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Line staff and their influence on youth in expanded learning programs: an evaluation model

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Line staff and their influence on youth in expanded learning programs: an evaluation model

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Content Running head: EXPANDED LEARNING PROGRAMS 1

Line Staff and their Influence on Youth in Expanded Learning Programs:
An Evaluation Model

by

Vanessa Gonzalez

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

May 2019

Copyright 2019 Vanessa Gonzalez

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Abstract
After school programs are held in many schools nationwide. This research reviews the
knowledge, motivation and organizational influences related to staff’s ability to provide active
and engaging activity plans to the students enrolled in the Los Angeles Expanded Learning
Program. The study utilized mixed methods via both a survey and focus groups. Thirty-six-line
staff participated in the survey and 10 in focus groups in which the knowledge of planning and
preparing activity plans, motivation to support youth’s academic goals and having an
organization that supports professional development were discussed. Data analysis indicated that
Line Staff have the knowledge and motivation to provide active and engaged learning to youth
which are identified as assets. Data also indicated gaps in the organizational influences such as
that Line Staff struggle to trust the administration. Specific recommendations for practice are
provided.

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DEDICATION
A Dios y mi Virgen de Guadalupe, mi fé me ayudo llegar a este momento. Gracias.
To my father, Amado Gonzalez, whose hard-working hands paved a way for me to sit at this
computer. Papi, por ti y para ti, sin ti no sería quien soy. Te quiero. To my mother, Sandra Lydia
Torres-Gonzalez who held me down through her encouragement and unmeasurable love. You
pushed me to continue in times I felt that not one more step can be taken. Mama, te adoro, soy la
mujer quien soy por tus sacrificios y lecciones. A mis hermanos, Jeniffer y Adam Gonzalez, you
two are my world. You let me laugh, cry and everything in between, you held me down when I
was ready to float away, distracted me when I was about to lose it, and you encouraged me when
I was ready to throw in the towel. I am so very proud of you two, don’t. give. up. Pa’lante.
To my tio, Hector Torres-Cacho, who introduced me to our history, a history I am proud to
represent and encouraged me from afar. Your story is my story, it’s our story. You inspire me to
push further, SI SE PUEDE.
To Edgardo Vaquerano, who’s only known me as a doctoral student, your unconditional love and
support throughout this process meant the world. To the moon and back, Maverick.
And to every member of my tribe: I did this with your support and effortless cheerleading. You
heard me cry, you held me when I was scared, and encouraged me to get back up when I fell. I
will be eternally grateful for the genuine love I received.
This dissertation is dedicated to the memory of mi abuela, Francisca Cacho, who showed me the
meaning of perseverance, hard work and the true meaning of a chingona.
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ACKNOWLEDGEMENT

A deep thank you to my chair, Dr. Helena Seli, without your guidance and support I would not
have been able to find the light at the end of this journey’s tunnel. My doctoral journey was filled
with up and downs but your patience and understanding allowed me to find the peace I needed to
continue.
Thank you to my other committee members, Dr. Monique Datta and Dr. Artineh Samkian, for
your unmeasurable investment in my success. From being a student in your class to sharing the
table at the most important academic moment of my career, I learned that through perseverance I
can accomplish the impossible. Dr. Datta, you shared my first moments as a Doctoral student,
and for that encouragement I continued forward. Dr. Samkian, you calmed my fear of statistics
and helped me understand the value of research as it pertained to education.

To my colleagues in OCL Cohort 2, thank you for sharing space with me. We cried, laughed,
vented and saw life move forward in a blink of an eye.
And special thanks to my tribe – Andrekka Lanier, Kristin Moody, Guillermo Munoz,
Juliet Reed and Christopher Riddick– for understanding in deeply personal ways what our
journey together symbolizes for our ancestors, families, and generations to come. Fight On!

To my colleagues that shared space with me in times of desperation and celebration.

To the mujeres on your own journey, we stand together. You are brilliant, you belong here.
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TABLE OF CONTENTS
CHAPTER ONE: INTRODUCTION
Introduction of the Problem of Practice .............................................................................. 9
Organizational Context and Mission ................................................................................ 11
Organizational Goal .......................................................................................................... 13
Related Literature .............................................................................................................. 14
Importance of the Evaluation ............................................................................................ 17
Description of Stakeholder Groups ................................................................................... 17
Stakeholder Group for the Study ...................................................................................... 18
Purpose of the Project and Questions ............................................................................... 19
Conceptual and Methodological Framework .................................................................... 20
Definitions ......................................................................................................................... 21
Organization of the Project ............................................................................................... 21

CHAPTER TWO: REVIEW OF THE LITERATURE ................................................................ 23
Effective Learning in the Expanded Learning Framework ............................................... 23
Expanded Learning Site Line Staff ................................................................................... 27
Clark and Estes’ (2008) Organizational Problem-Solving Framework ............................ 30
Line Staff Knowledge, Motivation, and Organizational Influences ................................. 30
Knowledge and Skills ....................................................................................................... 31
Motivation ......................................................................................................................... 35
Organizational Influences ................................................................................................. 38
Conceptual Framework: The Interaction of Line Staff’s Knowledge and Motivation and
the Organizational Context………………………………………………………………38

CHAPTER THREE: METHODS
Survey Sampling Criterion and Rationale ........................................................................ 45
Focus Group Sampling Criterion and Rationale ............................................................... 46
Data Collection and Instrumentation ................................................................................ 47
Surveys .............................................................................................................................. 47
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Focus Groups .................................................................................................................... 48
Data
Analysis………………………………………………………………………………….45
Credibility and Trustworthiness ........................................................................................ 51
Validity and Reliability ..................................................................................................... 53
Ethics…………………………………………………………………………………… 49
Limitations and
Delimitations……………………….……………………………………………………51

CHAPTER FOUR: RESULTS AND FINDINGS ......................................................................... 58
Participating
Stakeholders……………………….……………………………………………………..54
Results and Findings ......................................................................................................... 60
Knowledge Results and Findings ...................................................................................... 60
Motivation Results and Findings ...................................................................................... 60
Organizational Influences Results and Findings ............................................................... 60
Summary ........................................................................................................................... 77

CHAPTER FIVE: RECOMMENDATIONS TO ADDRESS INFLUENCES ............................. 78
Knowledge Recommendations ......................................................................................... 78
Motivation Recommendations .......................................................................................... 83
Organization Recommendations ....................................................................................... 86
Implementation and Evaluation Framework ..................................................................... 90
Level 4: Results and Leading Indicators ............................................................... 91
Level 3: Behavior .................................................................................................. 92
Level 2: Learning .................................................................................................. 94
Level 1: Reaction .................................................................................................. 96
Evaluation Tools ............................................................................................................... 97
Data Analysis and Reporting ............................................................................................ 98
Summary ........................................................................................................................... 99

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References ................................................................................................................................... 104

APPENDIX A Expanded Learning Activity Plan…..………………………………………….112
APPENDIX B Survey Items ....................................................................................................... 114
APPENDIX C Line Staff Focus Group Protocol ........................................................................ 116

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TABLES AND FIGURES

Tables

Table 1.1 Organizational Mission and Global Goal….…………………………………… 20
Table 2.1 Assumed Knowledge Influences...……………………………………………… 35
Table 2.2 Assumed Motivational Influences……………………………………………… 38
Table 2.3 Assumed Organizational Influences…………………………………………… 40
Table 2.4 Assumed Organizational Influences.…………………………………………… 42
Table 4.1 Survey Data from Participating Stakeholders…………………………………… 59
Table 4.2 Survey Data from Participating Stakeholders.……………………………….… 60
Table 4.3 Survey Data from Participating Stakeholders…………………………………… 64
Table 4.4 Survey Data from Participating Stakeholders…………………………………… 70
Table 4.5 Survey Data from Participating Stakeholders…………………………………… 70
Table 4.6 Survey Data from Participating Stakeholders…………………………………… 72
Table 4.7 Survey Data from Participating Stakeholders…………………………………… 73
Table 4.8 Survey Data from Participating Stakeholders…………………………………… 73
Table 4.9 Survey Data from Participating Stakeholders…………………………………… 74
Table 4.10 Survey Data from Participating Stakeholders.………………………………… 75
Table 5.1 Summary of Knowledge Influences and Recommendations…………………… 79
Table 5.2 Summary of Motivation Influences and Recommendations …………………… 83
Table 5.3 Summary of Organizational Influences and Recommendations………………… 87
Table 5.4 Outcome, Metrics, and Methods for External and Internal Outcomes.………… 91
Table 5.5 Critical Behaviors, Metrics, Methods, and Timing for Line Staff……………… 92
Table 5.6 Required Drivers to Support Critical Behavior………………………………… 93
Table 5.7 Components of Learning for the Program.……...…….………………………… 96
Table 5.8 Components to Measure Reactions to the Program.…….……………………… 96

Figures

Figure 2.1 LAELP Conceptual Framework…………………………………………………43
Figure 5.1 The New World Kirkpatrick Model.…….………………………………………91
Figure 5.2 Monitoring and Accountability Dashboard...……………………………………99

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CHAPTER ONE: INTRODUCTION

Introduction of the Problem of Practice
After each school day over a quarter of the school children in the United States are left
alone and unsupervised at home or on the streets (NCSL, 2012). Youth living in communities of
concentrated poverty are more likely to succumb to being unsupervised and to live in
neighborhoods with higher crime rates, making them “at-risk” (Kneebone, Nadeau, & Berube,
2011). Sam Piha (2010) defined risk factors as the various shortfalls in young people’s
environments which researchers believe put them “at risk” for engaging in problem behavior
and/or having difficulty achieving positive outcomes as young adults. However, these risk
factors are avoidable through improved organizational practices.
Expanded learning programs are often suggested as effective alternatives for children
who are left unsupervised after school and have the potential for becoming “at risk.” Expanded
learning programs are defined as added time during the school day, specifically after-school,
before-school, and summer programs (After-School Alliance, 2011). Piha (2010) suggested that
organizational practices refer to the policies, structures, and actions of an expanded learning
program’s larger, sponsoring organization, such as a school, school district, or agency. Some
examples of organizational practices that support effective youth development in after-school
programs include: maintenance of a low youth to staff or volunteer ratio, ensured safe and
reliable program space availability, and allowing flexibility in allocating program resources.
Expanded learning programs can offer a safe place for youth during the out-of-school hours, as
well as contribute to youth success. Research indicates that high-quality expanded learning
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programs can have a range of benefits for youth, such as increased school attendance,
engagement in learning, social and emotional improvements, and academic gains (Kneebone et
al., 2011; Piha, 2006).
While researchers have discussed various interventions, some of the interventions
presented are during the school day and can have a positive impact on at-risk youth. The
relationships that form in after-school youth programs may have a significant impact on at-risk
students, as indicated in research that has shown that the quality of relationships between youth
and the program staff within youth programs, may be more significant than academic techniques
and interventions utilized within the school days (Brendtro, Brokenleg, & Van Bockern, 2002).
Expanded learning programs are necessary to offset negative influences derived from children
being left unsupervised in the home. Affluent communities offer a variety of positive influences
and benefits for their residents; yet, in communities of concentrated poverty, or areas with a high
percentage of families who live below the poverty level, research has found that these types of
benefits are not available (Brendtro et al., 2002). Factors that contribute to children being left
unsupervised are parents who work long hours, lack of finances to pay for after-school care, and
a reduction in free programs offered in their communities (Noam, Biancarosa, & Dechausay,
2003). The hours between 3:00 p.m. and 6:00 p.m. are the peak hours for juvenile crime and
experimentation with drugs, alcohol, cigarettes, and sex; it is estimated that every dollar invested
in expanded learning programs saves the city $2.50 in crime-related costs (After-school Alliance,
2007).
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Research indicates that many after-school programs still do not have strong evidence that
they are achieving a positive impact on the youth and community; the desire for high youth
engagement and program quality has become a staple of expanded learning programs (Mahoney,
Parente, & Lord, 2007). Through advocacy strategies, an increase of public and private
investments can support growth in expanded learning programs (After-school Alliance, 2011).
By examining activity design and placing well-trained quality individuals at after-school sites,
the program better meets the needs and interests of youth by creating and implementing active
and engaging learning opportunities. Yet, recruiting and retaining quality staff is a challenge in
the creation of high-quality programs (After-school Alliance, 2011).
A high-quality line staff is critical to the success of after-school programs; a poorly
prepared staff has a direct impact on the quality of programming (Mahoney et al., 2007). In an
urban setting, expanded learning programs are expected to provide academic support; yet, there
is little to no evidence that expanded learning programs are making a difference (After-school
Alliance, 2012). In this study, the Los Angeles Expanded Learning Program (LAELP) line
staff’s knowledge and motivation was evaluated against the backdrop of organizational
influences to examine what factors facilitate or inhibit the staff from producing effective activity
plans during after-school time.
Organizational Context and Mission
The Los Angeles Expanded Learning Programs (LAELP) provides youth and their
families with supervision by credentialed teachers and college-age tutors daily until 6:00 pm.
The program provides both academic assistance and enrichment activities and works to keep
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youth on track for timely grade-level promotion and graduation from high school. In the context
of the diverse population of Los Angeles, LAELP services a population that is 2% American
Indian and Native Alaskan, 2% Asian, 6% Black or African American, 13% White, and 77%
Hispanic; with 51% female participants and 49% male participants. Following grant
requirements, 80% of LAELP’s participants received free or reduced lunch (Organization
Website, 2017).
The LAELP are embedded within metropolitan Los Angeles, expanding through the
various cities north, south, east, and west of Downtown Los Angeles. The mission of the
organization is to support the transformation of Los Angeles neighborhoods using an all-
inclusive approach to reduce poverty by ensuring families have access to high-quality schools,
comprehensive education and technology services, and through those services, enable a
successful shift from early childhood to college-age. Comprehensive services include a team of
individuals who are significant to the well-being of youth collaboratively, the development of a
plan of care, plan implementation, and the evaluation of its success over time (Scott & Eber,
2003). Expanded learning programs in the metropolitan Los Angeles areas fit that definition as
they reach more than 8,000 youth daily, with financial support from federal and state funds,
partnerships, and stakeholders (Organization Website, 2017). A unique feature about LAELP is
that each expanded learning cohort, or set of schools, is directly supported by program managers,
program specialists, and an administrative team who provides support by tailoring activities
specifically for each school site. Additionally, partnerships with the Los Angeles Unified School
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District (LAUSD) and local charter schools offer tutoring and project-based activities that
increase academic achievement while keeping learning fun (Organization Website, 2017).
Organizational Goal
The Los Angeles Expanded Learning Programs (LAELP) transforms Los Angeles
neighborhoods by using a rounded approach to support participants’ success. Participant success
is accomplished by ensuring families have access to high-quality schools, comprehensive
education, and technology services, enabling a successful transition from cradle to college, and
beyond to career. The organizational goal is that all youth enrolled in LAELP will demonstrate
proficiency in required skills for college and career success by 2025. This goal is supported by
strengthening internal operations, increasing staff capacity, and supporting infrastructure.
To deepen the goal and to take intentional steps toward reaching the support needed, the
executive team, the department director, assistant director, and a group of program managers
decided that the focus of improvement would be on two quality standards: performance goals of
quality line staff and effective programming (Organization Website, 2017). According to the
California After-School Network’s Quality Standards for Expanded Learning (2014), quality
staff refers to an individual who is dedicated to creating a positive learning environment by
facilitating activities that engage students in an active and meaningful way. At the agency level,
quality line staff are obtained by recruiting and retaining individuals who have high levels of the
required knowledge and skills. Effective programming includes the creation of a student
environment that is safe and encouraging, as well as focused on the social-emotional and
physical developmental needs of students (Quality Standards for Expanded Learning, 2014).
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To streamline agency goals, a strategic plan was created to set priorities, allocate
resources, strengthen operations, and stakeholders (Organization Website, 2017). Consequently,
the LAELP created a logic model to support the provision of high-quality in which expanded
learning services increase youths’ college and career readiness. Specifically, the model
references “Active and Engaged Learning” which is described as substantial learning that
promotes dynamic, hands-on, and project-based collaboration and activities that result in a
culminating activity; such as, a STEM showcase, art showcase, spelling bee, or sport
participation (Quality Standards for Expanded Learning, 2014). At the elementary school level,
LAELP’s short-term goals include increasing day school attendance, as well as increasing the
youth test scores on standardized testing. These goals are met through tutoring, reading, and
language arts intervention. To increase enriched learning and support youths’ social and
emotional development, LAELP provides art education and recreational activities (Organization
Website, 2017).
Related Literature
Urban youth often fall into categories that are organized by cultural deficiencies. The
term, “cultural deficiency” has been used since the mid-1900s in academic conversations and in
various fields, at times referred to as the “culture of poverty” or “culture of deprivation”
(Blanton, 2003). Cultural deficiency refers to a theoretical argument that the cultural attributes
or practices often associated with historically disenfranchised racial and ethnic groups
specifically, Blacks and Latinos, have prevented these groups from assimilating and attaining
social mobility within U.S. society (Blanton, 2003; Burt, Resnick & Novick, 1998). Education
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specialists have used cultural deficiency arguments to explain why differences in academic
performance and achievement exist and persist among racial and ethnic minority groups
(Blanton, 2003).
Academic achievement has become a main component in teacher preparation leading to
student success and therefore, it is vital to discuss the achievement gap between affluent and
urban students. An achievement gap refers to the significant and persistent disparity in academic
performance or educational attainment between different groups of students, such as White
students and minorities, or students from higher-income and lower-income households (Noguera,
2008; Noguera, 2012). While achievement gaps may vary significantly in degree or severity
from group to group or place to place, achievement gaps are defined by consistency and
persistence (“Achievement Gap,” 2014; Noguera, 2012). Scholars who want to move away from
the assertion that academic disparities are the students’ fault, which subscribes to the cultural
deficiency argument, are moving away from the concept of “achievement gap” and adopting the
term “opportunity gap.” The term “opportunity gap” refers to the unequal and inequitable
distribution of resources and opportunities for groups of students (“Opportunity Gap,” 2013).
Some scholars may use the term achievement gap to discuss individual student achievement, but
it is more likely that the term opportunity gap is used to describe the true disparities in academia
amongst low income students; achievement gap nearly always refers to disparities of
achievement between or among student groups (“Achievement Gap”, 2014).
According to research, educators now have the responsibility to teach non-cognitive
components such as the ability to support student socio-emotional growth. In education,
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transitioning from a deficit orientation, believing that the person is at fault, to an asset- or
strengths-based mentality can support youth development (Keith, 2001). By having an asset-
based lens, educators can evaluate what they want the students to learn and support the students
in celebrating their victories as they grow (Kincheloe, 2007). Creating programs that focus on
development, success, and operate out of high expectations for youth performance, boosts youth
self-esteem as well as academic performance (Chung, 2000; Lauver, 2012). Expanded learning
programs provide a range of different activities that benefit the youth, their families, schools, and
ultimately, the whole community (Chung, 2000). Expanded learning programs help keep youth
of all ages safe and engaged through quality line staff supervision.
Most expanded learning programs have a common structure: a variety of homework help,
a snack or meal, recreation, and possible field trips (Halpern, 1999). There are three primary
reasons why there is an emphasis on expanded learning programs. First, Fashola (2002) stated
that those who attend expanded learning programs are exposed to a broader range of experiences
and as a result, their day school attendance increases, and an improvement in academic
achievement is also noted. Secondly, expanded learning programs are facing increased pressure
to support youth in acquiring basic academic skills and to help them achieve academic success
(After-school Alliance, 2009; Halpern, 1999). Currently, expanded learning programs are safe
places for children of working parents, but a need for programs that measure success in terms of
academic improvement will support the ability to move expanded learning programs beyond the
idea of child care facilities (Clanton Harpine, 2013; Halpern, 1999).

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Importance of the Evaluation
It is important to evaluate LAELP’s performance in relationship to the performance goal
of preparing students for college and career readiness through academic programming. If the
organization cannot provide quality academic and supplemental programming, it risks losing its
funding. For funding to continue, grants seek to evaluate the organization’s performance and
determine how closely the organization is reaching its goal. The organization evaluated in this
study is still in the early stages of developing a strategic plan and organizational goals; outcomes
that were tracked include ensuring that K-12 students are on-track for college and career success.
These outcomes include but were not limited to readiness for kindergarten, English proficiency
in 3
rd
-grade, math proficiency in 8
th
-grade, completing college-ready coursework, and increased
high school graduation rates. These outcomes help track LAELP’s progress toward its overall
impact and gather data used to make programming decisions.
Description of Stakeholder Groups
Several different stakeholder groups were involved in the process of providing quality
expanded learning programs and through that, supporting the youth in becoming proficient in
skills essential to college and career success. The stakeholders involved include participants
(students), their parents, administration, supervisors, site director, teachers, line staff, counselors,
and grant partners. The role of the organization is to support parents, administration, and line
staff to understand the expectations, including those most important in creating a college and
career readiness atmosphere for the youth.
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There are two stakeholder groups that are critical to ensuring college and career readiness
in expanded learning programs: 1) line staff and 2) site directors. Academic support, emotional
support, and a definitive connection to the line staff are examples of what youth seek in
educators. Line staff are part time positions, typically filled by college students or members of
the community and the most intricate component of the expanded learning programs. Line staff
who share a similar background to those accessing the expanded learning program are often
sought as the youth they serve create quicker connections and bonds due to cultural
inclusiveness. Those relationships lead to a positive effect on the social and academic goals of
the youth (Hirsh, 2011; Leos-Urbel, 2015).
The role of the site director is established as the onsite support for the agency in creating
expanded learning programs with specific responsibility for the routine general administration
and program implementation. Site directors oversee program line staff, program operations,
services, and the implementation of programs and processes. Site directors are also responsible
for hiring and training the line staff who work directly with the youth. Site directors and line
staff work together to create and implement active and engaging learning activity plans for the
program such as dance, poetry, or music appreciation.

Stakeholder Group for the Study
While the joint efforts of all stakeholders contribute to the achievement of the overall
organizational goal of youth being ready for college and career success, it is important to study
the ability of line staff to provide active and engaged learning experiences, because they spend
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the most time with the youth during the expanded learning hours. Therefore, the stakeholders of
focus for this study were all part time LAELP line staff. As a method for tracking outcomes and
setting goals, the tool used to evaluate the department’s performance was the line staff’s
successful use of the activity plan sheet. The activity plan sheet is a one-page form that is
created by the organization and disseminated by the site administration for the after-school line
staff to fill in with a specific activity or event that they schedule for the day; components of the
activity plan include the introduction, steps, a possible college or career connection, and a
reflection. The stakeholders’ goal, supported by the director and executive team, is that by
December 2018, 100% of the LAELP Line Staff will be able to create and successfully utilize
LAELP’s activity plan sheet to create and implement active and engaged learning.
Purpose of the Project and Questions
The purpose of this project was to evaluate the degree to which Los Angeles Expanded
Learning Programs meet the organizational goal of increasing attendance and academic
achievement. The increase supports college and career readiness through creating and
implementing active and engaged learning. The analysis focused on line staff knowledge,
motivation, and organizational influences related to achieving the organizational goals. The
following questions guided the evaluation study:
1. What are the knowledge, motivation, and organizational influences related to the line
staff’s ability to implement active and engaging learning opportunities?
2. What are the recommendations for organizational practice in the areas of line staff
knowledge, motivation, and organizational resources?
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Table 1.1 describes LAELP’s overall organizational mission and their global goal. The table
also includes a stakeholder goal which will support the focus in which LAELP wishes to provide
to meet and surpass their organizational global goal.
Table 1.1

Organizational Mission and Global Goal

Organizational Mission
The Los Angeles Expanded Learning Program (LAELP) is a multi-service, non-profit
organization that seeks to provide resources to Los Angeles families using a comprehensive
approach to decrease the lack of community resources by ensuring access to high quality
schools, comprehensive education, and technology services, enabling a successful transition
from early education and beyond.

Organizational Global Goal
By 2025, all youth enrolled in LAELP programs will demonstrate proficiency in skills for
college and career success.

Stakeholder Goal
By 2018, 100% of Los Angeles Expanded Learning Line Staff will be able to create and
successfully utilize LAELP’s activity plan sheet to create active and engaging learning.

Conceptual and Methodological Framework
The conceptual framework utilized in this study is Clark and Estes’ (2008) gap analysis, a
systematic, analytical method that helps to clarify organizational goals and identify the
knowledge, motivation, and organizational influences. The framework was adapted to an
evaluation model, centered on personal knowledge and related literature. The assumed
knowledge, motivation, and organizational influences that impact the organizational goal
achievement were generated. The methodological framework implemented a qualitative case
study along with supporting descriptive statistics. These influences were assessed using surveys,
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focus groups, a literature review, and content analysis. Research-based solutions were
recommended and evaluated in a comprehensive manner.
Definitions
Achievement Gap: The “achievement gap” in education refers to the discrepancy
in academic performance between groups of students. Examples of where the achievement
gap is indicated are in grades, standardized-test scores, course selection, dropout rates, and
college-completion rates, among other measures (Education Week, 2007).
Expanded Learning Programs: Expanded learning programs refer to any educational program or
policy intended to increase the amount of time students are learning, especially for the purposes
of improving academic achievement held during the before school, after school, weekend or non-
instructional days (Hidden Curriculum, 2014).
Opportunity Gap: The “opportunity gap” refers to the factors which contribute to or effect lower
educational aspirations, achievement, and attainment for certain groups of students usually
through race, ethnicity, socio-economic status, English proficiency, community, or familial
situations (Education Week, 2013).
Organization of the Project
Five chapters organize this study. This chapter provided the reader with the key concepts
and terminology commonly found in a discussion about the expanded learning program goals of
quality line staff and engaging activities. The organization’s mission, goals, stakeholders, and
the framework for the project were introduced. Chapter Two provides a review of current
literature surrounding the scope of the study. Chapter Three details the methodology, data
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collection, and analysis. In Chapter Four, the data and results are assessed and analyzed.
Chapter Five provides solutions based on data and literature, as well as recommendations for an
implementation and evaluation plan for the solutions.

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CHAPTER TWO: REVIEW OF THE LITERATURE
The purpose of this literature review is to provide an overview of the academic impact
expanded learning programs have had on urban youth, beginning with the historical challenges
that urban youth face in accessing quality expanded learning programs. Levels of crime are
characterized by components that frame low socio-economic communities, causing a perspective
that low socio-economic communities are problem driven (Ginwright, Cammarota & Noguera,
2005; Ginwright & Cammarota, 2007). Many urban youth voice frustrations over their future,
expressing that when it comes to living in low socioeconomic communities, it is a matter of
surviving rather than thriving (McLaughlin & Irby, 1994). Hindered community resources due
to economic pressures such as poverty, discrimination, and oppression are responsible for
conditions that afflict urban youth (Ginwright & Cammarota, 2007). Following the literature
review, this chapter then explores the knowledge, motivation, and organizational influences that
line staff need to support youth during after-school time in acquiring the proficiencies necessary
to be college and career ready.
Effective Learning in the Expanded Learning Framework
After-school programs can provide youth with supervision during a time in which many
might be exposed to, and engage in more disruptive and harmful behaviors (Fashola, 2002).
Research has shown that youth need supervision and learning opportunities during the after-
school hours (Leos-Urbel, 2015; Piha, 2010). According to the FBI’s National Incident-Based
Reporting System (2007) the four hours immediately following the school day are known to have
a higher chance of a crime being committed by youth ages 12-17. In 1999, researcher Elijah
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Anderson surveyed the presence of violence and aggression in urban communities and its impact
on the behavior of youth and their families. Contrary to Yowell and Gordon’s (1996)
observations on empowerment theories, urban youth may not necessarily understand the
circumstances of the community in which they live in, nor the mobilization of resources, causing
social and economic distresses.
In addition to providing a safe place for youth, expanded learning programs provide
learning opportunities for youth by connecting learning to careers, college, and other plans
(Brand & Valent, 2013). Expanded learning programs use evidence-based approaches that are
successful in producing multiple benefits for youth, including improvement in the youth’s
personal, social, and academic skills, as well as self-esteem (Brand & Valent, 2013; Carnegie
Council, 1994). In the article, America After 3PM (2009), youth who attended after-school
programs more often shared higher aspirations for finishing school and going to college in
comparison to their peers who did not attend an after-school program regularly. Participants are
20% less likely to drop out and 30% less likely to participate in criminal activities than their
peers who do not participate in expanded learning programs (Lauver, Little, & Weiss, 2004).
The continued development of social and educational skills needed to perform well among their
peers requires the student’s ability to access after-school programs (Lauver, Little, & Weiss,
2004).
Through the years, expanded learning developed a set of quality standards that serve as a
basis for developing high youth engagement and program quality which became a staple of
expanded learning programs (Mahoney et al., 2007). Quality standards include point of service
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and programmatic standards such as skill building and program management (Quality Standards
for After-school, 2014). The growing concern among stakeholders regarding the academic
achievement gap is that expanded learning programs need to focus largely on the program being
an extension of the school day, while others believe that youth benefit from the varied
experiences that expanded learning programs offer (Fashola, 2002; Leos-Urbel, 2015). Sam Piha
(2010), an innovator in the field of expanded learning, stated:
After-school programming is a unique institutional sector that must offer more than a
safe-haven, homework assistance and recreational enrichment during the hours of after
school. If after-school programs are to achieve their true potential, they must become
known as important places of learning. Learning complements but is distinguished from
the learning that happens at school or home. And more specifically, learning that excites
young people in building new skills, the discovery of new interests and opportunities to
achieve a sense of mastery (Piha, 2010, p. 1).
This statement may best describe the future and direction of expanded learning programs,
supporting efforts to focus on quality programming for all youth.
With the continued request for a revised version and role of expanded learning programs,
Piha (2010) along with educational leaders from across the country, created the Learning in
After-school & Summer (LIAS) project. The LIAS project is an effort supported by after-school
advocates and leaders to unify the field of expanded learning and promote effective learning for
young people. There are five essential principles created to define effective learning in expanded
learning programs. Through LIAS, learning should: be active, be collaborative, be meaningful,
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support mastery, and expand horizons (Piha, 2010). The innovative focus on youth
development, engaged learning, and the intentional integration of LIAS learning principles is
how expanded learning line staff will begin to move expanded learning programs from focusing
on grant compliance, to the incorporation of quality standards that develop the youth while
supporting their passion for learning and academic achievement (Piha & Cruz, 2015).
Currently, expanded learning programs strive to ensure that the line staffing ratios,
qualifications, and ongoing professional development are related to program goals and activities.
As programming is implemented, the factors of appropriate line staff to participant ratios, line
staff qualifications, and professional development needs must all be taken into consideration
(Piha & Cruz, 2015). In most instances, staff is comprised of a combination of both college aged
individuals and community partners who can help meet both the academic and developmental
needs while also serving as mentors for youth. This blending of line staff responsibilities allows
for a wide range of expertise and a scope of adult perspectives that can help youth feel
comfortable learning and exploring, ultimately contributing to their success (After-school
Alliance, 2012; Piha & Cruz, 2015).
In order to be successful, line staff must have access to and use the most relevant tools of
engagement and instruction that include Common Core strategies, youth development, and youth
needs (Elmore, 2002). In order to achieve success, line staff must establish a positive working
relationship as well as a seamless transition throughout the instructional day. Through the
activity plan, line staff can utilize the five LIAS learning principles as an effective way to teach
elements that set the stage for active and engaged learning.
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Expanded Learning Site Line Staff
Expanded learning staff can help youth make connections and find a safe place for
learning which allows youth to explore their interests, all while growing into their own voices
and creating their identities. The connection between the expanded learning program line staff
and the youth suggests a mutual sense of learning through everyday situations; learning is not
derived from pre-established, mandated, standards-based curriculum but instead occurs because
of the efforts of all involved (Piha, 2006). Fundamental to the quality of after-school
programming is the understanding of the distinctive setting and the importance of the line staff:
there are clear distinctions between formal, day teaching and teaching that occurs in an informal
setting, such as the expanded learning program. The purpose of the expanded learning programs
is to impact youth through quality experiences that bolster their academic achievement, enriches
their lives, and prepares them for college and career. To accomplish this, the program must
incorporate various instructional strategies, as well as the Learning in After-school & Summer
(LIAS) principles to design learning experiences that support mastery, expand horizons, and are
active, meaningful, and collaborative through their activity plans. Line staff, with the support of
site directors, make significant impacts on youth because of the opportunity to respond to the
youth’s specific cultural, socioeconomic, and educational needs (Piha, 2006). Line staff have the
ability to nurture the youth’s academic, social, emotional, and physical development through
daily interaction and through student centered programming.
One of the most important qualities of successful programs is high quality line staff.
After-school Alliance (2011), defined quality after-school offerings as programs that can
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understand that youth in different age groups have distinct academic, psychological, and physical
activity needs. Understanding the different needs of students in age groups can help staff form
better relationships and in turn earn the trust of the youth enrolled in the program, which
becomes a vital component of the program. After-school Alliance (2011), defined quality staff
as those who are often well-educated, have ample experience working with youth, can work well
with and develop positive student relationships, as well as manage and respond in a productive
manner to issues that may take place in the program. Youth are more likely to develop positive
relationships with line staff and reap the benefits of the program when line staff can build trust
through the positive quality interactions with youth. Without trust, engagement practices and
program activities can fail (Leos-Urbel, 2015). Research shows that no matter what type of
program youth attend, being around caring adults who can address their social and emotional
needs fosters a sense of identity in children (Brendtro et al., 2002). Quality expanded learning
programs must start with a consistent, stable, core line staff, the same people on site every day,
taking care of youth in an intentional and skilled way.
To further discuss the role of the line staff in the classroom using Bronfenbrenner’s
theory, ecological systems, Bronfenbrenner stated that there are various stages of impact on a
student’s development, therefore affecting a child’s education and how educators view children
(Bronfenbrenner, 1979). Bronfenbrenner theorized that several ecosystems exist in which child
development lives and each ecosystem level has an influence on the child, his development, and
his learning (Bronfenbrenner, 1979; Leonard, 2011). According to the ecological systems
theory, the most basic and closest setting to the child is the microsystem, which is described as
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the child’s “immediate setting” and is often a combination of the people and objects directly
involved in their life; such as, their home life and classroom space. Above the microsystem is
the mesosystem which is a combination of relations from microsystems and their role within
each other. Outside of the mesosystem is the exosystem, a layer that might be described as
community; the individual does not have actual control of the influences in this layer.
Surrounding all the systems is the macrosystem, influences in this surrounding might include the
greater society’s effects which do not directly impact the person’s microsystem, but influences
areas such as school policies and cultural contexts. The final interconnected system is
the chronosystem, which encompasses all the person’s life experiences, defining the idea that
past experiences influence the present (Bronfenbrenner, 1979; Leonard, 2011).
It is the combination of the influences of each of these systems that affects the child’s
development and learning. Leonard (2011) presented actions an educator can take to provide
students with various opportunities to succeed. Research encourages educators to create a safe,
encouraging environment in which students feel valued and supported (Lauver, 2012 & Piha,
2010). Expanded learning programs support the professional development of skills within the
line staff to create the same environment in which students are comfortable developing
relationships (Noam, Biancarosa, & Dechausay, 2003).
High quality expanded learning line staff are well trained and well prepared; this includes
adequately trained line staff and with administration oversite that provides support when
challenges arise (Collins & Metz, 2009). Just as important as the line staff’s relationship with
the students, the line staffs’ interpersonal relationships and strong communication among
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leadership and site administration are key for a quality expanded learning program. Research
recommends that training include not only an academic component but a balance between the
social, emotional, and physical needs of the youth (Noam et al., 2003). Also, maintaining a low
turnover rate among the line staff is critical to a quality program as well as the culture of the site,
especially important for youth who may not have such stability, support, and guidance at home.
While there is a developing amount of research that documents after-school programs over the
past decade, relatively little is known about the role of line staff.
Clark and Estes’ (2008) Organizational Problem-Solving Framework
This research applied the Clark and Estes (2008) framework in order to understand
stakeholder performance and to support the development of the line staff to implement strategies
to increase active and engaged learning at Los Angeles Expanded Learning Program. Using the
Clark and Estes (2008) framework, the purpose of the study was to identify the line staff’s
knowledge and motivation, as well as the organizational influences that either support or inhibit
the line staff in creating and implementing active and engaging learning opportunities. The
Clark and Estes framework culminates in recommendations for the organization, as well as an
implementation and evaluation plan. These are presented in Chapter Five.
Line Staff Knowledge, Motivation, and Organizational Influences
The following section discusses the literature related to the knowledge, skills, and
motivation necessary for line staff to produce and implement activity plans. These activity plans
are key influences that help develop line staff skill in creating active and engaging opportunities
for students to learn in the expanded learning programs. Also, presented in the following section
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are the defining influences of the organizational factors on line staff; tables which encompass all
three influences are presented.
Knowledge and Skills
The purpose of this section is to analyze the knowledge and skill-based influences that
are relevant to reaching the organizational goal set forth for the Los Angeles Expanded Learning
Program (LAELP). Rueda (2011) defined knowledge and skills as the effective use of teaching
and learning resources as well as the ability of the individual to adapt to the needs of those they
serve. During the analysis of an organization, it is key to determine whether stakeholders have
the necessary knowledge and skills to achieve their performance goals (Clark & Estes, 2008).
The organizational goal of LAELP is that by 2018, 100% of line staff will be able to
create and successfully utilize LAELP’s activity plan sheet to create and implement active and
engaged learning. To achieve the goal, line staff must be able to create and successfully utilize
LAELP’s activity plan sheets as well as align instruction to the quality standards set forth by the
expanded learning program. After-school programs are one of the crucial components outside of
the school day aimed at the development and education of youth. Fundamental concepts to
effective after-school programs evolve from program to program; activities and goals are set
forth by each organization for staff to develop and maintain (Leos-Urbel, 2015). It is not unusual
for people who are affiliated with an organization to be unfamiliar with the mission statement of
the organization. The mission statement links the organization’s reason for being, and how it
targets their key stakeholders whereas the vision is a simplified, future-oriented statement of the
organization's purpose and goals (Schein, 2004). Together, the mission and vision guide strategy
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development, help communicate the organization's purpose to stakeholders, and inform the goals
and objectives set to determine whether the strategy is on track. It is significant for line staff to
know the mission and vision of the organization because this understanding reminds the team
what is important during their daily work and how their efforts make the organization successful.
In the context of the organization’s goal to provide quality programming to the youth, a
solid foundation in understanding the purpose of active and engaged learning will allow line staff
to provide quality instruction. This section discusses the different types of knowledge needed for
performance outcomes.
Knowledge influences. Mayer (2011) provided a simple yet practical definition of
learning: “Learning is a change in knowledge attributable to experience” (p. 14). There are four
different types of knowledge: factual, conceptual, procedural, and metacognitive (Krathwohl,
2002). Krathwohl (2002) defined factual knowledge as the knowledge of basic elements one
must know and be familiar with to perform a specific task. Krathwohl (2002) defined conceptual
knowledge as reorganizing big ideas and making connections between concepts to be purposeful
and reflective. Factual and conceptual knowledge answers the question of “what;” both are types
of declarative knowledge, whereas procedural knowledge describes the way in which knowledge
can support the “how” of doing something (Krathwohl, 2002). The final knowledge type is
metacognitive which refers to one being aware of his or her cognition and being able to reflect
on one’s own learning and performance (Pintrich, 2002). Examined in the following section is
literature relevant to the LAELP Line Staff and critical in supporting students to become college
and career ready. Possessing the necessary declarative, procedural, and metacognitive
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knowledge will support Line Staff’s implementation of instructional strategies to engage
participants in active and engaged learning in the expanded learning setting.
Conceptual knowledge influences. Conceptual knowledge refers to the underlying
structure of an area (Krathwohl, 2002). Hirsh (2011) described after-school programs as a
reflection of the school day but not to be an extension of the work done in the classroom. Young
professionals entering the after-school field often find themselves with little to no understanding
of the experience needed for a quality program (Hirsh, 2011). Most programs employ college
youth, community member volunteers, and other part-time line staff with minimal credentials,
and unqualified line staff often cause high turnover, leaving many programs having to train
incoming line staff on a continuous basis (Hirsh, 2011; Rueda, 2011).
Research has shown that to ensure proper implementation of active and engaged learning
through the line staff’s activity plans, it is critical for line staff to have basic conceptual
knowledge of activity plans. Having conceptual knowledge will help increase student attendance
therefore increasing the outcomes will help track LAELP’s progress toward its overall impact.
Line staff must have the ability to understand the differences between active and passive
learning, they must know what effective activity plans look like, as well as understand the
academic needs for the age and grade level they service. The knowledge that line staff acquire
regarding activity plans and how they must facilitate engaged learning to attain their outcomes, is
an integral part of supporting college and career success for LAELP’s participants. The
incorporation of both formal and informal learning experiences in expanded learning programs
allow for the creation of engaging and fun activities for participants (Noam et al., 2003).
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Procedural knowledge influences. Procedural knowledge refers to the ability to
implement the necessary steps in completing a goal or processing the technique to reach the
desired goal (Krathwohl, 2002; Rueda, 2011). To enhance knowledge influences, line staff need
to be able to implement the steps necessary for upholding quality standards; this includes the
creation and implementation of effective activity plans that provide active and engaged learning.
Once the training has occurred, line staff will utilize the knowledge skills obtained to work with
youth in providing active and engaging activities. Aside from providing active and engaging
activities, line staff are accountable for properly filling out and submitting their activity plan for
their site director to review.
Metacognitive knowledge influences. Metacognitive knowledge refers to self-awareness,
as well as the ability to evaluate one’s own strengths and challenges (Krathwohl, 2002; Rueda,
2011). A well-trained line staff is a critical component to a quality expanded learning program,
and it is important that line staff know how to reflect on their own effectiveness within the scope
of their work. Setting high, yet achievable expectations for themselves can support in the
creation of goals that fit the deliverance of engaging instruction (Cole, 2006; Leos-Urbel, 2015).
It is important that line staff evaluate their own effectiveness in creating learning that is active
and engaging in the new era of program quality, so that they can adjust their approach if the
original is not effective in providing the desired outcomes in terms of youth learning. Table 2.1
summarizes the line staff knowledge influences needed to effectively provide active and
engaging learning to the students.

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Table 2.1

Assumed Knowledge Influences

Assumed Knowledge Influence Knowledge Type
Knowledge Influence
Assessment
Line staff need to know the basic
elements of designing active and
engaging activity plans.
Conceptual Survey/Focus Group

Line staff need to be able to
implement active and engaging
activity plans.

Procedural

Focus Group

Line Staff need to know how to
reflect on their own instructional
effectiveness in the expanded
learning program.
Metacognitive Self-Evaluation

Motivation
While knowledge and skills are necessary to perform tasks, and achieve goals, motivation
plays a critical role, as well. Pintrich (2003) referred to motivation as the key concept to
encourage individuals to move towards the completion of a task, as well as give direction and
purpose to accomplish a set task. Motivation is fundamentally social and developed through the
beliefs from those we interact with daily (Clark & Estes, 2008; Rueda, 2011). Motivation can be
seen via choice, persistence, and mental effort; motivated behaviors are brought about by the
underlying psychological constructs such as values, interest, self-efficacy, and goal orientation.
Expectancy value theory and self-efficacy, specifically, are critical factors that support line staff
performance at the Los Angeles Expanded Learning Program and their ability to achieve their
goal: creating and implementing active and engaging learning for the students.
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Expectancy value motivational theory. Within expectancy value theory, there are three
dimensions that are thought to influence one’s motivation to act, persist, and apply mental effort
(Rueda, 2011). Utility value refers to how well a task fits into an individual’s goals (Eccles,
2006). Intrinsic value links personal satisfaction derived from the task upon completion; the
individual’s personal characteristics or preferences may modify the intrinsic value of a task.
Attainment value addresses the correlation between self-image and accomplishment of the task.
If completing the task advances something about the agent’s identity or beliefs, the task has a
higher opportunity of being completed. At the most fundamental level, the expectancy-value
theory explains motivation as individuals’ expectancies for success on tasks and the value they
attach to success on set tasks (Eccles, 2006). Based on expectancy value motivational theory,
line staff need to believe that by creating and implementing active and engaging learning
opportunities, youth academic outcomes are improved and youth can become successful.
Eccles (2006) proposed that the need for competence, relatedness, and autonomy are
fundamental needs that impact an individual’s attainment value. Although the three fundamental
needs described above may not necessarily be assessed, it is important for line staff to see their
work in providing active and engaged learning as critical to their role within the organization.
The utility value fits into intricate components of the line staff job description. Line staff
become more motivated if they believe they are performing a task out of value.
Self-efficacy. Self-efficacy is the personal belief and expectation in one’s own capacity
to successfully perform a specific task (Pajares, 2006). It is significant for line staff to have high
self-efficacy about their ability to create active and engaging activities. Having high self-
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efficacy predicts the staff’s persistence and mental effort invested into creating and
implementing effective lesson plans (Bandura, 2000; Pajares, 2006). Because line staff operates
individually as well as collectively, as with the learning curves in personal development, self-
efficacy has both personal and social components. It is important for line staff to believe they
have the capability to create activity plans that foster active and engaged learning for youth
participating in the expanded learning program. At LAELP, it is important to examine the
degree to which the line staff understands and values the importance of providing active and
engaging learning. If line staff do not have confidence in their ability to create and implement
active and engaging activities, they will have a difficult time persisting and investing the mental
effort into the necessary tasks and as a result, may deliver poor quality programming. Bandura
(2000) elaborated that an individual’s economic status, as well as family structure, impacts their
level of efficacy, aspirations, and self-regulatory factors. Employees establish their own set of
self-efficacy beliefs through effective professional growth and training opportunities which can
support the developmental process (Hager, 1980; Pintrich, 2006). This process is discussed
under the organizational influences portion of the review. There is limited literature available
researching line staff in an after-school setting; however, there is an abundance of available
literature on motivation.
Table 2.2 reviews the motivation attributes needed by line staff. The first column
describes the motivational influences of value orientation, specifically utility value, and self-
efficacy that strongly impact the direct performance of LAELP’s line staff. The second column
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describes which methods were used to assess the LAELP Line Staff level of goal orientation and
self-efficacy.
Table 2.2

Assumed Motivation Influences

Assumed Motivation Influences
Motivational Influence
Assessment
Self-efficacy: Line staff needs to believe they are capable of effectively
creating and implementing active and engaging activity plans.
Survey or Focus
Group

Expectancy Value: Line staff need to believe that active and engaged
learning can improve youth academic outcomes.
Survey or Focus
Group:

Organizational Influences
Along with knowledge and motivational influences, there are organizational influences
that contribute to the performance of Los Angeles Expanded Learning Program Line Staff in
implementing active and engaging learning to the youth enrolled in the program. Clark and
Estes (2008) described that even when a requisite level of knowledge and motivation exists at the
stakeholder level, organizational barriers may prevent line staff from reaching their goals due to
a misalignment of resource allocation, internal processes, and friction related to organizational
culture in contrast to those goals.
Often, organizational barriers such as the lack of necessary equipment and missing or
inadequate work processes may impede the organization’s goal of providing quality
programming (Clark & Estes, 2008). In this study, organizational barriers receive focus, as these
obstacles may affect line staff’s ability to provide quality active and engaged learning to youth.
For such barriers to be addressed, organizations often need to evaluate the effectiveness of their
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culture. Schein (2004) described the importance of having an effective culture within the
organization: the stronger the culture, the more effective an organization is capable of being.
Examples of strong culture in the organization are evident in the value each employee has
regardless of their job duties, which results in employees working as a team to meet
the organization’s goals and their own personal needs.
Cultural model. It is essential for there to be trust in order to make the necessary
changes to improve an organization (Piha, 2006). Bandura (2000) stated that group self-efficacy
is key to collective agency by working together to accomplish what would be difficult
individually. A team’s culture regarding their collective efficacy influences how they use their
resources, as well as how much effort they put forth (Bandura, 2000). Clark and Estes (2008)
described how processes are built into an organizational culture and how those processes can be
assessed by analyzing value streams, which show how the different areas of an organization do,
or do not work together. One value is for line staff to have the opportunity to collaborate with
other staff. This is important because research has found that effective organizations that have
high levels of trust between staff and leadership can produce higher quality products and services
(Starnes, Truhon & McCarthy, 2010). By building trust and improving engagement,
organizations can increase collaboration (Starnes et al., 2010). Table 2.3 represents the types of
assumed organizational influences including examples of cultural model influences for which the
stakeholders may present solutions.

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Table 2.3
Assumed Organizational Influences
Assumed Organizational Influences
Organizational
Influence Assessment
Cultural Model Influence:
There needs to be a culture of trust between line staff and leadership, so
line staff can trust leadership to provide and follow through with
necessities that support the day to day activities youth need.
Survey

An example of collaboration is having line staff listen to their colleagues about the
success and failures in the field; by learning from each other’s successes and failures, staff have
the ability to improve their own performance (Huang, Lawler, & Lei, 2007). This way, line staff
is not only relying on their own experiences as the only source of information. Frequent
communication amongst staff members, opportunities for collaboration in activity planning, a
mutual practice of sharing information, and working as a team are all important elements in team
building (Huang et al., 2007).
In researching line staff’s level of importance of active and engaged learning in LAELP’s
after-school programs, questions of the value of the after-school program and its effect on
students arise. While much more needs to be learned about how organizational and community
factors affect after-school program value, current research does confirm a consensus among
practitioners that program procedures, content, and structure matter (Kezar, 2001).
Organizational culture benefits employees by providing a space to voice values and beliefs of the
developing organization (Schein, 2004). The ability to create program level activities is an asset
of the organization. In order for line staff to be held accountable for the creation of the activities,
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goals are created by supervisors. Program development is based on communication of LAELP
and the school site, therefore line staff can benefit from the pre-determined goals created by
supervisors (Piha, 2006). To increase accountability, line staff are also invited to review the
goals to develop their activities and request the adequate materials.
Cultural setting. LAELP line staff’s goal is to help students learn in the after-school
setting; in order to support staff, the organization needs to provide professional development and
proper materials. The desire to create change through professional development is important and
as research has affirmed, there is an increased focus within the field on defining and improving
program quality. Understanding why the importance of the focus on professional development
within the field has also become a priority is key to improving program quality (Collins & Metz,
2009). With adequate professional development and the materials aligned with the activity
plans, line staff have the opportunity to provide youth with active and engaging learning
opportunities during their time together. The importance of holding the line staff accountable for
professional development is also a high priority. The involvement of department leadership is
important during this development of the line staff. Clark and Estes (2008) noted that there is no
correct process for any organization in any stage of their development, believing that cultural
patterns can be altered by changing the work environment.
Elmore (2002) stated that the purpose of effective professional development is to address
the challenges encountered in the classroom. According to research, professional development of
educators is driven by mutual expectations between leadership and staff (Elmore, 2002). In order
to improve the quality of educational experiences, accountability systems are introduced during
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professional development (Elmore, 2002; Piha, 2006). Ultimately, line staff need to be held
accountable and supported over the long-term to create and implement active and engaging
learning through activity plans.
Table 2.4 represents the types of assumed organizational influences including examples
of cultural model and setting influences for which the stakeholders may present solutions.
Table 2.4

Assumed Organizational Influences

Assumed Organizational Influences
Organizational Influence
Assessment
Cultural Setting Influence:
Line staff need to be trained and given the adequate materials to create
and implement active and engaging activity plans.

Survey
Cultural Setting Influence:
Line staff need to be held accountable long-term to create and
implement active and engaging activity plans.

Cultural Setting Influence:
Line staff need the opportunity to collaborate with other staff.
Focus Group

Survey

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Conceptual Framework: The Interaction of Line Staff’s Knowledge and Motivation and
the Organizational Context
A conceptual framework allows for ideas and objectives to be incorporated into a system
where the creation of rules allows for standards to be set. It is important for research to be
accompanied by a model that allows for the “why” to be aligned. Maxwell (2013) defined the
conceptual framework as a key part of research that explains the relationship each thought has
with one another. The use of research questions allows for goals to be conceptualized. The
status of LAELP Line Staff’s knowledge, motivational, and organizational influences are evident
in the of implementation of activities that provide active and engaging learning opportunities to
the participants. The potential influences introduced are not independent of each other as one
influence may rely on another to be efficient and impact the stakeholders’ performance in an
integrated manner.

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Figure 2.1. LAELP Conceptual Framework.

The research was conducted to better understand line staff performance from the
knowledge, motivational, and organizational influences. Denler et al. (2009) stressed the need to
model specific strategies and behaviors aimed at improving self-efficacy, learning, and
performance. It is necessary for programs to employ a component of youth engagement. As
reflected in the conceptual framework above, organizational cultural themes, as well as the
environment, influence the knowledge and motivation of the program’s line staff. At this level,
external and internal influences are identified as key components in the work of the line staff.
Organizational influence refers to the various cultures created amongst the staff at site and their
influence on the ability of line staff to support youth. This can be achieved by introducing high
levels of meaningful learning during their activities held after-school.
Meaningful learning supports the knowledge, motivational, and organizational influences
of the department by providing an outcome that is not based on units but on the positive
influence of the line staff. A tangible component of measuring meaningful learning is the staff’s
ability to successfully complete the activity plan, as prescribed by the department. Identifying
and supporting staff’s knowledge, motivational, and organizational influences and specifying any
gaps that need to be addressed will support the staff in successfully creating and implementing
activity plans that promote active and engaging learning.

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CHAPTER THREE: METHODS

While the joint efforts of all stakeholders contribute to the achievement of the overall
organizational goal of supporting college and career readiness of youth served by LAELP, the
stakeholders of focus for this study included all LAELP Line Staff. The stakeholders’ goal,
supported by the director and executive team, is that 100% of LAELP Line Staff successfully
create and implement active and engaging learning components in their daily activities.
Survey Sampling Criterion and Rationale
Criterion 1. The participants included in this study were part time LAELP Line Staff.
Survey sampling (recruitment) strategy and rationale. The first data collection method
consisted of an online survey of the line staff at LAELP. The purpose of this quantitative
approach was to capture line staff’s knowledge, motivational, and organizational influences in a
quantitative manner. Line staff were chosen as participants because of their direct work with the
students enrolled in LAELP, as well as developing the activity plans as required by the Site
Director. Sampling took place amongst the line staff in participating urban Los Angeles
Kindergarten-12
th
grade, non-profit expanded learning programs. There were nine charter school
sites in each of the regions and ten regions in the whole department, totaling 90 schools serviced.
LAELP employs over 800-part time line staff throughout multiple locations, and through an
anonymous link, all 800 part-time line staff were invited to participate in the online survey. Fink
(2009) described this survey participant option as a census sampling. All LAELP Line Staff in
the sample were invited to complete the online survey. An online survey, as opposed to an in-
person method, was chosen due to the limited availability of personnel to conduct this study
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(Fink, 2013). To reach each employee, this study used each employee’s work email to distribute
the Qualtrics survey. No identifying information was requested. If staff did not have access to
the site computer, they were able to use their personal computer or access the survey through
their cellphone.
Focus Group Sampling Criterion and Rationale
Criterion 1. The participants included in the focus group were LAELP Line Staff that
work directly with the students.
Focus group sampling (recruitment) strategy and rationale. Merriam and Tisdell (2016)
stated that qualitative interviews take an in-depth look at behaviors researchers cannot observe to
obtain the information needed. At the end of the survey, an invitation to participate in a focus
group was included. The focus groups were conducted using a semi-structured approach with a
protocol that offered sample questions. The focus group provided an elaboration on the survey
data and allowed for further probing of the research questions (Merriam & Tisdell, 2016).
Line staff were chosen as participants because they develop the activity plans as required
by the site director and work directly with the students enrolled in LAELP. Once surveys were
completed, a purposeful sample of participants were invited to participate in a semi-structured
focus group interview about organizational elements that influence line staff. Respondents who
agreed to participate in the focus group received a different link to another survey where their
email address was entered. The separate survey link ensured that their email and survey
responses could not be linked. The goal was to reach 25 total line staff to participate in the focus
group; however, only ten individuals responded to the request to participate in the focus groups.
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Data Collection and Instrumentation
The methodological framework utilized in this study included both qualitative and
quantitative components. Mixed methods measures (e.g., focus groups, surveys) were
implemented to gather data about the influences that impact the line staff’s ability to implement
active and engaging learning. The methods were used to triangulate via different data sources
and methods to provide an in-depth understanding (Creswell, 2014).
Surveys
Per Creswell (2014), the design of the survey allowed for participants to express their
attitudes and opinions in the identified areas of influence that to help answer the research
questions. The purpose was to understand the knowledge, motivational, and organizational
influences that line staff have in the context of providing active and engaged learning in the
expanded learning programs. I obtained administrative approval from LAELP directors for
surveys to be administered to the line staff. By using a recruitment letter and complete survey, I
presented the study proposal to the Institutional Review Board at the University of Southern
California, and once approved, I administered the survey through Qualtrics, an online survey
application. Creswell (2014) suggested the use of single stage sampling in which I can access
participant information to create the sample. Creswell (2014) defines single-stage sampling as
one in which the researcher has access to names in a population and can sample the people
directly. In using single-stage sampling, I had direct access to information, including the
participant’s work email which was used to send out survey links to line staff directly.
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An email with the survey link for self-administration was sent out to all eligible
participants. The closed ended survey was sent to each participant’s work email and utilized
Likert-type responses. Surveys were administered at the beginning of the data process to provide
a base of information. Eight hundred part-time line staff employed in the Expanded Learning
department and the entire part time population received a link to the survey in the hopes to obtain
a 40% response rate. I used the anonymous survey tracker provided by Qualtrics, this tracker
counted the number of surveys anonymously submitted. With the counts, I was able to send
reminders to all intended participants, regardless if they have already completed the survey.
Survey responses were a key component of the research to build on current research with the
hopes of adding to the data pool and better understanding the knowledge, motivational, and
organizational attributes that impact line staff. I sought to include questions and reflection
statements that the line staff could easily identify with and offer opinions; for example, “How
long have you been working in expanded learning programs?” and “I value working here.”
These questions and statements were created for the purpose of supporting the study in
identifying the various themes within the influences and opinions of line staff. The terms used
are related to the staff’s scope of work and were defined within the survey to reduce ambiguity.
Once the survey window had closed, 6%, 36 responses, were collected from the pool of
participants, creating a limitation within the research.
Focus Groups
Focus groups were used to provide additional data for triangulation, as well as to
strengthen the participants’ opinions on what was gathered from survey results (Maxwell, 2013).
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Focus group participants were identified though a separate link where they entered their email.
Once surveys were completed, ten participants volunteered to participate in a semi-structured
focus group. The line staff focus group was split into two groups of five and formally met prior
to their shift starting at their respective sites. Using the protocols included in Appendix B and C,
I could engage in a discussion of their views and opinions related to give me insight to the
research questions. The two focus groups followed a semi-structured protocol and all interviews
were conducted in English. The focus groups took place on a Wednesday afternoon at the
participants work site, a middle school in South Los Angeles. The semi-structured interviews
allowed neutrality, as well as gave me the ability to probe further. The focus group included
open ended questions such as “Why is it important for LAELP Line Staff to understand and
believe in the importance of activity plans?” Merriam and Tisdell (2016) discuss probing and
member checking as an effective method to confirm or test a researcher’s perception.
The line staff focus groups were held in the afternoon before the after-school program
began, and the meetings lasted approximately 90 minutes. The meetings began with a review of
the purpose of the study and an explanation of how the purpose and use of the data. Each focus
group was audio recorded and transcribed through an external transcribing company; shorthand
notes were maintained to log who spoke and in what order to support code transcriptions.
Immediately following the focus group, notes on perceptions and observations not captured in
the recording were created. The use of audio recordings, researcher notes, and designated time
to reflect on the data immediately following the focus group sessions is a strategy advocated by
Merriam and Tisdell (2016) to promote the thoroughness of focus group data.
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Data Analysis
Data analysis was performed according to the type of data collected. Once data
collection was complete, survey results from participants, as well as the transcripts from the
focus group, including additional notes captured immediately after each data collection served as
a basis for analysis. For the quantitative component, using Microsoft Excel, descriptive
statistical analysis was conducted once all survey data results were recorded. Surveys were
disseminated to all part-time employees and a focus group was held with 10-line staff. Surveys
consisted of 12 closed ended and Likert type questions, facilitated through Qualtrics delivered to
the staff’s work email; the focus group protocol consisted of 13 open ended questions. Both the
survey and focus group questions were organized by knowledge, motivational, and
organizational influence themes
For qualitative data, analysis began immediately after the focus group. The focus group
was audio recorded and was transcribed by an external professional company, rev.com,
immediately after each interview so that I could add the transcripts to a code book and merge
results with short hand notes. Maxwell (2013) suggested that by combining sources such as
short hand notes in addition to transcriptions, the researcher has the capability to capture beliefs,
take note of body language, and specify important notes in the transcripts that the recordings may
not capture.
All transcriptions and observation notes were coded for both a priori and emergent
themes as suggested by Merriam and Tisdell (2016). I also maintained one codebook for the
surveys and another for the focus groups to evaluate the presence of common themes across each
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data collection method. Maxwell (2013) recommended a priori codes be set in alignment with
the research questions to frame the data analysis and ensure complete data was collected for each
question. By conducting data collection in this manner, I had the ability to identify pattern codes
and themes that emerge. The identification and patterns in themes were interpreted in relation to
the conceptual framework and the study questions.
All data analysis took place as data was collected rather than after the conclusion of all
data collection. Merriam and Tisdell (2016), and Maxwell (2013) recommended analyzing the
qualitative data as this approach ensures the proper alignment of both the focus group data and
the survey data. I maintained analytic memos throughout the analysis process to record potential
perceptions and biases, as well as created notes to inform the subsequent data collections.
Merriam and Tisdell (2016) advocated for this strategy to promote reliability in analysis, as well
as a means of fully capturing inferences and perceptions that may be coded for additional data
Credibility and Trustworthiness
Merriam and Tisdell (2016) stated that research must be conducted in a credible way in
which the data produces valid and reliable information. Qualitative research is based on various
expectations of actuality including the researcher’s theories (Creswell, 2014; Merriam & Tisdell,
2016). Additionally, qualitative research is based on understanding the experiences of
participants. For the researcher to be viewed as trustworthy and the study credible, it is necessary
for the researcher to exhibit understanding for the stakeholders and their experiences, and come
to the study without bias.
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My interpretation of the data is not impacted by my professional experience within the
after-school field. Had I provided justification for the data received during the focus group or
survey responses, that justification could have impacted the data. To avoid the potential bias, I
took all necessary steps to ensure my credibility. I discussed my role with the focus group,
including my career history and experience in after-school programs, and my academic goals.
By discussing my role and experience, my goal was to create trustworthiness in the focus group.
During the focus group, interpreting the data is key to answering the research questions,
therefore the credibility of the responses was vital to the study. At the beginning of each
meeting, I communicated with the line staff that all their answers would be confidential and that
my role as a supervisor is non-existent during that time. I reported to the meeting in casual
clothing in an effort to create an environment in which the line staff felt comfortable. To ensure
that I listened as objectively as possible and did not assign my values as a supervisor onto the
participants, I kept a reflective journal during the discussions, where I was able to notate body
language and key words, as well as quotes from the dialogue. I also had a list of the questions in
the journal as a reminder to remain objective and take down only the facts.
Trustworthiness consists of the following components: credibility, transferability,
dependability, and conformability (Merriam & Tisdell, 2016). By triangulating the qualitative
research method results, this study pulled from various data sources to validate the themes which
were discovered. Further steps to limit researcher bias occurred during analysis of the study
data. These strategies included triangulation of data, weighing of results, determining the
significance of data outliers, and a consideration of rival explanations (Saldaña, 2016).
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Triangulation was an effective strategy to increase the credibility of the research by ensuring that
research findings were not based on a single source (Merriam & Tisdell, 2016).
This study draws on knowledge, motivational, and organizational influences, as well as
the general theories related to learning and motivation, context specific literature, and my
perspective on after-school programs which affect the line staff that support youth in the after-
school setting. Trustworthiness within qualitative research is dependent upon the researcher’s
credibility and the ethical way in which the study is conducted (Merriam & Tisdell, 2016). The
interpretation of the findings may be shaped by my background therefore, by acknowledging the
existence of power imbalance as it relates to my position as a supervisor within the department; I
took the required steps to reduce the impact that the line staff may have felt by participating in a
study conducted by a department supervisor.
Validity and Reliability
In quantitative research, reliability evaluates the substantiality of the measures presented
within the instruments used during the research. Validity measures the interpretation of the
instrument’s results. While reliability is necessary, alone it is not sufficient. For research to be
reliable, it also needs to be valid (Creswell, 2014; Merriam & Tisdell, 2016). Validity is relative
and needs to be assessed in relation to the context of the research. To support reliability and
validity within quantitative research, triangulation can be utilized to increase the integrity of data
(Merriam & Tisdell, 2016). Creswell (2014) presented various approaches through the
following; (a) content validity, ensuring that the instruments measure what they are intended to
measure; (b) predictive or concurrent validity, ensuring that the results are predictive or correlate
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with other results; and (c) construct validity, ensuring that the instruments measure concepts.
Through these approaches, meaningful and constructive interpretations can be inferred because
of the study (Creswell, 2014). Ultimately, Maxwell (2013) described that findings are not
guaranteed by following a standard procedure and simply accepting results. The validity of the
survey will emerge from the conceptualization of the strategies used within the research
(Maxwell, 2013; Merriam & Tisdell, 2016). In terms of reliability, ensuring the uniformity of
the study is also achieved by various approaches. Survey items were based on existing measures
that were previously observed during the after-school programs. Surveys have distinctive design
and sampling elements that require the following strategy to be addressed: ensuring survey
responses are adequate by directly contacting and reminding participants to complete the survey
(Fink, 2013).
Ethics
Full transparency and proper documentation of every observation, interview, and data
collection throughout the research process is imperative for making ethical choices when
conducting a study (Merriam & Tisdell, 2016). According to Creswell (2014), the use of
triangulation of mixed methods design will allow for the themes that emerge to build a coherent
justification for the data found during survey participants and focus groups. As part of following
the guidelines for protecting the potential subjects, I submitted an overview of the study to the
University of Southern California and Institutional Review Board (IRB). Information sheets
were provided to all participants at the commencement of the study to fully inform and protect
the identity of participants during the research. The consent form indicated that the study was
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voluntary, and identities were kept confidential from all levels of leadership. A recruitment letter
played an important role in ensuring the confidence of the survey sample that any information
about their identity will remain confidential.
Tracy (2013), as quoted by Merriam and Tisdell (2016), stated that “the relational ethic
means treating participants as whole rather than just subjects” (p. 252). The ethical
responsibility of the researcher to line staff is to check for researcher effects on ethics and plan
for unobtrusive measures through mutual responsibility, informed consent, anonymity, and
journaling throughout the process (Miles, Hubeman & Saldaña, 2014). Merriam and Tisdell
(2016) discussed reflexivity and researcher bias as a critical component of any qualitative study.
Reflexivity is the ability to analyze issues relating to power relations in participants. Due to the
leadership role, I have within the organization, there was a potential for power relations and a
conflict of interest in the results of the research. For the research to be held to the standards set
forth by qualitative research, I needed to hold focus groups for a set of schools that were not
directly supervised by the researcher due to a conflict of interest with current employees. For the
participants to feel secure in answering fully and honestly, I recruited a cohort of schools that
were not directly involved in any conflict of interest, as studying my own subordinates could
compromise ethics, and possibly the data. By taking a lower profile at the sites chosen supported
the respondents in feeling less coerced to participate or answer in a certain way. Qualitative
researchers are to be aware of their own role and the impact they have on their subjects (Merriam
& Tisdell, 2016). There were times when the line staff would pause, I would remind them that
the conversation is completely confidential and that all quotes would be listed as “Participant #,”
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showing them the notes I had taken in the journal. What was discovered through the data
analysis of the opinions of line staff from various sites provided a deeper and more accurate
understanding of the organization, as opposed to studying my own supervisees. The resultant
recommendations can be transferred throughout the department.
Limitations and Delimitations
Delimitations are the definitions that are set as the boundaries of a dissertation, therefore,
delimitations are in the researcher’s control. Examples of delimitations include objectives,
research questions, variables, theoretical objectives that have adopted, and populations chosen as
targets to study (McCaslin & Scott, 2003). A delimitation of the study was that results were
context specific and addressed the organization’s overall vision and mission. As other
organizations have distinctive missions, this case study cannot be generalized. Other
organizations may find benefit in the application of this study’s use of the Clark and Estes (2008)
gap analysis process for innovative changes within its own programs. Another delimitation of
the study may be found by narrowing the number of factors addressed including but not limited
to youth engagement, line staff and administrative influence, line staff engagement with the
youth, as well as obtaining self-reported data.
Limitations are potential weaknesses within the study that are mostly out of the control of
the researchers, including but not limited to funding, choice of research design, statistical model
constraints, or other factors. In addition, a limitation is a restriction of the study that cannot be
reasonably dismissed and can affect the design and results (McCaslin & Scott, 2003). One
limitation within this study was the response rate of the line staff. Not managing to get all
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participants to answer the survey, created the possibility a sample that was not a true random
sample. As the research was analyzed, I am aware that the low survey response rate is alarming,
as my intent was to reach 100% of the staff as originally discussed. The survey was sent out to
all part-time line staff with active work e-mails and only six percent responded, serving as an
example of this limitation. The focus of this study was to understand the knowledge,
motivational, and organizational influences of the line staff at LAELP when producing active
and engaging activities.

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CHAPTER FOUR: RESULTS AND FINDINGS
The purpose of this study was to assess Los Angeles Expanded Learning Program’s effort
as attributed to the larger problem of practice, the line staff’s capability of providing an active
and engaging learning experience for the youth they serve. LAELP’s line staff was the focal
stakeholder group for this study due to their direct work with the students enrolled in the
expanded learning programs. The line staff is also directly responsible for creating and
implementing the activity plans for the students. Data is presented in the following order:
knowledge influences, motivational influences, and organizational influences.
During an analysis of an organization, it is strategic to determine whether stakeholders
have the necessary knowledge and skills to achieve their performance goals (Clark & Estes,
2008). The results and findings of the protocols were used to analyze and evaluate the degree to
which LAELP has the capacity to achieve the organizational goals. The analysis focused on line
staff knowledge, motivation, and organizational influences related to achieving the stakeholder
goal of 100% of Expanded Learning Line Staff being able to create and successfully implement
LAELP’s activity plan sheet, thus creating active and engaging learning opportunities by 2018.
The following questions guided the study:
1. What are the knowledge, motivation, and organizational influences related to the line
staff’s ability to implement active and engaging learning?
2. What are the recommendations for expanded learning program organizational practice
in the areas of knowledge, motivation, and organizational resources?
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Findings from this study intend to assess the LAELP Line Staff’s ability to reach their
goal of creating and implementing active and engaging activity plans. The data was collected
through a mixed method of surveys and focus groups.
Participating Stakeholders
Findings and results provided insight into how prepared line staff were to provide active
and engaging learning opportunities. Survey data was collected from line staff for the Los
Angeles Expanded Learning Program. The overall survey participant rate response rate was six
percent, which included 36 anonymous staff who responded to the survey and ten-line staff who
participated in the focus group. As discussed in Chapter Three, an effort was made to reach the
intended survey base. As indicated in the tables, descriptive data was pulled from the surveys
and represent the most frequent time range a line staff has been with the department. The tables
also indicate the various roles line staff have at their site.
Table 4.1
How Long Have You Been Working in Expanded Learning Programs?
# Answer % Count
1 Less than 1 year 25.00% 9
2 1-2 years 33.33% 12
3 3-5 years 41.67% 15
Total 100% 36

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Table 4.2
Which of The Following Best Describes Your Current Primary Role in The Expanded Learning
Program? Click All That Apply.
# Answer % Count
1 Tutor 50.00% 24
2 Athletic/Physical Education/Fitness Instructor 11.67% 5
3 Supervision of Other Recreational Activities/Games 8.33% 3
4 Reading/Language Arts Instruction 6.67% 2
5 Math/Science Instruction 6.67% 2
Total 100% 36

Results and Findings
Data was gathered from two focus groups and an online survey provided to the Line Staff
at LAELP. Once the data was reviewed and analyzed, findings were pulled from the surveys and
focus groups. As a form of analysis, the qualitative and quantitative findings are presented in the
order of knowledge influences, motivational influences and finally, organizational influences.
Knowledge Results and Findings
Finding 1: Line staff have an understanding of how to motivate students by using
effective techniques. Through survey and focus group questions, line staff were asked about
their techniques and knowledge of basic activity plan elements. As discussed in Chapter Two,
conceptual knowledge supports the relationships and understanding by examining the line staff.
Krathwohl (2002) defined conceptual knowledge as the recognition of big ideas, as well as
making connections between concepts to be purposeful and reflective.
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To decipher if line staff have effective techniques to motivate students to learn, themes
such as building a common ground, setting goals, and transparency were discussed during the
focus group. In response to the interview item that probed for transparency, Participant 8 stated,
“I give kids a reality check, what they do only really affects them, and I want them to know
that.” Here, Participant 8’s approach of being transparent and giving the student a choice is a
form the student is given youth voice; in middle school, this is important in relationship building.
Comments made by Participant 5 illustrated the presence of conceptual knowledge. During the
discussion, Participant 5 indicated that they are building relationships with students by stating “I
find a common ground to meet the students on, they just wanna be heard, ya know? I remember
being that age. I want to build upon the goals we set together.” Participant 10 chimed in stating
“Yeah, this is a tough neighborhood, sometimes we all they got.”
As evidence of understanding the effective techniques to motivate students, Participant 9
went on to say, “well I guess I motivate them by being able to see them all day not just for club
time.” Participant 7 said, “I was a kid their age once, I know how I messed with the staff after
school, so I know what they’re thinking.” The line staff made the connection that knowledge of
how to motivate students was similar to building relationships, and the line staff believed that by
sharing personal stories of success would help students succeed academically.
Finding 2: Line staff know the basic elements of designing active and engaging
activity plans. During the focus group, line staff were asked, “What are the basic elements of an
activity plan?” In response to the focus group item of describing the basic elements of an
activity plan, Participant 1 described the steps needed to complete the activity plan for their
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weekly club, “Well there is the objective where I need to write what the student is gonna do, then
materials. That gets hard because sometimes we don’t always have what we need.” Participant
3 described the activity plan’s instructions, “I need to look at the sheet but there’s steps,
college/career connection, ummm, oh and reflection.” Participant 4 provided more insight by
stating, “Even though we don’t always have the materials, we need to do our best to plan
something fun for the kids or they leave.” During the focus group, line staff indicated in their
responses to which degree they possess the necessary knowledge and skills required to
implement active and engaging activity plans. They gave examples of the steps needed to
successfully complete an activity plan and recognized the organizational influences’ impact on
the students. During discussion, participants demonstrate the ability to implement the activity
plans. Ultimately, the clear majority of Line staff know the basic elements of designing active
and engaging activity plans and demonstrate they have the knowledge required.
Finding 3: Line staff need more opportunities on how to reflect on their own
instructional effectiveness in the expanded learning program. Metacognitive knowledge
refers to self-awareness as well as the ability to evaluate one’s own strengths and challenges
(Krathwohl, 2002; Rueda, 2011). It is important that line staff evaluate their own effectiveness
in creating active and engaging learning in the new era of program quality so that they can adjust
their approach if they are not effective in providing the desired outcomes in youth learning.
During the focus group, when asked “Tell me how you determine the effectiveness of
your instruction,” Participant 2 said, “I feel confident that I am doing good because the kids are
learning, like they want to learn and stay with us.” The response is an example of how the
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participant responded to their recognition of their own effectiveness as a staff member, which is
reflected in student participation including relationship building to create activities. When asked
during the focus group “To what degree do you believe the instruction you provide is critical in
improving youth’s academic outcomes” Participant 6 responded “Yeah, I believe that we help
the kids, I have this 8
th
grader that came to me and told me that his grade went up, he was so
excited.” Employees that seek performance feedback with a spirit of continuous improvement,
while investing time reflecting on their abilities, are building metacognitive knowledge that will
enable career growth and personal development (Mayer, 2011).
Motivation Results and Findings
As discussed in Chapter Two, Pintrich (2003) referred to motivation as the key concept to
get individuals moving towards the completion of a task, as well as giving direction and purpose
to accomplish the set task. Expectancy value theory and self-efficacy, specifically, were
components of the staff survey, as well as the focus group. To exemplify their ability to achieve
their goal, creating active and engaging learning for the students, motivation influences were
identified as critical factors that support line staff performance at the Los Angeles Expanded
Learning Program.
Finding 4: Line staff value working at LAELP. Based on expectancy value
motivational theory, in order for the line staff to fully engage in providing effective instruction,
line staff need to value working at Los Angeles Expanded Learning Programs. Line staff will be
more motivated if they believe they are performing a valuable task by acknowledging the worth
in what they are doing. As a component of the Likert type item analysis, 59.78 % of the line
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staff surveyed strongly agreed that the activities provided contribute to the youth’s academic
outcome. Nearly 70% of the participants surveyed also found value and reward in the work they
do. Table 4.3 is a representation of the opinions of the participants regarding the Likert-type
survey items of expectancy value influencers.
Table 4.3
How Much Do You Agree or Disagree with The Following Statements About Your Experiences
Working in The Expanded Learning Program? Choose ONE for Each Statement.

# Item Strongly Disagree Disagree Agree
Strongly
Agree
Total
1
I value working
here.

0% 0 8.33% 3 27.78% 10 63.89% 23 36

3
I find the work
here rewarding.
0% 0 5.56% 2 38.89% 14 55.56% 20 36
4

The learning
activities we
provide are an
important
contribution to the
youth's academic
outcomes.
0% 0 0% 0 47.22% 17 52.78% 19 36

10

Expanded
Learning Line
Staff are
committed to their
work.

2.78%

1

2.78%

1

58.33%

21

36.11%

13

36

In the survey items presented in Table 4.3, there are items that emerge as motivation gaps
related to the influence of expectancy value. Of the responses, 5.56% disagreed that they value
or find the work rewarding and 5.56% disagree that line staff are committed to their work.
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However, the vast majority of the respondents, 94.44% indicated that they value working for
LAELP, which is a representation of the motivational influences identified in the survey. The
result seems to be that though the vast majority indicate agreement and strong agreement with
the items, meaning that they understand their role in youth’s academic outcomes, there is still a
very small portion of respondents that indicated low levels of items of value and rewarding work.
Finding 5: Line staff believe that active and engaged learning can improve
academic outcomes for the students. The focus group results indicated that six of the ten
participants believed that the instruction they provide is critical in improving youth’s academic
outcomes. As a method to improve their skills, Line staff indicated that staff meetings are a
method in which they are able to develop metacognitive practices through peer-review.
Participant 3 stated, “We have time during our staff meetings to review each other’s activity
plans to make sure that we are aligned to the school day, we just started doing that…ummm….
it’s cool because I know [Site Coordinator] doesn’t always have time to review them.”
However, all the participants noted they could invest more time on reflecting on their activities.
“We just run out of time sometimes, there’s not like real time to sit and think about my work and
how it affected the kids,” Participant 3 said. Analysis indicated that they also believe their
support helps the youth’s outcomes. Participant 1 mentioned, “I often do the activity plans on
my own, I like researching what the kids need and like, I mean I don’t want my club to be
boring.” Participant 4 stated, “Yeah, I believe in the work we do, it’s hard work sometimes but I
know it’s for a good reason, these kids need us. I have a kid, [name omitted], that comes to me
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because he says that the teacher doesn’t help.” Focus group participants all nodded in agreement
with Participant 4.
As discussed during the focus group, the line staff seek each other’s support in
developing their activity plans and investing in the development of the youth. However, they
also stated they would like more specific training on how to bridge the day-school to after-school
academic gap. During the focus group, participants discussed various themes surrounding
motivation such as academic challenges, communication amongst the students, and reassuring
the students that their voices matter. Participant 8 stated, “Yea, I feel motivated to work here,
with the kids it’s fun. Sometimes the kids stress me out but it’s because they’re kids. I do my
best to do my best for them.” Participant 9 also gave their reflection on motivation, “See, I think
it’s because I want to help these kids is why I do this, I mean you know, we don’t get paid a
whole lot but it’s worth it, because I was able to connect with them kids and make them better.
Like the way my after-school coach helped me.” Participant 9 understood from personal
experience that creating connections with the students can help improve their academic outcomes
and bridge the gaps faced by other line staff members. When the line staff make such
connections, it can be interpreted that line staff value what they do during programming. The
key finding through data analysis is Line staff believe that the work they do is valuable for youth
and their academics.
Finding 6: Line staff do not have high levels of self-efficacy about their capacity to
create and implement active and engaged activity plans. As discussed in Chapter Two, it is
important for line staff to have high self-efficacy in order to create and implement their activity
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plans to the students. They need to believe in their ability to create active and engaging
activities. High levels of self-efficacy lead to persistence and mental effort invested in creating
and implementing effective activity plans. Line staff often perform multiple roles within their
job in order to meet the needs of the students. During the focus group, participants were asked
whether they believe that they can produce active and engaging activities through their activity
plans. Having the participants of the focus group verbalize their self-efficacy emerged as a
possible gap. Other than three of the respondents, most of the group merely shrugged their
shoulders when asked if they believed they were capable, even if they were able to describe an
activity plan thoroughly.
Focus group data indicated that participants felt they had some levels of self-efficacy in
creating active and engaging activities but feel resistance from students when attempting to
implement the activities. During the focus group, Participant 3 said, “I think I am, I mean, I got
the training. Sometimes I do things [activity plans] fast so I can just turn them in and I see that
it’s hard to engage the kids. But when I take my time, the kids have a good time in class and I do
too.” Participant 3’s response indicated that they understood the difference in the student
response when they put the time into creating effective activity plans. They indicated that they
perceived some level of value in their job training as a line staff member, as they could
effectively create and implement active and engaging activity plans. Participant Four
commented, “I feel pretty confident, but sometimes the kids just don’t wanna do the stuff we tell
them to.” The majority of Line staff value working at LAELP yet, there are still barriers evident
such as line staff’s low levels of self-efficacy. To continue increasing their self-efficacy,
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participants indicated a need for continued training and effective communication with the
department.
Organizational Influence Results and Findings
Schein (2004) described the importance of having an effective culture within the
organization: the stronger the culture, the more effective an organization is in pursuing its
mission. Examples of strong organizational culture are evident in the value each employee has
within the company regardless of their job duties, which results in employees working together
as a team to meet the organization’s, and their own personal needs (Schein, 2004).
Finding 7: Line staff need more resources to be able to implement active and
engaging activity plans. As discussed in Chapter Two, procedural knowledge refers to the
ability to implement the necessary steps in completing a goal or processing the technique to
reach the desired goal (Krathwohl, 2002; Rueda, 2011). Line staff were asked “Tell me about
your understanding of implementing activity plans.” During this portion of the conversation,
Participant 6 responded, “I ask the students what they want to do in advance, so I know what to
do when creating my lesson plans.” By asking the students what they would like to do during
after-school time, the participant demonstrated their validated their own ability to implement
active and engaging learning opportunities. Participant 7 responded, “sometimes I just copy the
[curriculum] and turn that in because it’s easy to follow and the kids like it.” “But that doesn’t
always work,” added Participant 6, identifying that their ability to implement the curriculum is
not always successful. Participant 5 stated, “sometimes, I don’t know, I mean the kids don’t
want to do what I created so like I need to think fast and change my activity.” Line staff believe
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that they are better prepared when they include the student voice in their planning stages, their
responses have shown that their implementation is vital upon students engaging in the activity.
By utilizing youth voice and inquiring of the students prior to creating activities, the focus group
participants were able to reflect and expand on their own effectiveness as a line staff. During the
discussion regarding procedural knowledge influences, participants shared a common theme:
they expressed knowledge that by them providing activities and opportunities to build
relationships, students feel safe and heard, which motivates the students to continue working
towards academic success. These themes are common in expanded learning programming and
are needed to achieve a successful program (Piha, 2006).
Finding 8: Line staff believe they need more adequate training and more materials
to create and implement active and engaged activity plans. The line staff’s goal is to support
youth in the expanded learning setting. To reach their goals and support the organization in its
mission and goals, professional development is a key component. By analyzing research data,
focus group and survey responses indicated that Line staff feel they need additional professional
development and sufficient materials to produce their activity plans. Ninety-eight percent of
staff surveyed stated that they attend professional development specific to expanded learning,
while the average was noted on a quarterly basis. In discussion, participants stated that
professional development occurs once a year, before the school year begins, then throughout the
school year, there are short training days that are specific to their enrichment courses. Staff were
also surveyed on their attendance of professional development in expanded earning, where
97.22% said they attend.
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Table 4.4

Do You Attend Professional Development?

# Answer % Count
1 Yes 97.22% 35
2 No 2.78% 1
Total 100% 36

Table 4.5

How Often?

# Answer % Count
1 Monthly 13.89% 5
2 Quarterly 36.11% 13
3 Bi-Annually 22.22% 8
4 Annual 27.78% 10
Total 100% 36

As reflected in Tables 4.4 and 4.5, The findings indicated that the organization provides
professional development to staff. Specifically, the participants indicated that there is
foundational professional development with the relevant resources available to them. However,
during the focus groups, different conversation themes emerged, for example, line staff voiced
the need for extended time to prepare their activity plans. Line staff also voiced their
responsibility to connect to the academic school day learning, to the after-school program
learning to continue the learning cycle for the students.
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During the focus group, Participant 6 shared that typical professional development
consists of “…umm lesson planning, we do that all the time, oh and all the mandatory stuff like
suicide prevention, sexual harassment, mandated reporting and CPR.” Participant 6’s response
to the question indicated that line staff do attend professional development in some areas of
development but failed to elaborate on whether the professional development included training
on creating activity plans. Participant 8 added, “Sometimes we go to specific training, like last
week I went to a STEM training, that was cool, the kids would like it.” Participant 8’s comment
reflects that some professional development is provided by the department and follow through
for enrichment specific training does happen. The focus group data analysis introduced a gap in
the assumed organizational influences. For the line staff at LAELP, there is a general resistance
to attending training that is outside of their assigned location (i.e., driving to another location for
training). Although line staff stated there was an appreciation for professional development, they
indicated a need for more.
As reflected in survey responses in Table 4.6, an average of 80% of the participants
surveyed felt they have the materials and support they need to create and implement effective
activity plans. Yet 19% disagreed that they have the materials and support they need, as noted in
Table 4.6. Not having adequate materials and support indicated that the organization is not
providing all line staff with the resources necessary successfully implement activity plans.

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Table 4.6
How Much Do You Agree or Disagree with The Following Statements About Your Experiences
Working in The Expanded Learning Program? Choose ONE for Each Statement.

# Item
Strongly
Disagree
Disagree Agree
Strongly
Agree
Total
2

I have the materials
I need to be
productive.

2.78% 1 16.67% 6 50.00% 18 30.56% 11 36

Accountability regarding activity plans occurs at the site level. As reflected in the survey
responses, planning time is provided, and either a peer or their site director reviews the line
staff’s activity plans. This survey response demonstrates that there is evidence the organization
provides time for line staff to plan and prepare their activity plans prior to implementing them
with the students. During the focus group, Participant 4 stated, “Yeah, we get time to plan, I
make sure to talk to the kids to see what they would like to do first.” The tables indicate the
responses provided by the participants as to how often their activity plans are submitted and
reviewed. Participants indicated that an average amount of time given to each staff member
ranges from 30 minutes to one hour per week. Although the participants indicated how much
time they are given to plan their activities, it is not clear if the time allotted is enough to properly
plan. Participant 4 said “well, we get to come in early to work on them [activity plans] and I
know we get time at staff meetings.” The finding indicated that line staff are not provided
enough time create activity plans.
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During analysis of the survey question “Is planning time provided?” 32-line staff stated
that they do have time to plan. In probing, I inquired how many hours per week they planned
their activities. As reflected in Tables 4.7 and 4.8 twelve respondents, 50% of the staff, stated
that they have one hour per week to plan. Six respondents, 20% stated that they have two hours
per week to plan. Per grant guidelines, one hour per week is minimally needed to create activity
plans. Less than 4% of the respondents stated that they have more than five hours per week to
plan, which in analyzing the data was a common response.
Table 4.7
How Often Do You Plan Activities?
# Answer % Count
1 Daily 13.89% 5
2 Weekly 58.33% 21
3 Bi-Weekly 11.11% 4
4 Monthly 5.56% 2
5 I do not plan activities 11.11% 4
Total 100% 36

Table 4.8

Are Your Activity Plans Reviewed by Someone Else?

# Answer % Count
1 No 9.52% 8
2 Yes 90.48% 28
Total 100% 36

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According to the findings, site staff also take time during site meetings to discuss topics
such as program logistics, program activities, and the needs of students. This dialogue supports
the development of conceptual knowledge at the site level as identified in Tables 4.9 and 4.10.
Staff indicated on the survey that on average, a site meeting is held monthly and various topics
are discussed. As noted in the survey, planning program activities and student needs are
common discussion topics at the site meetings. The tables below indicate the most common
discussion topics as well as frequency of site meetings.
Table 4.9
Do You Have Site Meetings?
# Answer % Count
1 Yes 13.89% 35
2 No 2.78% 1
Total 100% 36

Leadership encourages once a month staff meeting so that the line staff and site
coordinator can come together to discuss updates, program logistics, program activities, student
needs, as well as provide small scale training on occasion. Site meetings range from one hour to
three hours in length, depending on the agenda and have a frequency that ranges from monthly
and bi-weekly, to weekly. Site meetings generally spend 38% of the time on planning program
activities and sometimes, spend up to three hours discussing the program activities. Line Staff
responded that program logistics takes between ten minutes and 30 minutes, as answered by 11%
of the survey respondents. Line staff responded that the second most discussed topic which
comprises about 25% of the site meetings are student needs, including behavioral issues and
student voice.
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Finding 9: Line staff indicated in order to support the day to day activities youth
need there needs to be more trust and follow through with leadership. As stated in Chapter
Two, effective organizations that have elevated levels of trust amongst staff members can
produce higher quality products and services (Starnes, Truhon & McCarthy, 2010). Through the
survey questions, participants responded to Likert type items regarding their ability to trust in
leadership, as well as having opportunity to collaborate with colleagues.
Table 4.10
How Much Do You Agree or Disagree with The Following Statements About Your Experiences
Working in The Expanded Learning Program? Choose ONE for Each Statement.

# Question Strongly
Disagree
Disagree Agree Strongly
Agree
Total
6 I trust leadership to
provide the
necessities that
support the day to
day activities youth
need.

0.00% 0 8.33% 3 44.44% 16 47.22% 17 36
7 I trust my colleagues
to provide support
and share ideas.
0.00% 0 2.78% 1 50.00% 18 47.22% 17 36
8 I generally work on
my own.

5.56% 2 22.22% 8 55.56% 20 16.67% 6 36
9 I have enough
opportunities to
share ideas with
other line staff.

0.00% 0 5.56% 2 58.33% 21 36.11% 13 36
11 Expanded learning
line staff support
each other and work
as a team.
2.78% 1 0.00% 0 50.00% 18 47.22% 17 36

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The survey data above highlights the organization’s strength of providing an effective
environment to support learning. However, during conducting focus groups, some issues
emerged. During focus groups, answers shared by the group indicated that the organizational
culture could use some improvements in the areas of training, trust in leadership, and the
opportunity to collaborate with other staff. Participant 1 stated, “Yeah, I mean, I like my team,
no offense guys. But sometimes I feel that we do things on our own and it’s not until [omitted]
brings us together do we really work together.” Participant 5 chimed in with, “Yes, I agree, but I
also believe that I trust you all enough to make sure the work gets done. Like the kids depend on
us to have it together.” With these responses, participants indicated that there is some
understanding of how to work together as a team.
Overall, participants indicated that there is room for growth within the organizational
culture created at the site level; most of the organizational culture is reflected through
collaboration at the site level and professional development opportunities. The overall
organizational culture was not discussed as participants consistently referred only to the culture
at the after-school sites. To elaborate, organizational culture includes expectations and values set
forth by the executive team and trickled down to all employees. Culture at the site level is
specific to each school site, due to demographics, needs, and access. In addition, line staff
struggle with trusting the administration to follow through with necessities that support the day
to day activities youth need.

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Summary
This study sought to understand the knowledge and motivation of LAELP’s line staff as
reflected in their ability to create and implement active and engaging learning through
successfully completing an activity plan, as well as having a better understanding about how
organizational resources support the work of the line staff. Survey and focus group questions
were developed to identify key elements in the various themes of culture, value, and
metacognition. Through data analysis, the responses from Line staff allowed me to identify
strengths and challenges to their capacity to support the learning of after-school program youth.
Strengths that emerged included Line staff having the basic skills to provide active and engaged
activity plans to increase student motivation. Line staff also provide data as to their role at site to
improve academic outcomes by demonstrating value for the work done at LAELP. A challenge
that was identified was in the limitations in the line staff’s ability to implement active and
engaging learning due to the organizational influences. Although line staff identified that
professional development was available to them, there still are no adequate materials to create
the activity plans nor is there sufficient trust towards LAELP leadership.

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CHAPTER FIVE: RECOMMENDATIONS TO ADDRESS INFLUENCES
Chapter Four presented the knowledge, motivational, and organizational influence
findings pertaining to the line staff at LAELP. The goals were assessed through an analysis of
qualitative and quantitative data gathered though online surveys and a focus group. Results
found that, while some organizational gaps were evident, the line staff at LAELP possessed some
knowledge, motivation, and organizational assets which were instrumental in creating and
implementing active and engaging learning for the youth. This chapter presents
recommendations, based on the findings, which may provide guidance for other nonprofit
organizations. The new Kirkpatrick model is leveraged to provide recommendations
(Kirkpatrick & Kirkpatrick, 2016).
Recommendations to Address KMO Influences

Knowledge Recommendations
Introduction. The knowledge influences in Table 5.1 represent a complete list of
assumed knowledge influences. Validation is based on the most frequently mentioned
knowledge influences to achieving the stakeholders’ goal during focus groups, surveys as well as
being supported by the literature review, including expectations of expanded learning programs.
Clark and Estes (2008), described declarative knowledge as a necessity in order to describe the
learned knowledge in words or symbols. As indicated in the means to classify or identify the
ability to implement activity plans that encourage active and engaged learning. The tables
present influences where some gaps were present and therefore recommendations are appropriate
to achieve the stakeholders’ goal.
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Table 5.1
Summary of Knowledge Influences and Recommendations
Knowledge Influence Principle and Citation Context-Specific
Recommendation
Factual: Staff need to
know the basic elements
of designing active and
engaging lesson plans.
To design active and engaging
lesson plans, line staff need to
identify prior knowledge (what
they know and what they do not
know about a topic) before a
learning task (Mayer, 2011).
Opportunities for line staff to
debrief their thinking process
upon completion of learning a
task and engaging in guided self-
monitoring and self-assessment
(Baker, 2006).
Young professionals entering the
after-school field often find
themselves with little to no
understanding of the experience
needed for a quality program
(Hirsh, 2011). Most programs
employ college youths,
community member volunteers,
and other part-time staff with
minimal credentials. This can
cause high turnover rates,
leaving many programs to train
incoming staff on a continuous
basis (Hirsh, 2011; Rueda,
2011).

Staff will attend a training
where there will be various tiers
of activity planning. Novice,
intermediate, and veteran staff
will be able to share best
practices to successfully design
their activity plans.
Procedural: Staff need to
be able to implement the
steps necessary for
active and engaging
learning.
Self-Efficacy: To make it clear
that individuals are capable of
learning what is being taught or
can perform a task (Pajares,
2006). Also, having the ability
to point out how the learning
and training will be useful in
people’s lives (Pintrich, 2003).
During staff training, LAELP
administration will engage staff
in dialogue regarding the
expectations of activity
planning. Staff will be given a
“cheat sheet” with set standards
to follow.
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To enhance knowledge
influences, staff need to know
the steps necessary for
upholding quality standards; this
includes the creation and
implementation of effective
activity plans that provide active
and engaging learning. Once the
training has occurred, line staff
will utilize the knowledge
influences to work with youth in
providing active and engaging
activities.

Metacognitive: Staff
need to know how to
reflect on their own
instructional
effectiveness in the
expanded learning
program.
Information processing: To
provide opportunities for
learners to engage in guided
self-monitoring and self-
assessment, as well as debrief
the thinking process upon
completion of learning (Baker,
2006). Also, the opportunity to
model individual metacognitive
process by talking out loud and
assessing strengths and
weaknesses (Baker, 2006).
Well-trained staff are an
important component to a
quality expanded learning
program. It is important that
staff know how to reflect on
their own effectiveness within
the scope of their work. Setting
high yet achievable and
developmentally appropriate
expectations can support in the
creation of goals that fit staff
development (Cole, 2006; Leos-
Urbel, 2015).
LAELP Administration will
create opportunities for the line
staff to dialogue after each
activity planning session to
ensure the concrete completion
of activity plans and reflection
with the line staff has occurred.

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Declarative knowledge solutions. Mayer (2011) shared the importance of identifying
prior knowledge, what they know and what they do not know about a topic, before a learning
task. As reflected in Table 5.1, to support this development, the training team needs to use
learner-friendly training materials that are clear, coherent, and complete (Schraw & Lehman,
2009). Young professionals entering the after-school field often find themselves with little to no
understanding of the experience needed for a quality program (Hirsh, 2011). Staff will attend a
training in which there will be various tiers of activity planning. Novice, intermediate, and
veteran staff will be able to share best practices to successfully design their activity plans. Best
practices include successfully completing the expanded learning program objectives of providing
students with college and career connections, materials, activities and reflections, as well as
engaging the students at the beginning of the activity. A tiered training can identify the prior
knowledge of each line staff has and successfully places line staff in their appropriate learning
level. It is important to note that most programs employ college youths, community member
volunteers, and other part-time staff with minimal credentials. A lack of quality training and a
clear understanding of procedures often causes high turnover, leaving many programs having to
train incoming staff on a continuous basis (Hirsh, 2011; Rueda, 2011). With an extensive
training program, after-school staff can obtain the knowledge to create the required
documentation for their students.
Procedural knowledge solutions. During staff training, LAELP administration will be
intentional in engaging line staff in a dialogue regarding the expectations of activity planning.
The dialogue is suggested to take place at the end of the tiered training in which line staff will be
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given a “cheat sheet” with set standards to follow. Line staff will discover self-efficacy, in
which individuals are capable of learning what is being taught and performing a task (Pajares,
2006). This discovery of self-efficacy by the line staff will support the expectations set forth by
the LAELP administration in successfully creating activity plans that will be implemented by
line staff. Based on the study’s findings, it is recommended that the practices and behaviors of
other line staff and administrators guide the process of designing and delivering efficient activity
plans. Denler et al. (2009) encouraged learners to set productive goals for themselves that are
challenging but achievable, as well as encouraging self-evaluation. Line staff will be able to
understand how to relate the set goals with their activity planning. As part of the activity
planning staff will create a reflective piece that will allow self-evaluation and reflection on
reaching their goal.
Metacognitive knowledge solutions. To enhance knowledge influences, staff need to
know the steps necessary for upholding quality standards; this includes the creation and
implementation of effective activity plans that provide active and engaging learning
opportunities. Once activity planning training has occurred, line staff will utilize the knowledge
influences to work with youth in providing active and engaged activities. Well-trained staff are
an important component to a quality expanded learning program, and it is important that staff
know how to reflect on their own effectiveness within their scope of work. Information
processing provides opportunities for learners to engage in guided self-monitoring and self-
assessment as well as debrief the thinking process upon completion of learning (Baker, 2006).
Line staff will have the ability to create a reflection portion from their activity plans once
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83
completed. Baker (2006) discusses the training process as an opportunity to model individual
metacognitive processes by talking out loud and assessing strengths and weaknesses. Setting
high yet achievable and developmentally appropriate expectations can support in the creation of
goals that fit staff development (Cole, 2006; Leos-Urbel, 2015).
Motivation Recommendations
Introduction. The motivation influences in Table 5.2 represent a list of motivation
influences based on the outcomes most frequently mentioned by the stakeholders during focus
groups and supported by the literature review and the review of motivation theory. Clark and
Estes (2008) suggested that there are three indicators of motivation in any performance: choice,
persistence, and mental effort. Choice is going beyond intention to start something. Persistence
is continuing to pursue a goal in the face of distractions. Mental effort is seeking and applying
new knowledge to perform a new task. The tables below present influences where some gaps
were present and therefore recommendations were appropriate to achieve the stakeholders’ goal.
Table 5.2
Summary of Motivation Influences and Recommendations
Motivation
Influence
Principle and Citation Context-Specific Recommendation
Staff needs to
believe they are
capable of
effectively creating
active and engaging
activity plans.
Self-efficacy will predict their
persistence and mental effort
invested into creating
and implementing effective
activity plans (Bandura, 2000;
Pajares, 2006). Because
staff operates individually as
well as collectively, self-
efficacy has both personal and
social components. If staff
Through modeling of efficient
activity plans, line staff will believe
in their ability to create such plans.
Along with the job aid, positive
reinforcement from those modeling
the efficient activity planning would
support development.
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84
does not have
confidence in their ability to
produce age appropriate
lessons, they will have
a difficult time persisting and
investing mental effort into the
necessary
tasks.

Staff need to
believe that active
and engaged
learning can
improve youth
academic outcomes.
At the most fundamental level,
the expectancy-value theory
explains motivation as
individuals’ expectancies for
success on tasks and the value
they attach to success on set
tasks (Eccles, 2006).
Specifically, the utility value of
their work will determine how
well the task fits into their
individual goals and plans
(Eccles, 2006; Wigfield &
Cambria, 2009). Connell et al.
(as cited in Eccles, 2006),
proposes that the need for
competence, relatedness and
autonomy are three
fundamental needs that impact
the attainment value.
Dialogue with line staff to encourage
completion of their confidence
building goals for the benefit of
students. Leadership is to model
what outcomes are expected, as well
as provide a safe space for the line
staff to check for their understanding.
As part of the tiered training, setting
SMART goals to understand their
role in activity planning.

Self-efficacy solutions. Line staff need to envision their persistence and the mental effort
invested into creating and implementing effective tools (Bandura, 2000; Pajares, 2006). Line
staff operate individually, as well as collectively, self-efficacy has both personal and social
components. If staff does not have confidence in their ability to produce age appropriate lessons,
they will have a difficult time persisting and investing the mental effort into the necessary tasks.
As research recommends, investing mental effort into tasks leads to an individual’s confidence in
their ability to produce (Clark & Estes, 2008; Rueda, 2011). The researcher’s recommendation
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85
is for leadership and colleagues of the line staff to model designing and delivering activity plans
that incorporate both active and engaging learning.
The goal is for line staff to enhance their ability to create effective plans after following
modeled designs for efficient activities from administration including support from the learning
manual. Gibson (2001) found that self-efficacy was positively related to individual
effectiveness. Self-efficacy and individual value were higher for trainees who received training
as opposed to those who did not receive the training. Levels of group efficacy vary among teams
that appear to have equal skills, abilities, and resources. Gibson (2001) also found that the teams
of trainees who have equal training and supplies may hold very different beliefs about their
team's ability to provide quality services. These beliefs may change because the process of
forming the beliefs is impacted by a variety of circumstantial factors, including the amount of
information they have about their task, different processes of sharing this information and
communicating, or because they may have different levels of commitment and identification
among team members.
Value solutions. At the most fundamental level, the expectancy-value theory explains
motivation as an individuals’ expectancy for success on tasks and the value they attach to
success on set tasks (Eccles, 2006). Specifically, the utility value of their work will determine
how well the task fits into their individual goals and plans (Eccles, 2006; Wigfield & Cambria,
2009). Connell et al. (as cited in Eccles, 2006) proposed that the need for competence,
relatedness, and autonomy are three fundamental needs that impact the attainment value. The
recommendation is to dialogue with line staff to encourage confidence while building goals to
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86
support the success of the students at their site. The school administration will need to inform
expanded learning leadership of expected outcomes, as well as provide a safe space for the staff.
Youth education programs include similar foundations, but no two are identical. Without
positive outcomes, education advocates face continuous battles to convince exterior stakeholders
to spend money on various programs. The acronym SMART has several variations that provide
a more comprehensive definition of goal setting: specific, measurable, attainable, relevant, and
time bound (DuFour, 2011). As part of the tiered training, setting SMART goals are key for staff
to understand their role in activity planning (DuFour, 2011). Nauta, De Dreu, and Van der Vaart
(2002) found that organizations that carry strong value traits increase the likelihood that
employees show a high concern for the goals of their department. Connecting value influences
and staff with a high concern for their individual goals, increases the likelihood of problem
solving (Nauta et al., 2002).
Organization Recommendations
Introduction. The organization influences in Table 5.3 represent the findings for which
some solutions are necessary as gaps in training and trust were discovered. During focus groups
and survey questions, the organizational influences most frequently mentioned were the
resources, processes, and cultural models for achieving the stakeholders’ goal; these are
supported by the literature review, as well as the review of organization and culture theory.
Clark and Estes (2008) stated that organization and stakeholder goals are often not achieved due
to a lack of resources. Often, time and stakeholder goals are not aligned with the organization’s
mission and goals. Therefore, to achieve the mission and goals, resources, processes, cultural
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87
models, and settings must align throughout the organization’s structure. As such, as indicated in
Table 5.3, some organizational influences have a high priority for achieving the stakeholders’
goal. Table 5.3 also shows the recommendations for these influences based on principles that are
based on the organizational themes that were discussed.
Table 5.3

Summary of Organization Influences and Recommendations

Organizational
Influence
Principle and Citation

Context-Specific
Recommendation
Cultural Setting
Influence One:
Line Staff need to be
trained and given the
adequate materials to
produce active and
engaging lesson plans.
The desire to create change
through professional
development is important,
although research affirms the
increased focus within the field
on defining and improving
program quality, as well as
understanding why the
importance of the focus on
professional development
within the field has also become
a priority (Collins & Metz,
2009). Clark and Estes (2008)
noted that there is no correct
process for any organization in
any stage of their development,
believing that cultural patterns
can be altered by changing the
work environment.

As a component of the tiered
training, the organization can
ensure adequate training by
adopting professional
development modules in which
each line staff must complete
certain levels of planning.
Cultural Model
Influence One:
Line staff needs to trust
in the administration to
provide and follow
through with necessities
that support the day to
While much more needs to be
learned, especially about how
organizational and community
factors affect after-school
program value, current research
does confirm a consensus
among practitioners that
program procedures, content,
Through a series of structured
professional development
trainings and activities, the
expanded learning department
will develop a level of trust
needed for practices such as
team building and effective
communication, modeled
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day activities youth
need.
and structure matter (Kezar,
2001). Program-level features
are under the control of
providers, and therefore
expanded learning supervisors
have shifted their focus to
accountability, including that of
line staff. In some instances,
organizational culture benefits
staff by allowing the ability to
voice the values and beliefs of
the developing organization
(Schein, 2004 ).
through staff behaviors, to build
an organizational culture in
which these practices are
valued.

Processes. Clark and Estes (2008) noted that there is no correct process for any
organization in any stage of their development, believing that cultural patterns can be altered by
changing the work environment. The desire for the organization to create change is important,
and professional development and trainings can help move this change forward. Cultural
patterns can be changed through targeted professional development programs. Research
suggests that program quality with a focus on organizational professional development is an
emerging priority (Collins & Metz, 2009). As a component of the tiered training, a
recommendation for the organization is to ensure adequate training by adopting professional
development modules in which each line staff must complete certain levels of planning.
Leadership begins in the mind; it is a way of thinking about oneself in the context of
different personal and professional interactions (Sinek, 2014). Various groups of leaders can
view the same situation from different vantage points when making decisions, creating systems,
mentoring colleagues, evaluating actions, as well as serving as agents of change (Bloom & Bella,
2005). As the recommendation for ensuring successful training occurs, the organization must
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89
also step back and look at the big picture to determine the impact of different actions and
simultaneously maintain familiarity of the themes that influence staff development. The goal for
post-training is for the staff to describe a sense of empowerment they feel after completing
leadership training and the way a heightened sense of self-esteem to literally transform how they
think about their leadership (Bloom & Bella, 2005).
Cultural settings. While much more needs to be learned, especially about how
organizational and community factors affect after-school program value, current research does
confirm a consensus among practitioners that program procedures, content, and structure matter
(Kezar, 2001). Program-level features are under the control of providers, and therefore expanded
learning supervisors have shifted their focus to accountability, including that of line staff. In
some instances, organizational culture benefits staff by allowing opportunities as well as the
ability to voice the values and beliefs of the developing organization (Schein, 2004). The
recommendation is to continue developing interactive training where staff can become inspired
by the beliefs and values the agency holds. Through module training, team building across the
department and at the site level will begin to develop trust amongst all levels of staff, inspiring
the continuous work among staff.
As a component of cultural modeling in the department, a vital role of any thriving
organization and an essential characteristic is to face the challenge of earning the trust and
commitment of organizational members. Commitment from the staff is needed if leadership
desires to guide their companies to success. Leaders earn the trust and following of staff by
being trustworthy and accountable (Burlingame, 2009). Burns (1978) as referenced by Caldwell,
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90
Hayes, and Do Tien Long (2010) stated that leadership creates trust in their organization by
honoring the commitments owed to integrate goals and values, honoring their duties to others,
and demonstrating their commitment to the working relationship they wish to create. Among the
research findings, line staff believe that leadership plays an intricate part in developing trust.
Leadership can begin to model and hold expectations amongst themselves, by honoring the
commitment to growth and communication.
Implementation and Evaluation Framework
The model that informed this implementation and evaluation plan is the new world
Kirkpatrick model (Kirkpatrick & Kirkpatrick, 2006), based on the original Kirkpatrick four
level model of evaluation (Kirkpatrick & Kirkpatrick, 2006). This model recommended that
evaluation plans start with the goals of the organization and work backwards. By working
backwards from the goals, the indicators can bridge recommended solutions to the organization’s
goals and are easier to identify those closely aligned with organizational goals. The “reverse
order” of the new world Kirkpatrick model allows for a sequence of three other actions: (a) the
development of solution outcomes that focus on assessing work behaviors, (b) the identification
of indicators that learning occurred during implementation, and (c) the emergence of indicators
that organizational members are satisfied with implementation strategies. By designing the
implementation and evaluation plan using the new world Kirkpatrick model, connections
between the immediate solutions and the larger goal ensure success (Kirkpatrick & Kirkpatrick,
2016).
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Figure 5.1. The New World Kirkpatrick Model (2012)
Level 4: Results and Leading Indicators
Table 5.4 reflects Level 4: Results and leading indicators in the form of outcomes,
metrics and methods for both external and internal outcomes for LAELP. If the internal
outcomes are met as expected because of the training and organizational support for expanded
learning Line Staff, then the external outcomes should also be realized.
Table 5.4

Outcomes, Metrics, and Methods for External and Internal Outcomes

Result(s) Metric(s) Method(s)
External Outcomes
Increased number of successfully
written activity plans.
Number of activity
plans submitted.
Submission and
implementation.
Internal Outcomes
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Increased trust amongst all
levels.
Levels at which staff
reach out for support
from leadership.
Meetings with Site Directors.

Level 3: Behavior
Critical behaviors. The stakeholders of focus are the expanded learning line staff who
produce and implement the developed plans for active and engaging learning. The first critical
behavior is that line staff must correctly complete the activity plan according to grade level as
well as submit the activity plan for approval and implement the activity once prepared for the
students. The second critical behavior is that line staff must represent active and engaging
learning in the activity. The specific metrics, methods, and timing for each of these outcome
behaviors appears in Table 5.5.
Table 5.5

Critical Behaviors, Metrics, Methods, and Timing for Line Staff
Critical
Behavior
Metric(s) Method(s) Timing
Correctly
complete
activity plans
and submit for
approval.
Line Staff
will submit
completed
lesson plans
bi-weekly
for each of
their
activities for
review.

Line Staff will have
adequate time during the
work week to prepare their
activity plans.
Line staff are allocated 25
minutes per day to prepare for
weekly submissions of their
activity plans. Submissions
dates are to be set by the site
director for approval.
Implement
active and
engaging
learning
during the
activity.
Line Staff
will be
confident in
presenting
their activity
to a group of
Line Staff will have
adequate time during their
training to shadow and
observe veteran in the
implementation of
Line Staff will sit in one
complete implementation of an
activity plan (objective,
materials, execution, and
reflection).
EXPANDED LEARNING PROGRAMS

93

Required drivers. LAELP Line Staff require the support of their direct supervisors and
the organization to reinforce what they learn in the training and to encourage them to apply what
they have learned regarding producing active and engaging activity plans for their youth
participants. Systems of acknowledgement will be established for achievement of performance
goals to enhance the organizational support of Line Staff. Table 5.6 reflects the recommended
drivers to support critical behaviors of LAELP Line Staff.
Table 5.6

Required Drivers to Support Critical Behaviors

Method(s) Timing
Critical Behaviors
Supported
1, 2, 3 Etc.
Reinforcing
Professional development in activity planning at
beginner, intermediate, and advanced levels.
Ongoing 1, 2, 3
Encouraging
Collaboration and peer review during site meetings. Bi-Weekly 1, 2, 3
Rewarding
Performance incentives when error rate decreases
and time to completion decreases.
Quarterly, or
project-based
1, 2, 3
Monitoring
Site director can create opportunities during
meetings to share success stories.
Quarterly 1, 2, 3

students that
are able to
maintain
engagement
and
participation
in class.
completed and approved
activity plans.
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94
Organizational support. As a component of the tiered training, the organization can
ensure adequate training by adopting professional development modules in which each line staff
must complete certain levels of planning. The desire to create change through professional
development is important, research affirms the increased focus within the field on defining and
improving program quality, as well as understanding why the importance of the focus on
professional development within the field has also become a priority (Collins & Metz, 2009).
Clark and Estes (2008) noted that there is no correct process for any organization in any stage of
their development, believing that cultural patterns can be altered by changing the work
environment.
Trust is difficult to measure but by developing policy and procedures to strengthen the
existing levels of trust, as well as creating activities that can be used to promote new levels of
trust amongst the department, staff can begin moving towards a trust-based department.
Program-level features are under the control of providers, and therefore expanded learning
supervisors have shifted their focus to accountability, including that of line staff. In some
instances, organizational culture benefit staff by allowing an opportunity to voice the values and
beliefs of the developing organization (Schein, 2004).
Level 2: Learning
Learning goals. Following completion of the recommended solutions, Los Angeles
Expanded Learning stakeholders will be able to:
1. Recognize the basic elements of designing active and engaging lesson plans (D).
2. Correctly attribute the steps necessary for active and engaged learning (P).
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3. Plan and monitor own instructional effectiveness in the expanded learning program (P,
M).
4. Staff needs to believe they are capable of effectively create and implement active and
engaged activity plans (Confidence).
5. Value that active and engaged learning can improve youth academic outcomes (Value).
Program. The learning goals listed in the previous section will be achieved with a tiered
training program that defines in-depth the expectations of expanded learning activity plans of
including but not limited to theories and state policies. The expanded learning line staff will be
introduced and master the learning in after-school (LiAS) theory. The modules are tiered
throughout the school year to promote mastery and consist of an online learning management
system to provide constant review of the activity plans at the site level. Line staff will be
provided a job aid of key terms and references that meet the criteria for successful activity plans
and an activity plan manual will be kept on site to aide line staff in their efforts.
Components of learning. Exhibiting declarative knowledge is often necessary in the
beginning stages of applying the knowledge for the purpose of solving problems (Phye, 1997).
Therefore, it is important to evaluate learning for both the declarative and procedural knowledge
being taught. Exhibiting declarative knowledge is important so learners can value the training as
a prerequisite to using their newly applied knowledge in work settings. However, they must also
be confident that they can succeed in applying their knowledge and skills and be committed to
using them on the job. As such, Table 5.7 lists the evaluation methods and timing for these
components of learning.
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Table 5.7

Components of Learning for the Program

Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it.”
Demonstration of LiAS theories. During the training.
Procedural Skills “I can do it right now.”
Successfully utilizing the activity plan template. During the training.
Quality of the feedback from peers during group sharing. During the training.
Individual application of the skills activity plan. At the end of the
training.
Attitude “I believe this is worthwhile.”
Facilitator observes the line staff’s statements and actions which
demonstrates that they see the benefit of what they are being asked
to communicate with the activity plans.
During the training.
Discussions of the value of what they are being asked to do on the
job.
During the training.
Retrospective pre- and post-test assessment item. After the training.
Confidence “I think I can do it on the job.”
Survey items using scaled items. After the training/on
site observations/
Retrospective pre- and post-test assessment item. After the training.
Commitment “I will do it on the job.”
Discussions following practice and feedback. During the training.
Create a site action plan. During the training.

Level 1: Reaction
Table 5.8

Components to Measure Reactions to the Program

Method(s) or Tool(s) Timing
Engagement
Completion of training (in person/online). Ongoing during asynchronous
portion of the course.
Observation by facilitator. During the training.
Observation by LAELP Leadership Team During the training.
Attendance. During the training.
Course evaluation. Two weeks after the course.
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Relevance
Brief pulse-check with participants via survey (online) and
site observations/one-on-one (ongoing).
After every activity plan
training.

Course evaluation. Two weeks after the training.
Customer Satisfaction
Brief pulse-check with participants via survey (online) and
site observations/one-on-one (ongoing).
After every activity plan
training.

Course evaluation. Two weeks after the training.

Evaluation Tools
Immediately following the program implementation. After each training,
administration will collect data about the start, duration, and completion of training by the line
staff. This data will indicate the engagement each line staff member had with the training
material. The learning and development team will also administer brief surveys after each
training requesting the participant to indicate the relevance of the material to their job
performance and their overall satisfaction with the content and delivery of the information
received.
As represented in Appendix A, Level 1, the facilitator’s survey will ask the participants
about the relevance of the content to their work and the organization, delivery, and learning
environment. Level 2 will include an opportunity to check for understanding using peer-share
among groups in responding to questions and scenarios drawn from the training.
Delayed for a period after the program implementation. On site leadership (site
directors and program managers) will use survey data to follow up with line staff approximately
six weeks after the implementation of the training, and then again at 12 weeks. Using the
blended evaluation approach to measure, from the perspective of the line staff include but not
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limited to satisfaction and relevance of the training (Level 1), confidence and value of applying
their training (Level 2), application of the training to the process of activity planning and the
support from peers as well as on site leadership they are receiving (Level 3), and the extent to
which their performance of the activity plans they have created have been reflected at site (Level
4).
Data Analysis and Reporting
The goal of Level 4 is measured by the accuracy of line staff creating active and engaged
activity plans, as well as how well line staff implement the activity plans. Line staff will submit
their activity plans bi-weekly for their site director to review. The site director will track the
number of completed activity plans for each line staff, as well as monitor the implementation of
the activity. In Level 3, the goal is to have line staff understand the importance of their behavior
towards creating active and engaging lesson plans. As data gathered via the focus groups
revealed, the more the site director checked for understanding and gave feedback, the more
effective the Line Staff were in creating active and engaging learning activity plans. In level
three, the learning is directly connected to the type and lengths of training line staff receive.
Line staff shared that they would like to have training occur quarterly, at a minimum, versus the
yearly training they currently receive. Specifically, line staff in the older youth setting (grades 8-
12) felt that quarterly training will support in producing fresh ideas to keep the students
interested. Level 1 data reflected just how well current line staff reacted to the various levels in
which all support staff check in with them regarding the process of their activity plans. The
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99
dashboard below represents the data on the measures as a monitoring and accountability tool as
reflected in the creation and implementation of activity plans.

Figure 5.2. Monitoring and Accountability Dashboard
Summary
The new world Kirkpatrick model served as a well-framed guide for the research
contained in this chapter by preserving the goals and solutions of the problem of practices and
depicting how connected they are to the knowledge, motivational, and organizational factors. In
Level 4, results, the research outcomes are delineated by the metrics and methods table which
specifies two external outcomes and three internal outcomes which are projected to be confirmed
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because of recommendations made throughout this chapter. In Level 3, transfer, or the critical
behaviors anticipated from the line staff in the development of their knowledge are the required
drivers which serve as a measurement of support for the critical behaviors. Defining motivation
and encouragement for the line staff during their activity planning process is critical, as well as
including the organizational support recommendations for the activity plans to be implemented
and aid in the line staff success. In level two, learning goals, the completed solutions illustrate
how the line staff, who are trained in the activity planning modules, are expected to successfully
recreate the goals of the activity plan after training. The information contained in this level also
describes the components of learning and their respective methods or activities, and the timing
which fits each of the categories listed in the accompanying table. Leading up to Level 1,
reaction, which culminates in the reactions of the line staff to the entire process by describing
specific components such as engagement, relevance, and user satisfaction, including how and
when set reactions are measured and evaluated. Ultimately, the Kirkpatrick model is a highly
effective tool.
Strengths and Weaknesses of the Approach
The Clark and Estes (2008) gap analysis framework provided a method to organize the
study in themes that were reflected by assumed knowledge, motivational, and organizational
influences through the data collection and analysis process. The methodology used for the study
was organized based on assumed influences that were easily understood by the study
participants. Additionally, the approach guided the study’s research question and influenced the
overall study purpose. Open and axial coding of focus group transcripts and survey data were
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easily converted into categories and subcategories consistent with the literature review.
However, the use of Clark and Estes’ framework can pose potential risks, including overlooking
thematic groupings that may fall outside of the identified themes or erroneously forcing findings
into identified categories.
The new world Kirkpatrick model is an operative evaluation tool that identifies the “new
world” of nonprofit organizations that have emerged since the original Kirkpatrick model.
Comprised of four levels, the model first emphasizes level four to focus most significantly on
achieving organizational goals. Nevertheless, the inclusion of each level enables a progressive
measurement tool for organizations. Through focused activities and effective drivers to support,
as well as hold behaviors accountable, the new world Kirkpatrick model ensures that the
organization possesses the proper knowledge, skills, attitudes, confidence, and commitment to
achieve line staffs’ ability to provide active and engaging learning during after school programs.
For both the Clark and Estes and Kirkpatrick approaches, it is also important to consider
the capacity of the organization to design, develop, and implement strategies to address their
organizational goals. Possessing adequate staff levels with the knowledge and skills needed to
carry out tasks, such as implementing intensified training for line staff, is important in effectively
realizing organizational goals.
Future Research

Focusing on expanded learning programs, future research may focus on a variety of
options including:
1. Expanding research to specific tasks within expanded learning, such as activity plans.
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2. Expanding research to further evaluate the assumed organizational influences within the
agency based on incomplete data.
3. Recommendations for further evaluation of the implantation of training.
As stated earlier, line staff that have the ability to create and implement active and engaging
activity plans have been found to provide successful programs. Although data was limited,
expanding the research and evaluation can further help decipher whether the learning gaps have
been addressed regarding the activity plan sheet. Further research can help guide the effective
practices across the expanded learning department.
Conclusion
Expanded learning programs across the country have become vital components to the
social and academic growth of youth. The factors that contribute to why line staff work for such
agencies are reflected in the social, cultural, academic, and emotional components that come
with working in an after-school program. Within this study, these factors were identified for one
agency in Los Angeles with the pseudonym of Los Angeles Expanded Learning Programs
(LAELP). With guidance from the framework presented by Clark and Estes (2008), the factors
that influence gaps in the knowledge, motivational, and organizational barriers, also known as
the KMO of the gap analysis, that affect the line staff employed by LAELP were identified and
validated. Furthermore, through an additional framework of the new world Kirkpatrick model
(Kirkpatrick & Kirkpatrick, 2016), recommendations for organizational improvements were
made within the specific contexts of LAELP. The study was conducted in hopes that the
findings and recommendations can be taken into consideration and positively enhance the
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development of the Line Staff at LAELP and ultimately support the growth of youth in Los
Angeles.

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APPENDIX A
EXPANDED LEARNING ACTIVITY PLAN

EXPANDED LEARNING
ACTIVITY PLAN

Date Reviewed by SC: _________
SC Initials: _______________

1

The purpose of the Expanded Learning Department is to inspire youth through quality experiences that will bolster their academic achievement,
enrich their lives, and prepare them for college and career. To accomplish this, we incorporate various instructional strategies as well as the Learning
in Afterschool & Summer (LIAS) Principles to design learning experiences that support mastery, expand horizons and are active, meaningful, and
collaborative. You can find more information on instructional strategies and the LIAS principles on page three of this document.

STAFF NAME: _______________________________________ SCHOOL NAME: _____________________________________
CLUB NAME: _______________________________________ ACTIVITY TITLE: ______________________________________
GRADE(S): DATE(S) OF ACTIVITY: _______________________________________

Common Core Alignment:
The Common Core State Standards initiative (Common Core) is a state-led effort to provide appropriate academic benchmarks for all U.S. students, regardless of
where they live. Afterschool programs can and should be aligned to the K-12 school day and mastery of standards. The hours after school may not look and feel
like the regular school day, but they can move students toward mastery of the standards.
Please check off any of the standards that your activity will help support:
English Language Arts Mathematics
Reading: Literature Language
Operations and Algebraic
Thinking
Measurement and
Data The Number System
Reading: Informational
Text Writing
Number and Operations in
Base Ten Geometry
Ratios and Proportional
Relationships
Reading: Foundational
Skills
Speaking and
Listening
Number and Operations
Fractions
Expressions and
Equations Statistics and Probability

ACTIVITY OBJECTIVE:
(What should the student be able to do? Must be clear and attainable; focus on knowledge and skill acquisition or reinforcement)

MATERIALS: (Please inform your site coordinator in advance if any of these materials are not in stock at your site and need to be purchased)

EXPANDED LEARNING PROGRAMS

114
APPENDIX B
SURVEY ITEMS

How long have you been working at the after-school program? (Circle ONE)
Less than one year
1 – 2 years
3 – 5 years
6 – 10 years
More than 10 years

Which of the following best describes your current primary role(s) in the after-school
program? (Circle ALL that apply)
Tutor
Enrichment Instruction
Athletic/Physical Education/Fitness Instruction
Supervision of Other Recreational Activities/Games
Reading/Language Arts Instruction
Math/Science Instruction
Parent/Community Outreach
Other (specify): _

How often do you plan activities? (Circle ONE)
Daily
Weekly
Bi-Weekly
Monthly
Quarterly
I do not plan activities

Are your activity plans reviewed by someone else?
No
Yes
If yes, how often___________________

Is planning time provided?
No (skip to question 10)
Yes
If yes, specify number of hours per week: _________

Are you compensated for planning time?
No
Yes
EXPANDED LEARNING PROGRAMS

115
If yes, specify number of hours per week: _________

Do you attend professional development?
No
Yes

How often?
Monthly
Quarterly
Bi Annually
Annually

Do you have site meetings?
No
Yes
If yes, how often? ________________________

What are the most common discussion topics/agenda items at these meetings (Circle ALL
that apply)?
Program logistics: specify length of time___
Planning program activities: specify length of time_____
Individual students and/or their needs: specify length of time ____
Providing training/professional development: specify length of time_____
Other (specify): _

How much do you agree or disagree with the following statements about your experiences
working at the after-school program? Circle ONE number for each statement.

Strongly
disagree
Disagree Agree
Strongly
agree
A. I value working here. 1 2 3 4
B.
I have the materials I need to do a
good job.
1 2 3 4
EXPANDED LEARNING PROGRAMS

116
C. I find the work here rewarding. 1 2 3 4
D
The learning activities we provide are
an important contributor to youth’s
improved academic outcomes
1 2 3 4
E. I get the support I need from my
supervisor.
1 2 3 4
F.
I trust leadership to provide the
necessities that support the day to day
activities youth need.
1 2 3 4
G.
I trust my colleagues to provide
support and share ideas.
1 2 3 4
H. I generally work on my own. 1 2 3 4
I. I have enough opportunities to share
ideas with other Line Staff.
1 2 3 4
J. After-school Line Staff members are
committed to their work.
1 2 3 4
K. After-school Line Staff members support
each other and work as a team.
1 2 3 4
L. The director involves Line Staff in
important decisions about program
operations.

1

2

3

4
EXPANDED LEARNING PROGRAMS

117
APPENDIX C
LINE STAFF FOCUS GROUP PROTOCOL

Site: _____________________________________________________
Focus Group (Title): ______________________________________
(Title): ______________________________________
(Title): ______________________________________
(Title): ______________________________________
(Title): ______________________________________
(Title): ______________________________________

Interviewer: _____________________________________________________

Topics Discussed: ____________________________________________
________________________________________________________________

Documents Obtained: _____________________________________________
________________________________________________________________
________________________________________________________________

Post Interview Comments or Leads:
________________________________________________________________

Expanded Learning Line Staff Focus Groups
Introductory Protocol
To facilitate my note-taking, I would like to audio tape our conversations today. For your
information, only researchers on the project will be privy to the tapes which will be destroyed
after they are transcribed. In addition, please review the form devised to meet our human subject
requirements. Essentially, this document states that: (1) all information will be held confidential,
(2) your participation is voluntary and you may stop at any time if you feel uncomfortable, and
(3) we do not intend to inflict any harm. Thank you for your agreeing to participate.
I have planned this interview to last no longer than one hour. During this time, I have several
questions that we would like to cover. If time begins to run short, it may be necessary to interrupt
you to push ahead and complete this line of questioning.

Introduction
You have been selected to speak with us today because you have been identified as who works
with youth in providing activities in the after-school program. My research project focuses on
understanding Line Staff’s such as yourself experience in implementing need to implementing
active and engaged learning to the youth enrolled in the expanded learning program. My study
does not aim to evaluate your techniques or experiences. Rather, I am trying to learn more about
active and engaged learning, and hopefully learn how you promote them at your school site.
EXPANDED LEARNING PROGRAMS

118
Line Staff Focus Group Questions
Describe your background, education and career experiences.

Please describe your relationship to the organization.
Suggested prompts: What is your role? How long have you been affiliated with the organization?

Tell me about your experiences with Expanded Learning.

What types of activities do you offer?

What is the maximum number of participants you have in your class or activity?

How do you build relationships with the students you work with?

What techniques do you use to motivate students to learn? Tell me about your level of
motivation in effectively creating and implementing activity plans.

How would you respond to a student who does not follow directions?

How often do you attend professional development? What courses/training is offered?

What are the basic elements of an activity plan?

What is active and engaged learning?

Tell me about your level of confidence in effectively creating and implementing activity plans.

To what degree do you believe the instruction you provide is critical in improving youth’s
academic outcomes?

Tell me how you determine the effectiveness of your instruction.

Abstract (if available)

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Asset Metadata

Creator Gonzalez, Vanessa (author)

Core Title Line staff and their influence on youth in expanded learning programs: an evaluation model

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Publication Date 02/13/2019

Defense Date 12/14/2018

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

Tag after-school,Education,expanded learning,OAI-PMH Harvest

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Seli, Helena (committee chair), Datta, Monique (committee member), Samkian, Artineh (committee member)

Creator Email gonz799@usc.edu,vgonzal82@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-119697

Unique identifier UC11676796

Identifier etd-GonzalezVa-7056.pdf (filename),usctheses-c89-119697 (legacy record id)

Legacy Identifier etd-GonzalezVa-7056.pdf

Dmrecord 119697

Document Type Dissertation

Format application/pdf (imt)

Rights Gonzalez, Vanessa

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

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