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Judiciary employees engagement and motivation: the impact on employee and organizational success: an evaluation study

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Judiciary employees engagement and motivation: the impact on employee and organizational success: an evaluation study

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Content Running head: ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 1

JUDICIARY EMPLOYEES ENGAGEMENT AND MOTIVATION: THE IMPACT ON
EMPLOYEE AND ORGANIZATIONAL SUCCESS

An Evaluation Study
by
Khadijia V. White-Thomas

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

May 2019

Copyright 2019 Khadijia V. White-Thomas

ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 2

Acknowledgements
First, I would like to thank my Heavenly Father (God), who blessed me with the wisdom,
knowledge, and perseverance to successfully complete this educational journey.
I dedicate this dissertation to my grandfather (Paw-Paw), Edgar Wayne Smith. As a young child,
he encouraged me to always do my best in whatever I did, and although he has passed away, I
know he continually “nudged” me to the finish line.
Thank you to my husband, Napoleon and my daughter, Khamari (my mini-adult) for their
continued love and encouragement along the way. Additionally, special thanks to my mother,
Yolanda for her everlasting love as she fulfilled the role of mother and father, and to my
grandmother, Ruby for always cheering me forward.
Thank you to my dissertation committee, Dr. Helena Seli, Dr. Darline Robles, and Dr. Deanna
Campbell. This is the best committee one could ask for. I truly appreciate all the wonderful
feedback and your dedicated time serving as my doctoral mentors.
Lastly, thank you to my professors who helped shape my experience at USC, and to my faithful
and supportive network of family and friends.

ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 3

Table of Contents
Acknowledgements ..........................................................................................................................2
List of Tables ...................................................................................................................................5
List of Figures ..................................................................................................................................6
Abstract ............................................................................................................................................7
Introduction to the Problem Practice ...............................................................................................8
Organizational Context and Mission .............................................................................................10
Importance of the Study .................................................................................................................11
Organizational Performance Goal ..................................................................................................12
Description of Stakeholder Groups ................................................................................................13
Stakeholder Group of Focus and Stakeholder Goal .......................................................................14
Purpose of the Project and Questions ............................................................................................15
Methodological Approach .............................................................................................................16
Review of the Literature ................................................................................................................17
Case Administration Staff’s Organizational, Motivation and Knowledge
Influences .......................................................................................................................................31
Conceptual Framework: The Interaction of Case Administration Staff
Knowledge, Motivation and the Organizational Context ..............................................................51
Data Collection and Instrumentation .............................................................................................55
Data Analysis .................................................................................................................................57
Findings .........................................................................................................................................58
Recommendations for Practice: The Program ...............................................................................91
Conclusion ....................................................................................................................................94
References .....................................................................................................................................96
Appendix A: Participating Stakeholders with Sampling Criteria ...............................................112
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 4

Appendix B: Protocols ................................................................................................................115
Appendix C: Credibility and Trustworthiness .............................................................................119
Appendix D: Ethics ......................................................................................................................121
Appendix E: KMO Recommendations for Practice .....................................................................124
Appendix F: Integrated Implementation and Evaluation Plan .....................................................139
Appendix G: Immediate Evaluation Instrument ..........................................................................153
Appendix H: Post Evaluation Instrument ....................................................................................154

ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 5

List of Tables
TABLE 1: Organizational Mission, Global Goal, and Stakeholder Performance Goals ...............12
TABLE 2: Summary of Organizational Influences .......................................................................40
TABLE 3: Summary of Motivational Influences ..........................................................................45
TABLE 4: Summary of Knowledge Influences.............................................................................51
TABLE 5: Years of Experience of Case Administration Staff ......................................................59
TABLE 6: Summary of Identified Themes and Aligned Recommendations ................................90
TABLE 7: Summary of Identified Organizational, Motivation, and Knowledge Influences and
Recommendations .......................................................................................................................124
TABLE 8: Outcomes, Metrics, and Methods for External and Internal Outcomes .....................140
TABLE 9: Critical Behaviors, Metrics, Methods, and Timing for Evaluation............................142
TABLE 10: Required Drivers to Support Critical Behaviors ......................................................144
TABLE 11: Evaluation of the Components of Learning for the Program ...................................148
TABLE 12: Components to Measure Reactions to the Program ................................................149
TABLE 13: Organizational Influences, Types and Assessment for Knowledge
Gap Analysis ................................................................................................................................152

ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 6

List of Figures
Figure1: Presentation of conceptual framework ............................................................................53

ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 7

Abstract
The study uses the Clark and Estes (2008) gap analysis framework to understand public service
employees’ organizational, motivation, and knowledge influences that promote or obstruct the
attainment of 100% timely and accurate case management responsibilities in compliance with the
Federal Bankruptcy Code, Related Statutes, and Bankruptcy Rules. Using a qualitative methods
design, the data includes 12 in-person interviews from the Case Administration staff and internal
document analysis of the respective organization. The findings highlight areas to address in case
management responsibilities and case management procedures, specifically in the areas of
organizational factors, self-efficacy and goal orientation, and procedural and metacognitive
knowledge. As a result of the findings and a literature review associated with public service
motivation, the study recommends processes and procedures that guide the organization in the
development of plans for increasing motivation and knowledge for job satisfaction and
organizational commitment.

ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 8

Introduction to the Problem of Practice
On a national scale, a mandate for organizational changes are constant, and organizations
continually evolve and adjust to these rapid changes and complexities within their environments
as a result of compliance with new rules, laws, policies, technological advances, sustainability,
customer demand, and competitive advantage (Applebaum, Calla, Desautels, & Hasan, 2017;
Jyoti & Rani, 2017). Organizations become increasingly pressured environments that must meet
internal and external challenges of reduced resources, increased scrutiny, inflexible mandates,
and environmental and historical issues that arise (Austen & Zacny, 2015; Monte, 2017). The
differences and similarities in public and private sector organizations, and how the changes
impact the organizational effectiveness of each sector are widely debated (Monte, 2017). In turn,
since the 1980’s countries have continued to reform their public sector organizations in hopes of
meeting the demands associated with environmental and organizational pressures (Applebaum,
Calla, Desautels, & Hasan, 2017; Austen & Zacny, 2015; Jyoti & Rani, 2017). Many of the
changes are increasingly complicated for the public service organizations because they are
embedded in more massive governmental structures than private sector organizations, and
subject to additional directives, pressures, and constraints (Rainey, 2003).
Mandates requiring constant organizational changes that are communicated by directorial
pressures, initiates a growing panacea of concern that public service organizations will face an
erosion of committed public service employees, and an inability to retain employees with shared
values and organizational commitment (Austen & Zacny, 2015; Battaglio & French, 2016).
There are 22.2 million employed public service employees within federal, state, and county
governments, and other public organizations (US Bureau of Statistics, 2017). Public service
employees are significantly critical to public service organizations, they are the crux within
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 9

public service organizations, and their performance is vital to an organization’s legitimacy,
achievement of performance goals, provision of public services, and ensuring accessibility of
public support and resources (Austen & Zacny, 2015; Battaglio & French, 2016).
Distressing reports disclosed that within the public and private sectors, 70% of an
organizations’ workforce is categorized as being unmotivated and disengaged, and these
employees express much of their dissatisfaction through lack of service performance or delivery,
resulting in substantial financial loss, the demise of a competitive advantage, and the
organization’s inability to preserve sustainability (Coffman & Gonzalez-Molina, 2002). When
employees lack motivation and engagement, they convey suboptimal performance and they will
negate their responsibility to perform work that assists the organization’s sustainability
(Osteraker, 1999; Ankil & Palliam, 2012). The critical issue here is that, when organizations
including public service organizations experience continual changes within their environment, it
can have a negative impact on employees’ motivation and engagement efforts. Continual
fluctuations can create suboptimal performance among public service employees resulting from
lack of motivation and engagement which is perilous to the viability and sustainability of the
organization. If public service leaders discount the importance of offering resolution to this
critical issue, attention will be diverted away from a systematic, contributing workforce to one
who lacks interest, is noncommittal to the job or the organization, and have a lack of concern for
the leaders’ organizational vision (Anitha, 2014; Ankil & Palliam, 2012; Baloch, Shafi, Memon
& Fatima, 2016; GAO, 2015; Garg & Rastogi, 2006; Osteraker, 1999; Salleh, Zahari, Said &
Ali, 2016).

ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 10

Organizational Context and Mission
The U.S. Emergence Court (USEC, a pseudonym) is a federal court under the Judicial
Branch of Government. The court is located in the southwestern United States and sits in one of
the eleven circuits that comprise the Judiciary. The USEC staff reflects an ethnic workforce of
approximately 84 staff with 72% females and 28% males. The USEC employs staff members in
the following occupational categories: Judicial Officers, Law Clerks, Court Unit Executives,
Legal Professionals, Technical and Administrative staff. The USEC experiences constant change
at an intense pace as result of law amendments, resolution of complex case interest, internal
workforce planning, and continuous court administration improvements.
The founding principles for the establishment of USEC are critical to the economy. The
USEC affords individuals and businesses an opportunity to discharge and reorganize debts,
acquire a fresh start to improve their economic position in society, and obtain financial
knowledge to become economically productive. The vison of USEC is a focus on operational
innovations and creativities that will provide access to justice amidst the utilization of
technology while incorporating the most effective and efficient business practices. The USEC
mission has three parts: (1) continually improve the efficiencies of court administration and
provide excellence in organizational performance; (2) remain proactive in the implementation of
technology to promote efficiencies in court operations, and the skillful analysis of business
practices for effectiveness; and (3) the keeper of the official court record, which allows access to
case records, accurate procedural information, timely case processing, and provides exceptional
customer service while delivering the highest measure of justice.

ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 11

Importance of the Study
Public sector organizations frequently experience change and these persistent fluctuations
can vary dramaitically based on the organization’s environment. These changes can impact the
employees’ levels of motivation and engagement in the workplace. It is important to provide
some levels of sustainability when there is constant organizational change, and this can often
occur through maintaining levels of motivation and engagement among employees. If there is a
lack of motivation and engagement as a result of continual changes within the environment,
suboptimal performance can adversely impact an organization and costs the American economy
up to $483 billion to $605 billion in lost productivity (State of the American Workplace Report,
2017). Seminal sources Horton (2008), Rainey and Steinbauer (1999) and Scully (1993) have
long documented that public organizations rely on public service employees’ operational
effectiveness and their ability to carry out administrative functions authorized by the government
for the common good of the people. Scully (1993) further explained that lack of employee
performance within public sector organizations can adversely impact a multitude of public
programs, services, and resources that are provided through court systems, utility companies,
educational facilities, emergency services, healthcare and hospitals, environmental protection
and defense, and transportation services.
Lack of motivation and engagement resulting in suboptimal performance critically
inhibits, potentially dismantles, and demises successful programs and support resources provided
to the public (Horton, 2008; Rainey & Steinbauer, 1999). Therefore, for USEC to accomplish
compliance with the Federal Bankruptcy Code, Related Statutes, and Bankruptcy Rules, it must
ensure that positive relationships exist among its contributing workforce. There must be a call for
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 12

action which focuses on the complexities surrounding the public service organizations’
environment and the potential impact on public service employees (Rainey, 2003).
Organizational Performance Goal
Informal data demonstrates that the U.S. Emergence Court’s current performance in the
area of case management is around 85% timely and 70% accurate. The organization has created a
goal that by October 2019, USEC’s case management tasks will be at least 98%-100% timely
and accurate in compliance with the Federal Bankruptcy Code, Related Statutes, and Bankruptcy
Rules. The achievement of USEC’s goal in this matter is measured by the results of using a data
quality review tool, Case Management Assist (CMA) software, and integrated data quality
reporting. It is important to evaluate the performance of the Case Administration staff (CA) in
relation to the performance goal of 98%-100% timeliness and accuracy for a variety of reasons.
The goal was established after court leaders were advised of a significant number of case
deficiencies by several Case Administration staff relative to errors on the official case dockets,
case management tasks not being performed timely, incorrect judgment and orders entered, and
the absence of accurate case related information listed in the electronic case filing system.
Table 1
Organizational Mission, Global Goal, and Stakeholder Performance Goals
______________________________________________________________________________
Organizational Mission
The mission of USEC is to continually improve the efficiencies of court administration and
provide excellence in organizational performance. The organization is proactive in the
implementation of technology to promote efficiencies in court operations, and the skillful
analysis of business practices for effectiveness. Also, the Court is the keeper of the official
court record, which allows access to case records, accurate procedural information, timely case
processing, and provides exceptional customer service while delivering the highest measure of
justice.
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 13

Organizational Performance Goal

By October 2019, USEC’s case management tasks are 100% compliant with the Federal
Bankruptcy Code, Related Statutes, and Bankruptcy Rules.

Case Administration staff
By August 2019, all Case
Administration staff will
complete case management
tasks in a timely and accurate
manner 98%-100% of the
time.
Court Unit Executives
By April 2019, Court Unit Executives
will approve a case management
training curriculum that will
focus on improving errors
with timeliness and accuracy
to assist staff in meeting
organizational performance goals.
Operation Supervisor
/Data Quality Trainers
By April 2019, they
will design/implement
100% of training
courses to enhance case
administration skills to
meet the organizational
performance goals.

Description of Stakeholder Groups
The USEC is responsible for ensuring accurate and timely case processing in compliance
with the Bankruptcy Code and Rules, the Court’s general orders and local rules, and internal
controls. The three stakeholder groups contributing to the organization’s performance are the
Court Unit Executives (CUE’s), the Operations Supervisor and Data Quality Trainers (Ops/Dqt),
and the Case Administration staff. The CUE’s are responsible for skillfully communicating the
vision and mission of the clerk’s office, modeling leadership through effective communication
and action, providing transparency of stewardship over court resources, and creating a strategy
for realizing organizational performance goals and expectations. As an administrator of a federal
organization, the CUE’s must serve in a variety of roles to increase public trust and convey
accountability. CUE’s must be answerable to the Judiciary, the Bar, and the public by ensuring a
high performing court through consistency of operations, analyzing workplace trends, delivering
consulting expertise, and fostering intergovernmental relationships. Additionally, the Ops/Dqt
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 14

serve as the liaisons between the CUE’s and the Case Administration staff in implementing court
policies and procedures. This group of stakeholders is vital to court operations and understands
the court’s case management functions. The staff comply with the expectations of the CUE’s,
executes operational directives, and oversees training and case management standards to adhere
to organizational performance goals associated with case administration. Lastly, the Case
Administration staff is the initial point of contact to the public. He or she is responsible for all
case administration and case flow management. This stakeholder group is responsible for cases
from initiation through disposition, and the daily activities associated with the accuracy of
official case records, timeliness of filings, procedural due process, financial collections, and
providing active customer service. Case Administration staff must apply the appropriate rules
and procedures for appropriate case resolution, consistency in case administration, and
compliance with the Bankruptcy Code and Statutes.
Stakeholder Group of Focus and Stakeholder Goal
While the contributions of all stakeholders will impact the achievement of the overall
organizational goal that case management tasks are100% compliant with the Federal Bankruptcy
Code, Related Statutes, and Bankruptcy Rules for practical purposes, only one stakeholder group
was the focus of the study. The stakeholders of focus for this study were all Case Administration
(CA) staff members. The stakeholders’ goal, which is supported by the Court Unit Executives, is
that Case Administration staff will complete case management tasks in a timely and accurate
manner 98%-100% of the time. This performance goal requires Case Administration staff to be
100% accurate in their skills in timely docketing case pleadings and motions, entering judgments
and orders, collecting correct case filing fees, and through these skills, able to generate a precise,
error-free official case docket. Failure to accomplish this goal will lead to declining performance
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 15

standards in case flow and case management. Declines in performance standards will cause
continually high case docket error rates, which adversely affect the court’s ability to be
compliant with rules, procedures and policies, to provide timely and accurate case records, and
the proper procedural information.
Purpose of the Project and Questions
The purpose of this project was to evaluate the degree to which USEC is achieving its
goal of case management tasks being 100% compliant with the Federal Bankruptcy Code,
Related Statutes, and Bankruptcy Rules and particularly, to understand stakeholder motivation in
the context of continual organizational change. While a complete evaluation project would
concentrate on all of the USEC’s stakeholders, for practical purposes, the stakeholders of focus
in this analysis were all Case Administration staff. The analysis focused on the knowledge,
motivation and organizational influences related to their performance. The questions that guide
this study were as follows:
1. What are the Case Administration staff’s knowledge and motivation related to completing case
management tasks in a timely and accurate manner?
2. What is the interaction between organizational culture and context and the Case
Administration staff’s knowledge and motivation related to completing case management tasks
in a timely and accurate manner?
3. What are the recommendations for organizational practice in the areas of knowledge,
motivation, and organizational resources?

ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 16

Methodological Approach
The purpose of this project was to explore and evaluate the degree to which USEC is
achieving its goal of case management tasks being 100% compliant with the Federal Bankruptcy
Code, Related Statutes, and Bankruptcy Rules by October 2019. The analysis utilized the Clark
and Estes (2008) systematic framework, which focuses on knowledge, motivation, and
organizational influences related to achieving the organizational goal. The Clark and Estes
(2008) gap analysis framework was adapted to an evaluation study and presented through an
executive dissertation in practice format. A qualitative case study design was chosen for this
study because of its flexibility to investigate and understand how people interpret experiences
and how their experiences contribute to their understanding (Meriam & Tisdell, 2016).
Additionally, case studies allow in-depth inquiry of a phenomenon that is bound by time and
activity, which allowed the researcher to spend time in the context (physical, social, economic,
and history) to ascertain facts, determine issues and anomalies, and reveal the efficiencies or
inefficiencies of the case study (Creswell, 2009; Locke, Silverman, & Spirduso, 2010; Stake,
1995). Lastly, a case study yields descriptive themes and categories while providing a focus on a
particular aspect of the organization, the human behavior within the organization, and multiple
observations in a particular organization (McEwan and McEwan, 2003; Meriam & Tisdell, 2016;
Yin, 2009).
This study was bound by a particular context, USEC. This study was guided by research
questions that inquired about the Case Administration staff’s organizational, motivation and
knowledge influences relative to the performance goal. This qualitative design classified the
present state of knowledge, highlighted performance gaps, and identified issues particular to
USEC’s culture.
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 17

Review of the Literature
This section provides the literature that examines the theoretical aspects of the Public
Service Motivation (PSM) Theory and considers contributing factors that impact the public
sector federal courts’ efforts of case management tasks being 100% compliant with the Federal
Bankruptcy Code, Related Statutes, and Bankruptcy Rules. This review begins with
organizational factors and pro-social motives that assess the PSM theory and the public-private
differences that exist (Alonso & Lewis, 2001; Bright, 2009; Buelens & Van den Broeck, 2007;
Moynihan & Pandey, 2007; Perry & Wise, 1990), causal influencers on PSM (Weiss & Piderit,
1999; Wright, 2007; Wright, Moynihan & Pandey, 2012), and the contributions of developing
learning organizations and conveying transformational leadership behaviors within organizations
(Belle, 2013; Berbary & Malinchak, 2011; Buckingham & Coffman, 1999; Cho & Dansereau,
2010; Dvir, Eden, Avolio & Shamir, 2002; Hendry, 1996; Senge, 1990). This section concludes
with a discussion of the organizational, motivation, and knowledge influences that can be
contributing factors of PSM in relation to the stakeholder group’s capacity to complete case
management task in a timely and accurate manner 98%-100% of the time.
Public Service Motivation (PSM) Theory
Descriptions of the PSM theory imply an association relative to one’s ethics, values,
beliefs, and how PSM influences behavior and attitudes (Alonso & Lewis, 2001; Moynihan &
Pandey, 2007). The PSM theory also suggests that individuals commit to public service as a
result of self-sacrifice values, a desire to make a positive impact in society, and a belief system
that coincides with others they communally identify with (Anderfuhren-Biget, Varone, Giauque,
& Ritz, 2010; Bright, 2009). Perry and Wise (1990) theorized that individuals possess a variety
of qualities, a combination of values, and personal and environmental factors that lead them to
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 18

public service. Additionally, PSM is relative to the organization, and consists of formal and
informal institutional structures that influence public service employees’ attitudes and behaviors
(Moynihan & Pandey, 2007).
Public Service Motivation (PSM) is an integral and critical factor associated with public
service employment, and its expression on public sector employees is of theoretical importance
(Perry & Wise, 1990; Wright & Grant, 2010). Motivation is not equal among public service
employees and private sector employees because the intrinsic and extrinsic preferences and job
desires are inherently diverse (Bright, 2009; Buelens & Van den Broeck, 2007). Debunking the
negative depictions of non-productive public service employees, the reality is public service
employees choose to work for a good cause, enjoy work-life balance and job security,
organizational citizenship, and value service delivery to others (Bright, 2009; Buelens & Van
den Broeck, 2007; Frank & Lewis, 2004). Private sector employees are categorized as placing
more importance on job stature, notoriety, position prestige, and may be willing to offer higher
levels of organizational commitment to ensure advancement (Buelens & Van den Broeck, 2007;
Rashid & Rashid, 2012).
It is important to distinguish between public sector and private sector employees to gain
an understanding of the interconnection between the employee and the organization, recognize
characteristics of the occupations, and to realize the environmental and history differences that
exist (Monte, 2017). Another strong predictor for identifying differences between public and
private sector employees also rests with the intrinsic or extrinsic preferences, the opportunities
that present themselves in organizations, and the overall desire to serve the public interest
(Bright, 2009; Lewis & Frank, 2004). A general consensus exists relative to differences in public
sector and private sector environments. The overarching desire is the motivation and engagement
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 19

of employees in the performance of their duties among five dimensions: intrinsic/extrinsic
rewards, job content, career development, supportive and social atmosphere, and respect for
private life (Rashid & Rashid, 2012).
Describing Public Service Motivation
Public Service Motivation (PSM) is categorized as possessing altruistic intentions,
exhibiting a strong predictor of work motivation, and an individual’s predisposition and
aspiration to serve and contribute to the public interest or public service organization
(Anderfuhren-Biget, Varone, Giauque, & Ritz, 2010; Alonso & Lewis, 2001). Public Service
Motivation (PSM) goes beyond self-interest because there is a belief in the larger entity that
motivates and calls the individual to act for the greater cause. The calling of a service ethic, self-
sacrifice, or philanthropic purposes in which an individual believes they can serve the best
interest of the public (Anderfuhren-Biget et al., 2010; Bright, 2009).
Public service individuals possess a stronger public service ethic than private sector
individuals because their focus is on normative and affectual incentives, obtaining public service
positions which support better public service, and emphasize altruistic and pro-socially motives
connecting them to their work (Alonso & Lewis, 2001; Anderfuhren-Biget et al., 2010). In
addition, public service individuals have a preconditioned state which influences career choice
and preference, leading to an emotional attachment, a self-interest, or a moral obligation the
individual believes they can perform to make a difference (Moynihan & Pandey, 2007; Bright
2009, Perry & Wise, 1990; Wright & Grant, 2010). As detailed in this study, PSM is recognized
and favorably associated with six variables defined in the research: social justice, attraction to
public policy making, commitment to the public interest, compassion, civic duty, and people-
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 20

oriented values, where there is a focus on performing meaningful work and the value in helping
others (Moynihan & Pandey, 2007; Bright 2009, Perry & Wise, 1990; Wright & Grant, 2010).
Recognizing Public-Private Differences in the Workplace
One of the greatest sectoral differences among public service organizations and private
sector organizations are the economic rewards and monetary incentives (Buelens & Van den
Broeck, 2007; Frank & Lewis, 2004; Rashid & Rashid, 2012). Public and private differences
exist as a result of the different rewards offered to workers and the workers that are attracted to
them. The private sector has the resources and capability to motivate with extrinsic rewards, and
these employees highly value direct monetary benefits, incentives, bonuses, and advancement
opportunities (Buelens & Van den Broeck, 2007; Frank & Lewis, 2004; Rashid & Rashid, 2012).
These extrinsic rewards are less motivating to public sector employees, because they express a
needs-based perspective which seeks to fulfill their interpersonal interaction, stimulation, and
self-determination for public service, or a source-based perspective which recognizes feelings of
appreciation and well-being (Bright, 2009). The overall differences are the public service work
is desirable to certain individuals because it offers a level of significance in which public service
employees believe they are performing meaningful work to citizens and public organizations
(Buelens & Van den Brock, 2007; Bright, 2009). Simply put, what is realized is that the intrinsic
factors such as a friendly work environment, opportunities for professional development and
learning, job security, and responsibility are of greater interest to public service employees than
private sector employees.
Influences on Public Service Motivation
The second area of research identifies organizational conditions as causal influencers that
impact motivation and levels of engagement in the public sector: mission valance, person-
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 21

organization fit, job performance, and employee engagement. These conditions within the
organization communicate values, encourage goal clarity and performance objectives, inspire
action, and convey the importance of the work by public service employees (Weiss & Piderit,
1999; Wright, 2007; Wright, Moynihan & Pandey, 2012).
An employee’s beliefs about the organization’s mission statement can intrinsically
motivate and encourage performance improvement, appeal to an employee’s individual
aspirations, and clarify the organization’s contributions to the community at large (Weiss &
Piderit, 1999). Person-organization fit is considered a predictor of Public Service Motivation
(PSM) because employees with high levels of PSM have values that coincide with that of the
organization, devote themselves to make positive contributions, and see themselves working in
roles that they perceive as satisfying to service orientation (Bright, 2008; Kim, 2012).
Additionally, an employee’s environmental conditions influence PSM through job performance
(Camilleri, 2007). For public service organizations to maximize productivity, increase efficiency,
and ensure compliance, a focus on robust and effective job performance is critical for persistence
and commitment to the public good daily and for creating an appropriate environment in which
performance can excel (Alonso & Lewis, 2001; Camilleri, 2007; Rainey & Bakker, 2015). Public
Service Motivation (PSM) coupled with high levels of engagement within an organization
encompasses employees that deliver results, are highly productive, committed to achieving
organizational goals and objectives, and the alignment of job satisfaction with maximum job
contribution (Lavigna, 2016; Markos & Sridevi, 2010).
Mission valence. Mission statements in the public sector provide a broad explanation of
public sector contributions, aid in developing the organization’s strategic plans for measuring
agency performance, increase the organization’s social presence as a contributor to a particular
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 22

cause, and communicates values which reinforce the organization’s vision (Wright, 2007; Weiss
& Piderit, 1999; Wright, Moynihan, & Pandey, 2012). Additionally, mission statements attract
employees that possess values closely related to the organization, which can positively influence
employees’ performance resulting in accomplished organizational goals (Wright, 2007). Mission
statements raise the collective values and characteristics of the members, and employees
understand a higher-order meaning and express intrinsic impulse to proudly and confidently
perform by linking job behaviors to those values (Wright, 2007; Wright, Moynihan, & Pandey,
2012). Through value congruency, PSM is enhanced because employees are motivated to
accomplish organizational goals and they describe work as personally satisfying and meaningful
(Wright, 2007). In general, mission statements act as a knowledge construct assisting employees
with goal clarification, connecting employees’ individual responsibilities to a larger focus of
shared priorities, and a distinguished organizational depiction for public leaders to denote for
strategizing (Weiss & Piderit, 1999). The value of mission statements can have a lasting impact
on the employability of public service individuals because these expressed tenets can impact job
attainment, continued job performance, and overall PSM.
Person-organization fit. According to Bright (2008), congruence in the public sector
concerning employee and organizational characteristics offer greater chances of job satisfaction
and organizational commitment. When public service characteristics are congruent there is
greater person-organization fit because of mutual characteristics such as goals, values, and skills
allowing for the fulfillment of salient needs, opportunities to utilize skills and abilities in
distinctive environments, increases employee satisfaction, and amplifies commitment and
productivity (Bright, 2007; Bright, 2008; Kim, 2012; Wright & Pandey, 2008). Employees with
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 23

good-fit will positively contribute and offer greater motivation in the performance of job
responsibilities (Bright, 2008; Kim, 2012; Wright & Pandey, 2008).
Additionally, PSM contributes to the relationship between job satisfaction and the
employee’s perception of person-organization fit (Wright & Pandey, 2008). With congruence
and person-organization fit, high levels of PSM are apparent because employees believe they are
working hard to provide important public services, individuals are tolerant of change, and may
experience less stress to organizational adjustments (Bright, 2007, Bright, 2008; Kim, 2012; Teo,
Pick, Xerri, & Newton, 2016; Wright & Pandey, 2008). In summary, a relationship which
connects public service motivation and employee goals, values, and skills promotes the person-
organization fit criteria and the feelings of fulfillment of public service motives by employees
(Wright & Pandey, 2008).
Job performance. Alonso and Lewis (2001), contend that an employee’s public service
motives and goals of public service positively relate to PSM and correlate with high quality job
performance. Public Service Motivation (PSM) linked to an employee’s job performance
indicates an intrinsic drive to perform, and employees exhibit great feelings of job satisfaction
(Alonso & Lewis, 2001). Employees with high levels of PSM exhibit robust job performance
through engagement, mobilizing resources, job crafting, successfully managing job
requirements, and thrive when goals are clearly defined and prioritized. In comparison to
employees with low levels of PSM, who are less focused on the job and lack persistence in effort
and job performance (Alonso & Lewis, 2001; Calmilleri, 2007; Rainey & Bakker, 2015). Lastly,
when job performance is linked to PSM, employees believe they are not involved in ambiguous
tasks, so they can influence decisions and provide input by providing and succeeding in a wider
range of mission critical responsibilities (Alonso & Lewis, 2001; Camilleri, 2007). The
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 24

compatibility of PSM and job performance provides added organizational commitment through
competent employees that can offer increased productivity and successful performance and
organizational goal achievement.
Employee engagement. Vastly defined in literature, employee engagement refers to a
willingness to help the organization succeed, involvement and zeal for the work, and a
progressive attitude toward organizational objectives (Markos & Sridevi, 2010). Engaged
employees are emotionally attached to the organization and are willing to go above and beyond
their prescribed duties for personal goal achievement and execution of organizational efficiencies
(Markos & Sridevi, 2010). Employee engagement in the public sector focuses on the relationship
between commitment and organizational citizen behavior, which seeks to define a mutual
process for successful performance outcomes, a dedication of discretional efforts to help the
organization succeed, and enhanced productivity with focused energy towards innovation and
customer satisfaction (Lavigna, 2016; OPM, 2015; Markos & Sridevi, 2010).
According to Rainey and Bakker (2015), employee engagement coupled with PSM
positively impacts the physical, cognitive, and emotional characteristics employees use to remain
engaged and perform their jobs. Employees with high levels of PSM exert high levels of energy,
display passion about work activities, and demonstrate above average enjoyment fulfilling job
commitments. Furthermore, employee engagement and PSM reshapes public organizations by
creating positive citizenship behaviors because employees express their sense of allegiance,
devote intellectual and emotional commitment to the organization, and disengage in
counterproductive behaviors such as theft and workplace violence (Lavigna, 2016; OPM, 2015;
Rainey & Bakker, 2015). Public service employees identify purpose to performance and are
enthusiastically motivated to succeed, maintaining a positive and affective state, preventing
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 25

burnout as their energetic resources are also used for leisure activities and maintaining a work-
life balance (OPM, 2015; Rainey & Bakker, 2015).
Learning Organizations and Transformational Leadership
Learning organizations are described as being vital to organizational sustainability, and
for improving and enhancing employee performance through creative energies and various form
of communities of practice (Berbary & Malinchak, 2011; Hendry, 1996; Senge, 1990). Learning
organizations create intellectual work environments that foster and encourage continual
professional development, innovation and creativity (Berbary & Malinchak 2011; Hendry, 1996;
Senge, 1990). Public service employees can be positively or negatively influenced by leaders
based on the perception of public service values that are present within the organization, and the
institutional norms that are communicated (Belle, 2013; Eisenbach & Watson & Pillai, 1999;
García-Morales, Jiménez-Barrionuevo & Gutiérrez-Gutiérrez, 2012; Paarlberg & Lavigna,
2010). A discussion of transformational leadership within a learning organization is described as
a positive motivator and influencer for followers and serves as the catalyst for organizational
change and organizational learning (Belle, 2013; Buckingham & Coffman, 1999; Cho &
Dansereau, 2010; and Dvir, Eden, Avolio & Shamir, 2002). Leaders can definitely empower and
inspire employees to work harder by clearly communicating how their performance contributes
to the betterment of society in public sector organizations (Wright, 2007).
Principles and practices of learning organizations. The principles and practices of
learning organizations focus on four critical elements. First, a learning organization is defined as
an organization that embraces challenges and resolves complex matters by dealing with daily
inertia, reconciling processes or work, and reducing inconsistencies and ambiguity (Berberry &
Melinchak, 2011; Hendry, 1996). The organizational learning is focused on productivity through
structured learning initiatives which involve confronting strategic dilemmas, reframing problems
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 26

as opportunities, and offering rational analysis through shared cognitions and receipt of continual
communication relative to performance expectations and positive reinforcement (Berberry &
Melinchak, 2011; Hendry, 1996; Senge, 1990). Secondly, in learning organizations, the leaders
are responsible for encouraging learning within their organizations, which allows employees to
advance their skill set and capabilities (Senge, 1990). It is through a process of creative tension;
adaptive learning (coping) and generative learning (creating) that permits the leader the ability to
assess the current reality of where the organization is and determine the vision of where the
organization should be through innovative and inspired energy (Senge, 1990).
Additionally, the employees of learning organizations are the third critical element, and
they must accept the role of learning professionals because they are intellectually respected,
emotionally connected, and empowered to take on meaningful learning (Schwandt & Marquardt,
1999). Within this type of environment, employees are comfortable offering creative solutions,
involving themselves to the present cause, and actively participating and contributing to their
learning and development (Berberry & Melinchak, 2011; Senge, 1990). Lastly, the existence of
communities of practice within learning organizations are significant because it allows for the
transfer of tacit knowledge, experiential learning, and learning in the socialization process which
ultimately transforms the culture (Hendry, 1996). With the critical elements of a learning
organization and PSM amidst a workforce, leaders are able to weave growth into an organization
and connect social action to cognitive capacity (Schwandt & Marquardt, 1999; Senge, 1990).
Learning organizations promote doing, being, behaving, and the leaders recognize that to be a
successful learning organization, it is essential that employees have an appreciative
comprehension of their professional growth. (Senge, 1990; Schwandt, Marquardt, 1999).
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 27

Transformational leadership - driver of organizational learning and performance.
According to Belle (2013), transformational leadership is the most powerful factor in the public
sector for encouraging employees towards high levels or performance and purposeful action.
Transformational leadership is advanced, high-performing, and recognized as crucial in public
sector organizations because leaders offer collective considerations, intellectual stimulation,
idealized influence, and inspirational motivation (Belle, 2013; Trottier, Van Wart, M& Wang,
2008). First, with collective considerations, employees are inspired to focus for the sake of the
team, release immediate self-interest, and engage and develop within specific situations where
they are encouraged to change their individual attitudes and behaviors to strengthen their
performance for the good of the collective unit (Belle 2013). Through self- persuasion,
employees socially influence colleagues and will eagerly follow the leaders’ inspiring visions
and identify with the requests (Belle, 2013).
Additionally, transformational leaders view employees as valuable resources and accept
the responsibility to promote their professional advancement through collective identities, self-
concepts, and shared emotions and values (García-Morales, Jiménez-Barrionuevo, & Gutiérrez-
Gutiérrez, 2012; Wright, Moynihan & Pandey, 2012; Park & Rainey, 2008). Employees possess
exploratory thinking and critical thinking required to take action in environments where
transformational leaders develop self-confidence and empowerment among employees (Park and
Rainey, 2008). As a result, leaders are instrumental in positively boosting organizational
performance through the employees’ intellectual stimulation by offering organizational learning
and innovation, transmitting ideas for an innovative culture through dissemination of knowledge,
suggesting greater possibilities for achievement, and ensuring obtainable development
opportunities exist (García-Morales, et al., 2012). Therefore, intellectual stimulation permits
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 28

leaders to be catalyst in speeding up the reaction between the employees’ talents, strengths, and
skills in attempts to meeting the organizational goals and conveying a heightened sense of
consciousness to a collective body of members for goal achievement. Van Wart, M. (2003).
García-Morales, et al., 2012).
Thirdly, idealized influence suggests leaders are categorized as being individually
considerate, and display concerns for each follower and their performance of collective goals in
accomplishing organizational efforts (Dvir, Eden, Avolio, Shamir, 2002). The successful
outcomes of great follower development and follower performance within the organization result
under this type of leadership (Dvir, Eden, Avolio, Shamir, 2002). Employees’ autonomy and
empowerment are developed, and goals are broadened as employees expend their confidence and
perform above and beyond contractual expectations (Dvir, Eden, Avolio & Shamir, 2002;
Trottier, Van Wart, & Wang, 2008).
Finally, employees are motivated differently, and good leaders know that motivated
employees are able to release their potential in an environment that focuses on strengths,
achievements, personal and professional growth needs, and not by remodeling them based on
their weaknesses (Buckingham & Coffman, 1999, Tracey & Hinkin, 1998). Successful change
occurs through transformational leaders as employees illustrate a level of motivation which
appeals to their moral values and encourages novel and creative approaches to performing public
service work, acceptance of group goals, and association of their values with those of the
organization (Eisenbach, Watson, & Pillai, 1999). Transformational leaders are the source of
admiration for followers, which enhances follower loyalty and confidence, leading to
organizational successes (Eisenbach, Watson, & Pillai, 1999; Trottier, Van Mart & Wang, 2008).
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 29

Public Service Motivation (PSM) and transformational leadership bring forth more
effective management practices, harness positive aspects of PSM, and enhance employee and
organizational performance (Parrlberg & Lavigna, 2010). This positive correlation can positively
impact factors such as job satisfaction, performance, quality of work, and the rate of turnover
within public sector organizations because transformational leaders are intrinsically focused and
can increase followers’ intrinsic motivation by encouraging desired outcomes and recognizing
accomplishments (Paarlberg & Lavigna, 2010; Park & Rainey, 2008). These dual behavioral
components: charisma and value-based leadership styles reinforces and strengthens public
values, serve as ethical role models and mentors, guide followers toward positive organizational
citizenship behaviors, and have a positive effect on work outcomes and effectiveness within
organizations which leads to predictability for leadership success (Cho & Dansereau, 2010; Park
& Rainey, 2008; Tracey & Hinkin, 1998; Vandenabeele, 2008; Wright, Moynihan & Pandey,
2012).
Conclusion
Public Service Motivation (PSM) is considered a general altruistic motivation whereby
individuals seek to serve the interests of humanity (Rainey & Bakker, 2015). The PSM theory
and other factors relevant to public-private sector differences were identified as causal factors
relative to performance and organizational achievement impacting public service employees’
level of effort, organizational commitment, and overall job satisfaction (Paarlberg & Lavigna,
2010 Moynihan & Pandey, 2007; Park & Rainey, 2008; Perry & Wise, 1990; Wright & Grant,
2010). A plethora of assertions exists about the relationship among PSM and an employees’
attitudes, behaviors, job performance, and job commitment (Alonso & Lewis, 2001;
Anderfuhren-Biget et al., 2010; Bright, 2008; Bright, 2009; Camilleri, 2007; Kim, 2012;
Lavigna, 2016; Moynihan & Pandey, 2007; Park & Rainey, 2008; Perry & Wise, 1990; Rainey
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 30

& Bakker, 2015; Teo, et al 2016; Wright & Grant, 2010; Wright, Moynihan & Pandey, 2012).
Fulfillment of high levels of PSM can be attained by pro social behavior communicated through
the organization’s mission statements, the vigor and energy through employee engagement, and
consideration of person-organization fit which connects individual values and organizational
values, promoting job satisfaction and increased job performance (Alonso & Lewis, 2001;
Bright, 2008; Camilleri, 2007; Kim, 2012; Lavigna, 2016; Rainey & Bakker, 2015; Wright,
Moynihan & Pandey, 2012).
Learning organizations led by transformational leaders can also positively impact PSM
because learning is key to socialization, and through socialization, employees develop unique
roles, construe meaning, conduct strategic business development, initiate innovations, and
suggest strategies based on individual and organizational values (Berbary & Melinchak, 2010;
Hendry, 1996; Schwandt & Marquardt, 1996; Senge, 1990). Additionally, transformational
leaders provide compelling visions, ethics, and strong emotions toward public values which
encourages followers to put forth the extra effort for the public’s interest (Belle, 2013;
Buckingham & Coffman, 1999; Cho & Dansereau, 2010; Eisenbach, Watson & Pillai, 1999;
Paarlberg & Lavigna, 2010; Tracey & Hinkin, 1998; Trottier & Van Mart, 2003; Vandenbeele,
2008; Van Mart, 2003; Wright & Grant, 2012; Wright, Moynihan & Pandey, 2012).
Transformational leaders socially influence large numbers of employees to bring forth successful
change and promote a culture that encourages autonomy, creativity in decision making, and the
ability to perform based on clear expectations and organizational performance goals (Belle,
2013; Buckingham & Coffman, 1999;Cho & Dansereau, 2010; Dvir, Eden, Avolio & Shamir,
2002; Eisenbach, Watson & Pillai, 1999; Wright, Moynihan & Pandey, 2012; Wright & Grant,
2012). ; Paarlberg & Lavigna, 2010; Tracey & Hinkin, 1998; Trottier & Van Mart, 2003;
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 31

Vandenbeele, 2008; Van Mart, 2003; Wright, Moynihan & Pandey, 2012; Wright & Grant,
2012). Building a learning organization involves fostering the organizational vision, committing
and being willing to ask for support at all levels, and the vision of an ongoing practice of
recognizing challenges as opportunities for professional growth and development (Berbary &
Melinchak, 2010; Hendry, 1996; Schwandt & Marquardt, 1996; Senge, 1990).
Case Administration Staff’s Organizational, Motivation and Knowledge Influences
This section contains the conceptual framework for this study and describes the
relationship that exist among the stakeholder’s knowledge and motivation influences, and the
organizational cultural influences based on the Clark and Estes (2008) knowledge, motivation
and organizational framework. Clark and Estes (2008) offered a systematic framework that
analyzes organizational and stakeholder performance goals within an organization or societal
setting. The framework addresses organizational, motivation and knowledge influences, which
may impact the organization and stakeholder’s performance goals. Additionally, the framework
identifies gaps that may create barriers to performance achievement and emphasizes closing the
gaps between goals and the stakeholders ‘performance. When the gaps are identified, the
framework utilizes the key objectives: organizational, motivation and knowledge influences to
ascertain and develop global goals and objectives to improve the organization and the
stakeholders’ performance goals. This study began with a discussion of assumed influences on
the stakeholder performance goal in the context of organizational influences, followed by the
motivation influences, and lastly the knowledge and skill influences. Organizational influences
such as work processes, material resources, inadequate processes, and the culture or cultural
processes of an organization can impact the stakeholders’ performance (Clark & Estes, 2008;
Rueda, 2011). In this particular study, the organizational influences were critical to the
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 32

stakeholders ‘continued performance and of significant importance. Therefore, they are
addressed first. Next, several motivational variables were considered to address self-efficacy,
goal attainment, and attributions, which can contribute to stakeholders’ experiences and beliefs
relative to achieving specific performance goals (Clark & Estes, 2008; Rueda, 2011). Lastly,
knowledge and skill gaps were addressed by concentrating on four types of knowledge:
procedural, factual, conceptual, and metacognitive to determine if stakeholders applied certain
knowledge and skills to support the achievement of the performance goals (Clark & Estes, 2008;
Krathwohl, 2002). The Clark and Estes (2008) gap analysis framework will be used to examine
Case Administration staff’s knowledge, motivation and organizational needs to meet the
organizational performance goal that case management tasks are timely and accurate 98% to
100% of the time by August 2019.
Organizational Influences
Organizational tensions exist between the desires for organizational stability and the
necessity for organizational change (Clark & Estes, 2008). Tensions occur when common
behaviors, attitudes, and processes become ingrained and unconsciously automated, which cause
misalignment between structure, processes, and the organizational goals (Clark & Estes, 2008).
Teleological organizational change is the recognition of necessary internal change for
performance improvement and involves recognizing on-going problems or organizational
barriers that will inhibit organizational change (Kezar, 2001). The presence of organizational
barriers inhibits essential change and impedes staff from achieving specified performance goals
(Rueda, 2011). If the organizational change about goals, policies, or procedures is not adequately
addressed, it creates organizational barriers and additional conflict within the organizational
culture and performance problems occur (Clark & Estes, 2008). The organizational influences
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 33

derived from theory and relative to PSM theory indicated that employees could accomplish
requisite change through transformational leadership practices which offer inspiration, vision
sharing, encouragement and the requisite guiding of followers toward organizational citizenship
behaviors (Buckingham & Coffman, 1999; Cho & Dansereau, 2010). Transformational
leadership practices are quite impactful on organizational and employee performance (Parks &
Rainey, 2008).
Cultural models and cultural settings. According to Clark and Estes (2008) and Schein
(2010), culture is represented in the individual, in groups, and in the environment, and culture is
expressed by core values, goals, beliefs, and emotions. Culture is further defined as “a pattern of
shared basic assumptions, and a striving towards a patterning and integration within a paradigm”
(Schein, 2010, p. 18). The organizational culture can impact various aspects of goal achievement
and successful performance improvement (Clark & Estes, 2008). Similarly, Rueda (2011)
described cultural models and cultural settings as dynamic, shifting processes that work
simultaneously. Further indicating that cultural settings are influenced and created by individuals
and groups, and impact behavior while operating within a cultural model, and believing the
particular environment should operate a certain type of way. The organizational influences
derived from theory and relative to PSM theory indicated an employee’s congruent values,
beliefs and alliance with the organization’s mission can positively influence an employee by
creating a sense of persistence and commitment (Bright, 2008; Kim, 2012; Weiss & Piderit,
1999). Additionally, this sense of satisfaction further compliments elements of person-
organization fit because the employee and the organization’s compatibility increase motivation
and engagement which in turn increases performance satisfaction (Bright, 2007; Kim, 2012,
Wright & Pandey, 2008).
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 34

Organizational goals and performance expectations. The Case Administration staff
are responsible for accomplishing time sensitive and error-free work. Case Administration staff
are also relied upon to complete a sizeable amount of the daily case management requirements
(i.e., opening cases, docketing to the case, quality control analysis, collecting filing fees, setting
hearings, entering orders, and case closure). It is imperative that Court Unit Executives take the
time to explicitly communicate the organization’s goals and performance expectations to Case
Administration staff. Organizational leaders can influence the organization’s productivity, goal
achievement, performance improvement, professional development, and sustainability by
communication with staff (Hackman & Johnson, 2009). Communicating goals of the
organization and encouraging fluid communication are predictors of employee commitment to
the work and organization (Guzley, 1992). Effective and consistent communication from leaders
can convey support for problem-solving, collaboration, and obtain further buy-in for
organizational changes and performance expectations (Berger, 2014).
Less than 60% of public sector employees believed their leaders expressed honest
communications (White, 2011) and 46% of employees felt barriers to communication exists such
as lack of vision, trust, and not realizing the importance of the role as a primary communicator
for keeping staff abreast (Gay, Mahoney, & Graves, 2005). Moran and Brightman (2000)
emphasized that communication can bring forth an understanding of purpose, identity, and
mastery. First, having purpose pulls people along based on the goals, expectations, or desired
behavior to accomplish some phenomenon. Secondly, realizing identity seeks to understand the
need for the change and how it is consistent with professional organizational identify and
performance expectations. Lastly, mastery invites people to engage themselves within the
environment and assist with achieving organizational goals and improving performance.
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 35

Examining organizational influences such as organizational goals and performance
expectations through the lens of the Public Service Motivation (PSM) theory, employees are
likely to perform more effectively when there is effective goal setting relative to performance
expectations. Also, better performance is attainable when employees are presented with
operative coping strategies when faced with administrative and operational constraints in the
performance of duties (Rainey & Steinbauer, 1999). In a cultural climate where goals and
performance expectations are shared, employees feel a greater appreciation from the
organization, are keenly aware of results-focused tasks and responsibilities, and the employees
receive consensus in relation to critical and non-critical obligations in the performance of duties,
resulting in higher productivity and performance (Locke & Latham, 1990; Moynihan & Pandey,
2007; Rainey & Steinbauer, 1999; Wright, 2004).
Professional development. In accordance with the Federal Bankruptcy Rules and local
court rules, Case Administration staff are highly encouraged to strive for error-free work and
minimize case management errors, so case participants’ rights are not adversely impacted during
case progression. Professional development and learning opportunities are necessary for Case
Administration staff to maintain a proficient level of case management expertise, and success in
achieving error-free, accurate, and timeliness in case management responsibilities. Professional
development and continual learning are important to organizational sustainability and survival
and should be considered valuable to the human capital (Haemer, Borges-Andrade, & Cassiano,
2017). Learning opportunities should be a regular component of staff’s professional development
and available so staff can continually develop specific knowledge, collaborate about challenges,
and improve performance to meet organizational goals and objectives (Berbary & Malinchak,
2011). As a result of continual organizational changes, Deiss (2001) and Guo (2014) stated it is
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 36

crucial for organizations to not only provide professional development but to ensure practices
exist that will ensure there is continuous learning occurring through well-planned themes and a
variety of delivery formats that address employee’s needs. Berbary and Malinchak (2011) further
indicated that when employees can engage in learning opportunities, they can envision how his
or her contributions make a difference in the organization and perform at a higher level to
increase productivity and improve job performance. The ability to participate in learning
opportunities and professional development permits a growth mindset that produces a desire to
learn, take on challenges, demonstrate persistence when there are setbacks, and continue to gain
mastery (Holmes, n.d.). Researchers (Creth, 1989; Guo, 2014) suggested that effective
professional development programs provide learning opportunities that expand employees’
knowledge, skills, and improvement to job performance which aids organizations in fulfilling
their missions by competent staff. Jones and Robinson (1997) offered a different perspective in
that professional development is not only of importance to the organization or the employee but
could be a legitimate concern for other stakeholders (i.e., clients, practitioners) in which the
organizations are accountable to for providing resourceful services. Guskey (2003) adds that
professional development can be complex as a result of broad characteristics that attempt to
determine the program’s effectiveness. Nevertheless, professional development programs should,
“clearly provide descriptions of important contextual elements, broadly define learning
outcomes, and ensure steady progress in efforts to improve the quality of professional
development endeavors” (p. 750).
Time away for learning opportunities encourages creativity and autonomy. Case
Administration staff perform routine, daily case management work guided by case law and local
rules which often involves tedious tasks such as reading complex and lengthy legal procedures
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 37

for proper case action. As a result of the centralized authority and formalization of rules and
procedures, case management work is often repetitive and mundane. This is a result of the same
case management tasks that are applied in each case through the progression of the cases, use of
the same filing applications daily, and tasks that are performed at their desk from the beginning
to the end of the day. The organizational influences derived from theory and relative to PSM
theory indicated organizations must integrate thinking and acting learning activities so there is a
natural interest by employees to learn, inspired energy is present for creativity and innovation,
and for the reduction of the daily inertia ( Berbary & Melinchak, 2011; Hendry, 1996; Schwandt
& Marquardt, 1999). Through seminal works of Moran and Brightman (2000) and Senge (1990)
leaders must create organizational learning communities that encourage reflective conversations
about work processes and new guiding ideas, welcomes suggestions for creativity and autonomy
in responsibilities, invent innovations in the internal infrastructure for continued organizational
goal achievement, and invite conversations that challenge the norm and the historical way of
completing the work. Accordingly, Gilson, Shalley and Blum (2001) emphasized that creativity
and autonomy in job performance enhances an employee’s increased job performance and his or
her ability to identify problems, develop ideas, and communicate with others. Janssen (2000)
expressed that employees are not sought out to offer creativity and innovation in his or her daily,
prescribed work. Nonetheless, in the 21st century, it is vital for leaders to advance the need for
creativity and innovation in work behaviors, which brings forth diverse perspectives to address
complex organizational problems, encourages engagement and collaboration, and offers
organizational survival (Janssen, 2000; Wang, 2016; Zhang, Jex, Peng, Wang, 2017).
The Public Service Motivation (PSM) theory urges creating environments for
professional development and establishing time for learning opportunities to further advocate a
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 38

supportive work environment and acknowledge the importance of learning (O’Riordan, 2013;
Perry, Hondeghem, & Wise, 2010). Promoting an employee’s development for knowledge
advancement creates a knowledgeable public servant who performs for the betterment of the
organization (Brewer, 2008; Vandenabeele, 2009). Employees gain a unique and specialized
knowledge base and skill set to support success in meeting performance expectations, ensure
fulfilment of the organization’s mission and vision, and exert effort towards accomplishing
performance goals based on clear performance expectations (Franco, Bennett, Kanfer, 2002;
Rainey & Stenbauer, 1999). When these opportunities are present in the organization’s climate,
employees are eager to share their creativity and ideas, employees feel respected when tasked
with developing work improvement strategies, and employees are eager to contribute their
specialization or expertise in an area (O’Riordan,2013; Vandenabeele, 2009).
Mentors and peer exchange groups. Case Administration staff work on assigned teams
but are individually responsible for the completion of case management assignments. Providing
mentors or peer groups within the teams can assist employees who feel isolated with case
management tasks, increase the interaction among the team, and both the mentor and peer
exchange staff increase confidence in job performance and satisfaction. Peer groups and mentors
according to Moran and Brightman (2000) should be willing to offer new suggestions and ideas,
experiment with new ways of doing business, and remain encouragers to others that have not yet
fully become vested in the organizational changes. Ramalho (2014) advised that employee
development advice and guidance and support, when offered by more experienced colleagues
provides a greater transfer of knowledge, skills, and experience through informal interactions;
because the mentees feel that the mentors are involved in the same process. Burke, McKeen and
McKenna (1994) enouraged mentoring in the workplace, and consider it as a critical relationship
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 39

that provides the mentor and mentee an opportunity to apply knowledge, gain expertise, remain
engaged, and the potential to be satisfied and committed in the workplace. Berbary (2011)
suggested that mentors can help broaden a mentee’s perspective by helping to facilitate the
organization’s work from a different perspective. Mentoring can also offer an opportunity for
career enrichment and advancement as mentors can grow, exhibit leadership skills, and enhance
his or her work behavior by considering new viewpoints to accomplishing the working (Berbary
& Malinchak, 2011).
Public Service Motivation (PSM) theory suggests mentoring in the public sector creates
better relationships among colleagues, increases job motivation and satisfaction, and positively
influences an employee’s feelings towards organizational trust (Kim, 2011). Mentoring or peer
groups within the public sector put forth the notion of “creativity, good will across departments,
team orientation, and community building” which enhance communication and shared values,
establishing a healthier organizational climate and an increased organizational commitment
(Mavrinac, n.d., p. 16). Mentoring in the public sector is deemed a vital contributor to
organizational effectiveness, consistent performance and job satisfaction, reinforces the
development of internal talent to enlarge the scope of responsibility for the mentor, and the
mentor and mentee are intrinsically motivated which yields positive organizational citizenship
behaviors (Gagne & Deci, 2005). Table 2 provides the organizational influences and identifies
two cultural model influences and two cultural setting influences, which will be evaluated to gain
insight about the influences of the employees of USEC as well as examination through the lens
of Public Service Motivation (PSM) theory.

ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 40

Table 2
Organizational Influences, Types, and Assessment for Knowledge Gap Analysis

Motivation Influences
Motivation is essential to organizational success, and when organizations purposely focus
on improving motivation, it is a force that keeps staff progressing towards organizational and
individual goal accomplishments (Clark & Estes, 2008; Harlen, 2016, Mayer, 2011).
Additionally, motivation is a prerequisite to learning, and an individual’s motivation can develop
as a result of their interests, beliefs, attributions, goal orientation, and social partnerships (Mayer,
2011). Employees may exhibit increased motivation and enthusiasm when they possess
autonomy in job performance and the ability to obtain greater knowledge through three facets of
motivated performance; active choice (the intention to pursue a goal), persistence (continuing
during distractions), and mental effort (working smarter to develop solutions (Clark & Estes,
Organizational Influences Organization Type

The U.S. Emergence Court needs to provide direction about
organizational goals and performance expectations.

The U.S. Emergence Court needs to create an environment that
encourages professional development and continual learning
opportunities.

The U.S. Emergence Court needs to provide enough time away
from duties for Case Administration staff to participate in
training and learning sessions for staff development and
encourage creativity and autonomy in job performance.

The U.S. Emergence Court needs to provide mentor or peer
exchange groups within the court to further encourage a
training and learning philosophy and staffs’ professional
development.

Cultural Model

Cultural Model

Cultural Setting

Cultural Setting
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 41

2008). Motivation is significant within organizations and can further accelerate organizational
performance (Clark & Esters, 2008; Rueda, 2011). The Case Administration staff members
motivational influences examined in this study are self-efficacy and goal orientation. It is
imperative they possess the necessary level of self-efficacy and goal mastery to complete case
management tasks in a timely and accurate manner 98%-100% of the time.
Self-efficacy theory. According to Bandura’s (1991) social cognitive theory, people
have self-reflective capabilities that influence their thoughts, feelings, motivation, and actions.
These factors determine a person’s sense of self-efficacy and an individual’s belief that his or her
capabilities for achievement or attainment are also associated with a particular domain of interest
(Bandura, 2006). Self-efficacy equips the individual with a sense of personal competence, boosts
the individual’s judgment in relation to his or her capabilities, and performance is enhanced from
the passion, belief, expectation, and expertise that the individual believes as truth (Clark & Estes,
2008; Pajares, 2006; Rueda, 2011). An individual’s beliefs in the desired results will affect
behavior, goals, aspirations, and expectations. It is the individual’s perception of whether or not
an impediment or an opportunity is present in terms of goal attainment (Bandura, 2000).
Individuals are successful when tasks or responsibilities offer opportunities as not only
challenges, but the capability of the individual to further develop a greater level of competence,
expertise, and skill (Rueda, 2011). An individual’s self-efficacy beliefs are the determining
factor for belief in goal accomplishment or achievement, and through the individual’s own
experiences, and perceptions they interpret potential for goal achievement based on mastery
experience (continual success), vicarious experience (observing others), social persuasions
(feedback received from others), and physiological reactions (emotional state) (Pajares, 2006).
An employee’s behavior in the workplace will convey whether or not motivation is present.
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 42

Individuals with a high sense of self-efficacy will be motivated at accomplishing tasks, and those
with less self-efficacy may become disinterested and demotivated over time (Clark & Estes,
2008; Rueda, 2011).
Self-efficacy in decision making. Case Administration staff members should focus on
improving their case management skills relative to timeliness and accuracy. Case Administration
staff members may appear motivated to perform but that does not necessarily indicate they are
confident in their approach to performing. Individuals must be encouraged to develop higher
order thoughts relative to their cognitive skills with a focus on comprehending, to understand the
content and form a coherent whole (Anderson & Krathwohl, 2001). Individuals that possess self-
efficacy in decision making are able to comprehend, define outcomes based on a sense of
understanding, and perform based on their belief in their ability to succeed in performing the
tasks. High self-efficacy beliefs are crucial and a persistent influence on the individual because it
can boost their confidence, impact how they approach tasks, provide the determination and
persistence to complete tasks, and convey self-assurance for performing similar duties in the
future (Bandura, 1982). The question, “Am I able to do this task?” causes the individual to focus
their competence on how well they believe they will perform in completing the task. This
questioning comes about as a result of prior knowledge relative to the task, the type of feedback
received, and past failure and successes (Rueda, 2011). An individual’s self-efficacy, self-worth,
and self-determination will influence how well they perform (Pintrich, 2003). If the individual is
efficacious in the tasks, they will likely do well. However, if the individual has less confidence to
attain the goals or complete the tasks, there will likely be less engagement, lack of diligence, an
absence of mental effort invested. Personal confidence is required by the individual for the
achievement of specific performance goals, and task specific efficacy (Clark and Estes, 2008).
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 43

Additionally, motivational elements are investigated that are also pertinent to the Case
Administration staff members’ self-efficacy in decision making by examining through the lens of
the Public Service Motivation (PSM) theory. When examining self-efficacy in decision making
through the lens of the PSM theory, elements of confidence and self-assurance are critical
because individuals interact and influence one another throughout the structure of the
organization. Also, empowerment and boldness are conveyed through achievement of stated
performance obligations, and with autonomy in decision making that rests on the logic of
appropriateness in resolution (Houston, 2011; Kellough & Nigro 2006; Moynihan & Pandey,
2007). Self-efficacy in decision making, when intertwined with PSM, is a powerful and robust
force in which employees communicate with certainty a sense of professionalism, perform with
ethical responsibility, and present public service ethos (Perry, 1997; Taylor, 2010).
Goal orientation theory. Goal orientation theory is a social cognitive theory of
motivation and examines the question, “What is it that I want?”, and the individual’s reason to
engage in his or her work for goal attainment and achievement (Rueda, 2011; Yough &
Anderman, 2006). There are two characteristics of goals in motivation: goal content focuses on
what to achieve, and goal orientation examines the reasons why individuals engages in tasks
(Rueda, 2011). The types of goals within goal orientation theory are mastery goals, which
emphasize understanding and mastering the current task, and performance goals, which seek to
demonstrate an individual’s ability in comparison to others or doing things purely for external
reasons (Yough & Anderman, 2006). There are different cognitive outcomes based on mastery
goals and performance goals (Pintrich, 2000). Mastery goals are intertwined with adaptive
outcomes such as the individual possessing higher self-efficacy, interest, effort, and persistence,
which in turn causes the individual to use more cognitive, and metacognitive strategies and
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 44

produces better performance. On the other hand, performance goals have an individualized focus
on competition and the individuaol’s concern with outperforming others instead of a true desire
or interest in the task or goal. Pekrun (2011) further elaborated that mastery goals promote
positive experiences and reduce the negative emotions that may normally be associated with
boredom or lack of subject matter interest. Additionally, Pekrun (2011) suggested that it is the
individual’s interest that is positively influenced; there is a confidence in perceived competence,
and an attitude of perceived appreciation of the mastery of the tasks. Both Pintrich (2000) and
Pekrun (2011) suggested that setting goals and goal achievement will present an individual with
a greater sense of self-knowledge, and self-fulfillment relative to matters that are valuable and
worthwhile for increased organizational performance. In the context of this study, performance
orientation would be manifested by individuals engaging in tasks purely because of compliance
and a desire to have pride in their work, not necessarily due to other aspects of intrinsic value.
Goal orientation and desire to obtain mastery. The goal orientation of Case
Administration staff toward the need to improve timeliness and accuracy is worth examining.
Additionally, the review investigates motivational elements that are also pertinent to the
stakeholder’s goal achievement by examining through the lens of the Public Service Motivation
(PSM) theory. An individual seeking mastery of goals has an increased interest in performing the
task, a desire to achieve fluency and certainty in tasks undertakings, an aspiration in correcting
overall performance, and a desire for responsibility (Yough & Anderman, 2006). Also, the
individual’s emotions may influence their motivation with performance and how they learn
because there is a desired outcome of hope and pride-fullness associated with success of
fulfilling tasks and a sense of shame or anxiety with failure or non-fulfillment of tasks (Pekrun,
2011).
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 45

When examining goal mastery through the lens of the Public Service Motivation (PSM)
theory, “it is the motivational force that induces an individual to perform” (Brewer & Selden,
1998a, p. 417). Goal mastery, when intertwined with PSM, is expressed as an enthusiasm or
euphoric attitude or behavior in goal achievement because effort is in the best interest of the
community or the people served by the organization (Rainey & Steinbauer 1999). Similarly,
there is an intrinsic factor that strongly associates with PSM and the importance of obtaining
mastery to help others while engaging in public service work, a loyalty to the duty, and a
conviction to the importance of tasks (Perry & Wise, 1990; Rainey, 1983). Table 3 provides the
motivational influences of self-efficacy and value orientation, which will be evaluated to gain
insight about motivation of the USEC employees as well as examination through the lens of
Public Service Motivation (PSM) theory.
Table 3
Motivational Influences, Types, and Assessment for Knowledge Gap Analysis

Knowledge Influences
Knowledge allows staff to resolve current problems, solve new problems, adapt to the
influx of change that occurs within the organization, and provides the “need to know”
Motivational Influences Motivation Type
Case Administration staff need to believe they are capable of
interpreting the operations procedures, so they are confident to
propose compliant case management action.

Self-efficacy
Case Administration staff need to find mastery goal orientation
in tasks because it is critical to public service while engaging
and assisting the public.

Goal orientation

ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 46

information to achieve organizational goals (Clark & Estes, 2008; Rueda, 2011). Krathwohl
(2002) discussed the knowledge dimension and the four categories: factual, conceptual,
procedural and metacognitive knowledge. First, factual knowledge is defined as core elements
individuals must be familiar with to solve problems such as terminology, symbols, and specific
items within a discipline (Anderson & Krathwohl, 2001; Krathwohl, 2002; Rueda, 2011). An
example of factual knowledge is the Case Administration staff knowing the three letter symbols
that are used to assign cases to the judges.
Secondly, conceptual knowledge refers to classification, categorization, and theories of
basic elements that interrelate and function together (Krathwohl, 2002; Rueda, 2011), which
permit the individual to understand the elements to answer the questions, “How would you
explain...?”, and “Which information corresponds with...?” (Anderson & Krathwohl, 2001, p.10-
11). Case Administration staff convey conceptual knowledge through the progression of case
events and determining possible outcomes. Additionally, procedural knowledge involves
knowing how to do something based on subject specific skills, techniques, and criteria
(Anderson & Krathwohl, 2001; Krathwohl, 2002; Rueda, 2011). With procedural knowledge,
Case Administration staff refer to a procedure and apply instructions to complete a task. Finally,
metacognitive knowledge implies an individual’s self-awareness, knowledge of cognitive task,
and strategic knowledge that allows an individual to know when and why to do something
(Anderson & Krathwohl, 2001; Krathwohl, 2002; Rueda, 2011). It is the thinking about thinking
approach that directs an individual’s actions (Anderson & Krathwohl, 2001; Krathwohl, 2002;
Livingston, 1997; Rueda, 2011). Utilizing meta cognitive knowledge enables the Case
Administration staff to plan, organize, and monitor cases.
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 47

Employees’ prioritizing work for timeliness. Having autonomy to prioritize daily work
allows Case Administration staff to take ownership of his or her assigned tasks, conveys
responsibility, and affords individual control. The use of mnemonic methods, and organizing
techniques for prioritizing, planning, and accomplishing his or her daily responsibilities are
critical to ensuring documents received are on the official case docket within 24 hours.
Metacognition denotes a higher order of thinking on how to approach tasks and allows the
individual to evaluate and assess his or her progress (Livingston, 1997). Metacognitive
knowledge involves utilizing cognitive strategies, stimulates self-regulation of emotions
(emotional control), and comprises knowledge and awareness of self-regulation (one’s own
cognition) during skill acquisition (Baker, 2006; Keith & Frese, 2005; Pintrich, 2002).
The Case Administration staff members have an opportunity for autonomy and
prioritization of their work. They must be aware and knowledgeable of strategies to utilize (i.e.,
cognitive tools) and the conditions in which to employ the requisite strategies. These reasoning
abilities permit the individual to activate cognition of self-awareness and self-regulation, assess
particular areas of strengths and weaknesses while approaching and completing tasks, and
determine the “what and how” or the “when and why” strategies appropriate for utilization in
performance (Pintrich, 2002). According to Livingston (1997), metacognitive strategies involve
the knowledge of person, task, and strategy variables, which are dependent upon each other to
ensure goals and objectives are met. Baker (2006) added that metacognitive learning depends on
the knowledge and use of cognitive processes, control over those processes to achieve goals and
objectives, and an overall blending of knowledge, use, and control to enhance learning in any
domain. Also, Keith and Frese (2005) discussed a study of error management training
supplemented with a metacognitive module, which reinforces error management over error
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 48

avoidance, and shows improvement in participants’ transfer of performance from one task to
another. The authors confirmed, two self-regulatory skills for mediating performance errors
which are emotional controls used to avoid negative performance emotions, and metacognition
for exerting self-control during planning and evaluating activities (Keith & Frese, 2005). It is
evident that metacognitive knowledge is critical to an individual’s awareness and ability to
construct a strategic approach for appropriate resolution (Rueda, 2011).
Employees’ understanding of the case progression for the course of action. Case
management work involves reviewing sequential case docket events on the official case docket
and determining the appropriate action based on the status of the case. Using procedural
knowledge for determining when to use appropriate case procedures is necessary for Case
Administration staff in determining proper action at the initiation, intermediate, and disposition
phases of the cases. Procedural knowledge is knowing what to do, determining when to employ
suitable methods, and the use of routine knowledge to accomplish tasks (Fayol, 1994;
Krathwohl, 2002; Munby, Versnel, Hutchinson, Chin & Berg, 2003; Rueda, 2011).
Fayol (1994) identified that an individual’s ability to learn depends on previous
knowledge gained, and the individual’s ability to use high-level skills to create or maintain a
procedural knowledge base through reading comprehension, writing, problem-solving, and data
retention. Fayol (1994) further described that individuals with subject-matter expertise easily
summarize text, decipher relevant information, and solve problems based on inferences of the
information reviewed. Nevertheless, there is no guarantee that an individual with the expertise
will always employ the use of procedural knowledge even when pertinent. According to Munby
et al. (2003), workplace knowledge is mostly procedural, and the organization of learning
consists of clusters of tasks that are considered routines. These routines can look very different,
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 49

and the sequence of tasks that are a direct result of the stimulus or routine is recognized by those
responsible for the work. Basically, in a routine, work is conceptualized and can be taught.
Case Administration staff members are familiar with the subject-specific domain and are
aware of the routine case progression review to be done. In this instance, Case Administration
staff are responsible for applying new knowledge, with existing knowledge during case review to
determine necessary action. However, as Fayol (1994) described, staff do not, “select procedures
according to the goal, task constraints, nor control or evaluate the execution of the procedures to
bring forth the appropriate action.” (Fayol, 1994, p. 181) While the Case Administration staff
possess the procedural knowledge, they may not always exercise the use of it.
Employees’ understanding of case procedures for order entries. Procedural
knowledge involves subject specific techniques, compliance with legal requirements, and the
capability to follow prescribed practices for case resolution (Edwards & Mahling, 1997; Hussain,
Lucas, & Ali, 2004; Krathwohl, 2002). Case Administration staff members use specific
techniques, and methods for the entry of orders and judgments based on the relief requested in a
motion or a notice. Procedural knowledge is conveyed as the Case Administration staff members
utilize the court’s electronic case filing system, refer to the court operations procedures manual
for case direction, and then append appropriate information to the case dockets. Metacognitive
strategies facilitate learning (Baker, 1989) and to develop mastery requires acquiring relevant
skills and knowing when to apply the learned skills (Mayer, 2011; Schraw & McCrudden, 2006).
Edwards and Mahling (1997) considered knowledge management within the legal
domain with a focus on procedural knowledge. The authors discussed Leavitt’s (1965) four
variables organizational analysis which nicely correlate to the legal sphere. The four variables
are task variables, structural variables, technological variables, and human variables. While all
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 50

the variables are important within an organization for assessing the knowledge dimensions, there
is particular interest in the structure and technological variables. The authors’ described structure
variables as the systems of communication, the authority, and the workflow within the legal
organization. Additionally, technological variables are referenced as the “problem-solving
inventions” that legal organizations use to perform services for clients (Edwards & Mahling,
1997). These two variables assist the legal organization and its staff in utilizing procedural
knowledge, with compliance in document retrieval, document review, and document transfer for
case determination and action. Edwards and Mahling (1997) explained that legal staff is vital in
performing tasks utilizing procedural knowledge due to the nature of the tasks delegated to them,
and the transactions handled day-to-day. Hussain, Lucas, and Ali (2004) supported the notion
that procedural knowledge refers to knowing how to do something and using step-by-step
procedures to get the tasks accomplished. It is through the utilization of the procedural
knowledge dimension that an organization’s goals and objectives ensure its core processes are
completed efficiently. Table 4 provides the knowledge influences and knowledge types. Two
metacognitive influences and one procedural influence will be evaluated to gain insight about the
knowledge of USEC employees.

ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 51

Table 4
Knowledge Influences, Types, and Assessment for Knowledge Gap Analysis

Conceptual Framework: The Interaction of Case Administration Staff
Knowledge, Motivation and the Organizational Context
The conceptual framework serves as a guide that directs the research and accompanying
assumptions, beliefs, expectations, and theories that support the study (Maxwell, 2013). The
conceptual framework includes key factors, concepts, and variables that are relevant to the study,
and presents the relationship between them and the organizational influences of the problem of
practice (Maxwell, 2013; Merriam & Tisdell, 2016). McGaghie, Bordage, and Shea (2001)
offered that the conceptual framework contributes to the research study by “setting the stage” for
the presentation of the problem statement and the research questions that ultimately drive the
study (p. 923). Additionally, the conceptual framework may also be referred to as the “idea
context” because the framework seeks to expound on the beliefs and ideas of a particular
phenomenon being studied, what is going on with the variables in the study and offers a tentative
theory and graphic reference to what is being investigated and studied (Maxwell, 2013). Lastly,
the conceptual framework provides an explanation as to the beliefs, assumptions, and ideas of the
Knowledge Influence Knowledge Type
Case Administration staff need to prioritize work in a manner
that will ensure pleadings are docketed within 24 hours from
being filed with the court.

Metacognitive
Case Administration staff need to understand case procedure
progression necessary to review cases and properly determine a
correct course of action in each case.

Case Administration staff need to know how to accurately enter
complex orders pertaining to motions, notices, and hearings.

Procedural

Metacognitive
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 52

stakeholder’s relative to the organization’s goal and each of the two interact with each other to
bring forth desired performance objectives and organizational goals.
Figure 1 is a graphic reference of the conceptual framework used in this study to convey
the relationship between the organization, the stakeholders, public service motivation (PSM)
theory, and the organization’s goal to explain the influence on the stakeholder’s engagement and
motivation in completing daily case management tasks in a timely and accurate manner. First,
the blue circle represents USEC as the organization of the study, and the court leadership within
the organization responsible for the organizational policies, procedures, and performance
objectives. Second, the stakeholders and focus of the study are characterized by the green circle
which sits inside the organization and are critical to the performance of the court and the
specified organizational goal which is referenced at the bottom of Figure 1. Additionally, sitting
inside the stakeholder circle is the PSM phenomenon which is represented by the gold circle.
Public service motivation (PSM) provides an additional lens in which the stakeholders
performing within this model, would express and understand role importance, welcome clear
goals and expectations, promote public service values, and display engagement with a focus on
professional development and mastery of skills through creative learning solutions (Buelens &
Van den Broeck, 2007; Rainey & Bakker, 2015; Wright, 2007). Last, the employee’s knowledge
and motivation are depicted by two small circles that are nested within the PSM circle and
impact the employee’s motivation and engagement in the performance of case management
responsibilities.

ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 53

U.S. Emergence Court Cultural Models:
Organizational support and encouragement,
creative development and autonomy; leading by
example to promote public service values;
engaged with a focus on creative learning
solutions.
U.S. Emergence Court Cultural Settings:
leadership support, peer to peer mentors/models,
and communicate learning philosophy.
Case Administration staff
Stakeholder Goal
By August 2019, all Case Administration staff will complete case management tasks
in a timely and accurate manner 98%-100% of the time.

Figure 1. Conceptual framework: Interaction between the organization, stakeholders, and the stakeholder’s
goal.

Public Service Motivation
Case Administration staff: understand role
importance

Case Administrator Knowledge
Metacognitive: Understand role
importance

Procedural: Understand impact on
public interest

Metacognitive: Understand work
prioritization, proper course of action,
and correct order/entry

Case Administrator Motivation
Self-efficacy: seeing value in
contributions and capability

Goal orientation: engaging in training
and professional development

Value: understanding the importance of
the mission to achieve the goal

Value: recognizing views and beliefs are
an important fit of the organization
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 54

The organizational influences are critical to the study and were chosen because when the
organization provides direction about goals and performance expectations, the employees will
succeed in his or her role. These organizational influences are imperative to the study so
additional recommendations for organizational practice in the areas of knowledge, motivation,
and organizational resources can be further established and improved. The motivation influences
were chosen because they demonstrate public service values, convey the importance of the
organization’s mission, and relate the importance of engagement. These motivation influences
are important to study because it is the intrinsic and self-interest motivation that are relevant
under PSM and will facilitate employees achieving the goal of 98% to 100% timely and accurate
case management work. Lastly, the knowledge influences include metacognitive and procedural
knowledge and were chosen because they are essential to providing efficiency and quality in the
day to day case management responsibilities in which employees offer their public service
assistance. These knowledge influences are important to study because it is imperative that
USEC’s Case Administration staff meet the goal of case management being timely and accurate
98% to 100% of the time by October 2019. Each of the influences results in a change in the
individual’s knowledge, behavior, and improvement in overall organizational performance
resulting in goal achievement (Clark & Estes, 2008; Mayer, 2011).
In summary, the conceptual framework provides the scaffolding or the “lenses” to be
used to study the phenomena based on a particular discipline and interest of the researcher
(Meriam & Tisdell, 2016). The researcher is a public service leader within the organization
being studied and maintains an interest in the field at large. The purpose of this study was to
analyze and assess the organizational culture, and the Case Administration staff members
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 55

knowledge and motivation to better understand the public service role relative to public service
motivation and engagement.
Data Collection and Instrumentation
This study utilized a qualitative research method approach. The research design was
evaluation, which provides an in-depth analysis of a phenomenon that is bound by time and
activity using a variety of data collection procedures (Creswell, 2014). The study occurred in the
natural setting of USEC and included 12 employees who have similar roles and are responsible
for case management tasks. Qualitative data collection methods were used to understand,
analyze, and provide action research that is relative to the phenomenon influencing the
organizational culture and context, and the Case Administration staff members’ knowledge and
motivation related to completing case management tasks in a timely and accurate manner. The
data for the study resulted from interviews and document analysis related to case management
responsibilities. Through an inductive process, the data is organized into themes (Creswell,
2014). The study began with one-on-one interviews utilizing a semi-structured interview
approach to guide the study.
Interviews
Interviews were chosen as one of the primary data collection methods for this study. The
interviews allowed in-person conversations to occur from asking detailed questions relative to
experience and behavior, opinion and value, and one’s feelings and knowledge that are specific
to events or experience (Bodgan & Bilken, 2007; Merriam & Tisdell, 2016; Patton, 2002).
Additionally, interviews allow the researcher the opportunity to observe the participants’ actions,
body language, and verbal behaviors (Bodgan & Bilken, 2007; Merriam & Tisdell, 2016; Patton,
2002). The use of qualitative interviewing is recognized as an approach to understanding the
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 56

social constructs surrounding a particular phenomenon in which a great amount of flexibility is
present to discover themes, topics, and issues during the study (Edwards & Holland, 2013,
Patton, 2002).
The interviews were conducted in a semi-structured approach using open-ended
questioning which removes the potential of a predetermined response or a standard fixed
response (Gall, Gall, & Borg, 2003; Patton, 2002; Maxwell, 2013). The questions were designed
to recognize themes across the case administration staff’s knowledge of case management
responsibilities and their capability in decision making, their understanding and fluency with
operational policies and procedures, their motivation for remaining productive and engaged with
case management responsibilities, and their perceptions of the direction and information about
the court’s goals and performance expectations. Additionally, the questions inquired into the case
administration staff’s motivation to obtain mastery and interest in learning opportunities for
professional development and addressed their sense of self-efficacy in their public service
performance and their perception of the impact they have within the court.
Documents
Documents that are written, visual, and electronic as well as artifacts of things or objects
within an organization may be useful in understanding an organization’s culture (Merriam &
Tisdell, 2016). The ability to review documents that exist prior to this research study allows for
emergent insights, consideration to be gleaned from written evidence, and provides composed
verification of organizational procedures and processes which may not be available through other
collection methods (Creswell, 2014; McEwan & McEwan, 2003; Merriam & Tisdell, 2016).

ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 57

The documents reviewed during the study included an electronic format of operational and
historical documents contained within the court’s operations manual, which included the
bankruptcy local rules and codes. Analyzing these documents offered several benefits. First,
assessing the documents confirmed responses provided during the interviews, which offered
triangulation between the interview data and document analysis (Merriam & Tisdell, 2016).
Second, a review of these documents helped identify and explain central court concepts,
operational norms, and specific court terminology. Last, considering the conceptual framework
for this study, a review of the documents provided further elaboration on the knowledge,
motivation and cultural context of the organizational issues and concerns relative to the problem
of practice.
Data Analysis
Data analysis involves a rigorous process of searching, sorting, organizing, and coding all
data that is generated during the research study into a systematic archive (Bodgan & Bilken
2007; Merriam & Tisdell, 2016; Yin, 2014). In qualitative case studies, data analysis provides
answers to what and how something occurred, which leads to the development of categories,
themes, or patterns that seek to answer the research questions (Merriam & Tisdell, 2016). The
inductive and deductive analysis takes place as the researcher works back and forth in
developing all-inclusive categories, themes, or patterns, and also to ensure the research evidence
that supports each category, theme, or pattern is relevant (Merriam & Tisdell, 2016). Interview
data was collected, and data analysis began during the interview data collection using ATLAS.ti
software. After each of the interviews, an analytic memo was completed to capture the
researcher’s reflections, and to identify themes that aligned with the research questions and
conceptual framework. After each interview, the transcript was analyzed using empirical coding
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 58

related to the study’s conceptual framework that addressed the organizational, motivation and
knowledge influences. After the empirical coding was completed, the data were converted to
axial codes to identify themes related to the study’s conceptual framework. A qualitative,
themes’ codebook was maintained throughout the interview data analysis.
Findings
The purpose of this study was to determine the Case Administration staff’s capacity to
ensure that case management tasks are 100% compliant in order to increase timeliness and
accuracy. The participants were Case Administration staff who were considered mid-career
professionals with four to 15 years of work experience. Twelve individuals were interviewed.
Among them were two males and 10 females, all which were full-time employees. A variety of
years of experience are represented. Three of the 12 employees had between four to seven years
of experience, eight of the 12 employees had eight to ten years of experience, and one employee
had 14 years of experience. Table 5 provides the employee and the years of experience for each
participant interviewed.

ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 59

Table 5
Years of Experience of Case Administration Staff

Employee Years of Experience

1 9 years
2 14 years
3 9 years
4 8 years
5 8 years
6 4 years
7 9 years
8 8 years
9 7 years
10 8 years
11 7 years
12 8 years

The data were collected over a series of individual interviews with 12 participants,
followed by a review of the operations manual. This chapter presents the findings. The main
themes that emerged from the interview data and the document analysis were as follows:
1. Case Administration staff expressed Public Service Motivation (PSM) through their
views and beliefs and consider their contributions valuable.
2. Despite continual organizational change, Case Administration staff remain intrinsically
motivated and do not rely on the court for communication about mission related goals or
incentives to encourage performance.
3. Case Administration staff reported being open to peer-to-peer mentors and professional
development opportunities but felt they lack time due to day-to-day case management
responsibilities.
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 60

4. Case Administration staff reported the operations manual is a resource but not a
replacement to their own notes, nor are staff confident in finding answers to complex and
challenging case questions.
5. Case Administration staff prioritized case management tasks (i.e., new case filings, case
digit reviews, fee collections, case discharges and closings, and running reports) based on
the urgency and importance of the tasks and possess procedural knowledge due to
repetition.
6. Despite continual organizational change, Case Administration staff are not provided
consistent specialized training for complex, challenging case matters and rely on Data
Quality Analyst (DQA) for answers.
In the following section, these emerging themes from the study are presented and evidence is
provided from the raw data collected in interviews with 12 Case Administration staff and
document analysis.
Theme 1: Case Administration Staff Expressed Public Service Motivation Through Their
Views and Beliefs and Consider Their Contributions Valuable
All 12 Case Administration staff reported that the court was a chosen employer at the
time they were seeking a job. All of the 12 Case Administration staff stated they had previously
worked in the public sector providing customer service or functions of legal assistance in an
office or court environment. Their responses indicated that having the opportunity to work in the
public sector assisting the public through various aspects of case management and customer
service was a highly sought-after role. For example, the question that probed for why public
service was considered and whether the participants viewed their role as making a difference to
the public elicited noteworthy replies. Employee 11 mentioned, “The courts are more service-
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 61

oriented, and I like helping people.” Being service oriented also agreed with Employee 8 who
stated, “The customer service aspect of public service interested me the most and getting to help
people make a difference in their lives was important to me.”
This belief and pleasure providing customer service is also shared by Employee 1 who
offered, “I had previous customer service experience working in a court and I really enjoyed it,
so when I was looking for a job I looked to another court.” Further characterizations of being a
public servant and working within the court environment were described by the Case
Administration staff. These employees share a sense of empathy. Employee 8 further
emphasized, “We are public servants and we are fulfilled by our service to be courteous and kind
to all people. The sense of being fulfilled was shared by Employee 12 who commented, “This
was an opportunity for growth, personally and career-wise, and I feel like when I offer services
to the public, I am also improving my interpersonal skills.” The feeling of fulfillment by
providing courteous service and showing empathy was further described by Employee 9:
Yeah it is a government job, but I like being able to help people who come into the court
in dire straits and be able to walk them through a process to get the right answer or
action. It is a kind of selflessness role and you get to be a part of something bigger
because it is more than just work because you are helping people.
In addition to a desire and dedication to the public, Employees 9 and 10 responded in
similar fashion and offered, “I believe everybody in this court does a good job and many of us
realize it is not just about our particular jobs but service,” and “It is motivating to get positive
feedback when people want to let us know they are grateful for our help and how they were
treated in our court.” In part, three Case Administration staff also shared their particular needs as
public service employees. Employee 2 mentioned, “I like what I do here. For me, it wasn’t so
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 62

much about helping the people because I have always worked with the public. For me, it was
obtaining a stable job.” The stability of a public service career also agreed with Employee 3 who
conveyed, “I have always had an interest in the legal area, and I enjoy the good benefits of a
federal job. Employee 9 described the prestige of the position stating, “Working in the federal
courts is very big, and I like the distinction.”
The next question probed for whether or not the participants ever considered switching
jobs to work in the private sector. Four staff openly shared opposition to returning to the private
sector for reasons such as work-life balance, benefits, and overall job satisfaction. Employee 5
noted, “In the private sector my hours would fluctuate, and I did not have as much of a set
schedule as I do here and the benefits were not as comparable.” Responding in a similar fashion
to the conditions within the private sector, Employee 12 shared, “I worked in the private sector
and I do not have any complaints, but it would not be an environment I would go back to after
having an opportunity to work in the court.” Similarly, stressing the experienced differences
between public and private sector employment, Employee 11 mentioned, “I worked in the
private sector prior to coming to the court, and it is very different in comparison to being here.”
The participants clearly articulated the distinction between the public and private sector work
conditions they had been exposed to. Frankly, admitting displeasure of the private sector
environment, Employee 7 disclosed, “The organization where I worked was not about helping
people but more focused on the company making money. So, that bothered me and drove me to
look for work where I could help or make a difference.”
Public Service Motivation (PSM) is a strength and supports the relevance of the PSM
theory in this study. Public Service Motivation (PSM) has an overall relationship between the
organization and the stakeholders’ motivation concerning their job performance. Several authors
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 63

confirm PSM empowers an individual with a pre-disposition to helping, and these are the types
of employees that display altruistic intentions to work within a public service organization where
there is a belief or call to duty to assist others. It is this preconditioned state that influences career
choice and preference (Anderfuhren-Biget et al., 2010; Alonso & Lewis, 2001; Bright, 2009;
Moynihan & Pandey, 2007; Perry & Wise, 1990; Wright & Grant, 2010). The PSM phenomenon
helps to understand why the stakeholders of this study convey role importance, promote public
service values, and actively engage in their case management tasks. Some of the most commonly
shared responses of a public service career communicated by the Case Administration staff
include a chosen field of employment for the distinction in government work, being part of a
significant cause, the career stability and benefits, and precisely the capability to help people and
make a difference. All 12 Case Administration staff interviewed, expressed PSM through shared
views and beliefs as a public servant. The data suggests a strength exists among the Case
Administration staff in their views, beliefs, values, and contributions as they serve with a shared
awareness and alliance to public service.
Theme 2: Despite Continual Organizational Change, Case Administration Staff Remain
Intrinsically Motivated and Do not Rely on the Court for Communication About Mission
Related Goals or Incentives to Encourage Performance
In pressured environments where change is persistent and a critical necessity exist for
meeting endless internal standards to achieve external mandates, having intrinsic motivation
amongst staff is a significant virtue. All 12 of the Case Administration staff reported that the
court provided an environment in which everyone is accountable for their respective case
management tasks, and there is a mutual assumption regarding the level of responsibility
expected. The question that probed for whether the participants thought the culture of the
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 64

organization permits autonomy or offers creativity in job performance produced an array of
answers. Several of the Case Administration staff focused their responses primarily on the
overall structure of the job. Employee 3 stated, “We are very independent when it comes to
doing our jobs and we are assigned certain case digits that we are responsible for.” This level of
independence also agreed with Employee 5 who added, “I would say we certainly have
discretion and judgment as we go about our jobs and I think you certainly use judgment to do
something that has not exactly been instructed.”
Additionally, similar insights of accountability and trust were shared as Employee 10
mentioned, “We are trusted to do the work on our own, and the responsibility to complete all of
our required tasks.” Meanwhile, Employee 9 described an aspect of self-reliance that exist in the
work environment, “I would say yes. This job is pretty self-driven and we know we are relied
upon to perform good case management work. There is no constant oversight and we have a
great deal of independence.” Three Case Administration staff offered insights which narrowly
concentrated on the actual work processes and not on the structure of their job.
According to Employee 1, “Creativity can exist because we have to sometimes figure out
a way to process and finalize documents in cases when there are gray areas.” Expressing
creativity as a result of the gray areas or through the completion of tasks was also recognized by
Employee 4 who mentioned, “I feel like the only creativity we have is how we choose to
complete our daily tasks and in what order.” Another perception concerning creativity in the
work to be done was also recognized by Employee 2 who agreed, “Since we work
independently, and have a lot of job duties, there are certain things we can do differently than
someone else or we can do it in a way that makes the process better.”
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 65

Meanwhile other Case Administration staff shared their opinions of creativity only in the
realm of having the ability to suggest ideas. These participants shared very similar thoughts and
as Employee 12 mentioned, “I think the only creativity we have is to bring our ideas to our
supervisor if we are suggesting to streamline a process, which always seems welcomed.”
Bringing forth a new or easier process was also communicated by Employee 1 who offered,
“Usually everyone is pretty much open to a better way or easier way to perform a case action in
ECF [electronic case filing system].” Taking the initiative to suggest making a case action easier
or even a case process better paralleled with Employee’s 9 beliefs who emphasized, “Being
creative is always an option when you have good input on ways to advance or change a process
to make it smoother.”
Opposing thoughts of creativity were also discussed. Several Case Administration staff
disclosed that they did not feel they could be creative, nor did they consider autonomy in job
performance. This may suggest that while they believed they are held accountable for their tasks,
they did not consider having much autonomy because of specific processes and procedures in
place. Therefore, in their opinion this constituted a lack of creativity in performance as Employee
11 firmly stated, “I do not think creativity is an option because our job tasks are repetitive and
we have to follow certain steps.” This same sentiment implicating the extinction of creativity
was also divulged by Employee 4 explaining, “Managing events in a bankruptcy case is pretty
dry. I do not think you can be super creative with it.” Due to the repetitive nature of the job tasks
and the discipline of bankruptcy work Employee 5 further admitted, “No way can we be creative
in our jobs. The instructions we receive inform us about how things should be done or should not
be done.” The attentiveness to what is authorized in case management tasks agreed with
Employee 7 who offered, “There is no chance to be creative, we have to be careful how we
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 66

interpret anything, and we cannot just delve into it and just do things how we want.” It was
definitely clear from these participants that creativity was a deficient factor in their jobs and
Employee 6 vividly described the familiarity of the monotony and uniformity required in the
Case Administration staff’s job tasks:
We definitely have to adhere to the rules and procedures that are set in place and I think
we are limited by statutory guidelines and rules that require things to be done a particular
way. I constantly want to use my energy towards being creative. But I believe the scope
of our work greatly limits a lot of creative opportunities.
The Case Administration staff varied in their responses and perceptions to autonomy and
creativity in job performance. Being interested in what kept the Case Administration staff
motivated to do the work, the next question probed for participants to describe a work
environment in which they felt productive and engaged. The responses shared by the participants
suggest an atmosphere of networking and team work as Employee 11 mentioned, “When
everybody is interacting with each other, talking, and physically getting up to intermingle.”
Similarly, Employee 4 stated, “For me physically interacting because we have gotten away from
face to face interaction. We rely heavily on email and instant messaging. It would be nice to just
talk things through in person sometimes.” Also, in harmony with the others expressing levels of
physical interaction and contentment, Employee 3 offered, “An environment in which things are
fair and everybody is professionally interacting and treating each other with respect.” Employee
9 rationalized, “I am pretty minimalistic. As long as I have all of the necessities to do my job, I
remain productive and engaged.”
These positive expressions concerning what constitutes being engaged and productive
were further discussed as Employee 12 mentioned, “I feel most productive when I probably have
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 67

a half a day at my desk and a half a day spent doing something else away from my desk in which
I am helping in other areas.” Employee 8 positively expressed the need for kindness by sharing,
“I feel like everyone needs to smile, have fun, and be kind, which is what keeps me productive
with my tasks and engaged with others.” Amid the similarity in responses, the overall inclination
is the Case Administration staff considered interaction, communication, and being sociable as
important workplace requirements for productivity and engagement in the workplace.
While the Case Administration staff are mindful of a work environment in which they
feel productive and engaged, another question probed whether or not the participants felt
opportunities for advancement were present, and if not, did it impact their motivation to
perform? More than half of the Case Administration staff expressed frustration that there were
not advancement opportunities because of the size and organizational structure of the court.
Employee 6 mentioned, “Sometimes the lack of promotional opportunity makes me want to
come to work and just do the bare minimum.” This perceived structural deficiency was also
echoed by Employee 10 who indicated, “I do not think there are promotional opportunities
because of our operations structure and the fact that there are limited positions for Case
Administration Staff to advance to.” The limited focus on the actual structure and arrangement
of staff was affirmed by Employee 9 who added, “Since we have three offices, I think we see
more promotions available where the most staff are.” Further opinions were shared about the
lack of opportunities while expressing the importance that the workload would need to change or
through attrition advancement could occur. Employee 3 implied, “Unfortunately advancement
may depend on whether there are increases in case filings which could require the need for more
staff and if people retire.” Employee 4 described the federal government’s permanency as an
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 68

effect that creates lack of opportunity declaring, “It is the federal government and it is tough to
move around because people stay in their jobs. They are whole-lifers.”
Meanwhile, one-third of the Case Administration staff reported they did believe there
were opportunities. Employee11 responded, “I feel there is opportunity for advancement here,
but it may not always be in a department or a position you are qualified for.” Agreeing that
opportunities exist, Employee 9 offered, “I feel there are some opportunities each year, and I can
say that I have actually applied for some.” Based on feelings surrounding the lack advancement,
it was also advocated that advancement may require waiting your turn or obtaining tenure as
Employee 7 alluded to, “I feel that there are opportunities, but I am still not as tenured in my
career compared to my co-workers. So, I am not too worried if I am not presently getting a
promotion or advancing.” Similarly, Employee 1 offered, “I feel like there are positions to
advance to so I always just do the best that I can even if I am not getting a promotion right
away.”
Finally, a question that probed for whether the participants thought that the court
provided direction or information about organizational goals and performance expectations,
provided further context to the organizational and authority structure. All 12 of the Case
Administration staff referenced receiving information and updates about different things going
on in the court during the monthly town hall meetings. However, several employees also stated
they did not receive information in which leadership discussed actual court goals. Nor had they
ever been provided opportunities to comment or ask questions about the court’s goals. Employee
6 cautiously replied, “I do not know if we even have departmental goals.” Referencing internal
communications that provide general news, Employee 9 identified, “There is general information
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 69

on The Buzz [the intranet site] that can be read. However, that is normally not related to goals or
even performance targets.”
The staff collectively believed goals for the Case Administration staff are ensuring
excellent customer service and processing orders timely. The Case Administration staff could not
speak about specific or overall goals or performance directives that pertained to the entire
organization. Specifically, Employee 4 relayed, “I know each of the different departments have
meetings but we never hear about all the goals within the court.” Employee 4 further described
the lack of communicating a shared vision or the interrelated departmental performance
objectives by stating, “Leaders should share goals with all staff and ask for input on goals from
each of the departments and mutually as a court since we are split into different departments,”
Expressing the same discontent agreed with Employee 6 who detailed, “I do not think we [all
court employees] receive enough information about the goals of the court, and maybe it is a
chain of command issue.” Meanwhile, Employee 11 recalled a discussion concerning a mission
statement and shared, “A while ago we came up with a mission statement, but I do not think any
future goals were set in place.”
To sum up questions within this theme, the last question probed the participants for any
further advice to share with leadership. Interestingly, similar areas emerged that related once
again to communication about court goals, the court’s performance management process, and
lack of employee recognition. Specifically, the concern of receiving limited information about
goals and individual performance was reiterated by Employee 5:
The information provided about the court’s goals is minimal and I think that could
improve along with our performance evaluation system. If I mess up, I may hear about it
right away, well I would also like to hear about when I am doing well too.
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 70

Describing how employees would feel if they received encouraging and supportive
acknowledgement from supervisors, Employee 10 stated, “It would be nice to hear accolades and
get thank you notes and those kinds of things. I think that just creates good morale and lets
people know they are appreciated.” The importance of hearing from leadership as it relates to
court goals or the overall performance expectations was supplemented by Employee 7 who
acknowledged, “I would like to have more feedback because I am an employee that cares about
my job. For me, I want to know how I am doing, the things I need to do better and whatever
else.” Further describing how to enhance the performance management process to make it more
personal, Employee 6 suggested, “I think it would be better to have smaller snapshots about our
performance instead of only once a year.”
Again, as it related to the court’s goals, the most common responses were to receive more
information. Employee 12 stated, “I like a lot of communication. The more about what is going
on sometimes the better.” Conceding with the notion that employees should receive more
information agreed with Employee 9 who mentioned, “I think we could receive more
information in some instances, because sometimes it feels like they [leadership] are hiding
something, and it creates tension when staff feel they [leadership] just are not telling us for
whatever reason.” To further place more emphasis on more communication, Employee 1
suggested, “The court should continually improve overall communication and make it a priority
to let the staff know how much they are appreciated for their work efforts.” Additionally, other
Case Administration staff were of the opinion that when decisions are made which impact the
way they do their jobs, those decisions or changes may not always be elaborated upon. Employee
5 mentioned, “When information is received from leadership, it would be nice to have the
assurance that our direct supervisors are passing it along.”
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 71

Nevertheless, several Case Administration staff provided strikingly positive comments
and had no criticisms as Employee 2 declared, “I think our environment is great.” Employee 4
complimented leadership expressing, “I think everyone [leadership] makes themselves available
and I think we have wonderful leadership.” Reiterating the last compliment of leadership,
Employee 7 harmonized, “The leadership we have now is probably the best since I have started
here.”
Despite concerns with promotional opportunities being unavailable, the absence of
communication about organizational goals, and insufficient performance management
discussions and employee recognition, the Case Administration staff expressed satisfaction with
their levels of autonomy, levels of conveyed trust, and accountability. These positive feelings are
assets to the court’s culture. Perhaps this asset can assist the court’s leaders in deriving
information systems that will promote symmetry between staffs’ performance and the court’s
goals and objectives. It is evident from the data that the Case Administration staff desired more
information and wanted to be increasingly aware of how to their performance aligned with the
requisite objectives of the court and the direction in which the court is focused. Kluger and
DeNisi (1996) contend that learning, motivation, and performance will be enhanced further when
individuals are provided clear, relevant, and challenging goals. When individuals are presented
with the potential for goal achievement there is greater self-knowledge and an awareness to
increase performance (Pintrich, 2003; Pekrun, 2011). Also, organizational performance and
productivity are enhanced when expectations are clearly communicated and can be aligned to
goals (Clark & Estes, 2008; Guzley, 1992; Hackman & Johnson, 2009).

ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 72

Theme 3: Case Administration Staff Described Internal and External Challenges and
Reported Being Open to Peer-to-Peer or Mentors and Professional Development
Opportunities but Feel They Lack Time Due to Daily Case Management Responsibilities
The study’s data suggest there are internal and external challenges faced by the Case
Administration staff concerning the structure, policies, and resources within the court. The
question that probed for what the participants considered a challenge, elicited several common
areas. Employee 6 identified an external challenge of the job signifying, “We have to be very
careful what we say because it could be misconstrued as legal advice.” Likewise, Employee 1
stated, “Trying to provide as much information as possible to help the public without giving legal
advice because you do not want people to feel like you are avoiding trying to help.” The caution
to provide the right amount of information and not violate public service protocol was shared by
Employee 10 who expressed, “It is tough not to give legal advice because you want to help
people and make the process easier for them.” Being careful with instructions to customers as
well as trying to also provide good customer service was further relayed by Employee 9:
While we are all here to serve the same purpose, the job becomes challenging when you
are trying to make sure everything you do is accurate, without the presumption of giving
legal advice. Being careful as to what you share with debtors and that you are trying to
answer their questions the best you can.
From an internal perspective, Employee 5 offered, “We have to keep up with new
policies as the rules and the laws change and we have to change too in how we do our case
management work.” The requisite to keep up and also maintain knowledge was a key factor
mentioned by Employee 11 who defined it as, “Challenging to figure out how to remain
knowledgeable about so many different aspects of our case management work.” Further,
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 73

Employee 9 described how the work can be an internal strain on Case Administration staff by
explaining, “The daily work can be a little straining and monotonous so it would be nice to have
something that breaks up the day.” While the Case Administration staff expressed the desire to
learn or do other things to break up the monotony, Employee 8, speaking discretely, shared that
an internal personal challenge was, “Trying to keep a positive attitude amongst the current
morale and being efficient in offering the right services to the public.” This particular comment
was surprising considering the 11 other Case Administration staff expressed pleasant and
positive feelings and associations within the current work environment and conveyed a state of
being intrinsically motivated.
There is an apparent attitude that the Case Administration staff are savvy enough and
keenly aware of case management expectations. However, the legalistic constraints and the
routine case management requirements revealed that the Case Administration staff may be
feeling the work at times is less than desirable. Employee 6 confided, “Sometimes I feel like my
job does not feel like a challenge anymore.” In agreement, several other responses indicated
decreased drive and interests as Employee 8 mentioned, “Sometimes I can get in a little slump,
and I would like to have something new or different to do.” Along those same lines expressing
the desire to be challenged and to do more agreed Employee 12:
The tools we use electronic case filing, case management assist, and email are helpful to
our jobs, but it would be nice to use other software or resources to learn something new
that we could implement into our daily jobs or to even help in other departments.
The participants continually expressed the importance and desire to do more, to do something
different throughout the day, and ways to boost productivity. Employee 7 confirmed, “For me, I
will volunteer to do things that come up just to be able to learn to do something different.”
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 74

Interestingly, another internal challenge was shared by Employee 3 who referenced a slight area
of contention concerning different work ethics amongst Case Administration staff and stated,
“The same level of participation and work ethic by everyone would be greatly appreciated.
Sometimes some of us work harder than others.”
There was no doubt areas of displeasure and boredom relating to job tasks appeared to be
a concern for most of the Case Administration staff. The next question probed for whether or not
the participants thought professional development and learning opportunities were encouraged.
Several responses elicited an absence of a clearly defined or structured program. All 12 of the
Case Administration staff mentioned the annual clerk’s office training held for all court staff, but
no mention of other scheduled or continual learning events. There is an awareness of the
importance of training for their respective jobs as Employee 9 agreed:
We can always use training on case management policies because the laws change all the
time, but it would be nice if we were just asked, what do you need help with or what
would you like to have offered to you.
Meanwhile Employee 12 described the process of self-selection and taking the initiative to find
such opportunities by sharing, “I would not say I receive any continual learning opportunities. I
try to find my own from anything that is offered through the FCJ [Federal Judicial Center] online
but is never because my supervisor encouraged me to do so.” Employee 5 reminisced on the past
endeavors for training and learning in the court and described an environment that seemed quite
resourceful, “We previously had an active educational program where you were expected to take
educational courses throughout the year.” Likewise, Employee 7 agreed to once again having an
environment that previously existed indicating, “We need a program that offers refreshers or has
training more often on new policies that come into play.”
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 75

While the Case Administration staff continued discussions concerning the absence of the
program there was also brief reminiscing and a desire to disclose the time frame in which the
training program dissolved. According to Employee 1, “I have not seen classes offered like there
used to be for years, like when I first started.” Employee 8 calculated and unveiled the lapsed
span of time in which an actual training program existed by implying, “It has probably been over
two years since I recall a training program or taking training courses when we had an actual
training coordinator.” Further belief in a training program and its importance was explained by
Employee 11:
We do not have that training program we use to have. We really need a program that is
easily accessible because we need to know what we are supposed to be doing as we
manage cases. We need training that tests your knowledge, helps you to continue to learn,
and some incentives to keep you interested.
All 12 of the Case Administration staff responded that professional development and
training being offered would be quite beneficial not only for breaking up the monotony but for
the sake of remaining knowledgeable. Further mention of the types of classes as well as the
positive impacts were suggested by Employee 6, “We need other classes besides case
management and procedure classes. I would be interested in other topics like leadership,
management, presentation skills, and other business topics.” Employee 12 expressed a much
broader view of training programs declaring, “I think being able to participate in a training
program would allow us to be open to suggestions and new ideas, and that is always a good
thing.” Employee 10 described the ability to participate in training for personal and professional
growth would benefit both the employee and the court by suggesting, “Providing training to all
of us on a regular basis would be beneficial for everybody. We could come up with better
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 76

solutions, the court would be more efficient, and also other optional training to help us build
ourselves professionally.” While there is an eagerness to have training options, there is also
hesitation and expressed concerns with scheduling as Employee 2 shared, “I would love to attend
sessions regularly, but how would we fit training into the daily schedules?” Similarly, Employee
5 also spoke of skepticism by posing the question, “How would we be permitted to attend and
still be on task with our case management requirements, ensure certain things are processed, and
provide regular checks in CMA [case management assist] of our case digits?”
The Case Administration staff’s attitudes towards professional development and
enhancing knowledge are important at the organizational level as well as the individual level. All
12 of the Case Administration staff expressed great interest in developing expertise or for
maintaining competencies that could produce greater work efforts and efficiencies. As a result of
this thirst for knowledge, the following question probed for whether or not the participants
thought implementing mentors or peer exchange groups within the court could encourage their
training and learning. All of the 12 Case Administration staff interviewed thought it was a great
idea to develop an opportunity to draw on the experience of others. Employee 3 shared, “I think
we would all be open to it, it is just trying to figure out how it would be implemented because it
would be a change.” Sharing in the excitement of the suggestion Employee 5 agreed, “My peers
would be great because it will be a little less stressful because you don’t feel like there is an
authority figure watching over you.”
This willingness to learn from peers brought forth continual praise as Employee 9
identified positive outcomes for the Case Administration staff and mentioned, “Having a mentor
program provides the purpose of learning something from someone else and also for that person
[the mentor] to be better in their job in the process.” Responding in similar fashion to the thought
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 77

of learning from someone who shares your same job responsibility, Employee 8 harmonized
about the proposed idea and added, “Peers can be good to motivate you and push you to be better
at your job.” Specifying the benefits of mentoring but also offering a practical explanation of the
viewpoint associated with mentoring, Employee 6 rationalized:
I think it is good, but it depends on who the mentor would be. You have to have a certain
type of personality to mentor someone. You know, a certain type of demeanor in order
for people to want to learn from them.
The study’s data suggest the court has not attempted to reinstate its previous learning and
educational program. Training and learning occur reactively as new policies or procedures are
discussed and at the annual clerk’s office training, which is really an event for all staff. It is
evident the Case Administration staff believe training would be beneficial to them, they
recognize the value in learning and expanding their knowledge, and they would be pleased to
have their peers as mentors or to be a mentor. The lack of a formal training and the absence of a
learning program is recognized as a gap. However, the data suggest a strength exists among the
Case Administration staff’s attitudes towards professional development. Moreover, the
leadership can use this enthusiasm towards learning to create new levels of productivity,
engagement, and job satisfaction for launching new goals, objectives, and opportunities.
Berbary and Malinchak (2011) offer, the existence of learning opportunities for continual
professional development allows staff to develop expertise and improve performance, and these
opportunities enrich employees’ expertise which supports mission fulfillment (Creth, 1989; Guo,
2014). Additionally, organizations that allocate time for learning activities acknowledge the
importance of learning, which embraces individuals’ creativity, innovation, problem resolution,
and encourages collaboration (Berbarry & Melinchak, 2011; Hendry, 1996; O’Rordan, 2013;
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 78

Schwandt & Marquardt, 1999). Lastly, in a learning culture, guidance and support, by
experienced colleagues provides a more significant transfer of knowledge, skills, and experience
through informal interactions and increases job satisfaction and performance (Kim, 2011;
Ramalho, 2014).
Theme 4: Case Administration Staff Reported the Operations Manual is a Resource but
Not a Replacement to Their Own Notes, Nor Are Staff Confident in Finding Answers to
Complex and Challenging Case Questions
Several resources were identified as being useful to the Case Administration staff in
completion of case management tasks. The question that probed for whether or not the
participants felt certain resources helped or hindered their ability to perform case management
responsibilities fashioned mixed reactions. Most of the Case Administration staff offered
information that was primarily focused on the court’s operations manual. Less than half of the
Case Administration staff reported favorable attributes of the operations manual. Of the
favorable items mentioned, Employee 7 stated, “If I need something from the manual, I typically
search for it and not a lot of people know how to search it.” The nature of how it is handy was
further described by Employee 12 who disclosed, “I use the manual to look at sections that are
helpful when doing aspects of case work. It has good pieces of information in there.” While
further expressing the importance of the operations manual, Employee 8 offered, “I think it is an
effective resource and it helps us with our jobs just like our other case management tools.”
Likewise, Employee 9 agreed, “It is pretty efficient considering the number of amendments
made to it.”
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 79

There were also several Case Administration staff that openly conveyed doubt
concerning the operations manual usefulness and signifying it was difficult to use when trying to
ascertain answers in complex matters. Specifically, Employee 5 noted:
There is a lack of clarity in the way it is written and hard to find answers. Not only can
some of the case management work be complicated, it is challenging to look at the
manual to try and find out how to do something.
With the lack of searching capability and separate sections, Employee 1 agreed, “Sometimes
trying to search the operations manual is hard because some things are in unrelated sections.”
Meanwhile, Employee 2 discussed the perceptions of Case Administration staff asking questions
even though the operations manual exist to help. “Often, I feel, if we are not supposed to ask
questions and rely on the manual for answers. If so, then it should be clearly written.” From these
responses by the Case Administration staff, it is evident there are frustrations with the operations
manual vividly expressed by Employee 3:
The operations manual is a big challenge. I think it is written in a way that you are
already supposed to know the answer. You have to decide what area of the manual you
should be looking in, and if you are wrong, you will have to look in several areas to try
and find the information.
Responding in a similar manner to the levels of complexity within the manual, Employee
11 shared, “I understand everything cannot be in there, but there are so many variables to case
management work. It could be improved.” Employee 3 elaborated, “Previously the manual was a
training manual with step-by-step instructions. When it became the operations manual, a lot was
removed, the step-by-step and the how-to information.” As a final note of discontent with the
operations manual Employee 6 offered:
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 80

It is disorganized a little bit, and sometimes the instructions are a little bit less than
detailed. You do not really know if you have found the right answer or not. We also have
a process of marking a case action wrong using an internal software tool called CMA. I
do not like to mark a problem for someone because the answer may not be in the manual,
or it is in the manual but written a certain type of way that is unclear.
The opinions regarding the inability to search and the lack of clarity is a concern by more than
half of the Case Administration staff. The data further suggest that for greater levels of efficiency
and consistency, the operations manual currently hinders this ability.
While the Case Administration staff shared mixed responses to the resourcefulness of the
operations manual, it is apparent that all of them recognize it as a necessary tool in relation to
their job. Employee 9 mentioned, “The manual is our first resource and it is structured to keep
everybody on the same page, following the same guidelines, even with the gray areas that exist.”
This belief of the critical necessity of the manual is further described by Employee 5, “It is
mostly pretty good, but I believe there is room for improvement like any office resource that is
meant to provide direction to a large group of people with different perceptions and levels of
understanding.” Even though a small number of Case Administration staff find the operations
manual useful, the fact that more than half of the Case Administration staff refer to it as
inefficient and disregard its exactness, can create inconsistencies in the case management
processes. To analyze the impact of not having an operations manual that Case Administration
staff felt was procedurally practical, and inclusive of step-by-step instructions, has resulted in
Case Administration creating and maintaining individual notes for case management processes.
This data concerning individual note-taking surprisingly emerged as a result of the
interviews and document analysis when discussing the operations manual. The participants
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 81

admittingly shared the importance of maintaining case management notes outside of the
operations manual. Employee 10 explained, “I will first start by looking at the manual, I may
then ask my co-workers, and also refer to minutes from meetings.” In total consideration
Employee 3 agreed, “Everything is not addressed in the manual, and a lot of information was
previously removed years ago. So, I keep notes as another reference to find an answer.” It
appears that as a result of being unable to easily locate information, Employee 9 also described,
“I keep my notes because sometimes there is a break down in communicating changes or getting
things updated, so keeping notes or emails from meetings with instructions becomes necessary
and helpful to refer back to.” The sentiments of being unable to search the manual, the
uncertainty with locating the correct answer, step-by-step information removed, and the lack of
confidence in the interpretation of the information, led Employee 2 to shyly admit, “I have a
million notes. It is like my own manual with notes, examples, and stuff like that.” Conferring
with all the vivid descriptions of these self-kept notebooks, Employee 8 further offered, “Some
of the procedures that are no longer in our manual are still helpful, so I have kept post-it notes on
them.”
The operations manual is critical to accuracy and timeliness in case digit review and for
maintaining productivity and efficiency. The responses shared suggests there are gaps in the
Case Administration staff’s self-efficacy strengths as they attempt to locate information in the
operations manual and to interpret the instructions as they are written. Additionally, the
operations manual lacks illustrative aids such as workflow charts or checklists that could better
outline step-by-step processes for complex case matters. If Case Administration staff are keeping
individual notes on processes and procedures outside of the operations manual, helpful
instruction for all staff is not being shared or memorialized in the operations manual.
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 82

Increasing productivity and providing efficiency is fundamental to the work the Case
Administration staff perform. Efficiency is a promoted attribute within the court, and the Case
Administration staff must put forth intense concentration to every detail of a case to ensure the
appropriate case action is accomplished. One of the critical resources that assists the Case
Administration staff with performing case management responsibilities, and providing the
correct solutions, hinges on their ability to locate and interpret the instructions in the operations
manual. The study’s data implies all the Case Administration staff need to believe they are
capable of searching and interpreting the operations manual to locate the appropriate case action,
and to ensure they are providing uniform case action. According to Pintrich and Rueda (2003),
individuals are successful when tasks or responsibilities offer opportunities to develop a higher
level of competence, expertise, and skill which positively influences performance. It is the self-
efficacy that equips individuals with the ability, and their performance is enhanced from those
beliefs (Clark & Estes, 2008; Pajares, 2006; Rueda, 2011).
Theme 5: Case Administration Staff Prioritized Case Management Tasks and Possess
Procedural Knowledge for Case Management Tasks Due to Repetition
All of the Case Administration staff spoke confidently about their procedural knowledge
to perform case management actions as a result of informal training from peers and through
repetition of tasks. About one-third of the Case Administration staff reported they received
classroom style training several years ago as part of an employee orientation. When asked about
the effectiveness of current policies and procedures in performing case management tasks, a
variety of responses were shared that suggested repetition in tasks resulted in their procedural
knowledge confidence. Employee 7 mentioned, “Repetition is how I learn. So, if I am only doing
something like an appeal or something else difficult every six months, then it is easy to always
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 83

make a mistake.” The acknowledgement of repetition also agreed with Employee 11 who stated,
“I can do case opening and interacting with the public because I do this on a consistent basis and
I have a process and dialogue with people that I go through.” Meanwhile Employee 5 described
another aspect of repetition in tasks, “For me, “I can quickly go through reports just because they
are repetitious.”
While the Case Administration staff reported a lack of formal or specific training, they
conveyed their efficiency in prioritizing work to ensure work deadlines are adhered to. Employee
12 described the manner in which prioritization helped with daily tasks, “I prioritize what things
I need to do first, and I determine when to do it throughout the day and how long it is going to
take.” Appreciative of the freedom that comes with being responsible and accountable was
shared by Employee 9 who mentioned, “We are responsible for getting our work done timely and
accurately, and they [supervisors] do not really check on us because we know our schedules.”
Realizing the importance of prioritization and the confidence in performing the procedural tasks,
suggested that the work procedures according to Employee 6 are sufficient, “As far as our
standard work procedures, I think they are within normal policies, which allows enough time to
get work done.”
When probed about what aspects of case management tasks the participants were most
comfortable performing and why, several confident responses were expressed. Employee 1
mentioned, “Usually the general case management stuff in Chapters 7 and 13 cases because we
do it all the time.” Expressing again the ease of certain tasks due to levels of comfort Employee 7
agreed, “Obtaining a court record is an easy task because I do it often along with case
management work.” The participants spoke positively about their ability to establish a way of
doing something because of memory as explained by Employee 5, “Case opening, case closing,
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 84

and anything in Chapter 7 cases are pretty routine. We do these things a lot, and you know what
to do because you have familiarity at this point.” Further consensus concerning how one
approaches the work and being able to address inefficiencies was offered by Employee 6, “I
think it is just my individuality in how I approach my work. Once I learn, I am pretty good at the
general processes, and I can catch my own mistakes, if I have any, and fix them.”
While all of the Case Administration staff indicated proficiency with procedural tasks,
the next question probed for the participants to describe a typical day in which they determined
the course of action when documents are filed. Employee 9 mentioned, “We are programmed to
do our initial checks. We check documents for time-stamp, ensure correct docket events, and
verify the case name and case number match.” Employee 12 described those areas that require
immediate attention at the start of the day, “When I initially start my day, I always look for items
that are time sensitive or expedited requests. I try to ensure they are handled first before doing
anything else.” This apparent sequence of regular actions or fixed procedures was further
expounded upon as Employee 8 outlined, “I usually try to evaluate what I have going on
basically for that particular day and then reach out in whichever way is necessary to help with
objections filed, hearings, orders, or fees.” The customary steps as illustrated by Employee 2
detail the specifics that are performed routinely throughout the day:
When I come into the office in the morning, I usually have several items in my CMA
[case management assist] inbox that have to be checked. I then check deadlines, review
motions for actions like hearing requests or other case actions. I route orders to chambers,
enter signed orders, and throughout the day continually check my CMA [case
management assist] inbox for items filed. This is the routine that I repeat throughout the
day.
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 85

Organizing work according to an established routine is also an approach in which Employee 7
illustrated:
I like everything spelled out 100%. For instance, I work off a list of things each day, and
I will check items off the list throughout the day, and work to get items out of my CMA
[case management assist] inbox.
Despite the information disclosed about limited training, all the Case Administration staff
expressed confidence with procedural tasks and time management efforts. The 12 Case
Administration staff reported that they were very familiar with their case management
responsibilities and time guidelines as a result of recap or daily standing meetings. According to
Employee 9, “We have daily stand-up meetings, and this allows us to communicate what we
have going on with our work.” Since all of the Case Administration staff implied this level of
confidence in procedural case management actions and the ability to prioritize work, the next
question probed whether or not the participants believed they provided any case management
expertise in their team or department. Surprisingly, all of the employees modestly reported that
they just focused on the job. Employee 1 mentioned, “I do not consider what I do as expertise, it
is just the habits I keep being consistent and organized in my job.” Employee 2 modestly
inferred, “I do not see myself as being any different. I try to help others if I can offer something
different.”
While the Case Administration staff are responsible for providing specialization and
expertise in the performance of case management duties, these participants collectively shared
views of altruistic characteristics. Employee 3 mentioned, “I feel I am a competent team member
and a team player, but not an expert in anything.” An additional self-less statement was offered
by Employee 12 was shared, “I am confident in my abilities, and I feel I have some knowledge,
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 86

so I am willing to help when needed.” Elements of a true public servant were once again
reiterated by Employee 1 who professed, “It makes me feel good to help others and I feel that
way because that means I am doing my job right.” Meanwhile, Employee 9 further described
how the Case Administration staff are able to accomplish the work they are accustomed to doing
by stating, “I believe everybody is a little cog in the machine and by sharing information it helps
me know what the other cogs are doing.”
The study’s data suggest the Case Administration staff’s procedural knowledge comes
from a combination of on-the-job, peer training, and repetitive case management tasks. Although
the tasks were referenced as being procedural, the Case Administration staff described being
attentive to the tasks and ensuring correctness in actions. The Case Administration staff’s
procedural knowledge and confidence is an asset that can assist with learning more complex case
management tasks to improve their metacognitive knowledge. Procedural knowledge reflects
what to do, determining when to employ suitable methods, and the use of routine knowledge to
accomplish tasks (Fayol, 1994; Krathwohl, 2002; Munby, Versnel, Hutchinson, Chin & Berg,
2003; Rueda, 2011). Obtaining procedural knowledge further aids in knowing how to do
something based on subject-specific skills, techniques, and criteria (Anderson & Krathwohl,
2001; Krathwohl, 2002; Rueda, 2011).
Theme 6: Despite Continual Organizational Change, Case Administration Staff Are Not
Provided Consistent Specialized Training for Complex, Challenging Case Matters and Rely
on Data Quality Analyst (DQA) for Answers
The Case Administration staff discussed the lack of consistent specialized training to
address the complex matters that arise with case management responsibilities. When asked about
the aspects of case management tasks they were most uncomfortable performing, the Case
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 87

Administration staff eagerly shared responses. Employee 10 mentioned, “It is the things that we
don’t often get, like appeals that are very complicated.” In a very brief agreement to the out of
the ordinary complex matters, Employee 3 added, “Yes, appeals are always out of the ordinary.”
Confirming other areas of case administration tasks that are often challenging were offered by
Employee 2, “The Chapter 11 cases are lengthy, and a lot happens outside of the normal case
progression process.” The complex case issues require exceptional attention to the oversight and
management of the cases which can cause uncertainties as Employee 6 commented, “The
adversary cases are confusing and fickle. I am always hesitant to do adversaries because I do not
work with them enough and they are not straight forward.” In further explanation of the
complexity with various case elements, Employee 5 described this level of variance and inferred,
“Some documents we process are complicated and there may not be detailed procedures, or it is
not covered at all. Then you have to make a judgment call using what you know or reach out for
help.” In these depictions of trying to accomplish case management tasks in complex and
challenging matters it is evident the necessity to ask questions as Employee 8 explained, “For
me, I am usually asking questions about something that I have never seen before, to be able to
know the right answer or how to process it.”
Based on the Case Administration staff’s responses, there was a collective certainty
concerning a lack of confidence when performing complex, challenging aspects of case
management. The participants articulated continually that the need for assistance arises almost
immediately with case areas that are non-routine and those that come up sporadically in their
assigned digit work. Employee 5 described the need to seek out others for assistance, “It is the
out of the ordinary stuff that requires special requests for help.” Likewise, Employee 3 also
added, “I will ask for clarification on non-typical documents.” Not only does it appear to be
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 88

those non-routine matters, but assistance may be requested based on the Case Administrations
staff’s perception of the difficulty of the document. Employee 1 agreed, “Sometimes it depends
on the level of difficulty and how complicated it appears.” Meanwhile Employee 7 added, “It is
always the things that I do not get filed constantly that throw me off.” In addition to the existing
levels of ambiguity and doubt in ability, Employee 6 disclosed, “Sometimes what can also add to
doubt, is making sure you are looking at the right procedures for a specific judge. The judges
may all do things differently.” Specifically, Employee 7 suggested as a means to provide
assistance to staff in one particular area of complexity, “It would be helpful in adversary cases if
we could have classes or refreshers that provide us with some frequently asked questions, or hey
look out for these things.”
The challenging tasks revealed a great deal of uncertainty for the Case Administration
staff. The next question probed the participants to further explain who they asked questions of
when they faced uncertainty or ambiguity in their work. Several of the Case Administration staff
indicated they spoke directly with the supervisor or the Data Quality Analysts (DQA) who
provided case management direction. Employee 3 shared, “I usually contact a DQA first. I do not
get too bothered that I do not know the answer. I view it as a learning process when I am told the
proper case action to take.” In agreement with the ability to seek assistance from whomever you
choose, Employee 8 stated, “I will chit chat with my team members to get their view sometimes
before I ask my supervisor.” Without any hesitation, Employee 7 confidently spoke about the
assertive approach taken to ensure the answers needed were received:
I probably annoy the crap out of my supervisor because I ask a lot of questions. There are
documents I do not know what to do with, and I second guess myself So, I do not want to
make a mistake in a case.
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 89

To ensure the correct actions are being implemented, it is apparent that the answers sought from
the DQA staff likely help to ease the uncertainty in the tasks being accomplished, as Employee 5
reported:
Sometimes I feel like you almost have to ask somebody because there are so many
different ways to do stuff, and depending on the answer you get that day, you go ahead
and do it because you were told to do it this particular way.
The Case Administration staff voiced satisfaction that they could ask questions to the
DQA staff to solicit the correct answers. The Case Administration staff appeared to rely heavily
on the answers the DQA staff provided as a result of knowing that the DQA receive numerous
questions a day and are very familiar with case management processes and procedures.
Employee 11 mentioned, “I feel very comfortable asking the DQA staffs’ opinion for case action
because they get questions all the time.” The opportunity to receive an unfailing answer from any
of the DQA staff was also shared by Employee 10 who stated, “I will ask the DQA staff. They
seem to always be on the same page.”
The lack of consistent, specialized training appears to have resulted in a non-
comprehensive knowledge base for performing case management tasks in all areas of bankruptcy
chapters and civil matters (i.e., appeals, adversaries, etc.) Additionally, this should be a critical
concern because the Case Administration staff appear very comfortable asking but may not
realize the importance of being more self-sufficient and confident in gaining the requisite
knowledge. It appeared that the ability to inquire of the DQA staff is a safe substitute for now
knowing the answer. This can be seen as a gap in metacognitive knowledge. This gap could
result in adverse impacts such as erroneously entered orders, misappropriated or uncollected
fees, overlooked deadlines and due dates, and inaccurate noticing which can be catastrophic acts
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 90

in all cases. The Case Administration staff’s gap in metacognitive knowledge could also result
in irreparable harm to the Bar, debtors, creditors, and other parties of interest. Mayer, Schraw,
and McCrudden (2006) suggest, that the capability to develop competency is to develop further
understanding by acquiring relevant skills, knowing when to apply the learned skills, and the
ability to facilitate the transfer of the new skills. Also, an individual’s self-awareness and self-
knowledge provide thought to the approach, as to when and why to do something; it is the
“thinking” approach used that determines action (Anderson & Krathwohl, 22002, Rueda, 2011).
Table 6 provides a summary of each identified theme and the aligned recommendations.
Table 6
Summary of Identified Theme and Aligned Recommendations
Theme Recommendation
Case Administration Staff expressed PSM through
their views and beliefs and consider their
contributions valuable.

Despite continual organizational change, Case
Administration staff remain intrinsically
motivated and do not rely on the court for
communication about mission related goals or
incentives to encourage performance.

Case Administration staff described internal and
external challenges and reported being open to
peer-to-peer or mentors and professional
development opportunities but feel they lack time
due to daily case management responsibilities.

Case Administration staff reported the operations
manual is a resource but not a replacement to their
own notes, nor are staff confident in finding
answers to complex and challenging case
questions.
Continue to support PSM intentions that
encourage motivation, public service values, and
advocate role importance. Continue to promote
autonomy, trust, and accountability among staff.

Communicate organizational goals and
performance expectations. Engage staff in goal
setting and identifying performance targets.
Create performance management strategies with
emphasis on communication and employee
recognition.

Design projects and special assignments to
provide opportunities for growth and development
to learn new skills and enhance responsibilities.
Reinstate the training and learning opportunities
and extend mentor and peer to peer options to
further encourage professional and personal
development. Allocate time and modify schedules
for learning and training activities to convey
collaboration, innovation and problem solving.

Improve the operations manual instructions and
include visuals such as checklists, job aids, and
workflow charts to increase staff’s confidence and
to ensure a high degree of consistency and
accuracy in case management tasks.
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 91

Case Administration staff prioritized case
management tasks (i.e., new case filings, case
digit reviews, fee collections, case discharges and
closings, and running reports) based on the
urgency and importance of the tasks and possess
procedural knowledge due to repetition.

Despite continual organizational change, Case
Administration staff are not provided consistent
specialized training for complex, challenging case
matters and rely on Data Quality Analyst (DQA)
for answers.

Continue to inspire staff’s confidence in
procedural knowledge and the ability to
efficiently prioritize case management tasks.

Raise awareness of self-assessment and self-
improvement activities to increase mastery goal
orientation in case management tasks. Provide
stimulation and scaffolding to practice and
increase the development of specialized case
management tasks so staff can expound
metacognitive knowledge. Allocate time and
modify schedules for learning and training
activities to convey collaboration, innovation and
problem solving

Recommendations for Practice: The Program
The New World Kirkpatrick Model (2016) was used to develop an implementation and
evaluation program to provide Case Administration staff with the knowledge and skills necessary
to achieve the stakeholder and the organizational goals that case management tasks are 100%
compliant with the Federal Bankruptcy Code, Related Statutes, and Bankruptcy Rules. The New
World Kirkpatrick Model (2016) encompasses four levels to evaluate training, and internal and
external leading indicators which assist with gap identification between the individuals’
performance and the organizational results. In order to achieve the highest-level result as
indicated by the stakeholder and the organizational goals that case management tasks are 100%
compliant with codes, statutes and rules, the following internal indicators will need to be
achieved to ensure performance goals are met; there must be defined, and shared organizational
goals communicated to the case administration staff, so alignment of case management
performance expectations continue.
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 92

There must be continual encouragement for Case Administration staff to take time away
from daily tasks to participate in training and learning opportunities, and implementation of peer
mentoring to expand knowledge and improve performance. There must be an increase in the
quality of information and ease of use of when utilizing the operations manual which will cause
improved satisfaction by the Case Administration staff for improved satisfaction with their level
of competence to propose case management actions. This will lead to the following external
indicators being achieved: USEC will deliver improved customer satisfaction to judicial officers,
the Bar and the public. Additionally, an increase in case progression knowledge for determining
proper course of action in cases offers judicial officers, the Bar and customers timeliness, greater
docket accuracy, and less entered in error deficiencies. Since both customer satisfaction and
precise case progression activities affect the timeliness and accuracy of case management tasks,
they are important in relation to the internal goals, and the organizational and external
stakeholders serviced by USEC.
In order to achieve the internal leading indicators, the following critical behaviors would
need to exist, supported by required drivers. According to Kirkpatrick and Kirkpatrick (2016), a
change in the observable and measurable behaviors are critical to obtain the individual and
organizational results. The critical behaviors necessary for Case Administration staff include a
focus and alignment of performance with organizational goals, arrange time away from regular
duties to participate in training and learning opportunities and engage with peer mentors, exhibit
confidence in their performance utilizing the and proposing case action using the operations
manual and delivering resourceful customer service assistance to the public who have limited
legal proficiency. In order for the stakeholders to attain the necessary knowledge, skills and
motivation and bring about the critical behaviors, the following Program is recommended.
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 93

The USEC must develop and implement a formal and ongoing training and learning
program that assists Case Administration staff ensure case management tasks are 100%
compliant with the Federal Bankruptcy Code, Related Statutes, and Bankruptcy Rules. In
addition to formalized training and learning, the Case Administration staff must be provided with
job-aids and work-flow and decision charts, including revisions to the present operations manual,
opportunities for modeling, coaching, and the receipt of on-time, targeted feedback for self-
evaluation, as well as continual opportunities for personal and professional development
participation. The Case Administration staff have different professional backgrounds and varied
years of experience with USEC. All of the Case Administration staff revealed a lack of
comprehensive knowledge, which is necessary for performing case management tasks in all
areas of bankruptcy chapters and civil matters (i.e., appeals, adversaries, etc.).
As a result, the training and learning program will aim for collective learning with a focus
on formative and summative methods, which will contribute to performance improvement and
the achievement of the stakeholder and organizational goals, while offering a continual focus on
professional development. Additionally, the training and learning opportunities will provide the
exposure to the complex and challenging case matters that will further assist the Case
Administration staff develop self-efficacy and enhance metacognitive knowledge. Case
Administration staff will be participating in these training and learning sessions which will
require self-regulation and self-awareness as they apply critical thinking and analysis all areas of
bankruptcy chapters and civil matters. Information concerning these leading indicators that
assists with identifying gaps between the individuals’ performance and the organizational results
is provided in Appendix F.

ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 94

Conclusion
The USEC is an organization that is fortunate to have the infrastructure and latest
technologies for the delivery of reliable case filing efficiencies and customer service to the Bar
and public through the utilization of technology. At USEC, court administration involves a
considerable focus on operational activities and a litany of statutory case management guidelines
and responsibilities. With such critical obligations and case management tasks at USEC, the
organization could provide greater support to employees impacted by consistent organizational
change in areas of case management, case processes, and case procedures. Even the most
strategically constructed operations can often become disenfranchised when organizational goals
and actual stakeholder performance expectations are not consistently aligned.
During this study, assets and gaps relative to the organizational, motivation, and
knowledge influences were identified. The staff are the most important asset at USEC and they
convey public service motivation, public service values, and are intrinsically motivated to put
forth good work ethics despite the continual changes within their work environment. The
organization must be mindfully aware that the Case Administration staff are not just docket
checkers. The Case Administration staff are the critical link to objectives and key results being
accomplished at USEC.
The Case Administration staff’s case management duties are an integral function to case
administration. The organizational leaders must invest and encourage professional development,
so the staff are fully capable to offer sustainability during organizational change that occurs at
USEC more often than not. The Case Administration staff need to enhance their competencies
and provide their expertise in processes, procedures, and best practices for continued stakeholder
and organizational goal achievement. The organizational leaders can ensure commitment and
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 95

engagement by communicating specific organizational goals for specific goals to measure
success, provide regular direction about organizational goals and performance expectations
which will continue to craft a vision of the future.

ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 96

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Appendix A: Participating Stakeholders with Sampling Criteria
for Interviews and Document Reviews

The Case Administration staff members’ performance can significantly impact the goal in
comparison to the other stakeholders. For these reasons, the Case Administration staff were
chosen as the stakeholder focus for this study. There are approximately 25 Case Administration
staff members within the operations department and 12 were selected from this population based
on the sampling criteria and rationale.
Criterion 1. Case Administration staff were selected because this group has overall
responsibility for performing case management tasks on a daily basis. Second, utilizing the Case
Administration staff will ensure consistency in experience and homogeneity among the
interviews. Last, this is the largest operations department within the court responsible for case
administration responsibilities.
Criterion 2. Case Administration staff located at the headquarters location and the
divisional offices with four to 15 years of work experience. Employees with this range of court
tenure and experience are considered mid-career professionals possessing the depth and breadth
of knowledge and great familiarity with USEC’s operational policies and procedures offers
valuable insight.
Interview Sampling (Recruitment) Strategy and Rationale
Purposive sampling was utilized to select the most efficient sample to participate in the
interviews and offer answers to the research questions relative to work experiences, knowledge,
motivation, and phenomenon of the study. The participants elicit an understanding and
communicate perceptions about the situation occurring within the organizational context
(Merriam & Tisdell, 2009). The commonality among the participants is the related job duties, the
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utilization of the electronic case filing system to perform case management work, and the years
of experience performing the job.
Interviews allow the reseacher to obtain data from Case Administration staff as it relates
to organizational, motivation, and operational knowledge influences that may help or hinder their
progress. The interviewees were recruited based on the criterion detailed above. They were each
asked individually by the researcher to participate in the study and were provided with a study
information sheet. All 12 of the Case Administration staff that were asked to participate in the
study volunteered to be interviewed. An email followed to confirm the location, date, and time
of the interview.
The interest from the Case Administration staff to provide insight about the court’s
operations and the potential to incorporate organizational initiatives with current processes
increased their participation. The interviews were audio recorded if participants consented, and
were critical to the study for providing in-person discussions around a specific set of issues,
offered the ability to ask open-ended questions to obtain participants views and opinions, and
further provided an opportunity to gather information in a concise period of time. During the
interviews, I introduced the study and informed participants that the interviews would take
approximately 30-45 minutes. The questions were sought to gather inforamtion to answer the
research questions and were informed by the conceptual framework which embraces the public
service motivation (PSM) theory and provides a holistic view of the complexity of the
phenomenon being studied. The conceptual framework sets forth a complete process to construct
the development of more effective knowledge, motivation, and organizational influences to meet
the stated goal.

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Documentation Analysis Sampling Criteria and Rationale
Criterion 1 (Operations Manual). Secondary data relevant to court operations and case
management responsibilities were reviewed and did not include any identifiers such as names or
designations that could distinguish the participants or the organization. The court’s operations
manual inclusive of the bankruptcy local rules and codes provided historical, organizational, and
program information. The operations manual provided insight and valuable information relative
to case management responsibilities that may impact the knowledge, motivation and
organizational influences concerning Case Administration staff members’ timeliness and
accuracy in case management tasks. This rationale is appropriate to the research questions and
the conceptual framework. All data collection continually keeps the researcher as the inquirer of
the study, identifying themes, patterns, and categories as the study emerges.

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Appendix B: Protocols
Interview Protocol
Thank you for taking the time to meet with me for an interview. I am studying Public
Service Motivation (PSM) as a doctoral student at the University of Southern California (USC). I
have chosen the U.S. Emergence Court as an organization to study. My goal from this interview
is to gather information about aspects of public service motivation and how it relates to the
court’s efforts of compliancy, as well as timeliness and accuracy in case management tasks. Our
meeting today should take about 45-60 minutes. Your participation in this interview is voluntary.
I would like to emphasize that today I am only here as a researcher collecting data for my
study. The information you share with me will be placed into my study as part of the data
collection. This interview is completely confidential, and your name will not be disclosed to
anyone or anywhere outside the scope of this study and will be known only to me specifically for
this data collection. Your answers will be coded using a participant letter and not your name.
While I may use a direct quote from you in my study, I will not provide your name specifically
and will make the best effort possible to remove any potentially identifying information. I will
gladly provide you with a copy of my final product upon request.
During the interview, I will be using a recording device to help me capture all of your
responses accurately and completely. This recording will not be shared with anyone outside the
scope of this project. If you would like me to stop recording at any point, I will do so. All the
materials, including the audio recordings, transcripts, and notes will be kept and safeguarded at
my home office. I will utilize a third party to transcribe the recording and all files will be
returned to me upon finalization of the transcription. Your participation is voluntary, and you can
elect to stop the interview at any time. The recording and all other data will then be destroyed
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 116

after three years from the date my dissertation defense is approved. As a public service employee
in this federal court, your feedback is very important.
Do you have any questions about the study before we get started? If not, please review and keep
the information sheet. I would like your permission to begin the interview. May I also have your
permission to record this conversation?
I want to start the interview with some general questions about public service, and then ask you
specific questions as it relates to your knowledge, how you are motivated in your position, and
the culture of the organization.
Interview Questions
I. Opening Question:
1. Why did you become a public service employee? (M)
II. Key Questions:
Today, I would like to talk about the organization and how you view your work environment.
Organizational Culture and Model Questions
1. What do you think about the culture of the organization as it relates to autonomy or
creativity in job performance? (O)
2. What do you feel is your biggest challenge(s), if any, in your current role as it relates to
the structure, policies, or resources? (O&M)
a. How would you approach this challenge(s)? (O &M)
b. What steps would you take to overcome the challenge(s)? (O&M)
3. How effective do you feel are the current case administration policies and procedures in
enabling you to complete case management tasks in a timely and accurate manner? (O)
4. What amount of direction or information about organizational goals and performance
expectations do you receive? How often? (O)
a. Does the organization encourage suggestions for changes in policy or procedure
relative to case management responsibilities? (O) (RQ3)
5. Please describe the amount of professional development encouragement and continual
learning opportunities you receive. (O)
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 117

a. What are your thoughts about mentors or peer exchange groups within the court
to further encourage training/learning? (O)
6. Do you have opportunities for advancement at USEC? (O)
a. If not, does this impact your level of motivation to perform your current job? (M)
7. When faced with uncertainty or ambiguity about your work, do you speak with your
supervisor? (O & K)
a. If not, why don’t you? (O)
Motivation Questions
8. Please explain how you view your role in the clerk’s office as it relates to helping or
making a difference to the public served? (M)
9. How would you describe your confidence with decision making in your current position?
(M)
10. Describe a work environment in which you are most productive and engaged. (O)
11. Do you ever consider switching jobs to work in the private sector? (M)
Knowledge Questions
12. What aspects of your tasks do you feel most comfortable performing? Why? (K)
13. What aspects of your tasks are you the most uncomfortable performing? Why? (K)
14. Walk me through a typical day in which you are determining the course of action to take
in a case when documents are filed. (K)
15. Can you tell me about anything that helps or hinders your ability to perform your case
management responsibilities? (K & O)
16. How do you use your case management expertise within your team or the department?
(K)
III. Closing Question:
17. If you had a chance to provide further advice to leadership, what advice would you give?
(O)
18. Is there anything else you would like to share that we have not discussed?

If you think of anything after this meeting, please feel free to call me or email me.

ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 118

Document Analysis Protocol
Case Administration Operations Manual Prompts:
1. Where is the clerk’s office operations manual located?
2. How often is the clerk’s office operations manual updated?
3. Who is responsible for updating the operations manual?
4. What is the purpose of the operations manual?
5. How is the operations manual organized?
6. Does the operations manual have searching capability?
7. Does the operations manual follow the same progression of a case?
8. Does the operations manual align with the bankruptcy local rules and codes?
9. Does the operations manual define specific court terminology or central court
concepts to ensure there is an understanding of language used?
10. Does the operations manual distinguish between differences within each office?
11. Are there specific judge requests addressed in the operations manual?
12. Are there parts of the operations manual that reflect the court’s goal of case
management responsibilities being compliant?
13. What specific guidance does the operations manual provide case administration staff
regarding case management responsibilities being timely and accurate?
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 119

Appendix C: Credibility and Trustworthiness
To provide credibility and trustworthiness of the study, two types of data collection were
used: interviews and document analysis. Utilizing these two methods of data collection puts forth
a diligent effort to carry out and produce credible results about the phenomenon being studied
(Merriam & Tisdell, 2016). In qualitative studies, the findings of the study are based on
assumptions of the data collected and not necessarily numerical or quantifiable data, so it is
crucial that ethical practices be considered in establishing trustworthiness (Merriam & Tisdell,
2016). To reduce the risk of biases, performing triangulation of the data methods ensures
different strengths and limitations are verified and checked against one another (Maxwell, 2013).
Additionally, to demonstrate validity and reliability, interview data can also be triangulated with
a study’s documents review (Maxwell, 2013).
To ensure further credibility and trustworthiness, I performed three steps during the
research study. First, I utilized interview questions crafted to capture the participants’ response to
the phenomenon being studied. Second, the interview questions were peer-reviewed by other
court professionals. Third, peer debriefing sessions are valuable to discuss a study’s design and
to ensure data is collected, analyzed, and interpreted based on the conceptualization of the study
(Merriam & Tisdell, 2016). I utilized peer debriefing among colleagues who are familiar with
the phenomenon being studied and sought their recommendations during data analysis to prevent
personal biases. Additionally, I utilized self-reflective exercises to remain focused on the
research questions and for theme identification during data analysis. Fourth, I offered member
exchange which allowed the participants to review the transcitpt and ensure a true account of the
conversations were reflected during the interview. Lastly, to avoid biases I continued to be
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cognizant of my interpretation during data analysis that could potentially arise, and did not
interject my own perspectives (Bogdan & Bilken, 2007).
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Appendix D: Ethics
The research study considers ethical principles and adheres to standards established by
the Institutional Review Board (IRB). Qualitative research involves conversations and data
which provides the researcher with in-depth and descriptive content from the participants’
perspectives, beliefs, opinions, and understanding of the phenomena being studied (Creswell,
2014, Meriam & Tisdell, 2016). As a result of these rich conversations and collected data, the
following paragraphs detail my approach for maintaining ethical standards throughout this study.
Glesne (2011) identified ethical issues already exist based on the researcher’s
philosophical and ethical stance on the purpose and nature of the research. As a qualitative
researcher and an employee of the organization I studied, I remained conscious of this distinction
to minimize biases, and uphold ethical standards as new and diverse research relationships were
cultivated. My role in the court is to enhance productivity and efficiency in court operations
through policy development and implementation and to establish compliance with internal
controls and workforce planning strategies. I positioned myself as the researcher with an
opportunity gather data about how Case Administration staff accomplish their responsibilities
within the court and how public service motivation may influence performance goals and
objectives. To alleviate concerns with participation in the study, I made it clear that the study
was for academic purposes and did not reflect my role within the organization.
As an employee and researcher, I am well acquainted with the organization and possess
20 years of experience with court operations, case management efficiencies, and workforce
planning. I remained conscious of my own experiences, opinions, and assumptions by allowing
participants to review interview transcripts, checked for alternative explanations, utilized
triangulation, and kept leadership of the organization aware of the research focus. My goal was
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to further gain an understanding of creating efficiencies in court operations and ensure continual
compliance and improvement for the court unit. As an employee and researcher, I had no impact
on the participants’ position and I posed no harm to their employment. All personnel related and
workplace concerns are brought forth to the human resources department, which also operates
independently from the researcher. I employed safe, risk-free interpretive methods to describe,
interpret, and translate the phenomena that are occurring in the social setting (Glesne, 2011;
Meriam & Tisdell, 2016). In addition, to exhibit respect, cause no harm or risk to the
participants, honor agreements, and listen to all participants’ viewpoints, a researcher must
remain cognizant of the research questions that drive the study (Rubin & Rubin, 2012).
As a condition of the ethical obligations, the study was submitted for approval to the
University of Southern California Institutional Review Board (IRB) for research involving
human subjects was completed. To ensure my role was not confusing, I provided a thorough
discussion on informed consent, so the participants were aware of their right to withdraw at any
time during the research study. Additionally, all participants received a research information
sheet which detailed the particulars of the study’s purpose, voluntary participation,
confidentiality of the discussions, and acknowledgement of recording the interview to create an
accurate transcript (Glesne, 2011; Krueger & Casey, 2009, Meriam & Tisdell, 2016). To ensure
participant confidentiality and privacy, the participants were assigned an alphabetical letter as an
identifier. The data from the interviews was protected and stored on a password-protected
computer. The data will be destroyed two years after the study is completed. Only myself as the
researcher and the transcriber have access the recordings. This qualitative study provides an
approach to interpret the participants’ experiences, and the meaning attributed to those
experiences within this organizational setting (Merriam & Tisdell, 2016). A light snack was
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offered as a minimal token of appreciation during the interview sessions, and at the end of the
study, a thank you card was sent to each participant.
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Appendix E: KMO Recommendations for Practice
This section provides a review of the organizational, motivation and knowledge assets
and gaps that were identified among the Case Administration staff as a result of the data
collected and analyzed as well as context specific recommendations for practice to address the
gaps leading to better performance and for leveraging the assets identified. Table 7 lists the
influences that were identified as gaps in organizational, motivation, and knowledge contexts. In
this study, Public Service Motivation (PSM) is a strength that supports the PSM theory which is
relevant to the study. This study considers the theory of Public Service Motivation (PSM) as an
additional lens in which the Case Administration staff perform within the court, and how they
have expressed their public service role, values, and public service beliefs, pertaining to the work
they are responsible for. Additionally, in the study, the organizational influences were considered
as critical to the stakeholders’ continued performance and of significant importance, and are
therefore referenced first, followed by motivation and knowledge.
Table 7
Summary of Identified Organizational, Motivation, and Knowledge Influences and
Recommendations
Organizational, Motivation, and
Knowledge Influences
Principle and Citation Context-Specific Recommendation
The U.S. Emergence Court needs to
provide direction about
organizational goals and
performance expectations.
The U.S. Emergence Court needs to
create an environment that
encourages professional
development and continual learning
opportunities.

Organizational performance
and productivity are enhanced
when expectations are clearly
communicated and can be
aligned to goals (Clark &
Estes, 2008; Guzley, 1992;
Hackman & Johnson, 2009).
Learning, motivation and
performance will be enhanced
Establish goals aligned with
performance expectations of the court
and communicate their importance as
it relates to the respective goals (i.e.,
timely and accurate case management
tasks).
Utilize formal and informal
communication approaches and
strategies to convey goals and
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 125

when individuals are provided
clear, relevant, and challenging
goals (Kluger & DeNisi,
1996).
The existence of learning
opportunities for continual
professional development
allows staff to develop
expertise and improve
performance (Berbary &
Malinchak, 2011) and these
opportunities enrich
employees’ expertise which
supports mission fulfillment
(Creth, 1989; Guo 2014).
objectives relative to timely and
accurate case management tasks.
Seek input from staff to involve them
in the process to enhance performance
goals and objectives.
Incorporate a method for
communicating information
throughout the organization that
conveys to staff the support for
professional development and
continual learning opportunities.
Ensure and align learning and
development opportunities to
organizational performance and
promote the importance of learning
and development to organizational
capacity.
Organize and plan to promote
organizational contexts that support
learning and development
opportunities.
The U.S. Emergence Court needs to
provide enough time away from
duties for Case Administration staff
to participate in training and learning
sessions for staff development and
encourage creativity and autonomy
in job performance.
The U.S. Emergence Court needs to
provide mentor or peer exchange
groups within the court to further
encourage a training and learning
philosophy and staffs’ professional
development.

Allocating time for learning
activities acknowledges the
importance of learning and
embraces individuals’
creativity, innovation, problem
resolution, and encourages
collaboration
(Berbarry & Melinchak, 2011;
Hendry, 1996; O’Rordan,
2013; Schwandt & Marquardt,
1999).
In a learning culture, guidance
and support, by experienced
colleagues provides a greater
transfer of knowledge, skills,
and experience through
informal interactions and
increases job satisfaction and
performance (Kim, 2011;
Ramalho, 2014).
Generate systematic plans so staff can
take time away to engage in case
management training, refresher
training, and new learning programs.
Work with staff to design formal and
informal models which permits
intervals of time away from customary
case management duties.
Develop a system for collecting
organizational intelligence/data to
regularly monitor the status of the
groups’ initiatives.
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 126

Case Administration staff need to
believe they are capable of
interpreting the operations
procedures, so they are confident to
propose compliant case management
action.
Self-efficacy equips
individuals with competence
and performance is enhanced
from those beliefs (Clark &
Estes, 2008; Pajares, 2006;
Rueda, 2011).
Individuals are successful
when tasks or responsibilities
offer opportunities to develop
a greater level of competence,
expertise, and skill which
positively influences
performance. (Pintrich, 2003;
Rueda, 2011).
Apply scaffolding to further develop
prior knowledge, provide credible
feedback on progress and model
situations that allow staff the
opportunity to be successful.
Provide simulation opportunities for
staff to practice essential skills to
increase self-efficacy and receive
immediate feedback.

Case Administration staff need to
find mastery goal orientation in tasks
because it is critical to public service
while engaging and assisting the
public.

Goal setting and goal
achievement presents
individuals with greater sense
of self-knowledge and self-
fulfillment for awareness to
matters that are valuable and
worthwhile for increased
performance (Pintrich, 2003;
Pekrun, 2011).
Goal orientation and desire
for mastery engage individuals
in their work for goal
attainment, achievement, and
promotes positive experiences
to reduce negative emotions
associated with lack of interest
(Rueda, 2011; Yough &
Anderman, 2006).
Present task related opportunities for
self-knowledge, self-improvement and
learning for goal mastery.
Provide opportunities to staff to
develop mastery goal orientation in an
environment supporting meaningful
aspects of learning that are linked to
relevant tasks and goals.

ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 127

Case Administration staff need to
understand case procedure
progression necessary to review
cases and properly determine a
correct course of action in each case.

Procedural knowledge
involves knowing how to do
something based on subject
specific skills, techniques, and
criteria (Anderson &
Krathwohl, 2001; Krathwohl,
2002; Rueda, 2011).
Procedural knowledge is
knowing what to do,
determining when to employ
suitable methods, and the use
of routine knowledge to
accomplish tasks (Fayol, 1994;
Krathwohl, 2002; Munby,
Versnel, Hutchinson, Chin &
Berg, 2003; Rueda, 2011).

Deliver simulation training to provide
procedural knowledge on case
progression review and the related
course of action.
Provide job aids that distinguish
various case procedure progression
phases and how and when to determine
the course of action
Case Administration staff need to
know how to accurately enter
complex matters pertaining to
motions, notices, and hearings.

Developing strategies help to
develop competency by
acquiring relevant skills,
knowing when to apply the
learned skills, and the ability
to facilitate the transfer of the
new skills (Mayer, 2011;
Schraw & McCrudden, 2006).
Individual’s self-awareness
and self-knowledge provides
thought to the approach, when
and why to do something, a
“thinking” approach
(Anderson & Krathwohl,
2002; Rueda, 2011).
Provide a job aid that has a decision
flow chart relative to order entry.
Provide staff time for debriefing in
team meetings that focus on decisions
executed for proper order entry.
Provide staff the opportunity to
discuss/debrief his/her order actions
during team meetings.

Organization Recommendations
The Clark and Estes (2008) gap analysis framework identifies an organization’s culture
as a critical component to achieving performance goals and organizational objectives. According
to organizational theory, cultural models are invisible and consist of shared norms or mental
schemas of how organizations work, which are expressed through cultural practices (Galimore &
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 128

Goldenberg, 2001; Rueda, 2011). Cultural settings are considered visible and the social context
of how organizations work, which are identified by procedures, policies, and resources
(Galimore & Goldenberg, 2001; Rueda, 2011). An organization’s culture is further defined as the
beliefs, core values, goals, and emotions that individuals learn and are continually developed
within the organizational environment (Clark & Estes, 2008; Schein 2010). Each of the
organization influences: cultural models and cultural settings which can be contributing barriers
to achieving the requisite stakeholder and organizational goals are discussed.
The Case Administration staff reported that USEC does not have a regular or consistent
method of providing direction about shared organizational goals and performance expectations.
The data revealed there is a gap between the organizational leaders communicating to the Case
Administration staff about performance goals and expectations to ensure organizational
objectives are met. Despite the lack of goal communication, the Case Administration staff
alluded to an intrinsic motivation in which all of the staff remain engaged and motivated to
perform their case management tasks.
In efforts to address the communication gap and sustain the Case Administration staff’s
intrinsic motivation, it is suggested that performance and productivity can be positively enhanced
when clear communication is provided that aligns goals and performance expectations (Clark &
Estes, 2008; Guzley, 1992; Hackman & Johnson, 2009). Accordingly, Kluger and DeNisi (1996)
suggested that learning, motivation, and performance increase when relevant and challenging
goals are communicated. The first recommendation to address the potential organizational gaps
of lack of direction about organizational goals and performance expectations is to ensure
established goals are communicated and their importance is aligned with performance
expectations. The second recommendation is for the organization to generate formal and
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 129

informal communication approaches and strategies for goal conveyance. The third
recommendation is for the organization to involve Case Administration staff’s input as it relates
to meeting goals and objectives through performance.
According to Clark and Estes (2008), the organization’s culture must be assessed prior to
planning change, bringing forth change efforts, and determining change effectiveness. Schein
(2011) emphasizes the critical role of goals in an organization is to communicate change
amongst stakeholders; provide a metric for which everyone can assess progress, and goals
provide a sense of urgency and necessity for organizational direction. Additionally, Guzley
(1992) references communicating goals as a variable that can influence organizational
commitment and has a profound relationship between performance and positive perceptions of
the organization’s direction. Therefore, it is necessary for organizational leaders to articulate
different types of messages to encourage staff’s outcomes based on the suggested course of
actions being considered (Schein, 2011).
When organizational leaders and stakeholders are both involved, it creates opportunities
to discuss the importance of the organization, sets the tone of the urgency, and suggest a desire to
persevere no matter how complex the changes are (Schein, 2011). It is the lack of
communication and goal conveyance which results in stakeholders operating under the
assumption that there is no need for respective changes and creating uncertainty in performance
(Schein, 2011). Organizational leaders have the autonomy to determine who key stakeholders are
and can decide how best to utilize them in change efforts, which provides a continuous flow of
information that is transmitted and received simultaneously in efforts to keep all informed
(Hackman & Johnson, 2009).
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Promote training and learning. The Case Administration staff indicated that USEC
does not create an environment in which the staff are encouraged to participate in professional
development and continual learning opportunities. During interviews with the Case
Administration staff, all stated that they would be interested in opportunities on a regular basis.
The data revealed there is a gap that exists between the organization offering the Case
Administration staff professional development or learning opportunities consistently to improve
performance and increase learning.
Learning opportunities and professional development permit staff chances to develop
expertise, improve performance, and can further help in fulfillment of the organization’s mission
(Berbary & Malinchak, 2011; Creth, 1989; Guo 2014). The first recommendation is to address
this possible gap in lack of professional development and learning opportunities is to create a
position dedicated to providing training and develop a strategy to communicate available
opportunities. The second recommendation is for the organization to align the learning and
development opportunities to organizational performance and increasing organizational capacity.
The third recommendation is for the organization to promote structural contexts that support the
Case Administration staff’s learning and development opportunities.
According to Schein (2011), a leader’s communication strategy shapes the organization’s
environment by relaying information that impacts institutional factors. Aligning institutional
factors such as professional development and learning opportunities to specific performance
expectations suggests the organization has a focus on serving the human needs of its staff which
can be beneficial to both the staff and the organization to encourage the use of talent and employ
the energy needed for successful performance accomplishments (Bolman & Deal, 2013).
Increasing staffs’ knowledge allows them to adjust in a rapidly changing work environment by
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which professional development and learning opportunities are critical and needed (Berbary &
Malinchak, 2011; Guo, 2014). Progressive organizations provide information to further support,
empower, and invest in the development by making information available, which encourages
autonomy, participation, and gives work meaning (Bolman & Deal, 2013).
Create work schedule flexibility. The Case Administration staff indicated that USEC’s
present work structure does not provide for time away from duties for Case Administration staff
to participate in training and learning sessions which could further encourage creativity and
autonomy in job performance. The data revealed there is a gap that exists between the Case
Administration staff’s perception and the court’s policy regarding adequate time away from day
to day tasks to participate in training and learning opportunities. It is important to allow staff
time to participate in learning activities that welcome creativity, innovation, problem resolution,
and encourages collaboration (Berbarry & Melinchak, 2011; Hendry, 1996; O’Rordan, 2013;
Schwandt & Marquardt, 1999).
A recommendation to address this gap is to generate approaches for staff to take time
away to engage in case management training, refresher training, and new learning programs.
A second recommendation is to collaborate with the Case Administration staff, seeking input to
design formal and informal models which permits intervals of time away from customary case
management duties. To increase learning capabilities, there must be consideration of the
organization’s resources to ensure implementation and recognition as a learning systems
structure, which offers a process for continuous organizational learning (Schwandt & Marquardt,
1999).
Organizational leaders have become responsible for fostering a systematic process that
leads to the creation of learning organizations so staff can continually expand their professional
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 132

competence, increase their cognitive engagement, and address workplace challenges that allow
them to positively acclimate to organizational changes and strategically prepare for long-term
goal achievements (Berbary & Malinchak, 2011; Senge, 1990). According to Wang (2016), as
the organizations’ internal environments become more complex, leaders must also become more
dynamic in their approach to offer staff opportunities which bring forth innovation and
encourage a purpose to behave inventive to progressively impact organizational performance.
Organizational leaders must demonstrate a commitment to the concept of continual learning and
improvement through championing learning programs, providing and sponsoring organizational
wide events, and providing recognition for learning achievements (Schwandt & Marquardt,
1999). As such, it is recommended that the organization assess its structure to determine an
effective approach that permits the Case Administration staff with time away to participate in
opportunities for training and learning.
Develop mentorship opportunities. The Case Administration staff indicated that USEC
needs to provide mentors to further encourage a training and learning for staffs’ professional
development. However, the Case Administration staff also described not having sufficient time
to participate in training and learning activities. Nevertheless, USEC leaders need to
communicate the value of having mentorship opportunities for professional socialization and
increasing case management confidence in particular areas.
The data revealed that a gap exists between the Case Administration staff having peers to
support learning and also growth in workplace relationships and professional competence. The
research strongly encourages and supports the significance of a learning culture, guidance and
support, by experienced colleagues provides a greater transfer of knowledge, skills, and
experience through informal interactions and increases job satisfaction and performance and
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 133

collect monitor organizational intelligence and monitor the status of the initiative (Kim, 2011;
Ramalho, 2014).
A recommendation to address this gap is to develop a program and monitor the success of
this initiative by developing a system for collecting organizational intelligence to ascertain the
status of the initiative. To have the greatest organizational impact and inspire staff to perform
requires the creation of mentoring relationships that offer advice, peer encouragement to develop
skills, and the guidance and support by experienced colleagues to assure the adequate transfer of
knowledge, skills and experiences occurs (Ramalho, 2014). In the 21
st
century, organizations are
utilizing groups of employees or communities of practice for the offering of diversity in skills to
address increasingly complex organizational problems and challenges, to provide knowledge
sharing, and for greater collaboration with coworkers as a means to exhibit creativity in tasks
completion (Berbary & Malinchak, 2011; Zhang, Jex, Peng & Wang, 2016).
Additionally, Bolman and Deal (2013), encourage staff working together to form an
interconnectedness and a sense of accountability and responsibility for each other in
accomplishing tasks, which creates greater emotional intelligence for collective performance
results. Therefore, specific creation of mentors or peer-to-peer groups enables the organization to
mold behaviors and attitudes that are likely not to form when an individual chooses his or her
own ways of doing things, which may not always be in the best interest of the organization or
employee (Bolman & Deal, 2013). The organizational leaders can analyze this strategy to
determine its effectiveness through staff acknowledgements of work improvement, successful
goal completion, and within the overall context of examining organizational performance
metrics.

ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 134

Motivation Recommendations and Results
According to the Clark and Estes (2008) gap analysis framework, gaps in stakeholder
performance can also be a result of the stakeholders’ motivation associated with performance
success and goal accomplishment. Clark and Estes (2008) describe motivation as the element
that initiates the action towards goal achievement and motivation determines amount of effort
exerted in achieving the stated goals. Each of the motivation influences: self-efficacy and goal
orientation which can be contributing barriers to the stakeholders’ choice, persistence, and
mental effort (Clark & Estes, 2008), as well as achieving the requisite stakeholder and
organizational goals are discussed.
Increasing self-efficacy. Case Administration staff need to believe they are capable of
interpreting the operations’ manual and procedures, so they are confident to propose compliant
case management actions. The data revealed there is a gap in the Case Administration staff’s
self-confidence pertaining to utilizing the operations manual in achievement of relaying case
answers in complex case matters. Also, Case Administration staff need to engage in mastery
orientation because it is critical to the case management actions that impact the public served.
Self-efficacy (self-confidence) is a psychological construct which positively motivates people to
perform through belief and associated behavior that brings forth a great level of confidence and
the desired performance (Clark & Estes, 2008; Pajares, 2006; Pintrich, 2003; Rueda, 2011). The
Case Administration staff need training that incorporates scaffolding and simulation which will
permit them to further develop prior knowledge, model situations, and practice relevant case
activities. Through simulation and scaffolding, Case Administration staff will receive immediate
and credible feedback concerning their performance progress and potential for success with
additional case management tasks. In early writings, Bandura (1994) shared that through the
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strength of high self-efficacy (self-confidence) individuals approach difficult and challenging
tasks with an efficacious outlook and a high assurance of success and personal achievement.
Further, increasing self-efficacy requires the expertise to indirectly influence the individuals’
understanding of their ability to perform, their personal belief about the tasks to be achieved, and
the impression they create when they successfully perform (Clark & Estes, 2008). Additionally,
according to Clark and Estes (2008) and Rueda (2011), an individual will not select a task nor
persist to complete the task if there is a belief of being unsuccessful. Therefore, judgment,
capabilities, and overall execution are critical and bring forth the actions necessary to sustain,
improve, or increase the desired level of performance to achieve vital goals and objectives. From
a theoretical perspective, it would seem that if increasing the Case Administration staff’s self-
efficacy (self-confidence) there could be improvement in the interpretation of case procedures
and confidence to offer case action.
Promoting mastery orientation. The data also revealed the Case Administration staff
lack mastery goal orientation of duties to ensure through case management actions, the correct
service is provided to the public. Mastery goal orientation refers to individuals having a greater
sense of self-knowledge and self-fulfillment, so they are able to focus on mastery and learning
which promotes positive experiences and reduces negative emotions associated with lack of
interest (Pekrun, 2011; Pintrich, 2003; Rueda, 2011; Yough & Anderman, 2006). The
recommendation is to provide Case Administration staff opportunities for training that are task
related and goal orientated to promote self-knowledge, self-improvement, and learning for goal
mastery as opposed to performing solely for compliance requirements or directives from their
supervisors. According to Yough and Anderman (2015), motivation is positively promoted when
there is a focus on mastery of goals and self-improvement. Mastery goal orientation is
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 136

distinguished by the individuals’ learning motives and the existence of a desire to perform
challenging tasks which increase competency, develops new skills, and allows mastery of new
situations (Lee, Tan, & Javalgi, 2010). Further, mastery goal orientation is framed to encourage
skill and knowledge acquisitions, leading to the perseverance to commit to the tasks or
responsibility, and resulting in the individuals’ engaged focus on performance and satisfaction
(Anderman, 2015; Lee, et al, 2010). Through mastery goal orientation, learning and progress are
promoted which aligns to the recommendations necessary for self-improvement.
Knowledge Recommendations and Results
The data revealed gaps in metacognitive knowledge and strengths within the Case
Administration staff’s procedural knowledge. The gaps in metacognitive knowledge must be
addressed because they create difficulties in Case Administration staff not possessing a
compressive level of knowledge in all areas of bankruptcy and associated civil matters, which
could cause adverse impacts to the Bar, the public, and other interested parties in a case. The
procedural knowledge and prioritization of tasks is an asset to the court as it relates to
correctness in case action. The Clark and Estes (2008) gap analysis framework is referenced
which discussed the knowledge deficiencies, and whether people know what is required and how
to attain goal achievement.
Continuing to strengthen the Case Administration staff’s procedural knowledge of case
management. Case Administration staff indicated they have the procedural knowledge and
ability to prioritize tasks and understand case procedure progression to adequately ensure the
correct course of action in certain types of cases. Procedural knowledge involves knowing how
to do something based on subject specific skills, techniques, and criteria, and when to employ
suitable methods and the use of routine knowledge to accomplish tasks (Anderson & Krathwohl,
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 137

2001; Fayol, 1994; Krathwohl, 2002; Munby, Versnel, Hutchinson, Chin & Berg, 2003; Rueda,
2011). The Case Administration staff can continue to enhance procedural knowledge with
simulation training and the use of job aids. Procedural strategies help to develop mastery by
acquiring relevant skills, knowing when to apply the learned skills, and being able to facilitate
the transfer of those skills (Mayer, 2011; Schraw & McCrudden, 2006). Dillard-Eggers and
Roberts (2015) suggest the acquisition of procedural knowledge occurs by making inference to
rules and being able to apply directions, processes and procedures to achieve stated goals. When
individuals are provided episode-based (examples, samples or illustrations for complex tasks) or
rules-based (schemas, diagrams or charts for less complex tasks) guidelines and instructions it
provides greater success in completing tasks and achieving problem solving (Dillard-Eggers &
Roberts, 2015). Additionally, Hussain, Lucas and Ali (2004) discuss knowledge management
through the use of applying technology to support procedural knowledge through the use of “rich
stimuli and requisite variety” (p. 13). By way of technology, individuals are exposed to a virtual
and broad sharing of information which can easily be utilized to encourage dialogue and
collaboration among a network of similar users.
Increasing metacognitive knowledge when faced with complex bankruptcy cases
and associated civil matters. Case Administration staff reported lack of specialized knowledge
when dealing with complex and challenging case matters. The study’s data indicates there is a
gap in metacognitive knowledge which inhibits their ability to possess a comprehensive
knowledge of the bankruptcy cases and related civil matters. Metacognitive knowledge involves
utilizing cognitive strategies, stimulates self-regulation, and comprises knowledge and awareness
of self-regulation (one’s own cognition) during skill acquisition (Baker, 2006; Keith & Frese,
2005; Pintrich, 2002).The Case Administration staff need training that improves metacognitive
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 138

skills and increases self-monitoring and self-regulation, and the provision of guidance, modeling,
coaching, and targeted feedback that demonstrates self-evaluation and identification of areas
needing improvement. It is through metacognitive activities that Schmidt and Ford (2003) report
the importance lies within the individual’s ability to actively monitor and control progress by
assessing their own knowledge, improving decision making, and determine through self-
regulation and self-assessment the accuracy of their considerations. Puustinen and Pulkkinen
(2001) emphasize that self-regulated learners have the ability to initiate metacognitive processes
to achieve learning goals through actual performance, task completion and perseverance until
they succeed. Pintrich (2002) further adds that self-knowledge is an important aspect of
metacognition as it allows the individual to assess their strengths and weaknesses through a sense
of being self-aware which is the depth and breadth of one’s ability to ascertain when they don’t
know something requiring the individual to go about a process.
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 139

Appendix F: Integrated Implementation and Evaluation Plan
Implementation and Evaluation Framework
The New World Kirkpatrick Model encompasses a framework which offers four levels of
evaluate training. In reverse order, the model begins with Level Four (Results), Level Three
(Behavior), Level Two (Learning), and Level One (Reaction). In Level Four (Results), leading
indicators which can be internal or external assist with gap identification between the
individuals’ performance and the organizational results, and are identified to assist the
organization with the broad question of “What does the organization exist to do, deliver, or
contribute to at this high level?” (Kirkpatrick & Kirkpatrick, 2016, p. 13). In Level Three
(Behavior), critical behavior, required drivers and on-the-job training is identified, which helps
to reinforce that participants learned during training to be utilized when back on the job. Level
two (Learning) is used to analyze the participants’ knowledge, skills, attitudes, confidence, and
commitment as it relates to their participation in requisite training. Lastly, Level One (Reaction)
focuses on the participants’ reaction to the training and the level of satisfaction. This model
helps to operationalize training evaluation and corrects the misapplication of training evaluation
approaches (Kirkpatrick & Kirkpatrick, 2016).
Organizational Purpose, Need and Expectations
The mission of USEC is to continually improve the efficiencies, timeliness, and accuracy
in court administration and provide excellence in organizational performance. To support
improvement in efficiencies, the organizational goal for this study is that USEC’s case
management tasks are 100% compliant with the Federal Bankruptcy Code, Related Statutes, and
Bankruptcy Rules. To assist in meeting the organizational goal, the stakeholder goal for this
study was that all Case Administration staff will complete case management tasks in a timely
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 140

and accurate manner 98%-100% of the time. This study conducted a needs assessment of the
knowledge, motivation, and organizational resources that are deemed necessary for goal
accomplishment. The joint efforts of all USEC stakeholders are needed to achieve efficiencies in
court administration, the study focused on Case Administration staff. The proposed
recommendations include increased organizational communication about goals and learning
opportunities, implementation of mentors and peer-to-peer exchange groups, participation in
training activities, simulation training, and requisite job aids.
Level 4: Results and Leading Indicators
Table 8 indicates the proposed Level Four: Results and Leading indicators which notates
the external and internal outcomes, metrics, and methods for USEC. Both the external and
internal outcomes are critical components of the evaluation plan. Internal leading indicators are
an element of the organizational structure defining how individuals contribute to the goal, and
external leading indicators convey how the external stakeholders react to the behaviors within
the organization (Kirkpatrick & Kirkpatrick, 2016).
Table 8
Outcomes, Metrics, and Methods for External and Internal Outcomes

Outcome Metric(s) Method(s)
External Outcomes
Improved Judicial, Bar and
customer satisfaction with
pleadings on the docket
within 24 hours of being
filed.
Court satisfaction scores on the
Court Assessment/Strategic Plan
Survey.
Administer an annual survey for
external stakeholders.
Increase in the case
progression knowledge for
determining proper course of
action in cases which offers
judicial officers, the Bar and
The number of accurate case
dockets increase.
Analyze monthly statistics from the
Case Management Assist (CMA)
software.
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 141

customers greater docket
accuracy.

Reduction in order entry
deficiencies which offers
judicial officers, the Bar and
customers greater docket
accuracy.
The number of vacated order
entries decline.
Requests monthly vacated order
entry reports from the Case
Management/Electronic Case
Filing (CM/ECF) system.
Internal Outcomes
Improved satisfaction of
Case Administration staff
with their level of
competence using the
operations procedures to
propose case management
actions.
Successful completion of
operational procedures writing
course that provides clarity and
structure for writing and analyzing
case management procedures.
Set aside time for staff to share
feedback about new operations
procedures.
Increased satisfaction of
Case Administration staff
while engaging and assisting
the public.
Successful completion of customer
service/legal advice courses which
that provide guidance with public
assistance.
Set aside regular discussions with
staff and supervisors on practices
that help them understand their
performance with assisting the
public.
Case Administration staff
experience shared definition
of organizational goals
aligned with performance
expectations.
Case Administration staff
satisfaction rates measured through
the annual Work Environment
Survey (WES).
Administer annual WES.
Case Administration staff
performance is improved
because of encouragement to
take time away from daily
duties to participate in
learning opportunities.
The number of learning and
development opportunities offered.
Administer annual WES.
Case Administration staff
experiences increased focus
on and implementation of
mentors and peer-to-peer
strategies.
The number of agreements with
mentors and peer-to-peer
assignments.
Request data quarterly from
internal systems to review
coordination of assigned staff and
activities.

ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 142

Level 3: Behavior
Critical behaviors. Level Three involves a comprehensive and continuous performance
monitoring and improvement level involving the connection between training and results
(Kirkpatrick & Kirkpatrick, 2016). The stakeholder of focus is the Case Administration staff who
are responsible for accurate and timely case management duties. To achieve the goal, the Case
Administration staff’s behaviors must be supported and monitored. The behaviors include using
the operations manual and other job aids for determining proper case action, providing
resourceful public assistance to those with limited legal proficiency, participating in learning and
training opportunities, and engaging with a peer or mentor to further improve performance and
increase self-knowledge for goal achievement. The specific metrics, methods and timing for
each of these outcome behaviors are illustrated in Table 9.
Table 9
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metric(s)
Method(s)
Timing
1. Case Administration
staff confidently use
operations manual for
determining accurate
and timely case actions.
Successful completion
of an operations manual
course review to gain
familiarity with domain
content areas and the
number of times Case
Administration staff
access the manual.
An operations manual
review course to be
included as part of Case
Administration staff’s job
requirements.
New employee
orientation and then
quarterly in
conjunction with staff
meetings.
2. Case Administration
staff provide resourceful
customer service to the
public who have limited
legal proficiency.
Number of customer
service/legal assistance
sessions Case
Administration staff
attend for assisting the
public who are limited
in legal proficiency.
Report from Operations
Supervisor on the number
of sessions re: customer
service/legal assistance
attended as a requirement
of job responsibilities.
New employee
orientation and then
quarterly.
3. Case Administration
staff focus performance
outcomes to align with
organizational goals.
Case Administration
staff’s increase in
percentage of
performance measures
utilizing CM/ECF and
CMA.
The CUE’s and Operations
Supervisor will meet
frequently to discuss
performance and review
CM/ECF and CMA
reports.
Monthly in
conjunction with
operations update
meetings.
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 143

4. Case Administration
staff schedule time
away from regular
duties to participate in
training and learning
opportunities.
The number of learning
and training
opportunities
developed and offered
and frequency of Case
Administration staff
participation.
The CUE’s and Operations
Supervisor will review the
number of training
programs completed.
During first year of
implementation
quarterly.
Thereafter at the start
of each fiscal year.
5. Case Administration
staff engage a
peer/mentor to further
develop job specific
expertise.
The number of
peer/mentor groups
established and
frequency of Case
Administration staff
participation.
The CUE’s and Operations
Supervisor will document
the number of active
peer/mentor groups.
Monthly

Required drivers. Critical behaviors should be reinforced, encouraged, monitored and
rewarded by the organization through a variety of strategies, techniques, and resources
(Kirkpatrick & Kirkpatrick, 2016). Table 10 illustrates key required drivers for Case
Administration staff that are responsible for case management tasks to be at least 98%-100%
timely and accurate in compliance with the Federal Bankruptcy Code, Related Statutes, and
Bankruptcy Rules. To assist the Case Administration staff in achieving this organizational goal,
the organizational leaders must create communication strategies that convey continuous
information about goals and performance expectations. There should also be job aids to assist the
Case Administration staff with making accurate case action decisions and related order entries.
There should also be opportunities for learning and training opportunities to increase self-
knowledge and build confidence in skills. Additionally, providing mentors and peers to further
support learning and training and the transfer of knowledge.

ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 144

Table 10
Required Drivers to Support Critical Behaviors
Method(s) Timing
Critical Behaviors Supported
1, 2, 3 Etc.
Reinforcing
Create formal and informal
communication strategies within
the court that continually
reinforce best practices for case
management and time
management.
Monthly 3
Provide a job aid containing
details, actions, and decisions for
case progressions and task
analysis.
Monthly 1,2
Provide a trouble-shooting guide
that contains information when
dealing with case deviations.
Monthly 1
Provide training that includes
review of prior case actions and
identify areas for improvement.
Monthly 4,5
Provide the key steps/checklist
and elements as a worked
example for proper order entry
regarding motions, notices, and
hearings.
Monthly 1,4,5
Encouraging
Use scaffolding during learning
and training opportunities to
build upon prior knowledge,
offer feedback, and modeling to
build confidence in tasks.
Monthly 4,5
Create opportunities for peer
modeling during meetings.
Monthly 4,5
Provide opportunities for staff to
model values, increase self-
knowledge, and self-
improvement to provide
efficient/effective delivery of
case management services and
public assistance.
Monthly 2
Rewarding
Track the attainment of proper
case management action tied to
performance goals and the
awards and recognition program.
Annually 3
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 145

Acknowledgment of case
management success listed in the
internal website, mention at staff
meetings, or thank-you notes
from CUE’s.
Monthly 3
Monitoring
Court Unit Executives (CUE’s)
and supervisors can create
opportunities at staff meetings to
provide and receive updates on
organizational goals aligned with
performance expectations.
Monthly 3
CUE’s and Human Resources
can track training opportunities
made available.
Quarterly 4,5
Develop electronic
systems/dashboards relative to
staff’s individual training and
learning efforts and mentor/peer
results.
Quarterly 4,5

Organizational support. The USEC must ensure that the Case Administration staff are
cognizant of performance expectations relative to the organizational goal that case management
tasks are 100% compliant with the Federal Bankruptcy Code, Related Statutes, and Bankruptcy
Rules. It is critical that the Case Administration staff realize case management responsibilities
are critical to the successful accomplishment of the goal. To achieve the goal, USEC must
provide continual communication strategies about organizational goals, convey clear
performance expectations, and provide requisite job aids. Specifically, USEC should allow
adequate time away from regular duties, so Case Administration staff can participate in training,
and continually offer and encourage professional development and learning opportunities to
strengthen case management skills. Lastly, the creation of mentor or peer groups can provide
further encouragement to staff and provide a greater transfer of knowledge and skills by tenured
colleagues.

ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 146

Level 2: Learning
Learning goals. In Level Two, knowledge, attitude, skills, confidence, and commitment
are evaluated (Kirkpatrick & Kirkpatrick, 2016). Upon completion of the recommended
solutions through training and learning initiatives, the Case Administration staff will be able to:
1. Plan and evaluate the prioritization of work and apply strategies to increase knowledge for
complex case matters (Metacognitive knowledge).
2. Apply strategies for successful case review and determination of course action and proper
order entry (Procedural knowledge).
3. Demonstrate a belief in capabilities to accurately interpret the operations manual (Self-
efficacy)
4. Indicate confidence and self-knowledge when providing public service assistance (Goal
orientation).
5. Implement formal and informal information strategies for disseminating information about
goals and performance expectations (Cultural model).
6. Plan opportunities within the organization that continually support learning and development
(Cultural model).
7. Design best practices with organizational leaders and supervisors that encourage time away
from day-to-day tasks to participate in learning and development opportunities (Cultural setting).
8. Create mentors and peer exchange groups to encourage further learning and knowledge
transfer (Cultural setting).
Program. The learning program for the Case Administration staff will provide support
and encouragement in achieving the learning goals listed above. The learning program will
engage the organization and the Case Administration staff towards collaboration in
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 147

understanding the critical necessity for case management tasks to be 100% compliant with the
Federal Bankruptcy Code, Related Statutes, and Bankruptcy Rules. Through a systematic
approach, the organization can develop opportunities for collective learning and communicating
performance expectations. The learning program will consist of formative and summative
methods which include synchronous sessions, simulation training, modeling and scaffolding,
frequent small group discussions, and individual action planning. Additionally, there will be job
aids such as checklists, flow charts, and exemplars, which the Case Administration staff can
utilize to ensure timely and accurate case management tasks.
Initially, the learning program will introduce a new approach to learning and training
within the court, which delivers instruction that focuses on improving organizational
performance, attainment of the learning goals, and creating a strategic approach to addressing
performance deficiencies that may inhibit staff from reaching the organizational goals. Secondly,
the learning program will encourage self-knowledge and self-regulation by reducing
metacognitive load and removing rigid processes and policies that may be contributing factors to
deficiencies and errors in case management tasks. Lastly, the learning program will offer a
continual focus on professional development for Case Administration staff while considering
organizational factors such as cultural contexts and practices. This learning program will provide
the Case Administration staff with timely feedback that will further assist in monitoring the
timely and accurate requirements of case management tasks.
Evaluation of the components of learning. A learning plan includes evaluation to
determine if the intended learning occurred. According to Kirkpatrick and Kirkpatrick (2016),
the five components to be evaluated in Level Two are: knowledge, skills, attitude, confidence,
and commitment. For the Case Administration staff to exhibit timely and accurate case
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 148

management tasks that are 100% compliant with the Federal Bankruptcy Code, Related Statutes,
and Bankruptcy Rules, they need to exhibit declarative and procedural knowledge. The Case
Administration staff must also see relevance in the learning program to accomplish performance
expectations. Lastly, the Case Administration staff must have a willing attitude, convey
confidence, and be committed to achieving successful performance outcomes. Table 11 outlines
the methods or activities and the timing for each component.
Table 11
Evaluation of the Components of Learning for the Program
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it.”
Knowledge checks using job aids (i.e.,
checklists, flowcharts) during training and staff
meetings/discussions.
Periodically during synchronous training and
during staff meetings/discussions.
Knowledge checks during in-person training
and activities.
Periodically during in-person training and
learning activities.
Procedural Skills “I can do it right now.”
Demonstration of participants using job aids to
successfully propose case management action.
Through observations during training and
through feedback during meetings/discussions.
Demonstration of participants using job aids
for accurate order entry.
Through observations during training and
through feedback during meetings/discussions.
Skill through demonstration, simulation, or
scaffolding.
During synchronous training, in-person
training or during staff meetings/discussions.
Quality of feedback from peers/mentors during
one-on-one training or instructor during in
person training.
During peer/mentor one-on-one meetings or in-
person training.
Attitude “I believe this is worthwhile.”
Participants’ comments on the value of what
they are being asked to do on the job.
During training and learning sessions and
during staff meetings/discussions.
Post training questions about the value of task
to be implemented on the job.
At the conclusions of the training and learning
sessions.
Observations of participants’ statements and
actions as they demonstrate whether they
perceive a benefit of what they are being asked
to do on the job.
During the training and learning sessions by
the trainer.
Confidence “I think I can do it on the job.”
Use a scaled survey to determine confidence
level with applying new skills on the job.
Following the training and learning sessions.
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 149

Discussion with participants. During the training and learning sessions or
during the peer/mentor one-on-one meetings.
Commitment “I will do it on the job.”
Create individual learning plans to implement
learning goals within the organization.
During the training and learning sessions or
during the peer/mentor one-on-one meetings.
Discussion with participants. During the training and learning sessions.

Level 1: Reaction
Kirkpatrick and Kirkpatrick (2016) identify three components in Level One that measures
participants’ engagement, relevance, and customer satisfaction. Table 12 identifies the methods
or tools that will be used to measure the reaction of the Case Administration staff to the learning
program.
Table 12

Components to Measure Reactions to the Program
Method(s) or Tool(s) Timing
Engagement
Completion of case practice scenarios.

Ongoing during synchronous/in-person
training and learning sessions.
Observance by training instructor or facilitator. During the training and learning sessions.
Attendance and participation During the training and learning sessions.
Relevance
Informal discussions with participants in person
(on-going) and via surveys (online).
At the completion of each training and
learning and session.
Post-training course evaluation about relevance. After each session.
Participant Satisfaction
Informal discussions with participants in person
(on-going) and via surveys (online).
At the completion of each training and
learning and session.
Post-training course evaluation about satisfaction
with training experience.
After each session.

ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 150

Evaluation Tools
To evaluate training, a variety of methods can be utilized to assist the facilitator with
determining the participants’ learning and training experience and the usefulness and credibility
of the learning sessions. The sections below discuss the types of evaluation tools used during
learning sessions, immediately following the learning sessions, and the delayed timeline as
referenced in the New World Kirkpatrick Model.
Immediately following the program implementation. To gather Level One data on
engagement, the facilitator will observe and monitor the participants’ levels of engagement and
activity during the learning sessions. The facilitator will also assess relevance and participant
satisfaction through informal discussions with participants during the sessions as well as request
participants to complete a post-training course evaluation regarding relevance of session quality
and materials.
Level Two learning will be evaluated by using regular declarative and procedural
knowledge checks during the learning session activities and post-learning individual learning
plans that will inquire about the participants’ new knowledge, proficiency, and confidence to
apply what was learned on the job. Level Two attitudes will be assessed throughout the learning
sessions through observation of the facilitator by examining participants’ attitudes and actions.
Additionally, during Level Two, the participants’ attitude, confidence, and commitment will be
evaluated through practice and feedback during sessions. Participants will be allotted time to
discuss and ask questions to clarify content learned during the sessions.
Delayed for a period after the program implementation. Monthly after the conclusion
of a few training sessions, an evaluation will be furnished to participants to provide comments.
According to Kirkpatrick and Kirkpatrick (2016), utilizing a blended evaluation tool will capture
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 151

each level of the evaluation model: reaction (engagement, relevance, and participant
satisfaction), learning (knowledge, skills, attitude, and confidence), behavior (successful
application on the job), and results (positive impact and achievement). Appendix I is a sample of
the blended evaluation survey representing the four levels.
Data Analysis and Reporting
The Level Four goals of a shared definition of organizational goals aligned with
performance expectations that focus on: improved customer service satisfaction; increase in case
progression knowledge; competence using the operations manual; and encouragement to
participate in learning opportunities all support achievement of the stated goal. For this
evaluation study, Level One begins the requisite changes and the progression towards the goal.
Engagement and participant satisfaction are components of Level One and are highly critical to
addressing the organizational gaps identified during the interviews. The first dashboard displays
the results measuring timeliness and accuracy percentages from 2016 through the present. A
similar dashboard will be created to monitor Levels Two, Three and Four relative to the various
components identified in the training and learning plan.

ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 152

Table 13
Organizational Influences, Types, and Assessment for Knowledge Gap Analysis
Evaluation of Organizational Changes for Timeliness and Accuracy in Case
Management Tasks

Yearly Evaluation Comparisons
2017 2018 2019 Status
Timeliness Percentages 82% 85% 99% On target
Accuracy Percentages 72% 70% 98% On target
Summary
The New World Kirkpatrick Model is designed to evaluate training programs and offer
value to organizations by utilizing four levels which focus on maximizing effectiveness in each
level to bring about organizational results (Kirkpatrick & Kirkpatrick, 2016). According to
Kirkpatrick and Kirkpatrick (2016), training assists with accomplishing performance
expectations and accomplishing organizational goals through multi-level and effective
evaluation. The four levels of the Kirkpatrick Model expresses transfer of learning, value
recognition, and promotes continual improvement throughout the life cycle of an organization’s
training programs. Organizations must ensure training offers relevant knowledge and skills, so
participants believe they are competent and feel confident in their delivery of skills (Kirkpatrick
& Kirkpatrick, 2016). The Kirkpatrick Model is flexible to be utilized in the court’s environment
and using this model will assist the court in achieving the stated goals towards timely, accurate,
and compliant case management.

ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 153

Appendix: G Immediate Evaluation Instrument

Sample Post – Training Survey Items Measuring Kirkpatrick Level 1

Survey Items (a four-point Likert scale ranging from Strongly Disagree, Disagree, Agree, and
Strongly Agree)

Level One: Reaction (engagement, relevance, and satisfaction) and Level Two: (knowledge,
attitude, confidence and commitment)

1. I was encouraged to participate by the instructor.
2. The training session is relevant to the work I currently perform.
3. I will recommend the training session to others?
4. I can immediately apply the strategies I have learned.
5. I am confident in applying what I have learned.
6. The training session allowed for practice and feedback.

ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 154

Appendix H: Post Evaluation Instrument

Sample Blended Evaluation Tool Measuring Kirkpatrick Levels 1, 2,3, and 4
Survey Items (a four-point Likert scale ranging from Strongly Disagree, Disagree, Agree, and
Strongly Agree)

Level One: Reaction (engagement, relevance, and satisfaction)
1. The training information has been applicable to my current responsibilities.
Level Two: (knowledge, attitude, confidence and commitment)
1. What are the major concepts that you learned during this session (knowledge - open-ended
question)?
2. My confidence changed using what you learned in the training session while performing
my case administration responsibilities? (confidence)
3. I believe the case management practices learned in this training session will make a
difference as I perform my case management responsibilities. (attitude)
4. I will implement the case management practices learned in this training session as I perform
my case management responsibilities. (commitment)
Level Three: (transfer)
1. I have applied what I learned in the training and learning session back on the job (transfer)
2. What else, if anything, do you need in order to apply what you learned to your case
administration duties (open-ended question)
Required Drivers – (Reinforcing, Encouraging, Rewarding, Monitoring)
1. I am encouraged to apply what I learned in the training sessions performing case
administration responsibilities. (encouraged)
ENGAGEMENT AND MOTIVATION OF JUDICIARY EMPLOYEES 155

2. During the training sessions, I have time to discuss challenges as well as success stories
based on what I learned in the training session? (encouraging)
3. I have set my own performance goal related to what I learned. (reinforcing, monitoring)
4. I am held accountable for applying what I learned and making progress. (monitoring)
5. I am motivated to be able to apply what I learned in the training session to my case
administration responsibilities. (rewarding)
Level Four: Results
1. I see progress in my case administration responsibilities from applying what I learned in
the training session.
2. I see a positive impact in the following areas as a result of applying what I learned in the
training session (select all that apply): (results and leading Indicators)
· Increased quality/less errors
· Improved productivity
· Increased self-assurance with case analysis
· Increased certainty with case management decisions/actions
· Increased knowledge/skill
· Better prioritization of my work
· Other (please explain)
Please share any suggestions you have for improving this training.

Abstract (if available)

Abstract The study uses the Clark and Estes (2008) gap analysis framework to understand public service employees’ organizational, motivation, and knowledge influences that promote or obstruct the attainment of 100% timely and accurate case management responsibilities in compliance with the Federal Bankruptcy Code, Related Statutes, and Bankruptcy Rules. Using a qualitative methods design, the data includes 12 in-person interviews from the Case Administration staff and internal document analysis of the respective organization. The findings highlight areas to address in case management responsibilities and case management procedures, specifically in the areas of organizational factors, self-efficacy and goal orientation, and procedural and metacognitive knowledge. As a result of the findings and a literature review associated with public service motivation, the study recommends processes and procedures that guide the organization in the development of plans for increasing motivation and knowledge for job satisfaction and organizational commitment.

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Asset Metadata

Creator White-Thomas, Khadijia V. (author)

Core Title Judiciary employees engagement and motivation: the impact on employee and organizational success: an evaluation study

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Publication Date 03/13/2019

Defense Date 03/07/2019

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

Tag engagement,federal judiciary,judicial employees,Motivation,OAI-PMH Harvest,prosocial behavior,public service motivation

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Seli, Helena (committee chair), Campbell, Deanna (committee member), Robles, Darline (committee member)

Creator Email khadijit@usc.edu,thomkj@hotmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-133208

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