuition-reimbursement program, a
firm retained a significant percentage of employees over a 5-year period through their
participation in a tuition-reimbursement program. The firm saw a roughly 20% difference in 5-
year retention between those who participated in a tuition-reimbursement program and those who
did not (Flaherty Manchester, 2012). Furthermore, Benson et al. (2004) found that the
20
combination of financing employees to earn further qualifications and subsequent promotions
that recognize the new skills acquired can be a very effective retention tool, resulting in
voluntary turnover rates 55% lower than for those who were promoted but did not take part in
higher education programs funded through the company.
The idea of promotion following new skill attainment through higher education is key in
long-term retention and employee engagement, also dispelling outdated notions in Becker’s
(1962) seminal work on human capital theory. Important information to note for general
managers and the link between higher education programs and employee morale and engagement
is that according to Bright Horizons (2021), 76% of employees said they are more likely to stay
with their employer because of its tuition-reimbursement benefit. Additionally, 84% of
employees cited tuition assistance as an important factor in their decision to join their firms, and
71% rated tuition assistance among the best benefits offered by their employers after healthcare
(Bright Horizons, 2021). Clearly demonstrating the importance of employee retention and
employee engagement helps the general manager view higher education benefits as a vital
strategic initiative.
Procedural Knowledge Influence: General Managers Need to Follow the Process for
Admissions, Enrollment, and Registration With Respect to the Higher Education Program
Procedural knowledge deals with knowing how within methods, theories, and various
approaches (Ambrose et al., 2010). The largely procedural knowledge influence surrounding the
process involved in admissions, enrollment, registration, and continuance through the
educational program must be considered under the knowledge component of the KMO
framework (Clark & Estes, 2008). The literature about mostly adult learners going back to school
displays a fear of the unknown variables with respect to these topics. Having been out of school
21
for many years by a certain point in their careers, many adult learners find the idea of returning
to school quite unnerving and seeking answers from those with limited access and knowledge
(Hagelskamp et al., 2021). Furthermore, the authors indicated the following limitations and
concerns of those considering going back to school: affordability, learning applicable skills for
their work environment, need to enroll in remedial courses, online versus in person, lack of
expert information while seeking advice from friends and family, and networking opportunities
(Hagelskamp et al., 2021). The research indicates a wide range of questions that may be
uncomfortable for some employees to ask a superior or manager but should be considered in
promotional material and counseling sessions between general manager and employee.
Procedurally, these fears could be alleviated through the process of knowledge gained and
understood by the general manager. The literature suggests that many potential students
considering returning to school would like comprehensive, intentional, and integrated academic
advising solutions (Joslin, 2018).
Metacognitive Knowledge Influence 1: General Managers Need to Plan Their Approach to
Benefit the Most People
With a particular emphasis on establishing equitable educational outcomes and providing
opportunities for educational advancement to all employees, general managers will seek
opportunities to engage and inspire all employees to take advantage of the higher education
benefits. Toward that end, low-income, underrepresented, and minority populations are most in
need of employer sponsorship and tuition-assistance programs. Historically, financial aid
programs were established and counseled to students in need, but research suggests the
information is not reaching the desired individuals at a large enough scale (De la Rosa, 2006).
For example, a survey of 1,222 parent respondents and 1,204 college-age student respondents
22
concluded that 50% of all Latino parents and 43% of Latino young adults could not name a
single source of financial aid (De la Rosa, 2006). The programs meant to provide financial
assistance are simply not reaching the appropriate numbers. Creating accessibility measures for
those most in need of equitable opportunities means providing access to economic, human,
social, and cultural capital resources toward higher education and learning opportunities
(Engberg & Allen, 2011). To further elaborate, Engberg and Allen (2011) described the most
pressing social justice issue of the 21st century is providing the opportunity for every American
to pursue an education that could potentially unlock a life of reward and fulfillment.
Metacognitive Knowledge Influence 2: General Managers Need to Be Able to Interpret LongTerm Benefits of Higher Education for Their Employees, Extending Beyond Income and
Employment Statistics
Finally, metacognition refers to a reflective understanding and ability to direct one’s
thinking, and capacity to become a self-directed, self-regulated lifelong learner (Ambrose et al.,
2010).
The literature on metacognitive knowledge as it relates to the long-term effects and
overall benefits on individuals leads to further affirmation of the importance of the influence.
Research on intrinsic and extrinsic motivation leading to student engagement with higher
education establishes the importance of intrinsic motivation or the degree to which students
perceive themselves to be participating in a learning task for reasons such as challenge, curiosity,
and mastery (García & Pintrich, 1991), as a leading indicator of satisfaction of basic
psychological needs (Bye et al., 2007). Individual development, self-fulfillment, and selfactualization are further benefits found in intrinsically motivated students as Csikszentmihalyi
(1997) described the autotelic person as one who pays attention to things for their own sake
23
without expecting an immediate return, is capable of sustained interest without recognition or
with little support and becomes caught up in the feedback loop between learning, interest, and
enjoyment (Bye et al., 2007).
Creating this motivation and circular educational enjoyment for the employee/student
should be an inspiring purpose for the general manager and derive further long-term employee
benefits through this pursuit. The data indicate the strength of a college degree, particularly a
graduate degree, for employment and career earnings. In 2012, unemployment rates were 8.9%
for individuals with a bachelor’s degree, 22.9% for those with high school diplomas, and 31.5%
for high school dropouts (Carnevale et al., 2012). Even considering the higher earning potential
and lower unemployment rates, the general manager should know and understand the
multipurpose nature of higher education for their employees. Special attention should also be
placed on generational differences between traditional and nontraditional students’ educational
motivations. The literature related to nontraditional students indicates a greater drive toward
intrinsic motivation and educational advancement related to self-esteem and cognitive interests
throughout their lifelong learning goals (Justice & Dornan, 2001).
Table 2 shows the stakeholder’s influences and the related literature.
24
Table 2
Summary of Assumed Knowledge Influences on Stakeholder’s Ability to Achieve the
Performance Goal
Assumed knowledge influences Research literature
Factual: General managers need to know all
educational program requirements and
details of program initiatives.
Ambrose et al., 2010; Astin & Oseguera
2004; Clark & Estes, 2008; Franken et al.,
2009; Johnson, 1992
Conceptual: General managers must
compare and evaluate the relative merit
and significance of employees with
college education versus those without.
Ambrose et al., 2010; Benson et al., 2004;
Bright Horizons, 2021; EdAssist, 2021;
Flaherty Manchester, 2012
Procedural: General managers need to
follow the process for admissions,
enrollment, and registration with respect
to the higher education program.
Ambrose et al., 2010; Clark & Estes, 2008;
Hagelskamp et al., 2021; Joslin, 2018
Metacognitive: General managers need to
plan their approach to benefit the most
people.
Ambrose et al., 2010; De la Rosa, 2006;
Engberg & Allen, 2011
Metacognitive: General managers need to be
able to interpret long-term benefits of
higher education for their employees,
extending beyond income and
employment statistics.
Ambrose et al., 2010; Bye et al., 2007;
Carnevale et al., 2012; Csikszentmihalyi,
1997; Justice & Dornan, 2001; Pintrich et
al., 1991
Motivation
The literature with respect to various forms and functions of motivation is exhaustive,
detailing how to develop and enhance motivation, diverse resources, and research to explain and
articulate motivation. For this study, the focus is what Clark and Estes (2008) described as the
three facets of motivational performance: mental effort, active choice, and persistence. This
study relates to these indices as well as the subfields of motivation and motivation theories,
25
including expectancy-value theory, social cognitive theory, self-efficacy, and mood (Clark &
Estes, 2008; Bandura, 2000; Eccles & Wigfield, 2002; Elliot et al., 2017). To further elaborate
and define the three facets of motivational performance, active choice is replacing the intention
to pursue a goal with action (Clark & Estes, 2008). Important to note with active choice is that
intention is not an example of active choice; only once the active pursuit of the goal would
suffice (Clark & Estes, 2008). Persistence is defined as, once started, the individual continues in
the face of distractions and opposition (Clark & Estes, 2008). Finally, mental effort is required to
increase performance. Mental effort is achieved when the individual has made an active choice
to pursue a goal, persevered through distractions, and has recognized and realized new, smarter,
and more novel solutions to achieve the goal (Clark & Estes, 2008). Interestingly, two common
issues arising with regard to motivation are overconfidence and confidence. Clark and Estes
(2008) discussed the underconfident person as facing difficulty in the process during active
choice and persistence, while the over-confident person would face difficulty with mental effort,
assuming they cannot learn or develop novel solutions.
General Managers Need to Consider the Importance of Short- and Long-term Effects and
Proposed Benefits of Advanced Formal Education (Value)
As one of the key indices toward performance improvement within the field of
motivation and with relevance to general manager valuation of higher education, the active
choice component of motivation is of great importance to this study. The statistics on automotive
general managers with college degrees vary across the United States, but most measures place
their educational attainment between 40% and 50% with bachelor’s degrees and 8% to 13% with
master’s degrees (U.S. Bureau of Labor Statistics, 2022). While most automotive groups do not
require educational attainment and degrees for the general manager position, seemingly half have
26
earned bachelor’s degrees and, therefore, find personal value in higher education. According to
research by the U.S. Bureau of Labor Statistics (2022), earnings increase and unemployment
decreases with each level of educational attainment. Median weekly earnings begin at $626 per
week and 8.3% unemployment for those without a high school diploma, $809 per week and 6.2%
unemployment for those with high school diplomas, $1,334 per week and 3.5% unemployment
for those with bachelor’s degrees, and $1574 per week and 2.6% unemployment for those with
master’s degrees. Higher education provides economic benefits as well as personal and
employment safety (U.S. Bureau of Labor Statistics, 2022).
Additional literature describes the benefits of higher education in terms of networking
opportunities and the ability to grow potential sales and career options, development of
applicable skills to utilize immediately in the workplace, improved communication, critical
thinking, research skills, writing ability, and teamwork/collaboration skills (Samuelson, 2017).
The benefits to the general manager directly and the business immediately and over the long run
are also noteworthy. For example, in a Lumina study conducted from 2012 to 2014 with Cigna,
the company provided 2200 employees with a new tuition-assistance plan and attempted to
calculate and quantify the results. The overall value of the firm resulted in a 129% return on
investment and 43% higher incremental wage gains for employees (Lumina Foundation, 2015).
The major benefits to the firm accounted for savings in employee replacement cost, including
reduced turnover, improved productivity, reduced operational cost, talent management and
recruiting savings, increased internal transfers and promotions, decreased absenteeism,
improvement in brand loyalty from employees, additional skill attainment and diminished
training and administrative costs to the firm (Lumina Foundation, 2015).
27
General Managers Are Confident in Their Ability to Further the Overall Formal Education of
Their Employees (Self-Efficacy)
Once the active choice of pursuing and advancing the educational program in the
organization is established and performance goals are launched, the general manager will need to
find the intrinsic motivation to persist through obstacles and roadblocks to succeed (Clark &
Estes, 2008). Motivation, specifically intrinsic motivation, is developed and strengthened
through individual self-efficacy and fostered by continuous training and education (Elliot &
Yeager, 2017). Perceived self-efficacy is defined as people’s beliefs about their capabilities to
produce designated levels of performance that exercise influence over events that affect their
lives (Bandura, 1994). Bandura (1982) discussed in depth the relationship between persistence
and self-efficacy and related that the personal judgment of self-efficacy determines how much
effort people will expend and how long they will persist in the face of obstacles or aversive
experiences. Bandura further elaborated on perseverance and self-efficacy as the tools used to
exert greater effort when attempting to master a challenge, and perseverance usually produces
high-performance attainments.
Relevant to this study, general managers need to determine and further evaluate their selfefficacy toward success in growing and building the educational programs for their stores, and if
the current level of perceived self-efficacy is low, what they can do to strengthen that level.
Based on current levels of higher education utilization rates across U.S. automotive dealerships,
the existing value proposition is quite low, and in turn, the perceived self-efficacy toward success
seems subdued as well. Bandura (1994) explained four key areas of influence to develop greater
self-efficacy: mastery experiences, vicarious social models, social persuasion, and modeling selfbeliefs. Self-efficacy can be built and developed utilizing these four components of influence.
28
Through creating mastery experiences and allowing opportunities for success in small
encounters, self-efficacy may grow and build solid confidence in each field (Bandura, 1994).
General Managers Need to Believe the Effort They Make to Advance Educational Initiatives
Will Bring Value to The Lives and the Lives of Their Employees (Expectancy Value)
A general manager’s daily life is filled with pressure due to myriad daily business
operations, customer-facing meetings, and corporate accountability appointments (WizeHire,
2022). Due to the nature of the occupation, the general manager needs to believe and expect that
the time, effort, and overall cost of the educational initiative will provide additional value to the
firm and the employees. One key aspect of this belief is provided through careful analysis and
utilization of the expectancy-value theory and expectancy-value model (Wigfield & Eccles,
2000). Expectancy-value theory essentially postulates that achievement-related choices are
motivated by a combination of individuals’ expectations for success and personal task value
within a particular domain (Eccles, 1983). The model further explains how expectations and
values are assumed to directly influence achievement choices and, by extension, continue to
influence performance, effort, and persistence (Wigfield & Eccles, 2000).
Once the general manager has made a conscious choice to act on a particular goal, and
persisted in the goal achievement through distractions, a final important index along the
continuum is that of developing mental effort (Clark & Estes, 2008). Quality research in the field
of performance improvement and achieving a growth mindset includes literature addressing the
quality of grit (Yeager et al., 2019). According to the literature, developing a growth mindset
means believing that our basic abilities can occur through dedication and hard work, and brains
and talent are just the starting points (Dweck, 2015). By communicating this message of
developing a growth mindset to general managers and utilizing new and innovative methods of
29
time management and leadership development through delegation, the general manager may
strengthen the ability to achieve a growth mindset and enhance grit toward a stated objective
(Yeager et al., 2019). Grit is defined as perseverance and passion for achieving long-term goals
(Duckworth et al., 2007). The relative costs and time spent developing and promoting the
success of an educational benefit program based on high-level expectations of a shared value,
coupled with a growth mindset and long-term grit, will serve the general manager well toward
narrowing the performance gap.
Table 3 shows the stakeholder’s influences and the related literature.
Table 3
Summary of Assumed Motivation Influences on Stakeholder’s Ability to Achieve the Performance
Goal
Assumed motivation influences Research literature
Value (important to me and benefits me):
General managers need to consider the
importance of the short and long-term
effects and proposed benefits of advanced
formal education.
Clark & Estes, 2008; Lumina Foundation,
2015; Samuelson, 2017; U.S. Bureau of
Labor Statistics, 2022
Self-efficacy (confidence): General managers
are confident in their ability to further the
overall formal education of their
employees.
Bandura, 1982, 1994; Clark & Estes, 2008;
Elliot & Yeager, 2017
Expectancy value: The general manager
needs to believe the effort they make to
advance educational initiatives will bring
value into their lives and the lives of their
employees.
Bandura, 1982; Clark & Estes, 2008;
Duckworth et al., 2007; Dweck, 2015;
Eccles et al., 1983; Elliot & Yeager, 2017;
WizeHire, 2022; Yeager et al., 2019;
Wigfield & Eccles, 2000
30
Organizational Influences
The final component within the KMO gap analysis framework is organizational
influences, barriers, and culture (Clark & Estes, 2008). Under this heading, this section discusses
the material resources of an organization and how they affect goal attainment, processes and
procedures, and finally, cultural models and settings (Clark & Estes, 2008). Cultural models are a
shared mental schema or normative understanding of how the world works, or should work, and
incorporate behavioral as well as cognitive components (Gallimore & Goldenberg, 2001).
Cultural settings are broadly defined as occurring whenever two or more people come together
over time to accomplish something (Gallimore & Goldenberg, 2001). Organizational culture at
large can be defined as the accumulated shared learning of that group as it solves its problems of
external adaptation and internal integration and is taught to new members as the correct way to
perceive, think, feel, and behave in relation to those problems. Furthermore, this accumulated
learning is a pattern of beliefs, values, and behavioral norms that come to be taken for granted as
basic assumptions and eventually drop out of awareness (Schein & Schein, 2016).
Cultural Models: The Organization Needs to be Willing to Change to Champion the Pursuit of
Higher Education for Long-Term Employee Retention
Cultural models refer to a shared mental schema or normative understanding of how the
world works, or should work, and incorporate behavioral as well as cognitive components
(Gallimore & Goldenberg, 2001). The established, or realigned, cultural models play a
significant role in determining how organizations can achieve outlined goals or increase
performance. Cultural models may also be described as a shared set of organizational beliefs and
values that are learned over time (Clark & Estes, 2008). Additionally, Clark and Estes (2008)
31
provided insight into cultural models as the core values, goals, beliefs, and emotions learned as
people and organizations develop over time in a particular environment.
Many organizations aim to provide a culture that extols the virtue of education and
routinely champions the value of lifelong learning, as the economic and personal benefits of
learning are widely accepted (Bersin & Zao-Sanders, 2021). In fact, 80% of CEOs now believe
the need for new skills is their largest business challenge, and for employees, opportunities for
development have become the second-most important factor in workplace happiness and
engagement, after the nature of the work itself (Bersin & Zao-Sanders, 2021). Alvarez (2022)
provided further data from a recent LinkedIn report, which noted that 94% of workers would stay
at a company longer if they had more access to employee education and learning opportunities.
Additional evidence of cultural model benefits for an organization is cited as advancing
equity and inclusion in the workplace, attracting and retaining top talent, and elevating business
agility through career pathing and skill enhancement (Alvarez, 2022). The organizations’ ability
to foster and promote a learning environment, which begins with a manager’s leadership, carries
a direct correlation to the development of innovative business ideas, improved business
development, increased productivity, greater flexibility in staffing, and reduced healthcare cost
(Wallo et al., 2022). The capacity for an organization to become a learning organization is
increasingly vital to its longevity and sustainability (Garvin et al., 2008). The research indicates
that a learning organization is a place where employees excel at creating, acquiring, and
transferring knowledge, with foundational building blocks of supportive learning environments,
concrete learning processes, and leadership behavior that reinforces lifelong learning (Garvin et
al., 2008).
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Cultural Setting: Organization Needs to Provide Support to Participants to Gather Prior
Academic Work, Help With Registration and Enrollment, and Assist With First-Generation
Students’ Enrollment (Resources)
One essential variable to discuss within organizational influences is that of material
resources, or the tangible supplies and equipment required to achieve a goal (Clark & Estes,
2008). The physical and material resources at the disposal of the employee should aid in the
performance of essential functions and performance. Examples of resources include rapidly
changing information technology, along with standard office supplies and equipment (Clark &
Estes, 2008). Providing the employees with the most appropriate tools, equipment, and supplies
is a key component in aligning the organization and employees with effective resources. When
discussing the need for effective resources in higher education, doing so also included reliable
and up-to-date information technology equipment and internet availability.
The literature about difficulty enrolling in higher education for first-generation college
students focuses on competing job responsibilities, competing family responsibilities, weak
English skills, weak math skills, inadequate study skills, as well as feelings of depression, stress,
and anxiety (Stebleton & Soria, 2012). Whether in a full-time academic setting or while working
part or full-time, the organizational obstacles with respect to material resources and difficulties
remain consistent, except for competing work demands, in which case the issue becomes
financial barriers as well (Stebleton & Soria, 2012). Further elaborating on the need for some
first-generation college students to be employed while attending university, Jehangir (2010) cited
the requirement to off-set the educational and cost of living expenses, which add supplementary
stress onto the student.
33
Within an organization, there is a need for counseling, support and professional
mentorship for students who have been out of school for long periods and first-generation
college students (Engle & Tinto, 2008). Additionally, inviting counselors and academic advisors
from local universities, community colleges, and higher education consultancies to the
workplace may provide needed insight and explanation into removing potential roadblocks and
barriers (Engle & Tinto, 2008). Planning for and keeping on hand the required contacts, emails,
and phone numbers for key individuals who act as primary and secondary liaisons for the
educational benefit program for any potential participants to answer questions and guide
individuals toward proper channels would also benefit the organization (Bui, 2002).
Cultural Setting: Organization Needs to Provide and Facilitate a Streamlined Procedure for
Academic Enrollment, Registration, and Progression (Policies and Procedures)
The literature discussing organizational policies and procedures defines work processes
as interacting systems of specialized knowledge, skills, and motivation to operate successfully
and achieve a goal (Clark & Estes, 2008). Furthermore, it specifies how people, equipment, and
materials must link and interact over time to produce a desired result (Clark & Estes, 2008, p.
104).
The complexity of working through the admissions process for higher education and the
novelty of enrollment, registration, and continued progression through coursework leaves many
potential students disheartened and frustrated (Engle & Tinto, 2008; Stebleton & Soria, 2012).
This is especially true for low-income, underrepresented, and disadvantaged individuals.
According to one study by The Pell Institute for the Study of Opportunity in Higher Education
(2016), only 9% of low-income students earn a college degree by age 24, compared with 73% of
higher-income students. Many higher education organizations have worked with universities and
34
business organizations to find organizational barriers to entry for students and workers alike.
Organizations such as Collegis Education, Common Application, and Reach Higher have studied
the inquiry into the application and admissions process through graduation, researching
roadblocks and how to overcome them (Waldo & Rickard, 2019). While not an exhaustive list,
common solutions across the literature cite the following: speeding up the admissions process;
eliminating deposits and application fees; digitizing document processing for ease and speed of
transfer; coordinating handoffs between admissions, registration, and student success counseling;
early and regular exposure to counseling; and updating testing policies to account for inequities
(Lippincott & German, 2007; Waldo & Rickard, 2019; Warburton et al., 2001; Ward, 2020).
Cultural Settings: Organization Needs to Provide a Workspace and IT Equipment Designated
During Normal Business Hours to Work on Academic Pursuits
Cultural settings are broadly defined as occurring whenever two or more people come
together over time to accomplish something (Gallimore & Goldenberg, 2001). Furthermore,
Clark and Estes (2008) outlined cultural settings as organizational policies and procedures as
well as the degree to which additional resources are available. By aligning the corresponding
cultural settings with the performance goals, the organization will close the performance gaps. At
times, the cultural settings may be adjusted to remove barriers instead of adding resources that
provide additional value for the organization.
Historically, and still trending, automotive dealerships have not been systematic nor
enthusiastically eager to promote higher education among their workforces and, thereby, have
not provided workspace or time for higher educational pursuits. Cultural settings, otherwise
described as climate, refer to a feeling conveyed in a group by the physical layout and the way in
which members of the organization interact with each other, with customers, and with outsiders
35
(Schein & Schein, 2016). Research by Mintrom (2014) provided insights into building a culture
of success toward higher education excellence, which includes guiding individual work habits,
promoting settings for deliberate practice, and scaffolding teamwork, all of which are better
provided through deliberate and secluded study space and dedicated educational environment.
Additionally, the importance of work habits coincides with cultural settings and must be included
in the discussion surrounding how building effective work habits are shown to produce
significant payoffs to the individual and organization as they embody a multitude of transferable
skills (Justice et al., 2009; Mintrom, 2003).
Allowing time and space for educational attainment and continuing education has proven
essential to the well-being and engagement of the employees within organizations by providing a
safe and welcoming culture of excellence (Mintrom, 2014; Pabico et al., 2019). After the layout
of the space is established to provide for improved study habits, time management is a key step
and component of student success. Effective time management skills have been shown to have a
positive impact on student learning and student results (Adams & Blair, 2019). Moreover, the
ability to manage time appropriately has been shown to be the foundation for further
development of good study habits and work/study habits for success in higher education (Adams
& Blair, 2019). Thus, allowing for an appropriate amount of space and time to allocate during
the workday will prove to enhance the success of the higher education program and benefits.
Table 4 shows the stakeholder’s influences and the related literature.
36
Table 4
Summary of Assumed Organization Influences on Stakeholder’s Ability to Achieve the
Performance Goal
Assumed organization influences Research literature
Cultural setting: Organization needs to
provide support to participants to gather
prior academic work, help with registration
and enrollment, and assist with firstgeneration students’ enrollment.
Bui, 2002; Clark & Estes, 2008; Engle &
Tinto, 2008; Gallimore & Goldenberg,
2001; Jehangir, 2010; Schein & Schein,
2016; Stebleton & Soria, 2012
Cultural setting: Organization needs to
provide and facilitate a streamlined
procedure for academic enrollment,
registration, and progression.
Engle & Tinto, 2008; Jehangir, 2010;
Lippincott & German, 2007; The Pell
Institute for the Study of Opportunity in
Higher Education, 2016; Schein & Schein,
2016; Stebleton & Soria, 2012; Waldo &
Rickard, 2019; Warburton et al., 2001
Cultural setting: Organization needs to
provide a workspace and IT equipment
designated during normal business hours to
work on academic pursuits.
Adams & Blair, 2019; Gallimore &
Goldenberg, 2001; Justice et al., 2009;
Mintrom, 2003, 2014; Pabico et al., 2019;
Schein & Schein, 2016
Cultural model: The organization needs to be
willing to change to champion the pursuit
of higher education for long-term employee
retention.
Alvarez, 2022; Bersin & Zao-Sanders, 2021;
Gallimore & Goldenberg, 2001; Garvin et
al., 2008; Schein & Schein, 2016; Wallo et
al., 2022
Summary
Based on a sound understanding of the purpose and processes involved and utilizing
Clark and Estes’s (2008) gap analysis framework, a clearer and more quantifiable understanding
of the performance gap of educational benefit utilization may be diagnosed and responded to
with a thorough analysis. Literature with respect to knowledge, motivation, and organizational
influences provides many examples, data, and research demonstrating the need for understanding
37
each of the areas in which an organization may improve and enhance the culture and progress
toward achievement.
As a key stakeholder, the general managers of Customer First Automotive Group need to
understand and be able to clearly articulate information and knowledge about the educational
programs offered in their organization. Lack of a clear understanding of the educational benefits,
the difficulty of balancing new programs’ demands with daily operations, and low levels of
involvement of many managers in the early stages of program execution may cause the
educational program to fail (Franken et al., 2009). Furthermore, the general manager’s newly
gained procedural and metacognitive knowledge and understanding leads to enhanced student
engagement with higher education and establishes the importance of intrinsic motivation: the
degree to which students perceive themselves to be participating in a learning task for reasons
such as challenge, curiosity, and mastery (Pintrich et al., 1991).
Bandura (1994)provided much literature on the role of self-efficacy and the importance
of motivation to achieve a goal. Perceived self-efficacy is defined as people’s beliefs about their
capabilities to produce designated levels of performance that exercise influence over events that
affect their lives (Bandura, 1994). General managers need to increase their self-efficacy toward
educational success and enhance their value toward expectations of educational attainment in
their organizations. Finally, the cultural and organizational importance of increasing educational
attainment and creating a learning environment should be primary concerns for any organization
to develop their teams, increase employee engagement, and improve business processes (Garvin
et al., 2008). Thus, this study sought to address those concerns in the context of the Customer
First Automotive Group. Chapter Three will discuss the specific methodology undertaken to do
so.
38
Chapter Three: Methods
The purpose of the project was to learn how to advance educational opportunities for
employees and promote personal growth and fulfillment in the automotive industry. Given that
industry-wide employee utilization of company-funded higher education programs is 2.5% and
8% for the organization of focus, a secondary aim is to reduce turnover by providing a strong
long-term incentive to retain employees. At present, the average turnover in automotive
dealerships is 58% overall and 82% in high-turnover positions. Since enrollment into the EAE
Program, the dealership of focus has reduced employee turnover from 120% to under 30% yearover-year. Thus, much of the automotive industry’s dogma could fade as retention increases and
managers and leaders grow, develop, and succeed. The following questions guided this gap
analysis:
1. To what degree are employees of Customer First Automotive currently utilizing their
higher education opportunities?
2. What are the general managers’ knowledge and skills, motivation, and organizational
influences related to the Customer First Automotive Group general managers
achieving 30% employee utilization of higher education opportunities across all 61
dealerships and corporate offices?
3. What are the recommended knowledge and skills, motivation, and organizational
solutions?
Conceptual and Methodological Framework
Clark and Estes (2008) established a thorough framework for investigating performance
gaps in organizations and among individual stakeholders called a gap analysis (Figure 1). This
framework investigates the organization, key stakeholders, and current performance of the
39
organizational goals to determine the disparities, or gaps, in performance. Once the current goal
performance is determined and a future goal is provided, through the Clark and Estes (2008)
framework, a gap is established. This systematic problem-solving framework is based on
understanding stakeholder goals concerning greater organizational goals and identifying assumed
influences within the areas of KMO influences. To determine the various influences affecting the
performance gap, a systematic approach of assessing the knowledge, motivation, and
organizational influences is determined and examined to diagnose the root causes of the
performance gap. Once the root causes have been established and recommended KMO solutions
offered, an implementation plan is instituted, and further evaluation is considered and scrutinized
(Clark & Estes, 2008).
40
Figure 1
Gap Analysis Framework
Overview of Design
This chapter begins with a review of the purpose of the study and the importance of the
project. Furthermore, a brief review and restatement of the pertinent research questions for the
project. After that, a description of the conceptual and methodological framework is
reintroduced, and key participating stakeholders are described. A brief introduction and
definition of the survey’s sampling criteria and rationale, as well as recruitment strategy, will be
discussed. This will be followed by a similar interview sampling criterion, rationale, and
recruitment strategy for the study, as well as a description of the documents reviewed and the
rationale for in-depth analysis. The methods involving data collection, instrumentation, and
overall data analysis will follow (Table 5). Next, the chapter presents the project and stakeholder
credibility, trustworthiness, validity, and reliability. Finally, it presents an evaluation and
41
investigation into the ethical considerations of the study, as well as the limitations and
delimitations involved.
Table 5
Data Sources
Research questions Survey Interview Document
review
To what degree are employees of
Customer First Automotive
currently utilizing their higher
education opportunities?
X X X
What are the general managers’
knowledge and skills, motivation,
and organizational influences
related to the Customer First
Automotive Group general
managers achieving 30%
employee utilization of higher
education opportunities across all
61 dealerships and corporate
offices?
X X X
What are the recommended
knowledge and skills, motivation,
and organizational solutions?
X X X
42
Participating Stakeholders
The advancement of and increased utilization of the higher educational benefits offered
through the organization are the responsibility and obligation of multiple stakeholders in the
firm. The executive leadership team holds a level of concern for the employees and the success
of the educational programs offered at the dealership level. However, the primary responsibility
needs to be closer to the frontline employees, both hierarchically and geographically. Frontline
sales and service managers are closest to the employees, but daily operational goals and
customer interaction preclude these managers from the requisite follow-up and counseling for
program success. Human resource managers in the store carry a great deal of responsibility for
the success of the educational benefit and, at times, act as a secondary liaison between the
university and the dealership. Although the HR manager does not carry the authority to change
strategy or wield appropriate authorization with either program changes or employees, HR
managers serve a supporting role and help for overall program success. Indeed, the primary
stakeholder of focus for this study is the general managers of the dealerships. As the senior
managers at the dealership level, these leaders are involved with both corporate engagement and
dealership responsibility. Therefore, they must assume the principal responsibility for the success
of the educational program in the store and be held accountable for its integration, promotion,
and realization.
Survey Sampling Criteria and Rationale
The current general managers of the Customer First Automotive Group were the survey
respondents. Collecting data from them about the current level of utilization and educational
attainment in each dealership provided data related to Research Question 1.
43
Survey Sampling (Recruitment) Strategy and Rationale
For the quantitative survey portion of data collection, I surveyed all general managers of
Customer First Automotive Group via an online data collection software program in Qualtrics.
The general managers serve as an important intermediary between the corporate and retail space
with their in-depth understanding of the dealership variable versus fixed operations, financial
overview, and daily employee interaction. Additionally, they tend to hold a clear understanding
and appreciation for corporate reporting and programs (WizeHire, 2022). Many, if not all, have
developed a respect for and understanding of the relationship of the corporate office and required
structure, as well as the sometimes-flexible daily operations of an automotive dealership. Many
programs originate from headquarters and are instituted in the dealerships through
communication with the general managers. The ability to communicate effectively and promote
ideas enthusiastically are trademarks of an effective general manager (WizeHire, 2022).
The educational benefit programs are similar in fashion and require an effective
communicator to translate the messaging and inspire participation. Generating the most accurate
findings and causes of performance gaps required recruiting as many participants as possible.
Thus, I asked all 61 general managers to participate in this survey to gain the broadest and most
complete data set from all regions of the United States and across all manufacturers. I recruited
general managers for the survey when I gave a brief introduction at a semi-annual leadership
conference, where I presented the background of my doctoral journey and a few key items of
interest from the coursework. I then shared the topic of my dissertation and let them know I
would be sending out an email with links to the Qualtrics survey. I requested executive
leadership’s approval of all participation within the specified period. Due to the expedited nature
of data collection, a convergent parallel mixed-methods study was most appropriate for this
44
project to assemble the most amount of data in a short amount of time (Creswell & Creswell,
2018). That is, as participants were still open to competing in the online survey, separate
qualitative interviews also took place.
Interview Sampling (Recruitment) Strategy and Rationale
Current general managers of the Customer First Automotive Group were the population
for this study. Collecting data from them about the current level of utilization and educational
attainment in each dealership provided data related to Research Question 1. The additional
narrative and experience provided will add depth and further understanding to the research.
The interview selection, recruitment, and strategy for the sample were purposeful and
non-random, as well as stratified (Creswell & Creswell, 2018; Merriam & Tisdell, 2016). This
type of sampling is based on the idea of the investigator seeking to gain, discover, and
understand the most insight and information to learn the most about a particular problem or issue
(Merriam & Tisdell, 2016). The goal was to interview eight general managers from a regionally
dispersed group of manufacturers. I recruited the participants from a subset of those who
completed the survey. I approached those asked to participate in the interviews in person and
followed up via phone and email for those who agreed to participate.
Document Analysis Criteria and Rationale
To establish the most accurate document analysis for triangulation and to provide the
rationale for the use of specific data, the following criteria are set forth. The data were retrieved
electronically and were not edited or changed in any way but collected directly from internal web
reporting services. Additionally, the financial reports and Workday surveys included data from a
minimum of a 5-year span. This provided a broader perspective and longer-term analysis of the
efficacy of the data.
45
Criterion 1
Internal financial documents of the overall automotive group and individual dealerships
display variable and fixed operations financial data. They note sales, service, parts, admin gross,
and variable expenses, as well as dealership fixed expenses and net operating income by month
and year. These documents display dealers that are currently operating at a high level financially
and operationally and from which the primary influence of profitability comes. These data were
analyzed and correlated with turnover metrics, employee engagement scores, and higher
education data.
Criterion 2
Dealer groups internal Qualtrics surveys from prior years provided employee engagement
scores. I utilized these to correlate with Workday data and internal financial documents for more
robust data correlation and causation.
Criterion 3
Internal benefit documents archived in Workday display turnover and retention metrics
displayed by store and overall group data. They help explain where high turnover positions are
and how long they stay before leaving the dealership.
Document Analysis Strategy and Rationale
For the most complete and accurate data about profitability, employee retention, turnover,
employee engagement, and educational benefits offered to employees, document analysis
provided a wide range and correct examination. The documents involved in the financial review
were the financial statements, variable and fixed gross reports, variable and fixed expense
reports, and income and profit statements. These documents are confidential yet available to
46
current general managers and executives in the organization. They provided a clear view of the
current and historic profitability of the dealership and each department on a trend analysis.
Further insight was gathered from the internal Workday reports focusing on employee retention,
turnover, and time on the job. Finally, the organization deploys an annual employee engagement
survey to gain an understanding and awareness of the employees and their most pressing
concerns, as well as insights into what the organization is doing well. I accessed these internal
documents and included time and date information from retrieval of the online documents and
maintained direct download information without any further editing or file manipulation to
preserve authenticity and validity (Merriam & Tisdell, 2016).
Data Collection and Instrumentation
I conducted a thorough examination and review of data from three sources for this study:
surveys, interviews, and historical documents. This mixed-methods approach to data collection
yielded an appropriate, concise, and reliable analysis of the information. As this approach utilizes
various sources of data for triangulation, the data produces the most robust, valid, and
trustworthy results reflecting the participants’ experience and insights (Merriam & Tisdell,
2016).
Surveys
To determine and further understand limitations to the educational benefits offered to the
employees within the organization, the survey portion asked questions related to the knowledge,
motivations, and organizational influences currently driving employee utilization. The survey
consisted of 13 questions with 5-point Likert scale response options, allowing respondents to
state current feelings, knowledge, and motivations surrounding educational benefits, attainment,
and achievement at their individual stores. Two final questions asked for open-ended written
47
responses designed to allow for and engage the respondents’ final thoughts and propose new or
novel ideas related to the discussion and study.
As a member of the participating group of general managers with an internal view of the
organization, I am aware that all the participants understood English. The primary language
spoken, written, and communicated in all general manager meetings, conferences, and calls is
English, although a few of the general managers are from foreign nations, and perhaps a smaller
number of them use English as their second language. Therefore, there was no need to translate
either the surveys or permission forms.
Interviews
The qualitative portion of the study included eight interviews conducted via Zoom
meeting conference. Each interview was projected to take approximately 60 minutes and
occurred in one sitting. These informal interviews included 11 primary questions, each with
multiple subsets of questions for potential probing and clarifying of answers. I designed each of
the questions to elicit thoughts, feelings, and descriptive narratives from the interviewees to gain
a more thorough understanding and appreciation for their role in the utilization of employersponsored higher education benefits. Built into each question was specific probing for clarity into
the knowledge, motivation, and organizational influences aligned to building the educational
benefits in each of their stores. A final question concerned whether the interviewee wished to
offer final thoughts or insights into this study. Often, such a question will not yield a very
powerful discussion, but a final offer will, at times, allow the participant to engage in an idea not
previously discussed, which adds to the richness of the study.
48
Like the quantitative survey portion of the study, there was no need to translate into any
language. English is the exclusive language spoken in all general manager meetings and
conferences, and no exclusionary measures or translators are needed.
Documents and Artifacts
For the most thorough and complete collection of data, a document review of multiple
sources of internal documentation was utilized and incorporated into this study. Documents in
this setting relate to a wide range of written, visual, digital, and physical material relevant to the
study (Merriam & Tisdell, 2016). The most appropriate forms of documents related to this study
are financial statements, internal reports generated out of Workday for employee retention and
turnover statistics, all promotional material related to higher education programming and
registration, admission documentation, key enrollment statistics, reports from the university
partnership, and employee engagement survey results from prior years. Each of these reports is
generated internally using the Workday system as well as the company’s internal reporting
system named APPS. Typical onboarding paperwork and university-generated internal statistics
include the additional documentation. I generated most of the documents myself, and my HR
manager generated the Workday documents for review.
Data Analysis
I completed thorough data analysis after each step of data collection and correlated them
once I compiled all the data. As the study followed an explanatory sequential design, the initial
phase of data collection was the survey, which included Likert Scale survey questions related to
current motivations, expectations, and organizational values within the individual stores and total
organization (Clark & Estes, 2008). The secondary phase of data collection and analysis
consisted of interviews with general managers to gain a more detailed narrative and insight into
49
the thoughts and feelings toward educational attainment and promotion in the dealerships.
Finally, I analyzed historical and internal documents related to financial results, sales and service
key performance indicators, and turnover and retention rates of the organization.
To fully analyze the quantitative surveys and gather the appropriate data, I utilized
Qualtrics software. As I dispersed the surveys into the field, I also analyzed and interpreted the
data within the system. The existing functionality of the software allowed for organizing,
analyzing, and clarifying the data and survey results into functional information and provided
comprehensive knowledge across regions and manufacturers as to the knowledge, motivation,
and organizational barriers of the general managers. I noted overall as well as individual-specific
weaknesses and strengths toward their ability to meet the utilization goal of educational
achievement.
The qualitative section of data collection will provide further detailed information and
insight into the subject. After data collection, I will have the opportunity to decipher data through
a multi-stage coding application of the information. As I conducted the interviews via an online
Zoom interaction, the entirety of the interviews were transcribed to allow for further coding of
the data into readable documentation. Merriam and Tisdell (2016) discussed that the nature of
data collection and analysis concurrently can be both parsimonious as well as illuminating for the
researcher. Although I analyzed much of the data during the interviews, the coding process can
only take place after all qualitative data collection occurs. Coding of the data refers to the
grouping and personal designation of the information into various data sets to retrieve specific
pieces of data (Merriam & Tisdell, 2016). The division into separate thematic groups of the data
allowed for clarity and transparency of the information and provided a more robust analysis.
50
Finally, the review and analysis of historical internal documents provide a wealth of
information for the study. After downloading and gathering the internal financial and employee
documents out of Workday and the Apps systems, I compiled and organized them into regions,
dealerships, and time periods for review. Taking this information collectively and assembling it
into subgroups allowed me to overlap the quantitative and qualitative data matched from the
prior data with the internal document review. Regionally and time-factored financial and
turnover statistics will offer the study a careful analysis of existing employee engagement,
contentment, and retention, as well as operational effectiveness in reaching and attaining
organizational goals.
Credibility and Trustworthiness
To ensure the greatest amount of credibility and trustworthiness of the data, results, and
recommendations of the study, I followed and secured the utmost measures of data collection
and academic interview protocols. As the researcher and a member of the organization studied, I
maintained strict professionalism and academic honesty with each participant and communicated
all questions and follow-up communication with integrity and decency. By utilizing written
communication in email format and providing clear instructions for the surveys and interviews,
the participants learned of and understood the questions and protocol.
I conducted, recorded, and transcribed the online interviews through Zoom, maintaining
the integrity of data collection. Qualtrics software was the primary quantitative data collection
and analysis system and safeguarded the data’s credibility from transposition or misinterpretation
onto another system. The data’s trustworthiness was also ensured through direct transcription via
the online Zoom platform, with data triangulated from researcher notes and survey information
(Merriam & Tisdell, 2016).
51
Mitigation of any potential bias was of primary concern as a researcher. As a member of
the participating group, accountability required acknowledging potential bias related to the study
outcomes and thoughtful alleviation of the preconceived notions addressed. As a general
manager in the organization, I have spoken at length about the validity of expanding education
benefits and the promising effects it has on the organization. I have spoken at conferences with
respect to company funding higher education, and several current general managers understand
my positionality. I mitigated this acknowledged bias through an open recognition of prior
communication and forthright acceptance of the participants’ views without judgment or
prejudice (Birt et al., 2016). Directly acknowledging honesty between researcher and participant
helped alleviate distrust of the data.
Validity and Reliability
Concerning the validity and reliability of the data collection, analysis, and interpretation
of information, I applied strict methods of precise communication, instruction, and transcription
of data. The validity of the data ties to the accuracy of the interpretation of results (Kurpius &
Stafford, 2006). Furthermore, Robinson and Firth Leonard (2019) defined the validity of
research as how well an item measures what it is intended to measure. For this purpose, the
study’s mixed-methods approach allowed for triangulating the data from surveys, interviews, and
documents to ensure generalizability and accuracy of overall information (Golafshani, 2015).
The mixed-methods approach also provided a truthful thematic representation of the knowledge,
motivation, and organizational effectiveness of the general managers and any outlying opinions
or assertions.
The reliability of the data rests on the accuracy of the surveys and interviews of
participants, and the perceived repeatability and consistency of the questions (Robinson & Firth
52
Leonard, 2019). For this study, I secured the data’s internal consistency using a 5-point Likert
scale, demonstrating feelings of and current state expectations for the educational pursuits of the
organization and employees (Creswell & Creswell, 2018).
Ethics
With respect to the ethics of the research and the potential effects on human subjects,
there was not anything harmful, damaging, or dangerous asked of or inflicted on any participant
during the study. At no point were participants deceived or deluded into volunteering for any
potentially hurtful information or opinion. The study was based on the premise of helping all
employees and benefiting the organization toward greater educational and organizational goal
attainment and benefit. The information sheets provided to participants defined key components
of informed consent, which, according to Glesne (2011), include voluntary participation, the
right to decline or withdraw participation, and knowledge of potential risks and/or benefits to
participation. Additionally, I obtained written approval from the organization’s chief executive
officer before beginning the field study and survey disbursement.
All survey data, interview transcripts and recordings, and internal documents were
confidential, and data security was safeguarded under password protection and encryption.
Permission was obtained from each participant and stored as well (Merriam & Tisdell, 2016).
The overall goal of the study was to understand and fully analyze the underutilization and
generalized low rates of employees enrolling in a company-funded higher educational benefit.
All employees could be well served by a more complete understanding of and appreciation for
this education benefit, with targeted and specific attention paid to the underserved, minority, and
low-wage working population. This key demographic could see their career trajectory grow
through higher education attainment and effect a generational shift through college and
53
university training. If we remove the impediment of funding a college degree, what else needs to
be repaired, managed, encouraged, rectified, and otherwise fixed to allow as many employees as
possible to earn a college degree? The EAE program is one of the most equitable and low-wage
worker-inspired programs available to employees today, and greater utilization of the program
leads to better performance of the individuals and the organization. As both an employer and
educator, I have a tremendous passion for any company-funded program aimed at advancing
education attainment for employees, but I would also benefit from a more advanced
understanding and appreciation for those not interested and their underlying reasons. Perhaps
armed with that knowledge, we could improve the program and benefit more people.
Role of Investigator
My role as researcher and investigator in this study also intertwines with my role as a
general manager of an automotive dealership for the Customer First Automotive Group since
February 2018. I have been employed with the automotive group continuously since August
2015 in various regional director roles, including regional director of sales and regional director
of finance, where I became acquainted with many of the employees in the overall region. Since
taking over as general manager, I have been a primary driver of the educational program offered
through this university partnership and have spoken in leadership conferences many times on the
benefits and successes we have achieved through the program. Within my region, where I know
many general managers, there are only nine dealerships of varied manufacturers. Outside of my
region, I have very limited interaction or communication with other general managers, with the
primary exception being at leadership conferences held twice a year. I am acquainted with many
of the general managers but not particularly close to any outside of my region.
As to my positionality regarding race, gender, and socioeconomic status, I am a 39-year-
54
old White male in an upper-middle-class income bracket living and working in Houston, Texas.
Having lived in many states across the United States, I have a love of traveling and meeting new
people from all walks of life and diverse backgrounds. After a 2-year service mission, I
developed a great love of and appreciation for all underprivileged, underrepresented, and
minority friends, associates, and humans from every background. In part, for this reason, I have
an abiding passion for expanding access to higher education as a means of elevating earning
capacity as well as skill and knowledge enhancement.
55
Chapter Four: Results and Findings
The purpose of the project was to learn how to advance educational opportunities for
employees and promote personal growth and fulfillment. This chapter presents the results and
findings of the study. Applying the gap analysis framework, the results are organized by
influences regarding KMO elements related to achieving the organizational goal (Clark & Estes,
2008). Quantitative and qualitative data were collected to validate the assumed causes of
organizational gaps. Specifically, surveys, interviews, and documents were collected to
understand the gaps in educational underutilization among the organization’s employees. First, I
collected survey data using Qualtrics surveys to general managers, and then I conducted
interviews with selected general managers, and finally data analysis using internal firm financial
records.
Participating Stakeholders
The stakeholders of this study were the general managers of the Customer First
Automotive Group. All 61 general managers of the automotive group received an email
requesting participation in an online Qualtrics survey. Twenty-one general managers participated
and completed the survey. As the automotive group is geographically spread out across the
United States, a survey question asked for general geographic location, not specific states. Two
participants were from the West Coast region, seven from the South region, three from the
Midwest, seven from the Mountain West, and two from the Southwest area. Further questions
requested information on the type of manufacturer they represented: domestic, foreign, or
highline. Twelve respondents represented domestic dealerships, eight foreign, and one highline
store. The final representative question asked was about the highest level of academic
achievement. Twelve completed bachelor’s degrees, seven had some college but had not
56
finished, and one had only completed high school. Eight respondents were open to interviews,
and six ultimately participated in them. The reason for the two others not being interviewed was
that one had resigned from the company, and the other had continual scheduling conflicts and
eventually chose to withdraw from being interviewed. To remain confidential, each interviewee
only gave regional information. Those participating in interviews represented two from the
Mountain West area, three from the South, and one from the Midwest.
Determination of Assets and Needs
The determination of assets and needs materialized from the data analysis. To most
effectively validate the assets and needs, I relied on data triangulation. First, I took the survey
data from Qualtrics, giving a baseline understanding of existing KMO barriers. Second,
interviews with general managers further detailed KMO factors related to gaps in performance.
Finally, I determined assets and needs through analysis of organization documentation.
Following data collection, interviews and documentation review, a careful analysis of the
results allowed for triangulation of the information and determination of assets and needs.
Qualtrics allowed for ease of data review of survey information, providing cut scores of 70% or
above to show as an asset for the individual influences. Interviews of general managers provided
emerging themes using a codebook of the transcripts and observed notes. The emerging themes
provided clarity on the impact of the influences and determination of assets or needs.
Results and Findings for Knowledge Causes
The following results and findings for knowledge categories are based on a thorough
examination and review of surveys, interviews, and historical documents. This mixed-methods
approach to data collection provided the most reliable analysis of the information. As this
approach utilized various methods of data collection, or triangulation, this produced the most
57
robust, valid, and trustworthy results reflecting the participants’ experience and insights
(Merriam & Tisdell, 2016).
Factual Knowledge Influence
The influence pertaining to factual knowledge was that general managers need to know
all educational program requirements and details of program initiatives.
Survey Results
The survey asked respondents to identify specific educational program requirements and
details of the educational program from a list of available options. The accuracy of identifying all
requirements ranged from 54% to 85% with the average being 64% accuracy and therefore
below the cut score of 70% and identified as a need (Table 6).
Table 6
Survey Results for Factual Knowledge of Educational Program Requirements
The educational program requirements include the following. Percentage Count
Confirm eligibility through part-time or full-time employment 69% 9
SID requirement for enrollment 77% 10
Must be admitted into university 54% 7
Meet twice per semester with academic advisor 54% 7
Maintain C grade or better 46% 6
Remain employed by organization for continued education
benefit 85% 11
Total 64% 8
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Interview Findings
The interviews with general managers further clarified the lack of factual knowledge of
program requirements. Each participant had difficulty presenting the specific program
requirements when the survey answers were no longer in front of them. When asked to describe
the educational program requirements, Participant 2 related, “Honestly, I wouldn’t even know
where to start as I didn’t go to any college, and the process always seemed so complicated.” This
concept emerged as a theme throughout the interviews. Participant 1 related his lack of
understanding: “I’m just really not involved with the sign-up and follow-up of the program. I
usually have their team leader or HR talk to them about it if they want to know anything.” The
theme of delegating this program to others also emerged as a universal theme, and thereby
knowledge of the program seemed entirely lost on the interviewees. Another noted, “We’ve
never been trained on the program information and how to sign people up. I don’t remember the
university program managers coming in and talking to the [general managers], but if they did, I
would participate.”
Document Analysis
No document analysis was conducted for this influence.
Summary
The assumed influence that general managers need to know all educational program
requirements and program details was determined to be a need in the survey results and later
confirmed to an even greater degree through the interviews. No interviewee could list even four
of the six basic program requirements. Therefore, this influence is determined to be a need.
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Procedural Knowledge Influence
The procedural knowledge influence was that general managers need to follow the
process for admissions, enrollment, and registration with respect to the higher education
program.
Survey Results
No survey questions asked about this influence.
Interview Findings
I asked general managers to discuss the processes for admission, enrollment and
registration for their employees involved in the higher education programs. None could properly
name and discuss the requirements for either admissions, enrollment, or registration. All these
tasks were delegated to others in the stores and left outside of the general managers’
responsibilities. Participant 5 simply stated, “I’ve never done anything to help with the day-today enrolling of employees. Either HR or someone who works for the college call and help when
they have questions.” Additionally, Participant 2 said,
It has always seemed to make more sense to hire out for this type of thing. We have thirdparty companies talk to us about the 401k benefit and another to give us specifics on our
health plans and stuff like that, so I’ve never needed to get into the details on the
educational stuff.
This influence was determined to be a need.
Document Analysis
No document analysis was conducted for this influence.
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Summary
For any real advancement of a higher education program and enhanced utilization of this
benefit, general management needs to be more involved in and aware of the requirements and
occasionally assist with day-to-day processes. With zero interviewees understanding or
possessing any knowledge of the procedures involved, this influence is likely one of the highest
needs.
Conceptual Knowledge Influence
The conceptual knowledge influence was that general managers must compare and
evaluate the relative merit and significance of employees with college education versus those
without.
Survey Results
Survey results were not collected for this influence.
Interview Findings
Participants demonstrated an overall positive evaluation and conceptual understanding of
the significance of college education for the employees. Participant 3 stated, “Obviously, when
looking through resumes and applications, if I have two similar candidates, and one has a degree,
even associate’s, against another person without any college, I will lean toward interviewing and
hiring the one with more schooling.” This statement provided insight into the relative merit of
advanced education. Another participant responded, “I know when I have an employee who even
desires to continue their education and ask about going to school, they must have ambition and
drive, which should make them more successful at work, too.” Finally, another participant
responded, “I definitely think schooling makes our people more well-rounded and able to help
more people.” These responses indicate that this conceptual knowledge is an asset.
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Document Analysis
Document analysis was not conducted for this influence.
Summary
With no additional analysis conducted for this influence, the interview data indicates an
understanding of the conceptual knowledge asked of the general managers. This influence
displays as an asset with all six of the interviewees displaying a strong knowledge of the relative
merit of formal education.
Metacognitive Knowledge Influence 1
The first metacognitive knowledge influence was that general managers need to plan their
approach to benefit the most people.
Survey Results
The survey asked respondents to explain an approach that would benefit most people in
the organization with an open-ended response category in the survey. The majority of
respondents discussed the need for more advertising, promotion and ongoing discussion of the
educational program in the dealerships (Table 7). Based on the responses, an understanding of
the need for greater promotion and physical advertising of the program is apparent and lends to
the understanding on the part of the general managers that the current state of promotion is
lacking. This understanding, while important, displays the current lack of knowledge and a need
for metacognitive knowledge. If the knowledge were already apparent, the need for additional
promotional materials would not be so great.
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Table 7
Metacognitive Knowledge Influence 1 Survey Results
As you consider your organization,
explain your approach that will
benefit the most people. Open-ended responses
1 More advertising
2 Increase advertising material posted around the store
and discuss during orientation.
3 Promote education to minority population of employees,
explain how education can benefit all employees.
4 Post program benefits all over dealership, in sales and
service and parts and accounting
5 Expand the fully funded offering to all stores not just
FCA
6 Talk about it more, discuss in one on ones, discuss in
team meetings, more signs and school material posted
around the store
7 Discuss early on in orientation and onboarding with
school material and details of program.
8 Have one uniform educational benefit that the whole
company can use
9 More advertising materials in shop area and break
rooms. Updated promo signs on TV and around store.
10 More communication about the program
11 We place advertising posters in our store and talk about
the Degrees @ Work program through HR and [Every
Employee Counts] meetings.
12 We need a lot more promotion of the program from the
manufacturer and the dealership. Perhaps an
information kiosk of sorts where the employee can
easily gather information to see if this is a fit for
them.
13 Provide materials that outline a pathway for them to
pursue higher education.
14 Have promotional material that appeals to all people by
providing different forms of advertising and
programs. Achieve this through sufficient research
and diverse panels.
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Interview Findings
All six interviewees recognized the lack of current utilization of a good educational
benefit and, in hindsight, understood that many more employees could and should take
advantage of this type of program. Participant 5 stated,
I guess I never really talk about this benefit when open enrollment comes up. We easily
discuss health insurance, vision, dental, and 401k options, but I never really think about
the education part. I really do want my team involved and know it could help a lot of
folks, but I just forget.
This participant further explained,
I think something like this could also help separate the ambitious employees we have that
don’t always speak up in meetings or are the top performers in their current job role. I
think this could be a game-changer in terms of separating the A-players.
Additionally, the interviewees seemed to confirm the survey responses by recognizing the
lack of promotion of the program and the need for further advertising and follow-up. One
participant responded, “It really seems more of my folks would get on board with a great
initiative like this, but we just don’t talk about it enough and don’t promote it with flyers and
banners, but we definitely should.” The apparent lack of importance and relative newness of
these types of programs in automotive dealerships seems to be a problem when leadership
discusses employee benefits.
Document Analysis
As referenced in the survey responses and an observation of eight domestic dealerships in
the south region of the organization, there indeed appears to be a lack of promotion of the
educational benefit for employees, which further confirms the understanding on the part of the
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general managers who stated this as a shortfall. This recognition from the general managers
again indicates there is a need for more focused and alluring promotional material to allow most
employees to know about the educational opportunities and, therefore, benefit most people.
Summary
As many leaders in automotive dealerships are not as involved in the benefit option of
employees and receive very little one-on-one time with employees, the understanding and
metacognitive knowledge of the general managers remains very low with respect to educational
programs as a benefit to employees. When personally addressed in a survey and interview
setting, the general manager shows a genuine sense of positivity and excitement for this benefit
and understands how good it could be for employees, but the influence remains a need to close
the performance gap of utilization.
Metacognitive Knowledge Influence 2
The second metacognitive knowledge influence was that general managers need to be
able to interpret long-term benefits of higher education for their employees, extending beyond
income and employment statistics.
Survey Results
The survey included an open-ended question on the potential long-term benefits of higher
education for employees. The responses showed a broad understanding of and appreciation for
higher education, with a keen comprehension of benefits outside of income generation alone.
Responses displayed an understanding of the personal and professional growth achieved through
further education, as well as the development of grit, leadership, and becoming more “wellrounded” as a person. The responses indicated an asset for this influence.
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Table 8
Metacognitive Knowledge Influence 2 Survey Results
What are the potential longterm benefits of higher
education? Open-ended responses
1 Become more well-rounded
2
Improved employment opportunities outside the car business,
improved conversational skills with high-line customers
3
Higher income potential, ability to talk to people with higher
confidence
4 Make employees more well-rounded/educated.
5 Employability, earning potential, confidence
6
More opportunities inside and outside the company, more
employable, increased credentials
7 More well-rounded, better at studying and learning
8
The company cares about long-term growth of employees,
more well-rounded employees.
9 More opportunities for promotion, in and out of the company
10 Promotions within the company
11
It can open up opportunities for future jobs and promotions
that you would not otherwise qualify for without a degree.
12
They will have many more opportunities to grow within our
company from a region to a corporate level. It will also
give them opportunities they would not have to work
outside of our company. It may inspire their family
members to seek higher education opportunities.
13
Knowledge gained is something you never lose, even in
death.
14
Increased progression opportunities, better understanding of
markets and trends
15 Grit, personal growth, leadership, and knowledge
Interview Findings
Interviews displayed a fair amount of understanding and appreciation for employees
furthering their education and realization of the value of education beyond income alone. Most
of those interviewed shared their respect for and esteem they hold for those who decide to
advance themselves through further formal education. Participant 4 shared,
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I have nothing but respect for any employee who wants to keep going and get more
knowledge. I loved college and still think about getting my MBA. I’m not sure it would
advance my career or even make me more money, but I know it would make me more
well-rounded and help me understand parts of the business and people I usually delegate
tasks to.
Five out of the six interviewees shared their regard for higher education and the regard they keep
for educated people. Another participant shared,
I know as a customer, or when I’m reviewing emails and texts sent out from the store,
that learning something as simple as how to write and make it sound professional makes
a huge difference in the buying process. Basically, you can tell who paid attention in
school when reading those emails!
This respect for education and interpretation of the long-term benefits shows this influence as an
asset.
Document Analysis
Document analysis was not conducted for this influence.
Summary
The majority of the survey responses and follow-up interviews showed a wonderfully
positive interpretation of the long-term benefits of higher education and the respect the general
managers hold for employees who continue their education. This indicates this influence as an
asset.
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Results and Finding for Motivation Causes
Value Influence
The influence pertaining to value was that general managers need to consider the
importance of the short- and long-term effects and proposed benefits of advanced formal
education.
Survey Results
Survey results indicate strong motivation based on value influence and general managers’
understanding of advanced formal education as a benefit for the employees. In each of the three
value influence questions, each achieved well above the 70% threshold to indicate this influence
as an asset. In only one question about whether the employees will be able to use what they learn
in school in the workplace, a single response indicated neither agreement nor disagreement.
Among the other two questions regarding skills and attributes attained in advanced education,
there was a 100% positive response rate (Table 9).
Table 9
Value Influence Survey Results
Percentage Count
My employees will be able to use what they learn in school in the workplace.
Neither agree nor disagree 6% 1
Somewhat agree 41% 7
Strongly agree 53% 9
My employees will develop skills through advanced education which will help
develop them into better employees.
Somewhat agree 18% 3
Strongly agree 82% 14
My employees will develop attributes through advanced education which will help
develop them into better employees.
Somewhat agree 24% 4
Strongly agree 76% 13
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Interview Findings
When asked about the value the general managers hold for formal education and higher
education in general, each confessed an extremely high regard for and respect for higher
education. Each of the six participants shared a personal high respect for higher education and
for those who pursue it and gain additional knowledge. Participants 1 and 3 discussed an
additional component and benefit of higher education: grit. Participant 1 stated,
I personally just look at college as most people could get through the work and maybe
even get good grades, but it takes a special level of grit and determination to finish and a
special kind of person to work full time and go to school. Those kinds of people are
unique and the kind of people I want to hire. It’s almost like they have an ambition to
grow and progress that not everyone has.
Participant 3 mentioned,
I like the grit it shows when one of my employees wants to better themselves at
something as hard as college. Maybe some folks think it would be a distraction from
work, but I like what it says about that person’s grit.
Beyond the grit comments and responses, this participant said, “I wish all my people had the
focus to work on school after work. Even during work, in some cases, when it’s slow, should be
allowed, even encouraged. This could lead to them setting the example for others.”
Document Analysis
Document analysis was not conducted for this influence.
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Summary
The study results indicate that this influence demonstrates the value level of motivation
as an asset in this study. From the survey analysis and interviews conducted, the general
managers show a high level of motivation around the value influence of higher education.
Self-Efficacy Influence
The influence pertaining to self-efficacy was that general managers are confident in their
ability to further the overall formal education of their employees.
Survey Results
While the results of this survey are not overwhelmingly positive, they do indicate the
confidence level to be high on average for the self-efficacy of general managers’ ability to
advance the education of their employees (Table 10). The average of 74% is above the cut score
threshold of concluding this as an overall asset for the influence. Although with a minimum
score of 15% and a maximum of 100% level of confidence, the scores ranged wildly in their
level of confidence. This would show there is still much to work on from a self-efficacy
perspective, although it would be more targeted for those who lack confidence.
Table 10
Self-Efficacy Influence 1 Survey Results
To what degree are you confident in your
ability to successfully further the overall
formal education of their employees? Average Minimum Maximum Count
Percent of confidence 74% 15% 100% 17
70
Interview Findings
The six interviewees all displayed a higher level of self-efficacy than those indicated in
the survey. All noted that they believe that, if challenged and coached to a degree, they could
further the overall education of their employees. Participant 4 related,
If I focus on any [key performance indicator], I know I can make it successful. We
normally just don’t focus on the benefit of education at my store. It’s not front and center
or, really, on my mind much at all. But if I felt in charge of it and thought about it, and
we added it to a dashboard that I saw every morning, you bet I can make it happen.
This display of confidence was evident in each of the interviews. Added another leader, “What
we measure, we improve, and we just haven’t been measuring this at my store.” Finally, one
interview stated,
Some of these types of programs come and go, and we are never sure what to focus on
and, really, what to care about outside of the net profit of the store. But I can see how this
would help my people, and it’s been around for a few years, so maybe I should get on
board.
Document Analysis
There are no document analysis results pertaining to this influence.
Summary
As indicated by the survey results above 70% level of confidence, and paired with the
interview responses of the participants, this influence is an asset. The universal theme of the
general managers was their level of focus, not confidence. They noted their ability to achieve
results in any key performance indicator they choose to focus on if they focus on it regularly.
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Expectancy-Value Influence
The influence pertaining to expectancy value in this study was that general managers
need to believe the effort they make to advance educational initiatives will bring value into their
lives and the lives of their employees.
Survey Results
The survey results show this influence as an asset (Tables 11 and 12). With a 94%
positive rating and 88% positive rating for the following questions on the survey, each indicated
this influence as an asset. A key finding here, though, is the mostly positive response to the
question related to the value derived in the employees’ lives from further education. Eighty-two
percent agreed that the value derived from higher education would provide value to the
employee, and 47% strongly agreed that the employees’ advanced education will benefit the
employer. While they still somewhat agree to a larger degree, the much higher response to higher
education providing value in the personal lives of the employees was enlightening. The
expectancy value for the employee was high but less so for the business or the employer.
Table 11
Expectancy-Value Influence 1 Survey Results 1
I expect the value derived from advancing educational
pursuits of my employees will provide value in their lives. Percentage Count
Neither agree nor disagree 6% 1
Somewhat agree 12% 2
Strongly agree 82% 14
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Table 12
Expectancy-Value Influence 1 Survey Results 2
I expect the effort expended in the educational
advancement of my employees will benefit me. Percentage Count
Somewhat disagree 6% 1
Neither agree nor disagree 6% 1
Somewhat agree 41% 7
Strongly agree 47% 8
Interview Findings
This was not discussed specifically in the interviews.
Document Analysis
No document analysis was conducted for this influence.
Summary
While not specifically discussed in the interviews, the survey responses seem to provide
an interesting conclusion. The general managers see the value of higher education for the
employees’ personal lives and long-term benefits. With 82% strongly agreeing that education
will provide value in the employees’ lives, another 12% somewhat agreeing, and no dissenting
answers show how positively the participants value education. To a lesser extent, but still
positive, the expectations of benefits for the employer are still high. These survey responses
indicate that this influence is an asset.
Results and Findings for Organization Causes
Cultural Models Influence
The influence relating to cultural models was that the organization needs to be willing to
change to champion the pursuit of higher education for long-term employee retention.
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Survey Results
As indicated in the open-ended survey responses, there are several specific change items
general managers feel could improve educational utilization from an organizational perspective
(Table 13). The respondents shared a single point of contact and university presence in the
dealership at times, as well as the expansion of the full tuition benefit available for all
employees, not only FCA. While each dealership has unique educational benefit options, the
FCA benefit is fully funded. Other responses include personal mentorships available with higher
education representatives and overall improved communication and promotion of the options and
opportunities. A key response from the survey simply stated, “Make learning a top priority, talk
about it more.” This demonstrates a lack of focus and communication, and as such, this influence
is a need.
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Table 13
Cultural Models Influence Survey Results
How could your organization more
effectively promote learning and
education? Open-ended responses
1 Offer free college for all employees.
2
Mentors, university presence in dealerships, regular
information distribution to employees about
programs
3
Discuss the importance and value of education more at
higher levels, set minimum education levels for
some positions.
4
Make learning/innovation a top priority/talk about it
more/more offerings.
5 Expand the FCA benefit to all employees.
6
Show how more education can help them advance,
minimum education requirements for some jobs
7 Consistent educational program across the company
8 More communication.
9
We could push more and more often for people to
further their career in our business through education
and not so much of a results-driven process.
10
It would be nice to have one point of contact for them
to lean into.
11
Provide guidance on how/where to get started and
provide time at work to complete schoolwork. We’re
so busy all the time, this is much easier said than
done.
12
Perhaps an increased presence for current employees
to be made aware of available upper management
positions and the education required for them?
Interview Findings
No specific interview questions related to this influence.
Document Analysis
No document analysis was conducted for this influence.
75
Summary
The open-ended survey responses seemed to reflect a need for greater communication, a
central point of contact for the program, and organizational importance placed on the value of
higher education. This influence is shown as a current need. The organization, as it is currently
constructed, seems to not place a high value on higher education based on the open-ended
responses from the survey of general managers.
Cultural Settings Influence 1
The first cultural settings influence was that the organization needs to provide support to
participants to gather prior academic work, help with registration and enrollment, and assist with
first-generation students’ enrollment.
Survey Results
The survey results display a lack of support for employees with respect to admission,
enrollment, and registration (Table 14). With the majority, or 41%, of respondents claiming they
somewhat disagree or strongly disagree, the organization provides the support necessary for
these procedures. Twenty-four percent of respondents claimed they neither agree nor disagree
with the statement, and 36% stated that the organization provides that support. This is a
noticeable need.
Table 14
Cultural Settings Influence 1 Survey Results
My organization provides the necessary support to aid
employees with admissions, enrollment, and registration. Percentage Count
Strongly disagree 6% 1
Somewhat disagree 35% 6
Neither agree nor disagree 24% 4
Somewhat agree 18% 3
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Strongly agree 18% 3
Interview Findings
Each interviewee discussed the lack of support in the stores to make this program
successful. While willingly acknowledging their personal lack of focus on the program, many
cited the organization’s lack of support and encouragement. One participant stated,
We tend to focus on what senior leadership tells us to focus on. If they want lead count,
or sales conversion, or repair orders in the shop, we can fix it, but there are just too many
things to focus on, and employee benefits aren’t high on the list.
Another said, “I don’t even know who to talk to about it. We don’t talk about it anywhere, really.
I’d like to see some executives bring it up and take charge of it. I bet that would get things
moving.” Finally, a third stated,
I know this should be me leading out on this at my store if I want to see it work, but
hiring a specialist in each region or at the corporate level to oversee the initiative and
provide guidance would help tremendously.
Document Analysis
From the perspective of observation and data collection, the lack of any observable
promotion, advertisements, or personnel in the dealerships displays this as a need.
Summary
The survey results, along with interview information and observation in dealerships,
provide visible evidence of this influence as a need. Each participant discussed a lack of focus as
an organization with low priority attached to educational advancement in terms of employee
satisfaction or retention. Providing key support is required for the promotion and advancement of
educational benefits for the employees.
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Cultural Settings Influence 2
The second cultural settings influence was that the organization needs to provide and
facilitate a streamlined procedure for academic enrollment, registration, and progression.
Survey Results
Responses were very similar to the following two sets of questions from the survey.
Results indicated a lack of process and available time in the organization to support student and
employee progress. Many respondents, 53%, claimed they somewhat or strongly disagree that
the organization provides a streamlined process to support students with enrollment, registration,
and progression. Only 30% agreed with the statement. Additionally, 47% of respondents stated
they strongly or somewhat disagreed that the organization provides time for students and
employees for enrollment, registration, and educational progress, which displays a visible need
(Tables 15 and 16).
Table 15
Cultural Settings Influence 2Survey Results 1
My organization provides a streamlined process to support
students with the enrollment, registration, and progression
process. Percentage Count
Strongly disagree 6% 1
Somewhat disagree 47% 8
Neither agree nor disagree 18% 3
Somewhat agree 6% 1
Strongly agree 24% 4
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Table 16
Cultural Settings Influence 2 Survey Results 2
My organization provides time available for staff to assist
students with the enrollment, registration, and progression
process. Percentage Count
Strongly disagree 6% 1
Somewhat disagree 41% 7
Neither agree nor disagree 18% 3
Somewhat agree 6% 1
Strongly agree 29% 5
Interview Findings
No interview questions related to this influence.
Document Analysis
No document analysis was conducted for this influence.
Summary
Survey results display this obvious need in the organization. The majority of respondents
see this cultural setting influence as lacking. The current structure and focus of the organization
do not provide the requisite time and processes for student success according to the general
managers and share this influence as a need.
Cultural Settings Influence 3
The third cultural settings influence was that the organization needs to provide a
workspace and IT equipment designated during normal business hours to work on academic
pursuits.
Survey Results
Survey results indicate that the organization does not provide the requisite workspace and
information technology equipment to perform academic work during business hours (Table 17).
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59% of respondents claim they strongly disagree or somewhat disagree that the organization
provides an effective workspace for performing academic work. Only 35% of respondents
claimed that they agree that the organization provides an effective workspace. This influence is,
therefore, a need.
Table 17
Cultural Settings Influence 3 Survey Results
My organization provides a workspace for employees to
perform academic work during normal business hours. Percentage Count
Strongly disagree 35% 6
Somewhat disagree 24% 4
Neither agree nor disagree 6% 1
Somewhat agree 29% 5
Strongly agree 6% 1
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Interview Findings
While not listed as a specific question during interviews, the topic of workspace and time
did come up during interviews. One participant stated,
I think one clear indication that we care at all about education is if we gave them a place
and computer to work on school at work, even during lunch or regular work breaks. A
nice quiet spot to knock out some homework or read textbooks would be cool. Even the
gesture could make a big difference and show that we care about school. If we gave them
extra time to work at school, that would be a huge sign that we value education. Could be
something no one else would offer them.
Further information on this topic includes,
Some of my people don’t have a home computer and acceptable internet speeds to get the
work done. If they expect to get a degree, it has to happen here at the store with our
equipment. I would wholeheartedly support them in that, but that takes a special
dedicated employee.
Another interviewee said,
The company could make this a big initiative by doing sort of what the middle and high
schools do, and give the employees that want to go school a laptop, and rent it out or even
give them that as a bonus. The message that would send to the whole workforce could be
huge, like we care about this!
This extra information related to cultural setting was enlightening and provided
additional context.
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Document Analysis
Through observation, there were no clear workspaces in any dealership visited for
employees to work on schoolwork or educational pursuits of any kind away from customers.
Summary
The lack of workspace for academic work was evident. As noted in the survey results and
further clarified in interviews and observation, this was a need.
Summary of Validated Influences
Tables 18, 19, and 20 show the knowledge, motivation, and organizational influences for
this study and their determination as an asset or a need.
Table 18
Knowledge Assets or Needs as Determined by the Data
Assumed knowledge influences Asset or need
Factual: General managers need to know all educational
program requirements and details of program initiatives.
Need
Procedural: General managers need to follow the process for
admissions, enrollment, and registration with respect to the
higher education program.
Need
Conceptual: General managers must compare and evaluate
the relative merit and significance of employees with
college education versus those without.
Need
Metacognitive: General managers need to plan their approach
to benefit the most people.
Need
Metacognitive: General managers need to be able to interpret
long-term benefits of higher education for their employees,
extending beyond income and employment statistics.
Asset
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Table 19
Motivation Assets or Needs as Determined by the Data
Assumed motivation influences Asset or needs
Value (important to me and benefits me): General managers
need to consider the importance of the short and long-term
effects and proposed benefits of advanced formal
education.
Asset
Self-efficacy (confidence): General managers are confident in
their ability to further the overall formal education of their
employees.
Asset
Expectancy value: General managers need to believe the
effort they make to advance educational initiatives will
bring value to their lives and the lives of their employees.
Asset
Table 20
Organization Assets or Needs as Determined by the Data
Assumed organization influences Asset or needs
Cultural model: The organization needs to be willing to
change to champion the pursuit of higher education for
long-term employee retention.
Need
Cultural setting: Organization needs to provide support to
participants to gather prior academic work, help with
registration and enrollment, and assist with first-generation
students’ enrollment.
Need
Cultural setting: Organization needs to provide and facilitate
a streamlined procedure for academic enrollment,
registration, and progression.
Need
Cultural setting: Organization needs to provide a workspace
and IT equipment designated during normal business hours
to work on academic pursuits.
Need
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These findings help to inform the recommendations and solutions in Chapter Five to
address the gaps in KMO influences identified in Chapter Four. Chapter Five also answers the
following question: What are the recommendations for the Customer First Automotive Group to
improve the utilization of employer-sponsored higher education benefits and close the
performance gap in knowledge, motivation, and organizational barriers to success?
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Chapter Five: Recommendations and Evaluation
This evaluation study analyzed the knowledge, motivation, and organizational influences
impacting the Customer First Automotive Group’s ability to reach its organizational goal of
achieving 30% utilization among all employees into a fully funded higher education program.
Applying the gap analysis framework (Clark & Estes, 2008), this mixed-methods study’s results
indicated the continued need for increased knowledge and removal of organizational barriers for
successful program implementation. This study’s results confirmed the motivational impacts as
assets. In this chapter, the results and findings guide evidence-based solutions and
recommendations. Next, I utilized the new world Kirkpatrick model to create an implementation
and evaluation plan for recommended solutions (Kirkpatrick & Kirkpatrick, 2016). This chapter
revisits the organizational context and mission, organizational goal, stakeholders, the purpose of
the project, and the research questions.
Organizational Context and Mission
The Customer First Automotive Group (a pseudonym) is a large, nationwide automotive
group headquartered in the western region of the United States with dealerships across the West
Coast, Southern, and Midwest regions of the country. It is a growing dealer group with over 50
domestic, foreign, and high-line automotive brand dealerships. The organization’s mission is to
become the most esteemed automotive group through employee engagement, customer
satisfaction, and organizational growth. The corporate office includes over 100 employees, and
dealership personnel across the country total just under 4,500. All employees’ overall age,
gender, and ethnic representation are varied and diverse. Seventy-nine percent of employees
identify as male and 21% as female. Employees’ demographics are such that 56.9% are White,
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30.6% are Hispanic/Latino, 8.2% are Black/African American, 2.6% are Asian, and 1.7% did not
identify an ethnicity.
Organizational Performance Status
The current EAE program utilization is unknown, but utilization at all eligible domestic
dealerships across the country is below 8%. My dealership has achieved the highest utilization in
the nation with 28% of employees enrolled in higher education, with an additional eight
members of employees’ families as well.
Organizational Performance SMART Goal
The organizational performance goal is that by 2024, the Customer First Automotive
Group will offer every employee a fully funded opportunity for higher educational advancement
and attainment. To sufficiently promote the program across the organization, first, full
acceptance and funding of the program must occur at each dealership. There are currently many
stores without any educational program for the employees. If every store offered all employees a
fully funded and promoted education program, the advertising to employees, the recruiting
efforts for potential employees, and the program’s overall scalability could be far-reaching. The
engagement from leaders in the organization and tracking through existing software in the
organization would lead to large-scale follow-up and encouragement through marketing material.
Description of Stakeholder Groups
The first key stakeholder of focus is the individual stores’ general managers. They are
responsible for the stores’ overall success and effectively maintaining and growing key
performance indicators. A secondary group of stakeholders are the HR managers in the stores.
They are the first managers with whom a new employee interacts. The final stakeholder group
with important involvement with this program is the department leaders, including the general
86
sales manager, the service manager, and the controller. The frontline department heads’ roles
involve daily engagement with the employees, and their promotion of the higher education
program is vital for its success and continuance.
Stakeholder Group of Focus and Performance Goal for the Study
While the joint efforts of all stakeholders will contribute to increasing the number of
employees who take advantage of the employer-funded higher education benefit, the key
stakeholders group of focus were the general managers. As mentioned, they are the most
important champions of employer-sponsored benefits. This is especially true when engagement
with the benefit will provide both immediate and long-term benefits for the business. Each
dealership franchise ultimately reports to the executive team for monthly, quarterly, and annual
gross, volume, and net profitability, but a host of other key performance indicators are analyzed
and reviewed to ensure stability, growth, and compliance. Turnover, retention, and employee
engagement are a few of the indicators of a successful general manager and organization.
General managers have responsibility for the success of the dealerships and the employees under
their stewardship, and the successful launch, activity, and success of a good research educational
benefit could promote and advance each of the key performance indicators mentioned above.
The stakeholder performance goal is that by 2024, the Customer First Automotive Group
general managers will achieve 30% utilization among all employees into a fully funded higher
education program. This goal and metric were determined through the case study of a single
dealership piloting the education program and its result. This dealership recognized a decrease in
total employee turnover from 82% to 39% and an increase in net profitability, as well as
substantial employee engagement. Education programs can aid in reducing turnover, boosting
profitability, and enhancing employee experience for a marginal fee, so they must be
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championed and fully utilized. The gap in performance is currently unknown for the dealer group
but was explored in this study.
Purpose of the Project and Questions
The purpose of this project was to evaluate the degree to which the Customer First
Automotive Group is achieving the goal of 30% employee utilization of a fully funded higher
education program. The analysis focused on KMO elements related to achieving that goal. The
stakeholders of focus were the Customer First Automotive Group general managers. The
following questions guided this study:
1. To what degree are employees of Customer First Automotive currently utilizing their
higher education opportunities?
2. What are the general managers’ knowledge and skills, motivation, and organizational
influences related to the Customer First Automotive Group general managers
achieving 30% employee utilization of higher education opportunities across all 61
dealerships and corporate offices?
3. What are the recommended knowledge and skills, motivation, and organizational
solutions?
Level 4: Results and Leading Indicators
Table 21 displays the proposed results and leading indicators (Level 4) in the form of
outcomes, metrics, and data collection methods for both external and internal outcomes. The
final resultant expectation leading to the stated SMART goal will consist of the many and
various minor outcomes outlined below. From both an internal leading indication of production,
efficiency, and employee satisfaction view, as well as an external leading indication in the form
of customer and public response and market response, the intended purpose of the level 4 results
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will increase employees’ utilization of the company-funded educational benefit. The long-term
result will be growing future management and leaders through increased retention.
Table 21
Proposed Results and Leading Indicators
Outcome Metrics Data collection methods
External leading indicators
Increase the level of
promotional material of
educational benefit to all
employees and public.
Lead count and click count of
website visits to Strayer
promotional material on
website
Internal Apps website counter
from existing lead count
methodology.
Quantify and track level of
interest from university,
college, and trade school
recruiting promotions.
Document in real time the
number of people
interested in the
educational benefit.
Engage the marketing
manager to track website
visits from our career
website to the Strayer
homepage.
Track via cookies and
website tracking tools as
well as bounce rate from
our website to Strayer.
Improve the level of
utilization of family
members of employees to
engage in educational
advancement.
Ensure during each dealership
visit from Strayer, that as
many family members of
employees that have an
interest can attend.
Document via a sign-in sheet
who attends which inperson session and whether
they are employee or
family.
Maintain and grow industry
status as the Number 1
utilization of employees in
educational program.
Currently we are the top store
in the country in utilization,
but with so much more
potential, we could far
surpass the current level
and be known for being the
top store every year.
Track success and measure
via the internal Dealer
Connect System, and
through routine discussions
with Strayer VP of
program.
Being known as the education
dealership will promote and
encourage others interested in
the program to seek us out
and join our team.
Asking during the onboarding
state of the process what
made them apply to our store
over all the other FCA stores
in the city.
Internal leading indicators
Achieve 30% of all
employees utilizing the
Fifty percent of employees
enrolled in and registered
for classes.
Track via the online Dealer
Connect system.
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Outcome Metrics Data collection methods
company-funded
educational benefit.
With employees eligible to
enroll within 60 days of
hire, we plan to assist each
eligible new hire with
collecting transcripts from
previous high school and
colleges and begin the
process of enrollment
during the first 60 days.
New hires enrolled in the
program at 60-day mark
Track in Dealer Connect and
internal Workday systems
for enrollment and hire date
Continue to analyze and
interpret at which point
more candidates are
interested in enrollment
after 60-day mark.
Track in Dealer Connect and
internal Workday systems
for enrollment and hire date
Reduce turnover at the store
level to less than 20%
through increased
engagement with companyfunded education.
Through continued
engagement with free
company-funded education
for the employee and
family, the assumption will
be decreased turnover as
employees will not want to
lose the benefit. Retention
and turnover rates will be
measured.
Comparison and analysis of
year-over-year data in
Workday matrix and data
Level 3: Critical Behaviors
The stakeholders of focus are the general managers of the individual dealerships with
charge and stewardship over the facility, people, and profitability of the store, and the HR
managers assigned within the dealerships, whose primary responsibility involves employees’
development and career progression. The first critical behavior (Table 22) involves the early and
effective promotion and encouragement of the educational benefit from the HR manager to the
new employee during onboarding. The second critical behavior comprises a continued effort
from both key stakeholders to monthly inspire and endorse the educational advancement of all
employees in Every Employee Counts (EEC) meeting by publicly congratulating enrolled
employees and sharing success stories from graduates. The third critical behavior requires the
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general manager to provide a study room with the necessary technology for any employee to
work on schoolwork while giving additional continued education or training time to complete
work or study.
Table 22
Critical Behaviors
Critical behavior Metrics Data collection
methods
Timing
1. Provide early and
effective
promotion and
encouragement of
the educational
benefit from the
human recourse
manager to the
new employee
during
onboarding.
HR manager to
provide all new
hires with details of
educational
program on Day 1
and encourage
participation. 100
% of all new hires
are exposed to
details of Strayer
partnership and
program.
Data collection in
Workday report of
new hire checklist.
During the first 2
hours of
employment,
everyone will have
all the necessary
information on
educational
programs and
benefits.
All promotional
materials will be
available in digital
and print format,
and employees will
have both formats
to review.
Data collection in
Workday report of
new hire checklist.
At time of
onboarding.
2. Every month,
general manager
and HR will
inspire and
endorse the
educational
advancement of
all employees in
[EEC] meeting by
publicly
congratulating
enrolled
employees and
The running list of
attendees and
enrollees will be
included in the
EEC handout and
displayed on
employee TV
running throughout
the store.
EEC handout and
employee TV
running through
store.
EEC handouts every
month and every
day on employee
TV.
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Critical behavior Metrics Data collection
methods
Timing
sharing success
stories from
graduates.
Each month during
EEC, general
manager will
acknowledge and
congratulate all
currently registered
students, share
uplifting stories of
graduates, and
discuss current
students’ status.
Stories collected
through monthly
one-on-ones with
current students
and status in Dealer
Connect.
Monthly
3. Provide a study
room with
necessary
technology for
any employee to
work on
schoolwork while
giving additional
continued
education or
training time to
complete work or
study.
General manager will
have built a study
area available to
100% of those
enrolled in the
program and
provide an
additional hour for
all employees in
which they can
engage in sales
training, product
knowledge
training, or engage
in educational
advancement and
study.
Study area monitored
and used of sign-in
and sign out system
in Workday to
know when
employees are
working and when
they are on study
time.
The study area is
available daily.
Note. Items numbered for easier identification in Table 23.
Table 23 displays the recommended drivers to reinforce, encourage, reward, and monitor
critical behaviors.
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Table 23
Recommended Drivers
Method Timing Critical behaviors supported
Reinforcing
Reminders of educational
benefit sent to all
employees each month
Monthly 1,2,3
Executive modeling by
general and HR manager
enrolled in higher
education
Each semester 2,3
Self-directed learning is
exemplified and
encouraged through the
educational program and
asynchronous lectures.
Daily 1,2,3
Communities of practice set
up to encourage each other
and push along in the
program.
Daily 1,2,3
Encouraging
Continued encouragement
and mentoring from
leadership, graduated
students, community of
students, and in regular
one-on-ones with general
manager and HR.
Daily/Weekly/Monthly 1,2,3
Mentorship through Strayer
program management with
“big brother or big sister”
student and community of
practice in dealership
Weekly 1,2,3
Rewarding
Monthly recognition of
employee in EEC
Monthly 1,2,3
Increased pay with advanced
educational attainment
assumed once higher
education is completed and
advanced into new role
Upon graduation 2
Monitoring
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Method Timing Critical behaviors supported
Action plan monitoring
through Strayer University
program manager.
Quarterly 1,2,3
Self-monitoring of
asynchronous lectures and
in home assignments.
Daily 1,2,3
Quarter surveys in
dealerships monitor the
level of engagement and
continued support of
educational benefit for
employees and families.
Quarterly 1,2,3
Level 2: Learning
To most effectively support the required drivers listed above, enhance critical behaviors,
and finally achieve desired outcomes, the following learning program has been developed.
Learning Goals
The desired outcome of the learning phase includes the following goals:
• recognition of the importance of higher education in career advancement
• recognition of the importance of higher education in personal achievement and goal
attainment
• learning how to properly utilize career and educational benefits when offered and
funded
• understanding of the applicability of skills and education immediately in job-related
situations and problems
• creating opportunities to earn higher income through career advancement and
increased opportunities and job potential
• increased level of self-efficacy toward educational attainment and advancement
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• understanding of enlarged values to society through higher educational achievement
and, therefore, improved ability to think critically
Program
The learning goals listed in the previous section will be achieved through the distribution
of marketing material, early introduction and encouragement of educational benefit during
onboarding, monthly inspirational meetings involving educational advancements and
recognition, and quarterly training sessions and information sessions with general managers, HR
manager, and program managers from the university with all levels of staff in the store.
The University will provide most of the marketing and advertising material for
distribution to potential students with input and consideration from the store level management
to encourage and promote the program. Marketing material will include the following physical
products: posters, full-size standup displays, service department floor mats and seatback
protectors, license plate holders, pens, notepads, coffee mugs, and personalized diploma frames.
Digital marketing material will include Facebook and Instagram display advertising, a
personalized section promoting the program on the dealership website, and continuous streaming
through internal corporate sponsored television in dealership displays. A key learning component
of this marketing material will be to promote the idea of a true no-cost, no-debt college degree
with a call to action to speak with a manager or text a number for more information.
A secondary element of the program will include early exposure to the educational
benefit through the onboarding process with the HR manager. They will be briefed on the
entirety of the educational attainment and achievement idea and how the program works, as well
as the value of engaging in the program. The HR manager serves as the key program manager of
the educational program in the dealership and is therefore highly technically and program
95
competent to highlight and endorse the benefits and details. The early and often exposure to the
benefits and availability of the program should serve to reinforce the importance and longevity of
the program. The expectation for early introduction of the program and its benefits is to sign
employees up for enrollment and registration within the first 60 days of employment.
Finally, the general manager will utilize the monthly in-dealership EEC meetings to
endorse, reinforce, and provide success stories for all employees already in the program and
encourage further reach of the benefit. As the leader of the store, the general manager is wellpositioned to influence new and ongoing employee benefits and programs. A key endorsement
and continuous reinforcement from the general manager will lead to further engagement from
employees. The general manager will utilize the EEC meeting to share inspirational messages
involving graduates, as well as current students enrolled in the higher education program.
Quarterly meetings will also be used in connection with monthly EEC meetings to include
program managers from the university to further endorse and explain the program to all
employees. The learning aspect will be to continually build self-efficacy in employees so that
they can succeed in school, as a common theme among those not interested in engaging with the
program is past failure in school settings and outcomes. Rebuilding self-efficacy will be a
primary learning outcome from the EEC and Quarterly all-hands meetings.
Components of Learning
The first step in promoting the program and enhancing overall employee engagement
with it involves the knowledge of the program and understanding completely the cost structure,
outlined in Table 24. Building overall knowledge about the accredited, no-cost, companysponsored higher educational benefit will be the initial goal of the general and HR managers.
They must know about the benefit to engage with it. After knowing about the program, the next
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steps involve building the skills, attitude, and confidence in the employee that they can succeed
in the program and display how it will benefit them and their families. Key elements of learning
will include encouragement and reinforcement of support from leadership as well as mentorship
and modeling of higher educational attainment. Finally, another key component of learning will
include the commitment on the part of management and providing a learning atmosphere and
organizational alignment conducive to the program outcomes.
Table 24
Methods or Activities and Timing
Methods or activities Timing
Knowledge: “I know it.”
Onboarding an acknowledgement checklist
that educational benefit program was
described and explained in detail.
At time of boarding
Annual “enroll” or “decline” form to be
included in total benefit enrollment. To go
along with health benefits, 401k
enrollment, dental, etc.
Annually
Skills: “I can do it right now.”
For those showing genuine interest but not
quite ready to enroll, the general manager
will administer a sample “pre-test” and
review results to build self-efficacy and
grow confidence.
Monthly, after the EEC meeting in the general
manager’s office
Reassure potential candidates of prior success
in educational settings and reiterate the
extensive mentorship program at the
university.
During onboarding with new hire, and during
new semester enrollment and registration
Discuss in plain terms, the zone of proximal
development and the purpose of scaffolding
to welcome challenge and a slight amount
of discomfort when learning new ideas and
subjects.
During onboarding with new hire, and during
new semester enrollment and registration
Attitude: “I believe this is worthwhile.”
In quarterly training with the program
manager from the university, promote
statistics of long-term earning power with
Quarterly training and Q&A session with
university program manager
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Methods or activities Timing
degree and share success stories of
individuals who have been promoted and
shifted career focus after earning degree.
Clarify expectations for promotions and
transfer ability with enhanced credentials,
skillset, and knowledge.
Monthly during EEC meetings
Confidence: “I think I can do it on the job”
Survey each department separately and
review the checklist of reasons for not
enrolling.
Annually
Educate employees on the difference between
achievement and attainment. The degree is
only the finishing product, while the
knowledge gained, and confidence inspired
is built while learning.
Monthly in EEC.
Discuss with all employees the importance of
building a learning environment and valueenhancing education, learning, and skill
development.
Monthly in EEC and quarterly training
Commitment: “I will do it on the job.”
Demonstrate how I benefited from further
education, and skills utilized during
training.
Quarterly
Discussions with employees facing trials and
clarifying how specific classes or subjects
could aid in critical reasoning or problemsolving.
As needed when trials or difficult situations
arise with individual employees
Share with all employees at time of
onboarding the “skills checklist” provided
by the University outlining potentially
significant areas for improvement by
department (i.e., psychology and social
media classes for sales, project
management and time management for
service advisors and managers, accounting
classes for office staff, etc.)
During onboarding and as needed thereafter
Provide examples of situations that could
require additional skills and motivation
provided by further training and education.
Monthly in EEC.
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Level 1: Reaction
After the onboarding process between the HR manager and the new employee, during
which the details of the educational benefit are clear, the HR manager will provide a timeframe
for the new employee to enroll or decline next-semester enrollment. If the employee decides to
accept and enroll, HR will work to help in the process of enrollment by compiling transcripts,
writing essays for acceptance, and mentally preparing the candidate. If the employee declines the
benefit, a brief survey will be generated, and the employee will provide reasons for not enrolling.
The general manager and HR will regularly review the results of this survey data. Data were in
the Workday application as well as in the APPS reporting tool.
In Quarterly meetings with university program managers, the general and HR managers
will assist in outlining and promoting the education benefit to all employees. Attendance in these
meetings will be taken to ensure all employees are clear and understand the value of the
program, along with being refreshed on any new material or program offerings. Table 25 details
these steps.
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Table 25
Reaction
Methods or tools Timing
Engagement
Monitor enrollment through Dealer Connect
internal system each semester.
Every semester.
Monitor enrollment “accept” or “decline”
form completed by employees in Workday
annually along with all other company
benefits.
Annually
Review selections of “declines” for those
choosing not to enroll.
Annually
Attendance reviewed by general manager and
HR from EEC meetings and quarterly
training with university program manager.
Monthly in EEC and quarterly training
sessions
Regular review of progress report given from
university of students enrolled, and how
much further until graduation.
Quarterly
Observation of regular use of workstations
dedicated to students in dealership, along
with review of sign-in sheets
Daily observation and weekly review of signin sheet.
Relevance
Add a Likert scale survey question into our
annual employee engagement survey to
include a question about higher education
importance.
Annually
Regularly review with enrolled students how
their advancing education has benefited
them and ask for specific times when a skill
was used or knowledge imparted which
helped overcome an obstacle.
Monthly
Customer/Trainee satisfaction
In connection with university, request access
to after-class survey results to understand
student satisfaction, confidentially.
End of semester.
Review with enrolled students in semester
pulse check to ensure satisfaction.
During semester.
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Evaluation Tools
Annual employee engagement survey data will help management further understand the
value the employees see in the program. An additional question requesting data on education
value will aid in understanding the relevance the employee perceives in the program. Employee
engagement survey data are collected, compiled, and analyzed by Qualtrics and distributed to
general managers by store.
Data Analysis and Reporting
Data were collected and analyzed through Qualtrics with additional layers of filtering to
understand how employees feel about the program and their level of relevance and value toward
the educational benefit by department, tenure, generational alignment, gender, job title, and
ethnicity. Raw and analyzed data were in the APPS reporting function and Workday application.
Some reports will be available to all employees, but due to confidentiality, many internal reports
will only be available to general and HR managers. The Dealer Connect dashboard on students
enrolled and the Workday application of results from the Every Employee Survey (EES) will be
available for review.
Strengths and Weaknesses of the Approach
Clark and Estes’s (2008) gap analysis framework provided a process for evaluating gaps
related to knowledge, motivation, and organization. That framework informed how the research
was organized and sorted in Chapter Two. Additionally, the data collection tools identified and
methodology applied to the mixed-methods approach outlined in Chapter Three, as well as the
analysis in Chapter Four, were guided by the gap analysis framework (Clark & Estes, 2008). The
gap analysis further informed the recommendations in this chapter. This chapter introduced the
new world Kirkpatrick model, a methodological framework designed to maximize the results of
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training plans to allow organizations to receive the greatest return on their investment
(Kirkpatrick & Kirkpatrick, 2016). The strengths of the gap analysis (Clark & Estes, 2008)
include seeing all aspects of an organization through the KMO lens: the assets and the needs.
This approach allows the organization to find the root causes of gaps in knowledge, motivation,
and potential organization barriers and further understand their interconnectedness. There is a
performance gap between how the organization currently utilizes the programs and benefits
offered and its goal; in this study, this framework best helped find assets and needs to close that
gap.
Well-aligned with the gap analysis, the new world Kirkpatrick model (Kirkpatrick &
Kirkpatrick, 2016) seamlessly accepted into the various evaluation levels the KMO validated
needs and gaps identified in Chapter Four. Creating an evaluation plan in reverse also aligned
with the gap analysis and served as an effective way to organize the training and overall
evaluation plan’s targeted outcomes. The next step is for the Customer First Automotive Group
to implement the recommended plan to address the gaps in achieving its organizational goal.
Limitations and Delimitations
There were several limitations in this study. By only examining one automotive retail
organization, the overall population size was relatively small, and even within the organization,
the sample was not as robust in the survey or interviews. This may have a negative outcome
regarding the reliability of the data, as the results were limited. A more thorough and intensive
study with greater and more far-reaching automotive groups involved could add to the validity of
the data.
In addition, the study was limited to only the retail function of the automotive industry,
which historically has limited educational requirements, as opposed to manufacturing or
102
corporate entities. By incorporating these other functions and industries within automotive, a
more holistic picture could be found and results attained. Another limitation is my history in the
organization and leadership position. Having presented at previous leadership meetings in the
company and holding a significant leadership position could have held a degree of bias when
conducting interviews or allowed for some degree of undue influence in collecting survey data.
Future Research
The purpose of the study was to gather data and analyze results for a single automotive
group with varying degrees of higher education utilization of existing educational programs,
which, by default, are not the same program across the organization. For future research, a key
component could be to analyze an organization that offers the same educational benefit to all
employees, with no variance or differences. Another option for future research could involve
collecting additional data involving a different stakeholder. This study analyzed the general
manager of the dealerships, but another likely stakeholder could be HR managers or frontline
supervisors who have a closer and more personal relationship with the employees. The
perspective could help complete the analysis and find additional gaps in KMO influences.
Conclusion
This study focuses on the employee taking advantage of an existing program providing
continued educational opportunities at little or no cost to the employee. The current structural
forces within the organization are set to provide, promote, and encourage the utilization of
educational opportunities for the employees. Indeed, the availability and promotion of companyfunded educational opportunities alone would not provide the desired benefit for the firm and its
employees. As the leader within my organization, my relationship with my employees is that of
employer/employee. I have a strong desire for each employee in my organization, as well as their
103
families, to take advantage of furthering their education at no cost to them and provide additional
earning power along with educational attainment and achievement for their careers and lifestyle.
My aim in this research was to find the KMO influences involved in the underutilization of the
current educational program of my organization and offer possible solutions to close the
performance gap (Clark & Estes, 2008).
This was an important problem to address to learn how to advance educational
opportunities for employees and promote personal growth and fulfillment. Educational programs
offered to employees aim to enhance equity for low-income employees, underserved and
minority populations, and potentially older employees who feel they may have missed the
opportunity for educational attainment.
The key stakeholders of focus were the general managers of the individual stores. The
general manager is responsible for the overall success of the stores and effectively maintaining
and growing key performance indicators, including operating income, net profitability, market
share, service growth, long-term retention of customers and employees, and diversity initiatives.
I collected data and held interviews with the general managers of the organization and further
analyzed the results. There appeared to be a general lack of knowledge and organizational
opportunities in the organization but a high percentage of motivational influence from the
general managers. The overall results depicted a very clear need and asset disparity of KMO
influences.
The recommendations outlined in this chapter are tailored and unique opportunities for
the Customer First Automotive Group to undertake and influence the performance gap of the
utilization of educational programs in the organization. These are a few actions that could
enhance the lives of individuals who further their education and improve their knowledge and
104
understanding. With concerted effort, developed knowledge, and improved organizational
culture and settings, employees would have greater opportunities to gain learning and wisdom.
The aim of the research was to further education for all who wish to improve themselves and
find greater understanding and opportunities. The work will continue, and more research will be
conducted. All actions that can improve the individual and society at large can and should be
undertaken and advanced.
105
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Appendix A: Pre-Interview Recruiting Communications
The following email will be sent to general managers pre-interview
Dear Dr., Ms., or Mr. ___________
My name is John Ryan Davis, and I am a doctorate student at the University of Southern
California. I am conducting research on the underutilization of company-funded higher
educational benefits. My goal as a student practitioner is to provide insight into our field as to
how we might be able to collaborate to overcome some of the challenges we are facing.
Ultimately, it is my hope that this information will benefit not only the organization through
higher retention rates and long-term leadership development but, most importantly, the
employees and their families through enhanced skills and improved employability. I assure you
that the information acquired will remain anonymous, as well as the organization.
I have received IRB approval and am in the stage of my dissertation where I am gathering
data. I am conducting interviews with general managers. All participation and organizational
information will be completely confidential. While I know how busy you are, it would mean the
world to me if you would consider giving me 1 hour of your time. I will share the findings of the
study with you. It would be my hope that some of these findings could be of professional value
to you.
I would like to schedule 1 hour with you in the next week at a time and date that is most
convenient to you. Please feel free to reply to this email with some dates and times that work
best. I have also included a link to Calendly in case it is easier for you to use this method to
schedule an hour block of time to be interviewed: [insert link]. Thank you very much for your
time and consideration.
Best regards,
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Student
Doctoral Candidate
Rossier School of Education
The University of Southern California
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Following the scheduling of a participant, the email below will be sent to confirm
interview appointments.
Dear Dr., Ms., or Mr. ___________
Thank you very much for agreeing to participate in my research study concerning the
topic of the underutilization of company-funded and employer-sponsored higher education. You
should have received a Zoom link when you registered for an interview. In case you do not have
it, your Zoom link is [insert link]. As a reminder, your identity will be known only to me, and I
am conducting this study for my doctoral dissertation at the University of Southern California. I
am attaching a pdf file to this email regarding the formal notice of participant rights and the
protocol surrounding how the information you provide will be used and protected. Please reach
out to me if you have any questions about this.
Thank you so very much for taking time out of your schedule to assist me with this
research, and I look forward to our conversation on [insert date and time].
Best regards,
Student
Doctoral Candidate
Rossier School of Education
The University of Southern California
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Appendix B: Information Sheet for Exempt Research
University of Southern California
Rossier School of Education
3470 Trousdale Pkwy Ste 1100, Los Angeles, CA 90089
INFORMATION SHEET FOR EXEMPT RESEARCH
STUDY TITLE: Underutilization of Employer-Funded Higher Education
PRINCIPAL INVESTIGATOR: John Ryan Davis, Doctoral Candidate
FACULTY ADVISOR: Dr. Adrian J. Donato
You are invited to participate in a research study. Your participation is voluntary. This document
explains information about this study. You should ask questions about anything that is unclear to
you.
PURPOSE
The purpose of this study is to research the underlying causes of higher education benefits
funded through an employer are not utilized at higher rates. I hope to learn how to improve the
operational effectiveness of employer-sponsored and funded higher education within the
workforce. You are invited as a participant because of your specific role within your
organization, which fits the defined research population of the study.
PARTICIPANT INVOLVEMENT
You are asked to participate in a Zoom meeting to be interviewed about the research topic. The
interview is expected to last no more than [insert duration of time]. All interaction for you and
your organization is confidential and anonymous. Neither you nor your organization will be
named or alluded to in a manner that would provide identification.
While it is the desire of the researcher to record the conversation for subsequent confidential and
anonymous transcription so that your responses can be accurately analyzed, such recording is
purely voluntary on your part and is not a condition for participation. The researcher will take
notes as an alternative during the interview as needed.
There is no prework necessary for the interview, and it will be held at a time that is to your
convenience and with respect to your schedule and responsibilities.
CONFIDENTIALITY
The members of the research team and the University of Southern California Institutional
Review Board (IRB) may access the data. The IRB reviews and monitors research studies to
protect the rights and welfare of research subjects.
When the findings of the research are published or discussed in conferences, no identifiable
information will be used.
Audio recordings, if made, will not have any direct reference to the full name or organization of
the participant and will be used solely for the purpose of analyzing the transcript for relevant
content. The recordings will remain in the sole possession of the research team and will be
destroyed not later than one year from completion and final approval of the study. The study is
expected to be fully completed by [insert your date]. For this study the Research Team is the
researcher and the Chair of the researcher’s dissertation committee.
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Audio recordings, if made, will not be started until the preliminary and identifying remarks of
the participant, and their organization, are concluded. The researcher will refer to the participant
by an arbitrary identification to maintain confidentiality and anonymity. As a part of the research
study the recordings will be transcribed by a bonded academic paper transcription company. If a
participant desires a copy of that transcript will be provided for review, editing, of declination of
participation.
INVESTIGATOR CONTACT INFORMATION
If you have any questions about this study, please contact John Ryan Davis, jrdavis@usc.edu,
(832) 588-1468, or Dr. Adrian J. Donato: adonato@usc.edu
IRB CONTACT INFORMATION
If you have any questions about your rights as a research participant, please contact the
University of Southern California Institutional Review Board at (323) 442-0114 or email
irb@usc.edu.
USC IRB Information Sheet Template Version Date: 01/30/2021
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Appendix C: KMO Survey Crosswalk
Assumed influence Survey item
Knowledge
General managers need to know all
educational program requirements and
details of program initiatives (K, F).
The educational program requirements are the
following (select from a list)
Confirm eligibility through part-time or fulltime employment.
SID requirement for enrollment
Must be admitted into university.
Meet twice per semester with an academic
advisor.
Maintain C grade or better.
Review certification, or degree requirements
and chart course to graduation.
Remain employed by organization for
continued education benefit.
General managers need to follow the process
for admissions, enrollment, and registration
with respect to the higher education
program (K, P).
Place the following list of admissions
processes in proper order.
Create an SID number.
Gather all prior educational transcripts.
Gather all required identification
documentation.
Meet with general manager and HR manager
for review.
Complete and submit degree interest form.
Receive call from admissions advisor.
Complete and submit application for
enrollment.
Submit all identification materials and
transcripts.
Complete and submit request for credit
document if applicable.
Receive email and call of admittance.
Place the following list of enrollment
processes in the proper order.
Receive email and call of admittance.
Through digital response mechanism, select
“enroll” for chosen semester.
Confirm any prior credit with admissions
office.
Choose major and course of study.
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Assumed influence Survey item
Meet with student academic advisor.
Place the following list of registration
processes in the proper order.
Meet with student academic advisor.
Confirm prior academic credit.
Provide any additional documentation
required for registration.
Establish pathway toward graduation and
semester-by-semester goals.
With the advisor, choose first-semester
coursework
Add selected courses to course bin.
Register for selected courses.
General managers need to plan their approach
to benefit the most people (K, M).
As you consider your organization, explain
your approach that will benefit most people.
Consider, for example, how you might
improve the educational opportunities of
underrepresented, minoritized, and
marginalized populations of employees in
your store with respect to promotional
material and advertising.
Motivation
General managers need to consider the
importance of the short- and long-term
effects and proposed benefits of advanced
formal education (M, V).
I am motivated to support my employees to
take part in the higher education benefits
because:
My employees will be able to use what they
learn in school in the workplace.
(5-point Likert: strongly disagree–strongly
agree)
My employees will develop skills through
advanced education which will help
develop them into better employees.
(5-point Likert: strongly disagree–strongly
agree)
My employees will develop attributes through
advanced education which will help
develop them into better employees.
(5-point Likert: strongly disagree–strongly
agree)
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Assumed influence Survey item
General managers are confident in their
ability to further the overall formal
education of their employees (M, SE).
To what degree are you confident in your
ability to successfully further the overall
formal education of your employees?
0–100% sliding scale
General managers need to believe the effort
they make to advance educational
initiatives will bring value into their lives
and the lives of their employees (M, EV).
I expect the value derived from advancing
educational pursuits of my employees will
provide value in their lives.
(5-point Likert: strongly disagree–strongly
agree)
I expect the effort expended in the educational
advancement of my employees will benefit
me.
(5-point Likert: strongly disagree–strongly
agree)
General managers need to be able to interpret
long-term benefits of higher education for
their employees, extending beyond income
and employment statistics (M-UV).
As you consider your organization, explain
how your employees might value higher
education and its utility. Consider areas of
benefit outside of income. What are the
potential long-term benefits of higher
education?
Organization
Organization needs to provide support to
participants to gather prior academic work,
help with registration and enrollment, and
assist with first-generation students’
enrollment (O, CS).
If my organization supports a Higher
Education benefit, we should be required to
provide the following supports to assist
students with registration and enrollmentSelect all that pertains to your organization:
Dedicated mentor, time, dedicated
workspace, desk, phone
computer, internet access, university/college
point of contact, leadership support
Organization needs to provide and facilitate a
streamlined procedure for academic
enrollment, registration, and progression
(O, P).
My organization provides a streamlined
process to support students with the
enrollment, registration, and progression
process.
(5-point Likert: strongly disagree–strongly
agree)
We don’t offer a higher education benefit
My organization provides time available for
staff to assist students with the enrollment,
registration, and progression process.
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Assumed influence Survey item
Organization needs to provide a workspace
and IT equipment designated during normal
business hours to work on academic
pursuits (O, S).
My organization provides a workspace for
employees to perform academic work
during normal business hours.
(5-point Likert: strongly disagree–strongly
agree)
We don’t offer a higher education benefit
The organization needs to be willing to
change to champion the pursuit of higher
education for long-term employee retention
(O, CM).
Other than any type of financial barrier, what
other barriers remain for your employees to
further their education?
Open-ended question
How could your organization more effectively
promote a positive attitude toward learning
and educational attainment?
Open-ended question
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Appendix D: KMO Survey Protocol
Welcome to the general manager survey!
Please take 15 minutes to answer questions about education benefits and program
utilization from your perspective as a general manager for the Customer First Automotive Group.
Thank you for your willingness to take part in this survey.
Important: Your responses are entirely anonymous and will help drive specific
recommendations to Customer First Automotive Group about how best to support you and your
general manager colleagues with employee utilization of education benefits, so please answer
candidly.
1. Please select your geographic location from the list
a. West Coast
b. South
c. Midwest
d. West
e. Southwest
2. Please select which manufacturer your organization represents.
a. domestic
b. foreign
c. high line
3. Please select your personal academic level of achievement
a. high school
b. some college
c. bachelor’s degree
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d. master’s degree
e. doctoral or professional degree
4. To what degree are you currently utilizing your Customer First Automotive Group
higher education opportunities?
0–100% scale
5. (Knowledge, factual) The educational program requirements include the following.
(Check all that apply)
• Confirm eligibility through part-time or full-time employment.
• SID requirement for enrollment
• Must be admitted into university.
• Meet twice per semester with an academic advisor.
• Maintain C grade or better.
• Review certification, or degree requirements and chart course to graduation.
• Remain employed by organization for continued education benefit.
6. (Knowledge, procedural) Place the following list of admissions processes in proper
order (provide list for managers to order)
• Create an SID number.
• Gather all prior educational transcripts.
• Gather all required identification documentation.
• Meet with general manager and HR manager for review.
• Complete and submit degree interest form.
• Receive call from admissions advisor.
• Complete and submit application for enrollment.
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• Submit all identification materials and transcripts.
• Complete and submit request for credit document if applicable.
• Receive email and call of admittance.
Place the following list of enrollment processes in the proper order (provided list for
managers to order)
• Receive email and call of admittance.
• Through digital response mechanism, select “enroll” for chosen semester.
• Confirm any prior credit with admissions office.
• Choose major and course of study.
• Meet with student academic advisor.
Place the following list of registration processes in the proper order (provide list for
managers to order)
• Meet with student academic advisor.
• Confirm prior academic credit.
• Provide any additional documentation required for registration.
• Establish pathway toward graduation and semester-by-semester goals.
• With the advisor, choose first-semester coursework
• Add selected courses to coursebin.
• Register for selected courses.
7. (Knowledge, metacognitive) As you consider your organization, explain your approach
that will benefit the most people. Consider, for example, how you might improve the
educational opportunities of underrepresented, minoritized, and marginalized populations
127
of employees in your store with respect to promotional material and advertising. (Write in
answer)
8. (Knowledge, metacognitive) As you consider your organization, explain how your
employees might value higher education. Consider areas of benefit outside of income.
What are the potential long-term benefits of higher education? (Write in answer)
9. (Motivation, Value) My employees will be able to use what they learn in school in the
workplace.
(5-point Likert)
Strongly disagree–Strongly agree
10. (Motivation, value) My employees will develop skills through advanced education which
will help develop them into better employees.
(5-point Likert)
Strongly disagree–Strongly agree
11. (Motivation, value) My employees will develop attributes through advanced education
which will help develop them into better employees.
(5-point Likert)
Strongly disagree–Strongly agree
12. (Motivation, self-efficacy) To what degree are you confident in your ability to
successfully further the overall formal education of their employees?
0–100% sliding scale
13. (Motivation, EV) I expect the value derived from advancing educational pursuits of my
employees will provide value in their lives.
(5-point Likert)
128
Strongly disagree–Strongly agree
14. (Motivation, EV) I expect the effort expended in educational advancement of my
employees will benefit me.
(5-point Likert)
Strongly disagree–Strongly agree
15. (Organization, cultural setting) My organization provides the necessary support to aid
employees with admissions, enrollment, and registration.
(5-point Likert)
Strongly disagree–Strongly agree
16. (Organization, procedural) My organization provides a streamlined process to support
students with the enrollment, registration, and progression process.
(5-point Likert)
Strongly disagree–Strongly agree
17. (Organization, procedural) My organization provides time available for staff to assist
students with the enrollment, registration, and progression process.
(5-point Likert)
Strongly disagree–Strongly agree
18. (Organization, Setting) My organization provides a workspace for employees to perform
academic work during normal business hours?
(5-point Likert)
Strongly disagree–Strongly agree
19. (Organization, cultural model) Other than any type of financial barrier, what other
barriers remain for you to further your employee’s education? Open-ended question
129
20. (Organization, cultural model) How could your organization more effectively promote
learning and educational attainment? Open-ended question
130
Appendix E: KMO Interview Crosswalk
Assumed influence Interview item
Knowledge
General managers need to know all
educational program requirements and
details of program initiatives (K, F).
Tell me about the program requirements and
details of the educational program offered
in your organization.
Probe: With some firms no longer requiring a
college degree, is society or management
simply saying it’s no longer important?
What is replacing education? Do you see
that trend continuing?
General managers need to know the process
for admissions, enrollment, and registration
with respect to the higher education
program (K, P).
Tell me about the process for admissions,
enrollment and registration for the
educational program offered in your
organization.
General managers need to plan their approach
to benefit the most people (K, M).
In what ways are you planning your approach
to benefit the most people in your
organization? As you consider historically
marginalized populations of people in your
store, how can you better support them in
advancing educational goals?
General managers need to be able to interpret
long-term benefits of higher education for
their employees, extending beyond income
and employment statistics (K, M).
What do you see as the value of education
outside of increased earning potential?
Probe: Other than a potentially higher income,
do you see any value in higher ed and
learning? If so, please explain.
What are your thoughts with respect to higher
education and earning potential?
Probe: The old phrase, the more you learn, the
more you earn may not make sense
anymore, or does it still apply? Is it true for
you and your goals?
Motivation
General managers need to consider the
importance of the short- and long-term
effects and proposed benefits of advanced
formal education (M, V).
Describe the value you hold for advanced
formal education. How does education fit
into your career goals?
Probe: If outside of the automotive space,
what type of requirements do those jobs
maintain?
General managers are confident in their
ability to further the overall formal
Tell me about your background and perhaps
your educational history.
131
Assumed influence Interview item
education of their employees (M, SE). Probe: Level of education completed, or any
started without completing?
What was your experience like as a student, in
K–12, and any higher education
experience?
Probe: Did you enjoy school? Was it
challenging or easy? What subjects did you
enjoy and why? Did you feel involved and
engaged?
General managers need to believe the effort
they make to advance educational
initiatives will bring value into the lives of
their employees (M, EV).
What do you see as the immediate and longterm value of your employees gaining
further education?
Organization
Organization needs to provide support to
participants to gather prior academic work,
help with registration and enrollment, and
assist with first-generation students’
enrollment (O, CS).
Tell me about the resources available to
employees who might not be familiar with
higher educational enrollment and
registration.
Organization needs to provide and facilitate a
streamlined procedure for academic
enrollment, registration, and progression
(O, P).
What might be some barriers for our
employees in pursuing further education?
Probe: Childcare, internet access or computer
availability at home, travel, etc.
Organization needs to provide a workspace
and IT equipment designated during normal
business hours to work on academic
pursuits (O, CS).
Tell me about resources available to
employees during normal working hours to
work on schoolwork.
Organization needs to be willing to change to
champion the pursuit of higher education
for long-term employee retention (O, CM).
Do you foresee any downside or harm that
could result from further education?
Probe: Looking at all angles, is there any way
more education could pose a barrier to you
or your career?
132
Appendix F: KMO Interview Protocol
Thank you for agreeing to talk with me today. As a reminder from the information sheet
provided, your participation is voluntary. If there are any questions you do not wish to answer or
if you wish to stop the interview at any time, that is fine. Also, your identity will be protected.
When I write up the interviews, no one will be able to connect your responses with you
personally, now or in the future. Therefore, you can feel free to answer openly and honestly. Is
that all clear?
Introduction
As this interview is being recorded via the Zoom system, I will also have a transcription
of all we share today, and I may also take written notes at times to help myself with the
transcription later. The recording is confidential and will be destroyed after transcription. Is that
okay with you?” “Do you have any questions before we begin?
Opening Questions
Let’s go ahead and get into why we are here. We will be discussing the utilization rates of
employees in higher education programs funded through the organization.
1. (Knowledge, factual) Tell me about the program requirements and details of the
educational program offered in your organization. Probe: With some firms no longer
requiring a college degree, is society or management simply saying it’s no longer
important? What is replacing education? Do you see that trend continuing?
2. (Knowledge, factual) Tell me about the process for admissions, enrollment and
registration for the educational program offered in your organization.
133
3. (Knowledge, metacognitive) In what ways are you planning your approach to benefit the
most people in your organization? As you consider historically marginalized populations
of people in your store, how can you better support them in advancing educational goals?
4. (Knowledge, metacognitive) What do you see as the value of education outside of
increased earning potential? Probe: Other than a potentially higher income, do you see
any value in higher ed and learning? If so, please explain.
5. (Knowledge, metacognitive) What are your thoughts with respect to higher education and
earning potential? Probe: The old phrase, the more you learn, the more you earn may not
make sense anymore, or does it still apply? Is it true for you and your goals?
6. (Motivation, value) Describe the value you hold for advanced formal education. How
does education fit into your career goals? Probe: If outside of the automotive space, what
type of requirements do those jobs maintain?
7. (Motivation, self-efficacy) Tell me about your background and perhaps your educational
history. Probe: Level of education completed, or any started without completing?
8. (Motivation, self-efficacy) What was your experience like as a student, in K–12, and any
higher education experience? Probe: Did you enjoy school? Was it challenging or easy?
What subjects did you enjoy and why? Did you feel involved and engaged?
9. (Motivation, EV) What do you see as the immediate and long-term value of your
employees gaining further education?
10. (Organization, procedural) What might be some barriers to pursuing further education?
Probe: Childcare, internet access or computer availability at home, travel, etc.
134
11. (Organization, procedural) Do you foresee any downside or harm that could result from
further education? Probe: Is there any way more education could pose a barrier to you or
your career?
135
Appendix G: KMO Document Analysis Protocol, KMO Observation Protocol
Assumed influences Selected documents Purpose of analysis
Knowledge
General managers need to
know all educational
program requirements and
details of program
initiatives (K, F).
Current promotional material
and advertising documents
related to educational
benefits.
Internal HR onboarding
documents for new hires
Gauge existing knowledge of
educational benefit
programs.
Understand general
manager’s involvement in
onboarding and educational
benefit knowledge.
General managers need to
follow the process for
admissions, enrollment,
and registration with
respect to the higher
education program (K-P).
Current promotional material
and advertising documents
related to educational
benefits.
Internal HR onboarding
documents for new hires
Registration documents
Admission documents
Graduation requirements
Understand and analyze
promotional material
related to educational
benefits.
Understand the complexity of
existing documentation.
General managers must
compare and evaluate the
relative merit and
significance of employees
with college education
versus those without (K,
C).
Internal Workday documents
and reports of income
allocation and disparity
among various levels of
hierarchy.
Internal Workday documents
outline retention rates and
turnover statistics.
Comparing educational
attainment and
management experience
with income disparity.
Comparing stores with aboveaverage retention rates with
stores falling below for
reference.
General managers need to
plan their approach to
benefit the most people (K,
M).
Internal APPS reports on
wages among employees
over a 3-year period
Find and analyze specific
departments most in need
of educational benefits.
General managers need to be
able to interpret long-term
benefits of higher
education for their
employees, extending
beyond income and
Internal employee
engagement survey results
over a 3-year period.
Internal Workday employee
retention and turnover stats
Compare and analyze longterm employee engagement
and retention rates.
136
Assumed influences Selected documents Purpose of analysis
employment statistics (K,
M).
Motivation
General managers need to
consider important the
short-term and long-run
effects and proposed
benefits of advanced
formal education (M, V).
General managers are
confident in their ability to
further the overall formal
education of their
employees (M, SE).
The general manager needs to
believe the effort they
make in order to advance
educational initiatives will
bring value into their lives
and the lives of their
employees (M, EV).
Organization
Organization must provide
support to participants to
gather prior academic
work, help with registration
and enrollment, and assist
with first-generation
students’ enrollment (O,
CS).
Current promotional material
and advertising documents
related to educational
benefits.
Internal HR onboarding
documents for new hires
Registration documents
Admission documents
Graduation requirements
Understand and analyze
promotional material
related to educational
benefits.
Understand the complexity of
existing documentation.
Organization should provide
and facilitate a streamlined
procedure for academic
enrollment, registration,
and progression (O, P).
Current promotional material
and advertising documents
related to educational
benefits.
Internal HR onboarding
documents for new hires
Understand and analyze
promotional material
related to educational
benefits.
Understand the complexity of
existing documentation.
137
Assumed influences Selected documents Purpose of analysis
Registration documents
Admission documents
Graduation requirements
Organization must provide a
workspace and IT
equipment designated
during normal business
hours to work on academic
pursuits (O, S).
The organization needs to be
willing to change to
champion the pursuit of
higher education for longterm employee retention
(O, CM).
Internal Workday documents
and reports of income
allocation and disparity
among various levels of
hierarchy.
Internal Workday documents
outline retention rates and
turnover statistics.
Comparing educational
attainment and
management experience
with income disparity.
Comparing stores with aboveaverage retention rates with
stores falling below for
reference.
Abstract (if available)
Abstract
The purpose of this mixed-methods study was to evaluate the degree of employee utilization of company-funded higher education in a U.S.-based automotive group and how that company was meeting its goal of extending the educational program’s reach among employees. The stakeholders for this study were the general managers of the automotive group at each of its dealership locations. Clark and Estes’s (2008) gap analysis framework guided the study to assess the knowledge, motivation, and organizational influences related to achieving the organizational goal. Literature helped to define the assumed knowledge, motivation, and organizational influences assessed. Extensive data were collected through a Qualtrics survey distributed to all general managers, individual interviews, and document analysis. The study found that a number of the KMO influences were assets, specifically motivation among general managers, that could be leveraged to better utilize the educational programs. Additionally, the study uncovered needs of the organization among knowledge and organizational barriers to be addressed in order to close the performance gap. The study offers recommendations through an implementation and evaluation plan aligned with the New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016).
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Asset Metadata
Creator
Davis, John Ryan
(author)
Core Title
Underutilization of employer-funded higher education: a gap analysis
School
Rossier School of Education
Degree
Doctor of Education
Degree Program
Organizational Change and Leadership (On Line)
Degree Conferral Date
2024-12
Publication Date
01/06/2025
Defense Date
11/25/2024
Publisher
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(original),
University of Southern California
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Tag
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Tags
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