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Development of intraorganizational post-merger collaboration plan: an evaluation study

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Content Running head: DEVELOPMENT OF POST-MERGER COLLABORATION PLAN 1

DEVELOPMENT OF INTRAORGANIZATIONAL POST-MERGER
COLLABORATION PLAN: AN EVALUATION STUDY

by

Jonathan Daniel Ochoa

___________________________________________________________________

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

December 2019

Copyright 2019 Jonathan Daniel Ochoa

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Dedication
To my late grandmother, Irene Ochoa, who emphasized the importance of education and
motivated me to start this program.
To my late mentor, Greig Placette, who taught me life lessons and helped to teach me to
be a more compassionate person.
To my wife, Melanie, who supported and encouraged me through the entire program.
To my parents, for teaching me how to always fight through adversity in life.

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Acknowledgements
Thank you to my advisory committee, Dr. Kim Hirabayashi, Dr. Wayne Combs, and Dr.
Helena Seli, who taught me to trust the process, and the College of Rossier for providing me the
opportunity to make this dream a reality.

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Abstract
Collaboration is known as the process of two or more employees or organizations working
together to achieve a shared goal. In organizations today, departments can create silos without
understanding the unintended consequences which can cause inefficient knowledge sharing and
lower levels of collaboration. This study utilizes a modified version of the Clark and Estes
(2008) gap analysis framework to evaluate knowledge, motivation, and organizational (KMO)
needs and influences affecting managers’ ability to impact employee collaboration at a large Oil
& Gas company. Findings and results from the study indicated that the scheduling manager
stakeholder group possessed below average knowledge although they possessed high motivation.
PEM needs to be a knowledge-sharing organization through increased face-to-face meetings to
gain a better understanding of roles and responsibilities. PEM must promote collaboration and
share knowledge across teams and departments to solve complex organizational challenges.
PEM must create a culture of knowledge-sharing and better collaborate across silos. Leaders
must clearly communicate and promote collaboration and knowledge sharing within the
organization. Motivational findings included focusing on improving self-efficacy and utility
value of the managers to improve collaboration. Additionally, misaligned policies at an
organizational level were the primary factors influencing the lack of collaboration at the
organization under review. The New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick,
2016), which is a set of recommendations and a corresponding implementation and evaluation
plan, are communicated in the recommendations section. The recommendations are incorporated
to increase scheduling managers’ knowledge, support motivation, and align organizational
policies and resources to strengthen and sustain employee collaboration.

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Table of Contents
Dedication 2
Acknowledgements 3
Abstract 4
List of Tables 6
List of Figures 7
Introduction to the Problem of Practice 8
Organizational Context and Mission 8
Importance of Addressing the Problem 9
Organizational Performance Goal 10
Stakeholder Group of Focus and Stakeholder Goal 10
Purpose of the Project and Questions 12
Review of the Literature 13
Clark and Estes’ (2008) Knowledge, Motivation and Organizational Influences Framework 19
Managers’ Knowledge, Motivation, and Organizational Influences 20
The Conceptual Framework 35
Data Collection 36
Data Analysis 40
Findings 41
Synthesis of Findings 60
Solutions and Recommendations 62
Integrated Implementation and Evaluation Plan 74
Limitations and Delimitations 86
Conclusion 88
Appendix A: Participating Stakeholders with Sampling Criteria for Interview, Survey, 90
and Observation
Appendix B: Protocols 92
Appendix C: Credibility and Trustworthiness 94
Appendix D: Validity and Reliability 95
Appendix E: Ethics 96
Appendix F: Limitations and Delimitations 98
Appendix G: Scheduling Managers’ Post-Training Survey 99
Appendix H: Example Dashboard Collaborative Training Progress 101
References 102

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List of Tables
Table 1. Organizational Mission, Global Goal and Manager Performance Goals 11
Table 2. Knowledge Influences, Types, and Knowledge Assessments 24
Table 3. Motivational Influences and Assessments for Motivation Gap Analysis 29
Table 4. Organizational Influences and Assessments for Organizational Gap Analysis 34
Table 5. Summary of Years of Experience 42
Table 6. Representation of Industry Experience 43
Table 7. Intraorganizational Collaboration 44
Table 8. Strategies for Increasing Intraorganizational Collaboration 47
Table 9. Resources Needed to Produce Intraorganizational Collaboration 56
Table 10. Gap in Organizational Processes 59
Table 11. Summary of Knowledge Influences and Recommendations for Collaboration 63
Table 12. Summary of Motivation Influences and Recommendations for Collaboration 67
Table 13. Summary of Organization Influences and Recommendations for Collaboration 70
Table 14. Level 4 Outcomes, Metrics, and Methods for External and Internal Outcomes 76
Table 15. Level 3 Critical Behaviors, Metrics, Methods, and Timing for Evaluation 78
Table 16. Required Drivers to Support and Monitor Critical Behaviors 79
Table 17. Evaluation of the Components of Learning for the Program 82
Table 18. Components to Measure Reactions to the Program 84

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List of Figures
Figure 1. Presentation of the KMO conceptual framework 35
Figure 2. Organizational resources by participant 58
Figure 3. Processes and resources by participant 59

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Introduction to the Problem of Practice
This dissertation examines the problem of intraorganizational collaboration, which leads
to the underperformance of M&A (mergers and acquisitions) within corporate businesses.
Research found that 83% of mergers were unsuccessful in producing shareholder value,
customer satisfaction, and positive employee morale (Bolman & Deal, 2013; “The crucial link,”
2000). A merger is defined as two or more freestanding entities of equal standing becoming a
new entity with the original entities disappearing. An acquisition is defined as the buying of one
or more freestanding organizations by another organization, the buyer, which retains identify
(Steynberg & Veldsman, 2011). Steynberg and Veldsman (2011) refers to the people element
being the main factor of intraorganizational culture clash, which is also one of the top ten reasons
for merger and acquisition failures in businesses. Additionally, Galpin and Herndon (2007)
states that typically 70% of M&As fail due to many factors, which include a lack of
intraorganizational collaboration and culture clash. This problem is critical to address due to the
significant effects the post-merger integration process entails, which affects employees and
shareholders negatively (Weber & Menipaz, 2003).
Organizational Context and Mission
Wilson and Daugherty (2018) identify that highly collaborative organizations are more
effective and efficient in accomplishing their mission. Petróleo Exporta Midstream is a
pseudonym and started as an oil and gas pipeline operator and is now one of the largest and most
diversified investment grade oil and gas organizations in the United States. PEM operates
natural gas, natural gas liquids (NGLs), refined products, and crude oil pipelines. The mission of
Petróleo Exporta Midstream is dedicated to delivering petroleum products safely while inspiring
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employees and creating excellent value to customers and investors. Core values focus on ethics
and integrity, corporate stewardship, entrepreneurial mindsets, and working safely.
Petróleo Exporta Midstream completed a merger in the past year and began the process of
integrating employees into the organization. PEM set a goal to collaborate in tasks and
responsibilities across departments within the business. This evaluation study will include
knowledge, motivation, and organizational influences regarding intraorganizational collaboration
within PEM. The intraorganization post-merger collaboration plan evaluation will identify
potential gaps from the merger over the last few years.
Importance of Addressing the Problem
The cost of not addressing intraorganizational collaboration includes organizational
inefficiencies, accountability, and communication shortfalls. Research indicates curiosity
improves decision making, fuels employee engagement, and collaboration which improves
business performance (Francis & Ignatius, 2018). An organization must understand the
importance of intraorganizational collaboration during mergers and acquisitions. Leaders must
focus on first understanding counterparts’ roles and leveraging collaborative efforts to indeed
synergize for success (Wilson & Daugherty, 2018). In a survey conducted by the Harvard
Business Review, 70% of employees faced barriers to asking their supervisors more questions at
work (Francis & Ignatius, 2018). Leaders must create a purpose-driven organization through a
meaningful mission and vision (Northouse, 2015). This will allow employees to gain ownership
and be given the opportunity to buy into the system. Intraorganizational collaboration is an
essential key to instilling a purpose-filled organization.
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Organizational Performance Goal
By August of 2019, Petróleo Exporta Midstream will have fully implemented an
intraorganization post-merger collaboration plan. Additionally, the goal of the research is to help
the organization optimize their internal initiatives and remove hurdles to collaboration. The goal
will expect to integrate culture changes within the organization. Additionally, a potential
solution will be to create a culture department within the organization that is focused on
integrating and collaborating best practices from numerous departments. Finally, the
intraorganizational goal would be to create a culture of inquiry through the collaboration of
weekly, quarterly, and yearly activities that synergize the organization to be more effective and
efficient.
Stakeholder Group of Focus and Stakeholder Goal
In March 2019, the stakeholders demonstrated intraorganizational collaboration strategies
in tasks and responsibilities. The stakeholders were derived from the manager level and above in
the intraorganizational scheduling departments, which include refined products, natural gas,
crude oil, natural gas liquids, and plant and terminals organizations. Approved stakeholders
must have been with the company a minimum of three years and experienced the merger. One
stakeholder was selected from each of the organizations.
The managers were essential to the goal because of their direct experience through the
mergers to understand their capacity to improve intraorganizational collaboration. The
stakeholders were expected to be transparent and honest in identifying shortfalls of
intraorganizational activity. Additionally, they were expected to provide potential solutions to
improving intraorganizational collaboration. The ideal profile for the stakeholders was to be
from prior merged organizations, including the parent organization. The goal of this dissertation
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was to gain qualitative data from various leaders that have come from the various mergers in the
past five years. The participants were selected from various scheduling managers within the
organization that has shown successful collaborative partnerships. The methodology of why I
selected this department is due to positive informal conversations with others and my own
experience with this one department. The consensus is this department has developed processes,
benchmarked procedures, and tools that have assisted them in being highly collaborative.

Table 1
Organizational Mission, Global Goal and Manager Performance Goals
Organizational Mission
The mission of the Petróleo Exporta Midstream is dedicated to delivering petroleum
products safely while inspiring employees and creating excellent value to customers and our
investors.
Organizational Performance Goal
By August 2019, Petróleo Exporta Midstream will have fully integrated an intraorganization
post-merger collaboration plan.
Stakeholder Goal
In March 2019, the managers demonstrated intraorganization collaboration in tasks and
responsibilities.

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Purpose of the Project and Questions
Petróleo Exporta Midstream has completed various multibillion-dollar mergers in the past
few years. The merger came at a time when credit agencies and Wall Street analysts questioned
the leadership’s ability to integrate the separate entities into one organization successfully. Wall
Street questioned if Petróleo Exporta Midstream could successfully synergize benefits for the
organization. Additionally, questions surfaced if the organization could successfully collaborate
to improve profits, debt levels, and operational effectiveness.
This study performed a modified gap analysis to assess the knowledge, motivation, and
organizational influences that impact a post-merger intraorganizational collaboration plan. A
complete gap analysis would take into account all stakeholders, but this study specifically
focused on a small group of manager-and-above level leaders for practicality. Additionally, the
study identified components that impact intraorganizational collaboration and sought to
corroborate the variables through qualitative interviews. The study will conclude with
recommendations for enhancing the post-merger intraorganizational collaboration plan. The
following questions guided the study:
1. What are the managers’ knowledge and motivation related to creating
intraorganizational collaboration?
2. What is the interaction between intraorganizational culture and context and managers’
knowledge and motivation for intraorganizational collaboration?
3. What are the recommendations for organizational practice in the areas of knowledge,
motivation, and organizational resources for creating intraorganizational
collaboration?
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Review of the Literature
This literature review explored theoretical frameworks that assist in identifying
collaboration gaps within mergers and acquisitions. The review began with a historical review
of collaboration shortcomings within mergers and acquisitions. Additionally, the review focused
on change leadership challenges, failure rates, and accountability concerning integration. The
review correlated these items with the KMO model, which will be a description of the
knowledge, motivation, and organizational influences used in this study. Finally, a conceptual
framework based on knowledge, motivation, and organizational constraints that impact
collaboration with intraorganizations.
Intraorganizational Collaboration
Companies fail to integrate intraorganizational post-merger collaboration plans that
recognize the people factor when integrating two cultures into one. Weber and Menipaz (2003)
claim that the clash of companies’ cultures has caused such a high percentage of M&A failures
that this has sparked serious interest by academia and practitioners. Research further supports
the evidence identifying that cultural integration is the dark side of mergers, which has led to
more than two-thirds of M&A failures or underperformance of expectations (Senese, 2007).
Additionally, Senese (2007) identifies the culture factor of the two companies is consistently
overlooked, which ends up being the pitfall of the integration process. Weber, Shenkar, and
Raveh (1996) conducted a qualitative survey, and the results identified that European CEOs
described the main challenge of merging the two organizations was the ability to integrate by
creating a collaborative atmosphere for the people involved. Research identifies the failure rate
between 55% and 70%, due to the cultural element that restricts the effectiveness of the two
companies becoming one (Lodorfos & Boateng, 2006). The data was gathered from 32
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interviews of senior managers across 16 different M&As in the chemical industry. Leadership
aligning into one shared goal tends to be the critical element that can make or break the goal of
successfully merging into one organization. Finally, Koi-Akrofi (2016) points to culture and
communication being the two most difficult areas for M&A success. Furthermore, a survey by
Koi-Akrofi (2016) reflected that 45% of Fortune 500 Chief Financial Officers claimed that
Merger and Acquisition failure was due to “unexpected post-deal people problems” (p. 152).
These people problems can be tied to an unwillingness to provide transparency, vision, and
substantial experience in change leadership.
Change Leadership Challenges
Organizations are challenged with M&A post-merger integration process due to the lack
of focus on change leadership. Conger (1991) indicates leaders today must possess the ability to
articulate an organization’s vision and mission that motivate and inspire. Additionally, Conger
(1991) explains the importance of framing by utilizing core values such as enthusiasm, beliefs,
and the reinforcement of commitment and guidance within the organization. Leaders too often
focus on the financial side of mergers and lose sight of the change leadership that plays a critical
role in the post-deal integration phase (Steynberg & Veldsman, 2011). Research supports the
negative implications from the lack of change leadership, which identifies high employee stress,
low morale, and even employee turnover (Weber & Menipaz, 2003). Additionally, Kotter
(2007) supports Weber and Menipaz (2003), claiming many errors occur when leading change,
which includes not establishing a sense of urgency, lack of vision, and poorly communicating a
collaboration plan.
Mergers pose many challenges, starting with consolidating two Chief Executive Officers
down to just one. First, an organization must remove hierarchical barriers by adapting through
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role adaptation and understanding (Beer, Eisenstat, & Spector, 1990). Secondly, Sirkin, Keenan,
and Jackson (2005) explain that companies must address the difficult tasks of change, which
include duration, integrity, commitment, and effort. Lipton (1996) quotes vision as, “focusing on
the future and serving as a concrete foundation for the organization” (p. 85). Additionally,
Lipton (1996) says that “[a] shared vision can energize people by connecting them to the purpose
of the organization or department” (p. 84), which supports Beer et al. (1990) in organizational
change leadership efforts. Finally, change leadership cannot be underestimated before, during,
and post the merger or it can hinder the synergistic capability of the new organization (Bligh,
2006). Companies that have experienced this first-hand have built a history of successful or
failed mergers, which have preceded their reputation. In order for an organization to overcome
M&A challenges leaders will need to create a culture of excitement and a path for the future
(Conger, 1991).
Merger History
Merger and acquisition success is dependent on leaders focusing on collaboration,
inclusion, and a strategic plan. Successful and failed M&A transactions will remain with a
company that can affect future integrations. One organization that completed numerous mergers
and acquisitions was Enron in the 1990s. Bolman and Deal (2013) discuss the charismatic
leadership of Jeff Skilling at Enron, which at one point led the company to be the most
innovative in the world. Skilling was able to convince one of the oldest accounting firms, Arthur
Anderson, to sign off on a mark to market accounting system until they were whistle blown on in
2001 for being one of the largest Ponzi schemes in American history. The vision, dreams, and
beliefs were there with his charisma. The downfall with his vision and charisma ended up being
poor ethical standards. Northouse (2015) describes the trait approach as leaders that possess a
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charismatic appeal when they walk in the room. Additionally, it focuses on personal awareness
and development of these traits that include a strong sense of emotional intelligence. Northouse
(2015) goes on to describe the three critical components of the skills approach. These include
technical, human, and conceptual skills that focus on problem-solving within organizations.
Research indicates successful mergers and acquisitions are completed by clear
communication, transparency, and an integration plan that aligns with the vision and mission of
the organization. Companies can benefit from synergies within the organization if appropriately
handled but research tells us 70% of mergers fail due to a lack of an integration plan. Sider and
Steele (2016) analyzed an M&A takeover between two oil and gas conglomerates. The research
identified the conflict between the two companies, which was still in a state of unrest (Sider &
Steele. 2016). Sullivan (2011) confirmed culture tensions between PEM and Plains All
American due to a bidding war where PEM won in a $15.1 billion-dollar transaction for gas
company PG&E. Investors and creditors backed away from the potential upside of the merger
due to the negative stain from Plains All American, which led to a 10% drop in the stock price
two days after the deal’s announcement. Finally, the Wall Street outlook of how companies
pursue and integrate mergers can negatively impact them on new M&A transactions, which can
be detrimental to success rates.
Collaboration
Research indicates organizations that possess a high level of competency of collaboration
are more likely to successfully integrate two organizations into one (Koi-Akrofi, 2016). Collins
(2001) discusses the importance of collaboration as the “who” first rather than the “what” in
corporations. Organizations must focus their strategic plan on collaboration during the
integration phase in order to be successful (Bolman & Deal, 2013). Additionally, research points
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to a lack of cultural collaboration during the integration phase of mergers as a factor for the high
percentage of failure rates (Koi-Akrofi, 2016). Salame (2006) identifies vital underlying
collaboration pitfalls during the integration phase of mergers: (1) lack of communication;
(2) lack of direct involvement by human resources; (3) lack of training; (4) loss of key
employees; (5) corporate culture clash; (6) power politics; and (7) inadequate planning.
A 1998 financial analysis indicated that a dollar invested in Wells Fargo posted four
times return on equity versus Bank of America (Collins, 2001). The points made were that Wells
Fargo just had a better management team than Bank of America. This is partially true but what
was not focused on is that Wells Fargo took the approach to find “who” and then “what” versus
the opposite approach that Bank of America took. The goal is to find highly motivated
individuals that focus on collaboration initiatives which can take an organization to a level of
greatness that wasn’t ever imagined. Bolman and Deal (2013) identify the catastrophic mistakes
that can take place from a lack of organizational collaboration, such as the O-ring failure in the
Challenger accident. By definition, collaboration is working “jointly with others or together
especially in an intellectual endeavor” (“Collaboration,” n.d.). The culture and environment
within NASA were not built on a strong foundation of relationships and collaboration which led
to the loss of human life.
PEM directly operates multi-billion dollar assets that move petroleum products thousands
of miles across the country. Safety is a critical piece of operating in the Oil & Gas sector, and
mistakes such as the Challenger accident can happen when an organization is not being highly
collaborative. Research identifies the importance of coalitions within the organization which
include claiming value, creating value and providing win-win situations for the organization
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(Bolman & Deal, 2013). A direct competitor of PEM identified the importance of collaboration
in their mission statement:
While ‘what’ we do may be very different from person to person, there’s a ‘how’ that
connects all of us. It is how we work, how we collaborate and how we succeed together.
It is this shared ‘how’ that our competency framework describes in detail. We call it the
keys to success because it can unlock the potential within us all. (Phillips 66, n.d.).
Additionally, the organization focuses on building collaborative relationships in order for
individuals to understand and relate to others within the organization. Collaboration can be
stated in a vision or mission statement, but the organizations that implement a plan, training, and
follow through are the ones that reap the rewards of efficiencies to maximize goal achievement.
Merger Failure Rates
Organizations executing mergers and acquisitions must be collaborative in order to
positively change their culture, beliefs, and values (Schein, 2004). In the majority of
organizations, leadership can be undervalued and unrecognized, and this has led to an under-
optimized corporate America. Failure rates for M&A continue to exceed 50% on a consistent
basis across industries all over the world. Markman (2016) reflects a recent M&A failure that
was extended over 12 months which led to defamation, monetary damages, and multiple
lawsuits. Wall Street responded by claiming that the deal has been considered over for the last
quarter before the announcement to end the acquisition (Markman, 2016). Koi-Akrofi (2016)
indicates that more than 50% of mergers fail due to culture, collaboration, and communications.
McLelland, Goldsmith, and McMahon (2014) completed a controlled experiment, which
supports failure (Koi-Akrofi, 2016) by confirming less than one-quarter of M&As achieve their
goals. The research goes on to claim the failure rates of M&A lands between 50 and 70%.
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M&A failures continue to remain high due to multiple factors that Neuhauser, Davidson, and
Glascock (2011) identify within their research. The first point made is an error in the valuation
of the company. Secondly, the financial backing to make the acquisition does not come to
fruition. Finally, the company acquiring identifies more information to the operating strategy,
culture, collaboration and management that causes the acquirer to withdraw.
Mergers and acquisitions will continue to be a problem while evidence suggests culture
clash and a lack of intraorganizational collaboration are the underlying challenges within the
corporate businesses strategy. Dixon and Marks (1999) recognized that 70% of healthcare
mergers fail due to culture clashes and a lack of a synergistic plan. The research further
identifies that leaders must first take time to understand why partnerships fail in order to
comprehend the merger syndrome fully. Galpin and Herndon (2007) and Senese (2007) support
Dixon and Marks (1999) by respectively finding 70% and 66% failures for M&A transactions.
Bligh (2006) focuses on surviving the post-merger process and digging into the reasons why
M&A failures take place. Additionally, Bligh (2006) further points to over $70 billion in deals
during a four-month time period in 2003. Research indicates hundreds of mergers take place
yearly, and yet 50 to 80% continue to fall short of meeting expectations due to a lack of culture
and collaboration (Bligh, 2006).
Clark and Estes’ (2008) Knowledge, Motivation and Organizational
Influences Framework
The Clark and Estes (2008) framework is a structured methodology focusing on
identifying, verifying, and closing performance gaps that are hindering the goals of the
organization. The framework analyzes three central components which are comprised of:
(1) individuals’ knowledge and skills; (2) motivation and work goals to achieve; and
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(3) organizational influences and potential lack of resources or tools (Clark & Estes, 2008).
Organizations often fall short of achieving goals due to a deficiency of knowledge and skills,
motivation factors and organizational impediments. Additionally, the three influences must be
aligned for organizational goal attainment. Individuals and teams can be interviewed to identify
potential gaps in the three influences in order to identify underlying pitfalls in achieving goals
and suggest possible solutions for implementing solutions (Clark & Estes, 2008).
The PEM scheduling managers’ evaluation began by identifying critical departmental
performance goals and their relation to the overall organizational goals at PEM. Secondly, an
evaluation of the manager goals versus organizational goals was reviewed. Thirdly, anomalies
were identified with the goal(s) by identifying factors associated with knowledge, motivation and
organizational (KMO) influences impacting the performance gaps with the scheduling managers.
Qualitative data and analysis were conducted to provide credibility and trustworthiness
associated with the KMO influences. The data collection phase identified intuitive experiences
and knowledge from the participants’ interviews. Lastly, research-based solutions will be
recommended in conjunction with the KMO gaps identified in the performance gaps.
The following segment will go into additional detail of the general literature and will
address specific knowledge, motivation, and organizational influences affecting the performance
gaps of the scheduling managers at PEM.
Managers’ Knowledge, Motivation, and Organizational Influences
The managers’ knowledge, motivation, and organizational (KMO) influences section of
the literature review will expand on fundamental research related to the KMO influences. The
subsections of each KMO influence will discuss the effects of intraorganizational collaboration
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at the individual and organizational performance levels at PEM. The components presented in
this section will support the performance-based practices discussed in prior sections.
Knowledge and Skills
Organizational collaboration is often lost when organizations grow at exponential rates,
viewed as a tool to utilize on special projects rather than a component embedded into the
organization’s vision. Research indicates collaboration can reenergize organizations by
increasing engaged employees, creative ideas, and retention of employees (Kelly & Schaefer,
2014). It is difficult to achieve highly collaborative organizations, but research suggests highly
collaborative organizations consist of implementers that engage and are proactive in strategic
communication to gain clarity and input from key stakeholders. A modified Clark and Estes
(2008) KMO focused gap-analysis will be conducted starting with the foundation of knowledge
influences.
The four knowledge components are categorized in the following structure: factual
knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge
(Rueda, 2011). Rueda (2011) indicates factual knowledge is best described as a clear
understanding of an organization’s core strands of DNA. This can include the values a company
stands for: integrity, safety, customer appreciation, trust, and dedication. Additionally, an
organization must be able to identify the root causes of problems in order to close gaps and
achieve business goals (Clark & Estes, 2008). Secondly, Rueda (2011) defines conceptual
knowledge as, “knowledge of categories, classifications, principles, generalizations, theories,
models, or structures pertinent to a particular area” (p. 28). Conceptual knowledge directly
correlates to identifying key principles that align with improving integration of
intraorganizational goals. Thirdly, procedural knowledge is defined as knowing how to do a
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specific task (Rueda, 2011). Key underlying points of procedural knowledge include identifying
the steps and skills involved with successfully implementing financial accountability. Finally,
Rueda (2011) defines metacognitive knowledge as “the awareness of one’s own cognition and
particular cognitive process” (p. 28). Metacognitive knowledge best describes how employees
reflect on their own strengths and how they problem solve. Wilson (2014) identifies various
methods that include teaching individuals the importance of metacognition, taking advantage of
opportunities to self-reflect, and modeling problem solving around metacognition. The four
critical underlying components of knowledge are critical in understanding potential gaps
affecting performance goals and possible solutions to problem-solving (Clark & Estes, 2008).
Organizations must identify key stakeholders that have the knowledge and skills to
identify discrepancies, evaluate, and propose solutions to achieve departmental and overall
organizational goals (Clark & Estes, 2008). Leaders must benchmark knowledge influences,
challenge collaboration strategies, and be innovative when evaluating process improvements and
efficiencies (“Benchmarking,” 2005). PEM’s global goal to implement a collaboration plan
requires the knowledge influences of management to be evaluated to ensure the success of
improving collaboration. One declarative and one procedural knowledge construct are presented
in this section.
Declarative knowledge: Effective intraorganizational collaboration strategies.
Managers need an understanding of effective intraorganizational collaboration strategies
involved in mergers. Research suggests effective collaboration strategies involve the entire
organization to infuse collaboration in the culture (Kelly & Schaefer, 2014). Managers should
understand best practices congruent to organizational and individual management styles. PEM
managers must understand their role in facilitating collaboration.
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Leaders need to understand their role in facilitating collaboration. In order for
collaboration to be successful, leaders must facilitate and encourage six behaviors: (1) pay
attention to collaborative strategies and model skills; (2) do not sacrifice long-term goals for
short-term fixes that can sabotage collaboration; (3) invest resources to support collaboration;
(4) act as coaches of collaboration; (5) reward collaborative behavior; (6) ensure that
collaborative talents are nurtured (Callahan, Schenk, & White, 2008; Kelly & Schaefer, 2014).
Procedural Knowledge: Managers’ collaboration of tasks and responsibilities.
Managers need to know how to collaborate in tasks and responsibilities. Research indicates
knowledge and skill gaps occur in organizations when a lack of training and education is
provided to reach performance goals (Clark & Estes, 2008). Institutional knowledge of roles,
tasks, and responsibilities come into question when two organizations are integrated into one.
Additionally, managers need a vision to align knowledge, information, job aids, and education to
reach important knowledge goals effectively. Managers must learn and understand the
foundational tasks and responsibilities of collaboration in order to achieve the global goal of an
implemented intraorganizational collaboration plan. The knowledge influence identifies PEM
managers’ need for procedural knowledge of collaboration in tasks and responsibilities and their
impact on collaboration: (1) training and development, (2) metacognitive awareness of abilities.
Table 2 provides the organizational mission, organizational goal, and information specific
to knowledge influences, knowledge types, and knowledge influence assessments.
Moving past the knowledge influences impacting the managers at PEM, it is essential to
understand how motivation can help or hurt managers at PEM.

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Table 2
Knowledge Influences, Types, and Knowledge Assessments
Organizational Mission
The mission of the Petróleo Exporta Midstream is dedicated to delivering petroleum
products safely while inspiring employees and creating excellent value to customers and our
investors.
Organizational Global Goal
By August 2019, Petróleo Exporta Midstream will have fully integrated an intraorganization
post-merger collaboration plan.
Managers’ Goal
In March 2019, the stakeholders demonstrated intraorganization collaboration in tasks and
responsibilities.
Knowledge Influence
Knowledge Type (i.e.,
declarative (factual or
conceptual), procedural,
or metacognitive) Knowledge Influence Assessment
Managers need an
understanding of
effective
intraorganizational
collaboration strategies
involved in mergers.
Declarative (conceptual) Interview protocol:
- How do you believe communication
could be improved with the
intraorganization?
- What has your experience been with
the merger and the collaboration?
- What strategies do you believe
would be useful in the merger?
Managers need to know
how to collaborate in
tasks and
responsibilities.
Procedural (factual) Interview protocol:
- How often do you interact with the
merged organization?
- How do you collaborate with the
intraorganization?

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Motivation Influences
Motivation is best described as the fuel that energizes us in our daily lives (Clark &
Estes, 2008). Pintrich (2003) supports Eccles (2006) with two components of motivational
research. First, that motivation is correlated to the science behind human behavior. Secondly,
employees want to be inspired, loved, and developed. Motivation is a dominant component to
the success of any organization. Clark and Estes (2008) indicate that motivation is what keeps us
going and identify three critical aspects of our lives. First, “choosing to work toward a goal;
second, persisting at it until it is achieved; and third, how much mental effort we invest to get the
job done” (Clark & Estes, 2008, p. 44). Unfortunately, we have all experienced cultures that
discourage motivation, which include dishonesty, vague goals, and work barriers that prevent
positive change (Clark & Estes, 2008). The goal of every organization should consist of
improving and increasing motivational factors. Four essential factors include: (1) personal and
team confidence; (2) beliefs about organizational and environmental barriers to achieving goals;
(3) the emotional climate people experience in their work environment; and (4) personal and
team values for their performance goals (Clark & Estes, 2008).
Rueda (2011) identifies various motivational principles. First, adaptive self-efficacy and
competence beliefs motivate students; second, adaptive attributions and control beliefs motivate
students; third, higher levels of interest and intrinsic motivation motivate students; fourth, higher
levels of values motivate students; finally, the use of goals motivate and direct students (Rueda,
2011). Rueda (2011) and Clark and Estes (2008) support the approach to motivational
improvement within various organizations. Northouse (2015) breaks down the skills model by
explaining individual attributes such as motivation, personality, and general cognitive ability.
Additionally, competencies focused on were knowledge, problem-solving skills, and social
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judgment skills. The leadership outcomes of these characteristics led to effective problem-
solving skills and reliable performance. The main point of the skills approach is to enable
leaders to motivate others to solve complex organizational problems (Northouse, 2015). The
Path-Goal Theory and the Leader-Member Exchange Theory are two approaches to how leaders
can motivate individuals to accomplish specific goals (Northouse, 2015). The motivational goal
for managers is to focus on personal self-efficacy to improve intraorganization collaboration.
The focus of this evaluation will be on self-efficacy theory and the relationship to the
expectancy-value motivation theory. Additionally, the motivational expectancy-value theory is
broken into four key points, which include one’s enjoyment in the task, relation of the task to
one’s image, the value of the task with one’s long-range goals, and the anticipated cost of
engaging in the activity (Eccles, 2006).
Self-efficacy theory. Research identifies the importance of managerial effectiveness
through self-efficacy, which is defined as “an individual’s beliefs about his or her abilities to
mobilize cognitive resources and courses of actions needed to successfully execute specific tasks
within a given context” (Bandura, 1986, p. 379). Bandura and Adams (1977) identify four
components of self-efficacy which include performance accomplishments, vicarious experiences,
observing others’ success, and verbal persuasion. Microanalysis results reflect a correlation
between self-efficacy and behavioral changes (Bandura & Adams, 1977). Wheelan (2010)
identifies how economics can play a significant role in thinking about how to solve problems.
Additionally, self-cognitive theory is described as, “those interested in understanding classroom
motivation, learning and achievement” (Denler, Wolters, & Benzon, 2014, p. 1). Albert Bandura
defined self-efficacy as, “one’s belief in one’s ability to succeed in specific situations or
accomplish a task” (“Self-efficacy,” n.d., n.p.). Denler et al. (2014) indicate individuals with
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high self-efficacy have been associated with greater choice and persistence. Individuals that do
not possess the ability must be trained and mentored in order to achieve self-efficacy success.
Self-efficacy training is vital for improving an individual’s growth and development, which
include mentorship opportunities and reflection training.
Leaders’ self-efficacy. PEM Managers need to be efficacious on collaboration and
tasks. Research indicates the stronger an individual’s self-regulation, the greater the ability to
problem solve and overcome adversity in high-pressure situations (Dembo & Eaton, 2000).
Research suggests self-efficacy is the “beliefs that people hold about their capability to succeed
in their endeavors” (Pajares, 2006, p. 339). Managers must have strong self-awareness of the
challenges on collaboration and tasks in organizations.
Expectancy-value theory. Eccles (2006) indicates an individual’s utility value is
described as how an individual’s goals and needs fit into the plans to fulfill physiological needs.
Eccles (2006) identified two key motivational questions: (1) “Can I do the task?”; and (2) “Do I
want to do the task?” (p. 1). Wheelan (2010) indicates the importance of incentives by stating,
“when we are paid on commission, we work harder, if the price of gasoline goes up, we drive
less” (p. 34). These are motivational examples that directly correlate the expectancy-value
theory to achieving goals. According to Rueda (2011), “a successful learner who displays three
key features represents the endpoint and the goal of education. The learner: (1) can perform in a
self-regulated fashion; (2) is engaged; and (3) has developed expertise” (p. 11). Clark and Estes
(2008) define the root motive for “expectancy and control” (p. 82) to be directly linked to the
“motive influencing all human behavior is a desire to be effective in our lives” (p. 83).
Individuals must understand underlying motivational factors in order to maximize their daily
outcomes.
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Value of collaboration during mergers. PEM managers need to see the value of
collaboration during mergers. Kelly and Schaefer (2014) identifies four critical components for
encouraging collaboration: (1) define what a collaborative environment looks like; (2) offer
training that teaches collaborative skills; (3) ensure metrics for success are aligned among the
different business units; (4) ensure leaders understand their role in facilitating and maintaining a
collaborative environment. Research identifies that employee engagement and collaboration is
associated with intrinsic interest, attainment value, utility value, and the perceived cost of
engaging in an activity (Eccles, 2006). Additionally, when an individual is motivated, Rueda
(2011) describes this as, “the degree a person is involved and immersed in an activity or task”
(p. 21). Positive learning outcomes stem from an individual’s values and the level of
engagement, which receive more systematic attention than having natural skills. Motivation,
self-efficacy, growth, and development are only a few components involved with knowledge and
motivational influences (Clark & Estes, 2008). Organizations must improve their collaborative
efforts to motivate employees during mergers and acquisitions. Rueda (2011) indicates
employees must be supported and cared for in an environment that promotes a positive
collaborative culture. Clark and Estes (2008) identify the negativity that can drive employee
emotions when organizations are unclear, changing goals drastically, or unintentional. Research
indicates that collaboration should be directed toward specific and measurable goals (Rueda,
2011). Clark and Estes (2008) identify the importance of collaboration within organizations in
order to have their employees performing at peak levels all the time.
Table 3 identifies two motivational influences that apply to the organizational mission,
global goal and stakeholder goals. The motivational influences have been assigned with a
motivational influence assessment for leaders which include self-efficacy, value, and emotions.
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In addition to the knowledge and motivational influences, the achievement of PEM
managers’ goals is influenced by organizational factors.

Table 3
Motivational Influences and Assessments for Motivation Gap Analysis
Organizational Mission
The mission of the Petróleo Exporta Midstream is dedicated to delivering petroleum
products safely while inspiring employees and creating excellent value to customers and our
investors.
Organizational Global Goal
By August 2019 Petróleo Exporta Midstream will have fully integrated an intraorganization
post-merger collaboration plan.
Stakeholder Goal
In March 2019 the stakeholders demonstrated intraorganization collaboration in tasks and
responsibilities.
Assumed Motivational Influences Motivational Influence Assessment
Managers need to feel efficacious
collaborating in tasks and
responsibilities.
Interview protocol:
- What motivates you to interact with the
intraorganization?
- What are the core values that motivate you every day?
Managers need to see the value of
collaboration during mergers.
Interview protocol:
- How important is it to motivate others in the
organization?
- How important has collaboration been to the success
of the department?

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Organizational Influences
Organizational influences are best described as work processes and material resources of
an organization that can benefit or hinder an organization (Clark & Estes, 2008). High
performing organizations identify a clear mission and vision of an organization in order to be
successful (Bolman & Deal, 2013). Additionally, organizational influences can create and foster
a culture of an organization. An organization’s culture is defined as the “core values, goals,
beliefs, emotions, and processes” learned over time (Clark & Estes, 2008, p. 108). Evidence
indicates that culture is learned beliefs and values that are dynamic and transmitted to others
(Northouse, 2015). Organizations and individuals have a common purpose to be as efficient and
effective as possible (Schein, 2004). Bolman and Deal (2013) indicate teams have more
knowledge, diversity, time, energy, and resources than anyone working alone. In the event the
culture is not cared for then an organization can be highly inefficient (Lewis, 2011). Research
indicates collaborative team focused cultures give individuals an opinion while providing seven
behaviors for maintaining the collaborative cultural setting: (1) pay attention to collaborative
strategies and model collaborative skills; (2) do not sacrifice long-term goals for short-term fixes
when adversity strikes; (3) invest resources that encourage and support collaboration; (4) leaders
must act as role models, teachers, and coaches of collaboration; (5) reward collaborative
behavior; (6) ensure that collaborative talents are recruited and nurtured; (7) leaders must
actively encourage and maintain collaboration in the workplace through accountability (Callahan
et al., 2008). The seven steps identify a path to ensure that a collaborative culture is fostered and
prevails. Bolman and Deal (2013) indicate the importance of organizational influence through
the structural forms and functions. Additionally, Bolman and Deal (2013) identify the
organizational structure as the blueprint for expectations of leaders and employees. An
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organization can establish a foundation of core values that are clearly communicated and
embedded, so the external view of an organization is known. These values are known with
employees, customers, vendors, regulators, Wall Street, and the list goes on. It is the old saying:
“what are they doing there that makes them so great and how do we get there?” Ultimately,
Bolman and Deal (2013) say that “understanding linkages among goals, structure, and strategy
requires a look beyond formal statements of purpose” (p. 64). Kelly and Schaefer (2014)
indicates a collaborative setting includes feedback from every employee across the organization
which helps motivate a collaborative culture from top to bottom. Good leaders and collaborators
are big picture oriented and both sensitive to task and process (Bolman & Deal, 2013). Effective
leaders within PEM should help group members communicate and work together through
creating processes and teamwork.
Create processes for intraorganizational collaboration. PEM needs to create
processes for intraorganization collaboration. The organizational influences aligned with the
collaborative culture include an increase in productivity, customer satisfaction, employee morale,
and a better overall work setting (Kelly & Schaefer, 2014). Organizations often fail when it
comes to collaboration due to a lack of processes that train all employees. PEM must foster an
organizational culture of collaboration in order to synchronize knowledge, motivation, and
organizational influences. Research indicates the various levels of the environment, groups, and
individuals that make up the culture of the organization (Clark & Estes, 2008). The
collaboration processes need to be created by leadership and the human resource department
making them a part of the organizational culture and daily operations. Additionally,
organizations need to integrate training and development plans to create a culture of
collaboration.
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Training and development. Research indicates trust, communication, and a shared
vision and purpose are essential building blocks for collaboration but not limited to training and
development, including: (1) embracing change, (2) sharing information, (3) listening for
understanding, (4) constructive feedback, (5) negotiation skills, (6) recognition and rewarding
collaboration, (7) improving self-awareness (Kelly & Schaefer, 2014). Additionally, human
resource departments recognize a collaborative culture gives every employee a voice, so all
employees possess the necessary skills to be able to collaborate (Kelly & Schaefer, 2014).
Auguinis and Kraiger (2009) identify multiple evidence-based benefits of training and
collaboration development for individuals, which include a positive contribution to the
enhancement of collaboration in organizations. Additionally, Auguinis and Kraiger (2009)
identify the definition of training as “referring to the systematic approach to learning and
development to improve an individual, team, and organizational effectiveness” (p. 452). Clark
and Estes (2008) support the research by Auguinis and Kraiger (2009) by verifying employees’
knowledge and collaboration increases when the proper training, skills, and tools have been
taught. Additionally, feedback is often overlooked by managers and is only considered a one-
time per year review. This can lead to low levels of collaboration within departmental and
organizational levels. Research indicates good feedback is defined as being specific, clear, and
focused on the tasks (Deans for Impact, 2015). Schraw and McCrudden (2006) identify the
capacity in which humans process information and can become effective problem solvers by
thinking differently. Scholarly evidence identifies the definition of development as “systematic
efforts affecting individuals’ knowledge or skills for purposes of personal growth or future jobs
and roles” (Auguinis & Kraiger, 2009, p. 452). Employees want to be led by a mission and
vision that they can stand behind. I have seen first-hand the negative morale, confusion, and lack
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of collaboration in organizations that do not train and teach their employees. Gallimore and
Goldenberg (2001) identify the impact of negative culture and the impact of learning and
achievement. Additionally, to improve knowledge and skills, an organization must be
collaborative to tap into structures, processes, and the dynamics of culture and the impact to
learners and teachers (Gallimore & Goldenberg, 2001).
Culture of collaboration and teamwork. PEM managers need to create a culture of
collaboration and teamwork. Research suggests a negative culture can directly affect an
individual’s performance and an organization’s intraorganizational teamwork (Northouse, 2015).
Leaders must create a positive culture of collaboration and teamwork through adaption and
communication (Northouse, 2015). Collaboration in organizations generally leads to less stress
and highly engaged teamwork (Kelly & Schaefer, 2014). The organization should focus on
fostering a culture of collaboration and teamwork through training and business metrics that can
be measured. Culture in the environment can differ from one organization to another, but the
approach studies how changing the culture can change performance (Clark & Estes, 2008).
Table 4 summarizes the assumed organizational influences discussed in this section.

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Table 4
Organizational Influences and Assessments for Organizational Gap Analysis
Organizational Mission
The mission of the Petróleo Exporta Midstream is dedicated to delivering petroleum products
safely while inspiring employees and creating excellent value to customers and our investors.
Organizational Global Goal
By August 2019 Petróleo Exporta Midstream will have fully integrated an intraorganization
post-merger collaboration plan.
Stakeholder Goal
In March 2019 the stakeholders demonstrated intraorganization collaboration in tasks and
responsibilities.
Assumed Organizational
Influences
Organization Influence Assessment
Cultural Setting Influence: The
organization needs to create
processes for intraorganizational
collaboration and training.
Interview protocol that asks a manager and above level
to answer the following questions:
- Was there training that took place to help synergize the
organizations?
- Is the organizational hierarchy positioned to encourage
collaboration and innovation between the
intraorganizations?
- Do you believe the mission and vision is aligned with
collaboration?
- Document analysis
Cultural Model Influence: The
organization needs to create a
culture of collaboration and
teamwork.
Interview protocol that asks manager and above levels to
answer the following questions:
- Is the organization communicating a collaborative
culture of teamwork?
- What do you believe the organization could do to
improve collaboration?
- Document analysis

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The Conceptual Framework
The conceptual framework constructed for this study identifies research-based practices
that are common in intraorganizational collaborative organizations. The components consist of
the Knowledge, Motivation, and Organizational (KMO) model, are separated by their specific
category but synergized into the common goal aligned for a fully integrated intraorganizational
collaboration plan.

Figure 1. Presentation of the KMO conceptual framework.

The conceptual framework identifies a graphic model of KMO influences that impact a
culture of collaboration and teamwork in mergers. Merriam and Tisdell (2016) identify a
conceptual framework as literature that frames the study’s problem and purpose. Maxwell
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(2013) supports Merriam and Tisdell (2016) referring to a conceptual framework as aligning
influences and variables to the purpose of the study. The goal of the conceptual framework is to
advance research within collaboration and to provide literature to support knowledge of the
topic.
The managers and stakeholders in this study are working toward a common goal of a
fully integrated intraorganizational merger collaboration plan. However, the organization is
operating within multiple intraorganizational settings in different cities across the United States.
A lack of communication and understanding of roles and responsibilities are examples of a lack
of intraorganizational collaboration.
In the KMO conceptual framework presented in Figure 1, manager and above leaders are
represented in separate boxes to identify the Knowledge, Motivation, and Organizational
influences. The motivation influence is broken down into two critical parts which consist of self-
efficacy and the value of collaboration in mergers. Clark and Estes (2008) indicate that a highly
motivated organization, “fosters a culture where positive beliefs, expectations, and practices are
encouraged” (p. 100). Finally, the organizational influence circle represents the need to foster a
culture of collaboration and teamwork while creating processes to align the vision with core
values. The linkage between the KMO and the stakeholder goal is interconnected to provide a
visual that the Knowledge, Motivation, and Organizational influences are synergistic in the way
they all provide pillars to support the goal of integrating an intraorganizational collaboration
plan.
Data Collection
The data collection phase was held at various sites at PEM and through live web
interviews. The scheduling departments are located at various locations in the United States. I
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have chosen the scheduling department since they have done much work and have artifacts on
processes and procedures to effectively collaborate. I took the approach of identifying scheduling
departments within the organization that has received positive collaborative feedback since the
integration of the merger. I did not receive negative feedback regarding this department. I
interviewed this department to confirm positive collaborative feedback. I identified 14 to 18
manager-and-above level individuals that were willing to participate in the interviews. I reached
out to 17 of the 18 targeted participants. I was able confirm 14 of the 17 participants to interview
for the qualitative study. The goal was to identify groups that have found success through
collaboration and identify key influences to support the research. I applied a qualitative
approach for my data collection and instrumentation. Additionally, I utilized an inductive
strategy through face-to-face interviews. Inductive approaches utilize research questions in
interviews to narrow the scope of the study (Creswell, 2014). The goal was to achieve an
understanding of the meaning, context, and process of intraorganizational collaboration.
Maxwell (2013) identifies the inductive approach as an emphasis on descriptions versus
statistics. Two critical goals of focus for the research include an understanding of the process in
which events and actions take place and an intuitive understanding of the process of the contexts
in which the participants act (Maxwell, 2013). Creswell (2014) identifies qualitative research as
explanatory research which is used to gather a wide range of variables that include biases,
personal backgrounds, cultures, and values.
I experienced gatekeeper obstacles to overcome in order to gain access for approval from
our Chief Commercial Officer and our Chief Operating Officer. I have built a secure network of
leaders within the various groups of the organization. The scheduling managers were my
stakeholder group within Petróleo Exporta Midstream. Additionally, I successfully contacted the
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various scheduling department leaders that assisted in supporting efforts for my research.
Gatekeepers were also very helpful with interviews due to scheduling conflicts with our C-suite
team.
I chose a purposeful selection for my document analysis portion of my research which
includes gaining organizational hierarchy information. Additionally, I also chose a purposeful
selection for my interviews which will be discussed more in the interview procedure section.
Interview Protocol
I used a semi-structured interview protocol, so I was organized with questions and
gathered consistent qualitative data from my participants. Additionally, I utilized purposeful
sampling which included representative and convenience sampling. Merriam and Tisdell (2016)
indicate purposeful sampling as seeking an intuitive understanding to discover underlying insight
during the research. I communicated that the interviews will be confidential and will remain
anonymous to the participants. Additionally, the interviews were audiotaped, recorded and I
transcribed the interviews (Creswell, 2014). Research indicates critical steps during the
interview protocol which include a heading, instructions for the interviewer, and the opportunity
to allow the interviewed to ask questions before beginning (Creswell, 2014). I utilized
knowledge influences which included metacognitive and conceptual influences. Additionally,
motivational influences included self-efficacy, attributions, and goal orientation. Finally,
organization influences were utilized to identify cultural models and cultural setting influences.
Interview Procedures
I interviewed manager-and-above level scheduling participants between March and May
2019. I interviewed 14 individuals who were interviewed face-to-face or by video conferencing.
The sites of these interviews ranged from multiple locations in the US. I included taking notes
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on body language, passion, tone, and responses which were recorded, and documented. Finally,
the interviews were given the ability to evolve down paths related to the research questions to
gain additional perspective on the participants’ daily perspective. Ultimately, the participants
were explained the process before the interview to ensure they were comfortable with the
questions and the structure of the interview. They also were communicated with the
confidentiality of their interviews. Additionally, the data was stored in a locked drawer, and any
electronic information was password protected on a locked computer with pseudonym names.
Strengths for the face-to-face interviews include controlled questions asked of each participant.
I was successful in scheduling all interviews in the afternoon from 1pm to 5pm Central
Standard Time. The time was selected due to the workload in the mornings for an oil and gas
company. The interviews were informal to ensure the interviewee was comfortable and the
environment was relaxed. I provided a printed schedule of the interview and the steps involved.
Additionally, I welcomed the interviewees, thanking them for their time and showing
appreciation for being a part of my dissertation. I went through the process and asked if there
were any questions before beginning. Prior to conducting the interview questions, I began with
introductory questions to help the participant get comfortable. An audio device was utilized to
record the interview and notes were taken during the interview. Notes were then converted
within 24 hours to my laptop to ensure the accuracy of the data. Each interview was conducted
individually.
Documents and Artifacts
I accessed publicly issued quarterly earnings reports to identify knowledge, motivation,
and organizational influences. KMO influences that emerged depended on the information
publicly provided by executive leaders within PEM. I also reviewed procedures within the group
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to identify organizational influences regarding collaboration. I accessed the information to
identify intraorganizational collaboration alignment or gaps with the KMO influences discussed
in the evaluation study. Additionally, I utilized quarterly employee updates issued internally by
our leadership committee to identify synergies or gaps with the KMO influences. I also
reviewed our CDMS training platform that requires employees to take various training courses.
The evaluation of the CDMS training courses identified collaboration gaps within my KMO
framework. Finally, I reviewed monthly classes communicated electronically by human
resources and the training department to identify intraorganizational collaboration. I also
analyzed these items to identify the alignment of the strategic plan for organizational support for
collaboration. These documents assisted in identifying the culture of collaboration within the
organization.
Data Analysis
I used an inductive approach with the interviews by utilizing the Corbin and Strauss
(2008) analytic tools to gain an intuitive understanding of the respondent’s interview responses.
The Corbin and Strauss analytical process allows interviewers to better question, understand, and
code the data (Corbin & Strauss, 2008). Additionally, the KMO influences are utilizing the
deductive approach which will assist in identify KMO gaps. As more data was recorded, I went
back through the data to recode and categorize in order to keep the data organized. I reflected
upon notes within 24 hours of the interview and reviewed the recordings of the interviews in
order to precisely document the interviews. The analyses were recorded within 24 hours of the
interview to ensure accuracy. I then utilized the notes and thoughts to align with my conceptual
framework and research questions.
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Additionally, all questions and answers were coded. Data was transcribed to empirical
coding which was then transcribed into axial and analytical codes. The data is presented with
visual graphs and charts to highlight the research findings. The questions were transcribed in
order to identify patterns and a consistent story between interviewees.
Findings
Findings of this study are based on the data analysis of interviews and documents
analyzed for the PEM organization. Fourteen manager-and-above level schedulers from the
commercial department in PEM participated in interviews. Document analysis included five
scheduling procedures, four online training classes, and one quarterly report. All data elements
were analyzed to evaluate how scheduling managers were improving gaps in collaboration for
PEM. I used a qualitative case study approach to examine the gap analysis framework for the
organization in the study. This section describes the participating stakeholders, KMO framework
of the findings, and ends with a synthesis of all findings, according to the research questions.
Participating Stakeholders
This qualitative study consisted of 14 scheduling managers and above levels in various
cities in the United States. The 14 scheduling managers targeted for this study work within PEM
and met the requirements for being with the organization throughout the recent mergers. All of
the participants were selectively chosen based on roles and experiences demonstrating high
collaboration. All participants selected to interview completed the qualitative interviews. Table
5 outlines the experience of the participants in the study. Table 6 identifies the various roles of
the participants in the Oil and Gas industry.

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Table 5
Summary of Years of Experience
Years
4–7 7–9 9–12 12–15 15+
Manager #1 X
Manager #2 X
Manager #3 X
Manager #4 X
Manager #5 X
Manager #6 X
Manager #7 X
Manager #8 X X
Manager #9 X
Manager #10 X
Manager #11 X
Manager #12 X
Manager #13
Manager #14 X
Total 1 2 4 3 4

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Table 6
Representation of Industry Experience
Various Industry Roles Total
1 > 0
2 > 2
3 > 4
4 > 3
5 > 2
6 > 3

Knowledge findings. Several knowledge gaps and knowledge findings were identified
during the research. These knowledge gaps were evaluated and categorized as declarative and
factual.
Conceptual knowledge findings. There were factual knowledge gaps in the organization
which related to lack of knowledge of intraorganizational collaboration, as well as the meaning
of intraorganizational collaboration to the stakeholders. These two gaps were both validated
through the review and analysis of the interview transcripts. During the interview, the
participants were asked the question, “How has your experience informed you when to
collaborate on tasks and responsibilities in the intraorganization?” The two main categories of
responses received were the manager’s type of communication within departments and the
uncertainty of knowing who to reach out in the organization. From the document analysis, I
found no procedures or protocol regarding collaboration within the organization on the intranet
site. Since one of the strategies is to create a collaborative integration plan within the
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organization, then there could be an indicator that there is a problem with organizational
hierarchy knowledge and a lack of processes to encourage collaboration.
Procedural knowledge findings. When asked, “How do you collaborate with the
intraorganization?” all of the participants provided that they collaborate with various
departments within the organization in order to meet their own departmental goals. There was a
100% response which was applicable to the reasons why collaboration is taking place. Their
reasons included that collaboration is implied versus communicated from top leadership down so
specific groups must rely on working with other groups to complete tasks. All participants listed
various reasons ranging from weekly meetings to ensuring departmental goals are met for how
and why collaboration was important to them in their respective roles. Table 7 lists the
responses from the participants.

Table 7
Intraorganizational Collaboration
Scheduling
Manager No. How do you collaborate with the intraorganization?
1 “I work to communication via email and participating in weekly meetings. My goal is to
ensure other departments understand all of the issues, successes, and items on my list are
transparent.”
2 “I work with the credit group on setting up new customers to ensure we follow protocol
for the organization. Also, there are monthly and quarterly meetings that allow me to
communication areas of improvement to the various departments in the company.”
3 “I collaborate across the organization on a daily, weekly, and monthly basis by
participating in conference calls, attending face to face meetings, and by traveling across
to the various offices. I will work with engineering, contract, commercial, operations,
and legal groups to ensure key stakeholders are aware of issues or opportunities. I strive
to work with other leaders so that there is more transparency in the organization which
will improve collaboration.”
4 “I collaborate with other departments via email, phone calls, and texts to ensure groups
understand updates on the systems. I am mindful of key stakeholders, so I always want
to be communicating and collaborating with all groups.”
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Table 7, continued
Scheduling
Manager No. How do you collaborate with the intraorganization?
5 “I collaborate through meetings and conference calls. There are also larger company
meetings that I attend which allows me to collaborate with the other departments.”
6 “I collaborate through meetings and regulatory policy review. I work to bring in the
proper stakeholders to improve transparency and collaboration but do not see the effort
from other departments. I strive to invite other stakeholders to meetings they have been
left out on and also collaborate in daily and weekly conference calls.”
7 “I collaborate by participating in weekly calls but also work to schedule quarterly
representatives from other departments to come and discuss what they do to my team
members. I see value in collaborating and communicating across departments as it will
save the company money and help from an educational purpose.”
8 “I interact and collaborate through working with the field groups, accounting, and data
administration. My collaboration is driven from the goals to complete my job. I
collaborate to help my department and myself be successful.”
9 “I collaborate with other schedulers, accounting groups, contracts, and gas control to
ensure everyone is on the same page. Collaboration is one of the most important
components of my every day. I believe others collaborate on a reactive basis versus a
proactive basis.”
10 “I collaborate every day and must be collaborating every day to ensure I am successful in
my role leading a team. I hold weekly meetings for my group and other groups to ensure
other team members are collaborating as well. I participate in daily, weekly, and monthly
meetings to ensure I am transparent and communicating as a high level. I also attend
offsite meetings to help build stronger relationships with others I need to be collaborating
with more frequently.”
11 “I collaborate through face to face meetings, ad hoc meetings, conference calls, phone
calls, emails, Skype messages. We are a large organization, so I must be highly
collaborative, or I will miss communicating to a group or individual across the
organization.”
12 “I collaborate in the organization through various projects and being a key stakeholder. I
utilize opportunities when I travel to various offices to meet face to face with other
department leaders to improve my personal collaboration.”
13 “I collaborate daily with members and departments across the entire organization. I must
understand and be transparent with information across the departments to ensure
everyone is on the same page. I host and attend multiple meetings daily to help
collaborate with others.”
14 “I collaborate across all departments via conference calls, emails, texts, and other
electronic communications. I also publish daily and weekly reports to ensure critical
information is being communicated to stakeholders.”

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Factual knowledge findings. When asked a follow-up question of “How often do you
interact with the intraorganization?” the appropriate response should have been daily, weekly,
and monthly to benchmark processes, collaborate on ideas and improve organizational synergies.
Some of the participants provided the appropriate response while others indicated few to zero
interactions with the intraorganization. Participant M4 responded correctly by stating, “Our
group meets with the intraorganization weekly if not more often to ensure communication is
taking place and goals are being met.” In response to the same question, M9 responded, “Our
group does not deal with the other side of the organization, and we do not know who is
responsible for specific groups.” Additionally, M10 responded by stating, “I only come across
the other side of the organization every other month but do not understand exactly what they do.”
This identified gaps that need to be improved for the stakeholder to be able to achieve the
organizational goal of collaboration.
Declarative knowledge findings. The results found that seven of the 14 of managers
need more in-depth declarative knowledge about different collaboration strategies to implement
within intraorganizations. When asked the question of “What strategies do you believe would be
effective in increasing collaboration with the intraorganization?” there were similarities in
responses across all participants to increase collaboration with the intraorganization. Participant
M4 stated that “We need to increase face to face interaction through quarterly meetings to
discuss challenges and opportunities which will help with communication and transparency.”
Participant M1 responded, “Collaboration is a must in order to be successful, and we must have
more face to face meetings more frequent in order to improve communication and understanding
of who is responsible for what tasks.” Participant M9’s response indicated that in a fast-paced
market and departments must do more to keep up with having multiple offices that cause
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geographic challenges. A lack of communication and understanding of roles can cause essential
stakeholders to be left out of the loop on important information that can have negative
implications. Participant M3 responded similarly by stating, “Departments need a better
understanding of what other departments do and what their roles and responsibilities within the
organization are.” M12 also added, “An example would be to have Human Resources build flow
charts of offices that document each level of the building so all employees within the
organization can see the specific roles and responsibilities.” Additionally, offices need to hold
lunch and learns that allow employees to meet and collaborate with coworkers. Table 8
identifies the participants’ feedback.

Table 8
Strategies for Increasing Intraorganizational Collaboration
Scheduling
Manager No.
What strategies do you believe would be effective in increasing
collaboration with the intraorganization?
1 “Collaboration is a must in order to be successful, and we must have more
face to face meetings more frequent in order to improve communication and
understanding of who is responsible for what tasks.”
2 “The organization has a good strategy on collaboration, including moving
two different groups to one office to help with synergies.”
3 “More quality meetings with key stakeholders weekly but could include
happy hours or after work activities to help team building Departments need
a better understanding of what other departments do and what their roles
and responsibilities within the organization are.”
4 “We need to increase face to face interaction through quarterly meetings to
discuss challenges and opportunities which will help with communication
and transparency.”
5 “The strategy to increase collaboration should be communicated from the
top down to ensure the managers understand their roles and the importance
of collaboration.”
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Table 8, continued
Scheduling
Manager No.
What strategies do you believe would be effective in increasing
collaboration with the intraorganization?
6 “The organization needs to break silos, then understand roles and
responsibilities and hold appropriate face-to-face meetings to improve
communication.”
7 “The strategy needs to come from the top since we are such a large
company. The leaders must take time to step back and sharpen their saw to
increase collaboration.”
8 “We need more face to face meetings that truly take action items down and
have follow ups to ensure managers are being held accountable. We need to
get people back in rooms together versus on the phone or web conferences,
so relationships are built and maintained”
9 “We must increase face to face meetings when given the opportunity. We
are in a fast-paced market and departments must do more to keep up with
having multiple offices that cause geographic challenges. A lack of
communication and understanding of roles can cause essential stakeholders
to be left out of the loop on important information that can have negative
implications.”
10 “We hold weekly meetings with department heads to ensure we are working
together, but there are opportunities to involve more key stakeholders to
ensure more communication takes place more frequently.”
12 “An example would be to have Human Resources build flow charts of
offices that document each level of the building so all employees within the
organization can see the specific roles and responsibilities.”
13 “The leadership and strategy to improve collaboration must start from the
top down in the organization.”
14 “We need to have more efficient face to face meetings to improve
communication and become a highly collaborative organization. I also
believe we need to increase knowledge or collaboration with leaders in the
organization.”

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The top strategies that emerged from the managers included increasing face-to-face
meetings with the managers and various departments that increase collaboration, and providing
managers with training that incorporates models of effective strategies for intraorganizational
collaboration from proven strategies of merged organizations. Meetings alone are not good
enough as a stand-alone but increasing training and knowledge on building relationships through
face-to-face meetings. Additionally, managers feel that the executive leaders should be proactive
within the organization, and should strategically hold meetings and communicate the importance
and benefits of collaborating. This would increase trust between the managers, employees, and
the executives within the organization. Finally, inclusion of the managers in meetings that
increase communication and transparency across all departments.
The gap was identified in the document analysis confirming there were not specific
documents that indicated departmental responsibilities of offices and also confirmed that there is
no lunch and learn system in place based on viewing internal hierarchies and policies.
Participant M3 stated, “More quality meetings with key stakeholders weekly but could include
happy hours or after work activities to help team building.” Participants were in agreement; M5
stated, “The strategy to increase collaboration should be communicated from the top down to
ensure the managers understand their roles and the importance of collaboration.” Participant
M10 gave a different perspective to M7 responding, “We hold weekly meetings with department
heads to ensure we are working together, but there are opportunities to involve more key
stakeholders to ensure more communication takes place more frequently.” Participant M6 stated,
“The organization needs to break silos, then understand roles and responsibilities and hold
appropriate face-to-face meetings to improve communication.” Participant M2 was very
positive, stating, “The organization has a good strategy on collaboration, including moving two
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different groups to one office to help with synergies.” There was a consensus (11 out of the 14
participants) that managers would like more face-to-face meetings more frequently in addition to
a better understanding of roles and responsibilities.
From the document analysis, there was not specific knowledge information found on the
PEM intranet website that defined roles and responsibilities and protocol on encouraging more
meetings and collaboration. Managers that are collaborating and understanding roles and
responsibilities are very few only because the specific managers worked in other departments
and possess the knowledge or because they are taking it upon themselves to meet and collaborate
with other departments. The lack of understanding of roles and responsibilities is leading to
uncertainty within departments, which is decreasing the potential of intraorganizational
collaboration. Therefore, the best way to close gaps in collaboration is to increase the
knowledge of the managers and to increase face-to-face interactions with other departments.
Motivational findings. Motivational influences like self-efficacy, interest, goals, and
utility value all are critical in achieving a task or goal. The influence that will be discussed in
this motivations section is utility value. In order to achieve utility value managers need to see
the value of collaboration during mergers. Values are critical for stakeholders to perform a task
or achieve a performance goal. The values that were assessed are utility value and self-efficacy
since managers also need to feel confident about their ability to collaborate.
Utility value. Eccles (2006) indicates that an individual’s utility value is described as
how an individual’s goals and needs fit into the plans to fulfill physiological needs. When the
participants were asked, “How important is it to your work to collaborate with others in the
organization?” all participants agreed that they believe it is critical to collaborate with others in
order to be successful in their roles. Analysis of the motivational influences found that 11 of the
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interviewees allowed for a deeper understanding of how much a manager values collaboration
and their efficacy in being collaborative within the others daily. The other three of the
participants agreed on the importance of the collaborating but stated that there were motivational
utility gaps due to departmental silos that make it more challenges to collaborate with other
managers. The lack of utility value was driven from a shortage of goals for the managers.
Participant M4 responded, “The various offices struggle to close gaps and cause
miscommunications within departments even though collaboration is essential to my work.”
Participant M9 stated, “Even though collaboration is important for my role does not mean that
others are motivated to collaborate back when it is a two-way street.” The key similarities with
the three managers were similar reflecting that the managers were not motivated to carry out
goals of collaboration due to a lack of understanding, relation, and alignment in goal setting.
Managers demonstrated a belief that motivation from supervisors and the executive leadership
regarding the importance of collaboration would directly lead to improved collaboration across
departments and the organization. The interviews revealed managers possessed a high utility
value to collaborate with others in the organization. Additionally, they revealed a motivation
opportunity to improve collaborative performance within the organization. It is important to note
that even though managers were motivated, there are opportunities to improve motivation of the
managers being proactive through goal setting.
Self-efficacy. Approximately half of scheduling managers are not confident that they can
identify the appropriate collaborative actions to take in response to the intraorganizations. Self-
efficacy beliefs are the foundation for an individual’s motivation, well-being, and drive to be
successful (Pajares, 2006). When participants were asked “How confident are you in
collaborating with others during the merger?” seven out of 14 responded confirming they were
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efficacious and confident in collaborating as a manager, while the other seven had mixed
responses. The seven efficacious managers responded feeling very confident in understanding
individual and departmental goals of their groups, and their responsibilities. The responses
aligned with their confidence in being able to collaborate at an efficient and effective manner.
The other seven participants had various responses while M9 responded, “I did not know the
other departments during the merger, so I was not confident in my ability to collaborate with
others.” Participant M11 responded, “I was not very confident in collaborating but took the time
to reach out to the new departments in order to build relationships, so I could gain confidence in
collaborating with the other departments.” Participant M7 responded, “I was very calculated in
my approach when collaborating, I had the goal to bridge gaps to improve the organization but
did not understand what groups were responsible for what which made it difficult to collaborate
confidently.” All of the other participants could articulate that they were nervous about drawing
attention to themselves since they knew there were going to be synergy layoffs. There is a strong
indication of high confidence for managers to collaborate but also supporting responses that
indicate gaps for improving self-efficacy within managers. The gaps were identified through
mixed feedback from the managers not feeling confident in how to deal with the
intraorganization.
Organizational findings. For this section, the organizational findings from the interview
transcript will be explained under the heading of the culture of collaboration, lack of
organizational processes, and training and development. Although organizational influences are
organized in cultural models and cultural settings, the two influences are critical in the success of
the organization meeting its goals.
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Cultural model: Culture of collaboration. During the data analysis of the interview
transcript, it was clear that the mission of PEM is to inspire employees and to create excellent
value for customers. Gallimore and Goldenberg (2001) suggest a cultural model is a shared
belief about how an organization should perform. During the interview process, the participants
were asked to respond to the question, “How would you describe the organization’s views about
collaboration?” Participant M1 responded that “The organization must have strong views about
collaboration since they have started several project teams and are moving in the right direction
setting a positive culture for all employees.” Document analysis supported M1 and was
identified through internal meeting invites and on the internal intranet site that is only accessible
for employees that come out monthly regarding specific groups and their roles and
responsibilities. The videos are recorded and can be replayed for employees regarding critical
projects and successes of the organization. In response to the same question, participant M5
stated:
Organizational collaboration is encouraged, and leadership wants it to occur internally.
All employees may not receive direct communication from leadership, but each
department head responds differently to encouraging collaboration. The organization
could push further by upper management to ensure the point is made and collaboration is
embedded in the DNA versus something that is expected. Also, classes and training
could be implemented to assist with ensuring all leaders and employees understand the
views of collaboration are serious and a daily activity.
M5 indicates there is an opportunity for an improvement in overall cultural intelligence. Schein
(2017) indicates that educating members of the organization’s norms, and learning skills are two
approaches to solving multicultural issues and improving cultural intelligence. Additionally,
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Schein (2017) goes into four required capacities for improving cultural intelligence: (1) actual
knowledge of essentials of the other cultures involved; (2) cultural sensitivity; (3) motivation to
learn about other cultures; and (4) behavioral skills to learn of doing things in new ways.
However, the opposer, M6, had a different view on the organization’s views regarding
collaboration when he said, “Collaboration within the organization does not take priority, which
has caused confusion with my group and has caused a ripple effect with good people leaving the
organization and has also strained internal resources.” Participant M11 was in support of M6,
stating, “The organization’s view about collaboration is improving but it is only a good idea and
does not possess the horsepower behind it; there needs to be an overhaul from top to bottom
regarding the importance of collaboration within the organization.” Additionally, Participant M8
gave a different perspective stating, “The scheduling group that I am involved with is
collaborative, and it is communicated from the top down but in the same scheduling group for
another commodity collaboration does not exist which can in turn cause strains on our group.”
The mixed qualitative feedback indicates gaps across the group and reflects an
opportunity for bridging the organization’s views regarding the culture of collaboration.
Cultural setting. The data found that the cultural setting was not aligned from a
procedural and process standpoint. Clark and Estes (2008) identify the importance of a stable
organizational culture and work processes that align with the cultural setting. Additionally,
when organizational processes, procedures, and resources are not embedded in the daily culture
of the managers, then conflict alignment can occur with organizational goals. Interview
respondents were asked what processes and resources are set by the organization that supports
collaboration. The findings are critical to the organizational influences and culture of PEM.
Table 9 highlights key data points from the interviews with the scheduling managers.
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All of the managers agreed that there are no formal processes or procedures in place at
PEM that support collaboration. Although there were no formal processes in place, 13 of the
participants agreed that the organization does provide resources that support collaboration. The
gap identifies that the organization needs to formalize processes that support and encourage
collaboration but that the resources are there to help employees. Additionally, participants were
passionate regarding face-to-face interaction and the importance of a shared goal of supporting
collaboration at PEM. The biggest takeaway included full support from leadership and human
resources which would benefit scheduling managers significantly. A follow-up question was
asked to the participants, “What do you consider the organization could do to improve
collaboration?” The question identifies the ideas and creativity of the managers to close the gap
of collaboration. The key points included that processes need to be created to help achieve
internal goals. Additionally, the organization can provide flow charts to assist with collaboration
with the offices along with lunch and learns to promote collaboration. The top feedback from
the participants was provided in order to incorporate feedback to close the procedural gap within
PEM (see Table 9).

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Table 9
Resources Needed to Produce Intraorganizational Collaboration
Scheduling
Manager No.
Can you describe the processes and resources within the organization that
support collaboration?
1 “The organization is incorporating lunch and learns to help and promote
collaboration, but there are not specific processes that support collaboration.
The organization has conference rooms, new camera phones, and are
beginning to start collaboration teams that analyze third-party competitors.”
2 “Employees just had new Cisco visual phone installed so you can see who
you are talking to. The organization also has email Outlook setup so that
you can access specific individuals and groups in different offices to the
CEO. The organization also has office space and conference rooms to assist
with supporting collaboration.”
3 “Resources include the people, Outlook calendars, and experience of leaders
to encourage and support collaboration.”
4 “We utilize data reports that are sent every day to various groups to ensure
people have up to date information and can better make decisions with data
supported collaboration. Technology is an important resource provided by
the organization, which includes work cell phones that can access team and
individual directories at your fingertips.”
5 “We have face-to-face monthly meetings, email correspondence, and
conference calls to collaborate with groups we regularly do not see but need
to be collaborating with daily. The organization provides video
conferencing, Outlook contact information, computers, cell phones, emails,
and other technology that supports collaboration. I cannot think of any
specific processes that support collaboration.”
6 “Processes need to be created to assist in breaking down silos and assist with
who does what within the organization, the organization is too isolated and
organizational processes will help with individuals and groups wasting time
which will help meet internal goals.”

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Table 9, continued
Scheduling
Manager No.
Can you describe the processes and resources within the organization that
support collaboration?
7 “Microsoft Outlook helps with reaching out to employees, but there should
be a flow chart of each office and who does what on each floor. There used
to be an orientation process within the organization that supported
collaboration, and there also used to be leaders from various groups that
would work on internal processes improvements. Now, the organization has
Christmas parties, ice cream days, and leadership conferences to assist in
promoting collaboration. I do not believe there are any specific processes in
place beside the indirect items that I listed.”
8 “There are not any processes or procedures that promote collaboration
within the organization. The organization does provide WebEx meetings
and conference rooms to help support collaboration.”
9 “The organization does not have any specific processes or procedures but
does work to set up conference calls, video technology, weekly webinars,
and provides cell phones to support collaboration within the organization.”
10 “There are weekly operations, commercial, and engineering calls to support
collaboration. The organization also hosts offsite leadership meetings for
top-level leaders that support building relationships and collaboration. The
organization could properly put collaboration processes in place to formalize
the training and effort.”
11 “No processes, procedures, or resources that specifically support
collaboration within the organization.”
12 “Office building is the only thing that comes to mind. We need to create
processes to assist with being proactive in collaboration.”
13 “HR needs to set up processes and procedures to encourage collaboration
within the organization. It starts from the top down to build a highly
collaborative organization.”
14 “There are no specific processes, but the organization does provide several
tools and resources that allow for employees to collaborate with employees
around all of the offices.”

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Figure 2 identifies that 13 of the 14 participants believed PEM provided the
organizational resources for managers to be collaborative. One of the participants, M11, did not
believe the organization provided resources. I believe M11 didn’t think through the question and
answered without thinking through possible resources provided by the organization, since 13 of
the 14 participants agreed. The chart represents that the majority of the managers believe the
organization provides resources to collaborate at a high level. Although the organization
provides resources to increase collaboration it doesn’t mean that the managers will collaborate
even though there was a consensus with the managers.

Figure 2. Organizational resources by participant.

Figure 3 identifies the same consensus results of the managers regarding processes within
the organization that support collaboration. M11 was the only participant that did not believe
there were any processes within PEM. Thirteen of the 14 participants believed there were
processes overall but that the processes could be improved to assist in improving collaboration.
Additionally, the managers believed there were processes, which is reflected in Figure 3, but the
managers also provided feedback that training and the culture could be improved to utilize the
processes.
13
1
0 2 4 6 8 10 12 14
Resources
No Resources
Organizational Resources
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Figure 3. Processes and resources by participant.

Table 10
Gap in Organizational Processes
Scheduling
Manager No. Gap in Organizational Processes
2 “The organization should create processes to encourage collaboration that aligns
with the overall goals. The organization could also create processes around
benchmarking and incorporate departmental cross-pollination to assist with helping
understand the processes for specific groups.”
5 “Utilize top management and human resources to build processes that are aligned
with the vision and mission that can be communicated to all employees, so they
understand the significance of collaboration within the organization. It should be
formalized so front-line managers will buy into a culture of collaboration. Formal
training would be beneficial to get all employees on board with being a highly
collaborative organization.”
6 “There should be a formal map on the intranet site that identifies what groups and
personnel are in what specific offices. The map should be on each floor in the office
buildings to assist with encouraging collaboration. I also believe there should be
formalized processes that are clearly defined and communicated to all employees
that encourage and inspires collaboration daily.”
8 “Face to face meetings and training classes that are mandatory for employees to
understand the importance of collaboration within the organization. This would
assist with standardizing the process where it is currently loosely managed.”
9 “The organization should require face to face meetings monthly that are required in
order to build and maintain collaborative relationships across departments. This
would improve collaboration and help individuals understand the culture of
collaboration within the organization.”

13
1
0 2 4 6 8 10 12 14
Resources
No Resources
Organizational Processes
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The managers provided feedback regarding ways to improve collaboration. I found the
feedback to be very useful and accurate among the participants. There was strong alignment
with the organizational influences. Although there is positive feedback overall, the opportunities
to improve collaboration included legitimizing processes that focus on collaboration, ensuring
management is involved with communicating the importance of collaboration formally, and
increasing face-to-face meetings so managers can operate daily in a culture of collaboration.
Synthesis of Findings
The conceptual framework for this study begins with the various knowledge and
cognitive abilities that managers possess within the organization. The purpose of this study was
to examine how managers within PEM use knowledge, motivation, and organizational influences
to improve collaboration with departments within the organization. Evidence from the data
collection provides several findings that answer the specific research questions.
The first research question asked: “What is the stakeholder knowledge and motivation
related to creating intraorganizational collaboration?” Evidence from the analyses revealed the
managers possessed below average knowledge of collaboration with other groups in the
organization. The results reflected a consensus between 11 of the 14 managers that they would
like to increase knowledge regarding roles and responsibilities of other managers and
departments to improve knowledge. The managers’ primary focus is to collaborate across
departments within the organization that benefits their departmental goals. Intentional strategies
to improve managers’ knowledge included modeling and mentoring from leadership and
executives in the organization to set the stage. There was a small population of managers that
agreed the knowledge should be driven from leaders top down on a consistent basis.
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The second research question asked: “What is the interaction between intraorganizational
culture and context and stakeholder knowledge and motivation for intraorganizational
collaboration?” Evidence from the interviews reflected that managers could improve knowledge
and motivation in the event the organization created and implemented a culture and context of
collaboration. The motivation gaps were mixed between the managers. Eleven of the 14
managers indicated that they were motivated through goals to collaborate. Three of the 14 did
not feel motivated through goals that also did not feel confident in collaborating due to other
managers not collaborating. Seven of the 14 participants felt efficacious in collaborating on a
daily basis in their roles. The other seven of the 14 did not feel confident in collaborating due to
a lack of self-confidence and understanding of goals and motivation. The specific motivation
gaps included a lack of efficacy and utility value regarding specific groups and their roles and
responsibilities within the organization. Evidence also demonstrated that managers would be
willing to collaborate with others in the organization if managers received education and were
motivated by specific goals.
The third research question asked: “What are the recommendations for organizational
practice in the areas of knowledge, motivation, and organizational resources for creating
intraorganizational collaboration?” Managers’ skills appeared to be supportive of the effort to
increase intraorganizational collaboration. The organization can improve effective leadership by
evaluating the efficiency and communication of the organizational structure. Executive leaders
must be the drivers of initiatives to promote high levels of collaboration by clearly
communicating and modeling the expectations across all departments of the organization. This
collaborative effort must directly link to the overall mission, vision, and DNA of the
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organization. Leaders must utilize a practitioner-led inquiry process to meet evolving
knowledge, motivational, and organizational demands.
Solutions and Recommendations
Knowledge Recommendations
The research question asked what stakeholder knowledge and motivation is related to
creating intraorganizational collaboration. The theme focused on evaluating the managers’
knowledge and motivation regarding highly collaborative departments. Findings suggest that
managers need the training to ensure the knowledge goals are successfully met. Additionally,
there may need to be procedures, training, and job aids to teach and reinforce knowledge
influences. I prioritized the influences so that I can identify potential gaps in the declarative
influences first versus procedural knowledge. Managers need to know how to collaborate in
tasks and responsibilities. Research indicates that knowledge and skill gaps occur in
organizations when a lack of training and education is provided to reach performance goals
(Clark & Estes, 2008). Institutional knowledge of roles, tasks, and responsibilities come into
question when two organizations are integrated into one. Additionally, managers need the vision
to align knowledge, information, job aids, and education to reach important knowledge goals
effectively. Managers must learn and understand the foundational tasks and responsibilities of
collaboration in order to achieve the global goal of an implemented intraorganizational
collaboration plan. The knowledge influence identifies PEM managers’ need for procedural
knowledge of collaboration in tasks and responsibilities and their impact on collaboration:
(1) training and development; (2) metacognitive awareness of abilities.
Table 11 provides the organizational mission, organizational goal, and information
specific to knowledge influences, knowledge types, and knowledge influence assessments.
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Table 11
Summary of Knowledge Influences and Recommendations for Collaboration
Assumed Knowledge Influence Principle and Citation Context-Specific Recommendation
Managers need an understanding
of effective intraorganizational
collaboration strategies involved
in mergers. (D)
Model effective strategy use,
including “how” and “when” to
use particular strategies (Schraw
& McCrudden, 2006)
Provide managers with training that
incorporates models of effective
strategies for intraorganizational
collaboration from proven strategies of
merged organizations.
Managers need to know how to
collaborate in tasks and
responsibilities. (P)
Learning is highly dependent on
“goal-directed practice” and
“targeted feedback” (Ambrose,
Bridges, DiPietro, Lovett, &
Norman, 2010).
Provide managers training that
incorporates case studies of past
successful mergers that incorporate
successful intraorganizational
collaboration strategies and feedback
regarding how they handle various
scenarios within case studies.

Declarative knowledge solutions.
Increasing the managers’ knowledge of effective intraorganizational collaboration
strategies involved in mergers. Baddeley (2001) describes information processing theory as the
mind operating like a computer processor receiving inputs, processing information, and then
producing an output which is the behavioral response. A recommendation rooted in information
processing theory has been selected to close this declarative knowledge gap. Schraw and
McCrudden (2006) found that successful individuals utilize knowledge influences that possess
effective strategies which include the “how” and “when.” This would suggest that providing
managers with proper training would support their learning in collaboration strategies. The
recommendation then is to provide the managers with the training that incorporates models of
effective strategies for intraorganizational collaboration from proven strategies of
intraorganizations.
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Managers need an understanding of effective intraorganizational collaboration strategies
involved in mergers. Research suggests that effective collaboration strategies involve the entire
organization to infuse collaboration in the culture (Kelly & Schaefer, 2014). Managers should
understand best practices congruent to organizational and individual management styles. PEM
managers must understand their role in facilitating collaboration. In order for collaboration to be
successful, leaders must facilitate and encourage six behaviors: (1) pay attention to collaborative
strategies and model skills; (2) do not sacrifice long-term goals for short-term fixes that can
sabotage collaboration; (3) invest resources to support collaboration; (4) act as coaches of
collaboration; (5) reward collaborative behavior; and (6) ensure that collaborative talents are
nurtured (Callahan et al., 2008; Kelly & Schaefer, 2014). This evidence affirms that providing
managers with training will increase declarative knowledge in collaboration strategies. The
managers will benefit from the training, which will provide them the declarative knowledge to
implement collaboration strategies within intraorganizations that need to improve organizational
synergies.
Procedural knowledge solutions.
Increasing managers’ knowledge of how to collaborate in tasks and responsibilities.
Research indicates that the information processing theory is the general theory of human
cognition (Miller, 1956). A recommendation rooted in information processing theory has been
selected to close this procedural knowledge gap. According to Ambrose et al. (2010), learning
depends highly on “goal-directed practice” and “targeted feedback.” This would suggest that
providing managers with training would support their learning in tasks and responsibilities. The
recommendation then is to provide management training programs that incorporate case studies
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of past successful intraorganizational collaboration strategies and feedback regarding
performance on the case studies.
Procedural knowledge is defined as knowing how to do a specific task (Rueda, 2011).
Managers must learn and understand the foundational tasks and responsibilities of collaboration
to achieve the global goal of an implemented intraorganizational collaboration plan. Research
indicates that knowledge and skill gaps occur in organizations when a lack of training and
education is provided to reach performance goals (Clark & Estes, 2008). Intraorganizational
collaboration is challenged when institutional knowledge of roles, tasks, and responsibilities
come into question when two organizations are integrated into one (Kelly & Schaefer, 2014).
Various scheduling managers within PEM have communicated that they are not familiar with the
other scheduling intraorganizations from the recent mergers. Additionally, managers need the
vision to align knowledge, information, job aids, and education to reach important knowledge
goals effectively. The knowledge influence identifies PEM managers’ need for procedural
knowledge of collaboration in tasks and responsibilities and their impact on collaboration, which
includes training and development. This evidence affirms that providing managers with training
will increase procedural knowledge on how to collaborate more intuitively in tasks and
responsibilities.
Reflective practice. Managers need to have the time and ability to reflect upon
collaboration knowledge and improvements within their practice. Additionally, managers need
to possess the knowledge to be successful in collaboration within the organization daily. This
includes the ability to be trained and educated on best practices for collaborating within the
organization. The reflective practice needs to be a monthly task that allows managers to take
time reflecting on their knowledge of collaborating. The organization also must prioritize factual
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and declarative knowledge influences to increase reflective practices within managers. This will
allow managers to grow as leaders and individuals.
Motivation Recommendations
The motivation influences in Table 12 represent the complete list of assumed motivation
influences and their probability of being validated based on the most frequently mentioned
motivation influences to achieving the stakeholders’ goal during qualitative interviews and
document analysis which is supported by the literature review and the review of motivation
theory. Motivation is best described as the fuel that energizes us in our daily lives (Clark &
Estes, 2008). Rueda (2011) identifies various motivational principles. First, adaptive self-
efficacy and competence beliefs motivate students; second, adaptive attributions and control
beliefs motivate students; third, higher levels of interest and intrinsic motivation motivate
students; fourth, higher levels of values motivate students; finally, the use of goals motivate and
direct students (Rueda, 2011). Rueda (2011) and Clark and Estes (2008) support the approach to
motivational improvement within various organizations. Motivation is a dominant component of
the success of any organization. The motivational goal for managers is to focus on personal self-
efficacy to improve intraorganization collaboration. The focus of this evaluation was on self-
efficacy theory and the relationship to the expectancy-value motivation theory. Additionally, the
motivational expectancy-value theory is broken into four key points, which include one’s
enjoyment in the task, relation of the task to one’s image, the value of the task with one’s long-
range goals, and the anticipated cost of engaging in the activity (Eccles, 2006). Table 12 also
shows the recommendations for these influences based on theoretical principles.

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Table 12
Summary of Motivation Influences and Recommendations for Collaboration
Assumed Motivation
Influence Principle and Citation
Context-Specific
Recommendation
Managers need to feel
efficacious collaborating in
tasks and responsibilities.
Provide immediate feedback
for simple tasks and delayed
feedback for complex tasks
and balance comments
about strengths and
challenges (Borgogni,
Russo, & Latham, 2011).
Provide training in which a
subject matter expert models
examples of positive ways to
collaborate, next assists learners
in practicing, and finally
provides feedback on what has
been taught for practical
application.
Managers need to see the
value of collaboration
during mergers.
Design and create materials
and activities that are
relevant and useful to the
learners, connected to their
interests, and based on real-
world tasks (Pintrich, 2003).
Incorporate case studies of past
successful mergers that
incorporate successful
intraorganizational
collaboration strategies aligned
with motivation for employees
connected to their interests.

Increase the self-efficacy of scheduling managers. A recommendation rooted in self-
efficacy theory has been selected to increase self-efficacy. Borgogni et al. (2011) recommends
providing immediate feedback for simple tasks, delayed feedback for complex tasks, and
balanced comments about strengths and challenges. This would suggest that providing managers
with step by step instructions of what needs to be completed and then allowing them to explain
in return will increase their self-efficacy. The recommendation is for the organization to design
instruction classes so the learners have an opportunity to practice and provide feedback in
intraorganizational collaboration between the department. This combination of modeling,
practice and frequently targeted feedback within formal and informal organizational activities
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such as staff meetings, one on one meetings, and quarterly performance follow up strengthens
self-efficacy of the managers.
Managers need an understanding of motivational influences in order to increase self-
efficacy. Self-efficacy impacts the goals in the environment since the judgment about an
individual’s performance is a result of the beliefs about oneself. Bandura (1997) recommends
providing accurate, credible feedback on progress in learning and performance. The research
supports that feedback will increase the managers’ self-efficacy in tasks regarding
intraorganizational collaboration. Pajares (2006) suggests that managers are more confident in
their self-efficacy when proper feedback and incentives have been communicated consistently.
This study supports that managers must receive feedback in order to improve self-efficacy.
Increase the utility value for collaboration of scheduling managers. A
recommendation rooted in expectancy-value theory has been selected to close this motivation
gap. Pintrich (2003) suggests that designing and creating materials that are relevant to the
learners and connecting on a more intuitive level will increase utility value and motivation. This
would suggest that aligning interests and goals of the managers will motivate them to do the task
and will increase their utility-value. The recommendation is to include case studies of past
successful mergers that incorporate successful intraorganizational collaboration strategies
aligned with motivation for employees connected to their interests.
Eccles (2006) indicates that an individual’s utility value is described as how an
individual’s goals and needs fit into the plans to fulfill physiological needs. The motivational
example directly correlates to the expectancy-value theory to achieving goals and effective
collaboration. From a theoretical standpoint, the expectancy-value theory is vital for managers
to relate to tasks in order to be motivated to collaborate among intraorganizations. The research
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supports Clark and Estes (2008) as they relate motivational influences to the learners’ personal
goals and values which can drive motivational factors in order to maximize their daily outcomes
in collaboration. Senese (2007) suggests that 70% of mergers fail when managers lack
collaboration, motivation, and transparency in the organization. Additionally, the research
discusses the people factor as the underlying problem of failed mergers. Leaders of
organizations focus too much on the financial side of mergers and do not focus the necessary
attention on the motivational factors to increase inclusion and collaboration among employees
within the organization (Steynberg & Veldsman, 2011). These studies support the need for
managers to be involved in collaborative activities that increase utility-value.
Organization Recommendations
Clark and Estes (2008) suggest that organization and stakeholder goals are often not
achieved due to a lack of resources, most often time and money, and stakeholder goals that are
not aligned with the organization’s mission and goals. Gallimore and Goldenberg (2001)
propose two constructs about culture — cultural models or the observable beliefs and values
shared by individuals in groups, and cultural settings, or the settings and activities in which
performance occurs. Thus, both resources and processes and cultural models and settings must
align throughout the organization’s structure to achieve the mission and goals.
This evaluation investigated a cultural model and a cultural setting presumed to impact
PEM’s management practices and intraorganizational collaboration. The findings and results
identified one cultural model: PEM does not encourage managers to facilitate in
intraorganizational collaboration. Additionally, evidence confirmed the cultural setting: PEM
does not have policies or procedures in place that prioritize collaboration in tasks and
responsibilities, nor does the organization have training that focuses on employee collaboration.
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Table 13 presents the complete list of assumed organization influences and their probability of
being validated. The mentioned organizational influences will be aligned with the stakeholders’
goal during informal interviews and supported by the literature review and the review of
organization and culture theory. As such, as indicated in Table 13, some organizational
influences have a high probability of being validated and have a high priority for achieving the
stakeholders’ goal. Table 13 also shows the recommendations for these influences based on
theoretical principles.

Table 13
Summary of Organization Influences and Recommendations for Collaboration
Assumed Organization
Influence Principle and Citation Context-Specific Recommendation
Cultural Setting: The
organization needs to
create processes for
intraorganizational
collaboration and
training.
Organizational performance
increases when individuals
communicate regularly and
candidly to others about plans and
processes (Clark & Estes, 2008).
Organizational performance
increases when processes and
resources are aligned with goals
established collaboratively (Clark
& Estes, 2008).
Organizational performance
increases when top management is
continually involved in the
improvement process (Clark &
Estes, 2008).
Establish dedicated time and meeting
rooms in the afternoon for collaboration
and utilize internal social media to
reinforce communication outside of team
meetings.
Conduct team meetings biweekly with new
and experienced reviewers and with
leadership to establish processes for
collaboration, goals, and time frames.
Schedule quarterly presentations after
earnings calls by top management that
allows for a Q&A and transparent
communication for managers.
Cultural Model
Influence: The
organization needs to
create a culture of
collaboration and
teamwork.
Job satisfaction increases when all
organization stakeholders agree on
culture, mission, goals, and
resources required to achieve
goals (Clark & Estes, 2008).
Conduct whole organization meetings to
communicate the vision, mission, and
goals, and individual and team
accomplishments.
Cultivate a culture of participation with all
stakeholders in achieving organization
goals by encouraging feedback and
communication by all stakeholders.

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Increasing processes for intraorganizational collaboration and training. Clark and
Estes (2008) indicate that organizational performance increases when individuals communicate
regularly and candidly to others about plans and processes. A recommendation rooted in
improving cultural settings has been selected to close this organizational gap. Kelly and
Schaefer (2014) states that organizations often fail when it comes to collaboration due to a lack
of processes that train all employees. This would suggest that formal processes and training will
increase and support organizational collaboration. The recommendation supports providing
dedicated time and meeting rooms in the afternoon for collaboration and utilize internal social
media to reinforce communication outside of team meetings. Additionally, leaders should
schedule quarterly presentations after earnings calls by top management that allows for Q&A
and transparency.
Research indicates the importance of organizational processes at various levels to
increase the collaborative success of the organization (Clark & Estes, 2008). The collaboration
processes need to be created by leadership and the organization by making them a part of the
organizational culture and daily operations. Good organizational leaders and collaborators are
big picture oriented and are sensitive to tasks, processes, and procedures (Bolman & Deal, 2013).
Additionally, organizations need to integrate transparent processes to enable training and
development plans to create a culture of collaboration. Clark and Estes (2008) suggest a lack of
work processes and material resources can hinder an organization. This research supports the
organizational needs to create formal work processes for intraorganizational collaboration and
training.
Prioritize employee development. PEM must prioritize employee development through
training and education in order to increase collaboration within the organization. The training
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and education must be a core component of the DNA that aligns with the mission, vision, and
goals of the organization. Additionally, monitoring and benchmarking of the employee
development should be incorporated through 360 management training quarterly or annually.
The 360 training will incorporate key personnel to provide feedback for managers on how
collaborative they are being or improvements for the future.
Collaboration improvement plans. PEM can work to improve knowledge gaps regarding
collaboration and organizational hierarchies that will increase knowledge of collaboration. The
improvement plan will consist of organization hierarchies at each specific office to add
transparency on departments and responsibilities per each floor. Additionally, lunch and learn
meetings will be held face-to-face and recorded on the internal company-specific intranet site to
identify and clarify the roles and responsibilities of specific departments within the organization.
Organizations need to create a culture of collaboration and teamwork. The results
and findings found that 50% of organizations need to create a culture of collaboration and
teamwork. Research indicates job satisfaction increases when all organization stakeholders
agree on culture, mission, goals, and resources required to achieve goals (Clark & Estes, 2008).
A recommendation rooted in improving the cultural model has been selected to close the
collaboration and teamwork gap. According to Denning (2005), effective leaders use storytelling
to communicate the organization’s mission, vision, and goals to its members and stakeholders.
This would suggest that organizational leaders must conduct whole organization meetings to
communicate the vision, mission, and goals, and individual and team accomplishments. The
recommendation for the tasks and responsibilities is to provide opportunities for the stakeholders
of the organization to give feedback regarding the culture of the organization.
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High performing organizations identify a clear mission and vision of an organization in
order to be successful (Bolman & Deal, 2013). Additionally, organizational influences can
create and foster a culture of an organization. Research indicates that collaborative team focused
cultures give individuals an opinion while providing seven behaviors for maintaining the
collaborative cultural setting (Callahan et al., 2008). Organizations must cultivate a culture of
participation with all stakeholders in achieving organization goals by encouraging feedback and
communication by all stakeholders. Employees want to be led by a mission and vision that they
can stand behind. Leaders of the organization must focus on feedback, input, and focused goals
to create a culture of collaboration and teamwork from the top to the bottom of the organization.
Clarify processes and procedures for collaboration. The organization will focus on
documenting processes and procedures to improve collaboration within PEM. Additionally,
PEM will focus on adding training to incorporate and embed collaboration into the
organization’s culture. This will be improved through upper management and human resources
to build quarterly management training that focuses on improving incorporating collaboration
into the daily roles of managers and employees.
Progress monitoring. Monitoring of collaboration is just as critical as the training and
processes put into place by the organization. Human resources, management, and managers will
complete quarterly reviews and surveys that monitor the collaboration. This is significant in
identifying training successes and gaps as PEM looks to improve intraorganizational
collaboration.
Incentivize successes. PEM will monitor collaboration success and will identify
champions within the organization that are owning and building upon the processes and progress
set in motion. Additionally, the organization will recognize highly collaborative individuals
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during quarterly company meetings and via the intranet site to encourage others to be highly
collaborative.
Integrated Implementation and Evaluation Plan
Implementation and Evaluation Framework
The New World Kirkpatrick Model, which is comprised of four levels, will be utilized to
integrate the implementation and evaluation plan for my study (Kirkpatrick & Kirkpatrick,
2016). The four levels begin at Level 4, which is the program planning by focusing on the
desired outcomes and leading indicators of the organization. The model begins in reverse order,
starting at Level 4, which focuses on the goal outcome of the organization while Level 3
addresses behavior. The second level then addresses the learning, followed by Level 1, which
addresses reaction. Level 4 for this study focuses on creating an intraorganizational
collaboration program using research-based practices that will meet the organization’s goal of
creating a program to improve collaboration within the organization. Level 3 for this study
focuses on evaluating the behaviors needed to support the plan. Level 2 for this study focuses on
the evaluation of learning, which includes knowledge, skills, and attitude (Kirkpatrick &
Kirkpatrick, 2016). Finally, Level 1 focuses on the stakeholders’ engagement and relevance with
the goal. The Clark and Estes (2008) KMO framework aligns with the New World Kirkpatrick
Model by keeping the focus on the desired learning and behaviors that influence the desired
result of the goal.
Organizational Purpose, Need, and Expectations
The mission of the Petróleo Exporta Midstream is dedicated to delivering petroleum
products safely while inspiring employees and creating excellent value to customers and our
investors. The organizational performance goal of Petróleo Exporta Midstream it to have fully
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integrated an intraorganization post-merger collaboration plan. The stakeholders will
demonstrate intraorganization collaboration in tasks and responsibilities. The stakeholders are
essential to the goal because of their direct experience through the mergers to understand their
capacity to improve intraorganizational collaboration. The stakeholders will be expected to be
transparent and honest, identifying shortfalls of intraorganizational activity. Additionally, they
will be expected to provide potential solutions to improving intraorganizational collaboration.
The ideal profile for the stakeholders is to be from prior merged organizations, including the
parent organization.
The goal of PEM is to create an intraorganizational collaboration plan by June 2019 to
improve employee collaboration among intraorganizations. The success of the
intraorganizational collaboration goal will directly lead to a more creative, innovative, and
synergistic organization that will provide increased value to the employees and shareholders of
PEM.
Level 4: Results and Leading Indicators
The emphasis on the desired outcome of the organization is the most critical level of the
implementation plan and the justification for the framework. According to Kirkpatrick and
Kirkpatrick (2016), an organization should focus on alignment of shared goals. The proposed
leading indicators, which are the key outcomes, include improvement of collaboration in tasks
and responsibilities, quarterly brainstorming meetings, improved communication between
departments, and increased levels of innovation and creativity. The goal is for stakeholders to be
trained and educated in order to collaborate at a highly efficient level. Research identifies key
indicators which include barriers that could influence outcomes, the motivation of stakeholders,
and providing recommendations related to training and performance (Kirkpatrick & Kirkpatrick,
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2016). The internal and external outcomes, metrics, and methods for Level 4 are found in Table
14.

Table 14
Level 4 Outcomes, Metrics, and Methods for External and Internal Outcomes
Outcome Metric(s) Method(s)
External Outcomes
Stock accretion for the
completed merger.
Market and industry
approval/disapproval.
Review quarterly earnings of the company to
evaluate earnings per share, revenue,
appreciation/depreciation of the stock.
Increase in company
efficiency and revenue
(EBITDA).
Evaluate how the organization is
increasing the revenue earnings of
the organization.
Review quarter over quarter earnings before
interest, taxes, depreciation, & amortization.
Lawsuits/Claims
decrease.
Number of lawsuits during and after
the merger.
Review decrease in filings and lawsuits.
Increase customer
service and satisfaction.
Number of customers increases
from survey feedback and
evaluation of customer service
KPIs.
Synergies of customer relationships
and business opportunities.
1a. PEM will collect formative survey data
quarterly.
1b. PEM will utilize quarterly collaboration
training to improve knowledge on aligning
business relationships.
Internal Outcomes
No decrease in
production output
during the merger (or
after the merger).
Increase in production output scores
for the organization.
Management will review quarterly reports.
Increase in
organizational
communication.
Increase communication by
identifying synergies within the
organization.
Management reviews communication
collecting formative surveys quarterly.
Increased employee
satisfaction.
Increase employee satisfaction
scores.
PEM Management will collect formative
surveys quarterly.
Decrease in employee
turnover (outside of
planned layoffs).
Employee retention rates for within
the calendar year (January to
December).
Management review quarterly to ensure
employee turnover is decreasing.
Increase
intraorganizational
collaboration.
Increase employee collaboration
scores.
Management will review surveys that
identify collaboration improvement.

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Level 3: Behavior
Critical behaviors. It is crucial to identify the critical behaviors of scheduling managers
at PEM. Research suggests that Level 3 is described as a continuing evaluation of performance
(Kirkpatrick & Kirkpatrick, 2016). Level 4 of Kirkpatrick indicates how the use of critical
behaviors increase the chances that the outcomes will be met. In addition to the scheduling
managers, the management team of PEM plays an essential role under critical behaviors. The
proposed scheduling team behaviors include the creation of a needs assessment, identification of
scheduling managers for training, and providing the required scheduling managers’ training. The
critical behavior proposed for the scheduling managers includes the participation of the
scheduling managers in training provided by PEM. All behaviors would be evaluated weekly.
The proposed critical behaviors, metrics, methods, and timing for evaluation are found in Table
15.
Required drivers. Critical behaviors are best accomplished using required drivers
through accountability and support. The drivers provided by organizations consist of processes,
procedures, and systems. Kirkpatrick and Kirkpatrick (2016) suggest that required drivers
reinforce, monitor, encourage, and reward the performances of the stakeholders. For scheduling
managers to have the knowledge and skills to achieve the goal of collaboration, they must have
information on collaboration strategies and know how to collaborate in tasks and responsibilities
successfully. Kirkpatrick and Kirkpatrick (2016) identify job aids, coaching, and recognition as
a few drivers to improve performance. Table 16 identifies the methods of monitoring,
reinforcing, encouraging, and rewarding that needs of the scheduling managers to meet the
desired learning of the stakeholders.

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Table 15
Level 3 Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metric(s) Method(s) Timing
1. Scheduling managers
create a collaboration
assessment for
employees.
1a. 100% of scheduling
managers need to complete
collaboration assessment for
their respective employees.
1b. List of needs for each
employee.
List submitted to
management team to
create collaboration
training goals.
Weekly
2. Scheduling managers
team identifies all
employees for training.
2a. Create a list to document
all employees needed for
training.
2b. Provide a list of the
scheduling managers.
List will be created
in Excel and
submitted to the
management team
for scheduling.
Weekly
3. Scheduling managers
team provides all
employees with training
and resources to
collaborate.
3a. 100% of employees who
completed training.
3b. List of employees who
completed the training.
List submitted to the
management team
for confirmation of
training.
Weekly
4. Scheduling
department employees
will participate in
training provided by the
scheduling manager
team.
4a. Ensure that 100% of
employees are participating in
the training.
4b. List of training completed
by the employees.
List of completed
training by the
employees the
training/human
resource department.
Weekly

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Table 16
Required Drivers to Support and Monitor Critical Behaviors
Method(s) Timing
Critical
Behaviors
Supported
Reinforcing
The scheduling managers will receive reminders via email on
critical strategies on how to collaborate with the
intraorganization.
Ongoing 2, 3, 4
Scheduling managers will be given time in the afternoons to
collaborate with other departments.
Ongoing and daily 2, 3, 4
Scheduling managers will follow up with other departments
via Skype, telephone, or in person to ensure collaboration
goals are being met.
Ongoing, weekly 1, 2, 3
Encouraging
Scheduling manager will demonstrate a procedure and receive
feedback from the scheduling managers team.
Monthly during one
on one manager and
employee meetings to
discuss annual goals.
2, 3, 4
Scheduling managers will encourage collaboration with happy
hours, lunches, and after work, events to ensure collaboration
is taking place.
Ongoing, monthly 1, 2, 3
Rewarding
The scheduling managers will provide verbal praise to the
employees and follow up with individuals to ensure
collaboration is taking place.
Daily during
workdays
3, 4
The scheduling manager will utilize a written checklist to
reinforce procedures are followed to see the tangible process.
Ongoing 3, 4
Monitoring
Managers will observe the scheduling managers and
employees when collaboration is taking place.
During the work day
and when discussions
and meetings are
taking place.
1, 2, 3, 4
Managers will require feedback on collaboration which can be
ideas, processes, or synergies that were identified.
Daily, weekly,
monthly.
1, 2, 3, 4

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Organizational support. PEM will support the scheduling managers and their goal of
improving intraorganizational collaboration by creating processes for intraorganizational
collaboration and training. Additionally, the organization needs to create a culture of
collaboration and teamwork. Currently, the PEM does not have a process in place for scheduling
managers’ assessment, and one will need to be created by the leadership team of the
organization. PEM will need to develop a program that consists of collaboration in the culture
with various departments. The scheduling managers team will need to meet and review the
collaboration plan to make revisions and determine how it fits with the processes for
collaboration. PEM will need to create a schedule for training regarding collaboration and
provide resources to management strategies that encourage collaboration in the daily roles of the
employees. As part of this training, PEM will provide subject matter experts to model examples
of positive collaboration, observe the scheduling managers performing the task, and provide
verbal feedback. For critical behaviors to take place, the scheduling team will need to design a
program to conduct weekly audits of employees to determine if collaboration training is being
completed. Finally, the scheduling managers will also need to evaluate potential obstacles to
achieving the goal of intraorganizational collaboration.
Level 2: Learning
Learning goals. PEM needs to create a program that supports the learning and education
of scheduling managers to perform the critical behaviors outlined in Level 3. In order for
learning to occur, scheduling managers must have the knowledge, ownership, and tools to be
successful. Listed below are the goals for the scheduling managers to achieve high levels of
intraorganizational collaboration.
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1. Managers need an understanding of effective intraorganizational collaboration
strategies involved in mergers (Declarative).
2. Managers need to know how to collaborate in tasks and responsibilities (Procedural).
3. Managers need to feel efficacious collaborating in tasks and responsibilities (Self-
efficacy).
4. Managers need to see the value of collaboration during mergers (Value).
5. The organization needs to create processes for intraorganizational collaboration and
training (Cultural Setting).
6. The organization needs to create a culture of collaboration and teamwork (Cultural
Model Influence).
Program. To support the scheduling managers, PEM will create a program to meet the
learning goals identified above. Intraorganizational collaboration is an integral part of the
training program. The scheduling managers possess a unique perspective on collaboration with
various groups within the organization. The scheduling managers have been identified due to the
positive feedback on collaborative processes and procedures within PEM. The managers see the
value of collaboration within mergers and the value of self-efficacy. The managers will be able
to provide additional insight to help align practical training and education that is relevant to the
collaboration in the overall organization. The organization will benefit from the collaboration
through synergies, new business opportunities, and overall organizational efficiencies.
In order to facilitate learning, PEM will design a training seminar through multiple one-
on-ones and group collaboration training over a week that will provide the knowledge to perform
the tasks. The scheduling managers will be provided with adequate training and reinforcement
training to ensure the information is learned and retained. The scheduling managers will be
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required to take notes and to communicate critical points of the training by the end of the training
day.
Evaluation of the components of learning. The scheduling managers’ knowledge and
skills will be evaluated with the use of observations and demonstration to ensure the information
is intuitively understood. The scheduling managers’ confidence and attitude will be a significant
role in the success of the learning. Focus on responsibility and accountability for the learning
will be critical metrics in the evaluation of the training in Table 17.

Table 17
Evaluation of the Components of Learning for the Program
Method(s) or Activity(ies) Timing
Declarative Knowledge — “I know it.”
Knowledge follow-ups on effective collaboration
strategies.
During in-person training
Scheduling managers will verbalize steps to collaborating
in tasks and responsibilities.
During in-person training
Procedural Skills — “I can do it right now.”
Scheduling managers will role-play the collaboration
tasks.
During in-person training
Scheduling managers will demonstrate collaboration with
team members and departments within PEM.
During in-person training
Comments from team members about performing the task. During in-person training

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Table 17, continued
Method(s) or Activity(ies) Timing
Attitude — “I believe this is worthwhile.”
Scheduling team observes employees attitude during daily
tasks.
During in-person training
Comments from team members on the value of training. During in-person training
Confidence — “I think I can do it on the job.”
Discussions following training and verbal feedback with
scheduling team.
Post-training
Scheduling managers provide feedback to the scheduling
team after demonstration of newly learned skills.
During in-person training
Survey after training sessions. Post-training
Commitment — “I will do it on the job.”
Scheduling managers attend scheduling training. During in-person training
Scheduling managers spend times on follow up
assignments for reinforcement training.
During in-person training

Level 1: Reaction
Kirkpatrick and Kirkpatrick (2016) indicate the importance of measuring reactions during
training in order to evaluate engagement, relevance, and satisfaction. Level 1 provides an
efficient and effective process of gathering the information needed to identify the training
provided by the scheduling team. Table 18 lists the methods and timing to measure the feedback
to the scheduling training program.

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Table 18
Components to Measure Reactions to the Program
Method(s) or Tool(s) Timing
Engagement
Scheduling managers’ attendance to training. During training
Observation of scheduling managers’ participation in training and
open discussions.
Ongoing
Scheduling managers ask relevant questions during training with
team members.
Ongoing
Relevance
Discussions with scheduling managers about collaboration tasks. Ongoing
Team members’ feedback on training. Ongoing
Customer Satisfaction
Scheduling managers’ post-training survey. After training
Scheduling managers give verbal feedback regarding improvements
for training.
After training

Evaluation Tools
Immediately following the program implementation. The scheduling manager team
will use knowledge checks during the training of the different procedures to ensure that the
employees are prepared to collaborate daily in their roles. In-person discussions will take place
following each training to determine scheduling managers’ knowledge and skills. At the end of
the training, a post-training survey (see Appendix G) will be completed by the scheduling
managers to ensure collaboration is taking place within the organization.
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The completed post-training surveys will be reviewed quarterly by the management team
of the scheduling managers to refine the training program as needed and to provide the
scheduling managers team with feedback during the quarterly reviews. The feedback will be
provided during the quarterly reviews.
Delayed for a period after the program implementation. A survey will be given to the
scheduling managers monthly to evaluate ideas, collaboration, and synergies taken from the
collaboration implementation. The scheduling managers will continue to collaborate daily when
needed but will provide feedback on additional ways for improvement to the program.
Additional items will be to identify communication, projects, and innovation around petroleum
assets. The questions used in the questionnaire will provide information about the impact of the
training and how it was used since the last meeting. This information will provide directions for
the scheduling managers team to improve the program. If the scheduling managers are not
available during the questionnaire, then they will complete the survey as soon as they return to
the office if they are away on vacation or work assignments.
Data Analysis and Reporting
Scheduling managers are responsible for providing intraorganization collaboration ideas
to others within the organization to continue improving the plan. The ideas will be reported on
the intranet shared drive on SharePoint. It is vital for the scheduling managers team to meet the
goals of training for the group. A dashboard has been created to track and report the success of
the outcomes.

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Summary
The assumed knowledge, motivation, and organizational influences were based on
validated research found in the literature review and with the qualitative data gathered from the
semi-structured interviews for this study. Methodologies and research-based recommendations
came from strategies of knowledge (Schraw & McCrudden, 2006), learning (Ambrose et al.,
2010), self-efficacy (Borgogni et al., 2011), and utility value (Pintrich, 2003). The organization
must create a systematic collaboration plan that is evaluated in order to achieve a fully integrated
culture and company.
The New World Kirkpatrick Model was utilized to establish a framework of evaluation in
order to have proper measurables for the organization’s goal, which was to achieve a fully
integrated organizational collaboration plan for the two merged organizations. The goal supports
the organizational performance goal of the scheduling managers demonstrating intraorganization
collaboration in tasks and responsibilities by August 2019. The New World Kirkpatrick Model
is composed of four pivotal levels, which include results, behavior, learning, and reaction. The
four levels will help to provide a systematic approach to promote training and learning that will
encourage the scheduling team to collaborate in daily tasks and responsibilities within the
organization. The foundation of using this framework will give the organization an excellent
opportunity to meet the goal of collaborating daily in tasks and responsibilities.
Limitations and Delimitations
There are several limitations to this study that open opportunities for future research.
There are limitations to the sample size of the participants. The primary methodology relies on
interviews and various sources of document analysis. The scheduling managers are responsible
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for collaboration based on their roles, but it is unknown to what extent the managers participated
in the development of the intraorganizational collaboration plan.
Additionally, due to the response bias, I did not find verity that the participants’
interviews are entirely truthful. Most of the documents are limited to those that are accessible
only to employees internally at PEM. The interviews were utilized to support the legitimacy of
the study. The sample was purposely selected based on the feedback internally and the
experience of the researcher identifying the scheduling managers department as being highly
collaborative. However, the executive leadership influence on the level of collaboration was not
assessed in this study.
Another limitation is the scope of the research. I had time and financial limits to expand
the study to other departments within the organization. All interview participants completed the
interview and agreed to voice recordings and notes during the interview. Organizational support
at PEM approved all interviews and data to be gathered during work hours. However, part of the
analysis also revealed a need for additional research to be conducted in other various
departments within PEM. Leadership supported the concept of closing gaps to improve
employee performance and collaboration at all levels.
Lastly, is the limitation on reflexivity and positionality. I was a former scheduling
manager at PEM and other organizations in the industry, which may have influenced the
interpretation of findings. I am also an employee at PEM. Although rigorous selection criteria
were used to ensure that there was no conflict of interest, it is unknown if the status of the
researcher contributed to the limitations of what respondents were willing to share in interviews.
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Conclusion
PEM’s stakeholder goal to demonstrate intraorganization collaboration strategies in tasks
and responsibilities was documented in 2019. The study revealed that 10 of the managers
actively demonstrated intraorganizational collaboration but also identified gaps to improve
collaboration, as only four managers felt the organizational culture encouraged cross-
departmental collaboration. Using a modified Clark and Estes (2008) KMO framework, a
comprehensive gap analysis from various sources of data and interviews revealed that PEM
managers have a lack of knowledge of role and responsibilities within the organization.
Additionally, processes, procedures, training, and a clear vision encouraging collaboration from
the leadership team would help align organizational goals to the KMO framework.
Selection of study participants was purposeful to synthesize how the organization is
collaborating at high levels and also to identify potential gaps for improvement. Eleven of the 14
participants believed that organizational collaboration could be improved to close gaps.
Implications from the study suggest that there is a need for PEM to hold training and educational
seminars to ensure the knowledge gaps are improved. Additionally, the knowledge of roles and
responsibilities within the organization are unclear, so each office should consist of the specific
roles and teams within each office on each floor. Nine of the 14 employees agreed that they
understand they must collaborate within the organization to be successful, but all participants
agreed that they would like to be motivated by the leadership to understand that collaboration it
is encouraged verses implied.
The conclusions from this study suggest a need for on-going research and benchmarking
related to collaboration PEM. For example, PEM should examine managers and employees by
conducting a survey in collaboration. Future research should also consider conducting
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interviews in other departments and include lower level employees. The research could identify
trends regarding employee engagement in relation to a highly collaborative organization versus a
low collaborative organization. It is important that collaboration is not the end result but that
collaboration will assist in other positive outcomes such as better communication, organizational
synergies, and high productivity of employees in a collaborative enviroment.
Lastly, the importance of addressing collaboration for the scheduling managers’
department is not limited to PEM. Denning (2005) suggests that every day is an opportunity to
bring people together to collaborate on common goals and shared values. There is real power in
face-to-face interaction, but teams must be encouraged and given an opportunity to develop their
own story. The rate of uncollaborative and siloed organizations is a growing topic of interest in
corporate America due to a lack of training, motivation, and organizational influences. Relative
performance measures to measure collaboration progress must be implemented in order to
evaluate and improve collaboration. Denning (2005) indicates that extraordinary performance
from teams is driven through learning from experience and sharing knowledge, which is the
genesis of collaboration.

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Appendix A: Participating Stakeholders with Sampling Criteria for
Interview, Survey, and Observation
Stakeholders

Sampling
strategy
Number in stakeholder
population
Number of proposed
participants from
stakeholder population
Start and end
date for data
collection
Interviews: Purposeful There were various
interviews conducted
in person and over
Skype phone calls that
met the criteria for
intraorganizational
collaboration.
Fourteen stakeholders
are represented by an
interview
3/2019 – 5/2019

Interviewing Sampling Criteria and Rationale
Criterion 1. Manager or above in the scheduling departments of PEM. The first
criterion for the interview participants is that they are a manager or above within the PEM
organization.
Criterion 2. The stakeholders must have been within PEM or an affiliate organization
that has been acquired in the past three years. The experiences within the intraorganizations are
critical to collaboration integration evaluation.
Criterion 3. The stakeholders were willing to participate while fully understood their
interview will be kept anonymous.
Interview Sampling (Recruitment) Strategy and Rationale
The purposeful sampling of the manager-and-above level positions was to evaluate
potential discrepancies between various leaders within PEM regarding their knowledge,
motivation, and organizational influences. Research indicates that a purposeful sampling method
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is best utilized in order to uncover the story of the evaluation conducted (Merriam & Tisdell,
2016). I selected interview candidates through an analysis of experiences and willingness to
participate. The interviews were held at the participant’s main offices in order to establish a
sense of calmness and normality. Creswell (2014) indicates the importance of purposeful
sampling to take place in a natural setting for interviewees.

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Appendix B: Protocols
KMO Influences
K-Factual (K-F) — Managers need to know how to collaborate in tasks and responsibilities.
K-Conceptual (K-C) — Managers need an understanding of effective intraorganizational
collaboration strategies involved in mergers.
M-Utility Value (U-C) — Managers need to see the value of collaboration during mergers.
M-Self Efficacy (M-SE) — Managers need to see the value of collaboration during mergers.
O-Cultural Setting (O-CS) — The organization needs to create processes for intraorganizational
collaboration.
O-Cultural Models (O-CM) — The organization needs to create a culture of collaboration and
teamwork.

Intraorganization communication is referring to the separate individual entities that are within the
larger merged organization.

KMO
Influences Interview Questions Document Analysis
Introductory
Questions
- How long have you worked at PEM?
- What roles have you been in at your time within
the organization?
- What have been the challenges with the recent
merger?
- How often do you interact with the merged
organization?
- Not applicable
Knowledge
Influences
- How do you believe communication could be
improved with the intraorganization?
- What has your experience been in tasks and
responsibilities with the intraorganization?
- What strategies do you believe would be
effective in increasing collaboration with the
intraorganization?
- How often do you interact with the
intraorganization?
- How do you collaborate with the
intraorganization?
- Not applicable
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KMO
Influences Interview Questions Document Analysis
Motivational
Influences
- What motivates you to interact with the
intraorganization?
- What are the core values that motivate you
every day?
- How important is it to motivates others in the
intraorganization?
- How important has collaboration been to the
success of the department?
- Do procedures motivate
managers to collaborate with the
intraorganization?
- Does CDMS training motivate
managers to collaborate with the
intraorganization?
Organizational
Influences
- Was there training that took place to help
synergize the organizations?
- How is the organizational hierarchy positioned
to encourage collaboration and innovation
between the intraorganizations?
- How does the organization communicate a
culture of collaboration and teamwork?
- How does the organization’s culture motivate
managers to interact with the intraorganization?
- What portion of the mission and vision aligns
with collaboration?
- What do you believe the organization could do
to improve collaboration?
- What events could take place to improve
synergies?
- How do the procedures show
the value of intraorganizational
collaboration?
- How do the emails from
managers show effective
collaboration?
- Are the procedures and training
documents user friendly?
- Do you believe the organization
is adequately providing training
for intraorganizational
collaboration?
- How does the training align
with the intraorganizational
culture?
- How do the quarterly earnings
reports and verbal communication
reflect the interaction with the
intraorganizations?

Document Analysis Protocol
Document(s) Reviewed:
Researcher:
Date:
Start time:
End time:
Location:
Conceptual Framework:
Evidence of Procedural Knowledge:
Evidence of Training in Cultural Setting:
Other Notes/Influences:

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Appendix C: Credibility and Trustworthiness
Credibility must be at the core of my qualitative research. Research indicates the
importance of the credibility of qualitative data must not be compromised due to time, resources,
or sampling challenges (Fink, 2013). Triangulation was utilized to increase credibility and
trustworthiness through interviews, observations, and documents. I focused on my credibility by
accurately representing my intent and expectations for the interview. The interviews were used
with a recorder while also taking notes during the interview. The hand-written notes were
transferred to my computer in a password-protected document and folder. Additionally, I sent
the interview notes to the participants to ensure the accuracy of the interview. I worked to gain
legitimacy by careful record keeping by saving well-organized electronic and hard copy files
(Miles, Huberman, & Saldaña, 2014). The focus of the research was to ensure that readers of the
reports will be able to understand the process taken and identify the credibility of the data.
Additionally, trustworthiness is critical for my participants to ensure their interview was
completely anonymous and that the data will be protected. Additionally, to comply with the IRB
process, I want to produce accurate research data that is not to be skewed in any way. Clark and
Estes (2008) indicate that a learning culture must possess a continuous commitment to search for
“truth” through inquiry. Transparency is essential to the trustworthiness and will ultimately align
research with the credibility it needs to be valid. Finally, research indicates the direct correlation
between ethical practices and the trustworthiness of the research study (Merriam & Tisdell,
2016).

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Appendix D: Validity and Reliability
Research indicates that reliability is the consistency of the findings when is inquiry is
replicated (Merriam & Tisdell, 2016). Merriam and Tisdell (2016) define validity by asking the
question, “how congruent are the findings to reality?” (p. 242). Maxwell (2013) identifies
validity as to how the interviewees understand the world. It is relative and dependent on
circumstances and perspective of the events during that specific period. Triangulation was
utilized to assist with validity due to the multiple sources of support and alignment data. The
goal of the research was to produce reliable and valid data which can only be achieved if the
research is conducted in an ethical manner (Merriam & Tisdell, 2016). To gain reliability, I
followed standard procedures unfailingly with all participants. Additionally, I utilized reflexivity
to ensure the interviewees accurately confirmed the data gathered from the interview. I want my
research to contain all of the core components, so the data is valid, reliable, credible, and
trustworthiness to assist in the overall improvement of the intraorganizational collaboration plan.

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Appendix E: Ethics
Ethics was at the core of my research to ensure the participants, data, and analysis is all
managed to the highest requirements of the Institutional Review Board (IRB). Merriam and
Tisdell (2016) define ethical research as trustworthiness, validity, and reliability. Additionally,
Creswell (2014) supports Merriam and Tisdell (2016) indicating ethical issues for researchers to
focus on protecting participants, promoting integrity, and guarding against proprietary
information. The goal with my participants in the research process was to remain transparent,
authentic, and credible. The collective goal for all of the stakeholders was to contribute to the
overall objective of improving mergers and acquisition success through cultural awareness; it is
essential to evaluate where PEM employees are currently with their performance goals.
Therefore, the stakeholders of focus for this study were various individuals within the five pillars
of PEM. The stakeholders were derived from multiple scheduling managers, which include
refined products, natural gas, crude oil, natural gas liquids, and plant and terminal scheduling.
Approved stakeholders have been with the company a minimum of three years and have
experienced at least two mergers and acquisitions. The individuals within the organizations
selected consist of managers, directors, and vice presidents of various scheduling departments.
The stakeholders are proven leaders, which range from three to 30 years of experience with the
company. I required consent forms from all participants that wished to be involved. I provided
full disclosure for the goals of the research. I utilized the research to provide best practices to
improve mergers and acquisition collaboration in the oil and gas industry. Creswell (2014)
identifies the importance of respecting norms and cultures, which include equity for genders,
religious affiliations, and any other miscellaneous beliefs. The data was collected from an
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electronic recording device and note-taking during the interviews. The data was protected and
locked in password-protected documents and physically locked up in drawers for protection.
I am a Sr. Director in the Commercial Optimization group in the Natural Gas
organization. I was previously associated in another division, which was a subsidiary of the
general partner company. I was over 15 individuals in my prior role and have since been
promoted last year to a Sr. Director of Commercial Optimization, where I now have three direct
reports. I am in a leadership role where I direct organizational change, process and procedure
improvements, and innovative ideas to improve all divisions of the organization. I did not
interview anyone in an insubordinate role of me. Transparency, integrity, clear communication,
and being intentional were essential in the qualitative analysis with my participants.
Glesne (2011) indicates the learning through “trial and error” (p. 162), by having an acute
sense of ethical awareness to avoid pitfalls. Krueger and Casey (2009) identify the importance
of IRBs by ensuring consent, ethics, and the standards for human subjects are met for individuals
and focus groups. I held myself 100% accountable in preparation, during, and after the research
was concluded to maintain the highest ethical standards set forth by the IRB at the University of
Southern California.

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Appendix F: Limitations and Delimitations
Limitations that impact this study include:
• The inexperience of researcher;
• Small sampling sizes;
• Participants were all volunteers — non-probability (not random/not generalizable;
biases of participants);
• Biases of observer;
• Dependability of honesty/accuracy/transparency of researcher and participants; and
• Time constraints.
Delimitations of the study include the department and participants reviewed. Only the
PEM manager-and-above level participants from the scheduling department were included in this
study. The study could be expanded to include other departments within PEM. This study
provided the organization with gaps and future opportunities on how to improve
intraorganizational collaboration within the department evaluated. This study could be expanded
to include scheduling departments within other organizations.

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Appendix G: Scheduling Managers’ Post-Training Survey
Type of scheduler: (circle one) manager director vice president other
Dates of training:
Strongly Agree = SA, Agree = A, Disagree = D, Strongly Disagree = SD
1 The training environment helped my learning. SA A D SD
2 I was interested in the training. SA A D SD
3 What I learned from the training will help me collaborate with the
intraorganization.
SA A D SD
4 I understand the activities I need to do to collaborate. SA A D SD
5 I received helpful information before the training began. SA A D SD
6 I would recommend this training to other employees. SA A D SD
7 I believe what I learned will be important for collaborating in my
daily role.
SA A D SD
8 I am confident that I can apply what I learned during the training
when collaborating with others in the organization.
SA A D SD
9 I believe that I will receive the necessary support from the
organization when collaborating within the organization.
SA A D SD
10 What are the most important concepts you learned from your training?

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Delayed Feedback Survey
Scheduling Manager Training
Type of scheduler: (circle one) manager director vice president other
Delayed Feedback Survey
1 month after training
1 The training provided was applicable to collaborating in the
intraorganization.
SA A D SD
2 Looking back, the training was a good use of my time. SA A D SD
3 I have a better understanding of the information about
collaboration and the techniques to collaborate.
SA A D SD
4 I have been successful in using my training to collaborate in my
department and the intraorganization.
SA A D SD
Using this rating scale, circle the rating that best describes your current level of application
when collaborating in the organization. 1-little application, 2-mild degree of application, 3-
moderate degree of application, 4-strong degree of application
5 Collaboration via email, IM, or telephone. 1 2 3 4
6 Collaborating with other departments/offices. 1 2 3 4
7 Face-to-face collaborative meetings. 1 2 3 4
8 Coaching others to collaborate. 1 2 3 4
9 Providing feedback to improve collaboration. 1 2 3 4
10 Using resources for support. 1 2 3 4
11 What has helped you to implement what you learned during the training?
12 What challenges did you experience in applying what you learned while collaborating
with others?
13 Please provide an example of a positive experience since you completed your training.
14 Please list other areas of training that would have been helpful.

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Appendix H: Example Dashboard Collaborative Training Progress
Collaborative Scheduler Training Program Implementation Progress
Report date: November 2019 (Three months after training)
Action/Result Target Actual Rating
Schedulers identified for training 100%
Completed schedulers needs assessments 100%
Schedulers who received training and resources 100%
Schedulers who completed training 100%
Improved schedulers and customer satisfaction 100%
Increased meetings that encourage collaboration 100%
Increased training and education regarding collaboration skills 100%
Increased use of collaboration in daily tasks to promote a culture
of collaboration
100%

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Asset Metadata

Creator Ochoa, Jonathan Daniel (author)

Core Title Development of intraorganizational post-merger collaboration plan: an evaluation study

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Publication Date 09/23/2019

Defense Date 09/20/2019

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

Tag accountability,collaboration,culture,Knowledge,leadership,Motivation,OAI-PMH Harvest,synergy

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Hirabayashi, Kim (committee chair), Combs, Wayne (committee member), Seli, Helena (committee member)

Creator Email jonathan.ochoa12@gmail.com,ochoajd@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-220290

Unique identifier UC11673871

Identifier etd-OchoaJonat-7834.pdf (filename),usctheses-c89-220290 (legacy record id)

Legacy Identifier etd-OchoaJonat-7834.pdf

Dmrecord 220290

Document Type Dissertation

Rights Ochoa, Jonathan Daniel

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